alumni

Scott Karn, Brush High School class of 2014, Aerospace Engineer at NASA

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Scott Karn in front of a NASA rocket test stand at Stennis Space Center in Mississippi

Not many people can say that they are living their childhood dreams. Scott Karn, Brush High School Class of 2014, is surely living his.  Karn is part of the Mission Design team for the Gateway lunar space station. Under NASA’s Artemis program, Gateway will serve as an orbiting outpost as part of the agency’s return to the Moon. Working out of the NASA Glenn Research Center in Cleveland, Karn, an aerospace engineer, is looking forward to the proposed 2024 launch of the new space station.  “Gateway will not only be the first lunar space station, but also a capable exploration vehicle in its own right. This will be an unprecedented mission and an important stepping stone in the long road to human exploration of Mars and beyond”, said Karn.

Karn and his colleagues recently published a paper on the project entitled, “Analysis of Cislunar Transfers Departing from a Near Rectilinear Halo Orbit Using Solar Electric Propulsion”-a subject so complicated that most lay people have trouble understanding it. Karn credits his teachers at SEL for helping him communicate complicated scientific information in a way that people can understand. “Orbital mechanics can be hard to understand even for the majority of engineers at NASA. Most of my job now is taking the complex mathematics and distilling that into a story that everyone can understand.   Being able to write well and being able to tell a story has been incredibly helpful. Many engineers are great students but can’t communicate effectively. The good communicators are the ones that tend to excel. The entire English and History departments at Brush did an exceptional job at teaching students how to communicate well”, explained Karn.

Karn’s interest in space exploration began in childhood as he watched coverage about the construction of International Space Station.  Participation in the Brush Robotics Club helped support his budding interest.

Karn recalls that Mr. Mikes, his physics teacher at Brush, went through the school’s archives, locating some literature on space exploration published in the 1960s to help foster Karn’s interest in the topic. Karn is a 2018 Case Western Reserve University graduate in Mechanical and Aerospace Engineering. He is currently pursuing a Master’s in Aerospace Engineering at Case and is scheduled to graduate this December.  “A lot of students at Case graduated from nationally ranked high schools from around the country. I always took a lot of pride in the fact that SEL didn’t just prepare me to keep up with these students, but also outperform them in the classroom. I found that SEL Schools prepared me very well for success at college and beyond. The space exploration business is a human cultural endeavor and having that diverse cultural background that my time at SEL provided, has been helpful. The Gateway project has collaborators from all over the world. The experience I had at SEL, working alongside many diverse groups of people, provided an important foundation”, said Karn.

Karn looks forward to a future continuing to do what he loves best. “Everyday I get to work on problems that have never been solved before and it is very exciting to be a part of the next chapter in human space exploration.”

To read Karn’s recent paper click here.

Short videos on the Artemis program and Gateway can be found here and here.

“A lot of students at Case graduated from nationally ranked high schools from around the country. I always took a lot of pride in the fact that SEL didn’t just prepare me to keep up with these students, but also outperform them in the classroom.”–Scott Karn

Space and Rocket Center near NASA Marshall Space Flight Center in Alabama
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A Place for Everyone

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Laurie Kowalski tells a story about the Brush Track team that sums up her feelings about South Euclid Lyndhurst Schools.  “When my son Charlie, who has special needs, arrived at a track meet and realized he had forgotten his money for concessions, he became openly distressed.  Members of the track team saw how upset he had gotten and they all ran to him opening their wallets and making sure he knew that they would  take care of anything he needed. The generosity and acceptance from the students at SEL Schools has been amazing.”

Lyndhurst residents Laurie and Jim Kowalski have three children:  Kristen, 23; Alex, 19; and Charlie, 18.  Both Alex and Charlie have special needs.  The Kowalskis credit SEL staff for helping each of their children realize a  high level of achievement.

Kristen, class of 2011, is an Occupational Therapy student at the University of Pittsburgh. While at Brush she excelled at sports and academics, and thrived in many extra curricular activities.  She was accepted into the OT program at Pitt as an incoming freshman– an impressive accomplishment.  This summer she received a scholarship to work abroad for five weeks in New Zealand, working with adults with developmental disabilities.  She will then be interning at St. Jude’s Hospital in Memphis and at the Cleveland Clinic for the remainder of the summer.  Kristen’s desire to help those with disabilities began when she was a child, influenced by her brothers’ special needs and the diversity she experienced first-hand during her SEL education.

Alex, class of 2015, has Down syndrome, and spent his SEL career in an inclusive classroom setting. He is currently working in the community through Cuyahoga East Vocational Educational Consortium (CEVEC).  This summer he is working at TJ Maxx and will be working next fall at the Mandel JCC and is exploring college options.

Charlie,  class of 2017, will be starting his senior year at Brush next fall.  He started his SEL career as one of the first students in the Autism unit at Sunview School, and has a special aptitude for computers and art.  He was accepted into the Excel Tech graphic design program, and is exploring college options to pursue a career in a related field.

Laurie, who is employed by The Upside of Downs, (an organization that provides support, education, and advocacy for people with Down syndrome, their families and communities) serves special needs families in 16 counties throughout Ohio, and feels that SEL Schools provide some of the best special needs programming in the state. “The inclusive atmosphere and acceptance of all kids has made our special education experience exceptional.  Our kids have been included not only academically, but their experience in extra curricular activities, particularly sports, has been amazing.”

Laurie credits the athletic department  for going above and beyond for her children. “The coaching staff has been amazing to our kids–in particular swimming, cross-country, and track.  The athletic director and staff always made our kids part of the team and made them better athletes as well.  Their encouragement and caring have made a big difference in their confidence.”  When asked what she wished people knew about SEL Schools, Laurie adds, “I wish that people knew what an incredible staff SEL has, and how they shouldn’t judge the schools by hearsay.   All of our children have different needs from advanced classes to special education needs.  The staff in the district has worked tirelessly to make sure all of those needs were met and to ensure that all of our kids excelled. People should experience the schools for themselves and they may be pleasantly surprised. At SEL Schools, there is a place for everyone.”

 

Kowalski family

Cleveland is Feeling the Love

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The Love Siblings

There’s a back story to this alumni profile.  I admit that I have been harassing my colleague, Michael Love to complete one of our alumni profiles for quite some time.  I desperately wanted him to give us an update on what he and his two siblings have been doing since graduation because I think it shows, very clearly, the kind of graduates that come out of SEL Schools.  This is a profile I knew you would all want to read, and in keeping with Michael’s understated and modest style, I would say he’s holding back–just a little.

Having had the privilege of working with him since 2008, I can honestly say that he is a tireless and devoted servant of our community.  He has a resume that makes it obvious that he could work anywhere, yet he has committed himself to South Euclid and has purchased his own home here.  As Economic Development Director, he has accomplished so much.  During his tenure the city has seen over $100 million in new investment, and he was instrumental in establishing One South Euclid, the city’s community development corporation.  He has been a speaker at national conferences, a committed volunteer for many South Euclid and Cleveland causes, and works tirelessly to make South Euclid and Greater Cleveland the best it can be.

Michael’s brother Stephen is another Cleveland powerhouse! Formerly employed by Cleveland Neighborhood Progress, the Cuyahoga Land Bank, and now as a Program Officer for the Cleveland Foundation, Stephen is establishing a name for himself in the region as someone who is instrumental to Cleveland’s Renaissance. The creative genius behind the Euclid Beach Blast, Stephen has spent untold hours cleaning up Euclid Beach and attracting scores of others to take up the cause. In his free time, you can see him putting his Brush Band skills to good use, playing the trombone in venues all over town with Son Gitano, the uber popular Latin Jazz band. Stephen and his equally accomplished fiance, Ali Lukacsy, have purchased a home near the lake in Collinwood that they are lovingly renovating. Both are committed to the Collinwood art scene and helping to create a more vibrant NEO.

Sarah Love is continuing her education by pursuing a Doctorate in Psychology, having recently been accepted into a prestigious program at Wright State.  We hope that she follows in her brothers’ footsteps and returns to Greater Cleveland upon completion of her academic career.

The Love siblings typify the kind of selfless devotion to service we see in so many SEL graduates.  In writing these profiles, what often comes to light is that our graduates want to make the world a better place and are willing to work hard to make that happen.  One thing  is for sure: we love the LOVE siblings! — Sally Martin

What are your names and when did you graduate from SEL Schools?

Michael Love:           2004

Stephen Love:           2006

Sarah Love:               2011

Where did you attend college, what was your major, and what year did you graduate?

Michael:       

Baldwin Wallace University, BA Communication Studies, 2008

Cleveland State University, Master of Public Administration (MPA), 2009

Stephen:

Baldwin Wallace University, BA Political Science/International Studies, 2010

Cleveland State University, Master of Public Administration (MPA), 2011

Sarah:

Ohio Wesleyan University, BA Psychology, 2015

Wright State University, PsyD Candidate, Doctor of Psychology, 2020

What are you doing now and where do you live?

Michael:

Economic Development Director for the City of South Euclid, lives in South Euclid 

Stephen:

Program Officer for the Cleveland Foundation, lives in Cleveland (North Collinwood)

Sarah:

PsyD Candidate (Doctor of Psychology) at Wright State University, lives in Dayton

What activities were you involved in while at SEL Schools?

Michael:

Model UN, Student Council, Peer Tutoring, Future Business Leaders Club

Stephen:

Band, Student Council, National Honor Society

Sarah:

Band, Key Club

In what ways do you feel that SEL Schools prepared you for your future endeavors?

We feel SEL Schools truly prepared us for future success. SEL Schools provided us with a truly well-rounded education which allowed us to be prepared for success in college and beyond.

All three of us attended SEL Schools from Kindergarten through 12th grade and feel our education was unmatched. The academic programs and offerings, particularly at the high school level, put students such as ourselves on a path to success in college. Graduating from Brush, one can be confident that success in college is very likely. The opportunity to earn college credit through enrolling in a diverse range of Advancement Placement Classes is big advantage SEL Schools offer. These classes do a great job in preparing students for college and through the college credit opportunity can allow students to potentially finish college early. Coming out of Brush, all three of us felt ready for college, and had successful college careers. This translated to all three of us enrolling in graduate programs and being on track for professional success.

Beyond the academic offerings at Brush, the range of extracurricular activities allowed all three of us to explore our different interests, being involved in everything from music to helping other students succeed. Of course, the diverse types and personalities of the student body in SEL Schools, truly prepares you for what you will encounter in the real world. Starting in college and throughout your professional career, you will interact with those different from you. Being educated in a diverse school district, and it is diverse in every sense of the word, allows these interactions to be enjoyable. We also feel SEL students are more likely to seek out these interactions in their post-school lives.

What are some of your favorite memories, teachers, or classes from SEL Schools?

All of us enjoyed our experiences throughout our time in SEL. One thing the three of us had in common was an appreciation for the foreign language curriculum. All three us began taking Spanish in the 7th Grade and took it throughout our high school careers. Being in the foreign language program is a great example of the practical skills an SEL education offers for students.

We also very much enjoyed the opportunity to be involved in a variety of extracurricular activities. We each partook in somewhat different activities with experiences that we continue to find useful today. Whether it be the teamwork skills learned in band, the leadership skills from being part of Student Council, or the commitment to helping others gained from Key Club, all of the activities we were part of provided us with valuable life lessons.

We believe our time and experiences in SEL Schools contributed greatly to the people we are today.

If there was one thing you wish people knew about SEL Schools, what would it be?

We wish people had a better understanding of the high quality education SEL Schools offer. We truly believe it is the amazing education we received through SEL Schools that allowed us to have great college and now professional career experiences. Continuing to share success stories is one of the best ways to get the word out about our school district and the opportunities it provides.  

Brush is truly an ideal sized high school. It offers many opportunities that could not be found in smaller school districts, such as the diverse range of AP Classes and extracurricular activities, while still being able to offer much individualized instruction and attention to fit the needs of all students. We feel there is a deep commitment in SEL Schools to student success.

I Thought My School Was Typical

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I grew up with the problem that no one talks about. I lived through community members gently tip-toeing around subjects like race and class. You might not think your ten-year-old child notices these types of things, but they do. I watched a number of my White peers move away to “better” areas. I saw friends transfer to private schools in search of a “better” education. It didn’t take long to realize that the people leaving SEL and the people entering SEL looked very different from each other. I might not have known why this was happening, but I knew.

I entered kindergarten at Adrian Elementary in 2000. My best friend lived around the corner from me. My mom volunteered with the PTA. I rode a school bus and was excited when they served chocolate pudding in the cafeteria. For much of my childhood, I thought my school was typical. There wasn’t anything special or out of the ordinary. How different could things be?

I slowly learned that there was one particular aspect of my school that made it different from many others. You see, half of the students I went to school with didn’t look like me. I was a fair-skinned child with blonde hair and blue eyes. Every day I would walk into a classroom where 50 percent of my peers were Black. Did I notice the difference in skin pigmentation? Yes, but I never thought anything of it. 7-year-old me lived in a post-racial world. Skin color didn’t matter when I played on the playground or ate lunch in the cafeteria.

As the time to transition to Greenview moved closer, more and more people moved away. I saw countless friends leave the school I loved. While a handful were moving across the state or even across the country, most were relocating less than 20 miles away. They settled down in places like Solon or Hudson, or sometimes even neighboring Mayfield.

It wasn’t until I crept toward adolescence that the reasoning for my peers leaving began to solidify. My parents explained to me the social phenomena of “White flight.” As more and more people of color moved into neighborhoods and schools, middle-class White people fled further away from the city center. I began to understand why all my classmates moving away were White and all the “new kids” weren’t. It wasn’t at all a sheer coincidence.

As I progressed further and further in SEL, jabs at my school became more pointed and a regular occurrence. Friends who had left the district or went to private schools would tell me that I went to a “ghetto” and “dangerous” school. Often times they were simply regurgitating what the adults in their lives had told them. Work colleagues or general acquaintances would question my parents as to why they would send their children to Brush. “Don’t you want a good education for your children? Maybe you should consider private school.”

It’s no wonder that my peers and I thought we went to a bad school. We were constantly surrounded by the negative opinions of (often uninformed) community members. Our friends from other schools would warn of being stabbed in the hallway. Complete strangers would inform us as to why Brush doomed us to a life of mediocrity.

If there is one thing that you pick up from this internet rambling, it’s this: sending me to Brush and SEL schools was the best thing my parents could have done for my education. I took honors and AP classes from dedicated faculty who taught me how to think critically. I engaged in a multitude of extracurricular activities that allowed me to become a well-rounded person. At Brush, I was able to excel academically while participating in a phenomenal music program and pursuing a love of art. I learned incredible leadership skills from pitching for the less-than-stellar softball team.

Most importantly, I learned how to engage with people who aren’t like me. From the time I entered kindergarten until I graduated high school, I attended schools that were at least 50 percent Black. I had classmates whose parents worked two jobs. I interacted with people who didn’t possess the same religious beliefs I did. These experiences helped give me a worldview that extends beyond my privileged, White, middle-class bubble. You don’t learn anything from being surrounded by homogeneity. I am infinitely more prepared for life because of my time at Brush.

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South Euclid-Lyndhurst Schools have allowed me and my younger brother to be anything but mediocre. I’m currently a junior in Ohio State’s John Glenn College of Public Affairs and serve as Media Director for the OSU chapter of Students for Education Reform. My brother Colin graduated as salutatorian of the class of 2015 and is currently a freshman at Northwestern University. An education in this school district has enabled us and many others to create a promising future of our own.

My father often describes living in South Euclid as “ground zero.” This is where we truly figure out if people from different classes, races, religions, and general walks of life can live together as neighbors and thrive. It’s a difficult process that requires reflecting on our tumultuous history filled with discriminatory practices. By attending SEL schools, we made a statement: we aren’t running from these challenges. We’re ready to face this head on.

In the fifteen years my family has been associated with SEL, the demographics of the schools shifted dramatically. In 2000, the district roughly represented the community it served: it was filled with mostly White, middle-class students. In a decade and a half, however, the schools’ population has become predominantly Black and the student poverty rate has increased almost 2500%. Many people are willing to acknowledge the recent influx of minority families into the public schools but not willing to do so for the equally important half. Middle-class, mainly White families have left our schools. It’s time we become comfortable addressing this fact. Like my colleague, Sally Martin, mentioned in her essay “The Problem No One Talks About,” race is a very difficult thing to discuss. But we have to start somewhere. We have to acknowledge the elephant in the room.

-Beth Fry

Tell us about your SEL Experience!

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Tell us about your experience at SEL Schools, and we may share your story on our blog and on our social media networks. Please answer the following questions for each separate family member who you think we should profile and return to us at: selexperienceproject@gmail.com. Please include a photo and the best way to contact you for more information!

What is your name and what year did you graduate from SEL Schools?

Where did you attend college, what was your major, and what year did you graduate?

What are you doing now and where do you live?

What activities were you involved in while at SEL Schools?

In what ways do you feel that SEL Schools prepared you for your future endeavors?

What are some of your favorite memories, teachers, or classes from SEL Schools?

If there was one thing you wish people knew about SEL Schools, what would it be?

Erin Matteo

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FullSizeRender (1)Erin Matteo, a native of Lyndhurst, began her SEL experience in kindergarten at Ridgebury Elementary School. She graduated from Charles F. Brush High School in 2010, where she served as Student Congress president during her senior year. Since completing her primary and secondary education, Erin has graduated from The Ohio State University and finished graduate school at Case Western Reserve University.

At Brush, Erin played soccer and softball, while also serving as a conflict mediator. “Soccer was definitely a high point of my high school career. I got to play the sport I love with my best friends,” Erin recalls. She was also able to give back to the community as a member of student council and Student Congress. “I’m really fortunate I was able to serve with good people during my time in both.” She fondly remembers Mrs. Quinlan, an art teacher who now works in a different district building, and Mr. Swinerton as some of her favorite instructors. “Even when he wasn’t my teacher, I would go see Swin for help with my math homework,” Erin laughs.

When asked about what she would change about her time at Brush, Erin wishes she would have understood the importance of her foreign language education. “I should have taken Spanish more seriously. It would have been incredibly helpful professionally to have language proficiency.” She wished that there was more of a push to take the languages beyond the district’s required two years.

In the five years since she has been an SEL student, Erin has been continuing her education at two of the state’s top academic institutions. She earned a Bachelor’s of Social Work from The Ohio State University before returning to Cleveland for a 12-month Master’s program focusing in social work administration at Case. While at Ohio State she conducted services projects across the Greater Columbus area with Ohio State’s College of Social Work and also served at the president of the Wine Club. Now that she has obtained both of her degrees, she plans to work toward her licensing requirements and aspires to work in a hospital setting with cancer patients.

Erin believes that her time at Brush prepared her not only academically but socially as well. “I felt like I was a step above other individuals at OSU, in terms of my cultural competence and strong interpersonal skills. The diversity at Brush really prepares you for real life situations.” She believes her transition to college was difficult because it’s difficult for everyone, but she was given the tools to be successful. “The teachers at Brush are very helpful, you just have to be willing to ask.”

The community’s reviews of the public schools in South Euclid-Lyndhurst are mixed, Erin shares, but she believes the views become more positive when residents enroll their children in the district. “I think people, in general, enjoy having negative opinions. It’s a part of human nature.” While there are always going to be problems with large groups, she believes SEL is a great place to grow and learn. “The good outweigh the bad tenfold.”

Drew and Kelly Dockery

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IMG_3109When the Dockerys moved from a small town in 2008, they did not know what to expect when they moved to South Euclid and entered the South Euclid-Lyndhurst School District. Drew ‘12 started Brush as a freshman and sister Kelly ‘14 started Memorial as a 7th grade student.  Although, they were placed into a new environment, this did not hinder them from striving for excellence in their academics, sports, and extracurricular activities. Drew is currently a senior at the New School in New York City studying Global Studies with a minor in religion. Kelly is a sophomore at John Carroll University studying Psychology with a biology minor for pre-med.

During his time at Brush, Drew was a member of the Chess Club, Debate team, Diving Team, and during his senior year he decided to join Drama Club and was in his first theatrical production, Hairspray.  Drew was also a member of the Academic Team and he still remembers his first time attending a meeting.  He was a freshman and the new kid, but he was able to impress everyone by answering an obscure history question. “From that point, I knew that I would have friends and knew that I would be successful in my new environment.” Drew believes that being able to experience diversity is important and attending a diverse high school has formed the basis of how he sees his life now. “Attending Brush gave me an impetus to work towards racial reconciliation and justice.”

Kelly was the President of the Freshman Class, Captain of the Soccer Team, Captain of the Diving Team, and was the Concertmistress of both the Orchestra and Chamber Ensemble. Kelly believes that her experience at Brush has helped her become a well-rounded person. Kelly graduated from Brush feeling prepared for college and appreciates how the guidance counselors worked hard to prepare students for college. She took honors and AP classes and was still able to manage her course load while being involved in athletics and extracurricular activities. Her favorite moments include time she spent on freshman class council, spending time with the soccer team on and off the field, and being able to enjoy football games and Top 25 with her friends.

Drew and Kelly both are grateful for having the opportunity to study Chinese at Brush.  This provided them both with the opportunity to study abroad in China for a year during their time at Brush. According to Drew, his time in China has been one of the most profound experiences in his life.  “Brush gave me the ability to interact with people who are different from me and also gave me the skills to do that in the specific setting of China. And so through China, I have since been able to work and do research there and also study abroad there, which would not have happened if it were not for the Brush Chinese Program.”

Since graduation from Brush, they have both been busy with college and have spent time studying and researching abroad.  Drew spent the summer after his freshman year on the Tibetan Plateau, studying the impact of infrastructure development on Nomadic people and later worked in Shanghai with the Boston Consulting Group.During the second semester of his sophomore year , he studied abroad in South Africa and spent time working on an organic farm outside of Cape Town during the summer. At the New School, Drew is involved in Cash Cash, a low-income student group, and the New School Theater Collective.  After graduating, Drew plans to go to graduate school and then live and work in China.

Kelly spent this past summer in Ethiopia and Kenya. She was working to empower people by the means of providing medical care, setting people up with prosthetics, working with orphanages, helping people to get training for creating their own income generating businesses, and allowing them to create long-lasting success in their lives and being able to cut foreign aid.  At John Carroll University, Kelly is on the Soccer team and the Swimming and Diving Team.  For Kelly, being fluent in Chinese has allowed her to help out Chinese international students at John Carroll University. She has translated for them during the international orientation and serves as a tutor to help them with their English. After graduation, Kelly plans to go to Medical School and is interested in opening up clinics  throughout areas that lack access to proper medical care and these clinics would be run by local medical providers.

Drew and Kelly are both proud to be alumni of Brush High School and believe that attending the school has prepared them for life in the “real world.” Drew encourages all families to send their kids to Brush. “It is time for middle-class families to start sending their kids back to Brush. If we want to have a healthy school system, if we want to have kids who are well-rounded, if we want to have IMG_3365kids who are prepared to exist in an increasingly globalized and increasingly diverse world, then this is critical.” And Kelly encourages all students to apply themselves and make the best of their experience.  “Brush is a school that if you invest time and effort into it, you can get great things out of it.”

Teddy Eisenberg

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11847710_1716842368456125_1232864283_oIf you have ever had the pleasure of meeting Teddy Eisenberg, you’ve probably noticed his booming voice or firm handshake. Valedictorian of the class of 2012, he is currently a rising senior at Case Western Reserve University and focusing in the social sciences. “I’m double majoring in history and economics and working toward a double minor in political science and public policy.” Teddy grew up in South Euclid and began his SEL experience in kindergarten at Rowland Elementary.

At Brush, Teddy was involved in multiple activities including marching band, Key Club, National Honor Society, AV club, academic team, and tennis. He describes his time in the district as an invaluable experience. “SEL isn’t an ‘echo chamber:’ you rub shoulders with people on a daily basis you might not typically interact with. It allows you to grow.” The skills he learned in AV even helped him land a job at The City Club of Cleveland, the nation’s oldest free speech club. “It’s cool to be able to go into that kind of situation with the unique skill set the people hiring are looking for. I’m currently serving as content associate.” For this, and many other reasons, Teddy is grateful for the effort he put his education with the SEL schools.

His fondest memories often center on his skilled and passionate teachers. “Many of them wanted to make students better people and their guidance surpassed the classroom.” He specifically mentioned Mr. Beck, Mr. Laplanche, Mr. Bennett, and Mr. Harkey. Teddy also mentioned his fondness for Doc Jones, an English teacher whom he never had in class. “We both had a love of Humphrey Bogart and would discuss it in between classes in the hallways.”

As a student at Case, Teddy has been keeping busy studying at working. “Aside from my school work and The City Club, I also work at the Case college radio station.” He has greatly enjoyed working his way through the ranks at the station, and has served in multiple capacities. He encourages everyone to check out 91.1 WRUW.

After completing his degree, Teddy plans on staying in Cleveland and possibly taking on more responsibilities at The City Club. “I would love to be offered a full-time job after graduation. It’s a great place that is hosting important dialogue in this city.” He is considering grad school at some point in the future, possibly in econ or public policy. “I’d like to take a break from schooling for a little bit,” he laughs. Teddy also shared his hopes for the revival of Northeast Ohio: “I hope the Cleveland Renaissance continues and is able to extend beyond the city’s white community. I also hope it doesn’t come to an end after the Republican National Convention. Cleveland is a great place.”

Teddy has been encouraged by The SEL Experience Project and the work it’s been doing. “I’ve been following it on social media and I think it’s a really great thing.” He was happy to share his experiences and advice regarding obtaining success in the South Euclid-Lyndhurst public schools. “The district is going to give you success just for showing up. You have to reach below the surface, find what you are passionate about, and work for it. You really get what you give in this district.”

Mr. Justin Tisdale

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Mr. Justin Tisdale is a Brush High School alumnus and social studies teacher in Capturethe South Euclid-Lyndhurst City Schools. After moving to the district in the fourth grade, he finished his education at SEL and graduated from Brush in 2000. He then enrolled at Notre Dame College and stayed in the community upon earning his degree. He currently resides in South Euclid with his wife and daughter.

When asked about his experience at Brush, the first word that came to mind was “fun.” He said the teachers taught what was necessary, he enjoyed the company of his classmates, and it was, overall, a good experience. He also noted the sense of community within the school building. “No matter how bad the football team was, and they were pretty bad, you could always expect the stands to be packed Friday night.” His favorite memories include Homecoming Top 25, assemblies, and simply being in high school. Mr. Tisdale says the school has changed most in how education is approached. “There’s less freedom for teachers,” he says. He also believes that there is a lack of respect for authority, which could be a shift in overall generational perspectives. “I think most notably and specific to Brush is that the school spirit is gone.” In what ways hasn’t the school changed? “There is still no sense of cliques at the high school.”

The district’s reputation within the community is troubling, Mr. Tisdale shared. “The perception isn’t great, and a lack of communication with the community has caused this perception to worsen.” He says the shifting demographics have also affected the community’s view on the public schools. “Most of the students are good kids, but it’s the small group of troublemakers that brands the whole school that way.”

Mr. Tisdale’s initial goal was to help kids reach their potential, which served as the catalyst to becoming a teacher. He initially taught at Riverside High School in Painesville, but came back to Brush because he saw the opportunity for him to serve an important role. “I felt that at Brush I had the ability to serve as a positive Black male role model to the students. I wanted to prove that it was possible to not fall into the negative stereotypes and give them guidance in achievement.” He has served as a basketball in previous years, and could often be found working sporting events. “It was great seeing the students play and interacting with each other outside of school.

In his time as both a student and educator, Mr. Tisdale believes the Brush experience has changed, depending on perspective. “Testing has taken away drive for the whole school community,” alluding to the state-mandated tests instituted in the past 15 years. “There’s also been an influx of transient students, who often view Brush as a school rather than a home. It’s hard to build community if you’re not sure if some some students are going to be there from year to year.” Above all, he believes the Brush experience and high school in general should be enjoyable. “It should be fun for everyone. It shouldn’t be viewed as a job. School is best when we work for the kid’s success and enjoyment.”

Andrew Stewart

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FullSizeRenderAndrew Stewart is a resident of South Euclid, living just west of the Lyndhurst border. He spent the entirety of his K-12 academic experience in the South Euclid-Lyndhurst City Schools, except for two months in the sixth grade when he was enrolled at Hawken School. Since graduating from Brush in 2011, Andrew enrolled and graduated from Kenyon College in Gambier, Ohio. He possesses Bachelors of Arts degrees in philosophy and political science. He is currently applying to graduate schools and is a coming year core member for the AmeriCorps City Year program in Cleveland.

Andrew greatly enjoyed his time in the SEL schools. “Overall it was a wonderful learning experience, in terms of academics, activities, friendships, and positive relationships with the faculty,” he states. “I was really grateful to come back to the public schools after my time a Hawken. I really missed them.” At Brush, Andrew took a wide array of classes and attempted to maximize the number of courses he took. “I love learning, and the teachers were great.” He enjoyed the AP classes he took, stating that they allowed him to develop critical thinking and exposed him to new subjects. Andrew also learned a lot from his extracurricular activities. Outside of the classroom, he played the violin in orchestra and chamber ensemble. He was also a member of Key Club, National Honor Society, and Science Olympiad. As a member of the academic team, he had the opportunity to appear of Academic Challenge. “It’s one of my favorite high school memories and it was great honor to represent Brush,” Andrew affirms.

His favorite memory from high school was his graduation. “I was nervous about leaving high school and going on to college and the ‘real world,’ and the ceremony turned out to be very meaningful and fun.” He also says it was very affirming of all his classmates’ accomplishments. As a student speaker, he had the opportunity to reflect on his time in high school and realized that Brush would be with him for the rest of his life. If he could go back, Andrew wishes he would have talked to his teachers more after and outside of class. “They all had interesting life stories and imparted practical wisdom that really benefitted me.” He also wishes he had started volunteering earlier. “I started doing more when I became a member of National Honor Society, but I wish I would have done so sooner.”

Andrew graduated as Kenyon’s salutatorian this past May. This upcoming year, he will work with the AmeriCorps City Year program. “I’ll be tutoring students and working to improve graduation rates within the Cleveland Metropolitan School District.” He is also applying to philosophy Ph.D. programs.

Andrew felt incredibly prepared to learn at a liberal arts college thanks to his instructors at Brush. “They really helped me develop critical thinking skills.” He also states that his English teachers emphasized learning for its own sake and that reading was a way to connect with places, times and individuals that were different but, in the end, not that different. “At Brush, I didn’t just become good at learning, but to learn with the right attitude.” The only shortcoming? “There weren’t a lot of practical know-how classes, but that’s probably just the state of education today.”

At Kenyon, Andrew played the violin in the community orchestra for 3 years, was a member of quiz bowl, philosophy club, and the buildings and grounds committee of student council. He also worked in the special collections and archives of the college’s library. In ten years, he sees himself playing a role in educating others similar to those people who educated him. “I want to find a way to work as a professor of philosophy, or perhaps even teach middle or high school.” There is also a chance he may want to work in education policy.

When asked about the community’s perception of the SEL public schools, Andrew believed that is was mostly positive during his time. He says that negative perceptions are perhaps filled by a lack of knowledge. “I think community members have a vague picture of operation and what the public schools need to succeed. If we increase community participation, the gaps in understanding will go away. Outreach will only help.”

Andrew’s final thoughts were advice for students. “High school and college are what you make them.” He says he learned so much in his time at Brush that wouldn’t have learned elsewhere. “There are hardworking individuals throughout the district that will support you when you invest in your education.”