Gordon a lumni connect ion S p r i n g 2 0 1 2

Dear Gordon Friends,

We hope you have been enjoying our What Matters video series at www.gordon-

school.org/whatmatters. It has given us a wonderful opportunity to showcase

the extraordinary teaching and learning that takes place in our classrooms each day

and the lasting impact it has on our students and graduates.

This issue of the Alumni Connection celebrates our teachers and alumni who are

carrying out the school’s mission in their work today. Gordon’s Teacher Residency

Program is in its second year and several of our cooperating teachers share reflections

on their work with mentoring aspiring classroom teachers. Also highlighted are alumni

who are using the foundation they received at Gordon to forge successful relation-

ships and cooperative partnerships in their professional careers.

I am excited to announce the upcoming launch of the Gordon School Alumni Mobile

Community. This application is compatible with the iPhone, iPad, iPod Touch and

Android. It will feature an interactive alumni directory, a school news feed, events

page and social media connections. To learn more about this exciting venture visit

www.gordonschool.org/mobilecommunity.

I do hope you enjoy this issue. As always, Gordon School is enormously grateful for

the continued support we receive from our alumni and their families.

Stay in touch.

Sincerely,

Siobhan Sheerar Welsh

Associate Development Director

The Teacher residency ProgramA t G o r d o n S c h o o l A n d

r o G e r W i l l i A m S U n i v e r S i t y

The eight residents of the 2012 cohort began

their studies last summer with three intense

courses led by Gordon faculty: Foundations

of Education, taught by Lower School Literacy

Specialist and former first grade teacher

Minna Ham; Psychology of Learning and

Development taught by Director of Diversity

and Multicultural Practice Kim Ridley; Multi-

cultural Children’s Literature taught by librarian

Suzanne Fox and third grade teacher Noelle

Walters. Residents also had an opportunity to

see theory turned into practice as they observed

mentor teachers in Gordon classrooms in late

May and June.

This fall, the residents entered Gordon class-

rooms and worked alongside their cooperating

teachers for the entire semester. In January,

the residents had the opportunity to intern

with master teachers at Paul Cuffee School in

Providence.

The residents are now in their final placement

at Gordon and are assigned to a new classroom

and cooperating teacher. Their practical teach-

ing experiences continue to be supported by

rigorous graduate level coursework in standards-

based mathematics, literacy, multicultural

children’s literature, art and a seminar taught

by Gordon’s faculty.

This talented and energetic group of aspiring

teachers has brought their diverse experiences,

backgrounds and passion for teaching into our

classroom community this year. The students,

teachers, and families they have worked with

know the benefits of having another dynamic

educator focused on students’ social, academic

and emotional growth.

1

meet the 2011-2012 reSidentS

t r A c e y c l A r k e

Gordon Placements: Noelle Walters, third

grade (fall), Pat Jennings, fourth grade (spring)

I have been teaching for several years, but this

year I was reminded so often of why I do this.

I just love kids—the energy they have, the way

their minds work and the fact that every day

is different. Mostly, I love the fact that the little

interactions between a teacher and a young

student can make big differences in their lives,

whether they involve lessons, teaching, a high

five or a conversation.

c o U r t n e y d e A n G e l i S

Gordon Placements: Andrew Barrett, fifth

grade (fall), Cendhi Arias, second grade (spring)

Over this past year, I have learned that I enjoy

working in all of the grades. I don’t prefer one

grade over another; they are all wonderful in

their own ways.

S e t h G i l b e r t S o n

Gordon Placements: Shai Pina, fifth grade (fall),

Linda Mullin, first grade (spring)

I have become aware of what I can bring to

the classroom and the effect it can have on my

students and colleagues. I have also learned

that there is always room to improve my

practice and incorporate innovative lessons

and strategies for my students to connect more

deeply with the material they are learning.

c A i l i n h e A r d

Gordon Placements: Cendhi Arias, second

grade (fall), Rosemary Colt, third grade (spring)

Through this program I have learned that

the first and most important step in being

an effective teacher is building meaningful

relationships with each and every student.

m e G k e e f e

Gordon Placements: Greg Carson, sixth grade

(fall), Janet Burnham, first grade (spring)

As I entered this program I expected to enjoy

working with the younger grades the most, but

I found that I love working with older students

just as much.

m i k e m A r n e l l

Gordon Placements: Pat Jennings, fourth grade

(fall), Greg Carson, sixth grade (spring)

I am extremely happy that I have chosen this

profession. Every day I have the opportunity to

guide students in their pursuit of learning and

I feel fortunate to have the chance to see them

grow.

l i S A m c G o U G h

Gordon Placements: Kate Mercurio, second

grade (fall), Shai Pina, fifth grade (spring)

This year I have learned so many ways of

being thoughtful in teaching and in life. This

experience has transformed my thinking, and

I am excited to carry this thinking with me on

my life journey in and out of the classroom.

m e A G h A n S c h l o S S t e i n

Gordon Placements: Diana Reeves, third grade

(fall), Samantha Kravitz, fifth grade (spring)

I have learned to trust my instincts and to

always listen to my students.

For more information about the Teacher Resi-

dency program visit www.gordonschool.org/

residency or contact Program Director, Lynn

Bowman at lbowman@gordonschool.org.

2

3

Greg Carson has spent his entire professional

career teaching at Gordon, starting in 1999

as a third grade teacher. He spent five years

teaching fourth grade and seven years teaching

sixth grade and is also a cooperating teacher

for the Teacher Residency Program. Greg

graduated from Keene State College with a B.S.

in Elementary Education with a concentration

in Special Education, as well as a M.Ed. from

Providence College in School Administration.

His daughter Emma is currently a student in

Gordon’s nursery class.

What led you to Gordon?

I was attending a friend’s birthday party in

central Massachusetts just as I was completing

my student teaching. I struck up a conversation

with his mother, Carol Crout, who was a

beloved second grade teacher at Gordon. She

spoke passionately about the work that Gordon

was doing and encouraged me to apply for

the third grade opening, which I eagerly did.

After meeting with Maryanne Pieri, Director

of the Lower School, and other Lower School

teachers, I immediately felt drawn to all aspects

of the school’s work and the way it lived its

mission. It was a child-centered school that

was bold and innovative in its work with

children. Gordon was in the early stages of

formalizing its commitments to racial diversity

and multicultural education, and having the

opportunity to incorporate this work into my

practice would prove to be both a challenge

and a place of very meaningful professional

and personal growth.

What is your role as a cooperating teacher

in the residency program?

For the better part of a semester, I coach and

guide a resident through all of the varying

responsibilities required of a teacher. Residents

are valued members of our teaching commu-

nity, and it’s very important to establish a

climate in the classroom where students and

their families view us as partners in teaching

our students.

What do you enjoy about being a

cooperating teacher?

The impact of the Teacher Residency Program

on Gordon students is significant, with respect

to students’ emotional, academic, and social

development. I’ve also benefited enormously

from the “why” questions that residents are

so adept at asking. For example, they may ask

why I grouped students in a specific way for

one lesson, but in an entirely different way

for another. I love these questions, as I some-

times find them professionally affirming for the

part of my practice I do instinctively. However,

these questions can also prompt some changes

that strengthen my teaching practice and over-

all work with students.

Finally, I feel pride that the residents I’ve

worked with can take the lessons and learning

from their time in my classroom and venture

off into their own full time teaching positions.

Earlier this week I exchanged emails with a

resident I worked with last spring, as she was

looking for some support with an astronomy

unit she’s preparing for. It meant a lot to me

to know that she’s succeeding in her own

classroom and is still willing to use me as a

resource.

What do you appreciate about Gordon?

Without hesitation, I most appreciate the fact

that relationships are the foundation of our

school—relationships with students, families,

colleagues, and alumni. I get to know my

students and their families in very meaningful

ways. Conversely, students and their families

get to know teachers in meaningful ways that

allow for openness and honesty that everyone

benefits from. Our profound commitment to

thoughtful multicultural teaching and learning

is something that I appreciate about Gordon.

I’ve seen the results in our graduates; they

leave as confident and empowered members

of a community who are willing to take

leadership roles in tackling difficult social

justice issues.

What is your fondest memory of your

Gordon teaching experience so far?

It would be the relationships I’ve built and

sustained with students and residents over

the years. Hearing the successes of my former

students brings me a lot of joy and pride that

stays with me, particularly if I’m able to talk

with them or exchange an email. I can honestly

say that I look back on each group of students

I’ve taught at Gordon with sincere fondness.

What do you hope for your students and

your teaching residents?

I hope my students and teaching residents

are able to reflect back on their time at Gordon

and recognize specific moments and the

cumulative learning that were fundamental

in their later successes. I hope they understand

themselves on many levels and possess the

confidence and skills to continue to grow

personally and academically.

f A c U l t y S p o t l i G h t

greg carson

4

Shai Pina has taught fifth grade at Gordon for

eight years. She is a cooperating teacher for

the Teacher Residency Program and facilitates

the Middle School Common Ground program.

Her husband, Jason, serves on the Board of

Trustees and their children Kayla (8th) and

Myles (K) are Gordon students. Shai graduated

from Rhode Island College with a B.A. in

Education and Mathematics

What led you to Gordon?

I was teaching at the Meadowbrook School in

Weston, MA and attended the AISNE People of

Color Conference where I met Gordon’s former

Diversity Director, Eric Polite. I was not only

impressed by his work at Gordon but also the

school’s strategic intention to increase racial

diversity—from the student body and faculty to

developing and implementing a multicultural

curriculum at all grade levels. I was looking at

Gordon not only for a teaching position but also

as a place for my family and when I interviewed

I knew it was the right school for all of us.

What is your role as a cooperating teacher

in the residency program?

I mentor a resident for half a year and welcome

them into my classroom as a teaching partner.

It is important for my students and their families

to know there are two teachers in their class-

room which allows for more individualized

instruction and fosters different perspectives.

My responsibilities include modeling best

practices, supervising and assessing the

residents’ professional growth and mentoring

them to their next step of having their own

classroom.

Lynn Bowman, Director of the Residency

Program also has the team of cooperating

teachers meet to share their experiences and

build our skills as mentors. It is not often that

I get to meet with my colleagues, share our

ideas with one another and affirm our roles as

mentor teachers. It has been edifying to build

new relationships with my colleagues.

What do you enjoy about being a cooperat-

ing teacher?

Being a cooperating teacher has given me

the opportunity to reflect, assess and affirm

my teaching practice. When you have some-

one observing you every day, it makes you

reflect on your practice; “Why do I teach this

lesson this way?”, “Is there anything I can do

differently?” The residents also bring their

own perspective, creativity and ideas to my

curriculum. Every day I learn something new

from them and that strengthens my own practice.

Having another teaching partner in my class-

room allows for more individual instruction

from one on one lessons to small group work.

The students can experience a range of learn-

ing experiences and understand the material

in a deeper way.

I also see my students benefiting from having

an additional teacher in their classroom.

Students connect to different people and having

a resident in the classroom gives them an

opportunity to build a trusting relationship with

another adult.

What do you appreciate about Gordon?

In addition to the school’s emphasis on racial

diversity, I appreciate Gordon’s focus on

individualized instruction. Being a mother of

two Gordon students and also a teacher, I see

the benefit of small class sizes and how they

lend themselves to individual growth and

confidence. Students at Gordon are encouraged

to find their voice, to believe in themselves and

to take ownership of their convictions. Recently

a group of seventh graders expressed an inter-

est in revitalizing the school newspaper. The

teachers helped their idea come to fruition and

The Gordonian is now written and published

monthly by a group of Middle School students.

What do you hope for your students?

I hope students leave my class with the tools to

be successful life-long learners. We can’t even

imagine the jobs that will be available to them

when they graduate college and I want them

to feel prepared to enter a diverse workforce,

holding onto the skills they learned at Gordon.

I also want my students to have the confidence

to go out into the world and seek the truth and

know that the truth can be found in various

ways.

f A c U l t y S p o t l i G h t

shai Pina

5

Tricia Kelly has taught Modern Language at

Gordon for three years. She is an instructor for

the Teacher Residency Program. Two of her

children, Madison (7th) and Connor (5th), are

Gordon students. Tricia earned her B.A. from

Washington University in St. Louis, an M.A.

from Boston University and an Ed.D. from

Teachers College Columbia University.

What led you to Gordon?

My husband grew up in Rhode Island and

we were looking to move here in 2008. Prior

to that we were living in Belgium for my

husband’s job. I began searching for teaching

positions and saw a posting on Gordon’s

website for a Spanish teacher.

I was very impressed by the school’s commit-

ment to multicultural curriculum. It has allowed

me to focus on extending my teaching of the

Spanish language and provide my students with

community partnerships and experiences that

allow them to step beyond the memorization

of the language and provide a window into its

practical use.

What partnerships have you established at

Gordon?

Our eighth grade Spanish classes are focused

around a year long study on immigration. Their

classroom work helps them understand the

struggles immigrants face when living in a

country where they don’t speak the language.

What is the course you teach for the teacher

residency program?

The course involves a seminar on strategies for

English language learners (ELL) and fieldwork

in an urban classroom. We partner with CVS

Highlander Charter School in Providence.

Residents observe and work with elementary

students individually and in small groups. The

class raises awareness of issues facing English

language learners and provides them with

practical strategies for ELL instruction.

What do you hope for your students?

I hope my students continue to be interested in

both the Spanish language and in the diverse

cultures where Spanish is spoken. I would like

them to carry the compassion and respect they

have for others who are also learning a new

language. I hope that the study of modern

languages opens their eyes to possibilities for

work, cross-cultural relationships and travel

experiences around the world.

This year, the eighth grade Spanish classes

have partnered with the Rhode Island Family

Literacy Initiative (RIFLI), a free, first step liter-

acy program for adults and their children based

at public libraries throughout Rhode Island.

RIFLI offers English as a Second Language (ESL),

citizenship preparation and computer instruc-

tion as well as children’s programming, student

resource and support.

Each eighth grade student is assigned a pen-pal

at the RIFLI and they write letters to them in

Spanish. Their pen-pals respond back to them

in English. The students make connections

immediately with their pen-pals about their

shared struggle of learning a new language

and the application of its grammatics and

pronunciation.

In seventh grade, the students engage in a

semester-long study of Guatemala. We partner

with Maya Works, a fair trade nonprofit organi-

zation that promotes economic development

for Mayan women and their families by sup-

porting a marketplace for their handcrafted

goods. The students organize a Maya Works

sale for the entire school community. After the

sale, they send the proceeds to Maya Works as

well as handwritten letters in Spanish to each

artist letting them know the success of the sale.

f A c U l t y S p o t l i G h t

Tricia Kelly

Gordon Middle School MuSicianS

naMed all-State

In November, seven Gordon students passed

the audition for the Rhode Island Music

Educator’s Association Junior All-State Music

Festival, including a seventh grader who will

serve as first chair in the orchestra. Approxi-

mately eight hundred seventh, eighth and ninth

graders from throughout the state also audi-

tioned. The Junior All-State Performance was

held on Sunday, March 25th.

Gordon proGraM earnS national

attention

Kindergarten teacher and Lower School

Common Ground Coordinator, Julie Parsons,

and Director of Diversity and Multicultural

Practice, Kim Ridley co-authored an article

on Lower School Common Ground for

Independent School Magazine. The article,

Identity, Affinity and Reality: Making the Case

for Affinity Groups in Elementary School,

appears in the winter 2012 issue. It is also

online at www.nais.org/publications

Middle School Fall theater

perForManceS

The Middle School performed two simulta-

neous productions this fall: You Can’t Take

It With You, by Moss Hart and George S.

Kaufman, and Arsenic and Old Lace by

Joseph Kresselring. Each play’s cast provided

the stage crew for the other. The arrangement

provided the student actors an opportunity

to experience theater both as a performer

and as a crew member.

hiGh School aluMni BreakFaSt

The December high school alumni breakfast

provided graduates from classes 2008-2011

an opportunity to reconnect with their

Gordon classmates and teachers prior to the

school’s winter assembly. Pictured from left

to right: Meghan Wales ’10, Jonah Parker

’10, Nate Bresnick ’10, Will Lupica ’10,

Manny Guerzon ’09, Emilie Chung ’10,

Dani Michaud ’11 and Graham Watkins ’08.

6

head’S adviSory council

The Head’s Advisory Council led by Co-Chairs

Sally Lapides and Annie White ’87 met this fall

and discussed the school’s marketing efforts.

The conversation was led by Trustee, Robin Boss

and Head of School, Ralph Wales. The Council

which consists of fifty alumni and parents of

alumni shared their ideas for strengthening

Gordon’s message of providing an academic,

racially diverse and child-centered education.

campus notes

7

claSS oF 2012 civil riGhtS trip

The Class of 2012 traveled to Georgia and Alabama in February for the 11th annual Civil Rights

Trip. They met with several civil rights veterans including FBI Investigator, Ben Herren,

Dr. Gwendolyn Patton, and they visited historic sites such as the Edmund Pettus Bridge and

the Southern Poverty Law Center.

The Civil Rights Trip is funded by the Bready-Lapides Eighth Grade Educational Trip Fund which

was established through the generosity of Richard Bready (parent of Arika ’02 and Max ’03)

and Sally Lapides (parent of Ian ’99 and Emmett ’03) and the Class of 2003 Museum Admissions

Endowment Fund.

karla harry viSitinG author

Award-winning children’s book author April

Pulley Sayre was this year’s Karla Harry Visiting

Author. Sayre is the author of over fifty-five

non-fiction books for children and adults. Her

books, known for their lyricism and scientific

precision, have been translated into many

different languages. She is best known for pio-

neering literary ways to immerse young readers

in natural events via creative storytelling and

unusual perspectives. In 2008, she accepted

the Theodor “Dr. Seuss” Geisel Honor Award,

given by the American Library Association for

her book, Vulture View. It was also named a

finalist for the 2008 AAA/Subaru SB&F Prize for

Excellence in Science books.

colleGe aluMni GatherinG

Mackenzie Cater ’07 (UC Berkeley), Ben Fine

’07 (Brandeis University), Dylan Neel ’07

(Harvard University) and Lauren Rosalanko ’07

(George Washington University) returned to

Gordon in January to share their experiences

on college life with this year’s eighth grade

class.

FiFteenth viSitinG artiSt announced

Jim Reynolds will be Gordon’s fifteenth Britt

Nelson Visiting Artist, working with second,

seventh and eighth graders from April 9th to

April 20th. He is a RISD graduate who uses a

repousse technique with metal and focuses his

work on creating images from nature.

Reynolds will present his work to all three

divisions of the school while he is here, and he

will give a public talk on the evening of April

18th at 7pm in the Activity Room. All are

welcome to attend.

8

Andrew is also the co-founder of Toolbox for

Education and Social Action (TESA), a worker-

owned cooperative that develops and

distributes interactive resources for economic

and social change. Andrew attended Milton

Academy ’05 and Hampshire College ’10.

how was Co-opoly created?

My Hampshire classmate, Brian Van Slyke,

had the idea of creating a board game that

would teach people about the unique benefits

and challenges of cooperatives, and introduce

them to this alternative economic model. He

began working on it during our sophomore

year in college, and almost four years later,

we had a full on board game. After Hampshire,

we decided to come together for TESA, and

Co-opoly was the first major product we

designed and produced.

In Co-opoly: The Game of Cooperatives,

players must collaborate to found and run a

democratic business. In order to survive as

individuals and to strive for the success of their

co-op, players make tough choices regarding

big and small challenges while putting their

teamwork abilities to the test. This is an

exciting game of skill and solidarity, where

everyone wins—or everybody loses. By play-

ing Co-opoly, players discover the unique

benefits, challenges and operations of the

cooperative world—as well as the skills

needed to participate in a co-op.

When it came to the production of Co-opoly

we focused on making the game independently.

Our business, Toolbox for Education and

Social Action (TESA), which facilitated the

creation of Co-opoly, is committed to using

local, sweatshop free, union or cooperatively

made and environmentally sustainable materi-

als when possible in the manufacturing of its

resources.

Co-opoly is the only board game made Fair

Trade that we have been able to find. Every

single game piece was made in the United

States. We used recycled materials and found

the only US based dice company, which is in

Kentucky. Just to give you a glimpse into the

cost of doing things ethically: the dice were the

smallest component of the game, and had we

ordered them from China they would have

cost between $40-$70, including shipping,

whereas to have the dice produced in Kentucky

they cost $750. Again, that is the smallest

component, so you can extrapolate from there.

Despite the costs, it was obvious for us in terms

of ethical production versus cost efficiency,

as it was of vital importance to us that those

making the game were treated well, and that

the game was produced ethically.

As we produced Co-opoly independently and

asked a lot of manufacturers to do things they

had never done before, we received all the

different parts for Co-opoly unassembled, and

only five days before we had to start shipping

them out. We reached out to a network of

friends and volunteers who helped us assemble

over one million moving parts into one-thousand

Co-opoly board games. It was an amazing

experience, having everyone together assem-

bling boards, game pieces and packing boxes.

It was a true testament to what cooperatives in

their very natures are—communities of sharing.

Our goal with TESA and the resources we

create is to be able to share the importance of

democratic and participatory education, while

teaching lessons of democracy, economic and

social change. We are very proud of our early

success as we have sold Co-opoly to people on

every continent in the world (except Antarctica)

including destroyed and re-forming businesses

in Christchurch, New Zealand, youth groups in

India, and cooperatives in Peru.

What is toolbox for education and Social

Action?

Brian and I were very close at Hampshire, as

our work and activism overlapped frequently.

After Hampshire, and after I got my Massachu-

setts teaching license, Brian and I decided to

begin working together again, so we formed a

worker-owned cooperative and incorporated

in the state of Massachusetts.

The mission of TESA is to create democratic

educational resources that cultivate people’s

abilities to make social and economic changes

in their communities. We build and distribute

our own materials as well as work with other

organizations to develop educational resources

for their needs.

In addition, TESA has designed resources on

cooperatives, and serves as a place to practice

cooperation and build educational tools for the

co-op community. Our most recent partnership

is with the South Bronx Green Worker Cooper-

atives (GWC), who incubate environmentally-

friendly worker-owned co-ops in the South

Bronx, one of the most impoverished areas in

New York City. GWC and TESA are creating a

democratic education curriculum for GWC’s

Cooperative Academy, training the teachers,

and designing the entire arc of the program.

A l U m n i S p o t l i G h t andrew Stachiw ‘01A n d r e W S t A c h i W ‘ 0 1 h e l p e d c r e A t e A n d p r o d U c e C o - o p o l y : The game

of cooPeraTives, a board game released This fall ThaT Teaches Players abouT cooP-

eraTives and how They Provide a viable oPTion for economic and social change.

9

We are also developing a new game that looks

at community organizing, and we are creating

an interactive history series that we hope to

eventually compile into an alternative text-

book. A lot of our work is with cooperatives

right now, and we work with all kinds of

organizations that are striving for economic

and social change.

What do you enjoy about working in a

cooperative business?

It is very empowering to own your own

business, and that is at the heart of worker-

owned cooperatives. The idea of worker co-ops

is one member, one vote, one share—that is,

it doesn’t matter how much you invest into

the business, financially everyone is an equal.

When you feel empowered and have real own-

ership, you want to take more responsibility,

and you want to go to work every day.

Furthermore, because there is that level of

equality, we share the burden and the benefit,

and on a lighter note, we also have the flexi-

bility to leave early, or work from home, or

decide to work over the weekend. Sometimes

there is nothing better than being your own

boss.

how did your Gordon experience shape

who you are today?

Gordon is all about cooperation. Its philo-

sophical day to day practice pushes individual

success but also places great emphasis on

community. This focus helped me see the

potential in cooperative working environments,

and allowed me to be able to take the initiative

to be my own boss, and to push myself to do

better. So much of the educational research

shows that the earlier schools start doing what

Gordon has been doing for years, the better off

we are as learners, thinkers, and doers, so to

that extent, I have no idea where I would be

without Gordon.

As someone who has taught, I have learned to

appreciate the work that goes into curriculum

design. Moreover, as I continue to teach and

develop curriculum, I continue to be in awe of

how advanced and developed Gordon’s edu-

cational philosophy is—hands-on, experiential,

democratic, and driven by a positive, empow-

ering mission. Gordon has always been a pace

setter, and sometimes we don’t realize how far

ahead Gordon is until they rest of us start doing

things that Gordon was doing years ago.

how would you describe yourself today?

I like to think of myself as an educator, perhaps

not in a formal school setting, but certainly

in how I live my life and the work I engage in.

We are in a time where change is crucial,

broad, extensive, and systemic, so I definitely

want to be a part of that change—that is what

drives me.

What do you hope for the future?

I never thought I would own a business. I am

thrilled to have this opportunity. I would like

to continue to work in education with kids and

focus on designing and instructing curriculum

with an emphasis on social and economic

change. I also would like to see TESA grow as

a resource for communities and educational

institutions. Furthermore, I am excited to start

working on resources that look at US history,

as it is under fire all over the country, and if we

erase the terrible elements of our past from the

history books that will only make us that much

more susceptible to repeat those mistakes.

To purchase a Co-opoly game and to find out

more about Toolbox for Education and Social

Action visit coopolygame.com or toolboxfored.

org

10

how was Anniemulz created?

My business partner, Michael Toney and I

met in our first class at Northeastern and our

friendship started immediately. We realized

that we both had the desire to start our own

business and would have tons of conversations

about ideas and businesses. Since Michael was

a graphic design major at Northeastern, we

decided to use his talents to create a clothing

line and I began writing up a business plan.

We created the AnnieMulz label in January

2009 and focused on creating a brand that

provided fresh, individual style for all people.

AnnieMulz is a play on words and a person-

ification of the word animals and based on

the concept of Natural Law. We decided upon

a grassroots effort to spread the word about

AnnieMulz.

One weekend we ventured to Newbury Street

and set up a folding table with the help of my

grandfather’s old dolley and a load of our first

run of t-shirts. We figured if we sold one t-shirt

and talked to one hundred people we would

measure that as successful. By the end of the

day, we had sold twenty-five t-shirts and talked

to over 1,000 people. We knew were on to

something.

In the spring of 2010, we submitted our

business to IDEA Northeastern’s Venture Accel-

erator, a program that provides mentorship and

funding with a focus toward helping to launch

sustainable or investment-ready businesses.

Of fifty-five businesses, AnnieMulz was among

the five finalists chosen.

We made a twenty minute presentation to

about one hundred people including an

advisory board of Northeastern professors and

the University’s investment commitee. Our

platform was a plan to open up a pop-up store

on Newbury Street. Our company was selected

as the top business and we were awarded

$10,000 in gap funding.

When were you able to open your pop-up

store?

Knowing that the $10,000 award would not

be enough for us to open a store, we had to

get creative. I leaned on the entrepreneurship

course I was taking at Northeastern where I

had just reviewed a case study on cooperative

business models. I thought it would be a great

idea to pull together other businesses with

like-minded missions and have a store front

that could benefit all of us.

We collaborated with three other brands:

Born to Purple, The Collective and George

Guest, all up and coming young lifestyle

companies in Boston and opened our pop-up

store, Concrete Jungle in the summer of 2010.

The store was a launching pad for all of us and

served as a good example of how innovators

can work together to accelerate past the grey

area of launching a business and move directly

into establishing a more well-known brand

presence in Boston and beyond.

Concrete Jungle was a great success and

attracted the fragmented underground culture

of Boston. It even brought us local and national

attention including visits from Boston Celtics

player Glenn Davis, The Wayans Brothers,

and Mos Def.

When we closed the doors of Concrete Jungle

in the Summer of 2010, we had sold over

$50,000 worth of merchandise in the ten

weeks of our store’s lifespan. That is really

when Michael and I realized our brand selling

power was viable.

What is in the future for Anniemulz?

Last spring, we were awarded another round

of gap funding from Northeastern and we plan

to use it toward taking the next step in devel-

oping the AnnieMulz brand. We are focusing

on gaining greater visibility through targeted

marketing, taking our product to the next level

by creating a sample line of tailored goods

featuring detail oriented button-downs, and

attending major trade shows to increase our

network. My goal is to make AnnieMulz

a staple in the Boston fashion scene and a

recognizable name in the fashion industry as

a whole.

how did your Gordon experience shape

who you are today?

Gordon is a community focused on ideals.

We were taught to see one another as individu-

als and connect with each other despite our

differences.

Mrs. Bowman, my Humanities teacher, pushed

me to think more deeply about issues in politics

and the world and her class was structured as

an open forum which challenged us to come

up with own answers and opinions. Her class

helped me become more aware of different

ideas, opinions and perspectives. I continue to

rely on these skills in my professional life as a

business owner.

My competitive nature was nurtured in

Gordon’s athletic program. Coach Vince, my

basketball coach, taught me the skills to be a

leader. He always emphasized the importance

of team play and being supportive of your

teammates. I will never forget those lessons.

What do you hope for the future?

I am working hard to grow AnnieMulz into

a conscious brand. I hope to take time

to discover myself, travel the world and spend

quality time with my family and friends.

A l U m n i S p o t l i G h t Matthew osofisan ‘02mAttheW oSofiSAn ’02 iS the co-creAtor of AnniemUlz, a successful aPParel comPany ThaT has been Profiled in Style BoSton,

BoldfacerS.com , BoSton metro, and complex magazine. maTThew aTTended moses brown ’06 and norTheasTern universiTy ’10.

To learn more

about AnnieMulz,

visit anniemulz.com

11

What is the role of the independent diplomat

(id) organization?

Independent Diplomat is a global non-profit

diplomatic advisory group that provides

advice and assistance on political strategy,

international law, and media to marginalized

governments and populations. ID also seeks

to empower those with the most at stake to

participate in decision-making in the

diplomatic system.

how did you become involved with

independent diplomat?

After I completed my masters degree at Kent,

I joined Human Rights First (HRF). I worked

closely with the Board of Directors and one

member became my mentor. As I was leaving

HRF, my mentor introduced me to Independent

Diplomat.

I was looking to branch out from a focus

on human rights alone to more broad based

political work. I was immediately taken with

ID’s mission of providing advice and assistance

to governments and groups that need it the

most. It struck a deep chord for me, as the need

for this unique service was quite clear. Five

years ago, I began consulting on a part-time

basis and gradually gained more responsibility

until two years ago, when I was appointed

Managing Director.

What is a recent project that assisted another

country with their political struggle?

We have been working with the democratically-

elected government of Somaliland on diplomatic

strategy. Somaliland is seeking to integrate

itself better into the region and to attract more

development assistance, trade and investment

to help lift its people out of poverty. It is also

seeking recognition as an independent state.

In 1991, after the fall of the Barre regime

and the total collapse of the Somali Republic,

Somaliland resolved to re-constitute itself

as an independent state. Since then, it has

established peace and sustainability and held

parliamentary and presidential elections.

Somaliland therefore stands in stark contrast to

south-central Somalia, which remains a failed

state without an effective government, plagued

by a series of disastrous humanitarian crisies.

Somaliland has met the established criteria

for recognition as a State. It has a permanent

population, a defined territory, a functioning

government and capacity to enter into other

relations with other states in the international

community. Its achievements have won

widespread praise and its case for recognition

has been favorably assessed by the African

Union Commission, the conflict prevention

NGO International Crisis Group as well

as the security and development think tank

The Senelis Council.

how did your Gordon experience shape who

you are today?

The school’s values and methods helped me to

develop a solid toolkit for this approach, and

the curriculum encouraged its use and devel-

opment in diverse ways. Whether in gym class

or math, students were challenged to learn

and were held accountable for the opinions

they had and the choices they made. With an

emphasis on discovery and problem solving,

the world beyond the classroom was exposed,

and we engaged with it.

These elements built a foundation not only of

concrete knowledge, but also a confidence of

application. Today, broad interest in the world

beyond the four walls of any given room I’m

in is paramount, and I feel fortunate and well-

equipped to navigate my life, with a personal

aim of adding value.

A l U m n i S p o t l i G h t Susanna emmet ‘95SUSAnnA emmet ‘95 iS the mAnAGinG director At independent diplomAt ( id) in new yorK. susanna received an llm in inTernaTional

law from The universiTy of KenT, a ba from The new school in social and hisTorical inquiry and is a graduaTe of The TafT school ‘99.

Are there any teachers or classes from your

Gordon experience that stand out for you?

My seventh and eighth grade experiences stand

out for me, and had, I believe, a significant

bearing on who I am and what I do today. In

a fundamental way, these years were focused

on engagement in the world.

One course was based simply on the daily

newspaper, which we learned to read and

discuss; another—’memory maps’—required

us to spend the year studying the geography

of the world, continent by continent. At the

end of the year, we were given a blank piece

of poster board and had to draw the world,

including its countries, cities, rivers and

mountains from memory.

In a third class we pretended to play the stock

market, where we had to defend our invest-

ments against ethical criteria. At the end of

our eighth grade year we embarked on our

community service project. I taught adult

immigrants basic life skills for getting by in

their new surroundings.

I can trace many of my adult interests and

accomplishments to these years; it tied knowl-

edge to action in the dynamic world, and

demonstrated the value of civic engagement.

What are your plans for the future?

While my work at Independent Diplomat and

in the field more broadly has been incredibly

rewarding, I am reflecting on how I might

contribute to other interests and build new

skills, expanding my experience. In particular,

I am considering going into education.

photo above: Susanna and her Gordon classmate, liza trafton ’95

f e A t U r e S i n c l U d e :

• Alumni directory integrated with LinkedIn

• Real-time class notes

• Gordon School news feed

• Alumni Connection available to read

• Register for upcoming alumni events

• Facebook, Youtube, Flickr and more

f r e q U e n t l y A S k e d q U e S t i o n S :

W h A t d e v i c e S S U p p o r t t h e

G o r d o n S c h o o l A l U m n i

m o b i l e A p p l i c A t i o n ?

The free app has cross-platform

capabilities and is currently available for

the iPhone, iPad, iPod Touch, and Android devices.

Blackberry currently does not support the application.

W h e n c A n i d o W n l o A d t h e m o b i l A p p ?

You will receive an email from Gordon School with a link to the

application for the iPhone and Android in the next coming weeks.

In order to have access to the application please make sure to update

your new email address by contacting alumni@gordonschool.org.

d o i n e e d A U S e r n A m e A n d p A S S W o r d t o l o G i n ?

To use the application, you’ll need to sign in with your email address

and name. You will then be prompted to verify the terms of use for the app

through an email sent to you. After you initially enter your username and

password, the app will remember the information. If your email is not

accepted, please contact alumni@gordonschool.org to verify your email on file.

l e A r n m o r e A t W W W . G o r d o n S c h o o l . o r G / m o b i l e c o m m U n i t y

12

sTay connecTed

A d A m f r e e d m A n ‘ 9 8

Ph.D. Candidate

Civil & Environmental Engineering, MIT

c r y S t A l S p e n c e ‘ 0 2

Senior Marketing Analyst

American Express

G r e G o r y k A t z e n ‘ 9 9

Psychology Research Graduate Student

Columbia University

GORDON SCHOOLwhat matters

G o r d o n S c h o o l A l U m n i m o b i l e

c o m m U n i t y

The Gordon School alumni community will soon

be in the palm of your hand. No matter where

you are you will be able to connect with your

classmates and keep up to date with Gordon

School news and alumni events.

directory local class notesnewsSocial events

13

Watch the video series at

www.gordonschool.org/whatmatters

n o e l b A r l o W ‘ 0 3

Harvard University ‘11

Filmmaker

v i v i A n l i U ‘ 0 8

Senior, Middlesex School

S t e p h A n i e p e r e z ‘ 0 4

Senior, Tufts University

All-American Lacrosse Player

GORDON SCHOOLwhat matters

alumni from classes 2008-2011

and the current eighth grade are

invited back to Gordon on Saturday,

June 9th from 5:30-7:30 pm.

come celebrate with your Gordon

teachers and classmates and enjoy

dancing with dJ ooch, athletic

competitions and treats from Spike’s

Junkyard dogs.

rSvp to

alumni@gordonschool.org.

2012 young alumni reunion

video series

9Os

Benjamin Haig ’90 is developing an oyster

farm in New Zealand.

Stephanie Greenbaum ’91 is engaged to Todd

Goldberg, with plans for a summer wedding.

Kathryn Trafton Hudson ’91 writes: “I earned

my National Board Certification as an Early

Adolescent science teacher. This past July, I

married my sweetheart Kelly at her aunt and

uncle’s house in Washington State. My mother

and sister Liza ’95 arranged a celebration

for Kelly and I which was attended by Nola

Riedel Kopfer ’91.” (photo 3 )

Georgi Vogel Rosen ’94 writes: “I’m living in

Brookline, MA and was recently appointed to

the town’s commission overseeing civil rights

and intergroup relations. This March I’m head-

ing to the United Arab Emirates as part of a

delegation of American Jewish women. I’ll

be co-presenting a workshop about online

grassroots advocacy at a women’s leadership

conference there, and we also will spend some

time meeting with UAE officials and touring

both Abu Dhabi and Dubai.”

Georgia Hunter Farinholt ’92 and her husband,

Robert welcomed their son Wyatt on

November 23rd, just in time for Thanksgiving.

(photo 4 )

Nicholas Foley ’96 practices law in New York

at Cravath, Swaine & Moore; he recently

moved to SoHo.

Rob Glancy ’97, Emily Bresnahan-McRae ’97,

Gia Garzone ’97 and Andrea Weisman ’97

enjoyed a mini reunion of the class 1997

at the new Abyssinia Restaurant on Wickenden

Street in Providence. They all enjoyed

reminiscing and catching up on all things

class notes

14

8Os

Melissa Maynard Leger ’83 writes: “I am

currently the Director of Recruiting at Stanford

Law School, living in the San Francisco

Bay Area, and enjoying my family and the

sunshine—my husband Stephen, and two

children, Sam and Madeleine (photo 1 ). I

remember my times at Gordon as not only

instrumental in making me who I am today,

but surely some of the best of my life. I would

love the opportunity to reconnect with as many

of my classmates as possible (Thank you Face-

book)! Hope everyone is healthy and happy

on Maxfield Avenue!”

Susanna Rhodes Beckwith ’84 and Gordon’s

Annual Fund Co-Chair Kitty Douglas were in

Washington, DC lobbying the RI delegation

on behalf of Reach Out and Read, a national

pediatric literacy program. While they were

there, they ran into Ash Wall ’01 who is

working on Capitol Hill. Susanna serves as

the Executive Director of Reach Out and Read

and Kitty Douglas is the Programs Coordinator.

(photo 2 )

Todd Greenbaum ’87 lives outside of San

Francisco with his wife Assia, and two children,

Amaya (4) and Kenzo, who turned one on

February 16th. Todd is the Senior Product

Manager for Adobe Pass for TV Everywhere.

Wensday Greenbaum ’89 was the featured

actress in a PSA for the City of Providence’s

www.sweetdeceitpvd.com campaign to raise

awareness about candy flavored tabacco prod-

ucts targeting children which is still airing on

every television station in RI. Her vintage jazz

band The Corillions won Best Jazz Act 2011

in the Motif Music Awards.

Ethan Ruby ’89 and his wife, Julie welcomed

thier second son, Bowen Lee Ruby, on

September 9th. Their oldest son Asher is now

21/2 years old.

3Os

John T. Spicer ’38 writes: “We are grateful to

have retired to a corner of Vermont where

community still plays a part in the lives of most

of us natives, as well as us folks from some-

where else. Tropical storm Irene has been

the most recent example of people coming

together, to help with recoveries of all kinds.

Vermonts river valleys were extremely hard hit

by floodwaters which should be a part of future

preparations. Visitors to our river valley will

be surprised to see the devastation and the

recovery efforts.”

4Os

William B. Greenough, III ’42 writes: “We

enjoyed attending the Gordon 100th! Miss

Childs was the pivotal teacher of my education

including high school, college and medical

school. She let me keep the class alligator on

vacations and gave me a whalebone with

scrimshaw.”

5Os

Sara Blanchard ’50 writes: “Cliff and I are

happily entrenched in our Naples Paradise

with an occasional trips ‘across the pond’

or in the Caribbean for cruise. I am singing

up a storm, wading through Bach’s Mass in

B Minor, for one! A joy to which we look

forward to coming North for Grandfriends’

Day in May to keep tabs on what Ali and

Drew Blanchard (6th and 7th) are doing.”

Ann R. Langdon ’56 writes: “Our second grand-

daughter, Georgia Ann Rico turned one this

November. We spent Thanksgiving with 37

members of Drew’s family in Savannah, GA.

We also celebrated 5th, 35th and 70th birthdays

plus a 45th wedding anniversary by taking the

family to Hawaii. Drew is now a professor

emeritus at Yale and retired from Morrison

Foerster. Liz is doing standup comedy in NYC

and catering. Dr. Alison is about to start her

own practice in El Paso. Ann is chugging along

trying to determine where best to devote her

energy.”

1

2

3

4

G o r d o n A l U m n i c o n n e c t i o n

Gordon! They hope to make this a monthly

gathering and invite any other 97ers in the

area to join them.

Yi Liu ’98 will graduate with an MBA from

Stanford University School of Business this June.

Ben Foley ’99 works as a film editor for

Customplay LLC and lives in the sun at Delray

Beach, Florida.

OOs

Claire Lewis ’01 writes: “I am in the middle of

my first year of medical school at Mount Sinai

in East Harlem, NY. I am thankful for my

Gordon expereince as it has definitely helped

me navigate the world and gave me the skills

to digest knowledge and synthesize new ideas

from all that I am learning in my medical school

coursework. Special thanks to Mr. Kravitz

and his incredible edible cell lesson in seventh

grade. The photo above (5 ) is of myself and my

brothers, Max ’02 and A.J. ’98 from our recent

family trip to Rio de Janiero.”

Caroline Greene Hunt ’01 writes “Life out

west is still wonderful. I am living in a small

ski town and working at a Youth Center. It’s

a great place to hike, ski, enjoy the sunshine

and then help some youngsters connect to

their worlds.”

Kelly Allen Kujawski ’01 and her husband

Nathaniel, welcomed their son Ethan James

Kujawski on Decemeber 30, 2011 at 6:04 am.

He weighed a total of 6 lbs and was 19 inches

long. Kelly and her husband are thrilled to be

new parents and are having an amazing time

with their son. (photo 6 )

Crystal Spence ’02 was promoted to Senior

Analyst, Charge Card Product Management

at American Express in New York. Crystal leads

an in-depth analysis of portfolio performance

to identify opportunities to increase profitability

and growth.

Sarah Engle ’03 is currently living in New York

and working as an Assistant Buyer at Blooming-

dale’s. She also works as an SAT instructor for

Kaplan. (photo 7 is of Sarah and her sister Dana

’07 at Sarah’s graduation from Brown

last May)

Jamie Macdonald ’03 is teaching history and

coaching lacrosse at the Viewpoint School in

Calabasas, CA.

Eric Margulies ’03 and his brother, Jake ’98 are

happily pursuing their personal, academic and

professional interests. Eric is living in Chicago,

IL and Jake is living in Boulder, CO.

Bethany Pine ’03 graduated Magna Cum Laude

from Brandeis University in May 2011, major-

ing in history and education. She is currently

employed at the Lincoln School teaching

nursery and coaching Middle School girls’ field

hockey, basketball and lacrosse.

David Bresnahan-McRae ’04 is entering his

senior year at the Elliot School of International

Affairs at George Washington University. He

spent last fall semester sudying in Cairo and

traveling in Morocco and Turkey.

Liam Miner ’05 writes: “I just completed a five

month study abroad program in Buenos Aires.

The photo above is from Calafate in Southern

Patagonia. I am standing in front of one of

Argentina’s largest glaciers, Perito Moreno.”

(photo 8 )

Maggie Sawdy ’05 a junior biology major at

Smith College is spending her spring semester

in Kenya and Tanzania, learning about wildlife

management in a school for field studies

program.

15

e v A n S p i r i t o ’ 0 2

r e m e m b e r e d

S t a r t W h e r e y o u a r e ,

W i t h W h a t y o u h a v e

a n d M a k e S o M e t h i n G o F i t .

n e v e r B e S a t i S F i e d .

—george washington carver (the quote chosen

by the faculty for evan at commencement 2002)

Evan Spirito ’02 passed away in

November after a courageous battle

with lung cancer. He entered Gordon

in Middle School from The Henry

Barnard School and quickly became

an essential member of the Gordon

community.

Evan’s quick wit, kindness and athletic

talents were admired by his friends

and teachers. He possessed the natural

ability to embrace and draw out the

best qualities of those around him which

made him a sought after friend and

teammate.

The Evan Spirito ’02 Scholarship Fund

has been established by the Spirito family

to celebrate and honor Evan’s legacy.

This fund will support a student with

financial need with preference given

to a boy from Henry Barnard who

demonstrates the wonderful qualities

that Evan brought to Gordon.

For more information, or to make

a contribution, please contact

Director of Development,

Kerrie Donahue at (401) 434-3833 x117

or at kdonahue@gordonschool.org

6 7 8

5

S p r i n G 2 0 1 2

Lauren Benoit ’08 a senior at Lincoln School,

was named to the 2011 Providence Journal

All-State Tennis Team and the All Division I-

North Singles First Team.

Alexa Bourque ’08 a senior at Moses Brown

was named to the 2011 Providence Journal

All-State Field Hockey Second Team and the

All Division I Second Team.

Zoe Foulkes ’08 a senior at Wheeler School

was named to the All Division I Honorable

Mention Field Hockey Team.

Lucy Green ’09 a junior at Moses Brown

was named to the 2011 Providence Journal

All-State Field Hockey Team and the All

Division I First Team.

1Os

Maddy Berkson ’10 a sophomore at Classical

High School placed sixth with a time of

5:02:77 in the girls high school invitational

mile at the U.S. Open Track & Field, which is

part of USA Track & Field Visa Championship

Series. Maddy also received highest honors on

the school’s honor roll.

Audrey Chisholm ’10 a sophomore at Classical

High School was named to the school’s honor

roll this fall and was a member of the girl’s

volleyball team. (photo 8 )

Allie Fuller ’10 and six other students attending

St. George’s School in Newport, RI were

selected for the Fall 2011 Geronimo crew.

Geronimo is a 69-foot cutter-rigged sloop

designed specifically as a classroom at sea.

On their voyage south from Newport, RI to the

Bahamas they covered close to 2,000 nautical

miles and enjoyed some great sailing—many

of their passages were completely under sail.

They traveled through 11 states, anchored in

29 different locations (including the Statue of

Liberty) and tacked 112 times. While in the

Bahamas, they sailed south to the Exumas and

on to Georgetown. Highlights included

snorkeling in Thunderball Grotto and Rocky

Dundas, swimming with nurse sharks at Com-

pass Cay and feeding the swimming pigs. They

proceeded north into the Bight of Eleuthera

for a few stops before moving on to Harbour

Island where they spent time tagging sea turtles

(photo 9 ). Back on campus for the winter term

Allie’s sea legs have been adjusted for compet-

itive squash. As tri-captain of the girl’s JV

squash team she plays in the number two spot.

Blake Johnson ’11 a freshman at Classical High

School was named to the school’s honor roll

this fall. Blake and her sister Jazmyn ’06 are

hosting a cable access television show for

teens on Cox Rhode Island channel 18.

Arden Morris ’11 and brother Owen ’11

traveled to Paris in December. Their mom

Allison’s 400 lb bronze “Still Life of Three”

commissioned by Gordon Parents Frances

and Guy McLeod, was exhibited in the 150th

anniversary of the Paris Salon Nationale Beaux

Arts and the Caroussel du Louvre. (photo 1 0 :

Arden and Owen reading the Warren Times

Gazette under the Eiffel Tower)

Jamie Pine ’11 a freshman at Lincoln School,

took the state doubles tennis title in the Rhode

Island Interscholastic League title match.

She was also named to the All Division I-

North Doubles First Team. Jamie was one of

the athletes featured on NBC’s Varsity Life in

October.

Sachie Springwater ’11 a freshman at Classical

High School, was named to the All Division II-

North Singles First Team. She received honors

on the school’s honor roll this fall.

Nick Lee ’06 is a sophomore at the College of

the Holy Cross.

Dana Engle ’07 is a freshman at Trinity College

and a member of the Women’s Varsity Field

Hockey team.

Ben Fine ’07 is a freshman at Brandeis

University and a member of the Men’s Varsity

Tennis team.

Nick Mirza ’07 is a freshman at Macalester

College and is enjoying his classes, and the

internationally diverse student body. He is still

happily and enthusiastically playing the drums.

Dylan Neel ’07 is a freshman at Harvard

University. He is rowing crew for Harvard,

and writing for the Harvard College Global

Health Review. He is also enjoying playing

on the club tennis team.

Seth Neel ’07 is a freshman at Harvard

University. He is playing on Harvard Men’s

Varsity Squash team. He hopes to major in

mathematics.

Jonathan Pine ’07 writes: “I am currently

taking classes at George Washington Univer-

sity where I intend to major in political science

with a minor in communications. Along with

taking classes, I have continued my work on

Capitol Hill with Congressman David Cicilline.”

Lauren Rosalanko ’07 writes: “I am enjoying

George Washington University and being

in Washington, DC. There are so many oppor-

tunities. I am in the School of Business and

currently working with two marketing profes-

sors in developing a case study to be used in

GW business classes in the spring. I love going

to different parts of the city on the weekends

and finding new restaurants and places to see.”

Danielle Benoit ’08 a senior at Lincoln School,

was named to the 2011 Providence Journal

All-State Tennis Team and the All Division I-

North Singles First Team.

16

8 9 1 0

GORDONYour gift to the Annual Fund provides essential support for the school’s

talented faculty, exceptional academic programs, and student opportunities.

Join the many parents, grandparents, alumni, parents of alumni, faculty, staff,

and special friends in making a gift to the Annual Fund. It’s the best way to

show your belief in a Gordon School education and will positively impact

the present-day and future of the school.

Give online today at www.gordonschool.org/give.

getting a move on the annual Fund

45 maxfield avenue east Providence ri 02914 www.gordonschool.org

non-Profit org.

u.s. Postage

PaidPermit #365Providence, ri

save the dates

2 0 1 2 c o m m e n c e m e n t

Wednesday, June 13th at 5:30 pm

Come back and congratulate the members of the Class of 2012

as they graduate from Gordon School.

For more information about these events or to RSVP

please contact A l U m n i @ G o r d o n S c h o o l . o r G .

c J b U c k l e y e x p e r i e n t i A l l e A r n i n G n i G h t

Thursday, June 7th at 5:30 pm

This night provides an opportunity for family and friends to honor CJ Buckley

’00 and to hear the current eighth grade present their service learning projects.

y o U n G A l U m n i r e U n i o n

Saturday, June 9th at 5:30-7:30 pm

This annual reunion invites back the four most recent graduating classes along

with the current eighth grade to celebrate their time at Gordon.