Madeira School Tour Guide Handbook Highlights
Tour Guide Handbook 2025-2026
Core Messaging, Mission, Vision, and Values
Core Messaging:
Academic Excellence
Preparation for the Real World
Caring, Supportive Community
Proximity to D.C.
Our Mission: Launching women who change the world.
Our Vision: Leading innovation in girls’ education.
Our Core Values:
Awareness of self and others
Compassion
Creativity
Intellectual curiosity
Integrity
Resilience
Thank you for volunteering your time as a tour guide & student ambassador to share Madeira with prospective families.
2025-26 Visit Schedule (A Block, B Block, C Block)
A Block Schedule (WED only)
\text{8:15}: Family Arrives & comes to Main Building.
\text{8:30 to 9:00}: Class for student (taken by A Block volunteer); MLR Rep for Parents.
\text{9:00 – 9:45}: Campus Tour (family with A Block student volunteer).
\text{9:45 – 10:15}: Student Interview / Parents in MLR.
\text{10:15 - 10:45}: Parent Interview / Student in MLR.
B Block Schedule (MON/TUES/THU/FRI)
\text{10:30}: Family Arrives & comes to Main Building.
\text{10:45 - 11:15}: Class for student (taken by B Block volunteer); MLR Rep for Parents.
\text{11:15 - 12:00}: Campus Tour (family with B Block student volunteer).
\text{12:00 - 12:30}: Student Interview / Parents in MLR.
\text{12:30 - 1:00}: Parent Interview / Student in MLR.
C Block Schedule (MON/TUES/THU)
\text{1:00}: Family Arrives & comes to Main Building.
\text{1:15 - 1:45}: Class for student (taken by C Block volunteer); MLR Rep for Parents.
\text{1:45 - 2:30}: Campus Tour (family with C Block student volunteer).
\text{2:30 - 3:00}: Student Interview / Parents in MLR.
\text{3:00 - 3:30}: Parent Interview / Student in MLR.
Tour Route
Main Building
ightarrow Oval
ightarrow Schoolhouse 1 (enter closest door for Co-Curriculum, upstairs, exit by Dr. Ward’s classroom)
ightarrow Maynard Quad
ightarrow Mods (South 204 in Mods 1&3, North 101 in Mod 2, South 202 or 204 in Mod 3, East 101 in Mod 4, Main 204 in Mod 7)
ightarrow Library
ightarrow STEAM (family chooses top or bottom level)
ightarrow Either C/A or Student Center OR Hurd
ightarrow Back to Main Living Room.
Tour Procedures
Arrive at Main as early as possible (side door closest to SWING room); notify via TEAMS group chat ASAP if sick.
Drop belongings, check assignments sheet, put on name tag.
Introduce yourself to your assigned family/families.
Take the student(s) to their assigned class for 30 minutes.
After class, pick up the student, return to Main, pick up parents, and take the family on a 45-minute tour.
Return to Main and escort family back to Main Living Room, then inform Admissions.
Fill out a “Tour Guide Business Card” with your name & email, give to family, and say goodbye.
Write an appropriate postcard based on interests (Admissions will address/mail it) and return your name tag to the SWING room.
Getting Started: Customizing the Tour
When starting the tour, ask the student the following questions to customize their experience:
Where are they from?
What grade are they applying to?
Are they applying to be a day student or a boarder?
What subjects do they enjoy?
What are their extracurricular interests?
Are they more interested in seeing the C/A or the Hurd?
If both, take them to the C/A and mention they can self-tour the Hurd on their way out of campus.
Primary Messages to Convey
During every tour, ensure families hear these 3 primary messages clearly:
Academic Rigor: Madeira’s academics are rigorous for every student, preparing them exceptionally well for college.
Real-World Preparation: Students are prepared for success in the real world through the Co-Curriculum and life skills learned in the dorms.
Supportive Community: Madeira offers an amazing community with extensive support from adults and students.
Tour DOs & DON’Ts
DOs
Ask about student interests at the beginning to highlight relevant points.
Tell stories instead of just describing buildings.
Reflect on your own application experience and reasons for choosing Madeira.
Share stories about your academic classes; do not skip academics.
Say hello to teachers you pass; they might stop and engage with the family.
Discuss your connections with teachers, advisors, coaches, dorm parents, etc.
Share your Co-Curriculum experiences (especially if a junior or senior), or friends' stories.
Engage both the student and parents; pause to ask for questions.
Encourage them to visit the Barn and say hello to the horses on their way out.
Invite them to future admissions events (e.g., Open House, Chat with Madeira Snails – student-only events).
Keep an eye on time; skip Schoolhouse II if necessary.
Dress neatly (not “Capitol Hill” level, but not sweats); visitors are dressed for an interview.
Always wear your name tag.
DON’Ts
Describe buildings without sharing stories.
Pretend to know something you don’t; direct questions to the Admissions Office.
Answer questions about the admission process or provide academic advice/counseling; Admissions adults handle these.
Talk negatively about other schools.
Use Madeira “lingo” or acronyms (e.g., “AOD,” “ASM,” “Co-Curriculum”) without explaining them.
Chew gum, say “um,” look glum, or seem rushed.
Say things like, “This is the Academic Office where you go when you need to drop a class.”
Discuss personal issues like friends who left, roommate problems, or disliked teachers.
Main Building
Houses Admissions, Head of School’s office, and one of the 6 dorms on campus.
Offers beautiful views of the Potomac River.
Features the senior bell and portraits of Lucy Madeira (in the foyer) and previous heads of school (in the Main living room).
Communications, summer programs, and facility offices are downstairs.
Stories to tell about Main:
The Senior bell tradition: juniors run up from graduation to ring the bell for the first time.
Social events in the main living room, such as international student dinners and alumni college teas.
The Senior gallop tradition for riders on Main Bluff.
The piano where students play during breaks.
Published alumni works on the bookshelves, showcasing diverse interests and expertise.
The Oval
History and Rankings:
Founded in 1906 by Lucy Madeira; originally in D.C. (Dupont Circle), moved to current location in the 1930s.
Consistently ranked among the top 20 boarding schools in the U.S.
Niche 2025 rankings: #1 boarding school in VA & D.C. area, #1 girls high school in VA, #4 best girls high school in the U.S.
Student Body Demographics:
340 students total, with 51\% being boarders.
Highly diverse: students from 22 states and 43 countries, with 49\% students of color.
U.S. students come from states like Georgia, California, Florida, Oregon, Colorado, North Carolina, Texas, NJ, NY.
13\% international students from countries such as Mexico, China, Vietnam, Nigeria, Fiji, Germany, Saudi Arabia, Korea, Canada, Kazakhstan.
Boarding population breakdown: 1/3 international, 1/3 local DMV boarders, and 1/3 U.S.-based but outside the DMV.
Traditions: Meeting in the middle of the Oval, Ring Sisters, 13 Roses, Strawberries & Ice cream, Senior White days, SWING tie-dye for RAW sorting.
Stories to tell about the Oval:
Discuss traditions that revolve around the Oval, such as Yearbook signing with Strawberries & Ice cream and “Meet me in the middle.”
Describe fun and games that happen on the Oval, including classes, Advisory time, and chalking the sidewalk for special events (e.g., Revisit Day, College T-shirt Day).
Schoolhouse 1
Academics and Support:
Location for English and History classes.
Houses College Counseling offices, Co-Curriculum offices, and Learning Support offices with two full-time learning specialists who are also campus residents.
Modular Schedule:
Unique schedule divided into 7 five-week modules (mods).
Students typically take 3 classes per mod, similar to a college schedule.
Each class is 80 minutes long.
Average class size is 12-15 students, benefiting girls with one-on-one teacher interaction and in-depth discussions.
Teacher Accessibility: Teachers are highly accessible via email, conferences during open block periods, and even while on dorm duty.
Skills Center: A resource for all students, providing academic help and guidance from Learning Specialists.
College Counseling Program:
2 full-time counselors ensure the college process is not mysterious or overwhelming.
Counselors build strong relationships with students over 4 years, helping them identify important factors for their college experience and cultivate a list of best-fit schools.
Focus is on personal development: “will Madeira help me become the person I want to be,” not just “will Madeira get me into college.”
Pennants outside Co-Curriculum showcase diverse postgraduate school choices, emphasizing individualized paths.
Key Phrases: Comprehensive support (e.g., transportation for standardized tests), developmentally appropriate information (spaced out over years), student-centered/individualized approach.
9^{th} Grade: Introduction to College Counseling (CC) during Mod 7 Student Life, including self-discovery and elevator pitch sessions.
10^{th} Grade: Group meetings twice a year in advisory groups; PSAT administered during the school day.
11^{th} Grade: Touchpoints (group or individual) once per mod, unlimited individual meetings, PSAT during school day, and essay workshops late in the year.
12^{th} Grade: Application workshops (essays, resumes, interview prep), standardized testing, frequent individual meetings (more available on request).
Co-Curriculum Program: Three 5-week internships in the 10^{th}, 11^{th}, and 12^{th} grades.
9^{th} Grade: Building Foundations. Student Life curriculum teaches essential skills for school and workplace success: study skills, presentation/communication techniques, employment basics, health & wellness, CPR/First Aid.
10^{th} Grade: Serving Others. Focuses on service, a founding pillar of Madeira. Students work with community organizations (senior residences, elementary/pre-schools) to explore social responsibility and civic engagement.
11^{th} Grade: Effecting Change on Capitol Hill. Signature junior year internships in senators’ and representatives’ offices provide direct exposure to the legislative process and “real life” work, building strong resumes that rival college students'. Students formulate legislative proposals based on personal policy issues (e.g., environmental protection, public health, technology regulation).
12^{th} Grade: Pursuing a Passion. Partnerships with over 300 organizations allow students to explore career interests, such as computer programming, cancer research, veterinary science, architecture and design, or theater production.
Stories to tell about Schoolhouse 1:
Share personal Co-Curriculum experiences and how the office supported placements.
Discuss how Co-Curriculum is helping achieve a dream through practical experience.
Talk about a particular History project or a challenging English assignment.
Describe the support provided by Learning Specialists and the availability of teachers between classes, at lunch, or during Conference Time.
STEAM Academic Center
Faculty Expertise: 90\% of faculty hold advanced degrees, ensuring students learn from experts (e.g., Dr. Guzman, who worked for NASA).
Interdisciplinary Learning: Science, math, engineering, and art are housed under one roof to promote collaborative and interdisciplinary education.
Course Offerings: Many STEAM electives are already available, with more to be developed inspired by the new facility.
STEAM Fundamentals: A required 9^{th} grade class designed for students to explore STEAM, engage in the design-thinking process, and step out of their comfort zones with new tools and ideas.
College-Level Equipment: Labs are state-of-the-art, featuring college-level equipment, such as three chemical hoods for safe demonstration of higher-level experiments.
Unique Features:
Basement level garage door for racing robots outside.
Field ecology class plans to plant a carefully selected meadow for study.
Art studios offer amazing views and natural light.
Basement houses photography facilities, including a dark room.
Makerspace & Fab Lab: Equipped with sewing machines, 3D printers, laser cutters, and other tools, accessible to students at any time for classes and creative projects.
Stories to tell about the STEAM Center:
Discuss how longer class sizes facilitate more opportunities for cool experiments.
Mention Madeira’s status as a finalist for the MIT Lemelson grant, aimed at developing young inventors.
Share a personal project that energized you in STEAM (e.g., science fair or a Makerspace creation).
Reflect on how experiencing STEAM topics differently in an all-girls school environment.
Highlight an inspiring STEAM teacher.
Tour Options: Let families choose to see the top floor (art studios, bio/chem labs) or the bottom floor (engineering, design, robotics) based on their interests.
Maynard Quad
Known as another “beating heart” on campus.
Teachers sometimes hold classes here.
A popular spot for students to hang out, study, play lawn games, and gather by the firepit for s’mores.
Stories to tell about Maynard Quad:
Discuss how campus life changes with adults living close to the dorms.
Share experiences about relationships built with adults in the community.
Dorms
Dorm Structure:
Each dorm houses 25-30 boarders, offering a small, close-knit environment.
2 dorm parents live in each dorm, supported by 2 other dorm-affiliated adults living on campus.
3 Resident Assistants (RAs) per dorm, holding important leadership positions.
Dorms are mixed by grade, fostering mentorship between older and younger students.
Each dorm has an annual theme chosen by RAs, and they compete for points at dorm events.
RAs hold dorm meetings, and adults conduct room inspections.
Day Student Affiliation: Day students are assigned to a dorm to participate in events, competitions, and gain points for “their dorm.”
Stories to tell about Dorms & Health Center:
Explain the dorm assignment process, including the roommate questionnaire for new students.
Share funny stories about dorm life (e.g., BOLTS – late-night dorm events, on-campus trick-or-treating).
Discuss experiences needing a dorm parent in the middle of the night, visiting their houses to bake or share a home-cooked meal, walking a campus dog, or babysitting for a teacher.
Highlight the great aspects and challenges of your particular dorm.
Benefits of being a day student at a 24/7 school: Eating breakfast with friends, returning to campus for weekend activities, staying for study hall or dorm events.
Mention visits to Black Pond on the weekend.
Health & Wellness Center (HWC): Explain that the HWC has beds for sick students, easy access to counseling, and quiet spaces for breaks.
Huffington Library
Resources: Houses over 27,000 books and numerous research databases.
Community Hub: Hosts weekly CMTs (Community Meeting Time) for announcements, weekend events, and student-led education on current events or cultural holidays.
Fiction Room: A great place for group work, features a fireplace, and offers s’mores in the winter, providing a comfy, warm study spot and a community gathering area.
Conference Rooms: Excellent spaces for group work.
Stories to tell about Huffington Library:
Share an instance where Ms. Dowd (the librarian) helped you find a difficult resource.
Mention your favorite book recommended by a friend or adult.
Describe how you use the library: for class meetings or CMTs, as a beautiful and peaceful place to study or read, for research projects, or for games and puzzles.
Recall memories from 9^{th} grade Student Life classes, such as CPR certification or community building activities.
Walking from the Library to the C/A or the Hurd
Adults on Campus: Emphasize that many teachers live on campus, making them accessible and fostering close connections outside the classroom, including interacting with their families/pets, or sharing meals/movies.
Advisory Program: Discuss the close relationship with an adult and a small group of students your age, providing an additional resource.
Health & Wellness Center (HWC): Mention the nurse and counselors are available during the day and on-call when the HWC is closed.
Talking Points for Walking up & down the C/A Hill or to the Hurd
All-Girls Environment:
What surprised you about an all-girls environment when you first came to Madeira?
Highlight the “sisterhood culture” rooted in kindness and support, noting the absence of “mean girls.”
Mention the lack of pressure related to boys, while still having traditional events like Prom, Homecoming (Big Game of Flag Football between grades), a Winter Formal, and mixers with boys' schools (e.g., Woodberry Forest, Georgetown Prep).
Discuss feeling less afraid to try new things, not being interrupted or talked over, and the abundance of leadership opportunities.
Diversity & Inclusion: What is it like being with girls from so many different places & backgrounds?
Share an experience where a friend taught you something about a different culture.
Academic Structure: Do 80-minute classes feel long? What is it like only having three classes at once?
Personal Growth: Reflect on how you have grown, surprised yourself, and the skills you have learned since starting at Madeira.
Social Atmosphere: Describe the social atmosphere, highlighting connections between grades through dorm life, D Block, and other activities.
C/A (Chapel/Auditorium)
Religious Affiliation: Although named the Chapel/Auditorium, Madeira is not a religiously affiliated school, which benefits girls by exposing them to diverse cultures and religious traditions.
All School Meetings (ASM): Feature outside speakers from D.C. and beyond, as well as alums, bringing the “real world” to Madeira.
Campus Views: Show families the view of Black Pond and hiking trails, highlighting the amazing 376-acre campus just 10 miles from Washington D.C.
Dance Studio: Offers 3 levels of dance, allowing students to try various styles taught by professional D.C.-area instructors, including ballet, modern, jazz, lyrical, musical theatre, hip hop, and contemporary movement.
Orchestra Room: Houses the Chamber Orchestra (an evening class, E block) open to any student who plays an instrument. Choir/chorus is another evening class, meeting around 6:30-8:00 pm two nights a week.
Theater Productions: Hosts the Fall Play, Winter Musical, and Stagecraft (an evening class focused on set design and engineering for about 1.5 hours on Wednesdays).
Student Music Groups: Chorus and Sweet Ti (student-run acapella group) rehearse here, as does Function In Disaster (a student-run band).
Practice Rooms: Private practice rooms are available for students who play instruments or sing.
Stories to tell about Chapel/Auditorium:
Share a memorable ASM experience—something you did, a skit by a friend, a visiting speaker or performer, Opening Convocation, affirmation performances, or Senior White Days, Thanksgiving speeches by seniors.
Discuss courses taken, planned, or completed for performing/visual arts credit (3 blocks required for graduation).
Talk about performing in or attending the Fall Play or Winter Musical.
Highlight the popularity of Stagecraft as a “class” at Madeira.
Behind the C.A.: Have you ever done anything with the Astronomy Club? Watched stars? Roasted marshmallows? Gone sledding on a snow day?
Student Center
Dining Hall: Serves 3 meals a day, all included in tuition. Day students are welcome for all meals without needing to sign up in advance.
Flags: Flags in the dining hall represent the 43 countries from which students hail.
Student Lounge: An area for students to relax before/after class, host dorm events, Inner Child Night, dances, and mixers.
AOD (Adult on Duty): Location where boarders sign in/out when leaving/returning to campus.
Weekend Activities: Madeira sponsors many on- and off-campus weekend activities, open to all students.
Other Facilities: Includes a package/mail room, school store, and lockers downstairs.
Clubs & Organizations: Over 30 student-run clubs, interest groups, and affinity groups, offering numerous opportunities for involvement, leadership roles (even for freshmen/sophomores), and inter-grade connections.
Stories to tell about Student Center:
Discuss meal times and special meals, such as various international foods honoring traditions or celebrations (e.g., Thanksgiving Dinner).
Talk about weekend activities you've participated in, such as going to Georgetown, bowling, weekly Tysons runs, or Starbucks and Study sessions.
Hurd Sports Center
Facilities: Features a 25-yard pool, basketball/volleyball courts, and cardio & strength/conditioning spaces.
Athletic Programs: Offers 12 interscholastic sports teams across 3 seasons, plus riding and fitness programs (yoga, pilates, fitness, and advanced fitness).
Inclusivity: Provides something for everyone and encourages students to try new things.
D-Block Requirement: A graduation requirement; at least 2 seasons must be team experiences. Alternatives for non-traditional athletes include global activism, yearbook, robotics, Model UN, newspaper, Gate literary magazine, and nature hikes on the 376-acre campus.
Team Levels: Junior Varsity (JV) and Varsity teams are available in most sports.
Competition: Part of the Independent School League (ISL), competing against other local ISL, independent, and public schools. Includes home and away games with supporter buses.
Partnerships: Partners with Under Armour Women for uniforms and is a Women of Will school, offering exclusive opportunities to celebrate and empower female athletes through community-building, leadership training, and awards.
Sports Offered:
Fall: Cross country, field hockey, soccer, volleyball, tennis, riding.
Winter: Basketball, rock climbing, swim & dive, riding.
Spring: Lacrosse, softball, tennis, track & field, riding.
NCAA Representation: In recent years, Madeira alumnae (Snails) have represented the school in volleyball, basketball, soccer, fencing, equestrian, swimming, and lacrosse at NCAA Divisions I, II, and III.
Stories to tell about the Hurd:
Describe the Winter pep rally as a fun community gathering showcasing diverse winter sports (e.g., self-defense/karate, rock climbing – WAICL undefeated 2 years in a row!).
Mention the Mad Mob supporters club and a favorite sideline cheer: “Go Go Escargot!”
Talk about Founder’s Day student vs. teacher competitions held in the Hurd (dodgeball, basketball, tug of war, etc.).
Schoolhouse II (If time permits)
Faculty: Features dedicated, caring faculty, some of whom live on campus and make teaching their lifestyle. Classrooms are student-centered. Teachers also serve as coaches, advisors, club sponsors, and trusted adults.
Academics: Location for World Languages and some Math classrooms, offering French, Spanish, and Latin at many different levels (through AP).
Academic Office: Ms. Mahoney and Ms. Carroll are highlighted as