Burke’s mission is to educate, encourage, and empower girls. Our school combines academic excellence with an appreciation for childhood so that students thrive as learners, develop a strong sense of self, contribute to community, and fulfill their potential, now and throughout life.
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2024-25
Board of Trustees
Like all other NAIS member independent schools and CAISaccredited independent schools, Burke’s is governed by an independent, selfperpetuating Board of Trustees.
The Board determines Burke’s mission and strategic goals, and acts as fiduciary for future generations of Burke’s students. The Board exercises oversight of the school’s financial health, approving the school’s annual budget, and overseeing the school’s endowment, physical assets and fundraising. Importantly, the board selects, evaluates, and supports the Head of School. The Board does not get involved in the day-to-day affairs of the school, disciplinary or personnel issues or admissions decisions—which are the responsibility of the Head of School. In short, the trustees act as stewards of the school, while serving as ambassadors of Burke’s mission.
www.burkes.org/who-we-are/board-of-trustees
Executive Committee
Johanna Calabria, President
Owen DeHoff, Vice-President
June Kitagawa Sakamoto ’88, Secretary
Gabe Santos, Treasurer
Roberto d’Erizans, At-Large
James Franzone, At-Large
Jennifer Jarrett, At-Large
Trustees
Gil Barrett
Rahul Chandarana
Lauren Dillard
Zoe Duskin ’97
Claudine Emeott
Sasha Fahimi
Max Boyer Glynn ’94
James Gutierrez
Nisba Husain
Dawn Rosenberg Jha
Abraham Martinez
Thayer Meicler
Liz Meyerdirk
Star Plaxton-Moore
Muhammad Nadhiri
Michael Neruda
Jeremy Scherer
Rachel Skiffer ’88
Stephanie Withers
Ex-Officio
Members
Michele Williams, Head of School
Abiah Karthauser ’90, P.A. President
Darby Gaynor Glickman ’98 Alumnae Board President
New Board of Trustees 2024-25
Lauren Dillard
Lauren Dillard is EVP, Chief Financial Officer at LiveRamp where she leads all aspects of LiveRamp’s (NYSE: RAMP) finance, investor relations and business technology functions. As part of the executive leadership team, Lauren is focused on reinforcing the company’s position as the leading data collaboration platform. She is active in communicating LiveRamp’s global data ethics program and is also an executive sponsor for LiveRamp.org, which leverages technology and people across the company and ecosystem to build better connections for a better future.
Prior to joining LiveRamp in 2014, Lauren was at Addo Communications, where she helped develop and execute investor relations strategies for a wide range of private and public companies in the TMT space. Before Addo, she worked in Corporate Finance at Silver Spring Networks and completed her CPA at Ernst & Young. Lauren holds a Bachelor of Science degree in accounting from Santa Clara University. She is an active community leader and has served on and chaired a number of Bay Area nonprofit boards of directors, including the Bay Area Discovery Museum and Multiplying Good. She lives in San Francisco with her husband and three daughters.
Sasha Fahimi
Sasha is a Certified Family Law Specialist and Partner at Sucherman Insalaco LLP in San Francisco, where she handles high net worth and high conflict divorces, as well as postjudgment proceedings in all areas of family law.
Sasha is passionate about volunteering, giving her time to UCSF’s Child Life Services, Habitat for Humanity, and OneJustice as a Farsi translator and pro bono attorney for individuals and families affected by the January 7, 2017 “Executive Order: Protecting the Nation from Foreign Terrorist Entry Into the United States.”
She has also sat on the board of Golden Gate Mothers Group (“GGMG”), a San Francisco-based 4,000+ member nonprofit, first as Director of Member Engagement, then as Vice-Chair, and ultimately Chair of the Board. While on the board, she oversaw the creation of the Diversity, Equity & Inclusion arm of the organization, and continues to volunteer as a copyeditor and writer for the GGMG Magazine when her schedule allows.
Liz Meyerdirk
Liz Meyerdirk grew up in the Midwest, where community, football and potato casseroles reigned supreme. Ann Arbor Liz Meyerdirk grew up in the Midwest, where community, football, and potato casseroles reigned supreme. Ann Arbor provided a wonderful childhood experience and her immigrant Taiwanese parents instilled a sense of hard work and a love for learning, which paved the way for her time at Stanford. While at Stanford, Liz coached high school lacrosse and fell in love with how you make game plans, change up your playbook mid-game and the thrill of winning and losing as a team. Professionally, this has been the same as she’s been a part of—and more recently led—some of the best teams in consumer tech, marketplaces and software. Liz currently serves as an Operating Partner at Bain Capital Tech Opportunities. Prior to Bain Capital, she served as the CEO of a digital women’s health business, The Pill Club, enabling equitable access to basic women’s healthcare including birth control for over 5 million women. Before her role as CEO, she was a co-founder of Uber Eats and also started and ran the Ads business, while also leading strategy & corporate development for Eats.
Liz serves as an independent director at 7&i Holdings, a publicly traded company and parent company to 7-Eleven and Speedway. She also serves as a Board Trustee for the Little School.
Michael Neruda is a Partner of Sixth Street, a leading global investment firm that offers flexible capital solutions to companies across all stages of growth. Michael is Head of Restructuring and Distressed Investing and leads Sixth Street’s cross-platform investing in businesses where a combination of public markets expertise and private capital financing may be utilized to improve a company’s balance sheet. Prior to joining Sixth Street in 2015, Michael was a Director at Watershed Asset Management, where he led that firm’s investments in the consumer and energy sectors. He was previously an investment analyst at MHR Fund Management, Silver Point Capital and Merrill Lynch. Michael received a B.S. in Management Science and Engineering from Stanford University and is a CFA Charterholder. Michael has served as a board member and investor representative on numerous corporate boards including with Neiman Marcus, Stallion Infrastructure Services, and LATAM Airlines, the largest publicly traded airline in Latin America where he is currently Chair of the Leadership Committee and a member of the Audit Committee. Michael also currently serves on the Board of Governors of the Boys & Girls Clubs of San Francisco, where he is the organization’s Treasurer as well as being a member of the Executive Committee, Finance Committee and Co-Chair of the Gala, the Club’s largest annual fundraising event. Michael and his wife live in San Francisco and have three girls at Burke’s.
Jeremy Scherer
Jeremy Scherer, a 4th generation San Franciscan raising two girls, joined the PlumpJack Group in 1994 and since then has touched virtually every facet of the company. He was named Executive Vice President in 2008, and in 2015 he joined Hilary Newsom as co-President. He is responsible for the operations and finance of PlumpJack’s portfolio of businesses, as well as targeting new development opportunities. Jeremy brings a wealth of project planning and construction management experience to the company and has been an integral part of PlumpJack’s success and growth.
Michael Neruda
OPENING SHOTS
Last Day of School
Rube Goldberg Machines
In a blend of creativity and engineering, eighth graders immersed themselves in the intricate world of Rube Goldberg machines. As gears turn, marbles roll, and levers pivot, the scientists brought their imaginative designs to life, fostering both teamwork and a passion for STEM.
Stepping Up Assembly
A special student-centered ceremony when students are invited to “step up” to the next grade and fourth graders celebrate their final day in Lower School.
THE Knibbler
Focus and creativity unite! Kindergarteners had a Makery lesson in “power tool readiness” on the Knibbler! The Knibbler is built to help young students cut materials safely and confidently while learning safety protocols and how to control a loud machine.
Math in the Makery
In their study of the Cartesian coordinate system, sixth graders created Cartesian cartoons and took them to the Upper School Makery to code them using Javascript.
Outdoor Education
Outdoor Education trips begin in the third grade and the challenges increase by grade level, becoming an annual rite of passage and an integral part of every Burke’s student journey. The trips are also an opportunity to learn about practices of leaving no trace and how to translate those practices into other aspects of their lives, whether that is waste generated at home or on campus after snack recess.
Greetings
from the Head of School
A MESSAGE FROM MICHELE WILLIAMS
Ienter my 13th year at Burke’s reflecting on my love for its mission—to educate, encourage and empower. I was particularly moved at Pansy Day as I watched the Class of 2024 process out through a blanket of falling pansies dropped by older and younger Burke’s siblings. As our alumnae community knows, this long-standing tradition is built on pansies as a symbol of remembrance. Remembrance of the dedication to serious study and the sense of community and joy of learning that has linked Burke’s graduates throughout generations. I am so proud to be part of the Burke’s story and am as inspired by our mission today as I was the first time I stepped on campus.
We had a wonderful Reunion Luncheon last March with more than 130 guests and inspiring comments from our Distinguished Alumna Kemba Eneas Walden ’86. We hope you will save the date for this year’s Annual Reunion Luncheon on Friday, February 7, 2025 with Pulitzer Prize-winning author Jennifer Egan ’76e who is the 2025 Distinguished Alumna Award Recipient. Many more details will follow and please reach out anytime to Melissa Sterling, Annual Giving and Alumnae Engagement Manager, at melissa.sterling@burkes.org with questions.
I hope you enjoy reading about the past year’s traditions, special events and academic explorations. Our feature article, “Educating for Sustainability” details curricular units developed in alignment with Burke’s StrategicPlan: Experience.Connection.Growth . Additionally, I am glad to share progress on our second year of ongoing work related to the strategic plan that include:
Experience: Ready Today, for Tomorrow
• Wellness Resources: The Exploring Wellness Committee hosted a fall book talk about Never Enough: When Achievement Culture Becomes Toxic–And What We Can Do About It, by award-winning journalist Jennifer Breheny Wallace. In the spring, the committee organized a Wellness Panel discussing how we can more intentionally foster our children’s resilience and capacity to navigate life’s challenges.
Connection: Caring for our Community and Planet
• Education for Sustainability (EfS): The first faculty cohort completed curricular units in multiple grades. In the 20242025 school year, the Curriculum Council will continue its work on EfS units with an added service learning component, to further the Strategic Plan goals.
• A Community of Belonging: In support of the goal to actively foster a diverse and equitable community of belonging, parents, faculty, staff and students alike engaged in the Pollyanna Inc. conference “Creating a Culture of Belonging.” Following Pollyanna’s unique format, participants examined the importance of centering belonging in school culture and received guidance, training and inspiration to become change agents in their communities.
• Prioritizing Sustainability as an Institution: Campus-wide we have continued to make strides in sustainability practices through the expansion of the successful rain barrel catchment system, moving to drought-tolerant, native plants, switching to LED fixtures, and implementing an expansive recycling program for textiles, mixed-use plastics and household items.
Growth: For the Community and Institution
• Inclusive Classrooms: For the 2024-25 school year $3,168,736 of financial assistance was allocated to 29% of students. This is in contrast to the 2019-2020 school year when $1,700,000 was allocated to 21% of students.
These pages can only hold a small slice of all that happens on our vibrant campus—follow us on Instagram or browse our Newsroom (burkes.org/newsroom) to stay up-to-date!
Thank you for your support and engagement as we continue to educate, encourage and empower our students.
Sincerely,
MICHELE WILLIAMS Head of School
MAGAZINE
Keep up with all the happenings at Burke’s in real time on our social media accounts!
This collaboration between Upper School English teachers and the Upper School Makery Facilitator had students team up for a Mars Rover Design project before they dove into A Rover’s Story. The project is a great example of how the Makery is felt through all grade levels and subject areas, beyond its physical space.
In this project, students learned about the NASA Mars Rover Program and used Tinkercad to address these design questions:
• How will it collect physical specimens?
• How will it collect images or collect data?
• How can it move across rough/uneven terrain?
• How can it communicate back to NASA computers?
An important aspect of the design process was naming their rover and writing a reflection about how it embodies the mission. Names included “Courage”, “Believer”, “Star Searcher” and “Fearless”!
JANUARY SPEAK EVENT WITH LANDON DONOVAN
Burke’s was honored to host a packed house for the SPEAK event featuring Landon Donovan, widely regarded as the greatest men’s American soccer player of all time. As we strive to help our children navigate highly competitive environments, Donovan’s lived experience offered a unique insight and guidance.
Donovan spoke on “Nurturing Mental Well-Being in Highly Competitive Environments” and was later joined by current Burke’s parent Dr. Erin Skiffer (PsyD) in a conversation to discuss both clinical and personal tips for parenting our youth today.
Burke’s is a proud member of the SPEAK consortium of 18 different K-8 independent schools in San Francisco working together to provide parent education to our school communities.
INTERNATIONAL WOMEN’S DAY
Burke’s had the honor of hosting Commander Rebecca Calder, USNR, (Ret) at our annual International Women’s Day Assembly. She presented her story through the lens of finding a passion, persevering through challenge and cultivating purpose. Sharing that she didn’t even consider becoming a pilot until after college, she stressed, “Don’t limit what you think you can do and what you may like...”
Rebecca Calder attended the U.S. Navy Fighter Weapons School (TOPGUN) in 2004 where she became the first female pilot to graduate from the elite program. She has accrued over 2,500 flight hours and 421 carrier arrested landings and became the first woman to have her basketball jersey (32) retired from the United States Naval Academy in January 2014. She was inducted into the New England Basketball Hall of Fame in 2004, and inducted into the Andover Athletics Hall of Honor in 2008, as part of the inaugural class.
After the Assembly, she stopped by Kindergarten for a short Q&A with a little show-and-tell!
SYMPOSIUM 2024
Dr. Jamil Zaki, professor of psychology at Stanford University, was our guest speaker for the 2024 Great Girls Deserve Great Schools Symposium. Before the evening parent/guardian event, he visited the Upper School for a special assembly and conversation with our seventh and eighth graders!
Dr. Zaki is the author of The War for Kindness: Building Empathy in a Fractured World, and he and his colleagues study social connection, including empathy, cooperation and trust. He has pioneered a new perspective on empathy as a learnable skill and much of his work focuses on training individuals, groups and communities to empathize more effectively.
YES ENTREPRENEURS AT WORK
The Young Entrepreneurs Shop (YES!) allows Burke’s Upper School students to experience the ups and downs of entrepreneurship.
Students started creating their own miniature businesses in mid-September, either by themselves or with friends. They learned how to create a business plan, build their products, and develop their own deliverables through a series of presentations, Lunch-n-Learns and review sessions organized by parent volunteers. This year, YES enthusiasts saw gold bracelets, crochet stuffed animals, earrings, keychains, chapstick and much more!
A quarter of the proceeds from Young Entrepreneurs Shop sales are donated to support Burke’s financial assistance program and faculty professional development. This year they were able to make a generous contribution of $2,871 to Burke’s!
UPPER SCHOOL MATH: INSIDE & OUTSIDE THE CLASSROOM
May Wong, Burke’s longtime math teacher and advisor and current Upper School Math Specialist, leads a number of activities and programs that offer students opportunities to extend their comprehension of math concepts.
MATH LEAGUE
All Upper School students participate in Math League as part of their math classes. There are five meets per year, once a month from October to February.
MATHCOUNTS TEAM
A longer-term commitment, this competition is open to sixth, seventh and eighth graders. Burke’s Mathletes came in 5th place at the 2024 MathCounts Chapter Competition where 18 schools and 137 students participated.
MATH CLUB
Open to any Upper Schooler, this club meets to play games, solve puzzles and explore fun math topics. This cross-grade meetup is designed as a welcoming space for Upper School students to be curious, to collaborate and to sharpen their math skills.
GIRLS’ ADVENTURES IN MATH (GAIM)
Girls’ Adventures in Math is a team-based online math challenge where the competition questions, based on the lives of four female mathematicians, come in comic book form. Burke’s had over 100 4th-8th graders working in teams in the competition with multiple teams placing as Regional and Innovator Award winners.
BAY AREA CHANGEMAKERS SUPPORTING A CULTURE OF BELONGING
In support of the goal to actively foster a diverse and equitable community of belonging, parents, faculty, staff, and students alike engaged in the Pollyanna Inc. conference “Creating a Culture of Belonging.” Following Pollyanna’s unique format, participants examined the importance of centering belonging in school culture and received guidance, training, and inspiration to become change agents in their communities.
SECOND GRADE PLAY
In early February, the second grade performed “Cinderella Is Annoying… And Other Points of View.” This original play retells the classic fairy tales, Cinderella and Little Red Riding Hood, from the perspectives of supporting characters, like Cinderella’s mice friends, and reinterprets Little Red Riding Hood with humans and Bay Area coyotes. During the writing of the play, the second graders asked themselves questions to develop the story. How does the “bad guy” feel about the “good guy”? And do mice really like to wear clothes? Filled with second-grade humor, the play drew a lot of laughs and applause from the audience!
THIRD GRADE CIRCUIT CIRCUS
A light-up Skeeball game, a spinning ballerina, a flying Snitch—these are just a few of the creative attractions in the Circuit Circus! In January and February, Lower School Science Specialist Elizabeth McDonald taught the third-grade class about lightbulbs, electric currents, switches and circuits. Students start by solving challenges using “circuit blocks” beginning with the simple challenge of lighting up a light bulb and working up to challenges like lighting multiple light bulbs, incorporating switches and combining multiple types of components such as motors and buzzers. Then, in close collaboration with Makery, each student came up with a creative idea to show others what they learned about electricity.
MINDFULNESS AT BURKE’S
Staff and faculty refreshed practices around mindfulness and engaged in curriculum conversations.
On a spring Professional Development Day, staff and faculty explored the experiential aspect of mindfulness and focused on core skills including, but not limited to, Mindful Breathing, Mindful Listening, Mindful Emotions, Body Awareness, and Gratitude. The training was guided by the Mindful Life Project.
Mindfulness is a key component in our Strategic Plan to support resilient, healthy, and balanced students. The branch of the plan focused on wellness states: “Our students’ ability to achieve academic success and manage life’s inevitable challenges requires the ability to approach their future with confidence, resilience, and a set of tools that will help them achieve lifelong healthy habits.”
We are in our 23rd year of celebrating the Lunar New Year with an annual Lion Dance Parade, led by our third graders! This unit of study is planned in conjunction with the third grade social studies curriculum on Chinese immigration and their key role in building California and San Francisco.
The parade stops at four campus locations with each dance featuring a different group of dancers and musicians, unique choreography elements, and a classroom chant created by the students. The third graders also dance in the afternoon at the Richmond Neighborhood Center.
The Lion Dance continued even in a pandemic year with a lively virtual Lower School Assembly connecting the classroom cohorts. Distanced and hybrid learners alike joined the dances from home via Zoom and the event ended with a socially distanced parade featuring the dance and individual lion heads made at home using kits designed by Lower School Music Teacher Ms. Mandelstein!
We are glad to have returned to our traditional format for the past three years! This year was made even more special as we welcomed back Marissa Chin ’02, who was a talented lion dancer in the Loong Mah Troupe, her mother Ms. Chin, and her uncle Mr. Mah, who taught the lion dance to Ms. Mandelstein many years ago so Burke’s could carry on the tradition.
In partnership with Jaimie Cloud from The Cloud Institute for Sustainability Education and Burke’s administrators, the first cohort of “early adopter” faculty developed new K-8 curricular units.
The Cloud Institute for Sustainability Education was founded in 1995 as a program of The American Forum for Global Education known as the Sustainability Education Center.
At its heart, sustainability for education is futureoriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action.
Take a tour of some of the first units developed through this exciting partnership!
Trash Value
Kindergarteners explored the value of their classroom food waste in response to these questions:
1) What can we do with it?
2) How can we put it to use?
3) How do the lifecycles vary amongst the items in our compost?
The project included a deep dive into vermiculture, creating and managing classroom worm boxes, and a presentation to the entire Lower School. The students even offered to make worm boxes for other Lower School classrooms!
KINDERGARTEN
FIRST GRADE
Our Connection to the Ocean
This interdisciplinary unit with Library, Makery, Art and Science took first graders on a deep dive into thinking about how to protect, care for and educate others about the ocean. Students explored how living things in the ocean are connected through not just food chains but complex relationships. This interconnectedness means every puzzle piece is important for a healthy ocean. The Makery shadow puppet unit was a culmination of the students’ explorations where they expressed concepts, facts and empathetic positions in the choice of the animals and habitat they crafted for their show.
FOURTH GRADE
Envision & Innovation
Fourth graders tackled the essential question: How can we envision the future we want (for ourselves, our community, our world) and develop ways to make it happen?
Students learned to take a “want” for their world and create a spoken word art performance that moved them toward that desire. They also dove deeper into food literacy by learning about industrial and local food systems, from things like commodity crop corn to heirloom tomatoes. The project included a field trip to a chocolate manufactory and grocery store, and the students collected food package labels to examine the story of processed and whole foods.
The goals of the project are that students will use their experiences and tools to be critical and innovative thinkers; they can see and believe that a sustainable future is possible and they will use multiple perspectives to generate ideas and demonstrate self-efficacy to make change.
“I
FIFTH GRADE
US Regions: Protecting the Natural Commons
The Upper School Humanities and Makery teachers collaborated to focus the United States Regions project on natural commons. Through this curricular partnership, the students researched different natural commons in one of the five US regions and ways to protect and support them so they can flourish indefinitely. They wrote informative paragraphs from their findings and integrated technology and makery skills to create interactive maps of their region.
am thrilled to see this year’s units in action and look forward to deepening the work to prioritize and support education for sustainability.”
— Fran Yang, Director of Curriculum and Innovation
SIXTH GRADE
Climate Podcasters
In the sixth-grade humanities classroom, students examined the geologic states of the earth in the past, present and future, focusing on the seven epochs and the Anthropocene. They analyzed the effects of climate change and how humans can both positively and negatively impact the earth. The unit included a special visit from Cyndera Quackenbush, Director of After School and Summer Programs, who kickstarted the unit with a story about her archaeologist father discovering billion-year stones. In addition to creative writing and thinking, the sixth graders expanded their nonfiction reading and writing skills and oral skills by making podcasts in small groups. With instructional help from the Upper
School Librarian and Digital Media Specialist and Upper School Makery Specialist, the class chose from a variety of topics including deforestation, fossil fuels, sea level rise, sustainable foods, plastic pollution, greenwashing and climate activism.
SEVENTH GRADE
Water Sustainability for Burke’s Outdoor Spaces
Seventh-grade mathematicians looked at the essential question “How can Burke’s achieve water sustainability to irrigate its outdoor spaces?” The students researched four areas: 1) rainfall in San Francisco, 2) rain catchment
barrels, 3) outdoor planting spaces, and 4) existing irrigation systems and water usage. The students walked around campus to take measurements and did calculations to find the map scale. The map will be used to calculate the area of outdoor spaces and roofs to approximate the volume of water that can be harvested.
EIGHTH GRADE
The Constitution as a Commons
Eighth graders took on the essential question: “What would you, as a citizen of this country, want the United States Congress to take action on so that we can make progress in reaching the goals laid out in the Preamble of the United States Constitution?” They researched an assigned goal from the Preamble and created a “Call to Action” that articulated a proposal for legislation. Presentations covered topics such as universal healthcare, providing for common defense, climate change, addressing the role of tax fairness and much more!
Education for Sustainability (EfS) Nine Core Content Standards
Cultural Preservation and Transformation
Responsible Local & Global Citizenship
The Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Natural Laws and Ecological Principles
Inventing and Affecting the Future
Multiple Perspectives
Strong Sense of Place
PANSY DAY 2024
Wednesday, June 5 marked our annual Pansy Day to celebrate the outgoing eighth graders and welcome our rising fifth graders into the Upper School!
CONGRATULATIONS TO THE 2024 PANSY DAY AWARD WINNERS
May Hickey Award
By vote of the class for care and concern for the younger students in the school.
Maya Sebt
Patricia Franklin Swanson Writing Award
To honor a girl who, as Pat did, shows not only talent in writing but also a love of writing.
Kiana Pray
Sarah Babcock Award
Established in 1992 in honor of Sarah, this award commemorates Sarah’s spirit and her love of photography and the arts.
Visual Arts - Maya Sebt
Performing Arts - Dani Kong
Julie Song Award
Established in 1998, this award recognized the eighth grader whose kindness, good humor and generosity of spirit makes every day a better one for all around her.
Carter Read and Maeve Whelan
Head’s Award
For generosity of spirit, appreciation of others, and strength of leadership.
Anoushka Gollerkeri and Ann Li Hao
The Head’s Cup
For seriousness of purpose, devotion to excellence and citizenship which best exemplify the ideals and purposes of the school.
Eloise Marmer
COMMENCEMENT 2024
We bade a fond farewell to the members of the Class of 2024 on Thursday, June 6 with joy, music, and cheer. We wish them the best of luck in high school and beyond!
Congratulations as well to the members of Burke’s Class of 2020 who wrapped up four years of high school! A list of some of their college destinations is included here.
CLASS OF 2024 HIGH SCHOOL DESTINATIONS
Archbishop Riordan High School
Bay School
Branson School
Cate School (CA)
Choate Rosemary Hall (CT)
College Preparatory High School
Convent of the Sacred Heart
Crystal Springs Uplands School
Drew School
International High School
ICA Cristo Rey Academy
CLASS OF 2020 COLLEGE DESTINATIONS
California Polytechnic State University
Carnegie Mellon
Chapman University
Colby College
Columbia University
Connecticut College
Dartmouth College
Denison University
Middlebury College
Otterbein University
Pomona College
Scripps College
Stanford University
Texas Christian University
Lick-Wilmerding High School
Lowell High School
Marin Academy
Marin Catholic
Peak to Peak
Redwood High School
Sacred Heart Cathedral Preparatory High School
San Francisco University High School
Saint Ignatius Preparatory High School
Sigtunaskolan Humanistiska Läroverket (Sweden)
Stevenson School (CA)
Tamalpais High School
The University of Vermont
Tufts University
Tulane University
University of California, Berkeley
University of California, Irvine
University of California, Santa Barbara
University of Colorado Boulder
University of Michigan
University of Southern California
University of Virginia
University of Washington
Vanderbilt University
Washington University in St. Louis
Willamette University
Yale University
Alumnae Board
THE BURKE’S ALUMNAE BOARD REPRESENTS MORE THAN 2,000 MEMBERS OF THE BURKE’S ALUMNAE POPULATION.
The purpose of the Alumnae Board is to strengthen and maintain the ties between Katherine Delmar Burke School and its alumnae. The board also encourages interest in the school and promotes its welfare.
The board convenes at Burke’s four times per year and is available to share updates with and hear perspectives from the alumnae community year-round. Each board member attends and participates in two or more alumnae-sponsored events per year, such as Burke’s Festival, the Alumnae Holiday Celebration, Reunion and more!
Please contact Darby Gaynor Glickman ’98 (darby.gaynor@gmail.com) or Melissa Sterling (melissa.sterling@burkes.org) to learn more about joining the Alumnae Board!
Class Representatives
Class representatives are additional alumnae volunteers who help foster connections between alumnae and Burke’s, as well as between alumnae.
Ideally, each graduating class has at least one Class Agent who helps promote alumnae and school programs, encourage support of the Burke’s Annual Fund from their class, and collects alumnae contact information and life updates for our annual Class Notes.
Don’t know who your Class Representative is? Interested in volunteering? We can always use your help! Contact Melissa Sterling, Annual Giving & Alumnae Engagement Manager at melissa.sterling@burkes.org.
2024-25 EXECUTIVE COMMITTEE
Darby Gaynor Glickman ’98 President
Jewel Devora ’09 Vice President, Diversity, Equity, Inclusion, and Belonging
Natalie Jamison Tiret ’98 Vice President, Development
Lisa Harada ’03 Vice President, Governance
Sinclaire O’Grady ’09 Vice President, Mentorship
Talia Seidman Rhodes ’03 Secretary
MEMBERS
Mira Hui Cheung ’95
Natalie J. Engmann ’01
Jenna Friedel ’12
Sara Poole ’10
Tiana Rideout-Rosales ’97
Anna Snyder ’01
Katy Congdon Williams ’96
The Katherine Delmar Burke School Distinguished Alumna Award is given each year to an alumna who embodies the values at the heart of the school’s mission to educate, encourage, and empower girls. The recipient exemplifies a life of learning, service to community, individuality, and the ability to make a difference in the world. The awardees are nominated by the alumnae community and voted on by the Alumnae Board.
Please reach out to Darby Gaynor Glickman ’98 (darby.gaynor@gmail.com) with your nomination!
Alumnae Updates
ear Burke’s Community,
I hope this message finds you well as we move from the sunny days of summer into the crisp days of fall. It is with great excitement that I share some updates and highlights from our alumnae community.
Firstly, I am thrilled to introduce a new feature in our magazine called “Inspirations.” This feature will spotlight alumnae who have excelled in specific career sectors, starting with educators. It will delve into how Burke’s inspired these remarkable women to choose their career paths, highlighting the impact of our school’s education on their professional lives.
In other news, I am delighted to announce that this year’s Alumnae Reunion was a tremendous success, boasting the highest attendance in five years. It was heartwarming to see so many familiar faces reconnecting and reminiscing about their time at Burke’s. We are already looking forward to next year’s reunion on Friday, February 7, where we will be celebrating graduation years ending in ’0 and ’5. The theme will be “just bring a friend,” emphasizing that you only need one friend to make it a party and have a good time! So, whether you plan to bring one friend or many, we encourage you to spread the word and join us on February 7, 2025 for what promises to be a memorable event.
I want to take this opportunity to thank each and every one of you for your continued support of Burke’s. Your engagement and enthusiasm are truly appreciated and make a significant difference in our community.
Warm regards,
MELISSA STERLING Annual Giving and Alumnae Engagement Manager
P.S. We want to hear from you with your life updates, so please don’t hesitate to share your news and stories with us! Reach out to melissa.sterling@burkes.org.
INSPIRATIONS
Q&A WITH ALUMNAE WHO HAVE EXCELLED IN THEIR CAREER SECTORS, STARTING WITH EDUCATORS.
Judy King-Edmeade ’74
ASSISTANT PRINCIPAL
Judy King-Edmeade graduated from Burke’s in 1974. She hadn’t always known she was going to be an educator—she had graduated from Pitzer College with a biology degree—but after a job as a science teacher, she grew to love teaching. She earned her Master’s degree in Educational Administration from the University of the Virgin Islands in 1998.
Judy is working in administration at Joseph Sibilly and Jane E. Tuitt Elementary Schools in the Virgin Islands. She had previously taught seventh, eighth and ninth-grade science—everything from earth and life sciences to physical and general sciences—for 18.5 years before heading into administration. She has been in administration for the past 20 years, but she has never really stopped teaching and learning, and loving both.
Can you share a specific experience or teacher at Burke’s who inspired you to pursue a career in education?
I won’t say any particular teacher inspired me to go into education. I moved down to the Virgin Islands in 1984 in a step of faith and having no job. I visited Bethel Baptist Church and spoke with a deacon who happened to be a teacher. When he heard my BA was in biology, he directed me to go to the Department of Education as they always need science teachers. I interviewed and was hired as a science teacher at Addelita Cancryn Junior High School. That is where my teaching journey started, and it’s been a wonderful career.
Thinking about influential teachers at Burke’s, the first person that came to mind was Ms. Myna Hughes. She was one of my English teachers who had very high expectations and demanded excellence. My most vivid memory was preparing a speech to present to the class. I was getting good feedback from the students, but at the end, Ms. Hughes said she liked the content but that I had lost my poise because I was engaging more with the audience instead of maintaining proper composure and diction. I never forgot those comments, and my ability to speak publicly and read an audience is because of Ms. Hughes’ class and the demands she put on us. I have used those skills to teach, conduct meetings, present at conferences, and even teach science lessons on television for 12 years on the local PBS station.
I also remember Ms. Aiken, my sewing teacher. She was very demanding also. I remember Ms. Aiken sitting on the stool in the corner, peering over her glasses and making sure you had your thimble on. To this day, I still sew and remember her when I do my rounds observing Career Technical Education (CTE) sewing classes.
I took photography at Burke’s; it was an eye-opening experience. The class enabled me to develop a love for the
fine arts. Years after leaving Burke’s, I studied photography at City College and earned an Associate of Arts degree in photography. When I moved to the Virgin Islands, I was able to work as a weekend photographer for the local newspaper. As a teacher, I transferred that learning to my students at the junior high school level and taught those young people the art of taking pictures and how to develop black-and-white pictures for our yearbooks.
In what ways did Burke’s prepare you for a career in education, both academically and personally?
I had many good years and great times at KDBS. Burke’s standards and expectations were high, the curriculum was rigorous. The school offered a variety of classes both academic and extracurricular which helped shape me to be well rounded as an individual and educator. One exciting opportunity was being a delegate at Model United Nations, an experience I was able to share with my youngest daughter when she participated in Model UN.
The classes at Burke’s were challenging and some were very tough for me, but perseverance, hard work, and my family’s belief in me got me through. The long hours of studying and being organized set me up for successes in life. I tell my students some people can learn by hearing and doing once or twice, while for others it may take 5, 10 or 20 times to learn. I tell them not to compare themselves to others but find what works for you and do it until you get it. Burke’s helped me learn perseverance and that work ethic has followed me through my life and career. The high standards and work ethic I set for myself honored me to be selected as teacher of the year.
How do you incorporate the principles of leadership and empowerment learned at Burke’s into your work?
Engaging with my peers and Burke’s staff taught me a lot. It was a time of opening doors and embracing change. As one of two Black students on campus in 1970, I was challenged to integrate and acclimate to a community different from what I was accustomed to. My sixyear experience empowered me to lead change and embrace challenge, not be afraid to step out and explore unknown spaces and places, and to meet, interact and understand people of other races and cultures. From those experiences, I have developed the pleasure and joy of learning something new every day. I transfer that into my day-today interactions as an administrator and lifelong learner. I try to lead by example by encouraging teachers to stretch themselves professionally such as joining a professional organization or conducting professional development for their peers, and to take learning out of the four walls of the classroom and make it more exciting and engaging. I ask teachers to embrace and be receptive to learning new technologies to integrate into lessons.
What advice would you give to current Burke’s students who are considering a career in education?
Those considering being an educator should know that there is so much joy and satisfaction in seeing children learn and grow. You may not be well paid and will face many challenges; therefore, go into the profession with a passion for teaching, a love for children and patience to deal with the educational system. If you’re going to teach, develop good relationships with your students. Their faces are different and so are their needs. You never fully know what’s going on in their lives in the background; therefore, be a friend to the most challenging of students and let them know you care.
Be innovative in teaching—it starts with planning. Don’t rely on computer technology to be the sole teacher and paper corrector. Give students face-toface quality teacher time and interaction. People need people! Observe and model good teachers. Join professional organizations and attend conferences
regularly because you learn so much from other educators and you make new connections.
As an administrator, lead by positive example, be kind and caring, demand excellence from students, faculty and staff. Let your students see you on and around campus, build relationships with them, talk with them, eat breakfast or lunch with them and hold them to high standards of behavior and academics. Don’t forget to celebrate the works of your staff always—find something to brag on or compliment them about. Lastly, learn to delegate tasks so as not to burn out. An administrator’s job can be overwhelming and is always ongoing. Remember to pause, eat lunch, drink water and take care of you.
Is there anything else you would like to share about how Burke’s inspired you?
We took annual trips up to Yosemite National Park for our senior year and the experience of going out of the school on field trips impacted me. One of my greatest accomplishments as an educator was bringing a group of 26 students and parents to the Bay Area for two weeks, specifically to go to Yosemite. I wanted my young people to experience a national park and most had never seen snow! I have also taken children to explore St. John, USVI, Puerto Rico and Washington D.C.
Kudos to Burke’s administration and faculty for ensuring that learning extended outside of the classroom. I carry that principle with me as an educator.
Do you have any anecdotes about your time at Burke’s to share with us?
Senior Class Baby Day at the end of every school year was the best and a total surprise. None of the other grade levels knew when seniors were going to dress up as babies with bonnets, diapers or baby doll dresses. You’d be sitting in class and suddenly you hear loud cries and screaming and see the seniors running through the hallways giving away candy and big swirly lollipops. It was so much fun, pure joy and a sugar high.
Georgia Arnautou ’10
SECOND-GRADE TEACHER
Georgia Arnautou graduated from Burke’s in 2010 and then left home at 14 to attend the Dunn School, a private, independent boarding school in Los Olivos. After high school, she attended the University of Portland and received an undergraduate degree in Education with an emphasis in Special Education. After graduation, she earned a Master’s in Education with a focus on ESL.
She is currently teaching at St. Joseph Parish School outside of Seattle, Washington. “I taught first grade for four years, then was a reading and math specialist for two years and will be teaching second grade in the fall.”
Can you share a specific experience or teacher at Burke’s who inspired you to pursue a career in education?
There were two teachers who really stood out for me during my time at Burke’s. One was my third-grade teacher, Ms. Brooks, who inspired and supported me in a way that made me feel like I could do anything. She was cheerful, patient and creative with her approach to teaching, and I always felt that she understood my individual learning needs. She truly believed in me and was absolutely my constant cheerleader. In fact, one afternoon when the class was distracted and losing focus, she stopped the lesson, clapped her hands and did a split jump in the air. After some shocked giggles, the class fell silent and she proceeded with the lesson—truly, my cheerleader. The other teacher who helped me greatly was Mrs. Mosheim. She had unconventional teaching methods, such as singing our weekly spelling words to us. For me, this was an ideal way to learn—not only was it fun, but it was effective. She made me feel special and told me that success in the classroom looks different for everyone.
How did the values and teachings of Burke’s shape your approach to education?
Burke’s allowed me to truly believe in myself and my abilities. Even though I had some learning challenges, I was never made to feel less than and I felt that most teachers were willing to adjust in the classroom to ensure that I was empowered and successful. I have carried these values into my own classrooms and feel that I not only have the ability to empathize with all types of learners, but I also understand the importance of treating each student as an individual and with respect.
How do you incorporate the principles of leadership and empowerment learned at Burke’s into your work with students?
As a teacher, I know how important it is to make each child feel like they are capable. I remember feeling this when I was at Burke’s and I now try to instill this in my students.
It’s important to meet kids where they are and remember that not every child learns the same way. In my classroom, I encourage peer-to-peer learning, something we did a lot of at Burke’s. For example, if one child excels at math while another struggles, I try and let them work together to share strategies. In the lower grades, this is pretty basic, but it empowers the kids, emphasizes collaboration and builds strong teamwork. This also establishes a level of responsibility and leadership in the students who are helping their classmates.
What advice would you give to current Burke’s students who are considering a career in education?
For me, it was very beneficial to attend a university that allowed its education majors to volunteer in an actual classroom from the get-go. The University of Portland had us
volunteering in schools as freshmen which was invaluable. It helped solidify my desire to be a teacher and really weeded out those who realized teaching was not for them. Many colleges only let you into the classroom as juniors or seniors which leaves little room to change your course should you realize you don’t want to pursue a life in education.
Is there anything else you would like to share about how Burke’s inspired you?
As I have stated before, I felt seen at Burke’s, but I also felt it was a very nurturing environment and allowed me to grow. I was a late bloomer, but bloom I did, at my own pace. Burke’s inspired me to pursue a career in teaching because I had a positive experience and I wanted to share that with the next generation of kids.
Do you have any anecdotes about your time at Burke’s to share with us?
I was in the same Burke’s family for nine years—shoutout to family “number 1!” We would draw pigs on everything. It was super silly and random, but it just made everything fun and memorable. I still have my 8th grade kite from Kite Day, and it is covered with pigs!! I look back at my old yearbooks with such fondness and look forward to reconnecting with classmates and teachers in the years to come. My heart is filled with gratitude for my days at Burke’s.
Rachel Skiffer ’88
HEAD OF SCHOOL
Rachel Skiffer graduated from Burke’s in 1988. She attended Lowell High School and then studied women’s studies and law at Harvard University. She started her career working as a management consultant and commercial real estate attorney before turning toward education.
Rachel is the Head of School at Head-Royce School in Oakland. As an educator, she had previously worked in admissions and financial aid, and later in administrative leadership, first as the Director of Admissions and Financial Aid at San Francisco University High School, then as Dean of Policy & Strategic Planning at Phillips Academy in
Andover, MA, as well as a Head of School at Khan Lab School in Mountain View, CA. Rachel is currently serving on the Burke’s Board of Trustees.
Can you share a specific experience or teacher at Burke’s who inspired you to pursue a career in education?
I had such a positive experience at Burke’s and looking back, I’m more appreciative because there was something so freeing about having a multitude of definitions of what it was to be a girl. That expansiveness has served me well. I think probably Ms. Wiley and Mrs. Samake and also Ms. Coleman… these were the mirrors I saw. I think about that often—mirrors for me and windows for some of my classmates. Those were incredibly powerful to have. The Head of Lower School, Georgia Malan, was firm and I had so much energy. I could tell she believed in me even as I was getting redirected and maybe disciplined for some things. She saw me, which I really appreciated.
How did the values and teachings of Burke’s shape your approach to education?
The approach to education I always talk about is the fact that students, for the most part, spend the majority of their waking hours at school, and so the environment is incredibly important. I think about teachers, supportive friendships and helping kids work through conflict. I even think about the physical green and open space. At Burke’s, I appreciated that we had grass out in the front and trees that we could look at. It just felt very open.
I think a lot about “courage be undaunted”—I would say that to myself from the school song, and it shaped my approach to education. I just feel like everyone is capable, and you can also have fun while you learn.
In what ways did Burke’s prepare you for a career in education, both academically and personally?
I took a seminar in law school with a professor named Lani Guinier and it was all women, except for one guy who dropped out. At some point, we all determined that somewhere between kindergarten and college, we had all attended a girls’ school or a women’s college. We also realized that in our large sections, which were maybe a couple hundred kids, we were one of the few women who would speak. I think about that when preparing to advocate for myself and to not be afraid to do things that are unorthodox. When I was applying for academic leadership positions, I didn’t think about whether this might be particularly hard for me to do because there aren’t a lot of women who do this, not to mention black women. I just threw my hat in the ring.
How do you incorporate the principles of leadership and empowerment learned at Burke’s into your work?
At Burke’s, we had people who led quietly in addition to our extroverted people—leadership came in a lot of different forms, not just one standard of what it is like to be a leader. Today, I think about asking teachers what they need to support their practice to make their role sustainable. I build complementary teams and bring different perspectives. I don’t presume to have expertise where I don’t, and I feel I can be open to multiple disciplines.
What advice would you give to current Burke’s students who are considering a career in education?
We are all one-of-a-kind, so embrace your unique background. Whether your journey to education is conventional or non-traditional, every experience you bring to the table is valuable. Diverse perspectives enrich the educational environment and help you connect with a broader range of students.
Cultivate a lifelong love of learning (I am grateful to Burke’s for planting that seed in me). As educators, our passion for learning should be infectious. Continue to seek knowledge, stay curious, and be open to new teaching methods and technologies.
Do you have any anecdotes about your time at Burke’s to share with us?
We did Peter Pan for our 8th grade musical and I was Captain Hook. In fifth grade, we did Winnie the Pooh, and we also did our own homegrown version of Annie in Lower School, just my class. I was Miss Hannigan and Aimee Anderson directed it—there was always space for us to be creative.
And I learned photography! I won a runner-up prize at the Academy of Sciences when I submitted a photo I took at the zoo. I also won an epic game of Trivial Pursuit in high school because there was a question about what company uses the most silver—Kodak— and I knew that because of what I learned in photography.
Is there anything else you would like to share about how Burke’s inspired you?
We’re coming from near and far, and not everyone graduated with us, but the whole class of ’88 in its entirety is going to gather in Napa for a picnic to celebrate turning 50.
I also love being on the board because I love to see how the school has evolved. There’s a through line of the essence of Burke’s, but we’re never resting on laurels. I respect that and think about it as a school leader. And it’s nice to be part of an organization that matters to so many people. People are shocked that I still have friends from kindergarten!
2024 DISTINGUISHED ALUMNA AWARD KEMBA ENEAS WALDEN ’86
The Katherine Delmar Burke School Distinguished Alumna Award is given each year to an alumna who embodies the values at the heart of the school’s mission to educate, encourage, and empower girls. The recipient exemplifies a life of learning, service to community, individuality, and the ability to make a difference in the world. The awardees are nominated by the alumnae community and voted on by the Alumnae Board.
Kemba Walden is an American lawyer who serves as the President of the Paladin Global Institute. Walden comes to Paladin after serving as the acting United States National Cyber Director in 2023. She joined the Office of the National Cyber Director as its inaugural principal deputy in June 2022. While at the White House, she substantially contributed to the development of and launched the National Cybersecurity Strategy (March 2023) and the corresponding Implementation Plan (June 2023). Walden also executed the joint OMB/ONCD Spring Guidance to Federal Departments and Agencies on cyber priorities as they develop their fiscal year 2025 budgets (June 2023). She had a substantial role in developing the National Cybersecurity Workforce and Education Strategy, ultimately executing it in 2023. In addition, Walden led the U.S. Government in U.S.-Cyber Dialogues with Singapore and Ukraine and was the head of the U.S. Delegation in several international cyber fora, including Cyber UK, Israel Cyber Week, and the OAS Cybersecurity Summit. In 2023, she brought cybersecurity into the global national security conversation at the Munich Security Conference.
Walden was previously an Assistant General Counsel in the digital crimes unit at Microsoft where she launched and led Microsoft’s counter ransomware program. Prior to Microsoft, Walden spent a decade in government service at the United States Department of Homeland Security, most recently at the Cybersecurity and Infrastructure Security Agency where she focused on election security, the financial services sector, and the energy sector. Walden was also an inaugural member of the Cyber Safety Review Board responsible for reviewing the Log4Shell vulnerability as well as the Lapsus$ Ransomware gang and producing recommendations for improving the cybersecurity of the nation.
Walden continues to serve as a co-chair of the Ransomware Task Force and serves as an adjunct professor at Georgetown’s School of Continuing Studies teaching a graduate level course titled “Information Security Laws and Regulatory Compliance.” She earned a B.A. from Hampton University, a Master’s in Public Affairs from Princeton University, and a J.D. from the Georgetown University Law Center.
We were overjoyed to host more than 130 alumnae at the Alumnae Reunion Luncheon last March. The lovely luncheon room at the Marines’ Memorial Club was filled with a palpable sense of joy and excitement, reflecting the deep connections and cherished memories shared among us. It was a testament to the strong bonds that tie us together as members of the Burke’s community.
The room was filled with alumnae from our milestone graduation years ending in ’4 and ’9. Activities were open to all classes and we were thrilled to host alumnae from 1955 through 2012.
The event featured remarks from Head of School Michele Williams and the Alumnae Board and Luncheon Chair Katy Congdon Williams ’96. We were truly inspired by Kemba
Eneas Walden ’86, the 2024 Distinguished Alumna and enjoyed a seventh-grade speech by Eloise ’25 about Katie Sowers, the first female football coach in Super Bowl history, and Billie Jean King, who dominated the world of tennis for 20 years and helped break gender barriers in sports.
We are grateful for your continued support and participation in our alumnae events. We look forward to seeing you at future gatherings and continuing to celebrate our shared connection to Burke’s.
If you are interested in becoming involved in the February 7, 2025 Alumnae Reunion Luncheon, please email Melissa Sterling, Annual Giving and Alumnae Engagement Manager, melissa.sterling@burkes.org.
ALUMNAE REUNION
LUNCHEON
Portland Alumnae Event
Head of School Michele Williams met up with some of our Portland alumnae!
Holiday Cookie Decorating
Burke’s Alumnae Board and Event Co-Chairs Finn Smit ’22 & Sarina Banker ’22 invited all alumnae to a delightful afternoon of cookie decorating and light refreshments. This holiday tradition keeps getting better!
Four School Alumni Happy Hour
This ever-popular alumni event brought together Burke’s, Town, Hamlin and Cathedral alums at Harper and Rye on January 25, 2024.
Reunion
Friday, February 7, 2025
Marines’ Memorial Club & Hotel, San Francisco
Celebrating our alumnae from milestone graduation years ending in ’0 and ’5. Activities are open to all classes and will include a special recognition of the Class of 1975 in celebrating their Golden Reunion Year!
All Burke’s class years are invited and encouraged to attend.
Four School
Alumni Happy Hour
Wednesday, January 22, 2025
Harper & Rye, San Francisco
This multi-school Happy Hour is always a hit! Save the date and join alumni from Burke’s, Town, Hamlin, and Cathedral.
Holiday Cookie
Decorating
Friday, December 6, 2024
Burke’s Campus
Come celebrate the holidays at Burke’s at our annual cookie decoration event. Burke’s alumnae and family members are welcome!
CLASS NOTES
Alumnae Updates From Burke’s
Class of 1962
MARLENE [NEE MARLENE MARGARET GROEZINGER] DOAK has lived in Minnesota for over 40 years. She is teaching needlepoint and playing tennis. She has 6 grandchildren on the East Coast.
Class of 1964
SUSAN THOMPSON DIEDERICHSEN still lives in Palo Alto. She has 3 kids and 10 grandkids who all live far away. One of her daughters’ husband is in the New York Fire Department.
Class of 1966
MELANIE MCCOMISH LYNN reports that all is well in Arizona. She recently travelled to Spain and Panama Canal last year.
CONSTANCE PIKE is still living with her husband, Mike Magee, on their farm in central Massachusetts.
Class of 1971
CARY MATTHEWS NOWELL lives in San Francisco and works as an interior design consulate.
Class of 1974
CYNTHIA MORRIS is a retired family doctor who has practiced for 30 years. Having started at Mills College for pre-med, she then attended UCSF from 1985-1989 before starting her residency at Community Hospital in Santa Rosa. She retired in 2021.
Class of 1986
KATHARINE M. ETTINGER is pleased to share this tribute to her father, Bruce Ettinger, MD whose profile was published in The Permanente Journal, Vol. 25, No. 3 titled “Pearls from a ClinicianResearcher in an Integrated Health Care System” (bit.ly/brucepearls).
Class of 1992
LIDDY TYRON (LINDY TYRON) attended first grade at Burke’s in 1985. She changed her first name from Lindy to Liddy.
Class of 1994
BRENDA S. ADAMS is the Director of Litigation at Bay Area Legal Aid, the largest provider of free civil legal services in California. She is also the proud mother to 12-year-old Olive who plays soccer and attends the Alta Vista School. They live in Noe Valley with her husband, who is a teacher, and their three-legged dog, Lucy.
Class of 1996
CATHERINE (KATE) SANGER now lives in San Francisco with her family and loves reconnecting with the city. She works as an independent consultant, providing research, institutional strategy, and professional development to missiondriven clients.
Class of 1999
LILY M. LEO works at Corpus Callosum Consulting, LLC. She recently obtained her second master’s degree from Johns Hopkins in science writing. “I use my previous work in neuroscience (MS) to inform my writing about the brain.” She has two kids, ages 4 and 6, with her son at Town School for Boys and her younger daughter hopefully in line to attend Burke’s—the fourth generation of Burke’s girls in their family!
Class of 2001
ANNIE R. GIBBONS has been living in Houston, TX for the past eight years with her husband. She has a one-year-old son named James.
Class of 2003
BRITTANY OUYANG and her husband Andrew welcomed Rowan Wai-Si O’Reilly in October 2022. After more than a decade in NYC and then LA, she and her family now reside in Mill Valley where they enjoy hiking on Mt. Tam, biking (Andrew), and dancing ballet (Brittany). Brittany cannot wait until Rowan is old enough for her first ballet class!
Class of 2006
ANAROSE REARDON-HELFERD and her husband welcomed their daughter Olivia Elena last year!
Class of 2007
REBECCA RICH recently graduated from Yale School of Nursing and is becoming a Women’s Health Nurse Practitioner and Midwife. Burke’s is where she was inspired to pursue a career in educating and empowering women!
Class of 2008
EBERE EMENIKE has relocated to Los Angeles after losing her mother just over a year ago. She is working on her first album and a few podcasts, including one about Mediterranean cultures and another about the impact of K-pop on Black communities.
REBECCA VALENTINE works in Membership Product at Uber. She recently became a Type 1 Searcher with Search and Rescue (CALSAR) and became a wilderness first responder!
Class of 2009
SINCLAIRE M. O’GRADY is finishing up her PhD at UC Berkeley in Clinical Psychology, focusing on improving mental health in female adolescents, a concentration inspired by Burke’s!
CHARLOTTE BAILINSON just got engaged to Clayton Kennedy!
Class of 2011
XANDRINE SMITH-GRIFFIN is the Assistant Director of Development at the UCSF Foundation. She moved back to San Francisco a year ago!
Class of 2012
ALLTON VOGEL-DENEBEIM graduated in May 2024 with a Master’s in Law and Diplomacy from the Fletcher School at Tufts University!
Class of 2014
OLIVIA MATTHES graduated from USC for undergrad before receiving a Master’s in Digital Social Media. She now lives in NYC working at Christian Dior Couture.
Class of 2015
KAMRYN YOU MAK graduated from Middlebury College with a degree in Environmental Justice. She is excited to pursue environmental education and community building.
In Memoriam
Burke’s is proud of its strong legacy of graduating strong, confident women. We sadly report the loss of these members of our alumnae family.
Joan Rapp Mayhew ’32 Mary Hayden Ford ’39
Callie Tilden McLellan ’49
Mary Jones Kelley ’50
Patricia Green Ward ’52
Jean Elsa Sloss ’44
Evelyn Fox ’47
Joan Cortelyou Becker ’51
Judith Harrington ’51
Betsy Leland Link ’57
2023-24 ANNUAL FUND CO-CHAIRS
Jennifer Jarret
Michael Neruda
Karen Rojas
ANNUAL FUND AMBASSADORS
Adam Ballew
Alex Barza
Greg Clapp
Austin Clark
Antonia Cohen
Nikesh Desai
Jamie Ford
Mohammad Hirmand
Jann Jeung
Angela Lee
Keith Lister
Aurelie MacDonald
Thayer Meicler
Ben Portnoy
Maxine Raphael
Jeremy Scherer
Inne Soemartono
Billy Trolan
Annabelle Wong
GRANDPARENT CHAIRS
Melinda & Robert Torbin
PARENT OF ALUMNAE CHAIRS
Thesia and Ambi Bowo
2023-24 Annual Giving
Burke’s Annual Fund and 8th Grade Class Endowment
The Annual Fund directly and positively impacts the lives of our students, faculty, and community every day. It is the largest source of non-tuition revenue, comprising around 10% of the current operating budget. This critical support enables us to provide our students with extraordinary opportunities that enrich their educational experience.
The success of the 2023-2024 Annual Fund is a testament to the dedication and generosity of our supporters. With an impressive 100% Board participation and an exceptional 99% parent participation, the fund surpassed expectations. We are proud to announce that we raised $2.1M, thanks to the commitment of our community members. These outstanding results are a clear indication of the value our community places on a Burke’s education and the desire to ensure its excellence for future generations.
A highlight of the 23-24 Annual Giving is the generous gift from the Class of 2024 of over $150,000, which will contribute to the growth of our endowment. This contribution will have a lasting impact, ensuring Burke’s continued excellence for years to come.
We are immensely grateful to all our donors, volunteers, and supporters for their generosity and commitment to Burke’s. Your contributions make a meaningful difference in the lives of our students, faculty, and the entire Burke’s community.
Thank you for supporting Burke’s!
Scan the QR code to view a list of our generous Annual Fund supporters!
23-24 ANNUAL FUND | PERCENTAGE BY GRADE
2024-25 ANNUAL FUND
Support your alma mater, fellow alumnae, beloved faculty and staff and generations of Burke’s girls.
MISSION Statement
HOW are the funds used:
Student Experience
Funds support our dynamic educational program, enhanced materials, technologies and new learning experiences for our students.
Faculty & Staff Support
To recruit and retain the best educators in the country, we must provide competitive salaries, comprehensive benefits and excellent professional development opportunities.
Burke’s mission is to educate, encourage and empower girls. Our school combines academic excellence with an appreciation for childhood so that students thrive as learners, develop a strong sense of self, contribute to the community and fulfill their potential, now and throughout life. Every gift of any size makes an impact. Donate to the
Financial Assistance
This year Burke’s has awarded more than $2.9 million to almost 30% of our students. Your gift helps support Burke’s commitment to socioeconomic diversity.
Diversity, Equity, Inclusion & Belonging
Burke’s continues to invest in equity-minded professional development and inclusive, educational programming for students, families and alums.
DONOR PROFILES
SUPPORTING BURKE’S MISSION WITH JOYFUL GIVING
Robbie McMillan and Marcus Keller
Robbie McMillan and Marcus Keller are dedicated members of the Burke’s community, deeply involved in various school committees and volunteer activities. Their daughter, Apple, is currently thriving in 6th grade, a testament to the vibrant learning environment Burke’s provides. When asked about their initial donation to Burke’s, Robbie and Marcus enthusiastically recalled their family’s positive experiences during Apple’s early days at the school. The transition from her previous kindergarten to Burke’s in first grade was seamless, with the school’s welcoming atmosphere and strong sense of community leaving a lasting impression.
Their commitment to giving stems from a shared pride in Burke’s dedication to educating, encouraging and empowering girls. They admire the palpable energy among the students and recognize the unique and powerful learning environment the school fosters. Through their philanthropy, Robbie and Marcus hope to contribute to Burke’s mission of inclusivity, welcoming a diverse range of new students and families into the community. They believe that their gifts can help expand opportunities for others to experience the transformative education offered at Burke’s.
One aspect of Burke’s that Robbie and Marcus are eager to share is the school’s joyful approach to learning. They witness this every day as Apple eagerly heads to school, excited for the day’s adventures. This approach, they believe, makes a significant difference in how children connect with learning and the world around them.
Reflecting on a poignant moment, Robbie and Marcus recalled Apple’s first day at Burke’s. As a new student from a family with two dads, Apple faced questions
from her peers about her mother. The teachers and staff created a safe space for Apple to share her unique experience as an adopted child, leaving her feeling understood and accepted. This small yet meaningful gesture highlighted Burke’s commitment to creating a supportive and inclusive environment for all students.
Robbie McMillan and Marcus Keller’s generosity and commitment to Burke’s are evident in their ongoing support of the school’s mission. Their dedication to fostering a diverse and inclusive community aligns perfectly with Burke’s values, ensuring that future generations of girls will continue to benefit from the exceptional education and supportive environment that Burke’s provides.
Alexandra Bryan ’12
“Having classmates always rooting for each other’s success and sharing some of my most important moments has been incredibly meaningful.”
The impact that Burke’s made on my life was profound. My education at Burke’s was truly the foundation of my success in high school, college, graduate school, and now as a professional. I feel strongly that every girl should have access to the same opportunities that I was fortunate enough to receive. I hope that my gifts, including a matching gift from my employer, can help make Burke’s more accessible to future generations.
As a student and recent grad, I always thought that the amount I would be able to contribute to Burke’s wouldn’t be meaningful. However, during my last year of college, I received a fundraising letter asking for a modest donation in honor of my graduating class. Knowing that I could start giving at an approachable amount encouraged me to make my first gift to Burke’s.
My closest friends are classmates from Burke’s— despite going to different high schools and colleges, our friendships have never skipped a beat. When I moved to New York after college, my first roommate of two years was a Burke’s classmate. Having classmates always rooting for each other’s success and sharing some of my most important moments has been incredibly meaningful. Connections like these and memories of my school years are the greatest gift that Burke’s gave me and why I continue to give.
Burke’s is one of the most significant connections I share with my family and my closest friends. It has been the greatest gift to share my Burke’s experience with my mom, Isabella Whitaker ’79. Following in her footsteps by attending and now giving to Burke’s has been incredibly rewarding. My mom has supported Burke’s in many roles—student, parent, donor, and advocate—and she’s inspired me to consistently support Burke’s in whatever way I can, even if that changes year to year. One of my mom’s most cherished lifelong friends, a Burke’s classmate, later became my godmother, further illustrating the deep and lasting connections forged at Burke’s.
Thomas and Diane Levison
Leaving a Legacy
In May 1998, 17 years after their daughter Brooke ’81 had graduated from Burke’s, Thomas and Diane Levison created a trust as part of their estate planning. Within the trust, they made a bequest to Burke’s to support financial assistance for current and future Burke’s students.
We learned of their generosity with the passing of Thomas Levison in January. Brooke shared her thoughts on this gift with Burke’s, excerpted below:
I remember applying to many schools in kindergarten and coming home with a Burke’s pencil. That was when I decided I wanted to be a Burke’s girl. My decision was made and it never wavered.
My parents wanted the best education for me and Burke’s was a place where I could excel at sports which I love and be challenged academically. I had amazingly supportive teachers and coaches who inspired me and encouraged me to thrive and do my best all the time.
I’m proud that my parents decided to leave a donation to Burke’s to memorialize my years there. My parents were always fond of Burke’s and the framework it gave me in my formative years and my memories of my time there are all cheerful. I think my parents reflected on how I felt supported in the classroom and on the field and wanted the school to know how positive and impactful it was for me to attend the school.
Even though it has been many years since I graduated, I’m certain it is still a very positive and rewarding environment for girls to flourish and thrive.
The Barbara Burke Legacy Society honors alumnae, past parents, grandparents, current parents, and friends who have remembered Burke’s by bequest in their estate plans or who have made a life income gift or other type of planned gift.
If you have remembered Burke’s in your estate planning, please reach out to Yukiko Meadows at yukiko.meadows@burkes.org or 415.751.0187, ext. 204. We would like to thank you and extend membership to the Barbara Burke Legacy Society.
Ways to Give
CASH, CHECK, OR CREDIT CARD
Gifts of cash, typically payable by check, and credit card gifts are tax deductible and provide immediate funds to the school.
The easiest way to give is online at www.burkes.org/give.
You can also send a check to: Katherine Delmar Burke School
C/O Advancement Office
7070 California Street San Francisco, CA 94121
CRYPTOCURRENCY
Burke’s now accepts select cryptocurrency donations at www.burkes.org/crypto. Donating cryptocurrency directly to Burke’s is a non-taxable event. Your gift will be larger because instead of paying capital gains taxes, Burke’s will receive the full value of your contribution. If you are interested in donating a cryptocurrency not listed on the website or have questions, please contact Yukiko Meadows at yukiko.meadows@burkes.org.
MATCHING GIFTS
Many companies offer their employees the opportunity to double—or in some cases triple—their gifts to certain programs or organizations by matching them. Please check with your employer about their Matching Gift Program.
SECURITIES & PROPERTY
Gifts of stocks, other securities or property have two significant advantages to the donor—they are tax deductible for the full fair market value of the gift when it is made, and the donor does not pay capital gains on the appreciated value of the stock or property. Contact the Advancement Office for more information on making a gift of securities or property.
PLANNED GIVING
The Barbara Burke Legacy Society honors alumnae, past parents, grandparents, current parents and friends who have remembered Burke’s by bequest in their estate plans or who have made a life income gift or other type of planned gift. You can become a member by:
• placing Burke’s in your will
• making Burke’s the beneficiary of a retirement account
• making a gift of a life insurance policy (a gift of life insurance can result in tax savings and can be made through an existing or a new life insurance policy)
• establishing a charitable trust
• making a gift of real estate or other tangible property
Each of these gifts can result in substantial tax savings for the donor. Please consult the Advancement Office or your tax adviser for more information.
Please notify the Advancement Office if you have made a deferred or planned gift to Burke’s so that you will be included in The Barbara Burke Legacy Society.
OTHER DEFERRED GIFTS
It is possible to make gifts of property that may allow income tax benefits for the donor during his or her lifetime, may be used during the lifetime of the donor, and which would revert to Burke’s, with possible estate tax savings. Institutions can achieve stability and growth through planned giving. Contact your tax adviser for specific advice that relates to your particular circumstances.
GIFTS IN KIND
Burke’s welcomes donations such as classroom supplies, athletic equipment and other items related to the educational program, as well as donations of auction items to the annual Burke’s Benefit. Gift value is determined by the donor through appraisal or a record of purchase. Please contact the Advancement Office if you would like to make a gift in kind.
For more information about making a gift of any type, please contact Yukiko Meadows, Director of Advancement, at 415.751.0187, ext. 204 or yukiko.meadows@burkes.org. To make a gift online, visit www.burkes.org/give.
