KayDeeBee Winter 2016-17

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t h e a lu m n a e & co m m u n it y mag az in e of k ath e ri n e d e lmar b u rk e s ch oo l

400 WAYS Making room for all kinds of girls at Burke’s

W W W.KDBS.O RG

WINTER 2016-17

True Colors Shining Through Eighth graders capped off the long high-school admissions process — and let off some steam! — with a High School Color Day on Thursday, April 21. The soon-to-be graduates wore the colors of the high school they are now attending, a selection that includes public and private schools as well as day and boarding. The Class of 2016 headed to a total of 20 different high schools, from as close as University High School and Convent of the Sacred Heart to as far as the Putney School in Vermont and Phillips Andover Academy in Massachusetts.

For the full list of high-school destinations, turn to page 20.

In This Issue Opening Shots..................................

Snapshots from Burke’s

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t h e a lu m n a e & co m m u n it y mag az i n e of k ath e ri n e d e lmar b u rk e s ch o o l

Burke’s mission is to educate, encourage and empower girls. Our school combines academic excellence with an appreciation for childhood so

A Message From Michele Williams........................

Greetings from the Head of School

community, and fulfill their potential, now and throughout life.

KayDeeBee is produced by Burke’s Advancement Office SELENA SHADLE

ALLISON ROST

Director of Advancement selena@kdbs.org

Director of Communications allison@kdbs.org

DIANA KAW

CONOR RYAN TUNG

Director of Annual Giving & Alumnae Relations diana@kdbs.org MONICA HERNANDEZ

Advancement and Database Associate monica@kdbs.org

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Feature .........................................

Rethinking Diversity Alumnae Events .........................

Alumnae Luncheon 2016 Distinctions.................................

Distinguished Alumna Robin Hauser Reynolds ’78e

Alumnae Updates.......................

Class Notes and In Memoriam

From the Archives .....................

March of the Penguins

issue design by anna pipes cover design by chum’s design & print

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Alumnae Profiles .......................

Sophie Middlebrook Hayward ’90 and Katy Congdon Williams ’96

FILOMENA SPERO

ENHAM BAGAIN

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Traditions ....................................

Pansy Day and Lion Dance

Tracing Burke’s Roots ...............

The Escamilla Family

Communications Intern communications@kdbs.org

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Graduation Celebration..................................

Classes of 2012 and 2016 Destinations

Special Events and Parent Relations Manager conor@kdbs.org Associate Director of Advancement filomena@kdbs.org

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The Buzz at Burke’s ...................

Spring 2016 Events and Happenings at Burke’s

that students thrive as learners, develop a strong sense of self, contribute to

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On the Cover There’s a popular saying on our campus: “There are 400 ways to be a Burke’s girl.” Ensuring that’s a true statement is a vital part of the school’s mission, and work is being done through the Strategic Plan to welcome all kinds of students from the full spectrum of girlhood — whether that includes playing sports or creating art, walking to school or taking the bus, speaking a language other than English at home or not. Read more on page 24.

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OPENING SHOTS

Modeling After Malala Following the Upper School’s January viewing of a documentary about Malala Yousafzai, the Pakistani activist and Nobel laureate, Burke’s girls kept the momentum of that inspiring film going. Students split into multi-grade groups to decorate a portion of a large female symbol. Each group gave its section a unique spin — such as including Malala’s image with words that describe her efforts, or magazine cutouts representing strong women.

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Formidable Female At the International Women’s Day Assembly on March 8, longtime Burke’s secondgrade teacher Gale Mosheim (who retired in June after nearly 40 years at the school!) took a seat alongside novelist and Burke’s alumna Vendela Vida ‘85, who counts herself among the scores of Burke’s girls who had Ms. Mosheim for second grade. The two talked about teaching, writing, and bird-calling, with Ms. Mosheim calling for a mid-talk exercise break to clear everyone’s minds.

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Creative Works Among the many school-wide works on display at the 2016 Arts Festival were these first grade-produced oceanscapes, which greeted festivalgoers outside the front office. More than 1,000 individual works of art were on exhibit across campus for the festival on May 5.

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OPENING SHOTS

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On the Run For a Friday-afternoon treat on May 20, eighth graders squared off against current and former teachers for a laugh-filled flag-football game on the front field — much to the delight of the Upper School students who got to attend. (Lower School students caught glimpses during afternoon pickup.) It was a tough, well-fought game, but the Class of 2016 emerged victorious.

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OPENING SHOTS

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GREETINGS FROM THE HEAD OF SCHOOL

A Message from Michele Williams As we welcome 2017, I have found myself reflecting on the moments that kept me inspired and engaged over the past year even as the news and noise were sometimes overwhelming.

Of course, many of them involve my family, as well as those still-frequent moments of joy I encounter when I’m on the Burke’s campus. But I also had the great fortune to hear from two amazing speakers who filled me with hope.

The first was the renowned philosopher and activist Dr. Cornel West, who was the keynote speaker at a conference in New York jointly sponsored by the National Association of Independent Schools (NAIS) and the Council for the Advancement and Support of Education (CASE). He spoke to a ballroom full of school professionals, all of whom are tasked with guiding this country’s children, and his words struck a deep chord for the many of us who struggle with how to translate current events into terms that our young people can understand.

Dr. West delivered a number of powerful quotes about the impact that our children can have on our future, but there were several that stuck with me: “We have to convince our young people, no matter where they’re from, to focus on the things that matter. The substantial, not the superficial.” He encouraged me to consider even further how we can prepare Burke’s girls to change the world — we have a responsibility to prepare our students for a world that is increasingly complicated and shows few signs of stopping.

The second speaker was one of our own alumnae, Robin Hauser Reynolds ’78e, who was this year’s Distinguished Alumna Award recipient. She spoke at both our annual Alumnae Luncheon as well as the traditional Pansy Day ceremony, and you can read her speech in full on page 36.

Robin is a producer and director of two documentaries, the most recent of which — CODE: Debugging the Gender Gap — delves into how and why women are so underrepresented in the tech industry. She is not a trained filmmaker, but decided to tackle this thorny topic after her daughter’s experience as a computer science major in college. “I had the guts and determination to explore and expose the gender inequality in tech because Burke’s gave me confidence and taught me to be objective,” she said in her speech. How can you not be inspired by what we’re doing after an endorsement like that?

No matter what’s happening in the world, Burke’s will continue to pursue its mission of educating young women to take on all that awaits us in the 21st century. One way we’re working on it is to continue making Burke’s a place where any girl can receive an excellent education, and there’s a story in this issue that lays out the ways we’re doing that. Our differences make us stronger, and we are ensuring that our students will learn how to thrive in the real world by making their classrooms reflect it. I hope you find it an informative read.

I’m confident that just as Burke’s has provided a superlative education since 1908, initiatives like this will continue living up to the vision that Katherine Delmar Burke set out for us. We are definitely up to the challenge.

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E V E N T S A N D G AT H E R I N G S • S P R I N G 2 0 1 6

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Ohlone Speakers

JV Team Championships

100-Day Projects

FEBRUARY 1

FEBRUARY

FEBRUARY 23

As a part of their study of the Ohlone American Indians, third graders welcomed guest speakers: Corrina Gould, a Chochenyo Ohlone and cofounder of Indian People Organizing for Change, and Darcie Houck, a lawyer who represents American Indian tribes throughout the United States.

They talked about issues facing the Ohlone community today in order to authentically represent American Indian groups and to debunk the myth that American Indians are “stuck in the past.”

All three Burke’s JV basketball teams reached their respective league finals this season, with two of the three winning those championship games and the titles! First, the JV Green basketball team topped Marin Country Day School for the BAIAL championship on February 4. Then, the JV Gold Fir and JV Gold Pine teams both made it to the SFAL final on February 12, with JV Gold Fir picking up the win.

On the 100th day of the 2015-16 school year at Burke’s, students throughout the Lower School brought in handmade projects that represented that impressive number — whether through crayons, gumdrops, toothpicks, or beads.

PHOTOS 6-7

PHOTOS 3-4

PHOTOS 1-2

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Spring Concert

Challenge Day

APRIL 5

APRIL 7

This year’s concert took the audience on a trip to Ireland, with students singing and dancing to traditional favorites. They practiced with a rendition of the folk classic “Let the People Sing,” and Upper School Director Rebekah Wolman even joined in to play with the fourth graders. Lower School music teacher Lisa Mandelstein picked up the material in County Clare, Ireland, in summer 2015.

Before heading out for spring break, Lower School students used up much of their pre-vacation energy at Challenge Day! As usual, Burke’s girls worked their way through a number of stations, including rock climbing, circus arts, and an obstacle course with big inflatable balls called “Zorbs.”

PHOTOS 10-11, 14

PHOTOS 8-9, 12-13

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Auction 2016: “Lights, Camera, Burke’s!”

APRIL 2

Soccer Three-Peat Champions

Maypole MAY 4

MAY 9

The San Francisco Design Center was the place to be seen — well, to be seen and to support our dazzling Burke’s girls and their equally impressive teachers. Many thanks to all who walked the red carpet and made cameo appearances in our Live Auction and Raise-the-Paddle portions of the evening. Of course, no production can go forward without a top-notch crew behind the scenes, and ours was led with aplomb by our amazing executive producers: Lisa Farmer and Ali Reeder.

Congratulations to the Varsity Green soccer team, which beat Head-Royce by a score of 2-0 to claim the BAIAL title for the third year in a row!

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PHOTOS 18-19

PHOTOS 14-16

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The tradition lives on!

Members of the Class of 2016 took to the front field to wind the yellow and green ribbons around the Maypole to the usual drumbeat before gathering under the Babcock Pavilion — celebrating the first sign that their time at Burke’s was coming to an end.

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Grandparents’ & Special Friends’ Day

Oregon Trail Project MAY 12

MAY 6

It was a rainy but joyous day as nearly 400 grandparents and special friends came to Burke’s for our annual event. After enjoying lunch and remarks from Michele Williams in the Lunchroom and Library — thanks to some last-minute wrangling by our volunteers and flexibility by our teachers!

— attendees decamped for an all-school assembly in the Gym. Students performed and showed off their work before their guests joined them in the classroom to learn more about the academic side of Burke’s.

Ms. Mosheim and Ms. Vauk’s 2B classroom went outside to the bluetop for some real-life investigation into life on the Oregon Trail. Students first used yardsticks, yarn, and chalk to measure out the standard dimensions of a wagon — about 10 feet by four feet. They then utilized the blue blocks by the play structure to build up the walls of one of these imaginary wagons, making adjustments for the wind along the way, and then piled in — which gave them a true idea of how cramped those living quarters were!

PHOTOS 20-22

PHOTOS 23-24

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Greek Plays

Cultural Heritage Fair

MAY 13

MAY 26-27

Fifth-grade Humanities teacher Pat Tomei commemorated her last set of Greek Plays, where small groups of students present their spins on the classic myths.

After the performances, fifth graders joined with their parents in a traditional Greek dance in the Upper School Courtyard.

The annual Cultural Heritage Fair took over the Gym on May 26-27 as seventh graders showed off the fruits of their labor over the past weeks. As part of history class, members of the Class of 2017 researched their own family backgrounds and compiled presentations (with multimedia displays, and in some cases, costumes and food!) relating to a story in their past. From the Salem witch trials and the Holocaust to inventions and military careers, every girl had a fascinating tale to tell.

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Eighth-Grade Musical

Service Learning

JUNE 2

JUNE

Congratulations to the Class of 2016 for its tremendous production of "The Lion King.� In two performances on Thursday, June 2, eighth graders took us through the highs and lows of the classic Disney tale, complete with professionallevel costumes, makeup, and lighting.

As part of Lower School lunch on Friday, June 3, students got a little more than food on their plates. Those who took the Service Learning ASEP class in the spring appeared on the Lunchroom stage to present facts and figures to their classmates about food insecurity in the Bay Area and across the United States. And then, Burke's third-annual Professional Development Institute incorporated a new element: community service. On Monday, June 13, teachers chose one of five possible service opportunities to complete during the afternoon with their coworkers.

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PHOTOS 32-34

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TRADITIONS

GRADUATION C E L E B R AT I O N

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nine years after they arrived on campus for the first time, the members of the Class of 2016 finally left Burke’s as newly minted alumnae following Commencement on Thursday, June 9.

They heard words of wisdom from their fourth-grade grade teacher Nayo Brooks, as well as an inspirational send-off from outgoing Youth Voice president Ashley Yankulin. They take those messages with them to the following list of high schools throughout the United States. Burke’s extends congratulations as well to the Class of 2012, which headed out to an impressive range of colleges after graduating from high school this past spring.

CLASS OF 2016 HIGH SCHOOL DESTINATIONS • The Bay School • The Branson School • Cate School • Choate Rosemary Hall • The College Preparatory School • Convent of the Sacred Heart High School • Drew School • International High School • Lick-Wilmerding High School • Marin Academy • Miss Porter’s School • The Nueva School • Phillips Andover Academy • The Putney School • Redwood High School • Ruth Asawa School of the Arts • St. Ignatius College Preparatory • The Thacher School • University High School • The Urban School CLASS OF 2012 COLLEGE DESTINATIONS • Academy of Art University • American University • Barnard College • Berklee College of Music • College of Marin

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Columbia College Chicago Connecticut College Dickinson College Drexel University Emory University George Washington University Georgetown University Harvard University Lafayette College Nashville Ballet Company Northwestern University Oberlin College Pomona College Princeton University Rice University Santa Clara University Southern Methodist University Tulane University University of California, Berkeley University of California, Davis University of California, Los Angeles University of Chicago University of Colorado Boulder University of Oregon University of Puget Sound University of Southern California Wake Forest University Washington University in St. Louis Wellesley College Yale University

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TRADITIONS

PANSY DAY

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CLASS OF 2016 PANSY DAY AWARDS ASHLEY YANKULIN PERFORMING ARTS ISABELLE SHILAKES VISUAL ARTS Sarah Babcock Award Established in 1992 in honor of alumna Sarah Babcock, this award commemorates Sarah’s spirit and her love of photography and the arts.

LILY DING LORRAINE LEE Patricia Swanson Franklin Writing Award Established in 1999 by friends and classmates of Patricia Franklin Swanson ’66, this award is presented to Burke’s students with outstanding talents in and love of writing.

INGRID SIGFSTEAD Julie Song Award Established in 1998, this award recognizes the eighth grader whose kindness, good humor, and generosity of spirit make every day a better one for all around her.

ISABELLE SHILAKES May Hickey Award This is awarded to a girl who, by vote of the eighth-grade class, has demonstrated the most care and concern for the younger students in the school.

MAYA RUSHLOW Outstanding Athlete Award The Burke’s Outstanding Athlete award honors an athlete who has played three varsity sports in her eighth-grade year and has demonstrated excellent skills in all of her endeavors.

OLIVE MAUNUPAU Head’s Award This honor goes to an eighth-grade student for her generosity of spirit, appreciation of others, and strength of leadership.

SOPHIA WHEELER MAYA BLATTBERG Head’s Cup Awarded to an eighth-grade student who demonstrates seriousness of purpose, devotion to excellence, and citizenship.

Georgia Malan Award Named in honor of Burke’s long-time Lower School Head, this is given to a fourth-grade student who exemplifies the qualities of high personal standards, good nature, selflessness, and kindness to all.

ROBIN HAUSER REYNOLDS ’78E Distinguished Alumna Award This 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.

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TRADITIONS

LION DANCE THE BOOMING STARTS way back in the Lower School music room, then starts to echo up the hallway leading toward the front field.

Soon enough, lion costumes just like you see on Market Street march by. The only difference?

You can look inside this lion’s mouth to find a Burke’s girl grinning back at you.

Burke’s commemorates each Lunar New Year with a traditional Chinese Lion Dance performed by the third grade — though it didn’t start out that way. For a number of years, the Loong Mah Lion Dance Troupe — directed by Wilson Mah, the uncle of Burke’s alumna and lion dancer Marissa Chin ’02 — performed at all-school assemblies to commemorate the occasion. But as Marissa was getting ready to graduate, plans needed to be put in place to continue the tradition.

Enter Burke’s students. “The rhythmic patterns are exactly at the third-grade level, so it is a perfect opportunity to reinforce music-reading skills,” says Lower School Music Teacher Lisa Mandelstein. “The Lion Dance also integrates with the third-grade social studies curriculum: At the same time the girls are learning about the music and dance of China, they are studying the history and contributions of San Francisco’s Chinese American community.” In fact, the timing of the Lion Dance in the school year is ideal — it comes just after the third grade’s trip around San Francisco, where they have the chance to check out Chinatown and the lion costumes in the stores lining Grant Avenue.

Wilson Mah pitched in with continuing the tradition by giving a workshop for Burke’s students and blessing the two new lion costumes that had been purchased for the dance at a Lower School Assembly. Upper School Director Rebekah Wolman recalls that Cali Ranahan ’06, who was in the third grade at the time, was so excited about the Lion Dance after that assembly that she went home over February break and made a lion head of her own.

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The first performance took place at the Spring Concert in 2001, and in the years since, it has grown and evolved as students have offered input. “Their ideas were modified into a Burke’s form that every girl had a chance to dance as we traveled through the school,” Ms. Mandelstein says. Now, that includes four full performances at various points across campus that gives every Burke’s student and teacher the chance to watch.

This year, the Class of 2021 added one more performance in the afternoon, at the Richmond District Neighborhood Center (RDNC). For the last several years, the third grade has done one last special dance for the area seniors who frequent that organization (located on 30th Avenue between Anza and Balboa) before volunteering in the RDNC’s food pantry through the community-service group Burke’s Gives Back. The Burke’s girls changed out of their red silk costumes before passing out produce and canned goods.

The third grade also adds a personalized twist to the dance each year in keeping with the sign of the zodiac that’s being ushered in.

In 2016, that meant a Burke’s version of “Hey Hey, We’re the Monkees.”

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R E T H I N K I N G

D I V E R S I T Y

Going Beyond the Buzzwords to Make the Best Burke’s IT’S TOUGH FOR SHEIKA Luc not to choke

The pursuit of a more inclusive and diverse

up as she recounts her experiences as the first

campus is also inspired by what’s best for all

in her family, the daughter of immigrants to

Burke’s girls, whether they’re granddaughters

the United States, to go to an independent

of alumnae or from a family that doesn’t speak

school and then on to college. When she came

English at home — or both. Experts say that

to Burke’s as its new Director of Admissions in

different perspectives and backgrounds are

2013, she was hopeful that no child would go

essential to a vibrant, meaningful classroom

through those same difficulties here.

environment, and through recent and upcom-

“We have this phrase: There are 400 ways to be a Burke’s girl. I think about how we’re doing

ing work, Burke’s intends to prove that’s the case for all of its students.

on that, if it’s actually living and breathing

“A genuinely diverse and inclusive commu-

in our classrooms and on the playground,”

nity is an amazing experience for all 400 girls,”

she says. “We live in San Francisco, and there

says Head of School Michele Williams. “We’re

are millions of ways to tap into diverse ways

trying to help girls develop into who they are

of thinking and diverse ways of being in the

so they know themselves and, in turn, appreci-

world. We don’t need to search for it — it’s here.”

ate and understand the common humanity we

On the heels of a charged election season,

share and the strength in our differences.”

the open embrace of “diversity” can seem like a politically motivated move. But at Burke’s, it’s part of educating our students for the 21st

WHY DIVERSITY MATTERS

century, where the ability to fully navigate the world (and its broad representation of human-

About 40% of Burke’s current student body is

ity) around you is essential. Developing those

comprised of students of color, though true

skills, also known as cultural competency, is so

diversity isn’t always accomplished by represen-

vital that it’s codified in Burke’s current Strate-

tation. Luc’s experiences at her New England

gic Plan.

boarding school underscore the importance of

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“We become not a melting pot, but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.”

President Jimmy Carter

supporting students who may not come from

that has been examining specific ways to break

a “traditional” independent school environ-

down those barriers. Both Luc and McCoy

ment, but can thrive just the same. She entered

were previously classroom teachers — McCoy

as a freshman and quickly accumulated several

at Burke’s, and Luc on the East Coast — and saw

negative progress reports in which she was

students who struggled in similar ways. And

called out for not taking advantage of the

when a school such at Burke’s pledges to edu-

school’s resources to better her understanding

cate girls from all arenas, that’s a real concern.

of the material. “What I find fascinating is that these discussions weren’t being had with me.

They were happening about me,” she told a Parents’ Association meeting in January 2015.

“They didn’t dig deeper into why I was not empowered to talk to my teachers, advisors, and people at that school.”

Howard McCoy, Burke’s Director of Inclusivity & Community Building, had a similar experience when boarding at a school near Santa Barbara after growing up in Compton. He was the only black student in his class. “I was just supposed to fit in and leave my identity at the door,” he says. “I was always having to deal with becoming more of what they wanted me to be and being less of who I was. Having to navigate those two worlds was very hard.”

At Burke’s, the two bring those backgrounds to their work with the Diversity Task Force, a group of parents, alumnae, and board members

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“Going beyond the obvious in racial diversity, we’re talking about socioeconomics, we’re talking about religion — but really, it’s the diversity of thought,” McCoy says. “We want our students, our families, our faculty and staff to be able to bring their full selves here, whatever that may be.”

These diversity efforts are also intended to create a better classroom environment for all.

“Wherever our students are going, we want them to have the tools necessary to navigate the world outside of Burke’s and outside of San Francisco,” McCoy says.

Many studies have been done on the effects of a heterogeneous student body: In the October 2014 issue of Scientific American, author Katherine W. Phillips says this about working with a diverse group of people:

Decades of research by organizational scien-

her own experience. “If I had not pushed past

tists, psychologists, sociologists, economists and

my own boundaries to connect with someone

demographers show that socially diverse groups

who, at first glance, seemed to have nothing in

(that is, those with a diversity of race, ethnicity,

common with me, I would have missed out on

gender and sexual orientation) are more innova-

one of the most cherished friendships I have

tive than homogeneous groups.

ever had,” she said. “We are different in endless

It seems obvious that a group of people with diverse individual expertise would be better

ways, but our common joys and pains bring us together.”

than a homogeneous group at solving complex, nonroutine problems. It is less obvious that social diversity should work in the same way — yet the

BURKE’S MULTIFACETED LEGACY

science shows that it does.

This is not only because people with different

As a school that was specifically founded to

backgrounds bring new information. Simply

educate women to go to college, and in 1908

interacting with individuals who are different

no less, Burke’s has long been progressive in

forces group members to prepare better, to antici-

terms of education. But like many independent

pate alternative viewpoints and to expect that

schools of its age, the school long had a homog-

reaching consensus will take effort.

enous student body.

Given the kinds of problems that our students

In the early years, Katherine Delmar Burke

will face after they graduate and move on, those

received much support from Sigmund Stern

that a 21st-century education is designed to

after she tutored his daughter Elise, and many

solve, knowing how to work with diverse groups

of the families that funded the construction of

and their wide range of ideas could lead to great

Burke’s first campus were similarly from Jewish

things.

backgrounds. However, historical interviews

Beyond that, diverse ways of thinking can be a matter of life and death: In 2011, the University of Virginia’s Center for Applied Biomechanics discovered that women wearing seatbelts had a 47% higher chance of a serious injury in a car

with Burke’s alumnae from the 1920s through the 1940s have shown that there was at least a perception that a two-per-class quota system was in place for Jewish applicants.

Many quotas throughout the city faded into

accident compared to men wearing seatbelts.

obscurity as time marched on through the

The reason why has been attributed to the fact

1950s and 1960s, though Burke’s student body

that government crash tests only recently started

was still more a reflection of its then-Pacific

using smaller-sized “female” dummies.

Heights main campus than the city as a whole.

Or on a smaller scale, as fourth-grade teacher Nayo Brooks stated in her commencement address to the Class of 2016, stepping outside of her own comfort zone to interact with a teacher who didn’t look like her — specifically, the recent-

Burke’s first African-American student, Patricia Coleman ’68, was the daughter of local doctor Arthur Coleman, though when she graduated, she was still one of just a handful of students of color.

ly retired Laurel Trent — was key to enriching

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“Strength lies in differences, not in similarities.”

Stephen Covey, author

The school’s relocation from Pacific Heights to its current, more remote Sea Cliff campus helped dispel the notion that Burke’s only catered to that tonier clientele, and the school administration began to make adjustments to welcome a more diverse student body. Budgets for scholarships grew, and more diverse teachers and trustees joined the school. In recognition that more and more families were dual-working households, Burke’s first extended the kindergarten day in the 1970s, and then became the first of the San Francisco independent schools to provide a full after-school program in 1982.

Enrollment increased among students of Asian heritage, though representation among African American and Latino students remained low through the ’80s and ’90s as a reflection of housing demographics in San Francisco — similar to what’s still happening today.

Diversity never faded from the minds of Burke’s administrators throughout those years, with a variety of groups attempting to tackle the problem. A board diversity committee in the 1999-2000 school year conducted a broad survey as part of strategic plan work at that point in time and found that parents generally approved of diversity efforts at Burke’s, though some expressed concern that they could detract

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from what they considered to be the school’s priorities.

“I’m concerned about becoming ‘politically correct’ at the expense of academic rigor,” said one critic.

However, another said, “The benefit of a more multicultural school is my daughter receiving a wider, more realistic and humanistic world view. She’ll be better prepared for a changing future.”

That’s the same philosophy that’s driving current diversity work: McCoy is in his second year as Burke’s first full-time Director of Inclusion and Community Building, and in that capacity, he supervises workshops for faculty and parents and helps teachers work on creating culturally competent curriculum. He also facilitates the development of affinity groups, which are gatherings of students in accordance with certain demographics with which they identify, including learning differences, blended families, a Gay-Straight Alliance, and race (including a White Ally Group).

Despite these actions, however, it became apparent through the most recent strategic-planning process in 2012 that more sustained work was necessary to get Burke’s where it needs to be to provide a cutting-edge education.

Over the course of about 18 months, the

THE DIVERSITY TASK FORCE

18-person-strong task force held in-depth meetings and conducted a massive amount of research. Members contacted other schools, companies, parents, and educational organiza-

Both Luc and McCoy are optimistic that the newest effort, the Diversity Task Force, will have the legs for long-term change. “This conversation is not necessarily new at Burke’s, but it’s my sense that this is the first time it’s been articulated in this way,” Luc says.

Originally convening in 2014, the Diversity Task Force solicited its members from the parent body through notices in Tuesday Notes, the weekly parent newsletter, and in Parents’ Association meetings. Members of the Board of Trustees, alumnae leaders, and Burke’s staff also participated, along with Alison Park, founder of the diversity thinktank Blink Consulting.

However, the intent was not necessarily to stock the ranks of the task force with the most enthusiastic supporters. “We were intentionally not trying to have ‘the choir’ there, because our school is made up of all different people and all different perspectives,” Luc says. “We wanted to make sure that was represented when we’re talking about things that are going to shift and enhance our culture.”

tions to gather information on best practices.

“We also clearly identified how we wanted these things to look at Burke’s and not repackage what some other school or group did,” Luc says.

In the end, the task force landed on three solid recommendations, which are now in the process of being implemented (see page 31).

Luc says that it’s a real testament to the work of the task force that a number of those originally involved are part of subcommittees that are seeing the recommendations through — what’s now called Diversity Task Force 2.0.

One of those participants is Dana Goldberg ’90, who was a member of the Board of Trustees when the task force was convened and is now a member of the Gender Inclusion Subcommittee. “As an educator, as a Burke’s alum, and —most important — as a human being, I feel it is crucial that our schools think critically and creatively about how to prepare students to live and thrive in this increasingly complex world,” she says. “Ideally, Burke’s should represent the

“We cannot have harmony if we all sing the same note.”

Nayo Brooks, fourth-grade teacher

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“It is time for parents to teach young people early on that in diversity, there is beauty and there is strength.”

Maya Angelou, author and activist

larger community in which its students live —

is work on behalf of the school as much as it is

while that is a lofty aspiration, it should be the

my own personal education.”

ultimate goal.”

Goldberg credits her time serving as the

Strategic Plan, the work regarding diversity

chair of the board’s Mission & Accountability

isn’t something that will just be checked off and

Committee with driving home the importance

marked as complete. The three recommenda-

of teaching cultural competency to Burke’s stu-

tions represent just a portion of the discussions

dents, and she’s pleased to continue that work

undertaken by the Diversity Task Force — after

on the task force. “The Diversity Task Force has

all, what happens if and when the Burke’s

thoughtfully looked at what it means to be a

student body becomes more reflective of the

Burke’s girl from a plethora of angles. Although

greater San Francisco population and respectful

the conversation is just beginning at Burke’s,

of everything those students bring to campus?

our school has emerged as a national independent school leader in thinking about this topic,” she says.

Another returning committee member is Jen-

Luc’s time in a similar school indicates that the sky’s the limit. Instead of concentrating on how to fit in with classmates who are different, a student can concentrate on her work because

nifer McClanahan-Flint, the current president

those differences have already been taken into

of the Parents’ Association and former chair

consideration. “We all go through challenges

of the P.A. Inclusivity & Community Building

in adolescence, and we grow and change. Parts

Committee. “I started this work with Burke’s

of that are just a normal part of a kid growing

to ensure that my African-American daughter

up, and other parts require support,” she says.

knew she had a place at the school. I knew that

“I want us to address and support children in

if I wanted her to be in an environment where

their development so they can learn and all of

her job is to concentrate on learning, then my

that other stuff isn’t in the way.”

responsibility is to be part of the solution that makes it easier for her to do so,” she says. “However, the work that I do regarding the task force

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Like many action items listed under the

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After all, can you imagine what a Burke’s girl could do if there was nothing in her way?

Three Recommendations The Diversity Task Force formulated recommendations across three areas in its work to promote diversity and inclusion at Burke’s. They are:

1

T R A N S P O R TAT I O N

In order to make the campus more accessible and bring a wider swath of San Francisco and the Bay Area to Burke’s far-flung campus, the School is

investigating how to implement a comprehensive transportation plan that will help both students and staff travel to school — most likely through buses, shuttles and ride-share.

2

GENDER IN C LUS ION

While affirming that Burke’s is a single-gender school and serves girls, there’s also room to recognize that students express their gender identity in

a variety of ways. Burke’s will find multiple ways to honor them, including through teacher training, student and parent education, and the avoidance of stereotypes and rigid gender expectations amongst all of Burke’s community members.

3

TUITION MODELS

Financial assistance is a necessity in ensuring socioeconomic diversity among any student population, and Burke’s is reviewing its tuition model to ensure

that the school is reaching and thoughtfully supporting a broad socio-economic range of families.

call for input

If you’re a Burke’s alumna who would like to share your thoughts on your experiences with diversity and inclusion while you were a student, our Director of Inclusivity and Community Building would like to hear from you! Contact Howard McCoy at 415.751.0177, ext. 329, or at howard@kdbs.org.

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ALUMNAE events

Alumnae Luncheon 2016 WE WERE THRILLED TO WELCOME more than 175 graduates to the 2016 Alumnae Luncheon on Friday, June 3! Burke’s girls ranging from the classes of 1944 to 2010 joined together at the Metropolitan Club in downtown San Francisco to wine and dine, visit with their classmates and attending faculty members, and hear from this year’s Distinguished Alumna, Robin Hauser Reynolds ’78e. In her remarks, Head of School Michele Williams marveled at the sense of camaraderie linking Burke’s alumnae, no matter what year they graduated, and reported on campus activities wrapping up for the school year. The credit for another great Alumnae Luncheon goes to Aimee Fowler Carlson ’85, our esteemed event chair.

Save the date now for our next Alumnae Luncheon, which will be held on Friday, June 2, 2017.

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1. Nini Charles McCone ’51 and former Alumnae Association President Clara Abecassis ’92 2. Class of 1986 Top row (L-R): Anne Hall, Alix Spivack, Michelle Leona Goodin, and Mimi Wong. Bottom row (L-R): Jessica Wheeler Wynne, Elizabeth Kropf Sparks, Sarah Bacon, and Amanda McBaine.

3. Class of 1956 Top row (L-R): Susan Rothman Seeley, Suzanne Chevalier-Skolnikoff, Paula Ham Johnson, Bambi Escamilla Schwartz, Teri Follett, Judith Hansen Somers, Linda Markwett Liebes, and Carolyn Maillard Hacker. Bottom row (L-R): Nancy Boldrey Cooper, Sally Clark Pennings, Beth Howlett Anderson, Eleanor Burke, and Georgiana Silverthorne Wardle.

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4. Newly retired Humanities teacher Pat Tomei with Drue Mirchand ’06

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5. Top row (L-R): Anne Gamrin Pantelick ’81, Celia Shelton Rogers ’81, Veronica Poon Kogler ’81, and Lisa Logan-Baravalle ’81. Bottom row (L-R): Juliet Sampson ’82, Anna Banks ’83, and Elizabeth Garrison ’83.

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6. Alix Spivack ’86, Anne Wara ’84, and Benicia Gantner ’84 7. Class of 1966 Top row (L-R): Christine Owen Allen, Karen de Bakker Prezant, Eleanor Boone Najjar, Patricia Dinner, Kathy AtlassRedfield, Joan Ashley Tallman, Diana Morris Wild, Suzie Avenali Schaefer, and Aileen Griffey. Bottom row (L-R): Elizabeth Hale, Melanie McComish Lynn, Andrea Solari, Sidney MacDonald Russell, Stephanie Katz, and Abigail Atkins.

8. Laura Funsten Cornish ’78 and Laurie Mettier Hills ’70 9. Jaimie Sanford ’77 and Holly Johnson ’78

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11. Bambi Escamilla Schwartz ’56 surrounded by granddaughters Genna Gores ’10 (left) and Ana Clare Smith ’07.

12. Class of 2010 (L-R): Sara Poole, Kayla Nahi, Catherine Ames, Kate Lehmann, Genna Gores, Julia Nemy, and Christine Goins.

13. Top row (L-R): Nini Charles McCone ’51, Juliana Pettit Hazard ’48, Ann Potter Taylor ’51, and Jacqueline Sadala Renke ’51.

Bottom row (L-R): Jean Charles Gansa ’48, Mary Ann Goldman Aronson ’51, Janet Cline-Moody ’51, and Edna-Gene Morrell ’51.

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14. Ruthann Baillou Conway ’62 and Constance Williams ’62 15. Class of 1991 Top row (L-R): Erica Eshoo, Avril Hampton, Edith Gillis, Maia Piccagli, and Juliet Lane Rubini. Bottom row (L-R): Dana Eveland Davis, Daisy Barringer, and Lena McKee. 16. Class of 1996 Top row (L-R): Tara McGann Friedman, Josephine Liu Lochbaum, Kate Sanger, Morgan Osthimer Schoonhoven, Katy Congdon Williams, Cameron Phleger, and Dorothy Freeman Self. Bottom row (L-R): Misha Frank, Whitney Gaynor, Danielle Broude Yokell, and Rachel Flynn.

17. Louise DeMartini Vejar ’50, Mary Jones Kelley ’50, and Virginia Steven Doyle ’50 18.. Upper School drama teacher Deborah Thomson reminisces with Morgan Osthimer Schoonhoven ’96, Josephine Liu Lochbaum ’96, and Misha Frank ’96.

19. The Alumnae Board Top row (L-R): Allison Broude Friedberg ’00, Cary Cronholm Rose ’92, Max Boyer Glynn ’94, Katy Congdon Williams ’96, Camille Hampton ’94. Bottom row (L-R): Danielle Broude Yokell ’96, Aimee Fowler Carlson ’85, Laurie Hanna Carrade ’92, Clara Abecassis ’92, Gabrielle Kivitz ’89, Kelli Denning Walker ’92.

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DISTINCTIONS

ROBIN HAUSER REYNOLDS ’78E is the director and producer of cause-based documentary films at Finish Line Features, LLC. As both a businesswoman and a longtime professional photographer, Robin brings her creative eye and leadership skills to her documentary film projects. Her years in fine art photography give her a keen vision for the artistic design of her films; and her experience in the business world affords her a unique perspective on what it takes to motivate an audience. Robin’s most recent film, CODE: Debugging the Gender Gap, premiered at Tribeca Film Festival 2015, and has caught the attention of the international tech industry and of policy makers in Washington, D.C. and abroad. Previously, Robin co-directed and produced the documentary feature, Running for Jim, which won 14 awards at 20 film festivals. She has spoken about the importance of increased diversity in computer programming and on behalf of women’s rights at 2016 DISTINGUISHED ALUMNA AWARD

the Mobile World Congress, SXSW

Robin Hauser Reynolds ’78e

Interactive Conference, Conferences

The Katherine Delmar Burke School Distinguished Alumna Award is given each year to an alumna who embodies the value 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 from the alumnae community and voted on by the Alumnae Board.

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for Women, InspireFest, AT&T Foundry FutureCast, and Dell Women Entrepreneur Network. As the director of CODE, Robin has been featured in the following national publications: USA Today, Wired, Forbes, Fortune, The New Yorker, The Atlantic, Fast Company, Cosmopolitan, Glamour, Marie Claire, and San Francisco Business Times. Robin is recipient of the 2016 National Women’s Political Caucus President’s Award.

The following is adapted from the speech delivered by Robin Hauser Reynolds at the Alumnae Luncheon on June 3: Full disclosure: I was at best, a mediocre student at Katherine Delmar Burke School. I’m certain, that if learning differences were being diagnosed in the 1970s, I would have been labeled with something.

I remember studying hours on end for one of Ms. Rebischung’s science tests with Erin Wilson, arguably the smartest girl in our class, who made up brilliant lyrics to well known tunes as study guides. (Think: David Cassidy, “I Think I Love You”) But when it came time for the test I got so nervous I could not remember the tune nor the facts embedded in the lyrics and the results of that particular assessment were not so stellar.

I had a terrible phobia of reading out loud.

Once I was sent to David Fleishhacker’s office for refusing to read a paragraph on Henry VIII in history class, on a rare day when Nancy Clark was absent and Señora Arrietta was substituting.

Mr. Fleishhacker was compassionate, and the two of us drank hot chocolate until the recess bell rang.

And I chickened out of singing a solo of “Have You Never Been Mellow?” during the Burke’s Festival play when I noticed there were Town School boys sitting in the front row.

And then, there were incidences of eating glue in kindergarten, pulling Jackie Leon’s hair in first grade, and launching paper airplanes out of the window and onto the golf course during Mr. Weed’s math class.

So you now know why I am feeling Impostor Syndrome after being named the 2016 Distinguished Alumna. This honor is most certainly not a tribute to my stellar grade­-school academic performance or outstanding achievement.

What I know for certain is that my nine years at Burke’s were the most influential and informative years of my academic career. My teachers taught me that as a woman, it is OK to be ambitious and strong. My classmates, several of whom are still my most trusted friends, taught me the value of sisterhood. Together, we learned the power of teamwork and the

destructiveness of “Mean­Girl” gossip and judgment.

I learned from my talented and capable classmates that our opinion matters, and that it’s our responsibility to speak up and to heard.

I see this trait in all of the Burke’s girls I know. In the class of 1978, there are women who have spoken on behalf of human rights, served as board chairs, have raised millions of dollars to battle breast cancer, earned Ph.D.s, written Broadway plays, and have become respected leaders and philanthropists in their communities.

My love for photography was born in the Upper School darkroom at Burke’s, where under the guidance of Ann Perez, I spent hours watching images come to life under the red lights.

To date, I have made two films. I was motivated to make the documentary CODE: Debugging the Gender Gap because of my daughter’s experience studying computer science in college. I have not gone to film school, and I have had no formal training in filmmaking. I had the guts and determination to explore and expose the gender inequality in tech because Burke’s gave me confidence and taught me to be objective, but to question, and to fight for what I believe in. And after nine years of Burke’s, I most certainly believe in women.

I am enormously proud to be a Burke’s girl. I’m grateful to my teachers and to my classmates, and to my parents who had the insight to send me to Burke’s so many years ago.

My next documentary is about bias, about bringing unconscious bias into consciousness in order to understand how our biases affect our choices and behavior. I’ve been thinking a lot about my own biases. And so I have to come clean, right here and now, and admit that I am implicitly bias toward Burke’s girls. Eighth graders, your appreciation for this education will grow over your lifetime. Take this solid foundation forward with confidence.

Thank you for this honor. I accept on behalf of my ’78e classmates and my teachers, to whom I am enormously grateful.

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ALUMNAE PROFILE

Sophie Middlebrook Hayward ’90

Sophie Middlebrook Hayward is a member of an exclusive club: Burke’s alumna and current parent — daughter Eloise started kindergarten this fall. She also holds a rarefied position as the Director of Policy and Legislative Affairs at the San Francisco Mayor’s Office of Housing and Community Development, where she works to make affordable housing possible for city residents with low and moderate incomes. Sophie made her way there through the San Francisco Planning Department, and before that, as an architectural conservator at Jablosnki Berkowitz Conservation in New York City. While she now lives a stone’s throw from the Burke’s campus with her husband, three children, and golden retriever, she initially left Burke’s far behind by heading to North Mount Hermon School in Massachusetts, Wesleyan University in Connecticut, and the University of Pennsylvania.

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When you were a student at Burke’s, what did you dream you’d be doing at this point in your life?

I am pretty sure that we wrote ourselves letters for a time capsule in Miss Scattergood’s class, and that in mine I spoke to my future self with full confidence that by 22 I’d be married with a bunch of kids, and that I would effortlessly balance raising those many children with a Very Important Job that included a corner office, power suits with shoulder pads, and tons of extra time to allow me to play soccer whenever I wanted to.

What is your favorite international city?

Paris. It’s the first place I traveled without my parents or my sister with me, and it was and remains wildly exciting. It’s where I “discovered” modern art, modern writers, the impact of city planning and historic architecture, cheap wine, black turtlenecks, and couscous.

What are some of your favorite memories of teachers at Burke’s?

I have so many — and now that my daughter is a kindergartener at Burke’s, I find that memories pop in my head almost every time I walk on campus. I remember Mr. Bagaman refereeing intense games of tackle football on the

front field in P.E. I remember Miss Scattergood teaching us to write a proper fiveparagraph essay, and then insisting that we ditch that format and try something more creative. And I remember my kindergarten teacher Miss Collins consoling us when one of our baby chicks — chicks that had hatched from eggs we had watched every day — met an unfortunate end. I’m glad that Eloise has a fish in her classroom instead of a chick.

Who would you invite to your fantasy dinner party and why?

I’d invite Jon Bon Jovi, Bruce Springsteen, and Waylon Jennings to entertain us at what I hope would be a raucous dinner party with these guests: my husband Boe, at least one of the Brontë sisters, Ada Lovelace, Madeleine Albright, Dolly Parton, Marie Curie, Amy Schumer, Nancy Pelosi, Diane de Poitiers, Michelle Obama, and my sister Leah. That’s a lot of brainpower for one table — but with the right food, wine, and music, I think that they could all cut loose, have fun, and teach me a lot.

What advice would you give to a current Burke’s student?

Take advantage of all of the amazing opportunities you have at Burke’s! Go tinker in the Makery! Go learn to code! Play on the monkey bars! When you hit a bump in the road — and you will, at some point — seek out the wonderful faculty, staff, and friends that you have standing at the ready to lend you a hand. And don’t forget to come back as an alum to visit, to volunteer, and to participate in the Annual Fund.

ALUMNAE PROFILE

Katy Congdon Williams ’96 When you were a student at Burke’s, what did you dream you’d be doing at this point in your life?

At Burke’s, I had a “toy journal” where I would sketch various designs, often inspired by recess activities.

The plan was to take that journal and start a company using the design insights from my childhood. It’s not my day job today, but I love being creative whenever I get the chance!

Earlier this year, Katy Congdon Williams ’96 stepped up to take over the position as President of the Alumnae Association Board after spending several years as the Vice President of Events. It’s an intense position that she does in addition to her professional life, where she works in the Digital Engagement + Marketing department at Tipping Point Community, an organization that raises funds to fight poverty on a number of fronts. She came to that position after working at a brand strategist and account planner for a variety of companies in New York and San Francisco, and she earned her stripes with a degree in advertising and psychology from Southern Methodist University. Katy is also an alumna of the Santa Catalina School, and she and her husband Michael live in San Francisco.

What is your favorite international city?

London, although Paris is a close second. I spent my semester abroad in London with two of my Burke’s classmates, Morgan Osthimer Schoonhoven and Kate Sanger, which was an unforgettable experience.

What are some of your favorite memories of teachers at Burke’s?

Art classes with Mr. Potter were always pushing the envelope — he found ways to turn simple lessons into wild creative explorations.

Our history teacher Mr. Johnson probably had the most influence on me, but I didn’t realize it until years later. He saw my potential long before I did, and I will

always be grateful for his belief in me.

Who would you invite to your fantasy dinner party and why?

Jackie Kennedy Onassis and Letitia Baldrige, who was White House Social Secretary during the Kennedy administration.

I’d love to hear about the reality of “Camelot” during such a critical time in our country’s history, see the inner workings of running 1600 Pennsylvania Avenue, and learn more about how these women approached their own careers. I’d also love for my maternal grandmother to join; I never met her and I’m sure she’d enjoy the conversation.

What advice would you give to a current Burke’s student?

Always be considerate of other people, never be afraid to speak your mind, and ask the important questions.

Work hard. Be nice.

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7 There are 400 ways to be a Burke’s girl.

Can you imagine how many ways there are to be a Burke’s alumna?

One thing every Burke’s alumna can do? She can give to Burke’s Annual Fund.

Help us increase alumnae participation and support Burke’s mission to educate, encourage and empower girls.

• The Annual Fund provides nearly 10% of Burke’s operating budget.

• One in five Burke’s girls receives financial assistance via the Annual Fund.

• 100% of trustees, parents, and faculty and staff gave to the 2015-16 Annual Fund.

No matter the size, every alumna’s gift makes a difference.

Donate to the Annual Fund today at www.kdbs.org/give.

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SUPPORT BURKE’S ANNUAL FUND

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CLASS NOTES

ALUMNAE UPDATES BURKE’S ALUMNAE BOARD 2016–17 EXECUTIVE COMMITTEE

Katy Congdon Williams ’96 President Laurie Hanna Carrade ’92 Vice President, Development Camille Hampton ’94 Vice President, Mentorship Cary Cronholm Rose ’92 Vice President, Events Danielle Broude Yokell ’96 Vice President, Governance Allison Broude Friedberg ’00 Secretary MEMBERS

Clara Abecassis ’92 Julia Baron ’01 Betina Suessmann Baumgarten ’88 Aimee Fowler Carlson ’85 Bella Shen Garnett ’89 Max Boyer Glynn ’94 Alysse Godino ’06 Sophie Middlebrook Hayward ’90 Natalie Jamison ’98 Gabrielle Kivitz ’89 Kelli Denning Walker ’92

A NOTE FROM THE DIRECTOR OF ALUMNAE RELATIONS Dear Alumnae, My first few months here at Burke’s have been a whirlwind. Getting to know the beautiful campus as well as the incredible educators and staff has been such a pleasure. I’ve also had the opportunity to meet some of our current parents, dedicated volunteers, and most generous supporters, and many members of your terrific Alumnae Board.

Over and over again, I have been struck by the incredible sense of community shared by Burke’s parents, students, and alumnae alike. This is truly

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an exceptional place, and I look forward to getting to know it — and all of you — much better.

I encourage you to send me a note at diana@kdbs.org, even just to introduce yourself. And if you already know you want to get more involved with Burke’s, the Alumnae Board and I would love to engage with you! Whether you are still close by in the Bay Area or you’re just passing through with time for coffee, I am excited to get to know as many of you as possible.

Warm regards, Diana Kaw Director of Annual Giving and Alumnae Relations P.S. Save the dates for our 2017 alumnae events!

The Alumnae Cocktail Party w/Town Alumni is on Wednesday, January 18, at 6:30 p.m., and the annual Alumnae Luncheon is Friday, June 2, at 11 a.m.

CLASS NOTES

Alumnae Updates From Burke’s

CLASS OF

CLASS OF

CONSTANCE CROWLEY PEA-

BETTINA WEINSTEIN DEVIN

BODY died in February 2016, but she’s still making headlines: Tim Welsh, the blogger behind sfinfilm.com, discovered a copy of Works & Days that belonged to Constance at the Main Branch of the San Francisco Public Library and set out to follow her footsteps. He contacted University High School and matched images of the current Jackson Street campus to the photos in her yearbook. You can follow his journey for yourself at sfinfilm. com/2016/09/03/miss-burkesschool-who-was-constance-forholly.

says, “I’ve been meaning to submit an update for years, but life is busy and gets away from one. So, here we go… Busy for me means schlepping back and forth between my main residence in San Rafael (an Eichler home I share with Town School grad Adam Silver) and an apartment in L.A. My day job is teaching acting, singing, voiceover, dialects, removal of accents, and any kind of self-presentation, plus the hows of navigating the crazy business of show, in both cities as well as nationally via Skype and FaceTime.

CLASS OF

“It’s been a satisfying few years for my own acting career. I have five or so feature films in the can in which I star or have principal roles, a starring role in an episode of a TV series, and loads of commercials due out in the next year.

You may have caught me in the Grammarly commercial that went viral in the past year! I still perform for live events in the city, mostly portraying an aging Golden Gate Bridge character while singing ‘The Golden Gate Bridge’ song from my jazz CD,

1936

1949

CALLIE TILDEN MCLELLAN

reports on the arrival of her second great-granddaughter, Camille Buckingham McLellan, who joins older sister Charlotte.

CLASS OF

1960

SUSAN COOKSON FESUS writes that she is still living in San Francisco and Aspen. “All is well!” she says.

1969

1 Dangerous Type, as well as a host of characters from Sarah Palin to Cher to Nancy Reagan to other equally silly folks as well as lots of scary-looking witch types. A strange and mystifying neurological disorder took my old voice away, so I donate proceeds of sales of my CD to research towards eliminating spasmodic dysphonia. I still sing, but not with as much enjoyment. Photo above is a still from Doggie B, a family feature that came out several years ago, in which I play the Cruellatype character. Fun for the whole family! PHOTO 1 “I see old friends from the Class of ’69 (CATHY BERL DEUTSCH, DONNA J. WAGNER, JANIS CAMP MEEK, MELISSA KE-

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CLASS NOTES CONTINUED

NADY) as often as everyone’s cuckoo schedules will permit, and am in touch with some others from our class via Facebook. If any of you are on FB (I live there as well as Instagram), give me a shout! I’d love to reconnect! I am so grateful to be a healthy, soon-to-be 65-year-old with more energy than I could’ve imagined having at this age. OK…I can now take this off my to-do list from four years ago!”

CLASS OF

1981

In celebration of their reunion year, the members of the CLASS OF 1981 organized a big set of updates!

CAROLINE BRYAN keeps busy

with her two kids, 12-year-old Garrett and 6-year-old Carly, while also piloting airplanes for Chevron, being a captain for Aviation Services, and writing children’s books! Her books are available on Amazon.

CATHARINE CLARK reports that her son, Max, is now a freshman at Lick Wilmerding while daughter, Lilah, left Lick Wilmerding a year early to train full time at the San Francisco Ballet. Katie worked on a book (American Qur’an by Sandow Birk) that was published and released last fall. Additionally, she has been very involved with re-branding the extended

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neighborhood near her gallery (Catherine Clark Gallery) as the DoReMi Arts District (Dogpatch, Potrero, Mission). Katie continues to travel a lot for her artists’ exhibits and for art fairs. She says that she’s thrilled that work by some of the artists she represents is in the new SFMOMA! ANNE GAMRIN PANTELICK

lives in San Francisco and is self-employed as a photographer, specializing in kids, corporate, and event photography. She is married with three boys, two at Town School and one who graduated and attends The Urban School. She regularly sees VERONICA POON KOGLER

at the Sugar Bowl Ski Team, as well as LEAH MIDDLEBROOK, BROOKE LEVISON JACKSON,

and KAREN NEUSTEIN MENDELSOHN GOULD. JACQUELINE GOLLAN writes that she is happily married to Eric Gortner, a capital partner at Katten Muchin Rosenman law firm.

Since 2006, Jackie has worked as an Associate Professor at Northwestern University. She’s in the Department of Psychiatry where she runs a research lab and provides clinical care to women with depression or anxiety disorders.

Jackie and Eric have a 12-yearold daughter who’s in the sixth grade. Jackie loves Chicago, but ultimately hopes to return to San Francisco.

LISA KERTH-ZITTEL reports

that she lives with her husband, Wayne Zittel, and 21-month-old son, Jack, in Puerto Vallarta. They sold their Bay Area home and love living in Mexico.

BROOKE LEVISON JACKSON

says that she and her husband, Peter, have lived in Larkspur for 20 years. Their daughter, Sydney, is a senior and their son, Will, is a sophomore — both at Redwood High School. They have enjoyed living in Marin. Brooke recalls, “I have very fond memories of Burke’s, including the teachers and the wonderful friendships that have lasted all these years. It is always fun seeing Burke’s girls!”

KIMBERLEY MAGOWAN has been publishing a lot of short stories, many of which are online.

You can find her fiction online in Atticus Review, Bird’s Thumb, Breakwater Review, Broad!, Cleaver, Corium Magazine, Crack the Spine, Fiction Southeast, The Gettysburg Review, Gravel, Hobart, JMWW, Sixfold, SNReview, Squalorly, Valparaiso Fiction Review, and Word Riot (and a bunch of other print journals). She is also teaching English at Mills College, and she and her husband, Bryan Wagner, have two daughters: 10-year-old Nora and 8-year-old Camille.

HEATHER MARTINEZ ZONA

moved to Oakland a couple of years ago and loves the sunshine.

She is back to practicing law and she still plays soccer. Heather will soon be visiting LISA KERTHZITTEL in Mexico.

For past year and a half, CLAIRE MORRIS has been the Vice President of Design for UBMobile, a tech start-up. She was also a vital part of rallying classmates to attend the Alumnae Luncheon in June!

Thanks to Burke’s alumnae and newly minted college freshmen KARA FLEISHHACKER ’12, NITHYA SHARMA ’12, DAISY BATTEN ’12, and KENDALL YOU MAK ’12 for lending their expertise about the high-school experience to the outgoing Burke’s Class of 2016 at Burke’s & Beyond on Monday, June 6.

KAREN NEUSTEIN MEN-

CELIA SHELTON ROGERS

DELSOHN GOULD is a Realtor

reports that she and husband Steve are now empty nesters in Denver where they enjoy the hiking and skiing. Her son Matthew just finished his junior year at the University of Michigan, while Shelton is a freshman at Georgetown and Sarah is a sophomore at Holderness School in New Hampshire. After over a decade of teaching high-school English, Celia is making a change and going to work for a nonprofit — Access Opportunity, which helps Denver kids get into college, stay in college, and graduate with jobs.

with Coldwell Banker in the Menlo Park/Palo Alto area, and her son Michael just finished up his first year at the University of Arizona. She collaborates with fellow Realtor VERONICA POON KOGLER from time to time!

KIMBERLY PRICHARD BOMAN

is teaching Pilates at her own studio in Belmont, which is called Lithe Studio. Her older daughter, Claire, graduated from Carlmont High School and will be attending the University of Colorado Boulder, majoring in Integrative Physiology. Kim’s younger daughter, Elizabeth, is at Carlmont High School and dives competitively with the Stanford Diving Club.

CLASS OF

1984

EMILY HOBIN JANOWSKY says, “It was great to catch up with so many classmates at the Alumnae Luncheon in June. As always, it

was like no time had passed as we went around the table giving updates on our lives and remembering old memories.

“After being ‘retired’ for several years, I recently joined financial services company SoFi on a part-time basis. I’m enjoying being back in an office, especially in such a scenic location in the Presidio.”

CLASS OF

1989

From KATY LONERGAN : “After several years in the corporate world, I returned to graduate school and earned my Ph.D., and I have recently started a private practice as a licensed clinical psychologist in San Francisco. I feel that it is a great honor to do the work that I do. I particularly enjoy

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PHOTO CREDIT: PAUL GHIGLIERI

2

3 working with adults wishing to tame an inner critic and related anxiety, depression, perfectionism, or feeling like an impostor despite evidence of success. If you’re interested in learning more, feel free to check out www. drkatylonergan.com. When not working, I enjoy spending time at Spirit Rock in Woodacre and dabbling in improv classes with BATS — the ultimate exercise in mindfulness, in my opinion, and a great way to tame an inner critic!”

a children’s picture book, will be published in spring 2017.

inson, Jr., on October 10, 2015, in Ocho Rios, Jamaica. PHOTO 2

CLASS OF

CLASS OF

Comedian ALEXANDRA WONG , known professionally as Ali Wong, released a Netflix special titled “Baby Cobra” in May 2016, which she recorded while she was seven months pregnant. She was interviewed by a variety of media outlets to promote it, including the New York Times, Vulture, and NPR.

ALYSSA CHONG came by Burke’s near the end of the 2015-16 school year to wish a fond farewell and happy retirement to Gale Mosheim. PHOTO 3

CLASS OF

CLASS OF

1991

GEORGEANN EDWARDS HANLIN reports that her second book,

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1996

2001

RACHEL LITTLE ROBINSON

writes that she married Mark Rob-

2002

CLASS OF

2014

CLAIRE DWORSKY became the first-ever female football player for Ignatius College Preparatory at the start of the 2016 season.

In her first game, she kicked for three successful PATs in SI’s 56-20 win over Clovis East. PHOTO 4

IN MEMORIAM Burke’s is proud of its long legacy of graduating strong, confident women.

We sadly report and mourn the loss of these members of our alumnae family.

Jane Starkweather Spencer ’31

Virginia Boyd Williams ’43

Harriet Meyer Quarre ’44

Elizabeth Sutro Mackey ’46

Gene Elkus Wollenberg ’53

Joya Firenze ’56

Natalie Knauth MacLachlan ’62

Anne Wolff Page ’69

Sally Livingston’70

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TRACING BURKE’S ROOTS

THE ESCAMILLA FAMILY

Genna Gores ‘10

Elisa Gores ‘03

Adriana Schwartz Gores ‘75e

Ana Clare Smith ‘07

Mariana Schwartz Smith ‘77e

Eva Smith ‘13

Stella Smith ‘16

Kara Fleishhacker ‘12

Victoria Schwartz ‘79

Bambi Escamilla Schwartz ’56

William Fleishhacker

Roberta Escamilla Garrison ’57

Orrie Rindal ‘18

Kären Rindal ‘21

Edie Fleishhacker Rindal ‘84

Victoria Escamilla Fleishhacker ’60

Orrie Montgomery von der Lieth ’28

O

ne of the most sprawling families of Burke’s alumnae started, like so many of them do, with one girl. Orrie Montgomery von der Lieth, who would later go on to work as an interior designer and help found the San Francisco Ballet, attended Burke’s as part of the Class of 1928.

With her first husband, Dr. Roberto Escamilla, she also gave birth to three future Burke’s students: Elisa “Bambi” Escamilla Schwartz ’56,

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Roberta “Joie” Escamilla Garrison ’57, and Victoria Escamilla Fleishhacker ’60. The decision to send the three sisters to Burke’s continues to reverberate on campus today, with two more generations continuing in the footsteps of the women before them.

“My parents sent me to Burke’s because my mother went there, and it was the only school she liked,” Bambi says, adding that her

mother had a cousin — Sarah “Sally” D’Ancona — who was a member of one of Burke’s first graduating classes. “Also, when I started in the preschool, it was wartime and we didn’t have use of a car. Burke’s had a bus that picked me up every day.”

Similarly, when it came time for Bambi and her husband Ed to choose a school for their three daughters, they sent Adriana Schwartz Gores ’75e, Mariana

Schwartz Smith ’77e, and Victoria Schwartz ’79 to Burke’s as well.

Soon after, more branches sprouted as Victoria and her husband, the now-retired Head of School David Fleishhacker, chose to send their daughter — Eleanor “Edie” Fleishhacker Rindal ’84 — to Burke’s.

“Burke’s was just always in my life.

I remember going to Festival as a young girl, and it just seemed magical,” Edie says. “To be honest, I don’t remember being as aware that my own mother went there, but I very clearly remember my super cool older cousins being there as sophisticated Upper School girls!”

And now, that fourth generation of Escamilla descendents is finishing up its run through Burke’s.

Adriana’s daughters came through first, and then Edie’s brother William sent his daughter Kara to Burke’s, where she graduated in 2012. Mariana’s three daughters just completed their tour, with Stella Smith ’16 celebrating her move to high school this past spring, exactly 60 years after her grandmother graduated. “I remember walking my oldest daughter, Ana Clare ’07, up to her first day of kindergarten and feeling completely at ease, as if I was walking into my own home,” Mariana says. “When Stella was moving through the traditional steps of her graduation, starting with watching her rehearse the Maypole, I deeply felt the power of her walking — not just in my footsteps, but in her grandmother’s, aunts’, cousins’, and sisters’ as well.”

All who remain at Burke’s — at least, until the fifth generation enrolls! — are Edie’s daughters, Kären ’21 and Orrie ’18, whose name brings it full circle back to that first Burke’s girl.

1

2 3 4 5

6 1. Bambi and her husband Ed with their Burke’s alumnae granddaughters: Genna Gores ’10, Elisa Gores ’03, Stella Smith ’16, Eva Smith ’13, and Ana Clare Smith ’07 2. Edie with her father, David Fleishhacker, when he was head of school at Burke’s 3. Victoria Escamilla Fleishhacker ’60, Bambi Escamilla Schwartz ’56, and Roberta Escamilla Garrison ’57 4. Victoria Schwartz ‘79, Mariana Schwartz ‘77e, and Adriana Schwartz Gores ’75e 5. Edie Fleishhacker Rindal ’84 with daughters Orrie ’18 (left) and Kären ‘21 6. Genna Gores ‘10, Eva Smith ‘13, Stella Smith ‘16, Kara Fleishhacker ‘12 and Orrie Rindal ‘18 on the first day of school in 2009.

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www.kdbs.org/give

Planned Giving at Katherine Delmar Burke School

Barbara Burke Legacy Society Constance was a treasured member of our alumnae community who graced us with her cheerful presence at our annual alumnae luncheon. We will miss her endless stories and lively spirit and are most grateful for the legacy she leaves behind.

Constance Crowley Peabody, Class of ’36 and member of the Barbara Burke’s Legacy Society

Burke’s 50

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For more information about making a bequest of planned gift, please contact Filomena Spero at 415.751.0177, ext. 301, or filomena@kdbs. org. You can also visit our Planned Giving website at www.kdbs.org/plannedgiving.

SUPPORTING BURKE’S

WAYS YOU CAN

Give to Burke’s 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.kdbs.org/give.

You can also send a check to: Katherine Delmar Burke School Advancement Office 7070 California Street San Francisco, CA 94121

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 its matching gift program.

Securities and 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)

Each of these gifts can result in substantial tax savings for the donor. Please consult the Advancement Office or your tax advisor for more information, or visit Burke’s new planned giving website at kdbs.org/plannedgiving.

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 advisor 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 Dinner Auction. 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 Selena Shadle, Director of Advancement, at 415.666.3204 or selena@kdbs.org.

To make a gift online, please visit www.kdbs.org/give.

• establishing a charitable trust • making a gift of real estate or other tangible property

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FROM THE ARCHIVES

March of the

penguins

AT FIRST, THE book looks like a simple diary that you can find at any bookstore, but as soon as you open it, it’s obviously something special. Scrolled across the pages are signatures from a different era, written in beautiful penmanship. At the top of the first page, it’s marked with “Senior Members 1928” and Betty Bacon (Watt) ’29 listed as the President.

Tucked further between the pages is a smaller booklet, the cover of which consists of an inkdrawn penguin that’s holding a quill and wearing eyeglasses. The title: Penguin Club.

The Penguin Club (or the Penguins) was founded in the 1926-27 school year. It was a well-read group that published written works in the school newspaper, literary magazine, and yearbook, with pages and pages of poetry and prose produced over the years. According to the 1927 issue of Works &

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Days, the Penguins met once a week: “Trays of cake and pots of chocolate can be seen disappearing into the library on Tuesday afternoons, showing that the literary body needs nourishment as well as the literary mind,” according to the club description.

The smaller booklet also lists the club’s founders — Kate Chopin ’28 and Hope Glenn (Althearn) ’27 — along with two honorary members, history teacher Mary Stewart and faculty advisor Barbara Burke. The tradition of every member signing in continued in the larger jour-

nal, with the handwriting of hundreds of members stretching through the pages until the 1968-69 school year. Cynthia Wheary (later Cynthia Wheary Hertlein ’69) and Eleanor Anderson (later Eleanor AndersonMiles ’69) were the only senior members, down from a total of 15 in the Penguins’ inaugural year.

The Penguin Club disbanded when the Burke’s high school closed, but the writing of its many members lives on in more than 40 years of periodicals that still sit on shelves today.

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7070 California Street San Francisco CA 94121

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