The Pride of RPS:
Living Legacies
The Pride of RPS: Living Legacies
The Pride of RPS: Living Legacies program was established by the Richmond Public Schools Education Foundation to
recognize and applaud alumni of Richmond Public Schools who exemplify the criteria of leading extraordinary, honorable lives as inspirational leaders. A committee of community representatives selected the inaugural class from an
exceptional group of diverse nominees. We present them to you and share their stories through a collection of essays.
As you will see, they are each grateful for the education and opportunities provided by Richmond Public Schools
and can easily correlate their success to those formative years. Join us as we celebrate:
Robert “Bobby” Bayliss
Tennis Coach,
University of Notre Dame
Thomas Jefferson High School
Jay M. Ipson
Founder and Executive Director,
Virginia Holocaust Museum
Thomas Jefferson High School
James “Plunky” Branch
Composer, Musician, Producer
Maggie Walker High School
The Honorable Cynthia Newbille
Member, Richmond City Council –
East End, District 7
Armstrong High School
J. Alfred Broaddus
Former President,
Federal Reserve Bank of Richmond
Thomas Jefferson High School
Beverly “BJ” Brown and Robert L. Payne
Co-Founders, Richmond Jazz Society
Maggie Walker High School
Desiree Roots Centeio
Actor, Vocalist, Entertainer
Jefferson, Huguenot, Wythe High School
Gladys Wilder, NBCT
Educator, Richmond Public Schools
John F. Kennedy High School
Richmond Public Schools Education Foundation
An Overview
Welcome from the
Chairman of the
Board of Trustees
May 4, 2012
Greetings,
The Pride of RPS: Living Legacies Program is an opportunity for all of us to learn about some
of the achievements of alumni from Richmond Public Schools and share their success stories with
the Richmond community. We are excited that this inaugural group of honorees includes both
familiar names as well as those whose accomplishments may not be as well known. Each honoree
exemplifies our program criteria of leading extraordinary, honorable lives as inspirational leaders.
The Richmond Public Schools Education Foundation works closely with Richmond Public
Schools and the School Board to identify specific needs and raise funds for comprehensive,
evidence-based programs and best practices. Our overall goal is to support efforts to increase
student retention and boost graduation rates. We want RPS students to emulate the honorees whose
stories are contained in this booklet ...
graduate from high school, go on to have successful careers, and become productive members of
our community.
The Pride of RPS: Living Legacies Program igives us a platform to highlight the success of
yesterday’s graduates and heighten the expectations of today’s students. As public dollars continue
to decrease, however, we look forward to enhanced partnerships with the private sector to develop
mutually beneficial opportunities for a better tomorrow.
Congratulations to all of the honorees. You are indeed the Pride of RPS!
Sincerely,
Benjamin J. Lambert, IV
Chairman, Board of Trustees
Richmond Public Schools Education Foundation
Established in 2001, the Richmond Public Schools Education
Foundation is a 501 (c) (3) tax exempt organization that partners with Richmond Public Schools and the School Board
to actively develop tax-exempt financial resources and community relationships for Richmond Public Schools assuring
accountability, integrity, and effectiveness.
The Foundation’s role is two fold:
To increase private philanthropy coming into the school
system to support new and existing programs and enrichment activities as identified by the Superintendent and
School Board.
To be a liaison between the school system and private
sector to ensure that all incoming programs and services
are aligned with the RPS strategic outlook.
The overall goal of the Foundation is to help RPS increase
the graduate rates and boost student retention by raising funds to support evidence-based programs and best
practices as well as to sustain the efforts of existing partners and seed new programs.
The Foundation targets efforts not covered by existing
public funding. By offering donors an effective way
to support ongoing RPS efforts to improve education,
the Foundation partners with the community to raise
funds, seek in-kind services and recruit volunteers.
Tax-deductible donations to the Foundation may be
provided for specific programs or as unrestricted
operating support.
Together, the Richmond community and the Foundation
can work in partnership with Richmond Public Schools
to make a difference in the lives of RPS students.
Interested community members are asked to make
monetary donations, give in-kind, or share their talents
through volunteering.
For more information or to make a donation call
the Foundation at 804.780.8623 or visit the website –
www.rps-foundation.org.
RPSEF Board of Trustees
Chairman
Benjamin J. Lambert, IV
SunTrust Bank
Vice Chairman
Lisa Dawson
Community Volunteer
Secretary
Dr. Patricia Fishback
Community Volunteer
Treasurer
Wanda Payne
Richmond Public Schools
Members
Benjamin P. Campbell
Richmond Hill
Sherrard Gardner
Richmond Public Schools
Dr. Monroe Harris
Virginia Oral and Facial Surgery
Anne Holton, Esq.
Attorney
Otis Jones
IBM
Brendan McCormick
Altria
Ex-Officio Trustees
The Honorable Dawn Page
Chairperson,
Richmond School Board
Dr. Yvonne W. Brandon
Superintendent,
Richmond Public Schools
Maurice Henderson
Vice Chairperson,
Richmond Public Schools
Staff
Adele Johnson
Executive Director
Shannon Webb
The Martin Agency
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Richmond School Board Members
Greetings from the
Superintendent of
Richmond Public Schools
May 4, 2012
Dear Friends,
Congratulations to the Pride of RPS: Living Legacies honorees! We are very proud of you and
what you are doing in Richmond, Virginia, and beyond. Richmond Public Schools has changed
since you were here and some of the future changes will be quite evident.
In the next several years we will build four new state-of-the-art schools that will incorporate
the latest technology with the most effective instructional techniques and best classroom practices.
Although we are very excited, we know that a great public school district is not made of new
and modern buildings alone. There must also be a dedication to high achievement and high
expectations from teachers, students and parents. And Richmond Public Schools is focused on its
commitment to provide a world-class education for every student.
We appreciate the visionary leadership of our School Board and the strong partnership that
exists among the school administration, City Council and Mayor’s office. Through cooperative
and forward-thinking action, the district has launched its Middle School Renaissance Initiative,
including the opening of two Higher Achievement programs at Boushall and Henderson middle
schools. We also are grateful for our business, corporate, community and faith-based partners who
have been instrumental in establishing and maintaining a positive, strong and ever-expanding
network between the school district and the communities it serves.
Without question, our Richmond Public Schools community has much to celebrate. We
continue to meet challenge with accomplishment, to replace doubt with belief, to overcome failure
with achievement. We celebrate alumni like those who are honored as part of the Pride of RPS:
Living Legacies Program and our partner, the Richmond Public Schools Education Foundation, for
the creation of this program and enrichment they provide for our students.
Sincerely,
Yvonne W. Brandon, Ed.D.
Superintendent, Richmond Public Schools
Left to right: Kimberly Gray (District 2), Norma Murdoch-Kitt (District 3), Adria Graham Scott (District 4),
Kimberly Bridges (District 1), Donald Coleman (District 7), Evette Wilson (District 9), Dawn Page, Chair
(District 8), Chandra Smith (District 6), Maurice Henderson, Vice Chair (District 5).
The School Board is Richmond’s local governing educational body and is composed of one Board representative from each of the nine districts. Board members are
elected by the citizens to a four-year term of office. The
Chairman, Vice Chairman and other officers are elected
by the other members of the School Board.
The mission of the Richmond School Board is to
provide RPS students with high quality educational
experiences so that Richmond’s public schools are the
choice of all Richmonders; to ensure that parents, families, and the community-at-large are involved in the
activities of students; to ensure that students:
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master the essential skills of reading, writing,
mathematics, and reasoning:
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grow creatively, culturally and physically in order
to become life-long learners; and
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learn to appreciate cultural diversity, become
responsible citizens, and lead productive lives .
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Richmond Public Schools
Overview
Richmond Public Schools serves over 23,000 students,
representing the region’s diverse socioeconomic mix.
RPS is comprised of 28 elementary schools, including
one charter school, nine middle schools, five comprehensive high schools and three specialty schools. Two
high schools, Richmond Community and Open, are
ranked among America’s best by U. S. News and World
Report. And, Franklin Military Academy stands as the
nation’s first public military school.
The district also operates two regional Governor’s
School programs. Gifted and talented students are served
by SPACE (Special Program for Academic and Creative
Excellence) at the elementary and middle school levels, and by advanced placement and dual enrollment
courses at the high school level. Academically advanced
students may also earn the prestigious International
Baccalaureate (IB) diploma at Thomas Jefferson
High School or apply to attend the Maggie L. Walker
Governor’s School for Governmental and International
Studies and the Appomattox Governor’s School for the
Arts and Technology.
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RPS Highlights
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Richmond Public Schools recently launched its
“Schools for Excellence” initiative funded by a fiveyear, $27million grant from the U.S. Department of
Education Teacher Incentive Fund. The program
is designed to help schools recruit and retain
National Board certified teachers.
The district’s Middle School Renaissance initiative
provides a program of rigorous academics and
after-school enrichment opportunities for students.
Eight Richmond City schools were recognized
with 2012 Virginia Index of Performance (VIP)
awards. Two schools, Mary Munford Elementary
and Richmond Community High, earned 2012
State Board of Education Excellence Awards.
Schools recognized with the State Board’s
Competence to Excellence Award include:
Bellevue Elementary, Broad Rock Elementary,
John B. Cary Elementary, Albert Hill Middle,
Open High and Swansboro Elementary. The
State Board of Education created the VIP
incentive program in 2007 to recognize
schools and divisions that achieve excellence
and far exceed minimum state and federal
accountability standards.
In recent years, the district has launched several
programs to address increased academic rigor
and 21st Century work place skills. These include
high-level Chinese and Latin classes at the
middle school level through the Virtual Virginia
Distance Learning initiative, expanding Franklin
Military Academy to serve sixth-graders, and
launching the Governor’s Career and Technical
Education Academy for Science, Technology,
Engineering and Math (STEM) at the Richmond
Technical Center.
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All RPS elementary schools provide the Elementary
Foreign Language Program, instrumental and
choral music, art and extra instructional activities.
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The Middle Years and High School Diploma
International Baccalaureate (IB) Programs are
located at Lucille Brown Middle School and
Thomas Jefferson High School.
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As part of the 21st Century workforce preparedness,
RPS Career and Technical Education (CTE) offerings
include 13 dual enrollment and 14 honors courses;
and 76 certification opportunities in the areas of
business and information technology, trade and
industrial education, health and medical sciences,
marketing and consumer services, adult and
continuing education, and apprenticeship programs.
The Pride of RPS:
Living Legacies
Honorees
T h o m a s
J effers o n
H i g h
S c h o o l
Head Men’s Tennis Coach, University of Notre Dame
Robert “Bobby” Bayliss
R
o b e r t “ B o b b y ” B ay l i s s , h e a d
men’s tennis coach at the University of Notre Dame,
credits his education and experiences growing up
in three Richmond Public Schools for preparing him for
“pretty much whatever life threw at me.” While coaching at
the U.S. Naval Academy, MIT, and Notre Dame the 67 yearold Richmonder has been the recipient of numerous honors,
but he considers his crowning achievement to be “getting my
wife Pat to marry me.”
Bayliss attended Mary Munford Elementary School, Albert
Hill Junior High, and Thomas Jefferson High School. While
he feels that his education in the classroom left him more
than prepared for college, he credited his opportunities in
athletics and social life equally for making him a “more
complete and well-adjusted person.” He called Thomas
Jefferson “an extraordinary melting pot of teenagers from
varied economic backgrounds, a challenging academic
environment, a highly competitive set of athletic opportunities, and a school that offered countless extra-curricular
activities.” Despite a coaching career that has spanned four
plus decades, three unique colleges [Navy, MIT, Notre
Dame], and different geographical settings Bayliss insists
that he considers “my three semesters of coaching and
teaching at TJ the most enjoyable thing I have ever done.”
His only Thomas Jefferson tennis team [1968] won the
Virginia State Championship.
“I loved sports, but was not a particularly gifted athlete,
and the result was that in order to play basketball and tennis at TJ I was forced to develop a greater work ethic.” The
same thing was true in the classroom, where to excel academically in many of the course offerings “I had to compete
there, as well.” He was greatly influenced by mentors Sam
Woods, “Spud” Bloxsom, Charles Cooper, and fellow classmate Russell Flammia, who had begun teaching there a year
earlier. “At TJ I felt we received the stringent academic guidance and challenge normally associated with an exclusive
prep school and the highly competitive challenges one links
to a large public school.” He made life-long friendships and
feels great pride in his class of 1962, which is still close today.
He vividly remembers the academic challenges facing the TJ
students and fondly reminisces about Mrs. Hancock, Miss
Maddox, Mrs. Broaddus, and Mr. Cleary among others.
Bayliss attended the University of Richmond from
1962–66, graduating with a degree in English. He played basketball as a freshman, but found it “hard to score from where
I was sitting” and soon focused his efforts on tennis, where
he excelled as a team captain in 1966. He was inducted into
the University of Richmond Athletics Hall of Fame in 2002.
His summer jobs were always in sports as a tennis instructor/
professional. At Richmond, Bayliss was active in many areas
including student government, athletics and fraternity life,
and was inducted into the Omicron Delta Kappa National
Leadership Fraternity as well as “Who’s Who In American
Colleges and Universities” as a senior.
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After Bayliss failed the physical exam for the armed
services, he was offered a scholarship to graduate school at
the University of Richmond, where he assisted in coaching
the tennis team while earning his Master’s degree in English
Literature. During this time, he was contacted by William
Brock,principal of Thomas Jefferson High School, and
offered a position at his alma mater teaching English and
coaching tennis and basketball. As noted earlier, his tennis team went undefeated in VHSL play and won the 1968
State Championship. It also
defeated a highly touted
Penn State University team
in a match held at Thomas
Jefferson that spring. Bayliss
left Thomas Jefferson in
1969 to become the head
tennis coach at the U.S.
Naval Academy. His record
there was 248–80, and he
holds the unique distinction of being undefeated
against archrival Army,
going 15–0 from 1970–84. He was selected as the National
College Coach of the Year in 1980. While at the Naval
Academy, Bayliss also taught English. The Bayliss family left Annapolis in 1984 for a similar position at MIT in
Boston, where he also served as the tennis professional at
the Wellesley Country Club. At MIT he led the Beavers to
their first New England Tennis Intercollegiate championships ever in 1986 and 1987 and a top 20 ranking, the first
in its history. This led to an offer from Notre Dame, a place
where Bayliss could “ see what I could really achieve.”
Bayliss remains the men’s tennis coach at Notre Dame
today, but much has happened in those 25 years. He is one of
only two coaches nationally whose teams have reached the
NCAA tournament 21 of the last 22 years at the same school. He
was the coach of the gold medal-winning U.S. team at the 1991
World University Games in Sheffield, England. His 1992 team
reached the NCAA final, placing second to Stanford, and he
received his second National Coach of the Year honor. In 1994,
he became the sixth recipient of the Rolex Meritorious Service
Award for his numerous
contributions to college
tennis. This also included
a Rolex watch. In 1994, he
was given an honorary
membership in the Notre
Dame Monogram Club.
In 2003, he led the ITA
Collegiate All Star Team
to Tokyo where they
defeated the Japanese
National All Star team in
matches there. In 2011, he
was inducted into the Hall of Fame of the Blue Gray National
Invitational Tennis Classic, joining luminaries like Stan Smith,
Pancho Gonzales, and others.
You can be anything you want.
All you need is inspiration and
perspiration. If you can dream it,
you can do it.
Bayliss has produced 19 All America selections during
his tenure at Notre Dame, including the #1 ranked player,
and stands today as the college’s third ranked tennis coach in
career wins. A number of his assistant coaches have gone on
to excel in head coaching positions at schools like Alabama,
North Carolina, and Penn State. “Seeing former players and
assistant coaches lead successful lives” has been perhaps his
greatest reward.
Bayliss and his wife Patricia have four children: Jackie,
Rob, Brendan, and Patrick. He is active in volunteer work in
the South Bend community and still directs the Notre Dame
tennis camps. His advice is simple: “You can be anything you
want. All you need is inspiration and perspiration. If you
can dream it, you can do it.” He sums up his career with gratitude, saying, “I have never felt like I was going to work.” Lastly,
Bayliss gives full credit to his wife Pat for her “incredible gift
of love and seemingly unending supply of patience.”
— By Clare Owens
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M a g g i e
L .
W a l k er
H i g h
S c h o o l
Composer, Musician, Producer
J. Plunky Branch
J
ames “Plunky” Branch is an
internationally known saxophonist who has travelled
the world performing his music – jazz, funk, R&B,
African, reggae, gospel, and rap. Yet millions more met
him following the moving tribute he paid to Martin Luther
King last summer on opening day of the MLK Memorial
at the National Mall in Washington DC. Playing the Black
National Anthem, “Lift Every Voice and Sing” on tenor
saxophone, he slowly walked around the memorial much
to the delight (and tears) of other visitors.
Unbeknownst to him, this personal salute was photographed and recorded, sent out as an Associated Press
wire photo, highlighted on NBC Nightly News and featured on the front page of the Washington Post. The
YouTube video went viral and has been seen by thousands.
Although music was an interest from an early age,
he also loved science and math, two subjects that were
strongly emphasized during elementary and high school
because they were considered pre-college requirements.
He didn’t like Mrs. Anderson in sixth grade because she
was demanding: “She wouldn’t accept anything but your
best.” But later in life he was grateful for the attention
she paid him and to all of her students. And this was
true across the board – “teachers cared beyond academics.” A love of learning was either taught or nurtured by
all teachers and students responded to them as though
they were extended parents.
Plunky Branch loved being smart and enjoyed
going to school. He remembers receiving many accolades on a special science project related to the identification of metabolic ions. DuPont was one of the largest
employers back then. It was common to hear about
their chemical research or latest discovery that would
enhance product efficiency or effectiveness. Their slogan, “better things through better living” was motivating to Plunky and it quietly became his mantra.
His favorite memories include his first class trip
to New York in the sixth grade and participating in
the marching band. And his favorite teacher was Mr.
Hewlett, who taught high school chemistry, because
his teaching went beyond the classroom – as he was
devoted to each student’s individual success.
“When I was in Richmond Public Schools it was
completely segregated. And in our schools there was
an unwritten subtext that Black students had to succeed, that it was our responsibility to uphold the Black
race.” Although this could seem like a significant obligation, Branch felt there was a shared commitment to
do your best. He thinks that camaraderie was one of
the advantages of segregation. With it came great social
interaction, loyalty to one another, and the special bond
between students and teachers.
In fifth grade, Plunky began his musical career
with the clarinet. He remembers wonderful music
teachers who were also professional musicians and
taught students an appreciation of music. Later he
played oboe, bassoon, and drums as well as the saxophone. His musical talent
was obvious, but when it
was time to go to college
he chose chemistry as a
major. Three years later he
left Columbia University
after receiving an offer to
perform and record with
a South African musician.
That was the start to a 35
year career that has taken
him around the world and
back again.
If that’s not enough, he has also taught the History
of African American Music at Virginia Commonwealth
University and directed the jazz ensemble at Virginia
Union University. He volunteers at church, plays at
schools and prisons, and still performs weekly at a nightclub in Richmond. He also
established an arts administration organization called
Branches of the Arts.
No matter what you think you
want to be, get the most
from every class because all
subjects can help with whatever
career you choose.
His list of talents now
include performer, composer, musician and film producer. He is president of his own record label, N.A.M.E.
Brand Records, through which he has released 25 albums.
He was a studio musician for television’s top-rated sitcom,
The Cosby Show, and his song “Every Way But Loose”
was a top-ten soul music chart hit in the 1980s. He has
appeared on avant-garde jazz albums with greats such as
Pharaoh Sanders, and with his group, Plunky and
Oneness, has opened shows for Patti Labelle, Ray Charles,
Earth Wind and Fire, LL Cool J and more.
Plunky’s European touring has taken him to England,
France, Germany, Austria and Switzerland. He twice
toured Ghana, West Africa – once for the Ghana National
Commission on Children, and again as a cultural specialist for the U.S. Information Agency. He has performed in
Paris and explored music business opportunities in Japan,
travelled to Brazil and twice to Cuba to research and produce music recordings and a documentary film.
“I’ll never retire,” says
Branch. “As long as I
am healthy and strong
enough to keep learning,
discovering different techniques, and exploring new
technologies I will continue to do just that.” He’s
most happy when learning and sharing that “new
thing” with someone else. He loves connecting with
his audience and being part of an “aha” moment or an
inspirational experience. When talking to the youth
of today he tells them to take advantage of everything
that is free, that all knowledge is beneficial. No matter what you think you want to be, get the most from
every class because all subjects can help with whatever
career you choose.
Many years later Plunky still remembers that DuPont
slogan and feels he has indeed achieved “better things
through better living.”
— Dwayne Williams
His career accomplishments are as varied as his
music, and his diverse interests include African art
and culture, history, digital technology, politics and the
media. In addition to being a veteran saxophonist and
composer, he has served as an administrator, lecturer
and teacher. He has been a frequent arts panelist for
the Virginia Commission for the Arts, the Mid Atlantic
Arts Foundation and the National Endowment for the
Arts (NEA). Plunky is a two-time recipient of NEA Jazz
Fellowships and was appointed to the Governor’s Task
Force for the Promotion of the Arts in Virginia.
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T h o m a s
J effers o n
H i g h
S c h o o l
Former President, Federal Reserve Bank of Richmond
J. Alfred Broaddus
During 34 years at the Fed, he held a variety of
positions including Senior Advisor to his predecessor
and Director of Research. He was also a member of the
Economic Advisory Panel of the Federal Reserve Bank
of New York from 2004 to 2009. Yet many may be
surprised to learn that when asked about his effortless
speech-making or internal calm, Broaddus harkens
back to his time at Albert Hill Elementary. “When I
was in elementary school we wrote and performed a
play called, Three Princes Come Riding. That experience was directly relevant to speaking to audiences as
a Fed president,” he said. He doesn’t remember many
specifics about the play, but he does remember a feeling of great accomplishment and new-found comfort
in public speaking.
If
you Go o gle Al Broaddus
you’ll find many articles written about him
and many articles written by him in addition
a ton of quotes that all speak to his knowledge of and passion about our economy. A highly respected and soughtafter expert on economics, Broaddus was at ease in his
role as president of the Federal Reserve of Richmond
from 1993 to 2004.
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Throughout his years at Albert Hill and then
Thomas Jefferson, he found his teachers to be wonderful and encountered a love of math from an early age.
Ms. Walther grounded students in language and “made
math come alive!” She was the kind of teacher that was
stern, but in a caring manner. Ms. Henna taught trigonometry and prepared him for the many economics
classes to come in the future. She made the class exciting and relevant to the students and the world around
them. It was the same with Ms. Maddox who taught
European and U.S. History in a way that inspired many
after-class conversations among students. Broaddus
loved the interaction with his classmates and created
a mantra for himself that he would know more at the
end of each school day than when he arrived. He didn’t
know if college was in his future, but if so he would need
a scholarship which meant he had to work real hard to
get good grades.
He worked hard enough to be inducted into the
National Honor Society, but also had time for fun
through sports and music. He ran indoor and outdoor
track and did the best quarter mile on the team. The
team won a state title, but he quickly adds “not because
of me.” An introduction to music in elementary school
initiated a love of listening…he doesn’t play any instruments and can’t sing, but he loves listening to music,
especially classical and rock. Ageless tunes by rock
and roll legend Bob Seger are still his favorites, notably
“Against the Wind” and “Night Moves.”
Al Broaddus did indeed go
on to college, receiving a B.A. in
political science from Washington
and Lee University, and an M.
A. and Ph. D. in economics from
Indiana University. He also earned
a graduate degree from the Center
for Advanced European Studies at the
University of Strasbourg, France while on
a Fulbright Fellowship. After graduating from
Washington and Lee he worked for a while before serving
in the U. S. Army. Much to his surprise, his first position
was teaching French at Chandler Jr. High in Richmond!
Its French teacher was on
maternity leave and he
was asked to substitute for
three months. Broaddus
says it was a great experience, but “it was definitely
the hardest job I ever had.
It was even more challenging than the Army!” Those
three short months made
him even more appreciative of the teaching profession. His
mother was a teacher in Richmond Public Schools for over
30 years and she made it seem like such an easy and natural
thing to do. But he learned firsthand that it takes a special
person to deliver a lesson in a calm, confident and compassionate manner while ensuring that all students learn.
In the Washington and Lee
Alumni Magazine an article talks
about the legacy of Al Broaddus.
The writer, Jim Raper, says that
Broaddus will be known for his
“relentless push to contain inflation”
along with leading research that created an economics-policy brain trust
of international repute. When looking at
the Fed’s website it is obvious that Broaddus led
and/or influenced huge contributions to their research
on monetary policy, bank mergers, macroeconomics
principles, price stability and much more. Anne Marie
Whittemore, former
chairperson of the
Richmond Fed’s Board
describes Al Broaddus
as “a brilliant economist with a national
reputation,
widely
quoted and admired
for his insights.” She
describes him as “a
man of impeccable character and integrity – a truly fine,
warm and engaging person who values the contributions of all who work at the bank.”
There were times when my
decisions were unpopular. Even so,
it was necessary to get the job done.
“If you like economics, there’s no better place to
be than the Fed,” Broaddus says when asked about
his career. There were times when his decisions were
unpopular. Even so, it was necessary to get the job done
and he felt strongly about what needed to be done. In
the 1990s our country was challenged to recover from
the 1990-91 recession. As revitalization began to gain
momentum, the Fed was working to either prevent
inflation from rising further or to bring it down. Thanks
to Al Broaddus and his colleagues, inflation in the
United States was brought down. Although high inflation is detrimental to the country’s economy, Broaddus
says “it erodes the purchasing power of the average person” which has an emotional and monetary impact on
families. The U. S. is the world’s largest economy with
multiple challenges daily, and the leader of the Fed in
Richmond, Virginia was concerned about individuals.
Although retired, Broaddus continues a high level of
activity as a member of several local and national boards
including Owens & Minor, Virginia Commonwealth
University, and Markel. He enjoys spending more time
with his wife of almost 50 years, Margaret, his sons Jay
and Chris, and especially his twin granddaughters who
are 10 and 6 year old grandson. Moving forward, Al
Broaddus looks to the future for a world that is more
peaceful, to a people who are more willing to compromise, and to a society that is more productive.
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M a g g i e
L .
W a l k er
H i g h
S c h o o l
Co-founders, Richmond Jazz Society
Beverly J. Brown & Robert L. Payne, Sr.
B
everly “B.J.” Brown and Robert
L. Payne, Sr. are two of the nine co-founders of
the Richmond Jazz Society, Inc. (RJS), one of the
most extraordinary cultural organizations in this region.
They attribute their work ethic, commitment and love
of Jazz to their families and the lessons they learned at
Maggie L. Walker High School.
B.J. started school when she was four years old,
thanks to West End Elementary School Principal, David
A. Graves. Mr. Graves and B.J. ’s parents recognized her
potential even then, and set out to nurture that potential through the joy of learning. It was the fertile ground
of Maggie L. Walker High School that prepared her for
the future. She credits teachers like Madeline Williams
for unlocking the mysteries of math, and for being a life
coach who helped her discover herself. English teacher
Ira Kyles instilled in her a love for reading, writing and
the proper way to “project and enunciate” when speaking
in public. Her biology teacher, Ms. Cora Bolden encouraged her to become a majorette, and she became the
squad’s co-captain in her senior year. And, music teacher/
violinist Joe Kennedy, Jr. opened her ears to European
classical music and America’s classical music – Jazz, and
the unsung Black heroes who performed, composed, and
conducted in both of those arenas.
In 1970, B.J. graduated from Walker as her class’
Salutatorian. She received a full scholarship to attend
Lafayette College in Easton, Pennsylvania, and made
history as a member of the first class of women graduates from the previously all-male college.
After graduation, B.J. returned to Richmond and
landed a job at the Medical College of Virginia in the
hematology department as an educational counselor
for the Virginia Sickle Cell Anemia Awareness Program.
While there, she gave lectures to audiences throughout
the United States about Sickle Cell Anemia; assisted
sickle cell patients with information about pain management; and established the first camp for children with
Sickle Cell Anemia, called “Camp Bright Moments.” She
then took a leap of faith and made an unusual career
change from the medical field to the arts. Since 1985, she
has owned her own arts management business – Eulipion
Marketing and Management –which services arts organizations and individual artists.
Although neither of her parents were high school
graduates, they were great contributors to her education.
Their life’s lessons instilled in her the desire to achieve and
to be the very best she could be. Her message to students
is, “Always keep an open mind and try new things – don’t
be afraid to fail. Learn music and at least one foreign language. Use your summers wisely. Read extensively and
find pleasure in writing. But most of all, love!”
14
“A piece of work” is what
most teachers at Maggie Walker
High School called Robert Payne
This lifelong resident of Richmond
began his education in parochial
school, attending Van de Vyver Catholic
School from kindergarten through the
sixth grade. He attended Richmond Public
Schools from seventh grade through graduation.
Payne’s fondest memories took place while he attended
Maggie L. Walker High School. For Payne, Maggie
Walker was a soap opera with nearly 1200 characters.
Every day was a new adventure. While attending Walker,
Payne was recognized for his talents in math. Although
he was often disciplined in math classes for talking and
not paying attention, he could always answer the question or solve the problem when called upon. During his
junior year, he achieved one of his greatest accomplishments by recording the highest score on the mandatory
math proficiency test taken by all juniors. It was then that
the teachers in the math department joined forces and
helped him focus his talents for his own good.
Payne was a favorite of the math teachers at Walker.
While Ruth Richardson, Madeline Williams and D.A.
Lowrance were among his favorite teachers, Delores Nutall
was on the top of his chart. She was both his math and
senior-year homeroom teacher. Ms. Nutall was a motivator who made sure that her homeroom students felt their
best and were ready for what each day held. After graduation, Payne spent one year at Hampton Institute where
his skills in math paid off; he landed a campus job in the
school’s computer room. That experience led to his career
in the Information Technology industry, first in banking,
then in government for the Commonwealth of Virginia.
For 38 years he worked in Computer Operations, Technical
Support and Data Center Design, retiring in 2008. Since
his retirement, Payne has been able to dedicate more time
to his other passion – the Richmond Jazz Society.
Payne is one who always treats others the way he
wants to be treated. He cites his parents for instilling
in him his work ethic and values. Payne says, “You will
never know where you are going, until you know where
you came from.” Payne’s family ties are unbreakable; he is
a firm believer that family is everything. His philosophy
is that you should, “Experience everything school has to
offer until you find your passion. Then learn everything
there is to learn about your passion until you can turn it
into your vocation.”
Although they may seem like
opposites, B.J. and Robert are more
like yin and yang, the perfect combination. This power-house couple
has given so much to our community
through their love of Jazz. They helped
create an organization – the Richmond Jazz
Society – that, for more than three decades has
brought people together of every race, creed, color, gender and economic background.
For nearly 33 years, B.J. and Robert have been at the
helm of the Richmond Jazz Society, and it has become
Virginia’s premiere Jazz service organization. B.J. currently
serves as Executive Director and is responsible for the
organization’s daily operations, educational and outreach
services, concerts, marketing and fundraising. Robert has
served as Chairman of the Board since its inception in
1979. Under their direction, RJS has developed programs
that impact and support individuals of all ages.
Through the Artist Referral Program, RJS provides hundreds of job opportunities for local musicians.
Children can receive education and Jazz appreciation
by participating in unique programs, such as the “Make
Music with Me Band,” while senior citizens can relive the
music of their youth and receive music therapy through
the “Bright Moments Jazz Band.” Nationally renowned
Jazz artists, as well as our own Virginia artists, are presented regularly through the Guest Educators Series.
College students who want to study Jazz in a Virginia
institution can receive funds from RJS’ Joe Kennedy, Jr.
Jazz Scholarship award, while musicians who have fallen
on hard times can receive a helping hand via the Eric E.
Stanley Musicians Relief Fund. These programs represent just a few of the many services that the Richmond
Jazz Society provides for our community. In 2008, RJS
received the prestigious Governors’ Award for the Arts,
and was saluted as one of 10 outstanding organizations
in the Commonwealth of VA. The Governor’s Award recognized RJS for its distinguished service to the Virginia
community in the areas of education, preservation and
advancement of Jazz as an American art form.
— Imani Peterson
15
T h o m a s
J effers o n
H i g h
S c h o o l
Founder, Virginia Holocaust Museum
Jay Ipson
When Ipson was a young boy in Lithuania, he
learned the importance of getting an education. In 1941
his family was placed in a ghetto that became a concentration camp two years later. His family was able to escape to
Trikai, a small village in Lithuania, where they spent six
months living under a potato field. He never saw daylight,
and couldn’t take a bath or change clothes. Denied by circumstances any chance at a formal education, he was able
to learn anyway. Under the potato field were numerous
lice that “bit like the dickens”; in the process of pulling
off and killing as many as he could, he learned to count.
During this ordeal, his father somehow managed to also
teach him multiplication and division.
J
ay Ipson is a Holo caust survivor ,
and that alone is an amazing accomplishment that
demonstrates his strong will and resolve. That he
memorialized – rather than buried – his experience,
so that Richmonders will never forget what Jewish
people endured, reveals the heart of the man. Ipson is
the founder, Executive Director and President of the
Virginia Holocaust Museum. The museum, located in
an old tobacco warehouse in Shockoe Bottom, houses a
permanent interactive exhibit that tells the story of his
family’s horrific experience in a concentration camp.
16
In June 1947, the family immigrated to Richmond.
Ipson couldn’t speak English when he first arrived, but
was befriended by a neighborhood boy named George,
about whose bicycle the two began to communicate.
George was able to teach him a little English, and when
school started that September he was enrolled in sixth
grade at Robert E. Lee Elementary School. At age 12,
this was to be Ipson’s first real experience with school.
Although he spoke five languages – Yiddish, Lithuanian,
German, Russian and Polish – he couldn’t speak English.
Nonetheless, he excelled in math, history (having lived
it) and foreign language. The following year he transferred to Albert Hill Middle School, where he finished
both seventh and eighth grades. One of Ipson’s fondest memories of Albert Hill was
shop class. To this day he takes great pride in working
and solving problems with his hands. He also remembers the ghost stories people used to tell – a genre he’d
never heard of before coming here. One of his teachers,
Mrs. Sharp, would tell ghost stories during class and tie
them to the history of Virginia and to famous people
who lived in Richmond. While in middle school, he also
enjoyed participating in various activities, and was honored to be selected as Captain of the Safety Patrol.
Ipson attended both Thomas Jefferson and John
Marshall High Schools. He attended year round –
Thomas Jefferson in the winter and John Marshall in the
summer. Those lice he had picked and counted made a
real difference. Math became his favorite class, and he
did extremely well. His instructor, Ms. White, was his
favorite teacher. She made the subject very interesting
and easy to learn.
After High School Ipson was accepted to the T.C.
Williams School of Law at the University of Richmond,
but ended up studying accounting and English, the latter of which he says was still not up to par. Years later
(and with much improved language skills), he would
deliver a commencement address to graduates of the
University of Richmond School of Continuing Studies.
Ipson volunteered to
serve in the Army after his
time at the University of
Richmond. It was during
this period that he met
his beautiful wife, Eleanor
Gaffen, in Montreal, where
she was working as a dance
instructor. He knew right
away that she was “the one,”
so he called her every afternoon at 5 p.m. until she
finally agreed to marry him. They’ve now been married
52 years, and have two daughters, a son and four
grandchildren.
Ipson’s teachers influenced his career by helping him
develop the ability to think, and by not hesitating to fail
him if he deserved it. “In my day it wasn’t a cake walk,” he
says. “If a student received an A, [it was because] he or
she deserved it.” The same was true if a student received
an F. In most cases, teachers and parents were partners.
Students were in school to do one thing: learn. His experience was that teachers
didn’t punish without reason, and that discipline was
used as an object lesson to
help make the student a
better person.
If we could learn to live with
one another, just imagine how
far we as a people can go. Look
how far we have come now.
One of Ipson’s proudest accomplishments, besides
raising his beautiful family, was establishing the Virginia
Holocaust Museum. As its director, his responsibilities
encompass “everything.” He sets up education programs, supervises exhibits and personnel, and raises
funds to keep the museum in operation. Drawing on his
years in shop class (and later experiences owning a gas
station), he has been able to contribute numerous technical and maintenance skills to the upkeep of the
museum. He was even able to install all the lighting
along with a surround-sound system. Ipson also oversees the technical and electronic work, and takes care of
anything else that requires repair.
Ipson thinks that education is a valuable gift. He
believes knowledge broadens our point of view, and
can make anyone a better
person. His philosophy is
that the world is one large education system, because
learning takes place everywhere. In the schools, the
home, or even the streets, it teaches a person two things:
how to follow one’s heart and how to understand right
from wrong.
The Virginia Holocaust Museum features 28 exhibits,
tours, programs, lectures, films and other events, and
many of the emphasized stories are about the experiences
of Holocaust survivors who came to reside in Richmond.
In 2007, the Virginia Holocaust Museum celebrated its
10th anniversary. To the present date, more than 150,000
people have visited.
17
Armstr o n g
H i g h
S c h o o l
Member, Richmond City Council – District 7, East End
Cynthia Newbille
“I stand on the shoulders of great people, and
with that comes a responsibility to make a difference
in improving lives overall,” she said. Newbille moved
with her family to Whitcomb shortly after the housing complex was built. She attended Whitcomb Court
Elementary School, Mosby Middle School and the old
Armstrong High School.
There was a sense of extended family back then, when
everyone in the community looked out for each other,
according to Newbille. At that time, if you did something
wrong, people had permission to reprimand you and then
you were reprimanded again by your parents. If there was
an elderly person on a bus you would automatically give
up your seat, or if you saw an older person carrying his or
her groceries you were quick to help. Newbille said she
enjoyed going to school and had great role models who
lived in the community, including teachers and police
officers. One person in particular who gave her much
encouragement was her godmother, Whitcomb Tenant
Council President, Anne Giles, whom Newbille affectionately refers to as “Miss Annie.” “I have known Cynthia
since she was a little baby,” Giles said. “She always wanted
to do something and be something. She never faltered in
doing what she had the potential to do.”
Whether it was at home or school, service to others always seems to be an assumed and sacred value for
Cynthia. She grew up wanting to do her part, whatever
that may be. From a young age she wanted to improve
the life circumstances of her community members, and
she knew that education was the key. She had seen how
some people were judged by their societal condition and
succumbed to what was assumed about their intelligence
and abilities. Instead, she chose to embrace those who
guided her towards extraordinary hope and promise.
R
i c h m o n d C i t y C o u n c i lw o m a n
Cynthia Newbille is quick to point out that she
is a “proud product” of Whitcomb Court and
Richmond Public Schools. “I will forever be grateful
for the support and nurturing I received, said Newbille,
who grew up in the East End of Richmond and now represents her former neighborhood, the Seventh District,
as a member of City Council. She expressed a deep
commitment to serving the community which shaped
her path to success.
18
There was none of the technology prevalent today
when Newbille was in high school, but “our teachers
and school administrators had very high expectations
for all of us.” Her love of education led her to continue
learning beyond high school. She recalled that her high
school guidance counselor didn’t ask her if she was
going to college – she asked where she was going to college. “She already saw the promise in me, so she knew
without a doubt that I was college bound. Your economic situation does not define your value as a person,”
added Newbille. Despite the extenuating circumstances,
knowing that you can be successful through hard work
is very important. Although she was always a good student, she also knew that failure was not an option.
After participating as an exchange student in
the Upward Bound summer program at Virginia
Union University Newbille knew exactly what college
she would attend. She gained exposure to the State
University of New York (SUNY) at Stony Brook, which
ended up offering her a full scholarship. Newbille earned
a bachelor’s degree in psychology and linguistics in
only three years. She also
obtained a master’s degree
in psychology at SUNY
and later earned a doctorate degree in public policy
and administration from
Virginia Commonwealth
University. One of her greatest accomplishments was
completing her doctoral degree while campaigning for
City Council.
Newbille said she has enjoyed spending more than
18 years in various roles in public service. “I feel blessed
to be able to serve my community,” she said. “It’s truly
an honor and privilege to be able to work toward building a healthy community – one that has great schools,
jobs and opportunities for the best quality of life possible.” Growing up during the Martin Luther
King era may have also
played a role in her
outlook. She remembers well his mission
to advance civil rights
and his efforts to end
poverty. One of the
quotes that has remained with her is King’s saying,
“whatever your work is, do it well.”
“Your economic situation does not
define your value as a person.”
Newbille proudly noted that after graduating from
college, she bought a home for her mother and moved
her out of public housing. “If you believe in yourself,
you can make things happen,” she said.
Newbille’s concern about others led her to a career
of service to the community. Early in her career she
worked in New York at MetLife Insurance Company
handling group annuities. She then started on a path
to making an impact in the community, taking on
various leadership positions in cities across the United
States. From Compton California, where she served as
Director of the Head Start Program at Charles Drew
University to Atlanta Georgia, where she served as
Executive Director of the National Black Women’s
Health Project, Newbille worked hard to initiate
positive change. “I remember when she did the Phil
Donahue show,” Giles said. “I was thinking at the time
– she’s on her way now.”
And Cynthia Newbille is doing good work. Just ask
Ms. Giles who is also a community leader. She says that
although Cynthia is younger, she gets “so much inspiration from her.” Her efforts are making a lasting impact
in the Richmond community, she is a respected member of City Council and is greatly appreciated by her
Seventh District constituents.
— Michael Evans and RRHA Spirit Newsletter
After returning to Richmond she served as Chief
of Staff to then-City Manager Calvin D. Jamison, as
well as Manager of the City’s East District Initiative on
North 25th Street. She later served as Associate Director
of the Grace Harris Leadership Institute at Virginia
Commonwealth University, then served as Director of
the East District Family Resource Center until she was
elected to City Council in June of 2010. In addition to
being a member of City Council, she is a consultant in
organizational management and administration.
19
J effers o n H u g u e n o t W y the H i g h S c h o o l
Singer, Actor, Entertainer
Desiree Roots Centeio
Desiree attended Whitcomb Court Elementary
School, Mosby and Thompson Middle Schools, and is
a graduate of Jefferson/Huguenot/Wythe High School
(Huguenot Building). During her scholastic career,
Desiree received continuous recognition for her talent.
Her artistry grew not only through her voice and acting,
but she was also a cheerleader, a track and field athlete
at Mosby under Coach Powell, and performed in the
All City Chorus. Desiree’s fondest childhood memories
include the weekly visits from the Elementary Program
of Arts and Humanities, better known as the EPAH
Team. These RPS teachers traveled between schools
engaging children in sports, exercise, health education,
singing and more. For Desiree, a visit from the EPAH
Team was the highlight of the week. This early artistic
foundation helped nurture her interest in the arts.
T
he “Wiz Kid” is how Desiree
Roots was known by many after a feature article in
the Richmond Times Dispatch in 1980. At age 13,
she landed the lead role in Haymarket Dinner Theatre’s
production of The Wiz playing the part of Dorothy. She
was recognized by the superintendent of the school
system, Dr. Richard Hunter, as a “Wiz Kid” after he
acknowledged how well she kept up with her studies
while performing in an eight-show-per-week production.
Desiree began singing in her church children’s
choir at the age of four. It was then that people began
to take notice of the little girl’s talent. Since being bitten by the theatre bug, Desiree has gone on to hold
leading roles in over 35 productions both locally and
regionally, including Timone in Once On This Island;
Aldonza/Dulcinea in Man of La Mancha; Peep Bo in
The Mikado; The Nell Carter Role in Ain’t MisBehavin’;
Smokey Joe’s Café and Mama Lena in A Raisin in the
Sun. She was also featured in a one-woman music presentation entitled Songs of Bessie Smith, a production
which was conceived by Desiree.
20
Although Desiree had many favorite teachers, she
was the favorite of many of them in turn. While attending Thompson Middle School, science was one of her
favorite subjects. It was taught by Mrs. Brandon, her
Seventh and Eighth grade Biology teacher. Even with all
of her talent and interest in the arts, Desiree at the time
aspired to go into the medical field due to the influence of Mrs. Brandon as well as her own mother, Sarah
Roots, who was a nurse. Fascinated with medicine and
biology, Desiree earned a pre-med scholarship, but her
high school business teacher, Mrs. Pearl Randolph, suggested she consider additional options. Mrs. Randolph
arranged a meeting between Desiree and an old friend
from college, Dr. Odell Hobbs of Virginia Union
University. She suggested that Desiree simply meet with
Dr. Hobbs, talk about music studies and SING for him.
The outcome of this meeting was a full scholarship offer
to attend Virginia Union University and study music.
Dr. Hobbs later became Desiree’s college mentor.
Mr. Ronald Coles, the Choral Director at Huguenot
High School, also played a large role in Desiree’s musical development. Mr. Coles was unrelenting when
it came to learning the basics of music: sight reading,
theory, ear training and playing the piano. At one time
Desiree said she “hated going to choir,” knowing that
Mr. Coles would reprimand her for not studying theory. She soon realized that this is what happens when a
teacher cares about your development as an artist and a
person. What Mr. Coles instilled in Desiree early on has
remained throughout her music career. Whenever she
has a chance to thank him, she does so by inviting him
to a concert or theatrical production.
Roots enrolled at Virginia Union to become a
teacher of the arts and continue to perform. When the
time came to dive into student practicums, Desiree realized the truth in one of her favorite quotes: “teachers are
born and not made.” This
became even more evident
as she reflected on the fabulous RPS teachers who had
guided and influenced her.
But then again, performing is in her blood. Her father,
the late James H. Roots, Jr, was a highly respected artistwho
traveled the country in the 1940s and 50s as music director
and pianist for the legendary gospel singer/guitarist, Sister
Rosetta Tharpe. Her mother,
the late Sarah Brooks Roots,
also traveled and sang with
Tharpe as part of her group,
The Rosettes. Both parents had several published
recordings.
“With each opportunity there’s a
new lesson. Opportunities may not
come back so you have to accept
your blessings and be thankful.”
Not thinking herself
capable of becoming a
great teacher like the ones
she had, Desiree instead
switched her concentration to music performance
and business. She studied voice with acclaimed soprano Karen Floyd Savage
and performed with a variety of secular and sacred
ensembles. She earned her Bachelor of Arts degree in
Music in 1991. Upon graduation, Desiree was given a
scholarship to attend the first Count Basie Orchestra
Jazz Institute Workshop at Hampton University, conducted by renowned saxophonist/arranger/composer
Dr. Frank Foster. She was also offered a fellowship to
attend the University of Michigan for graduate studies
in musicology and performance.
During the summer of 1994, she performed with the
Starling Orchestra at Busch Gardens in Williamsburg,
and a recording of the collaboration was released in
1996 to be sold at Busch Gardens theme parks throughout the U.S. She has also been the opening act for several internationally acclaimed entertainers and jazz
music greats including B.B. King, Kenny Garrett, Bobby
Watson, Art Porter, Gerald Albright, Walter Beasley, Les
McCann, Shirley Horne, Leslie Uggams and Bill Cosby.
This past holiday season, she was the guest vocalist
with the Roanoke Symphony for its annual Holiday
Pops Concert.In 2004, Desiree received the Theresa
Pollak Prize for Excellence in the Arts as Best Vocalist
in Virginia. Recently, she was guest vocalist with the
world-famous Glenn Miller Orchestra during its east
coast tour. Roots continues to showcase her “triple-threat
talent” by exploring all avenues of her emerging career:
singing, acting, and dancing. Desiree performs regularly
in theatrical productions, concerts, workshops, clinics and
studios, as well as operatic, R&B, gospel and jazz genres.
Happily married to husband Axel Centeio, Desiree
is thrilled she can successfully balance home-schooling their two children with
an active career. Although she is an extremely accomplished (and popular) actor and vocalist, Roots says she
is still learning. “With each opportunity there’s a new lesson. Opportunities may not come back so you have to
accept your blessings and be thankful.” It’s obvious that
her audiences are thankful, too. On stage she delivers a
powerful and passionate performance every time. The
larger arts community and the Richmond region are
both truly proud and grateful for this “Wiz Kid.”
— Antonio Lagos
21
J o h n
F .
Ke n n e d y
H i g h
S c h o o l
Educator, Richmond Public Schools
Gladys Wilder
G
ladys Wilder credits her
Fourth Grade teacher, and favorite childhood
pastimes of reading and “playing teacher,” as
the early inspirations for her choosing a career as an
educator. She is a proud alumnus of Richmond Public
Schools, where her journey began as a student when
the classrooms were still racially segregated. She
remembers the educators as rigid in their instruction,
with high expectations, caring hearts and passionate
spirits. “They were not just teachers – they were role
models and life changers for many of their AfricanAmerican students.”
She attended Baker Street, Carver, West End and
Bellevue Elementary schools. During this time she
encountered her favorite teacher, Mrs. Martha Williams
whose warm and caring approach to education captured her heart, allowing her to see what being a teacher
really meant. Gladys went on to attend East End Junior
High School and John F. Kennedy High School, where
she was a member of the 1972 graduating class.
While she has many great memories of her time
in Richmond Public Schools, she recalls one recurring theme from her teachers, beginning in elementary school: “If there is going to be change in the world
where we live, we will need to be the catalyst for that
change.” She recalls a vivid memory from her 1972 graduation rehearsal at the Mosque (now the Landmark
Theater) and the flurry of emotions among her classmates. “Everyone was excited about graduation, but we
were also aware that it was the last time we would be
together as a class.” While waiting for rehearsal to begin
one of her classmates broke into a rendition of the Paul
Simon hit song, “Me and Julio Down by the Schoolyard.”
Most of the class members were not familiar with the
song, but as they listened many caught on and began to
sing the popular verse:
Well, I’m on my way
I don’t know where I’m going
But I’m on my way
I’m taking my time, but I don’t know where
Good-bye to Rosie the Queen of Corona
See you me and Julio down by the school yard…
Indeed she was on her way. Gladys went on to
graduate Magna Cum Laude as Class Salutatorian
from Saint Paul’s College. She also was a Magna Cum
Laude graduate in her post-graduate studies at Virginia
Commonwealth University. Her 35-year career in education has covered many areas; she has taught in correctional education, early childhood education and
exceptional education. She has been media specialist at
Swansboro Elementary school for the past several years,
and she learned early on that “the best teachers teach
from the heart, not from a book.” Blessed with the gifts
of patience and creativity, she is excited about learning,
and her enthusiasm and passion help to make learning
fun for all who enter the biggest classroom in the building, her media center.
Wilder appreciates the opportunity to work with
teachers, parents, volunteers and especially the students.
Her primary role as media specialist is to focus on integrating literacy and technology into the curriculum to
enhance the learning experience in the classrooms. She
helps children learn to use different resources to search for
answers to support their
learning. Throughout the
process, she uses a variety of activities to instill
a joy of both reading and
learning in general.
Swansboro Elementary hosts an annual “book tasting”
event created by Wilder. Each book chosen for the event
has a food theme; the books are read, and then recipes
from them are prepared for the event. The event promotes
reading in an interesting and fun manner. Ccommunity
members are invited to volunteer by donating food, monitoring tasting stations
and providing books for
the reading initiative. At
times volunteers end up
becoming mentors to the
students. “My goal every
day is for students to
learn,” says Wilder. “ And
the more you read, the
smarter you get.”
If there is going to be change in the
world where we live, we will need
to be the catalyst for that change.
In the classrooms of
today, the ability to reach
all students requires a
full repertoire of teaching strategies centered around nurturing each student’s
literacy and critical thinking skills. With proven strategies, teachers can design and implement a wide variety of
lessons that harness the potential of all learners. Knowing
that elementary students often learn best through innovative, hands-on methods, Gladys creates exciting reading programs that have had a tremendous impact on
reading initiatives. Her strategies are far reaching and
embrace all stakeholders.
As an on-call resource, Wilder is able to use her experience to provide support and knowledge to the diverse
school population. With her vast expertise in the classroom, she has many ideas to offer fellow teachers. She
is willing to collaborate and loves to video-record all
special activities. Wilder has had a tremendous impact
on both her students and fellow faculty members. She
remains a role model for all and a mentor to many.
In addition to her work with the children and families at Swansboro, Wilder works tirelessly at her church
as Children’s Praise Dance Leader, Children’s Choir
Director, Church School Teacher and Drama leader.
She has also been a Girl Scout volunteer for the past 32
years. She counts among her greatest accomplishments
achieving National Board Certification as an educator
in 2004, and her greatest accomplishment, having had
the opportunity to raise two sons who became responsible, Christian young men – and teachers as well!
Wilder feels incredibly blessed to have had the
opportunity to give back to Richmond Public Schools
what was given to her: a love of learning and the understanding that education is the key to a productive future.
She advises all life-long learners to “take advantage of
opportunities and finish what you start!”
— Tiffany Hannon
23
Richmond Public Schools Education Foundation
Focus Areas and Programs
Introduction
Richmond Public Schools is faced with increased
demand and diminishing resources. Budget reductions
in recent years have been substantial. Through fundraising efforts and collaborations, the Richmond Public
Schools Education Foundation seeks private funding to
enrich the educational experience of RPS students.
Focus Areas
Through the Foundation the Richmond community
has an opportunity to support the building of a 21st
Century approach to enhance the educational and
teaching experience for students and teachers respectively. In addition, the participation of community partners complements on-going work and helps to create
innovative and exciting ways to engage and motivate
students. The Foundation works within three primary
areas of concentration:
■
Student Success – Student Success – enrichment
support for programs both during and after the
school day
■
Teaching Innovation – promotion and
recognition of innovative, extraordinary
achievements
■
Advanced Learning –scholarships for graduating
seniors going on to college or career training
Programs
Funds raised by the RPS Education Foundation support comprehensive, evidence-based programs and best
practices. The Foundation is committed to providing
reinforcements to students and teachers that will foster
a more valuable learning and teaching experience. Richmond Public Schools Education Foundation
raises funds for these programs:
■
Middle School Renaissance – leadership training
and coaching for principals; tutoring, mentoring,
and after school programming focusing on
primary skill building, career exploration, and
special interests.
■
Teaching Innovation and Excellence (TIE) –
professional development support for teachers
who collaborate across disciplines concentrating
on innovative approaches and/or best practices.
■
Scholarships – financial assistance financial
assistance for graduating seniors ranging from
$1,000 - $10,000 to assist with tuition or related
expenses for continuing education; awards are
based on high school GPA, community service,
and need.
In addition, the Foundation partners with organizations to raise funds for special programs including:
■
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Community of Caring – a comprehensive
character education program that weaves five
values into existing curriculum and activities: trust,
responsibility, family, respect, and caring.
■
Chimborazo Model School Task Force –
establishment of an International Baccalaureate
(IB) Program which prepares students to be active
participants in lifelong learning focusing on the
child as an inquirer in the classroom and the
outside world.
■
Richmond Community High School Advisory
Board – ongoing support for various student
activities and school programs.
■
Back to School Drive – collection and distribution
of school supplies to brighten the first day of
school for children from low to moderate income
families.
Summary
In 2010 the Foundation underwent a restructuring
which resulted in the hiring of an executive director and
the establishment of its first development plan. During
the subsequent year the Foundation tripled its revenue
facilitating nearly $500,000 in contributions. These
donations augmented the launch of the Middle School
Renaissance program, increased the number of college
scholarships available to students, supported professional development for teachers and principals, helped
to rebuild a playground that was destroyed by fire,
made training available to new mentors, and assisted
with experiential programs such as robotics and Model
United Nations.
In Richmond Public Schools there are smart, creative
teachers, dedicated principals and administrators, and a
superintendent who is a strategic, visionary leader. But
they can’t do it alone. Extraordinary education requires
extraordinary support.
Richmond’s future depends on the education of
its children. Bright, imaginative, caring, well-rounded
students are essential to a healthy community where
families grow and businesses thrive. A robust partnership between the private and public sectors will not only
enhance and accelerate opportunities for students, but
enrich the future for all.
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Thanks to All!
Thanks from the
Executive Director
Living Legacies Committee
Andrea Wright*
Union Presbyterian Seminary
Virginia Board
Dominion Foundation
May 4, 2012
Jack Berry
VentureRichmond
Lisa D. Collins
Capital One
Hello Friends!
The Richmond Public Schools Education Foundation is excited about our inaugural program,
the Pride of RPS: Living Legacies. Its purpose is to applaud those who exemplify the Living
Legacies criteria of leading extraordinary, honorable lives as inspirational leaders. During the nomination process we were amazed to learn about so many RPS graduates who
are making a significant impact in the Richmond community and beyond. Fortunately we had a
dedicated committee of community leaders who reviewed the submissions and made selections.
This book helps us to commemorate these admirable alumni and highlight their accomplishments.
We will also share their stories with students.
It’s not too soon to begin thinking about our next class of honorees, so please send your
nominations to me at [email protected]. We think this is a wonderful way to
reconnect with alumni and engage the community in the process. Please tell your friends and
colleagues about Living Legacies and encourage them to join us too.
Thanks to the many people who contributed ideas, time, and talent as we created this program
and executed the plans. We appreciate your support and look forward to our continued partnership.
See you next time!
Alisa Everett
Richmond Public Schools
Harold Fitrer
CIS of Richmond
Michael Evans
Tiffany Hannon
Antonio Lagos
Clare Owens
Imani Peterson
Horace Trower
Dwayne Williams
In Kind Contributions
Dr. Patricia Fishback
Community Volunteer
Al Marschall – Graphic Design
Jershon Jones
Harris Williams & Company
Special Thanks
Brendan McCormick
Altria
Karen Pettis-Walden
J. Sargeant Reynolds Community College
Jane Holliday Wilson
Robins Foundation
*Chairperson
Editors
Adele Johnson
Executive Director
Richmond Public Schools Education Foundation
Essay Writers /Virginia Union
University Students
Sharon Blount
Shelley Greene
Tammy Jackson
Finetta Milway
Dr. Eve Davis
Virginia Union University
Dr. W. Franklin Evans
Virginia Union University
Dr. T. C. Fensch
Virginia Union University
Kim Hunt
Richmond Public Schools
Brad Johnston
Richmond Public Schools
Sandra Bullock Lomax
Richmond Public Schools
Laverne Moore
Richmond Public Schools
K. Anoa Monsho
Lisa Wimbush
27
For more information,
please contact
Adele Johnson
Executive Director
Richmond Public Schools Education Foundation
301 North 9th Street, 17th Floor
Richmond, VA 23219
804.780.8623
www.rps-foundation.org