Each December, as the holiday season approaches, the Ashley Hall community embraces a long-standing tradition rooted in generosity. For thirty years, Ashley Hall has partnered with Chicora Elementary School in North Charleston to bring holiday joy to its students through the Chicora Gift-Giving Project—a beloved expression of compassion and connection that continues to grow stronger each year.

What began decades ago as a simple collection of toys has evolved into a thoughtful and deeply personal effort to meet the unique needs of every child at Chicora. Working closely with classroom teachers, Ashley Hall students, and families ensures that each Chicora student in grades 1–5 receives a personalized gift bag filled with essentials and special surprises—from warm coats and shoes to books and toys—all carefully packed and labeled with each child’s name.

These red Santa bags represent far more than festive wrapping and ribbon. For many Chicora students, the sense of consistency, care, and belonging they bring extends well beyond the holidays. Every item donated is a reminder that someone in their wider community is thinking of them.

Behind the project are two remarkable Ashley Hall community members—Elizabeth Blackman ’05, an educator at Chicora Elementary, and Dana Van Hook, former Early Education Director—who continue to lead this meaningful partnership. Together, they coordinate wish lists, organize donations, and ensure every gift reaches a child who needs it most.

Through this annual effort, Ashley Hall students are reminded that generosity is about more than giving—it’s about understanding, empathy, and shared humanity.

At its heart, the Chicora Gift-Giving Project exemplifies the power of girls working together to create positive change, to lead with compassion, and to make a difference in the lives of others. This season and every season, Ashley Hall celebrates the joy that comes from giving, connecting, and uplifting one another.

In the Early School, independence isn’t a milestone to be reached—it’s a rhythm we nurture every day. From zipping jackets after morning arrival to reflecting on the day’s discoveries before dismissal, each moment offers children a chance to practice confidence and self-reliance in joyful, meaningful ways. This month, Pre-Primary teacher Amy Kuenzel reflects on the beauty of these small steps toward independence—both for her students and for herself. In her piece, she invites us into a world where learning is alive with curiosity, courage, and connection, reminding us that growth—no matter our age—is always a hands-on, heart-first journey.

This year marks my first year in Pre-Primary, and let me tell you, it’s been a joyful, messy, shoe-on-the-wrong-foot kind of adventure. Our biggest celebration right now? Independence! We’re cheering as little hands zip jackets, pack rest bags, and wrestle swim bags into submission. I mean, just look at Charlotte’s face when she put on her swim backpack all by herself this month (below)—pure triumph! If you could bottle that look of pride, it would be the most powerful motivator on Earth.

Watching these small victories unfold reminds me that independence doesn’t just happen overnight. It’s practiced and nurtured. The same could be said for us teachers. We, too, are learners, constantly refining our craft, growing in confidence, and sometimes, metaphorically, trying to figure out which strap goes over which shoulder.

Professional development has always been one of my favorite parts of being an educator. Over the years, I’ve been fortunate to visit the Boulder Journey School, study in Reggio Emilia, Italy, and most recently, present at the Association for Constructivist Teaching Conference (ACT). My session, “Moving and Meaning: A Constructivist Take on Acquiring Piaget’s Knowledge Types,” explored the simple yet profound question: What is movement?

Movement is how children make sense of the world. It’s not just wiggling or running or dancing. It’s thinking in motion. Movement is the bridge between doing and understanding, the first language of learning. When a child learns to ride a tricycle, carries a backpack, or twirls with joy, they are exploring ideas about force, balance, gravity, and control. They are learning through their bodies before they ever find the words to describe what they know.

In our classrooms, we often talk about big ideas and processes in investigations. Those essential threads that sustain exploration and help us dig deeper into children’s thinking. Professional development experiences, especially in Reggio Emilia, have taught me to recognize these threads when they appear and to linger with them. Instead of rushing to the next activity, we pause, reflect, and ask, “What ideas are the children testing here? What theories are they building?”

That’s what I love about constructivist teaching. It’s alive. It breathes and shifts and grows with the children. The work isn’t about giving answers; it’s about creating space for questions to unfold. When I guide our two-year-olds now, I think about how to extend their curiosity and how to offer just enough challenge to keep the flame of investigation burning.

I often think back to my time in Reggio Emilia, the courageous, capable children I observed there who taught me more than any textbook ever could. They showed me that children are thinkers, artists, scientists, and philosophers long before they can spell those words. The educators in Reggio didn’t teach at them; they walked beside them, honoring every theory, every idea, every bold hypothesis a child made. I often return to the daily reminder they offered: to trust children’s capacity and to listen deeply.

When I first began preparing for the ACT conference, I admit I had a moment of doubt. As I scanned the program filled with Ph.D.s and professors, I wondered, “Am I out of my league?” But as the weekend unfolded, educators began asking, “Which presentations are from Ashley Hall?” They were eager to hear our stories, to learn about the meaningful and innovative ways our school nurtures young thinkers. And that’s when I realized: We are experts, too.

Teachers are researchers, constantly testing hypotheses in real time, sometimes in the building area, sometimes in small-group snack. We collect data through observation, reflection, and documentation. We adjust, revise, and celebrate discoveries, just like the children do.

Coming back from ACT, I felt like Charlotte again, proud, inspired, and ready to help others “put on their backpacks.” That’s what professional growth does: it fills you with energy and humility all at once. It reminds you that learning never stops and that joy is often found in the struggle to try something new.

So yes, professional development has changed my teaching, but more importantly, it’s changed how I see teaching. It’s about connection, courage, and curiosity. It’s about remembering that we’re all in motion, moving together, teachers and children alike, toward greater understanding and wonder.

And as I watch Charlotte march out to see Ms. Cassidy and Missee Fox at the pool, backpack snug and smile wide, I can’t help but think: maybe she’s not the only one learning to carry something important all by herself.

Ultimately, the true measure of professional growth lives in the classroom. Since returning from these experiences, I’ve noticed the children approaching challenges with more persistence and joy. They are taking greater ownership of their routines and ideas, zipping, pouring, building, and problem-solving with growing confidence. My renewed perspective has helped me slow down, observe more carefully, and honor each child’s process. Their curiosity is deeper, their collaboration stronger, and their voices louder. Every day, I see how our learning as teachers directly shapes theirs.

Amy Kuenzel

Early School Faculty Member

What began as a simple wooden box built by a group of passionate Ashley Hall students has grown into a powerful symbol of compassion, leadership, and connection in our community. The Ashley Hall Blessing Box, located in the parking lot at Fuel Cantina, just up the road on Rutledge Avenue,  operates on a simple yet profound principle: Take what you need, leave what you can.

The Blessing Box was a project led by beloved Ashley Hall teacher Kiki Sweigart in 2020. It quickly became a cherished part of the Ashley Hall community—a tangible way for students, parents, and neighbors to support one another. Though Mrs. Sweigart sadly passed away in 2024, the project continues in her honor, carried forward by students in the Doing Good Society, keeping leadership and oversight in student hands.

From the start, the need has been clear—and constant. The Blessing Box sees steady use from the surrounding community, with families depending on it daily for nonperishable food, toiletries, and other essentials. Middle School students and Doing Good Society members organize regular drives to collect items, restocking the box each week. During the summer months, staff, faculty, and dedicated Ashley Hall families volunteer to keep it filled, ensuring there is no gap in support, even when school is not in session.

This year, that commitment received an extra boost from Ashley Hall’s dining service provider, Flik Dining Services, which made two $1,000 donations to help sustain the project and expand its reach.

At its heart, the Blessing Box is more than a service project—it’s a living lesson in empathy, gratitude, and community leadership. It shows students that giving back doesn’t have to be complicated to be meaningful. And in the spirit of Ashley Hall, it reminds us that even small acts of kindness can have a lasting impact. Vayia Kourtidis ’29, a member of the Doing Good Society, summed it up perfectly, “I believe we have a responsibility to help our community in any way we can, especially as food insecurity increases. I’m so thankful to Mrs. Sweigart for introducing it to the school, and I love to maintain it in her memory.”

If you would like to help stock the Blessing Box, please consider participating in the Ashley Hall food drive taking place from November 10 through 20. Drop-off boxes are located in the Pardue Hall Reception Area and across campus in each division office. Food collected will benefit both the Ashley Hall Blessing Box and the Lowcountry Foodbank. 

Please keep in mind that everyone is welcome to stock the Blessing Box directly at any time! We are noticing that donations are very quickly going to those in need. Here are some suggested items for donation: Whole Grain Rice, Pasta or Oats; Low Sodium Soups or Stews; Canned Tuna; Canned Meats; Low Sugar Cereal; 100% Fruit Juice; Canned Fruits; Canned Vegetables. Pop-top cans are preferable, as not everyone has access to a can opener.

Ashley Hall is pleased to announce that Lauren Fogelgren, PA-C will join our community as the Director of Health Services in January. Lauren brings over 15 years of pediatric clinical experience across New York, Georgia, and South Carolina. She has also held key leadership roles in higher education, serving as the Director of Admissions and Assistant Professor in the Division of Physician Assistant Studies at the Medical University of South Carolina, where she was recognized with the 2025 MUSC Teaching Excellence Award.

Lauren’s professional and academic interests center on promoting the mental health, wellness, and nutrition of children and adolescents. She recently completed her doctorate in these areas and looks forward to fostering a culture of well-being within the Ashley Hall community.

As many do, Lauren fell in love with Ashley Hall after her campus visit. At that time, she shared,“The energy on campus and among the staff was evident in every interaction I had and observed. I went into the interview excited about the opportunity, and I left even more enthusiastic. I truly appreciated the collaborative spirit across roles and the school’s forward-looking vision. It would be an honor to come to work each day surrounded by such dedicated staff and inspiring students.” Since then, her excitement has grown, as has the joyful anticipation of the team she will lead in the Health Center.

We’re thrilled to introduce We Are Ashley Hall, a new podcast celebrating the voices, ideas, and experiences that define our vibrant community.

Each episode invites listeners into meaningful conversations with Ashley Hall administrators, educators, and community members as they explore what it means to take ownership of learning, ask bold questions, and grow as leaders and global citizens.

Episode 1: Ashley Hall and the International Baccalaureate

This episode spotlights Ashley Hall and the International Baccalaureate (IB), featuring a thoughtful discussion on global thinking, the power of student-led learning in our classrooms, and our journey to becoming an IB World School. The Lower School at Ashley Hall is proud to be an authorized Primary Years Programme (PYP) within the International Baccalaureate framework. The Middle School is currently a Candidate School for the Middle Years Programme (MYP), with plans to pursue the Diploma Programme (DP) following MYP authorization. Listen here »

Featured in this Episode:

Dr. Anne T. Weston ’73 Head of School (Introduction)

Naa-Adei Kotey, Assistant Head of School for Teaching and Learning

Elizabeth Flowers, Lower School Faculty and PYP Coordinator

Jen Liberatos, Lower School Faculty

Sara Lyle, Middle School Faculty and MYP Coordinator

Episode 2: Global Perspectives at Ashley Hall

This episode explores how global perspectives are woven into the Ashley Hall experience and how our language and travel programs empower students to engage confidently with the wider world. From classroom study to international exploration, discover how Ashley Hall prepares young women to face the world boldly and thoughtfully. Listen here >>

Featured in this Episode:

Dr. Anne T. Weston ’73 Head of School (Introduction)

Sarah Margaret Decker, Language Department Chair

Tyler Moselely, Community Partnerships and Global Education Coordinator

Marietta Julliard, Lower School French Faculty Member

Episode 3: Digital Citizenship and Wellness

In an era where screens are woven into nearly every part of daily life, learning how to engage with technology thoughtfully has never been more important. Digital citizenship and wellness ask us to consider not just what we do online, but how those choices impact our well-being, our relationships, and our communities. In the third episode of We Are Ashley Hall, we turn our focus to navigating the digital world with intention—building healthy habits, understanding our digital presence, and fostering a culture of respect and balance that supports both connection and personal growth. Listen here >>

Featured in this Episode:

Dr. Anne T. Weston ’73 Head of School (Introduction)

Susannah Elliot, Technology Integration Specialist

Erin Neighbors, Director of Library and Media Services

Kelly Sumner, Director of Counseling and Upper School Student Life

Kristin Doggett, Lower School Counselor

At Ashley Hall, learning extends far beyond the classroom walls. In this new quarterly reflection, A View from the Head’s Office, Head of School Dr. Anne T. Weston ’73 shares stories and observations from across campus, offering insights into the ideas and moments that shape our community and our students’ education.

The Extraordinary Will Take Care of Itself

It was an ordinary afternoon on campus— one of those afternoons here at Ashley Hall where sunlight is slanting through the live oaks, and there is the sound of children at play spilling from the Lower School playground and the Early School Outdoor Classroom. As I passed by, I noticed a group of kindergartners huddled over one of the box gardens. They were excitedly pointing out to one another the features of an insect that one student gently held cupped in her hand. As a biologist myself, I leaned in closer to see and to listen. “Ladybugs eat the bad things in your garden and protect your plants.” “Ladybugs sometimes eat pollen, but it is really the bees that carry the pollen.” “Butterflies carry pollen too, kinda by accident, when they are sipping on a flower.” “We need to put the ladybug back on the leaf so she can be in her natural home.” They were learning from one another, and their teacher just hung back, observing. There had been no prompt except the environment itself; there was going to be no test. It was learning in its purest sense, driven by curiosity and questions. 

Moments like that remind me of a favorite piece by William Martin, who describes himself as poet and friend of quiet places:

Do not ask your children

to strive for extraordinary lives.

Such striving may seem admirable,

but it is the way of foolishness.

Help them instead to find the wonder

and the marvel of an ordinary life.

Show them the joy of tasting

tomatoes, apples and pears.

Show them how to cry

when pets and people die.

Show them the infinite pleasure

in the touch of a hand.

And make the ordinary come alive for them.

The extraordinary will take care of itself.

In a world that celebrates constant achievement, it can be easy to forget that growth often begins quietly, in small, seemingly unremarkable moments of observation, kindness, or connection. The extraordinary outcomes we hope for our students are born in these everyday experiences where we focus on perseverance over perfection, where we acknowledge mistakes as a place for a new start, and where we make space for curiosity and self-expression.

At Ashley Hall, we believe in the power of these moments. Whether it’s in the thoughtful pause before a student contributes in a Harkness discussion, the laughter shared during a performing arts rehearsal, or the quiet focus of a student performing a chemistry lab experiment, learning happens most deeply when girls are given the time and space to be fully present.

The world our students will enter when they move on from Ashley Hall will demand more from them than “simply knowing.”  Facts will be at their fingertips. Instead, the world will require people who can listen, adapt, risk, and act with courage and compassion. These qualities are not taught through the pursuit of the extraordinary—they are nurtured through attention to the ordinary and through the relationships that make our community so strong.

Across campus, I see this truth unfold daily—a sixth-grade Big Sister at recess kneels beside her Little Sister to help her tie her shoe. A senior speaks with grace and conviction in front of her peers, inviting them to participate in a community action project. A Middle School teacher turns an unexpected rainstorm into a spontaneous lesson about the water cycle. None of these moments would make headlines, but together, they create the environment where confidence, empathy, and resilience take root.

If we can help our students see beauty in the everyday, to marvel at what is right in front of them, then we have prepared them well. Because when children learn to be fully alive to their own experiences, the extraordinary truly does take care of itself.

As we continue to reflect, learn, and grow together as a school community, I invite you to stay connected to these conversations. Our new We Are Ashley Hall Podcast offers another way to listen in and engage with the ideas shaping our classrooms and our future. The first episode, “Ashley Hall and the International Baccalaureate,” explores how the IB philosophy aligns with our mission and prepares girls to think critically, care deeply, and act with purpose in a global context. I hope you’ll take a moment to listen and to reflect on what makes our community extraordinary.

I would also like to note that our faculty and staff have embarked on an exciting journey to examine how we spend our time at Ashley Hall through the lens of our school schedule. We are working with two consultants, experts in independent girls’ schools and IB schools, Dr. Shannan Schuster and Dr. Andrew Taylor. Rooted in brain science, research, and what we know about how girls learn best, this work invites us to ask: How does our schedule reflect what our community values? Our goal is to ensure that every aspect of the school day is student-centered—supporting curiosity, engagement, and well-being—while keeping us in stride with the mission and curriculum that define an Ashley Hall education. You’ll hear more about this work in the coming weeks and months. 

I am grateful for the curiosity and commitment that define our Ashley Hall community. Together, we help our students find meaning in each moment of learning, for it is in these small moments that purpose and possibility take root. We make the ordinary come alive.

Dr. Anne T. Weston ’73
Ashley Hall Head of School