2022 President's Report by Convent & Stuart Hall

2022 1

PRESIDENT’S REPORT 2022 PRESIDENT’S REPORT

OUR MISSION Convent & Stuart Hall educates mind, heart and body, animating a zeal for discovery, inspiring a passion for justice and nurturing the strength to transform.

2022 PRESIDENT’S REPORT

O NT ENT

MESSAGE FROM THE PRESIDENT

MARY “BE” MARDEL, RSCJ: THE HEART AND SOUL OF BROADWAY

DEFINING THE HEART OF ART: COMMUNITY VISUAL ARTS ENGAGEMENT

DANCING THROUGH LIFE WITH ROBERTO PARRIS

SHERYL EVANS DAVIS: TRANSFORMING SAN FRANCISCO WITH HEART

IGNITING EXPERIMENTATION AND INNOVATION IN THE SPARK STUDIO

POSTCARDS HOME: MAPPING THE STUDENT GLOBAL EXPERIENCE

PROFESSIONAL DEVELOPMENT ENRICHES TEACHING AND LEARNING

WHAT SPARKS JOYFUL LEARNING?

ALUMNA SPOTLIGHT: EMMY AWARD WINNER SAUDIA DAVIS ’92

REDEFINING ART IN THE NEW MERLONE FAMILY LITTLE THEATER

EXPANDING INSTRUMENTAL MUSIC: Q&A WITH BONNIE FRAENZA AND LEANDRO JOAQUIM

THE BEST SPORTING MOMENTS OF 2022

Q&A WITH LESLIE O’NEIL, PARENTS ASSOCIATION PRESIDENT

FACULTY AWARDS

THE CLASS OF 2022

BOARD OF TRUSTEES

MESSAGE FROM THE BOARD CHAIR

COVER: Why does water stay in the cup when you swing it in a circle? That’s the question Convent fifth graders sought to answer in a lesson on centripetal motion. TOP LEFT: Stuart Hall sixth graders conducting a “Candy Atoms Lab” in chemistry class, using Skittles to build atomic models.

MESSAGE from the

PRESIDENT

Dr. Krejcarek stopped by the Unkefer Spark Studio during Open Studio, where students can pursue open-ended design projects in any medium they choose.

2022 PRESIDENT’S REPORT

D E A R C O N V E N T & ST UA RT HAL L C O M M UN ITY AN D FR IEN D S , I write this letter amidst the energized conversations in education about the impact of our newest “large language model tool,” ChatGPT. I am encountering responses from educators that include bewilderment, fear and concern for the integrity of student work, along with a question on how this technology will impact the art of composition and writing that is central to the individual expression of each human being. Yet, from the perspective of both this and last year’s school themes — Curiosity and Found Blessings — I wonder how this new tool might open previously unimagined doors to us. As you make your way through the articles in this President’s Report, I hope you catch the spirit of wonder and innovation central to our students’ experience as they learn to navigate, embrace and enhance the present and the future before them. On these pages, you can journey across the state, the country and the globe as our students engage in realworld learning. You will read their own perspectives on the Gold Rush, our nation’s capital and how a Global Politics IB course experience was expanded through a trip to Denmark and Germany, proving that at Convent & Stuart Hall, learning thrives well beyond the classroom walls. The realm of creative endeavor has expanded exponentially with the addition of the renovated Merlone Family Little Theater, where our world-class teaching faculty can now bring the performing arts to our students in a beautifully engineered space for learning and performance. The creative and expressive spirit is evident in the article on The HeART of Art, where design and innovation intersect and cross disciplines to challenge our students to reach new heights of creativity and artistic expression. This deep sense of possibility is also evidenced in the transformative impact our employees and students have in the world when they leave the halls of the school. The stories and photos highlighting Senator Feinstein ’51, Sheryl Davis and Saudia Davis ’92 show how alive and relevant the mission and impact of a Sacred Heart education continue to be. Although we lost the physical presence of Be Mardel, RSCJ, this year, her spirit will keep Convent & Stuart Hall inspired and striving for all that is possible and good in the world. And so, as we encounter new technologies that ask us to think and act differently, we are confident in knowing that the future for Sacred Heart students and graduates is full of possibilities and found blessings.

S INCE RE LY,

D R . AN N MAR IE K R EJCA RE K P RE SI D E N T | C O N V E N T & ST UART HAL L

2022 PRESIDENT’S REPORT

CELEBRATING

Mary“Be” Mardel, RSCJ 1918–2022

The Heart and Soul of Broadway BY CLAIRE CARLANDER

C O M M U N I CAT I O N S AS S O C I AT E

In her over 40 years of involvement with Schools of the Sacred Heart San Francisco, Mary Mardel, RSCJ, held many roles: teacher, dean, Superior, mentor and dear friend. By virtue of her dedication to the school and its students, she was considered by many to be “the heart and soul of Broadway.” On October 4, 2022, at the age of 104, Sister Mardel passed away peacefully at Oakwood, the retirement center in Atherton for Sisters of the Religious of the Sacred Heart. A memorial service was held on Broadway, bringing together over 200 friends, alumni, past parents and 12 RSCJ. As we look back on her time with the school, it is clear that she filled her life — and the lives of those around her — with joy, vitality and love. Sr. Mardel, affectionately known as Be, was born on March 2, 1918, in Seattle, Washington. She and her family later moved to Los Altos, California, to find a climate better suited for Sr. Mardel’s asthma. For her last two years of high school, Sr. Mardel attended Convent of the Sacred Heart, Menlo, now called Sacred Heart Schools, Atherton. She discovered her vocation there, and in 1937, after two years at the San Francisco College for Women, she entered the Society of the Sacred Heart. During her noviceship, Sr. Mardel finished her bachelor’s degree, and in the summer of 1942, she began the first of four summers at Stanford University to earn her master’s degree in English.

LIFE AT BROADWAY

BEYOND BROADWAY

Sr. Mardel spent the first two decades of her religious life at

However, Sr. Mardel’s impact reaches far beyond Broadway. In

Schools of the Sacred Heart San Francisco. Her connection

1961, she became the Superior at Convent of the Sacred Heart

to the Flood Mansion began the first day the school opened

School in El Cajon, California, where she founded St. Madeleine

there. “I was told to come to 2222 Broadway when it opened,

Sophie’s Center, a program for children with developmental

so I had the honor of being here among the first in this house,”

disabilities. The center remains in operation today and serves

she shared in an interview. Over the years, she was a physics,

400 adults, ranging from recent high school graduates to

English, history and photography teacher, First Academic, Dean

senior citizens.

of Students and Superior of the school in 1966.

She was also a dedicated activist. In 1973, Sr. Mardel was among

In each of her roles, Sr. Mardel was both a champion of Sacred

a group of religious sisters on the picket line in Fresno with

Heart traditions and an agent of change. She is credited with

the United Farm Workers, protesting the treatment of migrant

leading the institution through the transition from operating as

farm workers and court injunctions prohibiting their right to

a division of the Society of the Sacred Heart to a sophisticated

protest years of poor pay and working conditions. Sr. Mardel

nonprofit with its own Board of Trustees, bringing laypersons

and roughly 30 other nuns and priests were arrested and

onto the Board for the first time in the late 1960s. She was the

spent two weeks in jail. During her active ministry, Sr. Mardel

driving force behind helping the school administration grow

also dedicated her time as a volunteer minister to individuals

with a formal management structure and oversaw significant

with AIDS, driving patients to appointments and keeping them

curricular changes, such as establishing computer programming

company and providing support near the end of their lives.

classes. After she was named Provincial of the Society’s

Sheila Hammond, RSCJ, remembered these acts of service

Western Province in 1972 and spent a sabbatical year abroad

in remarks at Sr. Mardel’s memorial service as “examples of

in England and Israel from 1978–79, Sr. Mardel returned to

courage, compassion, generosity and faithful love that I have

Broadway to launch the school’s first-ever capital campaign.

never forgotten.”

LEFT: Sr. Mardel greeting a current student at her 100th birthday party in the Flood Mansion on March 3, 2018. ABOVE: This headshot of Sr. Mardel from the 1960s is kept in the Convent & Stuart Hall Archives.

2022 PRESIDENT’S REPORT

Sr. Mardel (third from left) with Clare Pratt, RSCJ, Brenda MacLean ’63, former Board Chairs Mark Tellini and Marcia Syufy, and Nancy Morris, RSCJ, at a 2014 dedication ceremony held to rename the Mary Mardel, RSCJ Chapel in her honor.

In 2016, filming began for a multi-part film series highlighting

A VIBRANT RETIREMENT

Sr. Mardel’s life and her stories from the school’s early days on

In 2004, Sr. Mardel retired and began residence at the

Broadway. Sr. Mardel spent several days on campus filming,

Oakwood Retirement Center in Atherton. In her retirement

visiting classes and reminiscing about her time at Convent &

years, Sr. Mardel continued her active involvement with Convent

Stuart Hall. That same year, Sr. Mardel, who was influential in

& Stuart Hall. She often attended the school’s annual Mass

creating the school’s archives, returned to Broadway to help

of the Holy Spirit and other special events, remaining keenly

organize and categorize the records. This work facilitated the

interested in school news and affairs. As a speaker for the Class

later relocation and digitization of the archives, ensuring that the

of 2020 commencement ceremony, Sr. Mardel underscored the

invaluable resource she instituted would remain preserved and

school’s continued significance for her personally and for her

accessible for future generations.

fellow RSCJ. Although RSCJ had not been living or teaching at the school during the graduating students’ years on campus, she noted, “I want to assure you that we have been very present with you, both in our prayer and in our love and our interest. … We pray every morning, day after day; we pray aloud for you, our students.”

Two years later, over 400 alumni, faculty and friends gathered on Broadway to celebrate Sr. Mardel’s 100th birthday. After a rousing rendition of “Happy Birthday to You,” Sr. Mardel told the guests, “There is so much love in this room that it’s tangible. Now it’s up to us to go out and give that love to others.” She continued: “I want to leave you with one of my favorite

Convent & Stuart Hall has strived to pay tribute to Sr. Mardel’s

quotations from Saint John of the Cross. He said, ‘In the evening

remarkable contributions to the school and institute systems

of life, we will be judged on love.’”

that uphold her legacy and carry on her progress. In 2014, the school dedicated the chapel in Sr. Mardel’s name and established an endowed fund in her honor to support the physical integrity of the chapel and fund mission-inspired activities. In a letter of thanks to President Ann Marie Krejcarek, Sr. Mardel wrote, “There is no way I can tell you what that chapel means in my life. Ever since 1940 to the present, it has always been one of the most sacred places to me. Since yesterday, so many memories have been flooding into my mind — events, graces, precious moments — all connected with that chapel.” It was this chapel that Sr. Mardel later recalled as the last gathering place of her family before her brother Charles left for

MOTHER MARDEL REMEMBERED Four weeks after Sr. Mardel’s passing, a memorial Mass was held on November 5 at the Flood Mansion. Flowers adorned the Main Hall and the Mary Mardel, RSCJ Chapel, where, fittingly, the service was held. The gathering brought together RSCJ, alumni, current and former employees, past parents and longtime friends. The chapel was filled with the sounds of bagpipes and choral

World War II and never returned home. Sharing this poignant

music as Fr. John Whitney, SJ, conducted the ceremony for

memory at Sr. Mardel’s memorial service, Dr. Krejcarek added,

over 200 guests. A stirring mix of laughter and tears marked the

“So this place held her family. … Her life fills this chapel.”

occasion as guests remembered the joy and love Sr. Mardel

2022 PRESIDENT’S REPORT

The words of gratitude shared at Sr. Mardel’s memorial reflected her vast and immeasurable impact on the students, friends and

[Sr. Mardel’s] legacy is seated here … This legacy continues to echo in the laughter that we hear here and the memories of the students.” - FORMER HOUSE SPEAKER NANCY PELOSI

social causes to which she committed her life. In a letter to the community following Sr. Mardel’s passing, Dr. Krejcarek wrote that, like a garden, “Be tended to generations of students and Sacred Heart school leaders, seeing and nurturing each one’s strength and heart with her love, fortitude and courage.” Convent & Stuart Hall owes Sr. Mardel immense thanks for the care and support she so ardently provided to the school. Her light, love, radiant smile and tireless contributions to Convent & Stuart Hall will be greatly missed and diligently remembered.

spread to every person she encountered. “To know Be was to know to be loved and also to know what a purpose in life was,” Dr. Krejcarek said in her opening words of the service. Reflecting on over 50 years of involvement with Convent & Stuart Hall as a parent and friend, then House Speaker Nancy Pelosi shared: “For our family, [Sr. Mardel’s] Sacred Heart value, which she said we all are connected by, taught us gratitude for when we are blessed and strength when we are challenged. And she worked to do the same for every family in the community.” Motioning to those gathered in the chapel, former Speaker Pelosi noted that “[Sr. Mardel’s] legacy is seated here. … This legacy continues to echo in the laughter that we hear here and the memories of the students.” The legacy former Speaker Pelosi spoke of was later evidenced by remarks from alumni. “She has loved her students with a mother’s love,” Brenda MacLean ’63 said. “Up until her very last

I owe a very special debt of gratitude to this wonderful religious person because she helped make me what I am today, and I will never forget it, and I will never forget my years at Broadway. ... Ladies and gentlemen, this institution has made this Jewish woman what she is today, a United States Senator.” - SENATOR DIANNE FEINSTEIN ’51

years, Mother Mardel would greet a long-ago alum, address her by name, inquire about her family and her fellow classmates, and ask her for updates on her present life.” In a moving address, Senator Dianne Feinstein ’51 spoke about

Scan this code to watch a brief recap video of Sr. Mardel’s memorial service and request a full-length recording.

her time as a student of Sr. Mardel. “I owe a very special debt of gratitude to this wonderful religious person because she helped make me what I am today, and I will never forget it, and I will never forget my years at Broadway,” Sen. Feinstein said. “Ladies and gentlemen, this institution has made this Jewish woman what she is today, a United States senator.”

Guests browsing old photo albums upon arriving at Sr. Mardel’s memorial service.

Dr. Krejcarek and Senator Dianne Feinstein ’51 at the memorial event for Sr. Mardel. 9

defining the heART of art C O M M UN ITY V ISUAL ARTS E NGAG E MEN T BY AZADEH REISKIN

G RA D E 1 2 ( C ONV ENT A RT REP RESENTAT I VE )

AN D

RACHEL MCINTIRE

VI S UAL ARTS D E PART M E N T C H AI R AN D FAC U LT Y

A mosaic representing the Society of the Sacred Heart seal hangs in a window near the entrance of the Pine-Octavia campus.

In 2020, as a reimagining of what was formerly Art From the Heart, the Visual Arts Department and the Parents Association co-hosted an interactive visual arts daylong engagement with three visiting artists. Students in Grades 7–12 were invited to

WARM UP Azadeh and Rachel prepared for this conversation by engaging in a semi-blind contour drawing exercise.

volunteer as artist apprentices with our visiting artists, gaining valuable art skills while being role models to our youngest students. The event galvanized the creative potential of our K–12 community, serving as a cultural nexus for learning in and through the arts. While traveling for the IB Global Politics, Art and Design study abroad trip in Berlin, Germany, Rachel McIntire and senior Azadeh Reiskin sat down at the Arte Luise Kunsthotel to discuss the development of Heart of Art and cast visions for its future.

LEFT TO RIGHT: Drawing by Azadeh Reiskin. Drawing by Rachel McIntire. Artwork by Hans Van Meeuwen.

INTERVIEW RACHEL: Azadeh, In your own words, define “heart.” AZADEH: Heart /härt/ noun. adverb. 1. A person having heart,

passionate, willing to get into it. 2. COM-PASSION-ATE RACHEL: Again, in your own words, define “art.” AZADEH: Art /ärt/ noun. Verb. 1. Anything you can look at, feel …

once you know it is there, it is there. 2. Presence. 3. Future. 4. Reflection. RACHEL: What is the Heart of Art? AZADEH: A Sacred Heart school aiming to share within a

K–12 community what the art department represents. An art experience — open, inquisitive, playful and welcoming. My turn to ask some questions! Ms. Mac, can you tell me more

intersect with topics the artist engages, and with YOU — student leaders and representatives. Our goal has been to invite visiting artists to consider what age group and disciplines are a fit to contribute to the work. AZADEH: How long does it take to organize Heart of Art events,

and what does funding and support look like? RACHEL: Great question. We are currently looking to find

support from families who are passionate about the arts and who want to build a public art legacy through shared experiences. It is important to the department to support the arts program internally and also invite emerging and established artists from the community. By doing so, we are acknowledging that our school community is yet another vector in San Francisco’s larger contemporary art scene.

about Heart of Art and how the community events came to be? RACHEL: In 2020, when the opportunity arose to rethink an art

experience for our community, it welcomed a rethinking of what might truly represent the values of the Visual Arts Department and the greater Sacred Heart goals. The idea was to engage art students as apprentices working with professional artists and invite primarily Lower Form families — and, of course, anyone interested — to join in art-making activities. Essentially, it is an art takeover of our campus. AZADEH: How do you curate or co-curate the content for our

K–12 community? RACHEL: It generally starts with kismet, a lingering question or

an introduction. After that, a dialogue ensues with stakeholders, including Dr. Krejcarek, faculty in various disciplines that might RIGHT: Convent High School students collaborate on a group art piece at the 2022 Heart of Art Festival.

1111

AZADEH: How do Heart of Art and the philosophy of

a Sacred Heart education align?

REFLECTION FROM RACHEL When I think of the playful interview that Azadeh and I held

RACHEL: Heart of Art emerged entirely from Sacred Heart’s

in Berlin, there is a warm sense of potential, a stirring of the

philosophy to work as a community as a Christian value, engage

unknown and a belief in what might be next for Heart of Art.

wise freedom in making creative decisions and build a social

That is where art begins. These moments are precious

awareness through art-making that engages a wide variety of

and fleeting.

topics relevant to the community.

The value our community holds for the arts and their capacity to

AZADEH: What has been the most inspiring or touching moment

portray the world in new ways is integral to the relevance of the

you’ve witnessed at Heart of Art?

arts in students’ lives. To be in perennial dialogue with

RACHEL: Too many! What immediately comes to mind is

watching seniors Brock Bisaillon and Spencer Pirie teach

Heart and Art at the center is one of the many gifts of a Sacred Heart education.

some of our kindergartners how to use a blow torch under the guidance of professional artist Brian Enright. You can imagine the expression on the parents’ faces. Another was watching artist Susannah Prinz lead a first grader and their grandmother in a project entitled “Life Lines” wherein they drew a line across a long paper while narrating the ups and downs and significant moments in their lives. The grandmother shared stories with the grandchild, and the moment was embedded in the artwork. What ideas do you have for future Heart of Art events, Azadeh? AZADEH: I would love to imagine an event led by our Lower

Form students — their creativity is such a raw and untouched source. What if the younger students directed the high school students as apprentices and then we invited families to participate? How fun! RACHEL: What would you like to see from Heart of Art when you

return as an alumna in 10 years? AZADEH: I like to imagine that Heart of Art would support the

growth of the art department and engage the Artists-in-Residence that we invite to do real and relevant work that addresses the world’s challenges.

CLOCKWISE FROM TOP: Rachel McIntire in the Visual Arts studio on the Broadway campus. A student contributes to a large-scale painting at the 2022 Heart of Art Festival. Stuart Hall juniors discuss an identity project in an IB Visual Arts class.

1212

2022 PRESIDENT’S REPORT

DANCING THROUGH LIFE WITH ROBERTO PARRIS Roberto Parris, High School Wellness Counselor and Academic

As part of a continued commitment to bolstering the creative

Coach, launched a new drop-in after-school dance program

spaces on campus, the dance studio space in the Herbert

in introductory hip-hop and Latin fusion for students in Grades

Center gym is currently being renovated through a grant from

6–12. Students meet one or two times per week over 10 weeks,

the E.L. Wiegand Foundation and will feature full-length mirrors,

culminating in a performance showcasing students’ newfound

a new dance floor, an improved HVAC system and a state-of-

skills. The program is made possible through a generous gift

the-art sound system.

from the Swartz family. “Dance promotes physical fitness, agility, flexibility, creative thinking, and mental and emotional health and well-being,” Roberto says. “With the introduction of a dance program this past school year, I’ve seen our students become more open to their creative and expressive sides. The arts allow our students to better understand how they feel about certain things, create meaning out of them and connect with others when words fail them, especially during uncertain times.”

The arts allow our students to better understand how they feel about certain things, create meaning out of them and connect with others when words fail them, especially during uncertain times.” - ROBERTO PARRIS

ABOVE: The Convent High School basketball team participates in a preseason dance class with Roberto Parris to improve foot speed, balance, body control and rhythm.

2022 PRESIDENT’S REPORT

TRANSFORMING SAN FRANCISCO WITH HEART Sheryl Evans Davis carries a distinctive blend of success as an educator, community organizer and city leader. BY ELIAS FELDMAN

MULTI ME DI A C OMMUNI CATI ONS D I REC TOR

As a 21-year-old undergraduate student at San Francisco State

Sheryl, who was born in Texas and raised in Berkeley and West

University, Sheryl Evans Davis was placed through a fellowship

Oakland, is a woman of deep faith. As a teen, she learned about

training program as a kindergarten teacher’s assistant at

social justice through church programs and was inspired by

Stuart Hall. On her first day in the classroom, some life-altering

gospel music and Baptist sermons, but never thought about

alchemy was at work.

teaching. “Education found me,” she says, “I never really found

“I remember a moment where the clouds opened up and the sun was shining on me,” she recalls. “For the first time, I felt like I had found a job that brought me joy.”

it — it was a calling.” Her mother and grandmother — two strong women who, Sheryl says, helped shape her life — encouraged her to pursue higher education. “I always knew they expected me to go to fulfill that dream.”

Seven years later, in 1997, Joanne Oppenheimer, the lead teacher in that kindergarten classroom, was a guest at Sheryl’s wedding. “Before she left, she told me to apply for her job as she was moving to another area,” Sheryl says. “That was probably the best wedding gift I received that day.” First as a kindergarten teacher and then as Convent & Stuart Hall’s first Outreach Coordinator, she became the force behind linking the school with community organizations in the nearby Western Addition neighborhood serving marginalized children and families. 14

‘HEART TO HEART WAS BORN’ When she noticed the proximity — and vast wealth and opportunity disparity — between Convent & Stuart Hall, sitting on a perch overlooking the Bay, and its neighbors a few blocks to the south, occupying a long stretch of historic Fillmore Street, her instinct was to put the teachings of her faith into practice.

2022 PRESIDENT’S REPORT

She wondered how she could bring these communities together.

Over the years, the Heart to Heart program has increased its

“The RSCJ started schools to address inequities and create

impact with a peer tutoring initiative, an annual benefit concert,

opportunities,” Sheryl says, referring to the school’s commitment

and backpack and holiday toy drives. “I am grateful that Convent

to social justice rooted in its founding mission. “Knowledge is

& Stuart Hall continues the work of Heart to Heart,” Sheryl says.

the key to social justice and education.”

“It represents a commitment to help our neighbors, make the

After Sheryl applied for a grant to start a summer program for youth with limited access to resources, the then Head of School, Dr. Mary Smith, called her into her office. “She told me I would

community better and do the work — the hard work. When I see people building relationships and working together when they don’t have to, it gives me hope.”

not be getting the grant but went on to say the school wanted

Looking back, Sheryl says she was lucky to work at a school

to support the effort — and Heart to Heart was born,” Sheryl

where she had a chance to develop her chops as a community

remembers. “Mary told me I should work in the summer camp to

leader and program developer. “I don't know if much of the work

learn how to coordinate and develop the program.”

I have been able to do would have happened anywhere else,”

She was fortunate in the sense that she had mentors as she laid

she notes. “I learned so much from Heart to Heart.”

the foundation of a program that would connect two distinctly different populations through educational activities designed to promote friendship and understanding, but she still had to confront the big question: What now? “We put out a call to teachers to volunteer and for parents to support the program through sponsoring food and field trips or providing other resources,” Sheryl says. “I was blown away by the response!”

‘ADVANCING EDUCATION EQUITY’ So, when former Mayor Ed Lee appointed Sheryl in 2016 to her current post as the Executive Director of the San Francisco Human Rights Commission, the transition from Convent & Stuart Hall to serving a broader demographic felt natural. “I am happy

But she had bigger plans. With a penchant for community

I have been able to continue to advance education equity

organizing and social justice work, she shifted from teaching

and work to share the strategies and best practices for quality

into a role where she could focus solely on developing the

education to youth across the city,” she says.

Heart to Heart program and building Convent & Stuart Hall’s ties in the community. What started as a summer camp with 40 students has, 22 years later, grown into a thriving and multifaceted program that fosters innovative partnerships among area organizations and offers numerous peer-to-peer learning opportunities. The signature initiative is the Summer Reading Program.

In some ways, Sheryl’s ongoing work addressing the city’s complex issues is an extension of what she did building partnerships and programs for two decades at Convent & Stuart Hall. In her current role, she advocates for programs and policies that improve outcomes for people of color, mediates complaints of discrimination and works to protect human rights for all San Franciscans. Sheryl cites her efforts to grow the Opportunities for All initiative, which expands access to youth

‘BUILDING RELATIONSHIPS AND WORKING TOGETHER’ Each summer, as part of a collaboration with Collective Impact, a community-based organization that Sheryl would eventually lead as its Executive Director, Convent & Stuart Hall hosts a

employment, and curate culturally affirming literacy materials as a source of pride, adding: “I love that I am able to work with the San Francisco Public Library to develop a book list, purchase books, and create and design the activity pages for over 2,000 young people.”

five-week reading program to help bolster the reading skills of

In addition to all the hyphens Sheryl has collected on her

about 150 elementary students from under-resourced schools.

résumé — elementary school teacher-organizer-administrator-

University of San Francisco graduate students pursuing degrees

program director-college professor — she has also continued

as reading specialists do the teaching, while Convent & Stuart

her education by earning a master’s degree in Public Education

Hall provides classroom and playground spaces, school

from the University of San Francisco and a doctorate in 2021

supplies, daily hot breakfast and snacks, iPads and a full-time

from the USC Rossier School of Education. For Sheryl, education

on-site program coordinator. Convent & Stuart Hall high school

is a love affair that never ends — and she’s not slowing down.

students often serve as teacher’s aides.

She teaches classes on the sociology of education at USF and

Reading comprehension and retention are two of the chief skills

has her sights set on writing a children’s book this year.

that the reading program is charged with teaching. Studies show

The dualities that have defined Sheryl’s career all trace back to

that reading loss over the summer months has especially far-

a lifelong theme: “In every job I do,” she says, “you will always

reaching consequences for economically disadvantaged children.

find a song, a poem, a prayer and a little social justice.”

2022 PRESIDENT’S REPORT

Igniting Experimentation & Innovation in the Spark Studio BY KRISTA INCHAUSTI

ED U CAT I O N AL I N N OVAT I O N C O O R D I N ATO R

“The children will come to us untaught, and leave us half-taught. So we must remember that it is better to begin a great work than to finish a small one. ... Our education is not meant to turn the children out small and finished, but seriously begun on a wide basis.” — JANE T E R S K I NE ST UART, R S C J

In 2012, as we were transforming the Unkefer Computer Lab into the Unkefer Spark Studio, we took these words of Mother Janet Erskine Stuart to heart. The idea of rough beginnings and students being “half-taught” inspired us to think of the new space and the program as a “spark” to ignite experimentation and innovation. We started with the trappings of a traditional school makerspace: 3D printers, laser cutters, robotic components and lots of cardboard and masking tape. We ran classes for students and provided professional development opportunities for faculty. The Spark Studio was established as a place where students and adults were invited to explore their curiosities and take creative risks. Ten years in, the Spark Studio is a singular space at Convent & Stuart Hall — a truly coed space used by all students in Grades

In the Spark Studio, we challenge ourselves to make things that are out of this world. I am a sneakerhead and also love 3D printing using Tinkercad for designing. I have to use math and measurements to design, and I also get to be super creative.” - QAIS | STUART HALL GRADE 5

K–12. There are many opportunities for planned and unplanned coed and cross-age collaborations. This is where second grade boys and girls work together to build games for their annual cardboard arcade and where you can find Middle Form students advising a high school student on the best approach to a 3D design. High school Digital Design classes take place here every week, while elementary students drop in to work on curricular projects. During lunches and recesses, students can come in for Open Studio, a time when students work on their own projects, such as 3D-printed shoes, musical instruments from bamboo and other found objects, robots, original video games, hand-sewn fashions and even a hovercraft. Significantly, these projects are usually self-motivated — true innovations from the minds and hearts of our students. LEFT: An inspiration board hangs outside the Unkefer Spark Studio, welcoming reflections on this year’s theme, curiosity. ABOVE: Krista Inchausti in front of a rack of 3D printers, one of the most popular tools in the Unkefer Spark Studio. RIGHT: Qais, a Stuart Hall fifth grader, holding one of his initial 3D-printed shoe prototypes.

STUDENTS AS PRODUCERS As the space and the program have evolved, the Tech and

the tools and the mindset to create authentic, impactful work

Innovation Team is increasingly focused on the “students as

inside and outside the classroom. Our students are always

producers” tenet from the school’s Strategic Plan. More recently,

encouraged to be of service: to share their knowledge, help

we added a Digital Media Library where students and adults

troubleshoot and offer their unique perspectives when issues

can check out tools for digital creation: cameras, light kits,

arise. The goal is that they will become intrinsically motivated and

microphones and green screens. We also transformed one

empowered to follow their curiosities toward a productive end.

of our existing tech support positions into the Digital Media Coordinator with greater emphasis on supporting student and faculty production. With the help of everyone on the Tech and Innovation Team, our students and faculty learn to use these and other new tools to increase the level of their digital production. In the Spark Studio, elementary students learn about the tools and opportunities here and experience grappling with resilience and real-time problem-solving. They face situations where collaboration is required, and they are pushed to try novel approaches to accomplish their goals. Eventually, students bring these more innovative practices to their classes. Can we include a 3D-printed element in an assignment? Let’s record a podcast as a response to a reading instead. We still want to be the “spark” to spread innovation throughout our academic program. We encourage students to experiment with equipment and become “experts” in what excites them. Then we expect them to share what they learn with others in the community. From the Spark Studio perspective, we are all teachers and learners. The more students can be empowered to share their expertise, the more confident and connected they will become. As a Sacred Heart school, the notions of innovation and “students as producers” expand far beyond 3D printing and podcast creation. Our ultimate goal is to give our students

TOP: Cardboard and other supplies are always on hand in the Spark Studio, ready for the next creator, like this Convent fourth grader. BOTTOM: Fourth graders work intensively to design and build a golf club using scrap materials.

2022 PRESIDENT’S REPORT

EXPERIENTIAL EDUCATION AT CONVENT & STUART HALL Teaching and learning at Convent & Stuart Hall are not confined within the physical walls of our school buildings or the traditional classroom environment. Students are educated throughout San Francisco, across the nation and internationally. We invite authors, scientists, artists and civic and business leaders to deliver aspects of the curriculum, complementing in-class learning with authentic, real-world experiences. Through travel and service, as well as artistic and entrepreneurial engagement, students are challenged to step outside their comfort zone and develop into culturally competent, “globally tested” citizens. Four students wrote postcards home, capturing highlights of their recent experiential education experiences.

n one o ave g h I have e W gold. ma! r o o l f o C d ld t panne red go time a e n v e t o v s e c e t is n and irst d e grea stay. who f he tow ing th t s v a d a e nt to h h r a c e o l w r u p s a f x , We rush kind o , we ikes, e you, I ivities e gold ular h t h s c c t a is a t t m c u n rip, I u bo spe cool t y of f uch a hough a a t d l m h A a o c . s r u it s d ! Afte from his is learne ything ing! T efited r z n e a e v b e m a h oon! ho Love, rt wit you s t was I e and w . e s e e s S e m . d ga tures ive us e tag ucan adven L t They g -grad l h l u ig f n ade 5 e over play a all Gr n mor H o got to t r o a g to Stu hope and I

Mom, r a e D

Dear Dad , Yesterda y we visit ed Moun t Vernon My favor , the hom ite part e of Pres was a ro ident Ge om wher do in diff orge Wa e we cho erent sc shington se what enarios a w . e w s and visit ould the pres ed the Vie ident. Af ter lunch tnam Me , we play morial. M names o ed Topgo f family any of m lf members y classm ates loca lost in th tour of A ted the e war. We lexandria ended ou . r day wit h a ghos t

Sending

you a big

hug, Ainsley

Convent

20 20

Grade 8

GLOBAL EDUCATION The global education program prepares students to be responsible and educated global citizens by providing students with opportunities to develop the mindset and skills they need to engage actively and ethically in a global community. Through curricular and co-curricular experiences, students are challenged to investigate the world and communicate with open dialogue. Check out postcards from two high school students who engaged in global education programs in Europe. Nicole participated in a Sacred Heart international exchange program in Nantes, France, at Lycée la Perverie Sacré-Couer. Vlad was one of 24 seniors who traveled to Berlin and Copenhagen on a global politics, art and design trip.

Bonjour

Today w

friends

du Pilat

a paddle

e travele

for a we

and sho

d south

ekend r

to Bord

oad trip

pped ar

boat an

ound th

eaux wit

. It was

e small

h my ex

so much

change

fun! We

student

visited t

’s

coastal he Dune towns. O ne day, lake sin we rent lf to con ce it wa ed s warm difficult verse so e nough. I’ lely in F when ta rench, w lking to v e hich ha her frie s been t Mais je nds in a peux dir he most m o r e colloq e que m uial ton es comp e . étences en fran çais ne font qu e s’amé liorer! challeng

ed myse

d went a

round a

Convent

Nicole

Grade 12

Dear Mom

t, nature city layou s it h it w tiful sites tos. many beau rkable pho w a a m s I re , e in k rl a t rough Be unities to Walking th mily that’s any opport m d a h I e of the fa d id n s a , r u re o u y t ec of you and ort for and archit ident supp e me think v d e a ’s m e in n rl o e ular preciate B g as it This partic ade me ap lt dauntin m e f d r n e a w w o t o right n rnsehturm also in Ukraine Berliner Fe as built. It e w h it T . n s e e h e w g ian refu iet Union from the Ukrain of the Sov iple times, ra lt e u e m h t w o ro t g hink back dapt and most made me t ability to a ne of the o ’s y o t it c ry e o h t t is nderstand gimes in h made me u alitarian re t o t ure. t s o m f the rt and cult o a e f n o o ll r u e f d , Vlad rld being un s in the wo ie it c l ra e b ll Grade 12 ic and li democrat Stuart Ha 21

Professional Development Enriches

TEACHING & LEARNING BY JARED SCOTT TESLER CONTRIBUTING WRITER

Shirzad Axima autem Chamine ut qui (second dunt omn. from Xerum right) with sae Dennis venis eaEstrada, que volorru Stuart ntionse Hall Upper ctassiForm des dolorrum Dean, President nonem con Annconem Marie Krejcarek doluptate.and Ed molupta Rachel Simpson, volenecat. Chief TemAcademic andit quam Officer quo and dolupta Headnonsene of Convent cepera High est School, et omnimus all of whom que vitintem are Positive eos reIntelligence dolorepe moluptatur, coaches trained coraerrbyovitibus Mr. Chamine. nisciis modis maxime.

2022 PRESIDENT’S REPORT

Each year, Convent & Stuart Hall faculty and staff are invited

activities to character development and disciplinary action. “In

to participate in a number of professional development

my work with students, it’s a helpful framework for guiding them

opportunities. A few of the latest offerings have included

toward intentional decision-making.”

Shirzad Chamine’s Positive Intelligence Program, literacy training at Columbia University in New York City and Scott Ervin’s Behavioral Leadership Classroom Training. Each supports Area of Impact III of the school’s Strategic Plan: optimizing organizational structures and systems that demonstrate strategic agility, scaffolding student growth and inspiring effective community engagement.

The program has similarly supported Rachel’s personal and professional growth and development. “I’ve learned about my Saboteurs and what’s below their surface — which has helped deconstruct patterns and identify their origin,” she says. “Working within the Positive Intelligence framework supports me in shifting to my Sage self, a place from where I’m a clearer, more patient communicator, able to support students in

“Area of Impact III’s objective to develop a ‘culture of relevance, professionalism and innovation’ is aptly met by these recent professional development opportunities, whereby faculty and staff are engaged in a culture of learning with adults embracing their own growth and development,” explains Rachel Simpson, Chief Academic Officer and Head of Convent High School. “Whether in the field of Positive Intelligence, literacy or positive

developing and conveying their ideas in a variety of art forms.” Paul regularly leads his students through Positive Intelligence reps — shifting attention to the body and any of the five senses for at least 10 seconds — particularly ahead of jumping into complicated material. “I feel so much more ‘in myself’ when I’ve taken the time to

psychology for enhanced student engagement, the culture at

perform Positive Intelligence reps before interactions with

Convent & Stuart Hall is centered on personal and professional

students and colleagues,” he says. “Since so many of us at

growth. By instilling in faculty and staff a capacity for change and

Convent & Stuart Hall are involved in Positive Intelligence work,

innovation, we can confidently assess and refresh our ongoing

we can name our unique gifts and strengths with a sense of

educational practice.”

pragmatism, removed from concerns of false humility and with an emboldened sense of playing a role within a gifted community.”

POSITIVE INTELLIGENCE: BOOSTING MENTAL FITNESS AND GUIDING STUDENTS TOWARD INTENTIONAL DECISION-MAKING In early 2022, 77 teachers, staff members and administrators participated in a six-week Positive Intelligence program by Shirzad Chamine (New York Times bestselling author of Positive Intelligence: Why Only 20% of Teams and Individuals Achieve

The program, Rachel says, has enabled members of this community to become closer to one another on a more personal level: “Positive Intelligence has provided an opportunity for a ‘still’ within the commotion of a unique and bustling school year. Working within a pod of [between five and seven] colleagues was a true pleasure, providing a time and space to get to know faculty, staff and administrators outside their professional roles and responsibilities.”

Their True Potential and How You Can Achieve Yours and Stanford University lecturer). The ultimate goal of the program is to build a foundation of mental fitness by strengthening three core muscles — Saboteur Interceptor, Self-Command and Sage — in order to shift the balance of power from participants’ inner Saboteurs (negative self) to their inner Sage (positive self), where the capacity to empathize, explore, innovate, navigate and activate is the source of their response to stimuli. Through Positive Intelligence, members of the Convent & Stuart Hall community — such as Paul Pryor Lorentz, High School Chair of Community Life and Religion, Theology and Spirituality Department Chair, and Rachel McIntire, Visual Arts Department Chair — are busy building powerful, positive habits of mind. “Positive Intelligence is helping me recognize and confront my Saboteurs in my own life as well as the way they impact my

Since so many of us at Convent & Stuart Hall are involved in Positive Intelligence work, we can name our unique gifts and strengths with a sense of pragmatism, removed from concerns of false humility and with an emboldened sense of playing a role within a gifted community.” - PAUL PRYOR LORENTZ | HIGH SCHOOL CHAIR OF COMMUNITY LIFE AND RELIGION, THEOLOGY AND SPIRITUALITY DEPARTMENT CHAIR

work,” notes Paul, who oversees everything from clubs and

2022 PRESIDENT’S REPORT

LITERACY TRAINING: TEACHING ELEMENTARY SCHOOL STUDENTS HOW TO READ — AND HOW TO LOVE READING Last summer, under the auspices of the school’s K–12 Academic

“Since reading isn’t something our brains are naturally wired to do, like speaking, we need to be explicitly taught ‘the code’ to become proficient readers and writers.”

Council, roughly 15 elementary school homeroom and English

Natalie says the workshop, which “outlined how our brains

teachers — including a handful of administrators — attended a

learn to read and how we as teachers can support that process,”

three-week literacy workshop, “Teaching Reading to Struggling

reinforced the work she does both in and out of the classroom

Students,” hosted by Teachers College, Columbia University’s

as well as the need to be explicit in her delivery of content,

Continuing Professional Studies, reinforcing Stuart Hall for Boys

whether reciting rhymes with kindergartners or introducing

and Convent Elementary’s commitment to providing a research-

the Frayer Model — a graphic organizer for building students’

based literacy program.

vocabulary — to fourth graders.

Among the attendees was Literacy Curriculum and Instructional

“We know so much more about how the brain works and how

Lead Natalie Ohanessian, a former Stuart Hall for Boys

children learn to read,” Natalie says, noting that she takes great

kindergarten teacher and Learning Strategist who has stepped

pride and joy in Convent & Stuart Hall’s concerted efforts in

into a new role this year. She works with K–4 students who may

not only teaching students how to read but also how to love

benefit from a little extra help in reading and writing by pulling

reading. “With this knowledge, we’re focusing our curriculum

them to work one-on-one or in small groups, or pushing into

choices and instructional strategies around the five pillars of

classrooms to support learning activities.

early literacy and reading instruction — phonemic awareness,

The training, she recalls, served as an important reminder of the structured, explicit, multi-sensory learning activities that build upon one another and must be carried out each day

phonics, fluency, vocabulary and comprehension — and continuing pedagogical alignment across divisions. It’s a pretty exciting time to be an early literacy teacher!”

in the classroom. For instance, attendees learned that students must develop oral language skills and phonological

Scan this code to learn more about our K–12 Research-Based Structured Literacy Program.

awareness before being taught the alphabetic principle and decoding strategies. “I learned so much more about the reading brain from recent neuroscience research and the best ways to support struggling readers — whether they’re dyslexic, an English-language learner or simply continuing to develop early literacy skills,” Natalie says. 24

ABOVE: Natalie Ohanessian adopts new strategies while teaching early reading skills to Stuart Hall kindergartners. RIGHT: Scott Ervin, center, with school leaders in Syufy Theatre following one of his hands-on workshops for faculty.

2022 PRESIDENT’S REPORT

BEHAVIORAL LEADERSHIP: TRANSFORMING CLASSROOMS INTO CALM, POSITIVE SPACES FOR CHILDREN TO LEARN AND THRIVE On March 31, 2022, K–4 teachers from both elementary divisions were introduced to Scott Ervin, M.Ed., a student

Marquette, a Stuart Hall fourth grade lead teacher and recipient of last year’s Sister Mary Mardel Award for Faculty Excellence. “During the debriefing, I was given my total score and a breakdown of my points, using what Scott calls the ABC, 123 Coaching Process.”

behavior and classroom management expert and a former

ABC requires each coach-in-training to offer three pieces

teacher, principal and superintendent. Mr. Ervin is the author of

of positive feedback about their colleague’s implementation

The Classroom Behavior Manual: How to Build Relationships

of Behavioral Leadership procedures and strategies, while

with Students, Share Control, and Teach Positive Behaviors and

123 comprises opportunities for further improvement.

the syndicated advice column “Ask the Kid Whisperer.” During his session with the teachers, Mr. Ervin demonstrated the relational power of knowing how to greet and say goodbye to students, including eye contact, a smile, physical contact such as a handshake and referring to students by their names, as well as various procedures for promoting positive behaviors in common areas throughout the school’s campus.

In search of ways to build community within her classroom and impart a greater sense of autonomy among her students, Stefanie observed a colleague using a control-sharing strategy that she liked so much that she immediately began using it in her classroom. “There are many aspects of Behavioral Leadership that we were already using — but with slight differences. For example, we would say, ‘I like how so-and-so is

The following day, the K–8 community gathered to learn

listening quietly’ or ‘Thank you for walking in the hallway.’ After

specific strategies for integrating Behavioral Leadership into

meeting with Scott, however, these ‘likes’ and ‘thank-yous’ have

the classroom. Finally, in early May, three faculty members

turned into ‘notices.’ So, now, I’ll say something like, ‘I notice so-

engaged in Behavioral Leadership Classroom Training and

and-so has his science notebook on his desk.’ We take away the

Classroom Coaching.

value aspect of the statement and achieve similar results. Using

“Throughout the week, Scott observed me three times for 30 minutes,” recalls Anne Warda, a Stuart Hall second grade lead

strategic noticing allows me to redirect unwanted behaviors in a calm, positive way.”

teacher. “Following each observation, Scott and I debriefed

Anne agrees, adding, “Behavioral Leadership creates a calm

for 15–30 minutes. During the debriefing process, Scott shared

environment and allows each student to be heard and gain

strengths he observed and ideas for ways to incorporate

self-confidence.”

additional Behavioral Leadership procedures and strategies into the classroom.”

This past fall, Anne and Stefanie had the opportunity to train other teachers to become Behavioral Leadership Classroom

“During the final observation, Scott and the other coach-in-

Coaches. Likewise, several high school faculty are also

training used the Behavioral Leadership Classroom Scorecard

becoming Behavioral Leadership coaches, amplifying the

to keep track of how many times I used specific Behavioral

school’s peer learning community where faculty can collaborate

Leadership strategies, such as strategic noticing, preventive

and learn from each other.

movement and gentle guidance interventions,” says Stefanie

2022 PRESIDENT’S REPORT

STEVE, STUART HALL GRADE 1 “I like drawing, just for fun, and for doing math. If you’re doing a number problem, you can draw a picture to help.”

SANAYA, CONVENT GRADE K “I get excited to paint because I love painting my feelings.”

YOSAN, CONVENT GRADE 7 “I love reading because it expands my imagination, and all stories are different. Some stories relate to my life, and there are always morals that I learn while reading books.”

AMRITA, CONVENT GRADE 10 “My AP Art History flashcards spark joy in my learning because they allow me to make real-world connections with art. Art history has opened my eyes to the rich and cultural history of the world.”

SARAH, CONVENT GRADE 11 “Shakespeare’s works combine theater, literature and history into both entertaining and informative works of art that constantly strengthen my love for and interest in these subjects.”

SETH, STUART HALL GRADE 11 “I love books because there’s so much to learn and enjoy! And I love learning and hearing about different perspectives and people of history.”

KYLE, STUART HALL GRADE 11 “The themes of good and evil, guilt and redemption, identity, and rationality showcased in Crime and Punishment spark passion in me whenever I read it.”

ALUMNA SPOTLIGHT: SAUDIA DAVIS ’92 Emmy Award-winning producer, author and entrepreneur Saudia Davis ’92 shares highlights from her career, her professional and personal goals, and the lifelong lessons she learned at Convent. BY CLAIRE CARLANDER

CO MMUNI CATI ONS ASSOC I ATE

Saudia Davis ’92 is an Emmy Award-winning producer,

Since graduating from Convent High School and attending Saint

entrepreneur, author and creative strategist. Before embarking

Mary’s College to study English and Communications, Saudia has

on these professional pursuits, she walked the halls of the Flood

explored professional fields that, in their different ways, inspire

Mansion, soaking in the views from the Williams Library bay

creativity, storytelling, community and the arts. In each endeavor,

windows, learning from teachers she looked up to and forging

she carries a lesson from Convent: You can be whoever you

her own path as the younger sister of an alumna.

dare and dream to be. 2022 PRESIDENT’S REPORT

Most recently, these dreams brought her to film production. In

Today, Saudia looks forward to continuing her work in the

2022, after producing professionally for seven years, Saudia

film industry. With three feature films and one documentary

worked as the producer for The Lost Story of Emmett Till: Trial in

in development, she is as busy as ever. In this busyness, she

the Delta. The film recounts the court proceedings that played

continues to dedicate her time to service. After being diagnosed

out in Sumner, Mississippi, in 1955, following the kidnap and

with fibroids and undergoing surgery, Saudia has committed to

murder of 14-year-old Emmett Till. In December 2022, the film

advocating for fibroid awareness and access to safe treatment.

won an Emmy Award for Outstanding Achievement in “Human

No longer able to have children, she shared that her “purpose

Interest — Long Form.” For Saudia, this award was far more than

in life has shifted significantly,” adding, “What I once believed

a marker of personal achievement. “The win somehow also

would be my life is nothing like what I imagined.” Saudia has

confirms that Emmett Till’s murder trial will be seen,” Saudia said,

found purpose in her commitment to this women’s health

adding, “This project shines a bright light on the truth.” The film

cause, working to support underserved women with fibroids, a

is currently available for streaming on Peacock and Roku. To

diagnosis that disproportionately affects people of color.

Saudia, her work on the film affirmed that she was on the right path in her career. Before entering the world of motion pictures, Saudia worked on

In this work, Saudia carries on the values of service she learned at Convent & Stuart Hall: “Convent’s commitment to service is a major part of my life today. … It was instilled in me as a student.”

the development of the Kehrein Center for the Arts, a 1000-seat theater in Chicago, which stands as a creative and performing arts hub for the city’s West Side neighborhood of Austin. Using the gutted, ceilingless Siena High School auditorium for storage in 2011, Saudia could see the space’s potential. By 2018 she grabbed the school board’s attention and, together with a volunteer committee, raised over $7 million. Construction began in April 2018, and a year later, the theater officially opened. In 2020, Saudia released her debut book, 33 Ways Not to Screw Up Creative Entrepreneurship, sharing her insights, guidance and tools for emerging creative entrepreneurs. Two years later, she returned to Broadway to speak to current Convent High School juniors and seniors. In a lively talk, Saudia connected lessons from the book to the students’ lives as they begin or continue their college search. Determined to sign each of the students’ books personally, Saudia almost missed her flight home to Chicago. With this visit, the Convent & Stuart Hall community “welcomed me home with enthusiasm and joy,” she said.

Convent’s commitment to service is a major part of my life today. … It was instilled in me as a student.” - SAUDIA DAVIS ’92

LEFT: Saudia Davis ʼ92 at the Chicago Midwest Emmy Awards dinner, held on December 3, 2022. RIGHT: Saudia speaking to Convent High School juniors and seniors in Syufy Theatre on November 9, 2022.

REDEFINING ART IN THE NEW MERLONE FAMILY LITTLE THEATER One way of supporting Area of Impact I of Convent & Stuart Hall’s

an entertainment venue for the community. Having this space

Strategic Plan — educating to stretch human capacity — now and

affords music and theater students and faculty new and exciting

for the future — is to make performing arts programming a core

performance opportunities and a smaller black box rehearsal

part of the curricular experience. And so, over the last couple of

space, complementing Syufy Theatre’s proscenium stage

years, the school’s Visual and Performing Arts departments have

with a setting fit for workshops, conferences and other non-

continued to grow in size and scope in terms of course offerings,

traditional formats.

student participation and community spaces.

Thanks to a multimillion-dollar gift from the Merlone family, the

Through the Strategic Plan Gift Campaign, the Merlone

theater is named in honor of Peter Merlone’s late wife and the

Family Little Theater, a newly redesigned space suitable for

mother of Kristen Merlone CES ’02, Valerie Hessen Merlone, whose

instrumental, vocal and theatrical performances, provides a state-

memorial service was held in the Little Theater 22 years ago.

of-the-art creative learning environment for students and

PHOTOS: Scenes from elementary and high school instrumental music classes in the new Merlone Family Little Theater.

2022 PRESIDENT’S REPORT

Nancy Morris, RSCJ, (far left) and President Ann Marie Krejcarek (far right) with the Merlone family at a dedication ceremony held during the annual Barat Dinner on May 19, 2022, to name the newly redesigned performing arts space the Merlone Family Little Theater in honor of Valerie Hessen Merlone.

EXPANDING INSTRUMENTAL MUSIC Q&A WITH

BONNIE FRAENZA A N D LEANDRO JOAQUIM

Stuart Hall seventh graders in a strings class taught by Performing Arts Department Chair Chauncey Aceret ’06.

We sat down for a Q&A with Music Conservatory Director and

BONNIE: Like Leandro, it was natural for me. I started teaching

multi-instrumentalist Bonnie Fraenza and Instrumental Music

flute and guitar when I was in high school. I had planned to go

Faculty and trumpeter Leandro Joaquim to discuss their

to college for marine biology, but in my senior year, my high

teaching journey, the expansion of the instrumental music

school music teacher asked, “Why are you choosing to do

program with the opening of the Merlone Family Little Theater

that? You should be a music teacher — you have the gift!” He

and their vision for students.

helped me change last minute to music education with a major in Band Instruments. I had to learn all string, brass, woodwind and percussion instruments to obtain this degree. My music teacher

CAN YOU RECALL THE FIRST TIME YOU PICKED UP YOUR INSTRUMENT AND WHAT IT FELT LIKE? BONNIE: I played flute in fourth grade in a public school

music program in New Jersey. I remember asking my father if he wanted to hear the song “Long, Long Ago.” He folded the newspaper he was reading, looked at me and said, “No, but do you know ‘Far, Far Away?’” The next day I went to Ms. Brekenridge, my band teacher, and asked her if I could learn “Far, Far Away.” She couldn’t stop laughing! This left an indelible memory. Laughter is important in my teaching.

even gave me a crash course in music theory to get into music school.

HOW LONG HAVE YOU BEEN TEACHING AT CONVENT & STUART HALL? CAN YOU DESCRIBE WHAT YOUR TEACHING TRAJECTORY HAS BEEN AT THE SCHOOL? BONNIE: Since the dinosaurs roamed! I think this is my 37th year?

Over the years, I’ve taught flute, clarinet, bass clarinet, saxophone, trumpet, trombone, french horn, guitar and

LEANDRO: When I was 11, I moved to a new school in Brazil

percussion. I created the band program once I realized how

and saw the marching band lining up for their first rehearsal.

many students were taking private lessons outside of school,

Traditionally in Brazil, marching bands don’t play for sports but

and I had quite a few private students I taught after school.

for public events. Without an invitation, I showed up at their next rehearsal. Everyone was given percussion instruments except for me because I was too small. Disappointed but persevering, I waited until the band director announced: “There are no percussion instruments available anymore, but this year, we are introducing a new set of instruments. Who wants to play the trumpet?” Before he could finish his sentence, I had both my hands in the air and was jumping up and down to be picked. When I looked around, I realized I was the only person volunteering. I think all the other students knew how hard it was

Early in Dr. Krejcarek’s time at Convent & Stuart Hall, she asked to meet with me. I was a part-time teacher at the time. The first question she asked me was, "What do you think of the performing arts here at the school?” My answer was, "very under-performing." She understood the value of music education. She asked me to come aboard as a full-time faculty member and asked me to be the Director of Performing Arts. I had zero experience and serious doubts that I was the right person. Dr. Krejcarek convinced me that I was, and she gave me support on every level to succeed.

to play the trumpet, but I just wanted to play any instrument

I’m now the Music Conservatory Director, and I’m so fortunate to

and be in the band. After trying the trumpet a couple of times

work alongside inspiring faculty peers and musicians

without success, I turned to my teacher and, like an expert, said

like Leandro.

to him, ”Nope, not this one. This instrument is broken.” I still remember the look on his face, thinking how clueless I was about the trumpet.

LEANDRO: It’s my fourth year teaching at Convent & Stuart Hall.

Bonnie was the one who hired me. I’m the Band Director for Grades 5–8, and this year I started teaching fourth grade music classes. I’m also a part of the liturgical music group, the House Band and am a sixth grade homeroom teacher. The entire

WHAT LED YOU TO BECOME A TEACHER?

experience is very enriching.

LEANDRO: It was always natural to me. After a couple of years

in the marching band, I became the lead trumpet player and started teaching the new trumpet players in the band. I had my first private student when I was 17 and started my first job as a music teacher at the music school by the time I was 19.

WHAT DO YOU LOVE ABOUT TEACHING? BONNIE: I love figuring out what works for each student to

succeed on their instrument. The challenge is exciting for me. The end result of the look in their eyes when they realize that they can do this is wonderful. I love sharing in their joy.

2022 PRESIDENT’S REPORT

IN YOUR OPINION, WHAT IS THE VALUE OF MUSIC EDUCATION? BONNIE: It serves a purpose of self-discovery, discipline, love and

joy in creating music. It is an excellent way to build self-confidence and learn how to work collaboratively in a group setting. LEANDRO: A music education supports the development of

other aspects of the learning process, such as creativity, teamwork dynamic, focus, organization, motor coordination, self-confidence, self-expression, awareness of performance skills, etiquette, ability to listen and responsibility.

Bonnie Fraenza teaches her band class while playing the saxophone.

LEANDRO: I love seeing my students facing the challenge of

learning from scratch, and when they succeed, we look back and see all the progress done. The shine in their eyes while playing the first melodies and the curiosity to learn more inspires me.

WE DESCRIBE “SPACE” AS AN INFLUENTIAL TEACHER SUPPORTING OUR STUDENTS’ LEARNING. DESCRIBE THE RECENT EVOLUTION OF THE DIFFERENT MUSIC SPACES ON CAMPUS AND HOW THEY’VE IMPACTED REHEARSAL AND PERFORMANCE OPPORTUNITIES. BONNIE: When I first came to the school, there was no

instrumental program. I started teaching instruments privately after school. I used out-of-the-way rooms, usually below the ground, since band instruments can be quite loud. Once there was a viable band, we practiced in room 5104 in the then-new

GENERALLY, HOW MANY STUDENTS PARTICIPATE IN INSTRUMENTAL MUSIC PROGRAMS EACH YEAR? LEANDRO: The daytime program varies from 90 to 110 students,

combining all Grade 5–8 classes.

Siboni building. This room has no windows and is below ground. LEANDRO: Space is very important. It brings consistency and a

sense of comfort and focus for the band. After Covid, the band’s main challenge was returning to consistent practices. Many adaptations were needed to have students play again. We practiced in the following rooms: Siboni 5104, outdoor patios, Syufy Theatre and the

BONNIE: About 80 students participate in the after school Music

Flood entrance — we played music everywhere we were allowed.

Conservatory program.

HOW MANY STUDENTS DO YOU TEACH WEEKLY? LEANDRO: I see all of the 110 students every week. Some of them

once a week or three times a week, depending on the schedule. The more classes per week, the better the program.

LAST YEAR, WE UNVEILED A NEW, STATE-OF-THE-ART REHEARSAL AND PERFORMANCE SPACE: THE MERLONE FAMILY LITTLE THEATER. HOW HAS THIS RENOVATED SPACE OPENED NEW OPPORTUNITIES FOR TEACHING AND LEARNING MUSIC?

BONNIE: It depends on who may need my help, but I usually teach

LEANDRO: The new Merlone Family Little Theater came at the

5–10 students per week.

perfect time. The best result of having such a professional space for the band classes is that now our students are playing better, learning faster and enjoying being in the band

even more. We feel more integrated with the community here.

HOW MANY STUDENTS HAVE PLAYED THEIR INSTRUMENT BEFORE VS. PICKING UP A NEW ONE FOR THE FIRST TIME?

The possibilities in the Little Theater are countless. The room is equipped with the best gear to fulfill all our needs. From the

BONNIE: Most of our students start as total beginners. Those who

acoustics to the visual aspects, we have high-end audio-visual

wish to learn another instrument in addition to their initial one take

systems. Even in professional music recording studios, it’s hard

private lessons after school on their second choice.

to find such a complete room.

2022 PRESIDENT’S REPORT

DESCRIBE HOW PLAYING MUSIC IN THE NEW MERLONE FAMILY LITTLE THEATER FEELS. BONNIE: The fact that the bands now rehearse in the new Little

Theater is marvelous! Windows! Above the ground! Our students feel quite proud to be in this performing space. LEANDRO: Fantastic! The acoustics are great. From piano solos

to full-section band rehearsals, it sounds perfect.

FINALLY, WHAT INSPIRES YOU? BONNIE: The laughter, energy and excitement students bring to

the table! Each student has their own mystery of what excites them. I love working together to unlock that mystery and find their talents. I’ve taught many students at Convent & Stuart Hall over the years, and I now hear from many former students who are making instrumental music part of their careers. I also hear how being a part of the band made a difference in their lives. I am often asked, “When will you stop teaching?” I always reply, “When I wake up not liking kids.” Not gonna happen! LEANDRO: Music is my passion. I’ve had the opportunity

to spend the last 30 years of my life playing and teaching music, and I know that I will spend the next 30 years (at least) continuing teaching. It gives me incredible inspiration. Leandro Joaquim instructing a sixth grader in the Merlone Family Little Theater.

A high school band class.

2022 PRESIDENT’S REPORT

The Best Sporting Moments of 2022 From a state championship to dazzling long-distance running performances, 2022 offered plenty of highlights for Convent & Stuart Hall teams and student-athletes.

STUART HALL CELEBRATES DIVISION 5 BASKETBALL STATE CHAMPIONSHIP Brandon Lum ’22 scored a game-high 25 points and classmate Jackson Jung ’22

added 17, lifting Stuart Hall to a 56-45 win at the Golden 1 Center in Sacramento on March 11, 2022, and the program’s first CIF State Championship, joining Convent’s state basketball championship victory in 2003. The school chartered a fleet of buses, bringing students in Grades 7–12 clad in custom white T-shirts, as well as a cohort of faculty, to form a mighty cheering section. After the game, the team was given a heroes’ welcome as the players took the championship trophy on a tour of campus.

MAYOR BREED HONORS STATE CHAMPIONSHIP TEAM AT CITY HALL The state champions took to City Hall on April 28, 2022, as Mayor London Breed honored the Stuart Hall varsity basketball team for its accomplishment, declaring April 28 as Stuart Hall High School Basketball Day in San Francisco. After the ceremony, held in the magnificent City Hall Rotunda, the team posed for photos and received certificates from the Mayor’s Office. Later that

night, City Hall was lit up in blue and red to celebrate Convent & Stuart Hall.

STUART HALL FOOTBALL RETURNS TO SECTION TITLE GAME After winning eight straight games over a dominant two-month stretch, the

Stuart Hall 8-man football team captured the North Central League II title with an undefeated league record (6-0). The Knights kept rolling in the postseason, winning a pair of North Coast Section tournament games and advancing to the section title game for the second straight year. Stuart Hall led the NCL II in all-league selections this year, including offensive (junior Tim Rayford) and defensive (senior Andrew Williams) MVP awards.

2022 PRESIDENT’S REPORT

CONVENT SOPHOMORE IS CALIFORNIA’S SECOND-FASTEST DIVISION 5 RUNNER With a burst of speed at the finish line, sophomore Sienna Faidi etched her 4

name in the Convent & Stuart Hall record books with a second-place finish at the CIF State Cross Country Championships on November 26, 2022, in Fresno, CA, the best-ever individual result for any Cub or Knight at the state meet. One week earlier at the North Coast Section Championships, she set a new Convent record with a blistering second-place 5K time of 17:59.

CONVENT 8TH GRADE TEAM WINS SOCCER CHAMPIONSHIP Behind a staunch defensive effort, the Convent eighth grade soccer team won the Bay Area Independent Athletic League (BAIAL) championship on May 13, 2022, with a 1-0 overtime triumph at the Beach Chalet athletic complex. It was the third shutout of the season for the Cubs’ defense; the team outscored opponents 22-3 over the course of the season. Nearly half the girls on the

team played volleyball together in the fall of 2021 and proved to be equally formidable on the court, notching a combined record of 17-1 in two leagues.

JUNIOR BREAKS HIS OWN SCHOOL 5K RECORD Stuart Hall junior Malcolm Oakes 6

crossed the line in 14th place at the CIF State Cross Country Championships with a time of 15:50.6, which broke his own school 5K record by 0.8 of a second. At the NCS Championships, Malcolm managed a second-place finish in a remarkable time of 15:09, which is the fifth-fastest time ever run by a Division 5 boy at the NCS finals.

A HIGH SCHOOL CROSS COUNTRY SEASON TO REMEMBER By virtue of finishing second and fourth, respectively, in the team events at the NCS Championships on November 19, 2022, both Convent & Stuart Hall cross country teams qualified to compete in the state finals. It was only the third time since 2005 that both teams accomplished that feat in the same year.

2022 PRESIDENT’S REPORT

7 37

Q&A WITH LESLIE O’NEIL, PARENTS ASSOCIATION PRESIDENT

When Leslie O’Neil isn’t running your favorite Parents Association events and fundraisers, she is doing another very different type of running — competitive Ironman and marathon racing. With three Boston Marathons and seven Ironman competitions under her belt, Leslie’s determination and tenacity are unparalleled, and she brings this same dedication to all that she does as the Parents Association President. BRIEFLY TELL US A BIT ABOUT YOURSELF AND

on larger volunteer roles like a Class Parent, organizing sports,

YOUR INVOLVEMENT WITH THE CONVENT & STUART

serving as Secretary of the Parents Association Board, Annual

HALL COMMUNITY.

Fund Captain and VP of Stuart Hall for Boys. In January 2021, I

I originally moved to San Francisco for college, where I met my

became the President of the Parents Association. All along the

husband Brendan, and now we live in Cow Hollow with two

way, I have enjoyed volunteering, meeting fellow parents and

teenage sons — Colin, a sophomore, and Paddy, a senior, who

having a great time at the school.

both attend Stuart Hall High School. Thirteen years ago, we joined Convent & Stuart Hall. As a new kindergarten parent,

WHAT INSPIRED YOU TO DEDICATE YOUR TIME TO

my first volunteer experience was with Seconds to Go, where

THE PARENTS ASSOCIATION AND ITS MISSION?

I folded large tablecloths with another kindergarten mom,

I strongly believe in the mission of the Parents Association — to

Sheree Pirie. Since then, I have volunteered every year, always

build community and fundraise for Convent & Stuart Hall through

finding ways to get involved in Parents Association events and

annual events. As a parent of two students, I truly believe there

supporting the faculty and administration. In the beginning, I

is no better place to dedicate my time volunteering than in ways

said yes to any day-of volunteer needs I could, like being a

that foster education. Other than my commitment to education,

“lice lady,” field trips and helping move Easter baskets from one

I find myself inspired by the Convent & Stuart Hall faculty and

campus to the other. As my boys got older, I was able to take

administration and their dedication to the education given

ABOVE: Leslie O’Neil with her sons, Colin (right), a sophomore, and Paddy, a senior, who serves as the Student Body President at Stuart Hall High School. PG. 41, CLOCKWISE FROM TOP: Leslie (far left) at the 2021 Celebrate Spring urban hike with event chair Josephine Freckmann and school leaders. Leslie (far right) and other Parents Association volunteers serving waffles to faculty and staff as a sign of appreciation. Leslie (second from right) at the 2019 Celebrate Spring luncheon.

2022 PRESIDENT’S REPORT

to my boys and the other students. I am also inspired by my

WHERE IS YOUR FAVORITE PLACE TO RUN IN

community, and I treasure the friendships with the parents I have

SAN FRANCISCO?

met along the way. There is one benefit, though, I did not expect

My favorite is a nine-mile route in San Francisco, where most

upon joining the Parents Association: how much I would learn

of the distance is not on asphalt. This run bends through Crissy

from our wonderful faculty and administration. Dr. Ann Marie

Field, under the Golden Gate Bridge, out to Baker Beach and

Krejcarek has taught me a lot over the years, and her leadership

then winds around in the Presidio. This quickly became my

and dedication inspire me.

favorite because one of my running buddies, our black labrador retriever, Olivia, can run with me off leash.

WHAT ARE YOU MOST PROUD OF ACCOMPLISHING AS THE PARENTS ASSOCIATION PRESIDENT?

WHAT IS YOUR FAVORITE CONVENT & STUART HALL

This is a good question! When I took on this role in January

TRADITION AND WHY?

2021, the Parents Association — and our events — were

I’m unsure if one can classify the handshake as a tradition, but

challenged by the pandemic. I’m most proud of the parents who

it is one of my favorites. My boys have learned how to foster

stepped up to organize our successful events and fundraisers

the confidence and kindness to introduce themselves, shake

during a time that required so much clever planning. We have

hands, look the person in the eye, smile and say, “Hello, nice to

a remarkable group of talented parents who I learn from every

meet you.” There are many other favorite Convent & Stuart Hall

day, and I am proud to be a part of our success. My daily goal

traditions, but I always look forward to Mass of the Holy Spirit

is to support the Parents Association Board and create a fun

and Cor Unum Week. Mass of the Holy Spirit is a great school-

volunteer experience for all.

wide celebration and “spiritual kick-off” to the year for our entire community. I’m sure it is no surprise that I like Cor Unum Week, as

WHAT DO YOU DO IN YOUR FREE TIME?

we unite as a Sacred Heart community and volunteer in our city.

Free time? I may need a refresher course on that topic! I enjoy any free time with my boys; however, a road bike in the garage frequently calls my name! WHAT FIRST SPARKED YOUR INTEREST IN FITNESS AND RUNNING, AND WHAT HAS MOTIVATED YOU TO CONTINUE THIS PASSION? I fell in love with running when I was in the third grade. My father was a runner, and I would get up early to lie on the carpet in front of my parents’ bedroom door, waiting for him to embark on his morning run. One of my favorite things is to run early in the morning; I head out in the dark with a headlamp and watch the sky turn from black to navy blue, then sky blue. I have also met wonderful running buddies training, and we motivate each other for various races to achieve our goals.

FACULTY AWARDS During the President's New Year assembly on February 3, 2022, eight faculty and staff members were recognized for excellence in teaching and service, as well as for their professional development ambitions. President Ann Marie Krejcarek and the Faculty Staff Development Committee (FSDC) announced the 2022 faculty awards recipients.

2022 AWARDS AND RECIPIENTS Esther Rossi Excellence Award

describing Chad as “a master teacher,” someone who “is

RENA FRANCO

confident yet humble” and “shows deep dedication for his

Accounts Payable Specialist

students.” He “works intentionally to equip and empower

The Esther Rossi Excellence Award is given each year to an employee of

students to think critically and transformationally” and “demonstrates a deep commitment to craft and curriculum.”

the school who has made outstanding contributions to our tradition of excellence, focused particularly

Sister Mary Mardel Fund

on Goal 4 of the Goals and Criteria: the building of community

The Sister Mary Mardel Fund for Faculty Excellence was

as a Christian value. The award was established and continues

established in 1997 by gifts to an endowed fund in honor of

to grow thanks to the support of members of the Rossi family in

the beloved Sacred Heart educator. Each year, elementary

honor of their beloved mother, grandmother, aunt and grand-

faculty apply for the award in pursuit of a specific professional

aunt. Esther was a devoted alumna of the Sacred Heart and

development opportunity or personal enrichment. The

generously supported the San Francisco College for Women

committee received no applications for this award in 2021,

at Lone Mountain, which was founded by the Religious of the

so it was able to offer two grants in 2022.

Sacred Heart. Last year's award recipient was Rena Franco. Before presenting the award, FSDC member Paul Chow

STEFANIE MARQUETTE

described Rena’s dedication to the community as admirable and inspirational, saying: “Everything she did behind the scenes

Stuart Hall for Boys Grade 4 Faculty

during the worst pandemic in a century has been so critical and

The first recipient, Stefanie Marquette, traveled to Montana, where she visited

instrumental for our entire school community’s well-being.”

Yellowstone National Park to attend a The President's Excellence Award

CHAD GARDNER

National Endowment for the Humanities summer program to explore the connection between humanities and discourse on our environment through Carroll College.

Grade 7 History Faculty The President's Excellence Award was

SHARANYA NAIK

established in 2013 by Joe and Karen

Convent Elementary Dean Grades 6–8 and Studies in Literature & English Language Department Chair and Faculty

Niehaus, longtime Convent & Stuart Hall supporters whose children attended the school. Additionally, Joe served on the Board of Trustees for seven years, with one

The second recipient, Sharanya

term as Chair. The Niehaus family established the fund so the

Naik, traveled to Greece to follow the journey of the Odyssey to enhance her

President could select a recipient each year who exemplifies excellence in his or her work for the school. Last year's award

understanding of the Greek plays she teaches in our International

recipient was Chad Gardner. He was introduced by FSDC

Baccalaureate Diploma Programme curriculum.

member Belle Akers who read quotes from colleagues 42

2022 PRESIDENT’S REPORT

Sister Ann Conroy Award

JAY KONIK

High School History & Social Sciences Faculty The Sister Ann Conroy Fund for Faculty Excellence was established in 2013 in honor of another longtime Sacred Heart educator. This award application process is open to all high school faculty and Central Services staff for pursuits of personal enrichment. Jay Konik plans to travel to Japan to visit Kyoto and Tokyo and to China to visit the Forbidden City to enhance his understanding of the history and culture of East Asia in connection with his IB HL History course.

THE FUSCO FAMILY AWARDS IN SUPPORT OF EDUCATIONAL EXCELLENCE In November 2015, the school received a gift from the estate of Elvera "Ellie" Fusco, a beloved friend of the school and a graduate of the San Francisco College for Women at Lone Mountain. Her bequest established an endowed fund to support faculty salaries and benefits. Dr. Krejcarek, in collaboration with

The Ellie Fusco Heart of an Educator Award

JULIA ARCE High School Studies in Literature & English Language Faculty

the estate trustees, wanted to honor Ellie's passion for education through the establishment of three awards presented each year in honor of Ellie, her sister Mildred (Millie) and their brother Lorenzo (Larry). The Fusco Family Award in honor of Ellie Fusco is presented to

The Fusco Family Award in honor of Millie Fusco

DIANE HOLLAND Convent Elementary Grade 2 Faculty

a faculty or staff member who has the true "heart of an educator," someone who gives his or her all in the classroom while making sure the hearts and minds of students are activated and engaged. The award in honor of Millie is presented to a faculty or staff member whose work with students inspires passion and aspiration. The award in Larry's honor is presented to a staff person who shines in his or her work with students as a coach or

The Fusco Family Award in honor of Larry Fusco

PAUL HARVEY Assistant Athletic Director, Grades 5–8

service learning mentor. The following faculty members received last year's Fusco Family Awards:

LEFT TO RIGHT: Diane Holland, Jay Konik, Julia Arce, Rena Franco, Chad Gardner, Stefanie Marquette, Sharanya Naik and Paul Harvey.

TELLING THE STORY OF THE

CLASS OF 2022 BY CESAR GUERRERO

DI REC TOR OF AD M I S S I O N S AN D ACAD E M I C GU I DAN C E

When we look back to tell the story of the Class of 2022, we must acknowledge where the world was amid the pandemic. All educational institutions and organizations swayed between how to safely gather in person while also offering virtual experiences. Schools had just begun to move from a complete shutdown to a hybrid world, while Convent & Stuart Hall was ahead of the curve and had already found a way to deliver our education fully in person safely. This set the stage for a college process for our seniors and their families that was more challenging and uncertain than in previous years. However, our college counseling team was hopeful.

The Class of 2022 came together at the A.C.T. Theater for the first joint Convent & Stuart Hall high school commencement ceremony, held on May 27, 2022.

2022 PRESIDENT’S REPORT

Make no mistake — there was no full return to normalcy. Even now, the California market still struggles to provide students access to standardized testing. Many seniors experienced test cancellations and the anxiety of registering for an exam and preparing for it, only to have it canceled within a day of its administration. Countless articles seemed to possess a tone of an admissions doomsday looming as application numbers soared for the most selective colleges in the country. Seniors and their parents began their college search journey more doubtful and suspicious of a process that is already veiled. How do we instill in our families a feeling of trust in our years of expertise and our expansive network and partnerships with admissions officers so they feel confident that they are in good hands?

My teachers and the college counseling team were consistently willing to help me. I have vivid memories of popping into the college counseling offices to prepare for an interview, edit an essay or work out one of my many application-related questions.” - MIRA CHAWLA ’22 | SCIENCES PO (PARIS, FRANCE) AND U.C. BERKELEY ’26

Our college counseling team relied on what was most important

individualized feedback on each student’s college essay.

to our success as a collective — being available for each

Couple this with open meeting times with their college

student. Unlike other institutions in the Bay Area, our college

counselor and the weekly college counseling class, and you

counseling model has always included a dedicated class to

can see the breadth of a college process that does not require

meet with students weekly, beginning in the spring of their junior

our families to seek outside resources.

year and throughout their senior year. The class, led by the college counselors and several guest speakers, offers students the gift of time, direct expertise and resources that aim to reduce stress by giving them benchmarks and structure.

We learned from the few families who chose to include an outside resource, like an “essay coach” or an independent counselor who promises “better outcomes,” that, ultimately, they experienced a slow process with too many meetings. In

The most significant benchmark is that every junior completes

many ways, they felt beholden to their consultant instead of

the first draft of their college essay before the start of the

empowered to utilize the already abundant resources and

summer. The college counselors, all of whom have worked as

real-time information that the school’s college counseling

college admissions officers, review their essays, not to intrude

team provides.

but to share and reflect with students about how to strengthen their main message. In August, before school begins, seniors gather alongside 16 college admissions officers who offer

Of our graduating Class of 2022, 38 percent matriculated to the most selective colleges in the United States. The Strategic Plan calls us to offer an education that inspires and encourages "students as producers." Ultimately, our seniors who conducted rigorous research, published original works and had high-quality

My experience with the Convent & Stuart Hall College Counseling Department was exceptional. I felt empowered by the consistent and accessible support of my college counselor. I was able to work closely with my counselor and utilize resources like the college search tool and spreadsheet, but it is ultimately up to each student to stay motivated and take advantage of the department’s expertise and assistance during the college application process.” - ANDRE-PADRAIG PANG ’22 | NORTHWESTERN UNIVERSITY ’26

community service engagement were accepted by the most selective colleges. Our rich heritage calls us to educate young people to be thoughtful and reflective, and it demands us to always put students first. The college counseling team maintains strong relationships with colleagues on the other side of the admissions gates to learn, share and grow partnerships so that we always provide our students with the most current and accurate information. While others felt displeasure and a sense of loss, our community was already equipped to navigate and succeed in the face of uncertainty. The pressure created by the pandemic tested our structures and challenged our bearings, but we came away from it with our purpose as Sacred Heart educators fully intact: If we continue putting students first — offering them a substantial and purposeful education every day — they will always embody what universities have grown to love about our students — the essence of the whole person.

2022 PRESIDENT’S REPORT

ANN MARIE KREJCAREK President

HOLDEN SPAHT

Board Chair

BILL BRENTANI

JEFFREY CHANG

KIRSTY ELLIS

JOSEPH GALLO

JILL HAZELBAKER FRANKS

2022 PRESIDENT’S REPORT

BRIAN PROSES

ANDREW HOMAN

SHB’90

ADRIEL LARES

TOM ROBERTS

JACQUES LEHOT

BARBARA ROGERS

CHRISTINE LEONG CONNORS

PETER SWARTZ

RSCJ

PAULA TONER

SAIRA MALIK

RSCJ

JENNIFER TULLEY

NANCY MORRIS RSCJ

MEETA PATEL

JOHN VILLASENOR

’92

NOTE: Mark Farrell SHB’88 and Martina Lauterbach (not pictured) are former members of the Board of Trustees who completed their term of service on June 30, 2022.

2022 PRESIDENT’S REPORT

MESSAGE from the

BOARD CHAIR

Holden Spaht, seen here at the 2022 Stuart Hall for Boys commencement ceremony, says, “Our graduates have been challenged to investigate the world and bridge linguistic, geographic, ideological and cultural barriers with a level of fluency that will serve them — and our world — well.”

48 48

2022 PRESIDENT’S REPORT

D E A R C O N V E N T & ST UA RT HAL L C O MM UN ITY, When my oldest daughter, Eliza, was born in 2004, I would never have imagined that 18 years later I’d be standing on stage, presenting her with a high school diploma. But, fortuitously, that’s what happened this past May. As the Board Chair, I had the privilege of joining the procession of faculty and staff and standing alongside the Class of 2022 at the A.C.T. Theater for the first joint Convent & Stuart Hall high school commencement ceremony. As I gazed out into the bright theater lights, conferring one diploma after another upon our graduates, I was filled with pride for my daughter and her classmates as they entered the next stage of their lives with everything a Convent & Stuart Hall education bestows. Our graduates have been challenged to investigate the world and bridge linguistic, geographic, ideological and cultural barriers with a level of fluency that will serve them — and our world — well. They are fully equipped to excel in college and beyond. In my last President’s Report letter, I highlighted the incredible job Ann Marie, her Leadership Team and the faculty did in guiding Convent & Stuart Hall through one of the most challenging times in its 135-year history. Despite the adversity presented by the pandemic, the school was the first in the Bay Area to have its students back in class learning in person. In addition, we have continued to invest in increasing faculty salaries, advancing our K–12 curriculum, improving our athletic programming, modernizing our facilities and making progress toward funding our Strategic Plan. Financially, we remain in a healthy position and have rasised close to $15 million toward our fundraising goal of $20 million, strengthening our endowment and providing the resources needed to complete two major renovation projects. As you read in the Q&A with music faculty members Bonnie Fraenza and Leandro Joaquim, completing the reimagined Merlone Family Little Theater last spring has created a superb home for our performing arts programs. The state-of-the-art space puts us in a position to continue expanding our offerings in music, dance and theater. The responses I’ve heard from several students, faculty and staff have been ecstatic. Finally, I want to extend my heartfelt thanks to two dedicated Board members, Martina Lauterbach and Mark Farrell SHB’88, who finished their term of service last summer. With their time, talent and energy, they helped position us to navigate the unknown with creativity and grace. I’m also pleased to welcome several individuals who joined the Board in July. The addition of Bill Brentani, Jeff Chang, Jill Hazelbaker Franks, Andrew Homan, Jacques Lehot and Saira Malik will help us continue to sustain and grow our impact in the Bay Area.

S IN C E RE LY,

HO L D EN SPA H T

2022 PRESIDENT’S REPORT

2222 BROADWAY, SAN FRANCISCO, CA 94115

SACREDSF.ORG

This is a publication of the President’s Office at Convent & Stuart Hall. We are grateful to our many contributors. Special thanks to the following: Editorial contributors: Claire Carlander, Elias Feldman, Sarah Leffert, Cara Patterson, Ken Savage and Rachel Simpson. Photo contributors: Steve Abernethy, Blake and Hailey Anderson, Brianna Barlock, Scott Chernis, Elias Feldman, Erin Kjar, Vlad Korostyshevskiy, Lawrence Lauterborn, Ryan Magee, Bryon Malik, Stefanie Marquette, Julie Martin, Rachel McIntire, Michel Edens Photography, Mugsyclicks School Photography, Ralph Thompson, Genaro Vavuris and Nano Visser. Design: The Office of Hot Coffee

2022 PRESIDENT’S REPORT

2022 President's Report

Articles inside

MESSAGE from the BOARD CHAIR

CLASS OF 2022 TELLING THE STORY OF THE

FACULTY AWARDS

Q&A WITH LESLIE O’NEIL, PARENTS ASSOCIATION PRESIDENT

The Best Sporting Moments of 2022

E XPAN DING INS T RUM EN TA L MU SI C

REDEFINING ART IN THE NEW MERLONE FAMILY LITTLE THEATER

ALUMNA SPOTLIGHT: SAUDIA DAVIS ’92

Professional Development Enriches TEACHING & LEARNING

Igniting Experimentation & Innovation in the Spark Studio

TRANSFORMING SAN FRANCISCO WITH HEART

DANCING THROUGH LIFE WITH ROBERTO PARRIS

defining the heART of art

Mary“Be” Mardel, RSCJ 1918–2022 The Heart and Soul of Broadway

MESSAGE from the PRESIDENT