Protected: Remembering Rich Borsch
Fenwick’s Staying Power Is Its People, says 9-year Friar Teaching Veteran
Fellowship among fellow teachers and their students is a key factor as to why faculty members stay with the Friars.
By Laura (Dixon) Gallinari, English Teacher
In the spring of 2011, on the verge of graduation from my MFA poetry program, I applied for every high school English and Spanish opening in Chicagoland, from Waukegan to Wheaton to Orland Park. I grew up in south Oak Park, and my husband and I had just purchased a house here. On a lark, I submitted my resume to Fenwick, even though no job was posted. So, why am I here? To start with, I figured it would be cool to live seven blocks from school.
Having attended OPRF, I was minimally familiar with Fenwick, aware of it as the local Catholic school that went co-ed while I was in high school. Kathy Curtin called to set up an interview. At the time, one of my mom’s best friends, Kathy Miller, had a sister who taught at Fenwick and agreed to meet with me in the teacher cafe before my interview. So my introduction to Fenwick was coffee with the unforgettable Mariana Curtin, who charmed me with her sincerity, warmth, wisdom, humor and occasional curse words.
To my great fortune, it turned out that Fenwick did have a need for one more English teacher, in a year that saw 17 new Fenwick teachers, several of them in the English department. I walked home from the interview, not quite a mile, and when Pete Groom called to say yes, it felt like providence.
That year marked a huge transition for me. I had taught and coached for 10 years before taking a break for my MFA, but for the past three years I had been paid to attend a few classes and write poetry. I read for hours every day and wrote hundreds of poems. I played basketball every week and even watched TV. It was dreamy. Then, I graduated, moved back to Chicago, bought a house, got married, got a dog, got a new job, and — yep, got pregnant. You know, just a few small changes.
I had long been told by doctors that it might be hard for me to get pregnant or to carry a pregnancy to term due to my unusual womb that has an extra wall in the middle, like a valentine heart. So Gabriel, our wedding-night baby, came as a bit of a surprise. In August before school started, I walked over to Fenwick and found Pete Groom shooting baskets with one of his kids in the gym. I sheepishly informed him that I hoped I would need a maternity sub in March, and in the meantime I would need to back out on coaching volleyball and basketball due to the high-risk nature of the pregnancy. I was more than a little nervous to be such a ‘problem child’ right out of the gates, but Pete met the news with a resigned but affable, nodding, red-faced smile that seemed to say, ‘Ah. Of course you do.’ (You all know that look.) I then apologetically explained the situation to Trish [Grigg in Human Resources], who just smiled and said, ‘That’s what God wanted.’ Somewhere else I might have been at risk of a pink slip, but not at Fenwick.
That first year, so many people helped me to find my way — both figuratively and, indeed, literally (as in the time I was assigned to sub in, uh, Room 46??). Andy Arellano, Jerry Lordan, Mary Marcotte, and John Schoeph shepherded me through. And a quick shout-out to Rick O’Connor, too, whose camaraderie in our first year meant the world.
Mutual respect and blessings
The first and most compelling reason that I have stayed at Fenwick is the people. I both like and respect all the people I answer to, and I have never before at another school been able to say that so uniformly. And my colleagues, all of you, are amazing. Truly. I am wowed by your dedication, expertise and enthusiasm every day. If I’m having a tough time, Pete Gallo will both crack me up and pray for me. When I need to respond to a tricky email, John Schoeph will sit down and talk it through with me. Coach [Kevin] Roche sets the bar so high that he makes us all better people. Arthur [Wickiewicz] greets me with an exploding fist bump daily. Hope [(Feist) Zelmer] gives me Hope. Maria Nowicki gives me hugs and pumpkin bread. Theresa Steinmeyer tells everyone, ‘You’re my favorite and sincerely means it every, single time. When I suffered my second of three miscarriages, Brigid Esposito brought me two roses and made me feel seen. Time and again, we lift each other up.
I am also here because I have a deep and abiding love for grading. KIDDING. NO. Like all of you, I am primarily here because of my students. Because my students are motivated, engaged, prepared, respectful and helpful, I am able to do my best work in the classroom. I can manage serious discipline issues, but here I mostly don’t have to. My students are allies in learning, and their intellectual curiosity propels us forward. With students so ready and eager to learn, I am free to show them what more is possible, to acquaint them with new ideas and engage in closer readings. Beyond their high level of academic accomplishment, my students’ decency, kindness, creativity and insight daily show me what more is possible. I’m here because Nate Jakaitis [Class of 2016] still sends me the latest cool thing he wrote in college; because Abbey Nowicki [also ’16] also sends me pumpkin bread; and because Robert Metaxatos [’17] takes the time to write me a letter by hand because he is reading Crime and Punishment and I first introduced him to Dostoevsky years ago in our Brothers Karamavoz reading group. My students are incredible people. They are incredible blessings.
I have been fortunate to teach subjects here that speak to my own intellectual passions — American literature and creative writing. And I think it’s an open secret that I sneak in 12 chapters of Moby-Dick when everyone else does two. I’m at Fenwick because six years ago my AP students were jealous of the Honors classes who got to read those 12 chapters and asked me to stay after school with them on Mondays to discuss the entire book. I’m here because every year since then, my Moby-Dick readers have recruited the next year’s crew. I’m here because when I brought our lunatic notion of Moby-Con to Pete Groom and Jerry Ruffino, they didn’t say no. They came aboard, as did dozens of you. I’m here because you tolerate (or dare I say even enjoy?) my whaling and sailing puns. It made my heart full that so many colleagues stepped up to chaperone and read at Moby-Con, that Father Peddicord was game to play Father Mapple, that Ernesto screened four film versions, that Rick O’Connor live-streamed the whole event with his Broadcasting club. Those students will never forget our marathon voyage, and I don’t know whether it would have happened at another school.
All of this adds up to true community, and people filled with genuine affection and compassion for their coworkers and students. People say teaching is a thankless job, but at least at Fenwick, I disagree. My students depart class daily with a parade of thank-yous — I mean, even in study hall! Seriously!
‘God wants me to be here’
One thing that makes Fenwick special is that we treat our work here as a vocation, a ministry. We are called to this work, and we are here to shape more than minds. Nowhere is this more apparent than in our Kairos program and the teachers and student leaders who work tirelessly to offer that spiritual experience to our students.
As a Protestant, I had no idea what to expect in coming here. Would I be out of place? How would people here treat the non-Catholic minority? Would even the statues give me the side-eye? I could not have imagined that Lucy White would ask me to speak at Kairos about the Christian Family or that Maria and Mary Beth would invite me to speak today at a Dominican spiritual retreat.
I am here because God wants me to be here. (Please write this down and look up when you have finished: I am here because — sorry, Kairos humor — but that is why I’m here.) As a religious institution, we are a community of learning and also a community of prayer. We celebrate God in our service to one another. And when you’re in need you can always be sure that Pete Gallo is not the only one praying for you.
To wrap up, I’d like to just tell a few anecdotes that speak to my time at Fenwick:
Continue reading “Fenwick’s Staying Power Is Its People, says 9-year Friar Teaching Veteran”Catching Up with Former Counselor and English Teacher Thomas Egan
“The positive, eager attitude of the students and the camaraderie of my fellow teachers and staff were an important chapter in my life.”
How many years were you at Fenwick?
TE: 28 years, arriving in the fall of 1985. I retired in the spring of 2013.
What was your role/what classes did you teach?
TE: The majority of my day was spent as one of the class counselors, but I also taught Freshman English. Sophomore Honors English, along with cafeteria supervisor, were my duties in the later years.
Were you involved with any extra-curricular activities?
TE: At various periods, I was in charge of the National Honor Society, the Yearbook, the Video Yearbook, the Financial Aid Committee and the Fenwick Summer School. I also worked with Mr. Arellano in the Teacher Mentor Program.
How do you describe the Fenwick Community to other people?
TE: What comes closest to a core description is the term and idea of family: a close-knit group of distinct personalities, ages and backgrounds working together toward shared goals.
What do you miss most about Fenwick?
TE: The positive, eager attitude of the students and the camaraderie of my fellow teachers and staff were an important chapter in my life. I do miss these and treasure the memories.
Funniest Fenwick moments?
TE: There are many. Especially clear in my memory are the hilariously creative skits that were performed each year as part of our Homecoming rallies. Also, dress-ups during that whole week added to the fun.
Fondest Fenwick moments?
TE: On a personal level, the joy and lessons I learned from reading all of the students’ essays (both in-class and on college applications). Their dreams, their insights, their struggles-all were special.
With a school-wide focus, I was especially proud of the way the transition from all male to co-ed was handled. Faculty, teachers and students all made the new, lady Friars feel welcome and motivated. And what a success the change has been!
Do you have any words of wisdom for current students?
TE: We all know that at this point in your lives, one of the most powerful influences upon you are your peers — and you upon them. Associate yourself with those who have your best interests at heart; be a force for the good with your friends.
Any wise words or advice for the present faculty, staff or administration?
TE: While I was at FHS, our principal, assistant principal, counselors and others all taught at least one class in addition to their other responsibilities. The policy kept us in touch with the basics of our profession; this should continue.
What are you doing now?
TE: With a position on our Condo Board, visits to L.A. Fitness three times per week, travel, volunteer work at PADS and other commitments, I’m kept busy. Some contacts with former students and co-workers add to my enjoyments.
Catching Up with Former English Teacher Peter Bostock
Retired for more than 10 years now, Dr. B looks back with fondness at the three decades he spent at Fenwick.
Dr. Bostock and his wife in Sorrento, Italy.
DHow many years were you at Fenwick (and when)?
I was at Fenwick from 1979 until 2008: 29 years. When I arrived at the hallowed halls I thought I’d dropped into heaven (compared to the previous two years of my teaching life).
What was your role / what classes did you teach?
I was assigned to teach freshman English in ’79. Mr Duane Langenderfer (‘Derf’) and I shared the freshman English between us: four classes each in Room 1 with about 30 students in each class. The emphasis was on grammar, writing and English literature.
Much to my disappointment, the Head of the English Department assigned me to teach two sophomore and two senior classes the following year. I was disappointed because I’d had such a wonderful year I figured my ‘heaven’ would continue with freshmen. (Ah, man proposes and God disposes!)
From then until my retirement I was ‘stuck’ with two soph and two senior classes; those two latter eventually becoming two AP sections of English. However, for several years after Fr. Landmesser’s retirement I was Head of Department, so I can blame only myself for my schedule.
Were you involved with any extra-curricular activities? (If so, which ones?)
Meanwhile I was engaged in a variety of extra-curricular activities, the most bizarre of which was when I was asked to run the computer club for a year (in those days computers were few and far between; there were no computer labs in the school, and the so-called ‘club’ had one old Apple C and an old mainframe kind of machine that no one knew how to use. As for the moderator of the club, he/I was totally computer illiterate anyhow.) I think that was in 1985-86.
In ’79-’80 I was the moderator of the Debate Team, another area where I was ‘somewhat’ competent.
Fortunately, Dan O’Brien, Master i/c Athletics and Sports, invited me to start a soccer program in ’81. And my extra-curricular career took off! Much to the chagrin of the head of cross-country, [as] almost all his runners opted to play soccer. So Fenwick had a varsity soccer team; we didn’t belong to the Catholic League, so all our games were ‘friendlies.’ We tied one game and lost all the others. But we had fun. In year two a volleyball coach was assigned to help me with the program, and we joined the League. I think we won one game and tied another, so we made huge progress.
Then Fr. Bernacki allowed me to give up extra-curriculars so I could write a dissertation for my PhD (Fordham University had informed me that I had to write a diss or ‘get lost.’ So I wrote.) Thereafter (’82 thru 2008) I became a jack of all trades: back to frosh soccer for a while, several years moderating the year book, several the student newspaper, and finally girls’ frosh soccer. To say I had a blast would be an understatement. The many girls and boys with whom I was lucky enough to come in contact graced my life in ways that they will never know. But I thank God and Fenwick for the privilege of having been with them and known them.
For a couple of years in the early ’80’s I organized the Easter UK literary jaunt, staying in London, Bath and Banbury. A good time was had by all. And I hope we appreciated the historical and literary sights and sites.
How do you describe the Fenwick Community to other people?
Talking with others, including former students, Friars I meet who were at Fenwick years before I arrived, I always mention the ‘aura’ of the place. It’s the feeling that the Dominican Order, the teachers, the students and the parents have created over the years. It’s not simply one element. It’s an awareness that all at Fenwick have: we may not be able to pin it down in words, but it’s a kind of excellence of spirit — intellectual, athletic and spiritual.
What do you miss (most) about Fenwick?
I miss learning; MY learning. I learned much from my students. A small example: one day we were reading Hamlet in class, the students taking the actors’ parts. A female student reading the part of Gertrude emphasized a line of her speech in a way that shed a completely new light on Gertrude’s character. It was an insight I had not witnessed in any of the famous dramatizations I’d ever seen (not even in the play directed by Derek Jacobi and starring Kenneth Branagh in the title role that I saw in Manchester; Jacobi was in the audience four seats to my left). I forget the name of the student, I forget the line, but I have never forgotten the experience.
I also miss reading English literature. In 10 years of retirement I find that I’ve taken to reading a lot of science and mathematics: The Calculus Diaries, Fermat’s Last Theorem, Six Easy Pieces, In Search of Schrodinger’s Cat, The Fly in the Cathedral, The Emperor’s New Mind, etc. I’ve just gone where my interests have taken me, and I suppose after 49 years of reading ‘literature’ my mind needed a break from poetry and fiction. But I do miss Keats, and Chaucer, and Bill.
Funniest Fenwick moment?
I was coaching the frosh girls’ soccer team at the Priory. The field was sodden, it was raining and I attempted to show the players how to chip the ball. Only wearing smooth sneakers, I took a quick run at the ball and landed flat on my back in the mud. Girls rushed forward to ask ‘Are you okay, coach?’ Of course I was okay. But later going over the incident in my mind, I thought, ‘If that had been the frosh boys’ soccer team, they’d have stood there giggling at me.’
Fondest Fenwick moment?
At the final Commencement in 2008 when Dr. Quaid announced my retirement, the whole senior graduating class rose to their feet applauding. Sitting among them, I was shocked, amazed, surprised, flabbergasted, not to say embarrassed. But it was a fine feeling to be honored thus.
Do you have any words of wisdom for current students?
Carpe diem, quam minimum credula postero = “Be the best you can be;” all the rest is fruh.
Any wise words or advice for the present faculty, staff or administration?
Far be it from me to preach, but … teaching is the process of opening minds, not (force) feeding them.
And Fenwick is a Christian institution, so follow Christ’s rules: Love God and love your neighbo(u)r. Period. Shibboleths from the Old Testament should have no part in a Christian community.
What are you doing now? How do you spend your time?
Continue reading “Catching Up with Former English Teacher Peter Bostock”Teaching Literature with Musical (and Written) Notes
Progressive Fenwick English Teacher Geralyn Magrady finds common ground with students; treats sophomores to live duet in classroom.
By Mark Vruno (photos and video by Scott Hardesty)
What’s on your playlist? A playlist is, of course, a list of digital, audio files that can be played back on a media player either sequentially or in a shuffled order. In its most general form, a playlist is simply a list of songs, according to Wikipedia. And almost all the kids have their favorite, thematically inspired lists these days — and they’re quite passionate about the music they like.
One may not think that playlists in 2019 have much in common with Charles Dickens and A Tale of Two Cities, the historical novel written about the French Revolution 160 years ago. Fenwick English Teacher Geralyn Magrady, however, would beg to differ. Ms. Magrady was introduced to a creative, character-analysis activity when she participated in Stevie Van Zandt’s (“Little Steven”) TeachRock professional-development program. (Yes, that Steven Van Zandt – Bruce Springsteen’s E Street Bandmate and of “The Sopranos” HBO/cable TV fame.)
“The idea is to develop a playlist for a main character, and I chose Sydney Carton from A Tale of Two Cities,” Magrady explains. The next day, she asked her English II College Prep students to do the same. The assignment took off running.
“The final result turned into a virtual album with a mix of every student’s top song,” she reports. In addition to the collection, each morning the classes listened to part of a classmate’s pick. “They took notes as to the connections found between the characters and the lyrics,” she says, “and then discussion was opened to share those insights.”
The teacher asked students which of their peers’ selected songs worked best to describe the Carton character? Responses in one class were as eclectic as the children are diverse: “Humility” by the Gorillaz, “Hurt” by Johnny Cash, “Lucid Dreams” by Juice Wrld, “Drinkin’ Problem” by Midland and “Reminds Me of You” by Van Morrison.
Along with her students, Magrady continued her own character-inspired playlist, which included original songs by some local musicians whom she knows. These two artists agreed to perform those tunes for her classes: Strumming their acoustic guitars at Fenwick, Rob Pierce sang “Rise Above” and Terry White played “When Your Hour Comes.”
That resurrection thing
Before beginning, Mr. Pierce offered some context for his young audience: “Just so you guys know, ‘the 101’ is a highway in Los Angeles.” One student recalled, “Hey, there’s a ‘Highway Man’ in the beginning of the book!” The song’s concept of rising ties into Dickens’ resurrection theme, which recurs throughout the story. Brain synapses clearly were firing as students diligently jotted down notes and observations while they listened to the live music. Pierce’s refrain was, “Rise above, rise above; all we do, we do for love.” Another student chimed in after the song was finished: “It makes sense. Sydney [Carton] will do anything for Lucy.”
Continue reading “Teaching Literature with Musical (and Written) Notes”
Faculty Focus: Geralyn Magrady
Prior to coming to Fenwick in 2015, English Teacher Ms. Magrady taught for mentor Dr. Lordan in Forest Park 28 years ago!
What is your educational background?
GM: B.A. – Dominican University; M.Ed. – Northeastern Illinois University
What did you do prior to becoming a teacher at Fenwick?
GM: The first principal to hire me right out of college (1990) was from St. Bernardine School in Forest Park; his name was Dr. Gerald Lordan. Little did I know back then how blessed I would become with the teaching profession and with that professional mentor. After St. Bernardine, I taught in the English department at Proviso East High School until I became a mom. I stayed home with my sons (Ethan ’18 and Liam ’19) while an adjunct [professor] at Wright College and substitute at Ascension School. In 2008 I returned to full-time teaching as the middle school Language Arts teacher at St. Luke School in River Forest. In 2015, Dr. Lordan welcomed me again, this time as a colleague at Fenwick High School.
What interests do you pursue outside of the classroom?
GM: I enjoy reading and writing. I am currently in research mode for my second work of Chicago historical fiction, the sequel to LINES. That novel earned me the title, 2016 Winner of the Soon to be Famous Illinois Author Project (a self-publishing initiative sponsored by the Illinois Library Association and Reading Across Illinois Library Systems). Since receiving the award, I’ve been speaking at libraries throughout the state about my writing journey. I also dabble in poetry and essays for personal and publishing purposes. I tend to be my most focused and inspired while writing at my favorite spot called the Friendly Coffee Lounge (Berwyn). Being part of a music community (there’s a live music venue next door and a music school upstairs), I’m surrounded by another “love” (music). I’m always taking notes for a future project, a non-fiction book called Friendly Folk, to share the vibrant history of these businesses as well as the heartfelt stories of musicians and patrons who call this place “home.”
To what teams and/or clubs did you belong as a student?
GM: Growing up with four brothers and a sports-fanatic father, I’ve always appreciated sports. Unfortunately, I never got much of a chance to play them because my grade school only offered cheerleading as an organized sport for girls; thus, I started cheering when I was in second grade, a tag-a-long for the 8th grade team (my dad was the basketball coach). So, that’s all for sports, but not for team/club involvement: theater, dance, speech, yearbook, student government, multicultural club, choir, church youth group… I was the Marcia Brady of the ’80s.
Which clubs/Sports/Activities do you run at Fenwick?
GM: I am the Speech Club moderator, and I also coordinate a tutoring program with St. Catherine/St. Lucy School. I enjoy both endeavors but am especially proud of the Fenwick students who tutor with me. The subject? Math!
What quality/characteristic marks a Fenwick student?
GM: All Fenwick students — no matter their religion or class, nationality or race, ability level or personal interest — ALL Fenwick students come from homes that value education and service. A student’s academic progress is a priority, and we all do our part in helping others. We’ve actually talked in my classes about those characteristics, and my students agree.
What personal strengths do you find especially helpful in your teaching?
GM: Respect. There are plenty of rules in life, but that’s my umbrella rule in the classroom. It works. I respect my students, they respect me.
I tell them to succeed in my classroom and in life in general, before they act or speak, ask themselves two things:
- Will my actions/words annoy Ms. Magrady?
- Will my actions/words disappoint Ms. Magrady?” If the answer is yes to either question, I tell my students to avoid the action or word.
What is the greatest success you have had in teaching?
GM: Each year at St. Luke, the graduating class truly believed they were my favorite class. And they were always right. 🙂
How do you motivate your students to become active learners in your classroom?
GM: Everyone should be ready to participate. A hand-raiser might not be the one called on in class. I also like to use group activities like Quizlet Live, GoogleDocs/Slides for presentations.
Any memorable moments?
GM: Being invited to the Fenwick Hockey Teacher Appreciation Night and accepting the St. Catherine of Alexandria Award. I am truly blessed. A very personal, memorable moment was being on the stage when my son, Ethan [’18], received his diploma. I look forward to a repeated memory this coming May with my son, Liam!
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3 Beloved Faculty and Staff Members Are Retiring from Fenwick
Mary Marcotte, Barb Shanahan and Lucy White leave big shoes to fill.
New retirees (from left): Lucy White, Mary Marcotte and Barb Shanahan.
Some 80 former students, parents and colleagues past and present gathered in the Fenwick Courtyard on Tuesday evening, June 19th, to share stories and bid a heart-felt farewell to a trio of retiring female faculty and staff members:
English Teacher Mary Marcotte has spent her 44-year career educating youth and sharing a passion for literature and writing. Colleague John Schoeph ’95 was a student in one of Ms. Marcotte’s first classes at Fenwick and later would succeed her as Chair of the English Department. Mr. Schoeph fondly remembers his mentor stressing not to take her tough editing and rewriting suggestions personally. “She would say, ‘You are not what you write,’” he recalls. “The best teachers are the most critical,” Schoeph believes.
She administered her last final exam earlier this month, after 23 years of teaching Friars’ students. Marcotte, who has worked in private and public-school settings during her 44-year teaching career, came to Fenwick in 1994 when the once all-boys institution went co-ed and began admitting female students.
“Mary Marcotte is among Fenwick’s greatest teachers both past and present,” praises Fenwick Principal Peter Groom. “Mary has excellent communication skills and cares deeply about her students. She has taught English at multiple levels, most notably English II Honors, English IV Honors and AP Literature. Countless students were inspired by Ms. Marcotte to continue their love of all things related to English and were also inspired to become better people. She will be missed.”
In addition to teaching in the classroom, for more than two decades Marcotte also has worked with the Fenwick Speech and Debate Teams and served as a Write Place Advisor, Yearbook Moderator and Director for Student Publications. She also has been an excellent mentor for new teachers over the years, Mr. Groom points out.
Schoeph adds: “Mary launched Touchstone, which hadn’t existed prior to our class’s founding it under her leadership,” he recalls. Touchstone is an annual magazine that features student writing and artwork, including poetry, fiction, creative nonfiction and drama as well as multimedia forms of creative expression. “She has been a valuable resource for teachers new to Fenwick,” Schoeph adds, “cheerfully handing over file folders of her materials, not to copy but to use as springboards for original assignments.”
Marcotte also has been instrumental in fostering superior writing skills among Fenwick’s students. “She often helped out in the Write Place, at one time working with a few others to bring our writing center’s program to the attention of other schools,” Schoeph notes.
Of her students at Fenwick, “I am constantly in awe of their potential,” says Marcotte, who resides in Elmhurst with her husband Paul, an attorney. “I have been privileged to help them realize that potential. I like to think that I’ve taught with my students. Lively discourse and enlightened essays ensue when they become confident in their opinions. It truly is gratifying to hear about their successes at and beyond Fenwick.”
She is particularly proud of the work she has done with numerous juniors and seniors while constructing their college essays. “This has been such an enriching personal experience, from the drafting to the final copy,” Marcotte notes, “whether the essay is just part of the college application or for awarding scholarship monies. I got to see and appreciate the core values of many of our Friars, and I am humbled to have had these experiences. We truly have remarkable young men and women among us!”
Marcotte also takes pride in her other teaching awards, which include:
- Innovation and Creativity in Teaching Award from the Archdiocese of Chicago (2006)
- Golden Apple Finalist (2001)
- Rev. George Conway, O.P. Outstanding Teacher Award (1997) – voted on by peers
Interestingly, Marcotte was not a natural-born teacher. “I actually wanted to be a nurse, but life takes mysterious turns,” she explains. “In the summer before college, I was in a car accident and suffered several broken vertebrae. I could not meet my college commitment for nursing, so I became friends with a wonderful librarian who kept giving me lists of literary classics. Along with my mother, this librarian inspired me to major in English, particularly World and British Literature. I also have certifications in World Religions and Church History.
“Today one of the influences I want to have on my grandchildren is to value the opportunities presented by local libraries,” she continues. “We are so fortunate to live in a country where these services are provided, and we can never take them for granted.” She also frequently attends Shakespeare plays at Navy Pier in Chicago and enjoys traveling to Canada for the Stratford Festival, an internationally recognized annual repertory theater festival that runs annually (April through October) in the city of Stratford, Ontario. At home, Marcotte is an avid gardener. “When I’m not outside in the yard, I love growing orchids,” she shares.
More than 225 years of combined education experience is represented by these six Fenwick Friars. Each cupcake candle represents 38 years!
Theology Teacher Lucy White also is retiring. “Lucy has given her heart and soul to Catholic education for decades,” says Groom. “At Fenwick, she has taught thousands of our freshmen scripture in a comprehensive way. Through her approach the students have gained a real depth of understanding. As the Director of the Kairos program our students were able to explore the role that spirituality played in their lives while bringing them closer to both their family and God. She has been a role model and friend to so many.”
Of Ms. White, Brother Joseph Trout, O.P., Theology Department Chair, says: “Lucy came to Fenwick because of her love for God. She taught her students to know the God who is love. Generously, she shared with everyone the depth of her love. She directed Kairos because she helps others experience God’s own love. She is retiring because she made a vow to, in sickness and in health, give herself to Phil [her husband] in love. Lucy has earned her accolades and awards over the years, but it pales in comparison to one fact: Lucy White is a living, breathing lesson in love. If you want to understand Jesus’ words, ‘love one another as I have loved you,’ you need simply look to her.”
Theology colleague Mr. Patrick Mulcahy adds: “Lucy is fond of saying, ‘I want kids to fall in love with God.’ She was much known and loved by her students and the seniors she led on Kairos. When she took over the Kairos program she really refocused it in a positive way. My fondest memory of Lucy’s class was the practice she had of selecting individual students and praying over them with the rest of the class in a very personal way. She really knew her students. It was truly something to witness. As a senior teacher I saw, year after year, how her students were some of the best prepared in their knowledge of Scripture. As in the case of all great teachers, ‘Lucy the Person’ was the true teacher. She has had many challenges in her life and her faith is a model to all of us in how she has coped with those challenges. She will be greatly missed.”
Friend and Social Studies Teacher Mary Beth Logas: “Lucy is someone who understands unconditional love like perhaps no one else I know. The courage with which she has faced a great many challenges and problems in her life, even before her husband’s illness, is inspiring to anyone who knows her story — and she has been generous with it to the many Fenwick students who have heard it on Kairos. The depth and constancy of her faith are a magnificent legacy to our kids in a world where faith is questioned, its value to the human spirit derided and, increasingly, Christians are persecuted in ways almost reminiscent of the trials of the early church.
“I will miss her friendship and support more than I can express. My overwhelming feeling is that this can’t be happening. I know Lucy does not feel like she has done all she can at Fenwick, but there is another great trial of love before her, and if there was ever anyone with their priorities straight, it’s Lucy. The best thing her Fenwick family can do is to keep in touch with her, for in its very nature the task that lies before her is isolating, even were she not leaving a community where she and her husband have had roots for so many years. I plan on putting some miles on my car between here and Madison in future.”
Student Services Administrative Assistant Barbara Shanahan joins White and Marcotte on the retirement path. Ms. Shanahan has been at Fenwick for 32 years, spending most of her time as the right-hand lady for Rich Borsch and the other counselors. Diana Caponigri, former Director of Scheduling and Records at Fenwick, pays tribute to Barb:
“When I think of Barb, I think of someone who is intensely loyal; someone who is willing to help even though she has a million things on her own desk; someone who has a keen sense of humor; who has much patience; and someone who is able to handle those million things on her desk efficiently and humbly. I could go on and on. She is one of the core people at Fenwick who do so much behind the scenes and don’t get much credit for their work. As a matter of fact, much of what she does enables other people to shine. She is able to anticipate, to keep herself organized, and to get the job done. Did I mention that I think very highly of her? She wants little credit for what she does, believing that if you have a job to do, you just do it and do it as best you can.
“Some of my own cherished memories of Fenwick involve Barb. If I needed numbers about some scheduling situation, such as verification of the number of requests for a certain course, she would be on the phone quickly to respond. If I needed some information about who was not coming back so I could delete some course requests, she would get to a counselor if she didn’t know the information and then get back to me quickly. I depended on her, and knew she would never let me down. Many years ago we had a student who was confined to a wheelchair and, between Barb and myself, we made sure that this boy could access his classes, which sometimes meant moving the class with its teacher to a different floor so this could happen. Being that Fenwick does what it can to accommodate special situations, some of these situations have to be handled by a person rather than a machine, and Barb was often that person. If I didn’t remember a special situation, Barb would be there to remind me or make the change herself and tell me about it. I trusted her. She would constantly update me on her progress doing whatever she was doing when we were scheduling. I always thought we made a good team whether it was working on a scheduling item or something else.
“Another memory I have is her kindness and concern to accommodate me when I would help proctor the many tests we give on Saturdays, such as an ACT, SAT or some other test. She would try to get me in a room with a computer so I could do some work while administering the test and would give me the extended-time students, which meant I would have a smaller number of students to watch. I truly appreciated this.
“In years long since gone by, we would celebrate office birthdays and she would include me when a birthday was celebrated in the Student Services area. She felt I was part of the group because of the work I did with counselors concerning scheduling, grades and other issues. She is very thoughtful.
“She and I had several opportunities to go for training for the student database, and I have some very nice memories of those too. It was so nice to spend some time with her away from the school environment and to see her relax and enjoy herself.
“I wish her the best of rest, relaxation and peace in her retirement years. These are years she so well deserves. Thank you, Barb, for all you have done for me. Thank you for your support, your help and for being you.
200 Combined Years!
Celebrating his 85th birthday is Father LaPata (center) flanked by Mr. Finnell (left) and Mr. Borsch, who both have more than 50 years of dedicated service to Fenwick.
Also feted were the 50 year service anniversaries of Associate Principal/Student Services Director Richard Borsch and alumnus/Math Teacher Roger Finnell ’59! This quintet of Fenwick teachers and administrators has more than 200 years of combined experience!
Mr. Borsch, while not yet retiring, is marking his 50th school year at Fenwick. “Mr. Borsch started at Fenwick as both a teacher and coach,” Groom points out. “Early on he demonstrated excellent interpersonal skills which lead him to be quickly moved into a leadership position in our counseling office. Rich transformed our counseling office into what we have today. As a college counselor, Mr. Borsch has been one of the greats. I have personally witnessed his ability to connect with the students and parents to help them find the best fit. His knowledge of colleges and their specific admissions offices is unparalleled.”
Meanwhile, alumnus, Blackfriars Guild moderator and Math Department Chair Roger Mr. Finnell has taught at Fenwick for 55 years, not counting his four years as a student.
Last but most certainly not least, those in attendance also celebrated the 85th birthday of President Emeritus Fr. Richard LaPata, O.P. ’50 (on May 22nd). Listen in as Fenwick’s 1,200-member student body sings to the “birthday boy” last month.
Continue reading “3 Beloved Faculty and Staff Members Are Retiring from Fenwick”
Faculty Focus: November 2017
Meet English Department Chair, French Teacher, Fall Play Director and Alumnus John Schoeph ’95.
What is your educational background?
JS: I am an alumnus of Fenwick with an undergraduate degree from Dominican University in English and education and a postgraduate degree from DePaul in English (literature).
What interests do you pursue outside of the classroom?
JS: I enjoy music and writing quite a bit. From listening to almost all genres of music, including techno, indie, and opera, to playing piano, I find such enjoyment in music. And I like writing poems, stories, and plays for fun these days. Crafting a poem or a story helps keep my eye critical when it comes to literary analysis in class. Above all else, though, I love to pray and laugh.
What did you do to prepare for becoming a teacher at Fenwick?
JS: Both prior to and during my first few years, I studied and researched. I researched extensively to ensure a strong command of the subjects, skills, and topics I was teaching in both English and French. I did the same with theater. I can picture myself taking notes from stacks of books and organizing lectures and designing lessons. I know Fenwick students. I need to know the material well and present it well. Back then, I relied on only certain persons for advice and ideas, and, with their blessing, ran with their ideas in my own way. I never borrowed a lesson plan. With the exception of keeping some Fenwick traditions alive and making sure Mr. DePaldo’s vocabulary notebook lived on, I never asked for someone’s quiz, test, vocabulary list, or assignment to use. At the most, I relied on others’ good lessons as springboards to design my own.
Among the “certain people” I relied on for sound advice in preparing were my parents and grandparents, Mr. DePaldo, Frau Barr, Madame Schnabel, Mr. Arellano, Dr. Lordan, Mrs. Marcotte and the Dominican University Sisters. Mr. Finnell was incredibly helpful in preparing me for directing.
Which clubs/sports/activities do you run at Fenwick?
JS: The hats I currently wear outside teaching include serving as director of the fall plays and as the English coach for WYSE. I truly enjoy both because I see our students’ excellence at pursuits and passions outside the classroom. Our fall plays are not typical high school quality — they are exceptional. Our WYSE team wins State. It’s so neat to be a part of two such special groups of students and moderators. The energy in the theater program is contagious, and we work to touch patrons’ souls through our craft. The scholarship in the English WYSE sessions is admirable and showcases a concern for the mastery of our language. What’s more is that these are extra-curricular activities, and students don’t have to do extra when they work as hard as they do on coursework alone. They take these on because they enjoy them and want to grow in the skills each activity offers. That’s dedication! And I love being a part of that!
What quality/characteristic marks a Fenwick student?
JS: While they may develop over time, the qualities that mark a Fenwick student include striving for excellence in all pursuits, a strong constitution — Friars are “of steel” — and well-rounded, fun-to-be-around personalities. We have some of the best students in the world. I love that our students see the teachers as persons to work with, not against. I love that they not only don’t mind being nudged to step it up, but request that extra push when they know they need one. If most Fenwick students think they have done mediocre work, no one will be harder on those students than those students themselves. Despite this tendency, they are fun-loving, well-balanced, and virtuous individuals.
What personal strengths do you find especially helpful in your teaching?
Faculty Focus: Meet English Teacher and Alumna Jennifer Ori
English Teacher and alumnae Jennifer Ori ’06 is the subject of our monthly series focusing on Fenwick’s fabulous, award-winning faculty.
What is your educational background?
JO: I earned my B.S. from Marquette University and my M.A. from DePaul University. I had great experiences at both places, but I am especially tied to Marquette where I had great academic advisors and teachers and formed close friendships.
What did you do prior to becoming a teacher at Fenwick?
JO: I taught freshman, sophomore and junior English at Greenfield High School outside of Milwaukee.
What interests do you pursue outside of the classroom?
JO: I love coaching tennis with Mr. Draski, my former tennis coach. Getting a “behind the scenes” look at what was happening when I was a player is such a unique experience. We are lucky to work with such a great group of girls and families. Outside of Fenwick, I enjoy cooking and baking, trying new restaurants, and visiting new places. I also enjoy volunteering at Misericordia.
To what teams and/or clubs did you belong as a student?
Continue reading “Faculty Focus: Meet English Teacher and Alumna Jennifer Ori”