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February 5, 2023

The Talbot Spy

The nonprofit e-newspaper for the Talbot County Community

Education Ed Homepage Education Ed Portal Lead

Washington College’s Reimagined Library for the 21st Century

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Dean of Library and Academic Technology Mary Alice Ball recently hosted an open house for Washington College students and the Chestertown community to explore the newly designed Clifton M. Miller Library at Washington College. 

For those who remember the rows of bookshelves and racks of periodicals, a first look at the ground floor is both startling and refreshing in its openness. With most resources online, the omnipresent rows of books are now housed on the designated “quiet” second and basement floors. 

The new configuration on the ground floor is designed to accommodate easy movement of furniture for study groups. Higher tables for taller students have been included and comfortable chairs make the space more inviting for study and socializing. Computer workstations appear throughout, and the plush study carols offer recharging outlets for phones and laptops.

Dean Ball points out that students still experience the after-effects of isolation from the pandemic and wants the library to feel inviting, inclusive, and safe. Allowing discussions on the main floor will encourage students to reconnect and work together while still offering areas for quiet studies.

The event also celebrated the library’s reopening to the Chestertown community.

Policies for community borrowers and visitors who want to use Miller Library for educational and research needs may use the online catalog, browse the print and microfilm collections.

Member of the community are permitted to check out a limited number of books from the library’s general collection.  Magazines, journals, CDs/DVDs/Videos are for use in the library only except for community members residing in Kent and Queen Anne’s counties who may check out two books for three weeks for an annual fee of $10.

WC alumni may borrow two books for three weeks with no annual fee. Students in 11th and 12th grades attending Kent County High School must present a letter from their school librarian requesting that the Miller Library extend borrowing privileges and complete a registration form.

The Spy recently joined Dean Ball for a tour of the library’s main floor.

This video is approximately four minutes in length. For more about the Clifton M. Miller Library at Washington college, go here.

 

Maryland’s $3.8 billion Education Blueprint Plan Embraces Community Schools

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Every morning before school Wolfe Street Academy in Baltimore opens for breakfast. Today sausage sandwiches, bananas, juice and milk are on the menu for the students, all of whom are eligible for two free meals a day. Many come with their parents, and sit together for announcements, which Principal Mark Gaither and ESOL family liaison Sylvia Chicas deliver bilingually, since Latinos make up over 80% of the student body.

On this day Gaither applauds regular attendance, rewards good behavior with gift cards, and singles out students for their achievements. He says it’s not unusual for parents to stick around.

“We get tons of parents, and one will [announce], ‘We have an ESOL meeting afterwards,’ and we’ll have 60 parents who stay,” Gaither said. “Our families are wonderful. They reach out.  We show up for each other for the thing that we are calling the school year and life, and we do it together. We work the problem, come up with the next best plan and keep going.”

Ingredients for scholastic success

What Gaither is running is a community school. It’s at the core of the Blueprint for Maryland’s Future Act, the multi-billion-dollar public education reform plan, enacted in 2021. The new law prioritizes pockets of poverty, giving schools services they need to thrive. Gaither says academic success depends on considering the whole family and problems like nutrition, health, and unemployment, food and housing insecurity.

“All we are doing is giving them the things that you expect for all kids,” he said. “You wouldn’t let your kid take a high stakes test without eating, would you?” At Wolfe kids get free eyeglasses, join after school activities that include art, creative writing, theater, music, plus opportunities to play soccer, baseball and chess.

When Gaither came to Wolfe in 2005, the school ranked 77th among the city’s 90 elementary schools. Leveraging public funds and community support, Wolfe became a community school the next year. He says the move has transformed student and family life, noting that by 2014 Wolfe ranked second academically, behind the most affluent school in the city.  “We have maintained that trajectory,” he said.  “The Maryland Report Card, released by the Maryland Department of Education, puts Wolfe above 70% of the public schools in the state.”

The school has been so successful that students beyond Wolfe’s neighborhood compete in a lottery to enroll there.

The new Blueprint law with its complex funding formula based on a specific concentration of poverty level provides each school with a community school coordinator and a healthcare practitioner. “By virtue of being a public school in Baltimore City, we are part of the Blueprint and [did] not need to apply,” Gaither said. “All of our after school programming is separate from this funding, and [comes from] individual grants.”

Building community partnerships

Aneuri Castro is the community school coordinator.  His job is to keep an eye on what the students and families need and seeks to provide it.

As a first generation Dominican-American, with a degree in social work, he is especially equipped to help Wolfe succeed by getting to know its neighbors. “The best way is the good old-fashioned way, which is setting up a meeting, picking up a phone, calling people, letting people know who we are, what we do and what we’re looking into getting into,” he said, adding that at the end of baseball season, he arranged for 40 Orioles tickets for kids and families.

He’s raised funds to help families pay rent and utilities, and cooperates with the University of Maryland School of Social Work and Johns Hopkins University School of Public Health, where he recently recruited 15 graduate students to help in the after school programs. Among their other partners are the Baltimore Curriculum Project, the Upper Fells Point Improvement Association, Vision for Baltimore, and the Baltimore Family Alliance.

These efforts give students a sense of stability, which is what we hear from students in Jen Boebinger’s 5th grade class, many of whom have been at Wolfe since pre-K. Ten-year old Sophia says, “My parents immigrated from Brazil, and we didn’t have a lot of money. And, now we’re doing a lot better because of Wolfe Street.” She makes friends easily among different cultures.  “There’s lots of people from lots of different places. We have people from El Salvador, from Mexico and all places around the world,” she said. Tamera, age 11, a minority African American in the largely Latino school, nods her head in agreement. “It’s fun and easy to learn a new language in this school,” she said.

Boebinger is proud of her students. “I hope that we can build confidence in all of the different things that we do,” she said. “I want them to leave Wolfe feeling really great about themselves. I hope we can continue doing this work, continue supporting our families in the way that we do and continue learning together.”

Clopper Mill Elementary, school re-set

Wolfe Street Academy is a model for the 358 community schools across Maryland, including 58 added in the 2022-3 school year with the implementation of the Blueprint law. It’s year one for Clopper Mill Elementary in Germantown, which is among 26 community schools in Montgomery County. The school is largely Hispanic and African American. Most students qualify for free and reduced lunches.

On a recent day, Principal Lawrence Chep was talking with several dozen parents at an early morning coffee, the first of regularly scheduled monthly meetings to garner interest and concerns. “When you have parents who are really invested in the school, and have a positive view of our school and the connection we have with them, then the children see that and they get more excited about school and learning,” he said.

On that same morning, the school’s community liaison, Jennifer DeCastro, opened the free-food pantry, which operates in a portable classroom twice a week with stocks of staples like fresh milk and yogurt, rice, and canned vegetables and fruit. She also takes her cues from the parents, and what’s happening, like getting quality jump ropes, and making sure the afterschool sports clubs have scrimmage vests. “It takes a team to do this,” she said. “We work closely with the Parent Community Coordinator, counselors, the PTA and leaders among our school families.”

DeCastro counts among her partners Capital Area Food Bank, MD Diaper Bank, Montgomery Soccerplex, Leveling the Playfield, and Master Method Academy and continues the search for more resources.

Parents engaged, volunteer

This year Yesika Morales’ 4-year-old is in pre-K.  As she gathers food from the pantry, she says she feels the school is focused on children and families. “Parents are motivated to take charge, to be present and support the school,” she said.

These parents include Karina Artiga-Morales, a daycare provider, who loaded two toddlers in a red wagon to be here. “I bring my [older] daughter on Fridays too, and we help so that my kids can grow up by giving back to the community, not just [taking],” she said.  Standing nearby, volunteer Kathy Holloway, whose daughter is in the fourth grade after two years of virtual school, sums up their engagement, “It takes a community to raise a child,” she said. “I think it’s going to be great!”

Cost, wellness benefits

Their dreams are encapsuled in the Blueprint Act, which comes with a big price tag, increasing educational funding to $3.8-billion a year by 2030. Senate President Bill Ferguson (D-Baltimore City), a former teacher who helped craft the new law, told Maryland Matters that community schools offer a beacon for the future.

“In the 21st century, it’s not just about math and science scores, although those matter, as much as anything. It’s also about kind of social, emotional wellness and having the supports a child needs to be successful,” he said.  “We have to be able to show and measure [that success] over time so that we have the data to say, this is a real investment to the Maryland taxpayer. This is why it matters.”

Some of that data is already in, with more on the way.

According to a 2019 study by the Albuquerque, N.M., Community Schools, the return on investment is $7.11 in net benefits for every $1 spent on a community school coordinator.

“In January, we will release a “Costing Out Community Schools” — a tool that will help district leaders and community groups determine the costs of implementing community schools based on their local needs. This tool will be accompanied by a user guide that can help inform planning and implementation,” said Michael Griffith, a senior researcher and policy analyst at the Learning Policy Institute, a nonpartisan think tank.

Regarding outcomes, Education Research Consortium RAND research published in 2020, shows that New York City community schools have a positive impact on student attendance, on-time grade progression, math achievement, and sense of connectedness to adults and peers, among other factors when compared to schools with similar demographics. Similar results have been reported by the Baltimore Education Research Consortium.

By Rosanne Skirble

The Blueprint for Maryland Draft Released (Finally)

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It’s finally released.

The Blueprint for Maryland Future’s Accountability and Implementation Board has released a nearly 180-page draft document that outlines plans to revamp the state’s education system.

The proposed 10-year comprehensive plan details a multi-billion-dollar plan to reform early childhood education, hire and retain high-quality and diverse teachers, ensure students are prepared for college and technical careers and provide additional resources for students in need.

When the board hosts two virtual public hearings next week, the document slated for final approval by Dec. 1 could be trimmed or changed.

Four advisory committees will continue to convene throughout the month to offer recommendations on whether to delete, restructure, or improve certain proposed policies.

“We’ll never arrive at the perfect recipe. I just think it’s supposed to push us off the status quo,” said David Harper, vice president for workforce and academic programs at Chesapeake College in Talbot County.

Harper serves as vice chair on a committee that met virtually Wednesday to review a section on college and career readiness.

One of the goals would be to assess whether students are geared toward higher education or receive technical training skills that lead to “industry-recognized credentials and high-paying jobs.” The state Department of Education would establish a college and career readiness standard to assess where students are academically by the 10th grade.

The state must also develop a communications strategy to inform students, parents and educators in all 24 school systems about various benchmarks.

“The same collaboration that’s happening at the state level has to happen at every level,” said Olivia Pearson, who chairs the college and career committee and works as a college readiness supervisor for Prince George’s County public schools. “It’s got to be collaboration and coordination amongst all stakeholders.”

A second committee also met online Wednesday to review early childhood education policies.

The main goals of those reforms include expansion of access for 3- and 4-year-old children in prekindergarten; addressing transportation needs for the state’s youngest students; and helping parents choose where to send their children for care based on financial or educational needs.

The committee discussed a proposal that would require prekindergarten teachers to either have state certification in early childhood education or a bachelor’s degree “in any field” while pursuing alternative certification. This would be implemented in the 2025-26 school year.

Gina Hoover, an early learning lead teacher for Washington County public schools, said the timeframe would work for educators in the public schools but it would be harder for private providers to find certified teachers.

Ruby Daniels, president of the Maryland State Family Child Care Association, agreed.

“I don’t think we can afford a certified teacher because they make more than what we take home,” said Daniels, who co-chairs early childhood committee.

She expressed concern about how the state would require private providers fill at least 30% of their prekindergarten roster spots during this fiscal year and phase up to 50% in the next four years. She noted that the success of Blueprint reforms depend on having a “true mixed-delivery system,” which both public schools and private care providers serving young students.

“If we lose our 3- and 4-year-olds, I don’t think we can survive. More and more child care programs will close,” Daniels said.

Declining scores

As state school officials continue work on the Blueprint program, a report released last week by the National Assessment of Education Progress showed a nationwide decline in tests scores in mathematics and reading.

Known as the “Nation’s Report Card,” it showed Maryland’s fourth- and eighth-grade students fared no better.

Approximately 69% of fourth graders performed at or below the basic level and eight graders stood at 75%.

In terms of reading, fourth graders performed at 69% at or below the basic level. Eighth graders were recorded at 67%.

State superintendent Mohammed Choudhury said in a statement Oct. 24 that Maryland has experienced a downward trend since 2013.

A return to normal is not good enough,” he said. “The current struggles of our students cannot be solely attributed to the pandemic. Our goal is to ensure that every Maryland student has access to excellent educational opportunities to realize their full potential, especially those who have been historically underserved.”

By William J. Ford

MD Education Blueprint Board Recommends Timeline to Implement Plan

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A board established to implement Maryland’s 10-year comprehensive education plan proposed a timeline for that on Thursday.

Instead of setting a March deadline for the state’s 24 school systems to submit implementation plans, the Blueprint for Maryland’s Future Accountability and Implementation Board suggested it could be done in three phases.

Rachel Hise, the board’s executive director, summarized how it would look in each of four areas: early childhood education, high-quality and diverse teachers and leaders, college and career readiness and additional resources for students.

Under the proposal, in March, schools would submit a variety of plans, including for college and career readiness paths for students in grades 11 and 12 to earn college credits or career and technical education; that “require all certified school personnel who have regular and direct contact with students to complete annual training on student behavioral health” and for encouraging and supporting teachers, especially those from “historically underrepresented populations,” to obtain and maintain national board certification.

Local school officials would have until March 2024 to implement other programs such as a new system of professional development that helps teachers advance in their careers. But first, the state Department of Education must design that program.

School systems would have to achieve some objectives in all three phases, including:

  • Expand access for 3- and 4-year-old children to enroll in pre-kindergarten,
  • Provide individualized career counseling services for middle and high school students,
  • Start work to increase minimum starting salary to $60,000,
  • Increase per pupil funding for English language learners and special education students.

By July 2027 each local school system would have to show how all plans would be incorporated into their school district between the 2028 and 2032 budget years.

The Blueprint board oversees governance and accountability to manage the overall plan and ensure that schools submit their own plans and documents on time.

Hise said the proposed timeline was created after a presentation two weeks ago when state superintendent Mohammed Choudhury told the Blueprint board that school leaders needed more time to implement plans.

In his “Criteria to Success” presentation Choudhury offered two options for superintendents to submit plans in four phases.

On Thursday, board member William “Brit” Kirwan, former chancellor of the University System of Maryland, praised Hise for putting together a timeline that “makes very good sense.”

“What I like about it is that nothing gets delayed,” Kirwan said. “This seems to address all the concerns I had with the superintendent’s proposal. Most importantly, it keeps us on track.”

A draft on the entire Blueprint plan is scheduled to be released next week and a public hearing is slated for Nov. 10, but the venue and time have not been announced. The board is expected to act on a final plan Dec. 1 and submit it to the governor and General Assembly.

By William J. Ford

Making the Case for Benedictine with Claudia Cunningham

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Perhaps the most important tool an organization can have when entering a serious phase of fundraising is an document called the case for support. In as few words as possible, the school or museum will clearly articulate what the institution needs to carry on their public mission.

Sometimes these come in the form of a physical document, and more than often than not these days, they are starting to turn up as videos, podcasts, and other multimedia tools, but they all have the challenge of winning a sometimes skeptical audience on why the causes need significant philanthropic  investment.

The task of building that argument falls on staff to develop this narrative, and for Benedictine  in Ridgely, Claudia Cunningham, their new chief advancement officer, is on point for this $20 million plus service provider of non-sectarian caring for individuals with special needs.

The Spy sat down the Claudia to talk about making the case for Benedictine.

This video is approximately five minutes in length. For more information about Benedictine please go here.

The Importance of Literacy Tutoring: A Chat with Open Doors Director Ashley Singer

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Ashley Singer thought her life path would lead to the theatre world as a stage technician. Lucky for us and those with reading deficits, the Kent County native found her true calling as a literacy professional and is now the Executive Director of Open Doors, a non-profit literacy tutoring program she co-founded with Associate Director Julie Blyman.

Singer says her interest in helping children with reading difficulties arose when asked to babysit a friend’s dyslexic child, a student at Radcliffe Creek School. The school impressed Singer, and she was invited to teach there. 

However, after meeting renowned educator Dr. Fran Bowman, Singer realized she wanted to fully develop her skills as a reading educator.

Bowman, who passed away in 2021, was instrumental in promoting the Orton-Gillingham training method, a multi-sensory approach originally formulated to teach people with dyslexia and now used for a more comprehensive array of reading challenges. The technique teaches tutors to use sight, hearing, touch, and movement to help students connect language with words. 

When Covid hit in early 2020, Singer and Blyman realized that school closures and remote learning were going to take a toll on reading skills, especially in underserved communities where internet access is often limited. 

Nationwide pre-Covid studies found that only a third of eighth graders were proficient in reading and math and about 30 percent of fourth-graders were proficient in reading. Post-pandemic, reading problems have spiked to historic levels.

In Kent County, “less than 11 percent of third graders perform at a proficient level of English Language Arts according to the Maryland Comprehensive Assessment Program scores from Fall of 2021.”

For Singer and Blyman, the challenge is clear. Reading skills, already in decline, have suffered a dramatic setback during the pandemic. The challenges are even more pronounced for students already hampered by reading disabilities. 

The Spy met with Executive Director of Open Doors Ashley Singer to talk about their mission to provide one-on-one tutoring to those with reading deficits.

This video is approximately eight minutes in length. To find out more about Open Door, go here.

  

 

The Dixon Group Announces Scholarships

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Each school year the Dixon Group awards scholarships to local Maryland High schools to seniors.  One scholarship is awarded to one senior from each school – Kent County High School, Queen Anne’s County High School and Kent Island High School.

The scholarships for KCHS and QACHS are awarded by Dixon Valve and Coupling Company.  The scholarship for KIHS is awarded by KRM Development.  Both companies are part of The Dixon Group.

A successful applicant must complete a scholarship application which includes a high school transcript and SAT/ACT scores, if required, and submit a two-page essay on how they incorporate one of the Six Pillars of Character Counts! in their daily life.  They must also submit two letters of recommendation and a copy of their degree program or acceptance letter stating their major.

A scholarship in the amount of $2000 is awarded to the most qualified applicant who is pursuing a degree in the Business, Engineering or Education field.

The 2022 winners are

Myona Moore – KCHS – accepting her Dixon scholarship from Taylor Goodall, President of The Dixon Group, will be attending UMBC to study Accounting/Business Management.

Ashlyn Conley – QACHS – will be attending St. Mary’s College of Maryland to study Business Administration.  Ashlyn is accepting her Dixon scholarship from Taylor Goodall, President of The Dixon Group.

Brooke Barba – KIHS will be attending the University of South Carolina to study Mathematics.  Brooke is accepting her KRM scholarship check from Jesse Parks, President of KRM Development.

Congratulations to these deserving seniors and congratulations to the Class of 2022.

The Realities of Education in Kent County: A Chat with School Board Member Wendy Costa

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Wendy Costa is the first to say she has been disappointed that, after almost eight years of serving on the Kent County’s Board of Education, she and her colleagues had not met the high standards she set for herself when she first ran for office in 2014. While there have been some wonderful highlights during that time, the fact remains that Kent County Public Schools, like almost every school district in the country, still struggle with test scores and finding qualified teachers.

Those are just a few of the candid observations Wendy discussed with the Spy in advance of voters going to the polls on July 19th for the Maryland primary. She will not be running for reelection. In our chat, she also talks directly about the realities of a small rural region’s governing board, parents’ lack of participation, and the dangers for Kent County as a growing number of children flounder with basic reading skills.

Costa’s observations are particularly valuable given her impressive background. The product of Vassar College; a Masters from Columbia; one of only a handful of women in the early 1980s who won a seat in Texas for her local school district; and a co-founder of one of the most successful charter schools in the country in California, Wendy shares her thoughts about American education as well as some of the challenges that will face the Kent County School District for many years to come.

This video is approximately ten minutes in length. 

 

Benedictine Spring Gala Held at the Tidewater After 3-Year Hiatus

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 After a 3-year hiatus, Benedictine staff, families, board and community members and the developmentally disabled and autistic children and adults that Benedictine serves, held its spring gala weekend. Held at the Tidewater Inn in Easton, this event allows for a celebration of the organization’s accomplishments of the past year and to also raise funds to support the needs of Benedictine and those they serve.

Sister Mary Agnes is overwhelmed as she is presented with the new “Heart of Benedictine” award by Tom Collamore, past Board president.

“It was great to get back to Benedictine’s Spring Gala tradition,” stated Scott Evans, Benedictine Executive Director. “Friday night we focused on the backbone of Benedictine – our employees. It was an opportunity to thank them for everything they do to support our mission, students and adults in our programs. The energy and excitement flowed into Saturday night where we gathered to honor those that support Benedictine in various ways and to premier the “Everyday Miracles” video which moved everyone in the room. It was great to be back in person to celebrate the mission of Benedictine!”

Over the course of the 2-day event, three women were celebrated for the work they have done to contribute to the success of Benedictine. The first was Blanche Ell, a group home house counselor that received the Sister Jeannette award. This award is given out each year to a staff member that exemplifies Benedictine’s mission and values of hospitality, dignity of work and compassionate caring. The Award was presented by Pfizer executive Maggi Madden, Benedictine’s new Board President and relative to a Benedictine supported person. “Blanche has dedicated her life to helping children and adults with disabilities and is a fierce advocate for those she serves,” stated Maggi Madden. “It was an honor to present this award to Blanche during our Welcome Reception with family and friends in attendance to applaud her dedication.”

Bette Kenzie showed surprise as she is honored with the Cornerstone Award.

The Cornerstone Award is an award given to those that go above and beyond in supporting Benedictine. With only 5 awards ever given, this year proved time to present it to Bette Kenzie. As the inscription reads, “Like a steadfast cornerstone, your loyalty is a firm foundation and powerful example…,” truly reflects her 17 years of dedication to Benedictine especially most recently in supporting staffing needs during the pandemic.

“It was incredibly special to be honored with the Cornerstone Award and have my family with me at the gala to share in this moment.  Benedictine has been such a blessing to my grandson and, because of the love and support of the staff, he achieves his greatest potential every day. I consider it a privilege to be able to help Benedictine and the amazing good work they do.”

Blanche Ell pictured with Maggi Madden upon receiving the Sister Jeannette award.

A very special dedication was also announced at the gala. Sister Mary Agnes Dugan, who has been with the Benedictine school in Ridgely since 1975, was tearful as she heard the announcement of a new award called “The Heart of Benedictine,” dedicated in her honor. This award celebrates the entire community that supports Benedictine and will be given out each year to a volunteer, parent, donor, community or staff member.

Another highlight of the evening was the debut of the newly produced “Everyday Miracles” video that captured the stories of a student and an adult served by Benedictine. It also provided an insider’s glimpse of Benedictine’s Easton Office vocational training program. Attendees were deeply touched and grateful for the heartfelt and honest sharing of the families that Benedictine serves.

Gratitude is extended to the Benedictine families and staff that supported Benedictine during the gala weekend along with the gala sponsors that included The Tidewater Inn; Mullen, Sondberg, Wimbish and Stone; Celadon Design; Cox, Graae and Spack Architects; and Chris Dorr Photography.

For more information on Benedictine’s services and ways to support, please contact Claudia Cunningham, Chief Advancement Officer at claudia.cunningham@benschool.org or call 410 634 2292. Visit Benedictine at www.benschool.org.

To view the “Everyday Miracles” video and other Benedictine news, go to https://benschool.org/about-us/event-directory/.

Washington College 2022 Sophie Kerr Prize Awarded to Teddy Friedline

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Teddy L. Friedline of Greenville, SC has been awarded the 2022 Sophie Kerr Prize, which is valued at $68,292 this year. Their award-winning portfolio consists of poetry and academic essays focused broadly on gender identity and presentation, religious topics, and literature, among other topics.

Roy Kesey, Associate Director of the Rose O’Neill Literary House and Friedline’s thesis advisor offered this review of their work: “Teddy’s poems use and subvert a wide range of formal concerns to dazzling effect – the language glimmers and glows.”

This prestigious prize is awarded each year to the graduating senior demonstrating the best potential for future achievement in a literary endeavor. The cash prize amounts to half of the annual income from Sophie Kerr’s bequest to the College.  The prize is open to students within all majors. Students who want to compete for the prize submit a writing portfolio, and a committee comprised of full-time faculty in the English Department and the President reviews all submissions and makes the final decision.

“The Committee was electrified by the charge of Teddy’s poetry, engaging with the reader on a psychic journey of beauty through lyrical language, arresting images, and a humorous touch,” said Sean Meehan, English Department Chair and Curator of the Sophie Kerr Endowment. “We observed an expansive understanding of self in the portfolio that is at the same time inclusive and engaging of the reader. They are composing literature that is ambitious and profound and will soon find an audience of readers who will return to this poetry again and again.”

Friedline, an English major and double minor in Creative Writing and Art + Art History, was inducted into Phi Beta Kappa and served as Acting President of SAGE while at Washington College. This summer, Friedline will complete an internship with the Museum of Motherhood in St. Petersburg, Florida, working on their Journal of Mother Studies. After that, they will be exploring their options, including the possibility of graduate studies in creative writing.

“Teddy Friedline is a live wire,” said James Hall, Ph.D, Director of the Rose O’Neill Literary House. “You never know exactly how the poem will turn, or what might greet you. Structurally, this is an ambitious and high-wire act: poem as game show, poem as calculus equation, poem as cartography of the self. There’s an electricity and a focus to this work.”

“Teddy Friedline will set your heart on fire,” added Hall.

This year’s Sophie Kerr Prize six finalists are: Isabelle Anderson (Baltimore, MD), Emma Campbell (Annapolis, MD), Teddy L. Friedline (Greenville, SC), Chloe Mello (Greenville, SC), Erica Quinones (Playfair, MD), and Nicholas Ritter (Waldorf, MD).

In their acceptance speech, Friedline acknowledged and thanked their fellow finalists and friends, noting that they would not have been there if not for them. Friedline and fellow finalist Chloe Mello both studied at the Fine Arts Center, an arts high school in Greenville.