Trinity School of Durham and Chapel Hill
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TRINI TY SCHOOL OF DURHAM AND CHAPEL HI LL
inside From the Head of School
Non Nobis: Why I Give
12 14 18 23 26 28 38 42 48
Known & Loved: Trinity Teachers A Truly Countercultural Community A Community within a Community
A Spiritual Pilgrimage
A Snapshot of Trinity Athletics
The Arts at Trinity
Celebrating the Class of 2020
Lions for Life
OUR MISSION THE MISS ION OF TR INI TY SCHOOL IS TO EDUCATE STUDENTS IN TRANS I T IONAL K INDERGARTEN TO GRADE TWELVE WI THIN THE FRAMEWORK OF CHRISTIAN FAITH AND CONVICTION— TEACHING THE CLASS ICAL TOOLS OF LEARNING; PROVIDING A RICH YET UNHURRIED CURRICULUM; AND COMMUNICAT ING TRUTH, GOODNESS, AND BEAUTY.
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from the HEAD OF SCHOOL Same Mission
From storm to pandemic, Trinity School has managed to survive and even thrive in the midst of uncertainty. The spring of 2020 has revealed what a strong community of learners we have. It reminds me of a time almost at the beginning of Trinity’s story. My first school week on the job, back in 1996, was the week after Labor Day. On the night of Thursday, September 5, the winds of Hurricane Fran blew through the Triangle. We woke on Friday without electrical power, but I was naïvely unflummoxed by such realities. I got into my car and drove to Erwin Road to check out the school and make sure
that we would be able to open. Somewhere along the way, the fallen trees and exposed power lines convinced me that my quest was futile, and I returned home defeated. Trinity School was out for over a week back then, and the only way we could communicate was a message on the answering machine. We’ve come a long way since then. When Hurricane COVID came along this spring, we had many resources that helped us make wise decisions: up-to-the-minute news sources, networks of school leaders with whom we could confer, the internet, a multitude of counselors in the school’s leadership, and even a pandemic policy in place. For all that, my naïveté persisted. As late as Spring Break, I was still holding out hope that Trinity would be able to be nimble enough to keep our students in school and not have to move to distance learning. We’ve learned a lot over the years, and we’ve learned fast sometimes. This spring has seen Trinity’s faculty pivot from an in-person model of education to a remote plan that delivers significant curriculum and learning experiences to students who do not come to 4011 Pickett Road. It’s been a radical shift in two ways: it’s given us radically new learning experiences, and it has driven us all back to the radix of our school, back to the roots of our mission. What is at the heart of Trinity’s education?
Most of all, it is teachers who are committed to knowing and loving their students. From the learning bags that the Lower School teachers prepared the week after Spring Break to the Zoom check-ins to the adjustment in assessments, our faculty have poured themselves into this work. Emergency remote learning is hard—no one designed their class this way. And the rhythms and joys of our in-person life together have been upended. But it has been so gratifying to hear from parents about the ways that their students have continued to learn in this new regimen. A hurricane or a pandemic will show you what a faculty is made of, and the present crisis has revealed hearts of gold and creativity beyond our wildest imagination. The learning that is happening is so missional. From homemade nature studies to Middle School Bible studies to read-alouds (including Little Women ), this time has afforded us many ways to see the blessing of a rich and unhurried education. Trinity’s mission was made for such moments, when life interrupts our best-laid plans. The most important education goes on. It’s what humans do, what we have always done. Parents, too, have been amazing in this moment. They have stepped into the role of learning guide and played an even more active part in their children’s education. Sometimes this has been a blessing, sometimes a trial. Always it has left them thankful for the women and men at Trinity whose life work is the design and delivery of learning experiences for students. And along the way, there has been deep learning among our parents. As one mother emailed recently, “I was but a spectator in this process before, and now I'm a teacher, too.” This is lifelong learning in action. This issue of The Column was designed long before COVID-19 came to town. We’ve retooled it somewhat to showcase the extraordinary spring that we have experienced, now with a special focus on our seniors, whose Trinity “lasts” have been disrupted in so many ways. But we’ve kept much of the original content, to remind us all of the mission that was before and is now and always will be, so long as Trinity is here in this community. Non Nobis.
CHI P DENTON
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Trinity is a Gospel community of learners, and this unexpected turn
of events gives us a chance to live that identity out in new ways. We will get through this together, as a community, by supporting one another, praying for one another, and serving one another through the challenges of the coming days.
In April, Lower School teachers and staff sent a message to the students.
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“I FEEL EMBRACED AND ENCOURAGED BY THE MORNING MEETING VIDEOS MEANT FOR MY BOYS, AND THE FINAL BLESSING THAT MY SON HAS MEMORIZED AND HIS TEACHER RECITES TO CLOSE EACH DAY FILLS ME WITH JOY. I AM WRITING IT OUT FOR MYSELF TO MEMORIZE.” TR INI TY LOWER SCHOOL PARENT
Supporting Families. Building Communities.
Kindergarten classes studied Monet's style and habits. They painted outside because Monet loved to paint in the outdoors. They used crayons, oil pastels, and watercolors to create their masterpieces. The classes read about Monet and painted together via video. Students then shared photos of their work.
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Spencer Dicks teaches his eighth grade History class remotely.
AN UPPER SCHOOL PARENT WROTE, “THE ‘REGULAR’ SCHEDULE WITH CLASSES HAS BEEN GREAT. THE TEACHERS WHO HAVE CONTINUED TO TEACH ‘LIVE’ WITH ZOOM HAVE BEEN WONDERFUL—WE ARE THRILLED TO HAVE THIS HAPPENING AND WOULD LOVE TO SEE IT MORE—FOR THE TEACHING, DISCUSSION, SOCIAL INTERACTION….IT HELPS WITH LEARNING, ENGAGEMENT, AND COMBATS ISOLATION!”
Upper School students who usually stop by the Diversity Office during their breaks and lunch period are pictured here "hanging out" with Mrs. Brown on Zoom during their breaks between classes.
“I caught a glimpse of my wife having her first Zoom meeting with her homeroom. Over her shoulder, I saw 14 Middle School students across her screen bursting with energy. It was rich with sound. They were talking. They were giggling. They were putting goofy backgrounds and pictures behind their faces. Their teacher was reaching out to them, caring for them, making sure they were doing okay, bringing out their personalities and (simultaneously!) instructing them, even amidst the crazy and uncertain world we find ourselves in.”
SENIORS Seniors meet to
share their Capstones.
TRACK & FIELD The throwers from our Varsity Track & Field Team with Coaches Larson and Williams, meeting to encourage one another.
SOCCER The Girls Soccer team practices together twice a week, beginning with a Zoom call for everyone. The girls started sending pictures of themselves in their uniforms with a smile and a comment on what they are thankful for this season.
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NON NOB I S
Why I Give
On July 1, 2019, my wife and I arrived in Durham with our three boys, Jackson, Jameson, and Jefferson, after our 1,200- mile move from Texas. Driving across the country with three children under the age of five was no small undertaking, but it has been worth it. When I first learned about Trinity, I was attracted to the school’s focus on rich and unhurried learning in a Christian environment. After my interview, it became clear that this place was special, and I left convinced that this was where I wanted to be. My first six months of teaching at Trinity have truly been a joy. I’ve formed meaningful friendships with fellow faculty members and relationships with students. Not to mention, I’m also a Trinity parent! My kindergartner, Jackson, learns here; my friends and colleagues educate here; and I spend my time and effort here empowering students to learn and grow. It just makes sense to my wife and me that we invest financially in a place where we are already so invested in many other ways. For us, it’s not about the amount, but about joining the community of givers and being a part of a philanthropic community that is much bigger than just our gift alone.
Bryan Hunt, US Government & Politics and Human Geography teacher, shown left with his family, above with Trinity senior E'Manuel McIntosh.
Thank you We have entered an unprecedented period, and the COVID-19 outbreak has impacted us all. During this time of distance learning, Trinity's mission remains the same, to offer a rich yet unhurried, classical Christian education. Bryan Hunt is one of the 120 faculty and staff who in less than 10 days developed an online curriculum to ensure rich and robust learning at Trinity. We are extremely thankful for the dedication and resilience of our Trinity teachers and staff. Please consider making a gift in honor of this dedicated group. “THANK YOU—FROM THE BOTTOM OF MY HEART—FOR ALL THAT YOU ARE DOING TO TEACH OUR KIDS FROM AFAR. I LEARNED SO MUCH AND AM AMAZED BY WHAT Y’ALL DO ON A DAILY BASIS.” TR INI TY PARENT
A TRINI TY FORWARD CAMPAIGN PRIORI TY Investing in Faculty Excellence
Teachers are Trinity’s most treasured resources. They are thoughtful and devoted followers of Christ who are really good at what they do: teaching and forming young men and women who are created in God’s image. It’s not easy to find these teachers, and their compensation does not match their value. Trinity competes with other independent and public schools, as well as the private sector, when recruiting top talent. Your support of the Trinity Forward campaign will ensure that Trinity treats our teachers with the same generosity they bestow on our students every day. We want to support their ongoing professional development, and we aim to recruit the very best educators and role models we can find. Nothing matters more than this when it comes to forming our young students.
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KNOWN & LOV E D
Alison Furr Middle School Math
What are your favorite parts of teaching? One of my favorite parts of teaching is the opportunity to experience how each student learns and truly understands
math in the Middle School. I used to believe math and numbers were fixed and stagnant, but I love how our creative students bring new approaches and help me see things in a new way. Each year, I learn something new from them—some new way of thinking about numbers or analyzing a certain problem. What is it like teaching at Trinity? I love teaching at Trinity. When I visited the school seven years ago, I instantly knew that this place was special. As faculty, we commit to ensuring that each student is known and loved, but it is a privilege to also feel known and loved here as a faculty member. I enjoy developing relationships with new students each year, and continuing those relationships as the students graduate from the Middle School. What do you pray for? I pray for everyone to have the same experience that I have had so far at Trinity—a place where you feel known, loved, accepted, and welcomed. My prayer is that when families step on campus, they can sense that something about this place is special or different than other places they have been before and will want to be a part of it. Name one thing you do to connect with your students. I love getting to know their interests and hobbies outside of school. I am known for showing up to many athletic events, drama productions, and concerts. I also work with the Middle School Student Council to help plan our dances and movie nights. It is so fun to get a glimpse of their lives outside of the typical school day. What do you hope your students gain from your class and their time at Trinity? I hope my students leave Middle School with an appreciation and curiosity for math, that they feel known and loved by their teachers, and that they are always welcome to come back and visit!
Julie Burson Librarian and TK Teacher Aide
What are your favorite parts of teaching? My favorite part of teaching TK is the relationship building. It’s a precious opportunity to invite young students into a new environment where they learn how to be a friend, how to forgive, how to listen, and how to bounce back from disappointment and be flexible when circumstances change. What is it like teaching at Trinity? As the librarian, it’s a special delight to witness a child locate a book they’ve been wanting to read and to introduce them to something new. I love reading books aloud to kids. The children often burst into spontaneous applause, and it tickles me every time...the imaginative abandon it took for them to enter into a story and enjoy it deeply even though it’s just me and some words and pictures—no special effects. The story is the reward.
What do you pray for? I pray for God to become bigger and for me to become smaller. The best parts of me are the parts I’ve surrendered fully to him in joyful service. The areas of life where I’m clinging to something out of pride and self-interest I ask for help to recognize and be freed from. I pray for Trinity School to forever be a place that seeks first to share the Good News of Jesus Christ with all who enter. I pray that God will protect each person in my life from the temptations that distract us from his will and purpose for our lives. Name one thing you do to connect with your students. . I make sure I’m speaking to students directly and looking them in the eye, which means I spend a lot of time getting down low. I want them to know they have
my attention, that I’m listening. I ask them questions about the things they share because I want them to know I am genuinely interested. Respect is built when they know I care about who they are and how they feel. What do you hope your students gain from your class and their time at Trinity? I hope my students witness my imperfections, that they won’t ever think I have all the answers, but instead see someone who seeks the answers to life’s questions through studying the Bible, books, and educational materials. I hope they feel Trinity is a safe place to take risks and ask questions, and that students are well equipped with strategies to face failure head on and recognize they aren’t alone.
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Topher Thomas Upper School Humanities and Theology
What are your favorite parts of teaching? I love connecting with students. It’s great to craft a successful lesson and to learn new things, but there is nothing quite like engaging in the growth and development of a person. I get to broaden the
horizons of students and bring possibilities to mind that they hadn’t considered. We get to grow together. The learning process can be a tough journey, and we get to embark on the quest for truth together. I get to give them space to find their voice and to explore the tension between what they think they know and all that there is to be known. I love moving through that tension with my students, with the hope in mind that through it they come to appreciate those who see things differently than they do, and can be bridges across the numerous divides that exist in our world today. What is it like teaching at Trinity? Teaching at Trinity is a blast! It may just be that I like to enjoy myself, but the students, the space, the creative flexibility we are given all add up to teaching being a blast. I have found the administration to be supportive of exciting ideas and willing to assist in making ideas become reality.
What do you pray for? I pray for many things, but more than anything else I pray for grace and peace. As I look at our moral landscape across America, I see an increasingly divisive world, a world in which we do not engage charitably and graciously with those who differ from us. We vilify, and call out, and see the worst in people. My prayer is that Trinity, and I, be like the person at the center of our faith, Jesus Christ, and that we would be agents of grace and peace. How do you connect with your students? There is much to choose from here, because I have a firm belief that you cannot teach well to students you have not connected well with. One of my favorite things to do is to partake in whole- group games at the beginning of class. We have this game called “Lemonade.” A student shares a “lemon” from their week (a negative experience), and the person beside them has to turn that lemon into lemonade! It’s a good time. There are also smaller things like listening to their stories, engaging with what is interesting to them, and not making them feel as if I am above them simply because I am older and have a few degrees. In my class, we meditate and pray together, we do breathing exercises together, and when we read in class, we do so in a circle to foster unity and togetherness. What do you hope your students gain from your class and their time at Trinity? If I could distill it down to one thing, it would be that their eyes and ears are better tuned to see and feel the love that surrounds them in this world in Jesus. I would love for a student from my class to gain a perspective that every human being is filled with the image of God, and thereby a beautiful, valuable person worthy of their love. I would love for them to have a greater appreciation for the sunrise and the sunset, for every breath that they take. If they gained a view of life and this world as a gift from God, not a place to gain as much as possible, I would be thrilled. Within that framework, I’ll teach physics, theology, history, and any other class, and I hope they’ll come away with some content knowledge, but also a sense of awe and wonder at the beautiful world God made.
Jihyun Park Lower School Music and Children’s Chorus Director
What are your favorite parts of teaching? My favorite parts of teaching are building relationships with students, showing that learning can be joyful, and finding musical and artistic gifts in each student. It is also a joy seeing the moments where students light up with understanding, watching struggling students overcome their challenges, and hearing students asking insightful questions. It takes significant time and focus to make joyful and beautiful music, so while the process can be filled with noise and enthusiasm, it doesn’t always sound great. When this happens we breathe together and try to build one block each day and imagine what the masterpiece will look like. It is the process that I love! What is it like teaching at Trinity? I quickly recognized the language of love, kindness, and caring among children and in the relationships among teachers and students. It is also empowering to teach the love of God through songs that we sing, and to be part of active worship each day. In addition, I have
been learning many established, beautiful traditions that Trinity has. I also see that Trinity seeks to be open and to adopt different views and values to make the tradition even richer, and I am honored to be part of it. What do you pray for? What do you hope your students gain from your class and their time at Trinity? I pray each morning that our music class is filled with curiosity, joy, and beauty and that students would see these things as a reflection of God. I hope that each student will come with an open mind, and that through each class, they will broaden their imagination and the lifelong joy of learning music. I also pray that the music that we make enriches their lives and that through the experience, they will be a positive force for the arts in the future. Name one thing you do to connect with your students. Music Share Time is popular with my younger students. Once a month our students are eager to share things as simple as beats
on a drum to singing, playing the piano, sharing a poem, dancing, and much more. It is a great joy to see what their interests are and how they are building confidence, improving musical skills, and showing respect to each other. With the older students, I write positive notes each day about individual students that I recognize as exceptional and collect them in a treasure box. These notes can be about improvements, acts of kindness, academic progress, or other general positive behavior. After a month we open the box and celebrate it by reading the notes with the class. Students really enjoy receiving them, and they appreciate the notes. The positive notes are a way to encourage and motivate students, but they also help me to be more connected with them.
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T R U T H , GOODN E SS , AND B E AU T Y
A Truly Countercultural Community
What do a Trinity Lower School parent, a Trinity alumna, and a Trinity senior have in common? Their heart for Reality Ministries. Elizabeth Thompson, Ella Rose ‘14, and Isa DeGuzman ‘20 share their experiences about living in community with their friends at Reality. “May the God who gives endurance and encouragement give you the same attitude of mind toward each other that Christ Jesus had.” - Romans 15:5
L to R: Elizabeth Thompson, Isa DeGuzman, and Ella Rose
ELIZABETH THOMPSON | TRINITY PARENT
How did you get involved with Reality Ministries? I had the immense privilege of serving as a founding staff member of Reality Ministries in 2007 before moving away from the area in 2008. When we moved back to Durham in 2018, I resumed working with Reality in a part-time role. Part of the reason we moved back to Durham is the gift we envisioned it would be to raise our children in the Reality community. Over the past year and a half, our sons Chase (10) and Beckett (8) have loved developing relationships with friends
with and without disabilities in the Reality community. While our boys are eager to participate in Reality programs as volunteers when they get old enough (they have started counting down the years!), it's the authentic friendships in real life that mean the most to our family.
How has your time at Reality changed or impacted you?
When I first started ministry work with people with developmental disabilities in 2002, I felt profoundly ill equipped, having never previously befriended people with developmental disabilities. I was sorely unprepared, but not because of my lack of clinical education and experience. The truth is that I approached my soon-to-be friends with disabilities with an “us and them” mindset that separated people on the basis of ability, that relegated our relationships to one-directional “service” rather than cultivating mutually authentic friendships. Over many years and friendships, God has graciously transformed my perspective. By grace, my attitudinal barrier has given way to truly
mutual and deeply transformational relationships. I've come to see that what people have in common—our shared humanity, our need to love and be loved, our beloved identities in Christ—is much greater than what seemingly divides us. The Reality community is truly countercultural, and not just because people who typically live on society's margins are centered and celebrated. While our culture worships individualism and independence, the Reality community is witness to the power of interdependence based on the truth that we're all dependent on God and need each other. While our culture, engendered by pride and
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fear, fixates on seemingly irreparable divisions, the Reality community reveals that we truly belong to each other in all our diversity and differences, that we're incomplete without each other. While our culture idolizes strength, capability, and achievement, my Reality friends help me see the blessed gifts of my own brokenness, fragility, and vulnerability, and that my identity lies not in what I can or cannot do, but in being a beloved daughter of Christ. What do you think others should know about Reality? Reality is first and foremost a community of belonging that exists in response to the beauty and invitation of the gospel of Jesus Christ. It has many different programs and expressions of shared life, yet all share the same purpose of cultivating friendship between people with and without disabilities. Reality seeks to follow Jesus in radically loving and centering people who too often live on the lonely and isolated margins of society, who are routinely excluded, misunderstood, and lacking in opportunities to develop authentic friendships and share their gifts. The Reality community radically alters their life experience by providing a community of acceptance and friendship where unique gifts are celebrated and the conditions for human flourishing are manifest.
I've come to see that what people have in common—our shared humanity, our need to love and be loved, our beloved identities in Christ—is much greater than what seemingly divides us. Many times new volunteers come to Reality with a heart to serve people with disabilities only to be joyfully surprised in discovering the value of mutuality, of ALL people giving to and receiving from one another and growing together. Proximity is powerful. When we develop relationships with beloved daughters and sons of God, we encounter Christ in the other, see ourselves in the other, and discover the deep ties of our kinship.
I loved it from the very start! Even after the course was over, I kept volunteering with some of my friends from school for the next three years and beyond.
ELLA ROSE | TRINITY ALUMNA
How did you get involved with Reality Ministries? I started volunteering at Reality during my freshman year of high school. Trinity was offering a course called Servant Leadership as an elective. The course was taught by the Reality staff and focused on loving people on the margins. We read many wonderful books, including Tattoos on the Heart , and talked about the gospel's relevance to those in our society who are often overlooked and undervalued. During that semester, we were required to volunteer at Reality on Tuesday nights and some Friday afternoons. I loved it from the very start! Even after the course was over, I kept volunteering with some of my friends from school for the next three years and beyond. How has your time at Reality changed you or impacted you? I am most surprised by how much I need this place. Reality is not a place for people with disabilities. It is a place for me and for you—for everyone. As I have gone through high school, a gap year, and college, this community has been a grounding place for me. I think it is because Reality reminds me exactly who I am. When I am here, participating in community and friendship, I get to be me. I get to be loved. What do you think others should know about Reality? Reality isn't necessarily a place where you are going to "serve people with disabilities." Instead, it is a place where you can participate with people of all abilities in community and friendship, in giving and receiving, in loving and being loved.
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At Reality, there is a focus on community and loving one another that surpasses any thought of accomplishment or efficiency.
ISA DEGUZMAN | TRINITY SENIOR
How did you get involved with Reality Ministries? I got involved with Reality Ministries at the beginning of my junior year because I was looking for ways to volunteer during my free time. I first heard about Reality during my freshman year when I was in Trinity’s Servant Leadership class, which was known for volunteering at Reality Ministries. A few years later, when I was looking for ways to get involved in the greater Durham community, I remembered Reality, and I went to a community worship there and began volunteering weekly. How has your time at Reality changed or impacted you? Reality has really impacted the way I view the world and the things I find valuable. At Reality, there is a focus on community and loving one another that surpasses any thought of accomplishment or efficiency. Instead of worrying about how fast you do things, there is time to slow down and enjoy the small moments. In my experience at school, in sports, with friends, the most important thing is usually a focus on speed and achievement, but at Reality, the most important thing is a sense of belonging. This has shaped the way I think about other areas of my life and has shifted my priorities away from material ones to values that are intangible. What do you think others should know about Reality? At Reality, I’ve attended several talks and workshops about the theology behind their mission, and I think everyone should know, whether they set foot in Reality Ministries or not, that they are worthy and they belong simply because they are created by God. There is no earning love or belonging, because it is a divine gift.
Nadia Thomas ‘32
KNOWN & LOV E D A COMMUNITY WITHIN A COMMUNITY
God created us to live in community. Lisa and Will Copeland found this very thing—community— when their daughter Ragan, four years old at the time, began jumping rope with the Bouncing Bulldogs. Lisa recounts, “Ragan was getting ready to start kindergarten, and we had been looking at other private schools but hadn’t found the right fit for our family. We met the Dugdale family at the Bouncing Bulldogs. Their daughters, Sydney and Colby, attended Trinity, and they
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suggested we consider the school. I’d never heard of Trinity before that moment. Oddly enough, there happened to be one spot still open in kindergarten, and we felt like God truly led us to Trinity. We immediately enrolled Ragan.” It was also at the Bouncing Bulldogs that Lisa and Will connected with Charryse and Feisal Omari. Charryse’s father, Ray N. Fredrick, Jr., started the Bouncing Bulldogs, and her son Caleb participates in the program. When it was time to find a middle school for Caleb, Lisa and Will introduced the Omaris to Trinity. Charryse says, “I remember looking for middle school options for Caleb. We knew that both of the Copeland daughters had been at Trinity since kindergarten, so we wanted to take a closer look at the school.” Feisal adds, “When Caleb came to shadow a Trinity student, he felt so comfortable because so many of the
Beckett Thompson ‘30
students at Trinity were also with the Bouncing Bulldogs. Knowing that he already was connected with students that were already at Trinity made it easy for us to transition him here.” More than 20 students have been a part of both of these communities. Ragan, who is now a senior at Trinity, shares that “since jump rope is such a unique sport, we have a special community and bond because we spend so much time together. The fact that I can see people at school and not just at the gym is pretty special.” Charryse echoes a similar sentiment, describing how she has often seen moms at Trinity in the Moms in Prayer meeting and the same parents bringing their children to class at the Bouncing Bulldogs community center. She explains that it is “really a community within a community coming together. It makes us more unified.”
Caleb Omari ‘23
Caleb Omari ‘23, Holly Copeland ’23, Will Copeland, Ragan Copeland ’20, Lisa Copeland, Charryse Fredrick Omari and Feisal Omari.
So, what connects these two communities? Lisa explains it best: "The core values of the Bouncing Bulldogs are very similar to Trinity's. We found that the values we wanted to instill in our children at home were also being reinforced at school and at Bouncing Bulldogs. This was really powerful because we were all sending the same message." Some of these values include servant leadership, gratitude, respect, responsibility, commitment, and integrity. The special community that has formed between Trinity and the Bouncing Bulldogs is a beautiful example of Psalm 133:1: “How good and pleasant it is when God’s people live together in unity!”
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KNOWN & LOV E D
saw the joy and compassion they expressed. It was a depiction of what the church should be. He recounts, “The Camino experience is a distilling type of experience because your lifestyle while on the journey becomes very simplified. You carry everything you need with you, and you work and live in community, close with others.” Daryl recalls how she met Lee, a pilgrim from England, who ended up being one of the group’s closest friends. The sleeping quarters on this journey were usually hostels that provided co-ed bunk beds. Daryl arrived at a different time than the rest of the group and ended up in a bed across from Lee. Daryl described her group to Lee, and to her surprise, he expressed his desire to join it. The group later learned that Lee had actually been in the wrong place, and by the grace of God
For Trinity student Gabriel Tempest and teachers Kym Gardner and Daryl Steel, a journey along the Camino de Santiago was much more than a pilgrimage: it was a set of experiences with God and others that led to their spiritual growth. Now a junior at Trinity, Gabriel has participated in trips during the last two summers. He recounts, “I gained meaningful connections, and I found myself a part of a true Christian community. Everyone works together, and you start to trust each other almost instantly. You reveal things about yourself within the first day of knowing someone that you wouldn’t even share with some of your closest friends. It is transient, deep, and emotionally safe.” Kym remembers how others seemed to be attracted to their pilgrimage group because they
Pictured here with other pilgrims, L to R: Dr. Jeff Baker, Trinity alumni parent; Rasmus Soltau; Shelby Gardner; Gabriel Tempest ’21; Susan Gardner; Daryl Steel, Trinity faculty; Kym Gardner, Trinity faculty; Lee Adams
States.” Kym also was deeply influenced by his experience: “I came back with a stronger awareness of the sense of community here at Trinity, and of the great opportunities we have to nurture the people here at school. These trips have brought a renewed desire to be a part of this community, to create and mold it and make it even better.” Daryl notes, “This trip helped me to value even more the people that God has put in my path and my experiences each day. I view the trip as a gift from God. Every moment I saw God working. The trip provided clarity, and that has impacted how I live each day.” After chronicling their journey, all three agree that this type of community—whether in Spain or at Trinity—is the work of God alone.
he had ended up right across from Daryl, further confirming the divine arrangement. While on the journey with Gabriel, Kym, and Daryl, Lee professed faith in Christ and was baptized in Logroño, Spain. Adding to this remarkable set of circumstances, Rasmus, a pilgrim from Denmark, stopped by to speak with Lee while he was talking with Daryl, and that young man also decided to join “Team Gabriel.” Deeply moved by what he learned, witnessed, and experienced, he, too, professed his faith in Christ and was baptized in a river in Estella. When asked how the pilgrimage has impacted their lives, Gabriel shared, “It’s the relationships. You are always on pilgrimage from the day you start, and even when you are back here in the
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R I CH & UNHU R R I E D
LYDIA WOOD ’22 UPPER SCHOOL STUDENT-ATHLETE WE ARE A FAMILY
ZACHARY POWERY ’24 MIDDLE SCHOOL STUDENT-ATHLETE ON AND OFF THE COURT
Q: What do you think is distinctive about Trinity athletics? A: Community and support! We often travel to the same schools for games, and we always watch the guys and the guys watch us. Q: What would you like Trinity athletics to look like when you come back to visit in 2045? A: I want the community to be the same or to have grown even more! When you’re in athletics you become best friends with your teammates. I hope that the volleyball team will still be yelling “It’s game day!” in 2045. Q: What is the most important life lesson you have learned through your involvement in sports? A: Selflessness. In volleyball, you have to trust the person next to you, and you have to communicate with them. To younger student-athletes I’d say, pay attention to what you are learning as you play sports, because that is more valuable than just being fit.
Q: What do you think is important about Trinity athletics? A: I think what is important about Trinity athletics is that it focuses on development. Trinity wants to see student-athletes develop and reach their full potential. Q: What is the most important life lesson you have learned through your involvement in sports?
A: I’ve learned to have good sportsmanship no matter the
circumstances in any game I play. This helps me to become a better person not only in sports, but also outside of sports. Q: What else would you like to share about your time as a student-athlete at Trinity? A: I appreciate the coaches at Trinity, like Coach Williams, who encourages us to do our best on and off the court. He always says, “Academics before athletics.”
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ANNA ECKSTEIN ’14 TRINITY ALUMNA AND DIVISION I VOLLEYBALL PLAYER PREPARING FOR THE NEXT LEVEL
Q: What is important about Trinity athletics, and what makes it distinctive?
A: At Trinity I played five different sports. After graduating I went on to play Division I volleyball at Loyola University of Maryland and at Furman University. I think it is easy to view athletics at Trinity as a disadvantage for those trying to continue their careers past high school. However, the size of Trinity athletics is actually the advantage. Being able to participate in multiple sports allowed me to grow as an athlete in ways that I couldn’t have, had I just focused on volleyball. And none of that would have been possible without fantastic coaches. Q: How have you seen the Trinity athletic program grow? A: The growth of Trinity athletics continues to be remarkable. With a student population so small, the percentage of those participating in sports has always been high. During my time at Trinity, we moved conferences because of our growth both in size and competition level. When I came to Trinity in the first grade, there was only one Middle School team for each sport. By the time I was in Middle School and able to participate in sports, we not only had two teams for some of the sports, but also varsity and JV teams. Q: What is the most important life lesson you have learned through your involvement with sports? A: No one really talks about what happens when you finish playing a sport after competing at the collegiate level. It’s a hard transition to make, as most players find their identity in being an athlete, and for me a “volleyball player.” No longer a collegiate athlete, I wondered what my new purpose was. I have learned that my identity is not in the sport but in the person I have become through the entire process. Recently some friends at nursing school complimented me on my hard work, dedication, focus, and passion. This caught me by surprise, because these are all things I took pride in as an athlete and missed being associated with. Turns out, even off the volleyball court those important characteristics still show as I continue in my next chapter of life. So while the “glory days” of being a college athlete may be over, there are still many glory days to come.
SARA LARSON VARSITY CROSS-COUNTRY AND TRACK COACH TRI-TAC BOYS CROSS-COUNTRY COACH OF THE YEAR RUN YOUR RACE
Q: What is the most important life lesson you have learned through your involvement in sports? A: You have to be yourself, and as much as possible, try not to
compare yourself to other people. Find your own giftings. We each have our own talents, and you have to be the best version of yourself possible. This year’s tagline for
cross-country was “Run your own race”—run to the best of your abilities. If that’s winning first place, great; if that’s improving your time, great; but find contentment in your giftings. Q: What is one thing you would like to share with other coaches and athletes? A: The biggest thing we can do for our athletes is make sure they feel cared for by their coaches. There needs to be a personal connection and a trust that the coach is looking out for their best. I’m a competitive person by nature, and remembering to care for my athletes takes off some of the pressure to win, because it reminds me what is important in the end. Q: How do you think you have contributed to the Trinity athletic program? A: If you go back to the very start of the school, I was Hubert West’s assistant coach for Middle School Cross-Country and Track (Trinity’s two inaugural athletic teams). In the mid-2000s I helped Julie Whitling and Pam Holland with our first Girls Basketball teams. I’ve also contributed to the athletic program as the coach of a sport with a high level of participation by encouraging students who are trying something new. I try to instill a sense of success in young athletes at whatever level they are currently—if that’s trying to place at states, if they’re trying the 100-meter dash for the first time, or if they simply want to cross the finish line.
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KARLEY LONG ’20 VARSITY MANAGER LEAVE A LITTLE SPARKLE
Q: What do you think you have contributed to the Trinity athletic program? A: As a manager on the Girls Basketball team, I’ve been able to leave a little bit of sparkle in the athletic
department, helping coaches and players alike with anything from grabbing ice and making small talk to helping younger players navigate high school and forge lasting relationships.
Q: What is the most important life lesson you have learned through your involvement in sports? A: When I started volleyball in sixth grade, I knew that it would be hard due to medical issues, but my team helped me every step of the way, and my coach worked with me so I could participate. After sixth grade, I had multiple surgeries, and playing sports was out of reach for me. This year, I decided to join the cross-country team. It was hard for me because I am not a runner, and I thought about quitting. But I decided to keep trying, and I got better as the season went on. Despite all the challenges I wouldn’t trade my cross-country season for anything, because it taught me that I am able to do anything, even if it doesn’t come easily. Q: What is one thing you would like to share with younger team managers? A: Sometimes it’s hard to feel like you’re part of a team when you aren’t on the court. Managers have a different role from coaches or players but are still just as important. You get to work with players in a different, special way. Embrace every time someone asks you for advice, wants your help, or even asks you to get them a ball, because these simple things are part of being a team. Embrace the locker room talks, the wins, and the losses, and most importantly, be yourself and love your teammates, because you become a family.
ALEX MASON ’20 VARSITY STUDENT-ATHLETE COMMITMENT & DEDICATION Q: How have you contributed to the Trinity athletic program? A: I think and hope that my personal work ethic and dedication to my sports have inspired others to commit themselves in a deeper, more meaningful way. Q: What is the most important life lesson you have learned through your involvement with sports? A: The importance of time management is probably the most important lesson I have learned. Learning to balance my sports with my schoolwork and anything else I have had going on in my life has been challenging, but I know it will serve me well in the future. Q: What is one thing you would like to share with current student-athletes? A: One thing I might share is to remember that although working hard and winning are important, having fun and enjoying the friends you make through the teams is just as important, if not more important.
BROOKE PIKE ’24 MIDDLE SCHOOL STUDENT-ATHLETE FIRST YEAR REFLECTIONS Q: What is the most important life lesson you have learned through your involvement with sports? A: I have learned the importance of being a part of a team and encouraging people. It’s so helpful when you know that other people want you to succeed and that you have friends who are rooting for you. Q: What is one thing you would like to share with current student-athletes? A: We are really blessed to be at a school where the coaches care about us as people and also help us improve our skill as athletes. Q: What are your favorite memories from playing sports at Trinity? A: My favorite memory was when we won the Homecoming volleyball game and the gym was packed full. It was the loudest game we ever played! Another great memory was eating Scooby snacks before the home games.
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CAMERON DURST ’20 AND JAYDEN SMITH ’20 MS NAVY BOYS BASKETBALL COACHES SETTING AN EXAMPLE
Q: What do you think is important about Trinity athletics, and what makes it distinctive? Cameron: Community plays a big part in athletics. Trinity’s athletics program is very family oriented, so everyone feels close. Trinity also does a good job of choosing coaches, which is really important for kids who are just starting out playing, because there are a lot of different aspects to coaching—the game and the spiritual elements are both really important. Jayden : Yes, the community around athletics is really good. Spirits are always high—everybody is encouraging each other and nobody is criticizing. Q: How do you think you have contributed to Trinity athletics? Jayden: As Varsity Basketball players and coaches for the Navy Boys team, we want to set an example for the younger guys—showing them what to do both on and off the court. Cameron: As players, we have to promote Trinity and represent the school well when we have the Trinity name on our jerseys. And as coaches, we’ve invested time in the school by helping kids develop when they are younger. Q: Could you tell us a little bit about your experience coaching the Navy Team? Cameron: The team exceeded expectations. We both took a lot from going from playing on the court to coaching on the sideline and seeing the game from a different angle. I learned a lot about myself and came to see the game in a different way. Jayden: Coaching the Navy team was crazy! Hanging out with the team and getting a closer relationship with them has made me happy. I love hanging out around them even more now. Teaching them things we knew was something we both enjoyed a lot.
EDIE OAKLEY GIRLS ON THE RUN COACH CARING FOR THE WHOLE STUDENT
Q: What do you think makes Trinity athletics distinctive? A: Trinity advocates for and teaches students that moving the body enhances learning in the classroom, as well as creating a healthy coping habit that manages the stresses of everyday life. Joining a sports team at Trinity encourages students to learn and practice the values of putting Christ first, strengthening and caring for their body, commitment to a team, and fostering courage to show up at practice every day—regardless of how they think or feel. Q: How have you contributed to the Trinity athletic program? A: For over ten years, I have been leading Girls on the Run (GOTR), an after-school program for 3rd–5th grade girls, and our mission is to “inspire girls to be joyful, healthy, and confident using a fun, experience-based curriculum which creatively integrates running.” Over the years, I have seen how GOTR has become a feeder for Trinity athletics by providing a strong foundation of empowering each young girl to be her best self—body, mind, and spirit. In Trinity’s Middle School all kids can participate in sports if they want to, and GOTR aligns really well with this mission. Q: What is the most important life lesson you have learned through your involvement in sports? A: I have learned that God made each of our bodies uniquely and that comparison is the thief of joy. I grew up in a family of eight kids. Just for my parents’ sanity, we all had to play the same sports. I remember begging my parents to let me try out gymnastics, and I was a competitive gymnast from ten years old through high school. Gymnastics taught me to appreciate what my body/mind was capable of, as well as the dangers of not caring for it. I also learned to set goals for myself and how my contribution (or lack of it) impacts the overall team. Being intentional in assessing where you are at the beginning of a season and where you want to be at the end is also a valuable life skill that I still use today, personally and professionally.
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EDIE OAKLEY, CONTINUED
Q: What is one thing you would like to share with current student-athletes? A: I would encourage all our student-athletes to deepen their
self-awareness of their own body/mind/spirit and take responsibility for how they care for it. I would also encourage them to practice kindness and compassion for themselves. Our inner voice can be
critical and judgmental, and this negative self-talk can sabotage us when we are competing in athletics (and in life). For all the GOTR girls moving on to Middle School, my hope for you is that you’ll jump into a sport at Trinity, maybe one you have never tried before. You never know if you may love it. Remember, you do not have to be perfect at something to try it—be brave and try new things!!
And now, some good advice from our 2019–2020 GOTR athletes...
CHLOE ANDERS ’27 Q: What important life lessons have you learned through Girls on the Run?
A: I’ve learned the importance of positive self-talk and respecting yourself and others. Positive self-talk is important, because if you are always mean to yourself it can start to make you grumpy, and then you can negatively influence other people. It is important to learn how to respect yourself and others, because then you are able to treat people the way that you want to be treated. If you don’t respect yourself, you won’t know how to treat other people well. MARAN WHITE ’27 Q: What would you say to a second grade girl thinking about doing Girls on the Run? A: You should do Girls on the Run, because it’s fun and it doesn’t only help you with running, but it also helps you in life. It teaches you valuable lessons that some people don’t learn until 12th grade. One lesson I have learned is that I shouldn’t keep my feelings to myself—if I’m sad, I should tell someone.
KATE WILDER ’27 Q: What is something you would like to share with younger girls on the team?
A: Always try your best, even if you’re tired. The first year that I did Girls on the Run, the 5K was really hard—I didn’t even think I would finish. But this year, after two years on the team, I finished the 5K strongly with almost no walking. The coaches are great and encouraging!
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