Teaching Excellence
T h e
K i n k a i d
S c h o o l
A Special Edition of The Kinkaid Magazine
Fall 2007
S
Since 2001, Kinkaid has reserved the fall magazine to feature
a special program of the School. Previous editions focused
on athletics, performing and visual arts, the value added of a
Kinkaid education, and the School’s current character education
goals and efforts. This edition focuses on a few of the great
teachers at Kinkaid, people who are masters of their craft and
have a lifelong impact on children.
This issue also includes a section honoring four special members
of the School community who passed away this summer.
From the Headmaster
A Teacher’s Influence
My first job right out of college was
He spent a full day at school. He met
teaching eighth and tenth grade English
with all five sections of the eighth grade,
at a boys’ school. One of the books my
giving a presentation of about twenty
eighth grade students especially enjoyed
minutes in length and then responding
reading and discussing was The Bridge
to questions. He was terrific, and my
Over the River Kwai by the French
students (and I) relished the opportuauthor Pierre Boulle. Set in a prisoner
nity to speak to a war hero whose expeof war camp in Burma (now Myanmar)
riences were somewhat similar to those
in 1943, The Bridge Over The River
we had just read about.
Kwai is a story
But here’s
about life in the
the kicker—at
“Our teachers’ influence
camp and about
the end of the
on our students is powerful,
the building of
day the man
a bridge that
was exhausted,
and often lasting.”
was part of the
and he told me
Burma Railway, a major supply line for
he had no idea teaching took so much
the Japanese. This is a work of fiction,
energy! He asked how I did this every
but the author brought considerable
day! My students had been fascinated
credibility to this story, for he was
with his stories and hadn’t given him
imprisoned in such a camp in Thailand
much down time during the classes. No
during the Second World War.
doubt he burned more energy than one
One year I learned that the father of
would on a more normal teaching day.
one of my students had served in the
Nevertheless, I told him that teaching
United States Army during World War
does take a lot of energy.
Two and had spent about twelve months
It takes a lot of planning, too. Good
behind enemy lines in Burma, working
teachers are not content to “wing it” in
with Burmese collaborators to disrupt
class. Every teacher has had the experiJapanese supply lines. After my class
ence, sometime during his or her career,
completed its study of the novel, I asked
of not having prepared adequately for
this man if he would come to school
class. But for a good teacher this is not
and speak about his experiences to my
a pleasant experience. Just as teachers
students, and to my delight he agreed.
usually know when a student has not
Headmaster Don North enjoys catching up with faculty Terry Chou, middle school
science teacher, and Gene Festa, middle school human development teacher and 2002
Columbiana Award Winner, during lunch.
prepared for class, so too do students
know when a teacher has not prepared
for class. And good teachers wish to
avoid this experience.
Teaching takes a lot of other things as
well. My favorite part of the orientation
Kinkaid conducts for new faculty and
staff before the start of school each year
is a short talk, two short talks actually,
from two seniors, about the qualities
they think Kinkaid students hope to find
in new teachers. In addressing this topic
the student speakers talk about Kinkaid
teachers who have influenced them sig-
nificantly, and invariably they mention
teachers in all three divisions of the
school. They talk about the distinctive
qualities of these teachers: their energy,
passion for their discipline, teaching
skills, interest in their students’ lives
outside their classrooms, integrity, high
expectations (of themselves as well as
their students), understanding, sense of
humor, and the satisfaction they find in
teaching.
Good teachers have other qualities as
well. They have vibrant lives outside of
continued on page 2
Headmaster’s Message
continued from page 1
school and often share their interests with their students—photography, bird watching, writing poetry
or fiction, historical research, travel, hunting and fishing, service to
the community. There are a lot of good teachers
at Kinkaid. Interesting, dedicated,
skilled, high-expectation, caring
professionals. Their influence on
our students is powerful and often
lasting.
The Columbiana Award for
Excellence in Teaching was established in 1984 and each year recognizes one member of the Kinkaid
faculty. Of the 24 teachers who have
received this award since its inception, 19 still teach at Kinkaid. Last
year Dean of Faculty Jim Dunaway
and I had a series of discussions
with these teachers—about what led
them into education, what motivates them, and how Kinkaid can
foster excellence in teaching. Those
conversations were valuable, and
also inspiring. Recently, Kinkaid’s
Publications Manager Hope Lum
sat down with six of these teachers
and posed a number of questions to
them. These interviews are included
in this edition of the Kinkaid magazine, and I think you will enjoy reading their responses.
What Makes a Great Teacher?
W
Dean of Faculty Jim Dunaway provides
a brief commentary about Teaching Excellence.
What makes a great baseball player? If your model is
somewhat serendipitously and circuitously. Some began
St. Louis Cardinals first baseman Albert Pujols, you’ll
their careers out of a love of math or history or literature,
say it is someone who, in addition to hitting for average,
while others became teachers primarily because they love
is at or near the top of the league every year in home
working with children. Make no mistake—all love their
runs, runs batted in, and slugging percentage. If, on the
subject matter, and all find working with young people fulother hand, you prefer Seattle outfielder Ichiro Suzuki,
filling and fun, but the primary draw varied from person to
your answer will be about lots of singles and doubles, a
person. And, while each is an excellent teacher, each does
batting average in the stratosphere, great speed, and a
it in his or her own unique way.
powerful throwing arm. Two
There is a common view that
different models, two great
teaching is easy. I periodically
“Great teachers come
baseball players.
receive in the mail a résumé from
in different packages.
The same thing can hapa teaching applicant, accompanied
pen if you ask what makes a
by a letter explaining that, since the
Yes, they have certain things
great teacher: great teachers
applicant is looking for a profession
come in different packages.
that
won’t be as demanding or diffiin common, but no one
Yes, they have certain things
cult or time-consuming as his or her
definition fits them all.”
in common—they make stucurrent job, he or she has decided to
dents want to learn, they
go into education. Nothing could be
love what they teach, they understand their students’
more naïve. Teaching is highly demanding of a person’s
various ways of learning, their students learn—but no
energy and time, but also requires extraordinary knowlone definition fits them all.
edge and countless skills. Anyone who has had the privi Last year Headmaster Don North and I invited a group
lege of observing teachers as much as I do knows the truth
of a dozen or so past winners of the school’s most presof this. At the same time, teaching is not entirely about
tigious faculty award, The Columbiana Award, to talk to
skills; it’s part science and part art. Again, observing great
us about what makes great teaching. The conversations
teachers makes this abundantly clear, and that’s another
were inspired—and inspiring. As the person at Kinkaid
reason great teachers are not all alike.
most responsible for recruitment of faculty, I was espe Several years ago, a committee of Kinkaid teachers
cially interested in what these master teachers had to
put together a list of what we eventually came to call
say about what led them to be teachers in the first place
“Benchmarks of Excellence in Teaching.” The entire facand what has kept them in the profession. For some,
ulty subsequently endorsed this list, and it now serves as a
teaching was a lifelong ambition, while others came to it
starting place for each faculty member as she or he begins
The Kinkaid School
Columbiana Award Winners
1984 - Joyce Crowl
1985 - John J. Germann
1986 - J. Barry Moss
1987 - Arthur E. Goddard
1988 - Thomas B. Peden
1989 - Katherine Leathem
1990 - Barbara Cooney
1991 - Marion Barren
1992 - David Veselka
1993 - Fred Fischer
1994 - Shirley Wiley
1995 - Susan Silvey
1996 - Jane Murdock
the triennial evaluation process. At Kinkaid we take seriously our responsibility to live up to these benchmarks.
No one achieves all of them all the time, but we all strive
to meet them.
In a talk I gave to our new faculty in August, I listed
eight of the qualities one repeatedly sees in great teachers. These say something not only about good teaching, but also about the values the school espouses.
Here is an abbreviated version of that list:
1. Good teachers know that the primary focus of their
work is not themselves, not even their subject, but the
children themselves.
2. Good teachers understand that what they do really
matters.
3. Good teachers are aware that their students have
lives outside their classroom, and they treat that part of
students’ lives as important.
4. Good teachers take pains to maintain clear and
appropriate boundaries with young people.
5. Good teachers aren’t afraid to have fun with their
students.
6. Good teachers demonstrate kindness, honesty,
respect, and responsibility in their behavior and relationships with students and colleagues.
7. Good teachers seek out the company of adults with
positive attitudes toward children, toward school, toward
life.
8. Good teachers aren’t afraid to ask for help when they
need it.
As dean of faculty, the great privilege of my work is that
I get to see these qualities in action virtually every day. As
a teacher, I strive to live up to them. As a Kinkaid parent,
I can’t think of anything more important than that my
children’s teachers put them into practice. I think they do.
1997 - Anne Schoenewolf
1998 - Deborah Veselka
1999 - Kathryn Wade
2000 - Pat Cavanagh
2001 - Elisabeth Martensen
2002 - Eugene Festa
2003 - Michael Vischak
2004 - Marysia Gillan
2005 - Kate Lambert
2006 - Christine Papadakes
2007 - Molly Early-Higby
Columbiana Award Winner Profiles
Christine Papadakes
Q: Early in your career, you almost left the teaching
profession. Why? And why did you decide to stay?
A: After teaching for four years, I found myself feeling the
need for growth and challenge. My enjoyment of children
• Second Grade
that drew me to teaching was still present. However, I was
Teacher
restless. While exploring other career options dealing with
• Taught for 11
children, I kept coming back to my interest in teaching. I
Years at Kinkaid
began to wonder if maybe it was my teaching environment
• ‘87 Kinkaid
that was not quite right. Quickly, my exploration of teaching
Alumna
in other places led me back to my alma mater. After joining
an exceptional team of seasoned second grade teachers,
I found my mentors. Kinkaid’s outstanding continuing education program was the icing on
the cake.
• 2006 Columbiana
Award Winner
Q: Describe what it means to be an alumna teaching at her alma mater?
A: Both as a student and a teacher at Kinkaid, the same feeling of pride comes over me when
I share with someone outside the community my connection with the school. When asked
why I returned to Kinkaid, I often answer, “Why in the world wouldn’t someone want to teach
at Kinkaid!” It is fun to be able to tell a child that I sat by her mom in Spanish class or that I
remember her dad’s wonderful athletic abilities.
Q: What distinguishes teaching second grade from other levels?
A: A little girl in my class this year quipped, “I feel like I have two moms this year. My mom, of
course, and you!” This sweet comment reflects the awesome responsibility of teaching children during this important stage in their development. Seven and eight-year-olds are wired
with a desire to attach not only to their parents, but also to other central adults in their lives.
With this natural boost in a primary teacher’s influence comes a golden opportunity to reflect
back to an impressionable child his or her special qualities.
Ms. Papadakes reviews addition and subtraction with Colin Monteith and Anna Thomas.
“Christine was the kind of student who makes a classroom work—ready to accept
challenges, intrigued by ideas, undeterred by problems, collaborative and conscientious. When Christine spoke, her classmates listened. Even at the tender age of 15
years, her talent as a teacher was evident. It has been a pleasure to watch these
characteristics mature and to witness the considerable professional contributions
she has made to the Kinkaid community.”
—Katherine Leathem, Upper School Biology Teacher
Q: How does it feel to be here long enough to have former students in a senior
class?
A: Marching onto the field at graduation alongside my colleagues from not only Lower School,
but Middle and Upper School as well gave me a newfound sense of my playing a part in the
forming of a whole child. As some of my former second graders received their diplomas, I
enjoyed hearing the whispered comments of pride that teachers of all levels sitting around
me made about them. “What a great kid. I had him for Freshman English” or “Did you have
her? She has really blossomed!” It is a thrill to be just one teacher having a hand in the education of our graduates.
Q: What are some of the most rewarding highlights of your career?
A: The most rewarding highlight of my career is most definitely the simple ongoing privilege
of being a part of a wonderful community of families. I truly enjoy hearing the words, “Is that
you, Ms. P.?” as I move about town. I get a kick out of the fact that, as I turn around, I might
find a four-year-old or a 24-year-old. It is a joy to be a part of the lives of so many children.
Columbiana Award Winner Profiles
Anne Schoenewolf
Q: Tell us about your Dalmatian collection. How do
you incorporate this passion into the classroom?
• 1997 Columbiana
A: My love for Dalmatians began 30 years ago when I saw
Award Winner
the sign “Puppies for Sale” in a park and bought my first
• Kindergarten
Dalmatian, appropriately named Spot. Next came Splash,
Teacher
Domino, and, presently, Tess. When I first came to Kinkaid I
• Taught for 20
asked Mr. Ambrosio to hang two shelves in my second grade
Years at Kinkaid
classroom to accommodate the growing number of stuffed
Dalmatians. I took the shelves with me when I moved to
• Named 2006
kindergarten and became known as the “Dalmatian teacher.”
Early Childhood
My collection is a way for me to share my passion for aniEducator of the
mals. Tess, a pet therapy dog, has been visiting Lower School
Year in Houston
for the past ten years. She was even a guest on KLS News!
Character education happens very naturally in my classroom
through Tess’ visits, having classroom pets, and sharing my love for animals.
Q: What qualities does a lower school teacher need to be an excellent teacher?
A: To strive for excellence a teacher needs passion, courage, and insight. Passion is contagious! A teacher’s excitement will soon become a shared learning experience that, in turn,
can create a foundation for a lifetime of discovery. Secondly, a teacher needs to discover
who he is. This is an ongoing process. It takes courage to change and to stand up for what
you believe. And, thirdly, a teacher needs to develop his ability to look beyond the surface.
Why is a child performing/behaving that way? Each child is unique. We, as educators, need
to help each child discover that uniqueness and help him develop and share it. It is then much
easier to tackle challenges.
Q: What distinguishes teaching Kindergarten from other levels?
A: Children at the kindergarten level are struggling with becoming independent individuals.
Teachers at this level help children “bloom from within” by accepting the child’s development
as it is now. A child needs someone to confide in as he discovers himself as an individual
and learner. When a child gleefully yells, “Look at me!” the adult needs to join in his delight at
developing new skills by acknowledgement. I tell parents to not do anything for their child he
can do for himself and to celebrate what the child can do. Once a child experiences success
as an independent individual, mistakes are more readily met and turned into opportunities for
growth. A child’s self-assurance will lead to trying new materials… meeting new situations…
accepting success and failure with equal aplomb.
Ms. Schoenewolf reads to her Kindergarten students.
“Over the years, Anne has seen different trends in education and has incorporated new knowledge and approaches into her teaching. Anne truly cares about her
students and consistently assesses each one to determine individual needs. She
communicates honestly with her class parents and colleagues, who all respect her
constructive advice and professional opinion. In a quiet manner, Anne has been
a helpful mentor and source of advice to her fellow teachers as well as a lifelong
influence on her many students.”
—Marysia Gillan, Kindergarten Teacher
Q: As a Kindergarten teacher, you teach students how to read. Please describe
that magical “ah hah” moment when a student first learns to read.
A: Over the years I have used Miriam Cohen’s book When Will I Read? with my kindergartners. As the children listen they are learning about reading and what it means to be a reader.
The first “ah hah” moment is when they realize that recognizing their names and the names
of others is reading. Then kindergartners begin learning how print works. They memorize
favorite texts. “By heart” soon becomes “by sight.” They start to understand letter/sound
relationships. The big “ah hah” moment for children is when they believe in themselves as a
reader. It is joyful to see!
Columbiana Award Winner Profiles
Barbara Cooney
• 1990 Columbiana
Award Winner
• Middle School
History Teacher
• Taught for 32 Years
at Kinkaid
Q: Why did you decide to become a teacher?
A: I don’t think I made a conscious decision to become a
teacher. Teaching comes naturally to me—it’s who I am.
Perhaps the events and conditions were just serendipitous.
I loved studying history, and teaching allowed me to continue
learning and get paid! How else might I walk in the footsteps
of heroes, wander among magnificent art and monuments, or
marvel at so many brave deeds?
• Named 2007
Honorary
Distinguished
Alumna
Q: You have been teaching history for over 30
years. How do you stay interested in your subject
matter?
A: I am very fortunate because I truly love my subject, and
continuing to study and learn keeps me interested. Examining
ancient and medieval history offers countless new avenues
to explore and more connections to make. Helping students discover the past and its relationship to the modern world is always exciting.
Q: As an avid traveler, how do you tie in this passion with your classroom
lessons?
A: Again, I am fortunate because my subject and personal interests coincide. The geographical
locations related to the content are some of the most fascinating in our world. Many of those
areas offer a fascinating mix of history, culture, and vibrant lifestyle. For example in my favorite
location, Rome, every new alley has the potential of historical revelation. A small neighborhood
church may contain an artistic treasure that would be worthy of a whole museum in many other
places. No matter how many times I visit, I have new experiences and find jewels that become
part of my course content. I enjoy sharing my discoveries, and because I have such fun traveling and acquiring new ideas, I think my enthusiasm is contagious for my students.
Q: What are the origins of the infamous “Cooney Method” for note taking?
A: The method actually began with middle school principal and history teacher, Art Goddard.
I first came to Kinkaid as a substitute and worked closely with Mr. Goddard. When I began
teaching sixth grade, I adapted some of his techniques to help students build a foundation of
skills and work habits that would be useful throughout their academic careers. The “Cooney
method” is actually a very simple format for organizing information. As students mature, they
adapt the technique to accommodate their individual learning styles.
Mark Engstrom discusses lesson plans with Ms. Cooney.
“Barbara Cooney has set a standard of teaching excellence that is felt throughout our middle school. She has helped me personally by sharing materials, being
open with ideas and discussing different ways to meet the needs of our students. Perhaps equally important, Barbara enjoys interacting with her colleagues. She
can frequently be found conversing about pedagogy, history, middle school policies, etc., with different members of the faculty. She is without a doubt a beacon
of teaching excellence at Kinkaid, and I am grateful that my experience here has
overlapped with hers.”
—Mark Engstrom, Middle School History Teacher
Q: What are some of the most rewarding highlights of your career?
A: The highlights of my years at Kinkaid are too numerous to list. Of course, there have been
exciting honors and acknowledgments, such as the Columbiana Award and the Honorary
Distinguished Alumna Award, but many seemingly insignificant moments are just as memorable. Former students come back with reports of how what they learned influenced later
success. Pictures, cards, and other memorabilia have become part of current lessons. Chance
encounters in unexpected places and, recently, teaching the children of former students bring
me great pleasure. Perhaps greatest of all though, watching young people discover the joy of
meeting a challenge and achieving success is a continuing reward and constant inspiration.
Columbiana Award Winner Profiles
Fred Fischer
• 1993 Columbiana
Award Winner
• Middle School
English Teacher
• Taught for 18
Years at Kinkaid
Q: Why do you think you have been successful in
the classroom?
A: My work at Kinkaid for now 19 years has usually been
dependent on teamwork. I owe most of the success I’ve had
as a teacher at Kinkaid to the help that I’ve gotten along the
way from other teachers, starting in Lower School where
Librarian Caro Ann Germann and the core teachers aided
and abetted me for five years and continuing on into Middle
School, where my experience has been one of constant
teamwork.
Q: It has been said that the best middle school teachers are at heart middle
school students themselves. How are you a middle school student?
A: My middle school self comes out in classroom assignments like the Trojan Horse Project.
Each year the sixth grade literature class that has the highest average grade on the major
test for the The Trojan War, a watered down version of The Iliad and The Odyssey, is awarded
with the opportunity to relive the Trojan horse incident by smuggling a student inside a packing box into someone’s office or classroom on campus. Boy, is it fun!
When we delivered the “Trojan Horse” to Headmaster Don North’s office, the young lady
inside the box (who got the highest grade on the test) had to wait outside next to Secretary to
the Headmaster Jeanie Binns’ desk for 30 minutes. (We were in communication via walkietalkie.) Still, it was worth it to see the surprised look on our headmaster’s face when she
popped out.
Special projects like this one are memorable for the students, and the interplay of memory
and course content and skills is something that all of us in the middle school spend considerable time contemplating. For one thing, middle schoolers don’t remember acquiring the skills
that they need to succeed in our high school, but meaningful activities like the Trojan horse
project stick with them throughout their lives. I like that notion a lot.
Q: What are some of the most rewarding highlights of your career?
A: I can think of three highlights of my teaching career. When I taught adults in Colombia, I
had the opportunity to meet my wife, who was one of my students. I asked her to marry me
during a break between classes. (She said “Sí.”)
Mr. Fischer rearranges his room once a week to keep his students on their toes.
“Fred Fischer’s talents and abilities were recognized many years ago when he
received the Columbiana Award. However, we in the Middle School know that, if
anything, Fred’s contributions to the School community expand every year. How does
Fred manage to teach multiple courses, hold regular tutorials, write and direct plays
for ST*RS, work on Pen Power, lead the sixth grade team, sponsor chess, organize the
sixth grade trip, as well as mentor and befriend colleagues? Fred’s passion and commitment to the Kinkaid community is evident to all who work with him. Perhaps the
School should consider a second award?”
—Elisabeth Martensen, Middle School Reading and English Teacher
A group of ten of us—recent Master’s graduates from Temple University—worked with
former Russian professors from Wuhan University in central China, at an elementary school
that was about to be torn down. “Eyeopening,” “life-changing” and “uplifting” are adjectives that apply to that experience. I’ll never forget the joint “student”-teacher talent show
at the end of the course when I dressed up as a woman to make fun of the Chinese error of
mixing up “she” and “he” in English. (Subject pronouns are not used in Chinese.) It wasn’t
Shakespeare, but it sure was a lot of fun. (I am a middle schooler at heart).
Finally, teaching my own children at Kinkaid tops the list of my highlights. I taught both of
them in my Global Awareness classroom, and it affected me profoundly. I witnessed firsthand
their educational growth as well as their occasional falls from grace. (How about my son’s
hitting a golf ball through the board room window while our brand new headmaster was
inside, tête-à-tête, with a board member?) The memories of my spending true quality time in
school with them will stay with me for the rest of my life.
Columbiana Award Winner Profiles
David Veselka
• 1992 Columbiana
Award Winner
• Upper School
Photography
Teacher
• Taught for 29 Years
at Kinkaid
Q: Your degrees are in English. How did you
become a photography teacher?
A: I was always interested in photographs but had little
opportunity to make my own until a college friend introduced me to the darkroom about the time I received my
B.A. in English. I was immediately hooked, and photography
became a serious distraction in graduate school. For years
after I was mostly self-taught. Being an English major, I was
certain you could learn anything and everything by reading.
As my first year teaching English and history at Kinkaid
ended, John Cooper asked me during his last months as
headmaster if I might be interested in teaching photography. I quickly said yes, under the
condition that Kinkaid would build a darkroom. That was the first of three photo labs and studios that Don Sanders has generously funded for Kinkaid students during the past 30 years.
I spent the next 17 years teaching a combination of English and photography sections, many
of those underground in the bomb shelter under the science building. With the support of Kinkaid’s professional development program, I took lots of workshops.
Ultimately, the popularity of the photo course and a new aboveground lab made a fulltime
teacher necessary. Glenn Ballard, while stating his preference that I stay in English, gave
me the honor of an unfettered choice. Looking back, I’m not sure whether my evolution into
a teacher of photography was serendipity or fate. In any case, I’ve always felt it could only
have happened at Kinkaid.
Q: How is teaching photography different than teaching other subjects?
A: The differences are pretty obvious—smelly chemicals, dark rooms, lots of gear, and
technological changes that substantially impact your course every year. What I have always
found more interesting, however, are the similarities between photography and literature,
especially poetry: structure, syntax, imagery, metaphor, mood, and voice (vision). It’s not really all that surprising how many fine art photographers emerged from a literature background
and how many serious writers also make photographs. The process of individual critique and
evaluation turns out to be not all that different from teaching writing.
Q: How do you keep turning out prize winning photography students?
A: Actually, I’ve been asked this question many times, and I’ve never had an entirely satisfactory answer. For years I feared the string might just stop. I was like a hitter on a hot streak
who didn’t want to talk about it. I am well past that anxiety now, but I have landed firmly in
the “teaching is an art” rather than the “teaching is a science” camp.
Mr. Veselka discussing prints with Chelsea Fred ‘10.
“Few of us—neither teachers nor students—know exactly what is entailed in being
named teacher of the year for the Columbiana Award, but I do because I’ve taken a
course from David Veselka during summer school. David is chock full of knowledge,
and he does inform his students, but he allows those students to learn by doing,
and he does that task under a friendly relationship. He’s superb in the classroom. And—alas and alack—we lost him from the English Department long ago when he
decided to teach ‘one photography course’ for the next year.”
—Jeanne Alsup, English Department Chair
There is no formula. Well, there might be a formula if all you want to do is win prizes in
contests, but I’ve always wanted much more for my students than that. I want them to love
what they’re doing as much as I love what I’m doing. What I know is simply this: you have
to respect the students and their work. You have to expect high quality and show them how
to achieve it. Sometimes you have to let them struggle with frustration as they seek their
own artistic vision. My favorite student comment on the semester evaluations was this: “Mr.
Veselka teaches us to make great photographs without telling us how to do it.”
Columbiana Award Winner Profiles
Michael Vischak
• 2003 Columbiana
Award Winner
• Upper School
Math Teacher and
Coach
• Taught for 16
Years at Kinkaid
Q: The students find you to be extremely accessible
and someone they can relate to. How do you stay
connected to GenY?
A: I can’t say I know exactly how it happens. I had a lot of
opportunities when I was in high school and college, and perhaps that helps me relate to a variety of students. I thought of
myself as a drama/music type in high school; my best friends
were all in theater and choir. In college, I had the chance to
play basketball, and track and so I thought of myself more as
an athlete. Now, I’m a math teacher, which is quite frankly kind
of nerdy, but I’m completely comfortable with that.
Q: How does your experience playing and coaching athletics fit into teaching
excellence?
A: When I was still in college, I remember visiting with the chair of the math department at
Swarthmore and talking about track and field and our chances of beating our rival, Haverford.
I had a lot of struggles as a college student, but success in athletics allowed me to feel as
though I was a part of the Swarthmore community and was contributing in some small way.
I think that the opportunities I’ve had to work with other coaches have been one of my
favorite things about Kinkaid. As an assistant varsity basketball coach, first with Wayne
Jones and now with Scott Zimmerman, it is easy to get caught up in their enthusiasm and to
admire the way they build relationships with their players. I’m thankful that they have trusted
me to help with the varsity teams.
Becoming the head coach of the boys’ track team was a big undertaking, but having others
with whom to share ideas made it possible. For sure, the model that Cheryl Mitchell had with
her girls team was something I tried to emulate. Actually seeing our guys work hard and enjoy
it and then ultimately having success at meets were due to the efforts of the entire coaching
staff, and it felt good to be a part of that.
Mr. Vischak plays a little one-on-one with senior Garrett Lowrey.
“Michael has a wonderful blend of knowledge, creativity and curiosity. He is a real
pro at communicating his knowledge and love of mathematics to his students. I
sense from the students that many have captured his love of the subject and furthermore that he has given them confidence in their abilities. I have heard students
comment that Mr. Vischak knows them better than anyone else does and understands their worlds. He coaches, he cheers, he commends, he corrects, he models
and he inspires.”
—Susan McCann, Math Department Chair
Q: What are some of the most rewarding highlights of your career?
A: I have a special memory of the first group of students I worked with in BC Calculus in
2000-2001. While I knew how to do all the math, trying to figure out how to cover all the
material in the course of a year, as well as how best to teach that material, was a big challenge. That group was able to communicate to me honestly and directly about how well they
understood the concepts, and that helped me determine the appropriate pace. They were
also so able and willing to work with each other and figure things out together. Often, I would
teach a concept, and initially only two or three students understood it. Those students would
then explain that concept to their peers in their own way, and so eventually the whole class
got it.
That group put in so much effort and trust that it was so rewarding to get through the year
successfully and to see them do so well. Every class I’ve had since then, especially my calculus classes, owes that group a debt of gratitude because of what I learned about teaching
from them.
2007-2008 New Faculty & Staff
AMY ACOSTA Middle School
Counselor
Amy received her B.A.
from Southern Methodist
University and M.Ed. and
Ph.D. from the University
of Houston. She subsequently spent two
years as a postdoctoral fellow in the Baylor
College of Medicine Leadership Education
in Adolescent Health training program at
Texas Children’s Hospital. Amy also has
studied abroad in Spain and Mexico.
KRISTA BABINE
Principal, Lower School
Krista earned a B.S.
from Eastern Michigan
University and a
Masters in Curriculum
and Instruction and a
Principalship Certification from Houston
Baptist University. She comes to us after 15
years at Bunker Hill Elementary School in
Spring Branch ISD, where she was teacher
of second, fourth, and fifth grades, ESL
coordinator, assistant principal, and, for the
past five years, principal.
IRIS RODRIGUEZ
BONET
Admissions Director
Iris is an alumna of
the Brooks School in
Massachusetts and
received her A.B. from
Bowdoin College in Maine. She has worked in
independent school admissions for 13 years,
the past six years as Director of Admissions
and Financial Aid at the Bancroft School
in Worcester, Massachusetts. Iris and her
husband have a three-year-old daughter and a
second grade Kinkaid student, Kami.
ELLEN BROOKS
Admissions Assistant
Ellen, a Kinkaid alumna,
received her B.S. in
Engineering from Tufts
University. She worked
for several years for
Compaq Computer before “retiring” to raise
her daughter Katie, who is a Kindergarten
student at Kinkaid. Ellen is married to Curt
Brooks, coach and teacher of physical
education at Kinkaid.
KENNETH J. CONNER
Teacher of Mathematics,
Upper School
Kenneth received a
degree in mathematics
from the University of
Louisiana at Lafayette.
He then taught for a number of years at his
alma mater, Catholic High School, in New
Iberia, Louisiana. In addition to teaching
math, Ken will serve as head middle school
boys’ cross country coach and assistant
varsity boys’ track coach.
VELICIA DANIELS
Director of Drama
Velicia received her
B.S.Ed. and M.Ed. in
Theatre Education
from the University of
North Texas, and she
is completing a Ph.D. in Interdisciplinary
Fine Arts at Texas Tech University. She
has 11 years teaching experience both at
the college and high school levels. Most
recently, she was an assistant professor at
Lon Morris College in Jacksonville, Texas.
NICOLE DEETER
Teacher of Physical
Education and Coach
A graduate of Klein High
School, Nicole received
her B.S.Ed. and M.A.T.
from the University of
Arkansas, where she also played softball for
four years. She did an internship in Rogers,
Arkansas, public schools and also served as
an assistant coach for the Fayetteville High
School girls’ softball team. Nicole will coach
volleyball, basketball and softball at Kinkaid.
STEFANIE NEWTON
ESPOSITO
Teacher of English,
Upper School
A 1991 Kinkaid graduate,
Stefanie earned her B.S.
and M.S. degrees from
Medill School of Journalism at Northwestern
University. She taught for two years in the
Teach for America program and then was
appointed Houston Program Director for
Teach for America. She taught at Kinkaid
from 1999-2002 and for the past two years at
Kent Denver School in Colorado.
KAREN FAINSTEIN
Admissions Office
Receptionist
A graduate of St. John’s
School, Karen received
her B.A. from Kenyon
College in May of 2007.
She has experience with several non-profit
organizations, including United Cerebral
Palsy, and was recently inducted into the
UCP Wall of Fame.
ROBERTA FELDMAN
Teacher of Social
Studies, Middle School
Roberta received
her B.A. from Boston
University and M.Ed.
from the University of
Missouri. She has taught for 28 years both
in Missouri and Texas, and last year she
taught the seventh grade Speech class in
Kinkaid’s Middle School.
ELIZABETH FOOTE
Academic Enrichment,
Sixth Grade
A graduate of Choate
Rosemary Hall School
in Connecticut,
Elizabeth received a
B.A. in Spanish and Latin American Studies
from Dickinson College and an M.A. from
Teachers College, Columbia University. She
has taught several grade levels, and last
year she was a frequent substitute teacher
at Kinkaid.
MARK HARRIS
Executive Chef and Food
Service Director
Mark earned his A.S.
in Culinary Arts from
Johnson & Wales
University and has over
20 years experience in the food service
industry. Mark is a native of Connecticut and
has lived in Texas for the past six years.
10
ANDREW HERMAN
Teacher of English,
Middle School
Andrew fills in this year
for Christina Bell, who
is on a one-year leave
of absence. Andrew
received his B.A. from The University of
Denver in June 2007. He spent the fall
of 2005 living and doing an independent
research project in Ecuador.
ROBERT KREPS
Technical Theater
Director
Robert has a B.A.
in Theater from the
University of Alaska
Anchorage and an
MFA in Lighting Design from the University
of Idaho. He has been teaching for seven
years, the last two years at Eastern Oregon
University.
DEE MUIR
Co-Director of Career
Development, Part-time
Dee received her
B.A. from Princeton
University and MBA from
Northwestern University.
Dee will assist Judy Muir with the Career
Development Program this fall while Judy
works on a graduate degree at Harvard
University. Dee is married to Kinkaid alumnus
Chad Muir, and their daughter Grace is a
student in Kinkaid’s first grade.
JAMIE PLATT
Teacher of Physical
Education and Coach
Jamie received a B.S.
in Biology from Western
New England College
and an M.Ed. in Athletic
Administration from Springfield College. She
has coached at the college and independent
school level. This year, she will coach field
hockey, basketball and lacrosse.
JEREMY PLATT
Teacher of Physical
Education and Coach
Jeremy received his
B.S.Ed. and M.Ed from
Springfield College,
where he also received
his Certificate of Advanced Graduate Study
in Physical Education. He has five years of
experience, including the last two years as
assistant coach of the Springfield College
men’s lacrosse team. In addition to being
head boys lacrosse coach at Kinkaid, he will
coach football and basketball.
CHRISTA M. PRYOR
Assistant Lower School
Librarian – Part-time
Christa received her B.S.
from Miami University.
She has eight years
teaching experience and
is a candidate for a Masters in Information
Sciences at the University of North Texas.
She will work at Kinkaid three days a week.
REBECCA
ROBERSON
Teacher of Mathematics,
Middle School
Becca earned her A.B.
from Duke University.
She has eight years
teaching experience, most recently at
Dwight-Englewood School in Englewood,
NJ. This past year Becca earned a Masters
in the School Leadership Program at
Harvard’s Graduate School of Education.
LUPE SALAZAR
Chef and Assistant Food
Service Director
Lupe comes to Kinkaid
from St. Francis
Episcopal Day School
where she worked for
Sage Dining Services for the past two years.
She has over 20 years experience in the food
service industry.
DENNIS SHELTON
IT Systems Administrator
Dennis received his A.A.
from the MTI College of
Business & Technology in
1989. Dennis was hired
as an instructor at MTI
College where he taught technology classes
for four years. Dennis has also worked
for Williams Communications, MicroAge
Technology Solutions and as an independent
contractor.
STEPHEN VICTORY
Teacher of Physical
Education and Coach
Steve received his B.A.
from the University of
Alabama, where he
also played varsity
baseball. He has taught and coached for
the past 11 years at his alma mater, Metairie
Park Country Day School, where he was
head coach of both football and baseball.
In addition to being head football coach
at Kinkaid, he will coach basketball and
baseball.
ANGELA
WAINRIGHT
Teacher of History,
Upper School
Angela received a B.A.
from the University of
Houston. She has taught
most recently at her alma mater, Bellaire
High School, where she was named the
2002-2003 Teacher of the Year. In addition to
teaching history at Kinkaid, Angela will be
an assistant coach for softball.
CHANGES WITHIN THE SCHOOL
•
John Phillips from Upper School
Assistant Dean of Students to Upper
School Interim Dean of Students
•
Chelsea Pope from Teacher of Middle
School Science to Assistant Director
of Admissions and Teacher of Middle
School Study Skills
•
Susan Santangelo from Upper School
Dean of Students to Upper School
Educational Specialist
11
In memoriam
Spencer Kinley
Spencer Kinley came to Kinkaid in the
sixth grade from the Branch School. He
was a gifted pianist, a musical prodigy
who amazed those familiar with his
talent. He loved puzzles, often besting
his mother in their Sudoku challenges.
Spencer was enamored of video games
and was a Halo aficionado. He enjoyed
go-carting, skateboarding, lacrosse and
hanging out with his friends.
He was beloved by his parents Karl
and Melinda, and adored by his older
sisters Jennifer ’01 and Kathleen ’03.
Friends described him as funny, always
with a smile on his face, compassionate, able to cheer others up and notice
those that needed a friend. Spencer
had just completed the ninth grade at
Kinkaid when he lost his life in a tragic
skateboarding accident just one week
into the summer.
All in all, Spencer was an extraordinary young man, typifying the best
Kinkaid can offer. But, he was not
immune to youthful feelings of invulnerability. “He was a good kid trying
to find out what he was all about,
trying to discover the world around
him as he could,” stated his father.
“Skateboarding represented that for
him, I think, a freedom and a mode of
transportation that didn’t depend on an
adult’s participation.” Spencer left the
jumps and tricks to others and primarily used his skateboard and his newly
12
purchased longanalyzed the cirboard to keep up
cumstances
of
with the family dog
the
accident,
and ride up and
discovering that
down his street.
the longboard is
However, he did
prone to a phenot wear a helmet.
nomenon known
“I wish I had been
as “speed wobble”
able to read an artiwhich was a likely
cause of Spencer’s
cle that spelled out
fall.
the danger,” said
“What I find frusMr. Kinley, when
interviewed by the
trating,” explains
Mr. Kinley, “is the
Houston Chronicle.
lack of informa“Parents should
insist that their
tion available to
skateboarders wear
these kids regard“Spencer was a great
ing the dangers
helmets.”
of what they are
Spencer
took
friend who always made
able to purchase.
his longboard with
people feel welcome.
There was no user
him to visit famHe always greeted people manual provided
ily friends in the
with
Spencer’s
Hill Country and
with a smile. We will
longboard,
no
was thrown from
remember him as a great mention of speed
his board after
wobble, and no
attempting
to
friend and companion.”
cautionary stateride down a steep
—Graham Gaylor ’10
incline on a road
ments or warnnot far from his
ings
regarding
friends’ house in Hunt, TX. While no
board adjustments for varying riding
one witnessed the accident, Spencer
conditions.” The main point he wants
was found within half an hour of leavto convey to other parents is to know
the recreational activities in which
ing the house, unconscious and with
their children are involved. Help them
a severe head wound. Using his backresearch equipment and seek profesground as an engineer, Karl Kinley
sional instruction for activities that are
beyond their expertise. Spencer’s accident wasn’t a fluke—many riders have
been injured by what appears to be
“speed wobble,” both those who wore
helmets and those who didn’t.
Spencer’s fractured skull caused his
brain to swell so severely that it ceased
to function due to a lack of circulation.
“The diagnosis of Spencer’s condition
was unbelievable,” stated Mr. Kinley.
“We held his warm hands, looked into
his eyes, and except for the head
wound and minor rash on his back,
there were no other marks or bruises
on his body. But as we watched intently
for any improvement in his condition,
it became apparent that we were praying for a miracle.” What they came to
realize was, that after the impact of
Spencer’s fall, nothing could have been
done to save him.
Although Spencer’s brain was fatally
injured, the rest of his body was fine.
Spencer’s parents were introduced to
a nurse representing the organ donor
program, and their response was immediate. Mr. Kinley remarked, “Perhaps
we could answer the prayers of others
who were also in desperate need of a
miracle.”
Donating Spencer’s organs seemed to
be an obvious choice for the Kinleys, a
way for Spencer to continue on. “After
having diligently prayed for something
In memoriam
to return home and be a part of the
as that of her entire family, has been
good to manifest itself in this tragic
remembrance. A classmate’s birthday
changed dramatically by the incredible
situation, this seemed like an obvious
party was cancelled, and all the food
gift the Kinley family made.
answer,” Mr. Kinley said, “a way for his
prepared for the
“The Kinleys are
body to carry on and serve a purpose
event was taken
true heroes,” statfor others.”
to the Kinleys’
ed Dr. Scheinin.
Dr. Scott Scheinin, father to cur“He was a genuine,
house. The kids
“They had the
rent Kinkaid students Lauren ’08, Max
caring, funny person. He started showing
courage to make
’13, and Samantha ’15, is a part of the
a profound and
Thoracic Organ Transplant Program
will always have a special up at their door,
an
impromptu
completely unselfat Methodist Hospital and was personplace in our class and will gathering of teenish decision in the
ally involved in the procurement and
always be remembered.”
agers
coming
face of unfathomtransplant of Spencer’s heart. Eight
together to share
people benefited from the compassion
able personal pain
—Laine Leiberman ’10
their grief. They
and courage of the Kinleys through the
and suffering. The
created a binder
donation of Spencer’s heart, left lung,
difference
with
of memories, filled with their favorite
both kidneys, pancreas, liver and corthe Kinleys, however, is the fact that
“Spencer moments,” writing notes to
they are part of ‘us,’ the Kinkaid famneas.
the Kinleys and to Spencer.
Dr. Scheinin recently visited with
ily. Their decision to donate Spencer’s
Mr. Kinley reflected, “Prior to our
Spencer’s class, the tenth grade at
organs in the face of their unimaginason’s death, we thought of him as
Kinkaid, and told
ble loss highlights
a wonderful work-in-progress; he was
them about the
everything that
growing up and finding out what he
mother of three
is right and good
“He was a great friend.
was all about. After his death it’s been
who had received
in this world and
He always made a time
a struggle to even think of the idea of
Spencer’s heart.
our School and to
summing up his life and forming in our
After several surme speaks to the
fun and exciting.
minds what his lasting legacy could
heart of Kinkaid’s
geries for a leaky
Spencer was just fun
be. It is very gratifying to hear of the
core values of
heart valve, her
impact he was having on the lives of
to be around.”
honesty, respect,
condition
had
others. The heartfelt emotions and
responsibility and
worsened to the
—Michael Haapaniemi ’10
precious memories of him have propoint where she
kindness.”
vided us with the reassurances that his
was hospitalized
Karl and Melinda
shortened life was full of purpose and
and placed on the transplant list. Since
Kinley were profoundly moved by the
will continue to have a positive impact
the transplant, she has recovered
outpouring of love and support from
on all those he touched.”
enough to be planning to return to
the Kinkaid community. One family
work in the near future. Her life, as well
cut its summer vacation short in order
Organ and Tissue
Donation
Each organ and tissue donor
saves or improves the lives of
as many as 50 people. Giving
the “Gift of Life” may lighten the
grief of the donor’s own family.
Many donor families say that
knowing other lives have been
saved helps them cope with
their tragic loss.
How to Be an Organ
and Tissue Donor
1. Register with your state donor
registry.
2. Designate your decision on
your driver’s license.
3. Sign a donor card now.
4. Talk to your family now about
your donation decision.
5. Visit http://www.organdonor.gov
for more information.
Skateboard Safety
For further information on longboarding, speed wobble, and
helmet safety, please visit
www.kinkaid.org/magazine to
view a list of articles and Web
sites.
13
In memoriam
Dr. C.N. Papadopoulos
The endowment paid for the biology
Kinkaid lost a dear member of its comcenter to be refurbished and equipped
munity with the death of Dr. C. N.
with state-of-the-art technology, labs,
“Gus” Papadopoulos. He was parent to
seminar rooms and offices. The income
former students Helena Papadopoulos
from the endowment provides funds
Johnson ’82, Dean ’83, Christina
for the department above the general
Papadopoulos Papandreou ’88, and
budget to purchase specialized equipWilliam ’92, and grandparent to current
ment. It sends students and teachers to
students Christos Papandreou ’18 and
conferences such as the Jane Goodall
Anna Maria Johnson ’18. Furthermore,
International Youth Summit, which led
Dr. Papadopoulos was a loyal friend to
to Kinkaid’s involvement with The Jane
the School who committed countless
Goodall Institute
hours and monies
“His enthusiasm and
and Roots and
to the betterment
of programs that
support empowered me, Shoots.
The
endowenriched the studand his example made
ment also funds
ies and the lives of
students
me want to reach beyond the Papadopoulos
Fellowship, which
One of the ways
the everyday.”
provides for a series
he gave to the
—Katherine Leathem
of speakers repreSchool was through
senting the biologihis
endowment
cal sciences. The fellow interacts with
for the subject he loved—science. The
students throughout the day in addition
former anesthesiologist, and later real
to giving a presentation at an upper
estate investor, established the James
school assembly. Recent Papadopoulos
N. Papadopoulos Biology Endowment
Fellows included Dr. Sandra Carson,
(named after his late brother) for
who spoke on reproductive technology,
Kinkaid’s science program in 1992. Dr.
and Dr. Mark Klein, who spoke about the
Papadopoulos created the endowment
HIV/AIDS pandemic.
to give Kinkaid a high school biology
Dr. Papadopoulos’ legacy is timeless.
department second to none for the
Through his endowment, he nurtured
students and future students attending
and expanded the horizons of hundreds
Kinkaid.
14
Dr. Papadopoulos with AP biology students in the Papadopoulos Biology Center
of students and made an indelible mark
on teachers as well. “He made such
a professional difference in my life,”
remarked Katherine Leathem, upper
school biology teacher and faculty coordinator for the Papadopoulos Fellowship.
“He helped me to dream, he empowered
me to act and he supported my failures
and the successes. I viewed him as
a role model, a mentor and a friend.
His enthusiasm and support empowered
me, and his example made me want to
reach beyond the everyday.”
Kinkaid is a better place for the contributions Dr. Papadopoulos made, not
just for the quantitative support one
can measure, but also for the energy, the love, and the dedication that
he infused into the life of the school.
“Dr. Papadopoulos was a great friend of
Kinkaid’s,” said Headmaster Don North.
“Education played an enormous role in
his own life, and he wanted to help provide the very best education, especially
in science, to Kinkaid students. We will
miss him very much.”
In memoriam
W
Paul F. Barnhart, former parent, former
grandparent and Life Trustee, died on
the 29th of September, 2007. His association with Kinkaid began in 1956,
when his first child, Irvin ’61 began as
a student in the school. His daughter,
Velda Barnhart Wyche ’62, his son,
Paul, Jr. ’70, granddaughter, Kelly ’99,
and grandson, Paul, III ’02, graduated
from Kinkaid. Grandson Robert Wyche
and granddaughter Ginnie Wyche
Wilcox also attended the school for
some time.
In 1962, he was appointed to the
Board of Trustees and served not only
as a member but also as Chairman and
Life Trustee. He proposed and assisted
in organizing the Kinkaid Endowment
Fund, which now totals over $100
million.
“Paul had a great love for Kinkaid,”
says Life Trustee O. Holcombe
Crosswell. “He was involved as a parent, grandparent and trustee for over
50 years. His long association with the
School provided a real sense of history
for his fellow board members. His wisdom will be missed.”
At Mr. Barnhart’s 80th birthday,
former Headmaster Glenn Ballard
spoke fondly of him. “Paul Barnhart
was the consummate school trustee—
Paul Barnhart, Sr.
“Paul had a great love
for Kinkaid. His long
association with the
School provided a real
sense of history
for his fellow board
members. His wisdom
will be missed.”
—Life Trustee
O. Holcombe Crosswell
wise, attentive and generous,” he said.
“Paul had a way of putting contemporary problems into meaningful historical perspective and had an unerring instinct for getting to the essential
issues. He had a deep compassion for
children and their needs and unflagging
optimism for the future. He was the
Board’s conscience and heart.”
Mr. Barnhart enjoyed an extensive
career in the energy sector. He was
the founder of BBM Drilling Company
which later merged with Humble Oil and
Gas Corporation, now Exxon-Mobil. He
then founded Barnhart Co., an indepen-
dent oil company, and co-founded, with
his sons, Irvin and Paul, Jr., Barnhart
Interests, Inc., a real estate development
and investments company. He played a
prominent role in developing policies
for the energy industry in several states
including Texas, Louisiana, Mississippi,
Arkansas, Oklahoma, Florida, Colorado
and Utah and was a member of a select
governor’s commission for oil and gas in
the state of Texas.
He was actively involved in many
civic and professional organizations. He
was a Life Member of the Executive
Committee of the Chancellor’s Council of
the University of Texas at Austin where
he endowed the Annie Barnhart Giles
Centennial Presidential Scholarship.
He was past vice president of the
Independent Petroleum Association
of America, a director of Texas MidContinent Oil & Gas Association,
Executive Member of Louisiana and
Arkansas Mid-Continent Oil & Gas
Association, and was active in many
other oil and gas associations. He was a founding director of the
Bank of Texas-Houston and Houston’s
Post Oak Bank. He was a member of The
River Oaks Country Club, The Bayou
Club, The Petroleum Club of Houston,
The Houston Club and the Eldorado
Club of Palm Springs, where he kept a
residence.
“Paul Barnhart put Kinkaid in his
heart and held us there. He nurtured
us, worried about us, led us and most
of all loved us. He was generous with
his resources—he helped Kinkaid begin
an endowment fund in 1957 (the value
of which is now close to $100 million),
and he and his family led the project to
upgrade our main stadium (now Barnhart
Stadium)—but he was also generous
with his time, his wise counsel and his
encouragement. We have had no better
friend,” says Headmaster Don North.
15
In memoriam
Samuel Windsor
Samuel Tilden Windsor, Jr. passed away on August 21.
Mr. Windsor earned bachelor’s and master’s degrees
from Sam Houston State University. He joined the U.S.
Navy in the Construction Battalions (Seabees) during
World War II and was commissioned ensign.
After the war he relocated to Houston and was
hired by Mrs. Kinkaid to teach math in Middle School.
During his 38 years at
the School, he taught
math in both Middle
and Upper Schools,
coached various sports
and served as chaperone on countless
school trips.
His colleagues found
in him a quiet strength
that echoed his support
of the School and his
willingness to be of service to them as well as
his students.
Many a parent who
despaired of his or her
child’s ever succumbing to the discipline of math has
benefited from Mr. Windsor’s experience and reassurance, and many students whose favorite subject was
definitely not math have benefited from his patience and
his willingness to persevere with them. “What we all felt
was that whether we were A students or not, Mr. Windsor
still liked us and would still come out to see us play or
sing or act,” an admiring student said.
Mr. Windsor is survived by his two children,
Margaret ’67 and Duane ’65.
16
The Kinkaid Community Responds
Generously to Honor Former Faculty
Several hundred gifts from many people throughout the Kinkaid
community have established endowments to honor former
Boys Athletic Director Garry McMillan, Lower School Principal
Gloria Fishman and Upper School English Teacher Callie Law.
Dr. Gloria Fishman
Faculty Continuing
Education Endowment
Fund
Linda and Kevin Andrews
Noelle and John Barr
Elly and Phil Berman
Heidi and Todd Binet
Dana Brown
Pat and Craig Cavanagh
Robin and James Chandler
Shelley and Mitch Cox
Catherine and Edward Crain
Jill and Brad Deutser
Libby Barlow and Jim Dunaway
Marcy and Robert Duncan
Gloria and Marvin Fishman
Cathy and Ed Frank
Caro Ann and John Germann
Patricia and Kurt Goeringer
Stephanie and Mark Hamilton
Sue and Jon Harris
Christa and Vince Hash
Courtney and Bo Hopson
Barbara and Charles Hurwitz
Debbie and Shawn Hurwitz
Dahr Jamail
Elyse and Lewis Kalmans
Kinkaid Brownie Troop #18031
Martha and Andrew Kirkwood
Melissa and Joe Knauth
Elizabeth and Paul Labanowski
Kay Lamar
Leslie Lovett and Scott Kohn
Madeline and Drew Masterson
Sheila and Tad Mayfield
Susie and Skip McGee
Susanna and Palmer Moldawer
Jenny and Tom Moore
Mary and Don North
CeCelia and Scott O’Connell
Meredith and Jim Powers
Estelle and Charlie Racusin
Joy and Ed Randall
Angie and John Reckling
Linda and Alan Rosen
Louise Sayuk
Peter and Amy Shaper
Elizabetta and Jesus Silva
Nancy and Reagan Simpson
Helen and Andrew Spector
Patsy and Bob Speed
Joan and Culver Stedman
Kathryn Wade
Jean and Thomas Wilson
Joy and Doug Yeager
Callie B. Law
Endowment for Writing
Kim and Jeb Bashaw
Martin Caylor
Cathy and Ed Frank
Sally and Carl Frost
Jason Goldstein
Karen and Bill Haddock
Jo Helland
Elizabeth and Wyatt Hogan
Mary and Don North
Sujit Raman
Keith Robinson
Susan and Joe Santangelo
Garry McMillan
Athletic Scholarship
Kim and Marshall Adkins
Trisha and Edward Baird
Terri and Jim Baird
Anne and Currie Bechtol
Laura and John Beckworth
Beverly and Constantine Bowblis
Polly and Murry Bowden
Trey Boyd
Jan Braden
Anne and Will Britt
Gretchen and Les Canter
New Endowment Funds
Kara and Ray Childress
Laura and Brett Chiles
Barbara and Will Collins
Susie and Chris Cone
Becky and Greg Copeland
Shirley and Bubba Coskey
Allison and Miller Crosswell
Emily and Holcombe Crosswell
Liz and Mark Crosswell
Ellen and Jim Cummins
Lana and Chip Cureton
Kim and Matt Deal
Kit and Carl Detering
Sharon and Bob Devlin
Sally and Jason Dillee
Ann and Leslie Doggett
Anita and Lamar Doyle
Libby Barlow and Jim Dunaway
Jackie and Fred Dunlop
Kackie and David Dunwoody
Mary and Stephen Dyer
Elizabeth and John Elder
Spencer English
Debbie and Charles Escher
Charlie Escher
Bethany and Canaan Factor
Madelyn and George Farris
Rosalie Filippone
Walter Fondren
Pam and Keith Fullenweider
Grover Geiselman
Katherine and Doug George
Matt Gordon
Nancy and Jimmy Gordon
Sarah Grabois
John Graham
Amy and Tod Greenwood
Meredith and Andy Grisebaum
Roccella and J. D. Grisebaum
Brooke and Derek Halverson
Margie and Bin Halverson
Bettie and Earl Hankamer
Julie and Ed Hardin
Sally and David Harvin
Alice and Randy Helms
Tara and Charlie Henke
Lex Hochner
Marnie and Lee Hogan
Brett Hogan
Dylan Hogarty
Karen and Trevor Horne
Jack Howell
Trent Hrncir
Betty and John Hrncir
Grace and Don Ison
Kristi and Stuart Ison
Melissa and Scot Ison
Marjorie and Lee Jacobe
Susie and Tommy Jacomini
Webb and Christy Jennings
Karen and Jim Johnson
Amy and Scot Johnson
Melissa and Houston Johnson
Paige and Todd Johnson
Meredith and Brian Josef
Stathis Kafoglis
Margaret and Herman Keith
Celina Kilpatrick
Billy Kilroy
Jeanie Kilroy
Gina and Tommy Lamme
Molly and Duncan Lamme
Lewis Leavitt
Kathryn and Steve Leisz
David, Colette and Michael Leonard
Valerie and Scott Locher
Lynn and Ellis Locher
Richard Lucas
Katherine and David Lucke
Judann and Friedhelm Luening
David Lyman
Sheila and Tad Mayfield
Christiana and Luke McConn
Lance McInnes
Missy and Mac McInnes
Bill McKinley
Ceci and Taco McMurrey
Max Mischer
Denise and Bill Monteleone
Jenny and Tom Moore
Patti and Mike Morgan
Anne and Dave Morley
Denise and Bruce Moseley
Amy and Hardy Murchison
Betsy and Charlie Nettles
Angie North
Mary and Don North
Fred Northcutt
Ralph O’Connor
Beverly and Staman Ogilvie
John Ordway
Gail and David Orr
Carter Overton
Jeff Peden
Susan and Ward Pennebaker
Marilyn and Bruce Phillips
Chelsea Pope
Genie and Corbin Porter
Jill and Robert Pullen
Anne and Bob Pullen
Peggy and John Rathmell
Angie and John Reckling
Sep Riahi
Barbara and Corby Robertson
Laura and Will Robertson
Brooke and Corby Robertson
Debbie and Rocky Robinson
Leslie Roemer
Mary Katharine and John Roff
Ellen and John Rutherford
Sam Santangelo
Susan and Joe Santangelo
Melissa and Doug Schnitzer
Elizabeth and Ned Schwing
Donna and Brian Scully
Cynthia and Dan Seely
Ellen and Charles Sheedy
Sue and Larry Sikes
Marlee and Mark Sikes
Ginny and L. E. Simmons
Stephanie and Gavin Smith
Sarah and Scott Snell
Ann and John Sorice
Amie and Jeff Springmeyer
Karen and Pat Stallings
Katherine and Bob Stanton
Gail and Bobby Stillwell
Bobby Stillwell
Vickie and Will Stockham
Jennifer and Johnny Sutton
Elizabeth and Jim Tang
Raquel and John Tellkamp
Giggy and Matt Thanheiser
Emel Torpis
Cindy and Steffen Van Keppel
Camille and Don Warmington
Margaret and Mike Watson
Mary and Dick Watt
Allyson and Walter Weathers
Julie and David Webber
Janie Edmond and Randy Weber
Bettie and George Weber
Kay Lee and Gene Werlin
Bill Wheless
Laura and William Wheless
Sarah Willcox
Carson Wilson
Mary and Bill Winters
Kathryn Wolf
Andrew Wright
Greta and Chuck Zimmerman
Donors as of October 12
The Kinkaid Magazine
is a publication of the Advancement
Office of The Kinkaid School
Tom Moore
Director of Advancement
tom.moore@kinkaid.org
Hope Lum
Publications Manager
hope.lum@kinkaid.org
Lynn Meyer Fort '68
Alumni Activities Manager
lynn.fort@kinkaid.org
Jennifer Pardee
Annual Fund and
Special Projects Manager
jen.pardee@kinkaid.org
Andrea Ibarra
Gift Records Specialist
andrea.ibarra@kinkaid.org
Cindy Van Keppel
Advancement Assistant
cindy.vankeppel@kinkaid.org
Karen Hankamer Horne '88
Staff Writer
karen.horne@kinkaid.org
Margaret Rudd
Proofreader
Cheryl West
Assistant
cheryl.west@kinkaid.org
Allison Allison
Assistant
allison.allison@kinkaid.org
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Houston, Texas 77024
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