KayDeeBee Summer 2016

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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

CLASSROOM OF THE FUTURE Teaching for the new millennium

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Hour WEEK Of Code at Burke’s In mid-December, Burke’s commemorated its second annual Hour WEEK of Code with a full week of computer-science projects. Nearly 75 activities kept students in all grades busy throughout each day, from early Open Code before classes started in the morning to coding games in Tree House after school. The idea for the event originated with the organization CODE. org, which strives to bring instruction in coding to underserved populations, including women and people of color.

Along those lines, we were honored to welcome a panel of young women with interests and careers in coding — including alumnae Stephanie Dee ‘96 and Katie Newbold ‘13 — to the Upper School assembly on the morning of December 9 to speak about their experiences. (Among their advice was this gem: “Don’t ever give up!”) Burke’s parents Anton Kast, who works at Google, and Daniel Konhauser, a video systems engineer with Wells Fargo, also came to campus to walk Lower School students through elaborate, eye-catching devices that require code to function.

Hour of Code was felt across all corners of campus, with every element of the curriculum finding a place in the week’s activities — even P.E. got in on the action! In those classes, deceptively simple games involving plastic balls and hula hoops demonstrated the logic that computer science requires, while activities in other classes involved directly writing code into a program to move a robot through a maze or animate a medieval-era character from a recent reading assignment.

Burke’s Hour of Code also caught the attention of the media, with KGO 810 and other reporters coming to campus to take a look. In the KGO report, Burke’s Director of Curriculum & Program Innovation Mike Matthews said, “We want to teach our students how to code so that they might consider a career in coding, but we also think that those skills are relevant no matter what they do.”

Listen to KGO’s report and view photos from all five days at kdbs.org/hour-of-code.

In This Issue ay

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Opening Shots................................

Snapshots from Burke’s

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

Greetings from the Head of School

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 that students thrive as learners, develop a strong sense of self, contribute to community, and fulfill their potential, now and throughout life.

The Buzz at Burke’s .................

Fall 2015 Events and Happenings at Burke’s Dr. Jane Goodall Visits Burke’s...............................

Going Green..............................

Environmentalism at Burke’s Traditions ..................................

Festival Feature .......................................

Learning Spaces at Burke’s

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Alumnae Events .........................

Young Alum Cocktail Party and New York City Alumnae Luncheon

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

Stephanie Dee ’96 and Sarah Bacon ’86

KayDeeBee is produced by Burke’s Advancement Office selena shadle

filomena spero

Director of Advancement selena@kdbs.org

Associate Director of Advancement filomena@kdbs.org

allison rost

conor ryan tung

Director of Communications allison@kdbs.org

Parent Relations and Special Events Manager conor@kdbs.org

original design by owl in a tree issue design by anna pipes

Class Notes...................................

Alumnae Class Notes and In Memoriam From the Archives ...................

Building a Legacy

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On the Cover Goal #2 of Burke’s Strategic Plan calls for the creation of 21st-century learning spaces. These classrooms are flexible, allowing for group work, individualized learning, grade-spanning projects — nearly anything teachers and students can imagine. Burke’s is prepping to blow up its existing classroom spaces and take learning to the cutting edge through this concept. Read more on page 24.

Fist Bumps for All! Students returned to the Burke’s campus for the 2015-16 school year on Wednesday, September 2. Forty-two new kindergartners joined the ranks of Burke’s girls, coming from dozens of preschools and a wide swath of both San Francisco and the Bay Area.

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OPENING SHOTS

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Cracking Up

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As part of their science class in mid-November, sixth graders took apart common toys using hand tools in order to examine how they work. This “breakery” project took place in — of course — the Makery, with the broken-down toys then diagrammed and displayed for all to see.

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Big Meets Little

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An important moment for the fourth grade every year is pairing up with their new little kindergarten sisters. The two classes had the opportunity to meet each other, complete an assignment together, and play outside several days before joining the rest of their school family at the first event of the year on October 22.

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Big Discoveries More than a month after her appearance at Burke’s, Jane Goodall took center stage at the fourth-grade play, “The Story of Jane,” which Lower School theater teacher Nancy Gold and students crafted using bits of Dr. Goodall’s biography — plus the environmental message she spread to students and teachers during her visit to campus on October 13 (see page 18).

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OPENING SHOTS

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GREETINGS FROM THE HEAD OF SCHOOL

A Message from Michele Williams By the time you receive this publication, we will be putting the finishing touches on the 2015-16 school year and, with that, the second year of our Strategic Plan. I know — Strategic Plans don’t usually make for the most exciting reading, but I truly believe that what we’ve been doing to promote change on this campus, in this city that is changing faster than any of us can comprehend, is reaching into every single classroom and affecting every single girl for the better. This plan is our blueprint to ensuring that Burke’s is the premier kindergarten through eighth grade girls’ school in the country.

That’s a lofty goal for sure, but it’s one we’re approaching from several different angles. The first, and the biggest, is our community — by building the most innovative and transformative educational environment that we possibly can.

Our students are undertaking more and more projects as part of their learning process, which is a cutting-edge method of teaching. These projects include writing stories that students then turn into real books using software and design skills, or programming a 3-D printer to create an object that exemplifies the medieval period in history. We’re also making sure that our students have the emotional vocabulary to cope with the various situations that pop up as they grow older.

Soon, we’ll be embarking on even more ways to strengthen our community. Those include diversity initiatives to make sure that our student body comes from all over the city and brings a variety of perspectives to the classroom, and additional work in making sure our curriculum reaches every girl where she is, no matter how she learns.

Of course, to make all of this happen, we need to provide our teachers with the right tools. I’m proud that we have drastically enhanced our professional development program over the past two years, sending our educators around the country and, in some cases, around the world to pick up the best tips and tricks for making their classrooms and programs the best they can be. We’re now seeing teachers who come back from those experiences bursting with new ideas, and we’re giving them the time and space to not only implement those ideas, but also to share them with colleagues.

In order to keep our momentum going on all of these initiatives, we have to turn inward as well in another big area: our campus. As much as I hate to admit it, the classroom style that you and I grew up with is no longer cool! You’ll find a lot of information in this issue about a classroom prototype that plays with the traditional model of rigid rows of desks with a teacher at the front of the room. Like many of our recent projects, this one is just getting started — and we can’t wait to see where it takes us in the future.

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E V E N T S A N D G AT H E R I N G S • FA L L 2 0 1 5

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Faculty & Staff Go to Giants Game AUGUST 26

Before classes resumed, members of Burke’s faculty and staff took a break from opening meetings off campus at AT&T Park to watch the Giants take on the Cubs. It was a welcome opportunity to reconnect with old faces, meet new teachers, and enjoy a beautiful evening at the ballpark — and the Giants won by a score of 4-2.

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Opening Assembly

Lower School Picnic

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With the traditional “ringing in” of the new year by the youngest first grader and oldest eighth grader, the 2015-16 school year officially began at Burke’s at the Opening Assembly on Wednesday, September 9. The new kindergarten class was ushered in with song, and Head of School Michele Williams spoke to the Class of 2016 about its new responsibilities as the leaders of the school, and those eighth graders departed — as tradition dictates — under a bridge created by their teachers.

It was a beautiful September day for the Lower School Picnic, with kindergartners through fourth graders inviting a parent or visitor to campus to enjoy lunch on the field. That was quickly followed by the kindergarten dance, grades one through four in the Virginia Reel, and — of course — the afternoon wrapped with a longtime Burke’s tradition, the Snake Dance, lead by Ms. Williams.

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PHOTOS 4-5

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K-Red Skyping with Cathedral

Fifth-Grade Improv

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Students in Valerie Hansel’s Kindergarten - Red class met with their counterparts at Cathedral School for Boys to talk about such hot topics as the lunch menu and favorite books, and no one had to leave their classrooms to do it. Using Skype, Ms. Hansel connected with the kindergarten class at Cathedral, taught by Burke’s parent Kate Juergens (Lucy ‘22), which gave each class the chance to ask questions about the differences between kindergarten at the two schools, but also what made them the same.

Members of the fifth-grade advising team collaborated with San Francisco’s BATS Improv theatre company to develop a two-part training that took place on Thursday, October 8, including an improv workshop for students and a session for the advisers to develop curriculum and learn strategies for leading improv games. This came after an improv session for faculty and staff in August, which aimed to build community and practice flexible and nimble thinking.

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Halloween Parade OCTOBER 30

Robots and unicorns and Mario Brothers, oh my! The yearly Halloween parade came back out to the bluetop after the rain at 2014’s festivities, and the sunny day was the perfect setting for this year’s crop of fantastic costumes. From accomplished women such as Julia Child and Jane Goodall (naturally) to homemade getups like R2-D2, the imagination in this year’s outfits was something to see.

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Championship Titles for Fall Sports

Public Speaking Article

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After a final league race in Golden Gate Park on Monday, October 26, the Burke’s cross-country team found itself with a title it hadn’t held in seven years: BAIAL champions! Less than one week later, the varsity green volleyball team brought home the second sports championship for Burke’s this school year: the Bay Area Independent Athletic League title with a victory over Head-Royce at the Urban School on November 4. And then, on Friday, November 13, the Varsity and JV Gold volleyball teams captured their respective San Francisco Athletic League finals in successive games at the Urban School of San Francisco. JV notched its title with a win over Children’s Day School, and Varsity beat Kittredge.

Lisa Spengler, Assistant Director of the Upper School for Student Life & Leadership, penned an article on Burke’s seventh-grade public-speaking program in the November issue of Independent Teacher, the magazine published by the National Association of Independent Schools. Each student creates an original speech through careful research that she then delivers in front of the entire Upper School. “At Burke’s, we continue to view learning public speaking as an essential skill and a paramount one in the 21st century, building community while giving each student an opportunity to explore and express her identity,” Ms. Spengler wrote.

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Diwali NOVEMBER 4

The Lower School celebrated Diwali, the Indian festival of light, during its morning assembly on November 4.

Students who celebrate Diwali were invited to come to school wearing traditional clothing for the celebration. Burke’s parent Sejal Patel (Sonia B. ‘18, Sarina B., ‘22) helped lead the girls in a traditional ceremony and dance, which then expanded to include the entire division.

Newest BoardCertified Teacher NOVEMBER 11

Howard McCoy, current Director of Community Building and Inclusivity, was named a Certified Teacher by the National Board for Professional Teaching Standards. McCoy is now one of six Burke’s teachers who are Board-certified. He started teaching seventh- and eighth-grade history at Burke’s in the 2011-12 school year.

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Burke’s Gives Back Holiday Activities DECEMBER 17

Burke’s girls shared their festive spirit by creating holiday gifts to cheer local homebound seniors. Girls in Tree House assembled cups full of cocoa, tea, and other goodies, and they decorated holiday gift bags.

Kindergartners painted holiday flower pots and decorated tea towels in their classrooms. Other Burke’s girls assembled these and other donated items into gift packages for the homebound seniors, who received them with delight and joy.

Holiday Sing DECEMBER 18

The annual Lower School Holiday Sing was held just before break on Friday, December 18. Students performed a number of Christmas carols and Hanukkah songs, as well as numbers devoted to Kwanzaa, Diwali, and Ramadan. The day before, Upper School students joined in at the dress rehearsal, where many sang along with songs they remembered from Holiday Sings past.

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DR. JANE GOODALL VISITS BURKE’S

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ctober 13 was an extraordinary day at Burke’s. Dr. Jane Goodall, the groundbreaking environmental conservationist who redefined how humans understand animal behavior, spoke to students at two separate assemblies. Girls also had the opportunity to ask questions as well as inform Dr. Goodall about projects they’re working on that were inspired by her work.

Starting with Lower School students and continuing with the Upper School, Dr. Goodall spoke extensively about her time working with chimpanzees in Tanzania, sharing stories of specific primates and even teaching students how to say hello in the unique chimpanzee language. (Her stuffed chimpanzee, Mr. H, accompanied her to the podium. He has traveled with her to 65 countries.)

She also shared details about Roots & Shoots, the organization she founded in 1991 to empower young people with the tools to make change in their local communities. A pair of third graders shared their grade level’s Roots & Shoots project — a letterwriting campaign to corporations to help clear ocean pollution. Students also took full advantage of the Q&A session, asking thoughtful questions such as “Why did you leave the chimpanzees?” (The answer: She had to leave in order to do the kind of heavy-duty work it would take to save them.)

In the end, it was incredibly powerful to demonstrate to Burke’s students how much of a difference one woman can make. Dr. Goodall first found inspiration for her storied career as a young girl, devouring books about wild animals and hoping to one day live like Tarzan and Dr. Doolittle — not so different, we’re sure, than some of the dreams our Burke’s girls currently harbor.

Her impact on the Burke’s campus continued long after she departed. The fourth-grade play, titled “The Story of Jane,” was based on her extraordinary life and shared an inspiring message of hope that one person can truly make a difference. And the girls who attend Tree House, Burke’s after-school care program, created hundreds of craft-stick dolls and friendship bracelets for a school that houses children with albinism in Tanzania, the country where Dr. Goodall has done much of her work.

Many thanks to Burke’s parents Jennifer Caldwell and John Fisher, who helped facilitate this historic visit.

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GOING GREEN Of course, Jane Goodall’s appearance isn’t the first time that Burke’s has tackled environmental topics. After all, with three-and-a-half acres on our campus, it makes perfect sense to make the outdoors part of the curriculum. In addition to the usual classroom projects, the following initiatives encourage (and in some cases, require!) cooperation across grade levels:

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1. Trash goes in the black or gray bins. You have to throw away any plastic bags and wrappers. You also have to throw away things that are mixed materials, like juice boxes. 2. Compost goes in the green bin. You can compost leftover food, dirty napkins, paper cups and plates, and dirty cardboard. 3. Throw recycling in the blue bin. You can recycle paper, plastics that you can’t crumple up, cans, and cardboard.

Recycling and Composting The third grade leads our school-wide program by working hard on educating classmates and parents through handmade signs and public service announcements. Every year at the Lower School Picnic, students take to the microphone to instruct attendees on what to do with their lunch scraps.

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Cleaning Up the Neighborhood Burke’s Gives Back, our campus community-service organization, sponsors several opportunities each year for parents and students to gather together in groups to clean in and around our Sea Cliff neighborhood. On Halloween 2015, seventh graders combed Baker Beach for trash and odd items, such as dog collars, beach chairs, and Styrofoam.

Learning Garden In the space between the Lower School play area and the Kenney Building (which houses Lower School art and science as well as the Advancement Office) is a Learning Garden that teachers and students throughout campus use to learn about the scientific processes behind growing plants, harvest food to be used in the organic lunches provided by Acre Gourmet, or simply work among the greenery.

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TRADITIONS

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FESTIVAL

estival is one of those few traditions that Burke’s alumnae from the ’30s and from the most recent graduating class hold in common. It’s been a strong community builder since 1931, and Burke’s celebrated its 85th Annual Fall Festival on October 17, 2015. As is the tradition, a terrific group of parent volunteers (headed by co-chairs Sean Visser and Carolyn Jasik) worked tirelessly to bring the event to life — the campus was transformed overnight. More than 2,000 people, from current families and alumnae to prospective students, enjoyed Festival, where much of the decor paid homage to the history of the school.

Among other traditions: the Pumpkin Patch, which was front and center on the front field and led by a team of alumnae who are also current parents, including Amy Hall McNamara ’82 and Edie Fleischhacker Rindal ’84. Families took advantage of the creative outlet and decorated their own pumpkins using stickers and jewels, and “designer” pumpkins that were up for auction incorporated familiar Burke’s images such as the old tree logo and pansies. Newly retired fourthgrade teacher Laurel Trent returned to campus to do a shift as the “pocket lady,” a cheerful figure who roams campus while wearing a special apron containing prizes in each pocket, and the cake walk and haunted house made triumphant returns as well.

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In more recent years, Festival features have popped up that specifically cater to Upper School students. The Upper School Zone returned to the courtyard at the back of campus, and the big-kids-only area included a photo booth and a space for bathtub races — which Head of School Michele Williams and Upper School Director Rebekah Wolman visited themselves at the end of the afternoon. The Young Entrepreneurs’ Shop again enabled older girls to truly test their creativity and entrepreneurial spirit. The girls spent months preparing their goods, and it was standing room only in the YES area all day.

In the spirit of innovation, Burke’s also introduced a new tradition this year. Over the course of six hours, Burke’s students and other Festival attendees turned the Lunchroom into a thriving miniature metropolis known as Makery City. Using donated recyclables such as cardboard boxes, plastic fruit baskets, and old CDs, builders undertook the task of constructing their own scaleddown urban landscape — complete with streets, buses, and skyscrapers with blinking lights.

One ambitious group even created a mountain range complete with ski lift on the outskirts of town, and another put together a reasonable facsimile of the Sydney Opera House. By the end of Festival, the floor of the Lunchroom was full of structures — some high, some low — with related city infrastructure.

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FEATURE

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Learning Spaces at Burke’s The Building Blocks of Education Start with the Classroom ON A RECENT WEDNESDAY morning, fourth-grade teacher Nayo Brooks began the day’s language lesson by sending her students off to different corners of the classroom. A dozen girls picked laptops out of a portable cart and set themselves up to complete online spelling exercises on a collection of high-top and conference tables — with one using the whiteboard surface to take notes. Several others gathered at a cluster of three triangular tables to consult dictionaries and scribble definitions onto worksheets, with Ms. Brooks coming by often to check in. Even more went about their tasks while seated on the floor, or stuck to their own spots to read quietly.

The traditional model of teachers lecturing before a classroom full of students seated in rigid rows of desks can trace its origins to the aftermath of the Industrial Revolution, and it’s the model that most of us know. But Burke’s is part of a nationwide movement to blow up that model — to extend the new ideas and innovations that are now part of the curriculum to the spaces in which learning takes place.

Change is happening slowly and steadily in the form of new furniture and configurations, such as those in the 4A classroom, but bigger adjustments are on the horizon as Burke’s students continue to take on the skills needed to succeed in the 21st century.

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likely to retain the information. Collaboration needs space for students to work together on group projects and achieving goals. Communication through the sharing of thoughts, questions, ideas, and solutions can’t take place when desks are lined up in a straight row with each student facing the back of the student in front of them.

New Curriculum, Same Classrooms In a 2015 video produced by XQ: The Super School Project, philanthropist Laurene Powell Jobs traces the well-known grid of desks and chairs to the formation of the public school system and the need to prepare workers who could keep the burgeoning American economy chugging along. “To prepare the teenagers of the early 20th century for factory life, we put them in a pre-factory — and that’s where we’ve kept our teenagers ever since,” Laurene narrated in the video.

Most of us were educated in this traditional classroom model, with rows of desks and students frequently seated in alphabetical order, facing forward with the teacher front and center. It was rigid with little or no opportunity for group activities and interaction. The pre-factory environment was combined with rules, repetition, memorization, and fixed time chunks (often separated by bells) just like the students would eventually encounter when they joined the work force.

That was also the era where education was ruled by the three “Rs”: reading, writing, and arithmetic — all activities that can easily be completed while sitting at a desk. But education in the 21st century is widely seen as revolving around the four Cs, which are creativity, critical thinking, communication, and collaboration.

As a creative learner, the 21st-century student tries new approaches to figuring things out, often crossing subjects and disciplines. Critical thinking gives her a more active role in the learning process as she looks at and analyzes problems, making her more

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Education techniques have evolved as well. The role of a teacher has been refined from being the “sage on the stage” to that of a facilitator and guide who interacts with the class. Workplace skills, too, have changed to include more of an emphasis on technology.

Education is now more student-centric rather than teacher-centric. Different children have a variety of learning styles, different ways of absorbing and relating to the material — so much so that the traditional setting now seems counterintuitive to creative learning and critical thinking. Collaboration and communication/discussion take place better in small groups, but there also needs to be space for the individual to reflect and work quietly. In Ms. Brooks’ room, spaces for all of those activities are available, and often in use.

Long story short, the space in which learning takes place influences the learning itself. Recognizing the need to make physical improvements to support the work being done in the classroom, Burke’s — under the guidance of the Strategic Plan — has begun to examine how that space on campus helps or hinders the process.

Testing New Ideas Last year, the Learning Spaces Committee (consisting of parents, teachers, trustees, and administrators) investigated and researched ideas by visiting other schools (including Town School for Boys in San Francisco, Cove School in Corte Madera, and Marin Country Day) and consulting with the education design firm NoTosh. The architectural design firm EHDD was hired for the next step: launching a pilot project in two classrooms, one in first grade and one in fourth grade — two spaces that were originally

constructed in the 1950s — to learn how to accomplish this important Strategic Plan goal.

The big discovery in that research was that flexibility is absolutely key. Furniture needs to be movable so the arrangement can be reconfigured as required for different activities. There should be visible writing surfaces for brainstorming and group problemsolving, nooks for individual work, larger areas for whole class meetings, plus storage space to house large-scale projects and accessibility to technology.

“We bought furniture to try it out, and we’re thrilled with how it’s going,” said Alice Moore, Lower School Director and co-chair of the Learning Spaces Committee.

Instead of individual desks, there are three types of tables, including tri-top tables that can be grouped together in various configurations. Tall high-top café tables with stools are quite popular, and some conference tables have flip-top white boards on top so everyone in a group can see the discussion points written on them, even if they’re sitting on the floor. There are also desks where students can stand instead of sit. Private tables can be raised or lowered.

Hokki stools allow students to rock when they can’t

always sit still; soft seating is another option. In the fourth grade, laptops replaced desktop computers so they can be moved around.

“Casters really help,” Alice said, “and the standing desks are a game changer.”

It’s about choice of movement rather than sitting still all day — offering different options gives a sense of ownership. “Our mission talks about empowering girls, and this allows them to decide where they do their best work,” Alice said.

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Desks were then replaced by tables, which were more efficient for rearranging the setting and offered more seating options.

The prototype worked so well in fourth grade that the changes were permanently implemented starting in the 2015-16 school year, with plans underway to expand them to other grades.

Brainstorming for the Future Tables instead of desks opened up more space and provided room for projects. The teacher worked from a kiosk instead of a stationary desk. Being able to move the furniture around on wheels made it easier to accommodate different types of instruction depending on the needs of individual students and to allow for transition from whole class to small group work to independent study, especially in the first grade. It also gave girls the feeling that they were all working together.

Experimenting and observing what happened allowed the prototypes to be adjusted to fit the needs of the classroom. One of the issues in the fourthgrade class, after originally moving the desks around, was the flow. Students were bumping into each other, and getting around the room created a traffic jam.

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Architect Greta Jones of EHDD has led many design projects for schools and public buildings, and she has been officially brought on board to advance Burke’s transformation. She said that Burke’s bones and 1950s design are well-configured to serving every student well. “Some kids wiggle; some need to stand. We want to accommodate learning in any posture,” she said.

Greta also takes a holistic approach to upgrading or refreshing the classrooms. One of the priorities is to use sustainable materials and be sensitive to a healthy environment, which is something she believes is an ethical criterion of a 21st-century education. Moving forward, sensors will help control lights so they’re not left on when they’re not in use.

Insulation will be better as the windows will be

replaced to improve the “sound envelope” (acoustics) and to use heat and cooling more efficiently. But the windows will stay the same size so the character of the building remains the same.

Because the views from the Lower School classrooms overlook the courtyards and the bluetop, which can sometimes be a distraction, the blinds are frequently turned down —which means the lights are turned on, using more energy. The use of landscaping and architecture is being investigated to limit any disruptions.

California College of the Arts. She says with a laugh that it was a no-brainer for her to be a part of this project because of her interest and knowledge of architecture and her prior service on the Buildings and Grounds Committee — and she can read a floor plan. She wants to ensure that the spaces at Burke’s help the teachers and improve education.

“We’ve gotten off to a good start,” Laura said. “The furniture was a low-budget way to experiment after investigating what’s out there.”

Outdoor space will also be incorporated as the committee looks at how to weave the inside with the outside, extending the classroom into existing courtyards and open spaces. Surface Design, a landscape architecture firm, will work with EHDD on improving the courtyards.

Another target for improved functionality is the Lunchroom, something about which Laura says she is very excited. Plans are in the works to turn it into the true “heart” of the campus as well as a space that can transform into meeting space for students and parents.

Laura Brugger combines all the elements in her role co-chair of the Learning Spaces Committee. She is a Burke’s parent, a trustee, and an architect who has taught architectural history at the Pratt Institute and

The walls may not all come tumbling down, but how the space is used within (and without) the Burke’s campus will be adapted and transformed as education in the 21st century unfolds.

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ALUMNAE EVE N TS

Young Alum Cocktail Party B U R K E ’ S A L U M N A E A S S O C I AT I O N once again teamed up with the alumni group from Town

School for Boys to raise a glass together at Matrix Fillmore on Thursday, January 21. It was wonderful to see friends both new and old take time to reconnect with fellow graduates from both schools.

Tara McGann ’96 and Misha Frank ’96

Megan Tom ’07 (left), Jayne Callander ’05 (center), and Sara Mills-Gaines ’99 (right)

Rachel Tecott ’03 (left) and Amanda Baker ’03

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Ana Clare Smith ’07 (left), Megan Tom ’07 (center), and Sara Storey-Cuddeback ’07 (right)

Alumnae Association President Clara Abecassis ’92 (left) with Bella Shen Garnett ’89

The crowd at Matrix Fillmore

New York City

Alumnae Luncheon T H E B U R K E ’ S A D VA N C E M E N T O F F I C E T R AV E L E D to New York City for the annual joint conference held by the Council for the Advancement and Support of Education and the National Association of Independent Schools at the end of January. Taking advantage of this time on the East Coast, Head of School Michele Williams hosted lunch for Burke’s tri-state area alumnae. It was wonderful to meet a dozen alumnae from class years ranging from 1950 to 2008 over a delicious lunch at Fig & Olive in the Meatpacking District.

A glimpse at the luncheon menu and one of the favors each attendee received Attendees chat before sitting down for lunch

Rachel Rubenstein ’02 (left) and Martina Suess ’02 (right)

Robin McWilliams Mathews ’68 (left) and Isabella E. Hutchinson ’77e (middle) chat with Head of School Michele Williams

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“I give to Burke’s because Burke’s taught me that girls can do anything — a lesson I took with me as I climbed Mt Everest, rowed stroke seat in college crew, and scaled Wall Street. It’s a lesson I hope to instill in my young daughters, Chloe and Michelle.”

Laurie Hanna Carrade ’92 www.kdbs.org/give

Join Laurie and the other alumnae listed below who have already given to the 2015-16 Annual Fund. Visit kdbs.org/give to make your gift!

Clara Abecassis ’92 Sarah Ancheta ’13 Beth H. Anderson ’56 Abigail Atkins ’66 Alexandra Babcock ’07 Shirley Banks ’43 Anna E. Banks ’83 Sarah Moore Barron ’79 Nancy Bechtle ’55 Elizabeth Pynchon Beckett ’69 Didi Boring ’52 Leslie Boswell ’67 Nancy Bouton ’58 Barbara Breeden ’49 Lynn Johanson Brown ’50 Claudine Brown ’55 Marisa Brunella ’91 Jennifer Bunshoft Pergher ’85 Eugenia Callan ’46 Barbara Callander ’44 Katherine Calvert ’87 Lucy Campbell ’43 Sophie Carpenter ’13 Laurie Hanna Carrade ’92 Jeanie Casey ’62 Carol Casey ’57 Debbie Cheng ’10 Nancy Cherney ’70 Alyssa Chong ’02 Katharine Ashley Cobb ’64 Canby Cohen ’90 Barbara Coleman ’52 Mary Campion Connolly ’61 Louisa Consagra ’78e Ruthann Conway ’62 Jess Cooley ’45 Courtney Cooper ’99 Katherine Coopman ’64 Laura Funsten Cornish ’78e Beverly Coughlin ’75e Barbara Cummings ’49 Jean Dana ’58 Lauren Davis ’00 Samantha DeJean ’85 Jewel Devorawood ’09 Patricia Dinner ’66 Tammis Doyle ’75 Jeanette Dunckel ’54 Mary Jane Dunphy ’66 Elizabeth Eisenhardt ’62 Marianne Emblad ’79 Ebere Emenike ’08 Leigh Engel ’10 Blythe Engel ’13

Alicia Engstrom ’89 Alejandra Erb ’13 Mackenzie Erdman ’10 Nancy Fee ’75e Hannah Ferguson ’09 Carolyn Ferris ’63 Doris Fisher ’49 Katelyn Flanagan ’15 Victoria Fleishhacker ’60 Karin Flood ’82 Erica Fortescue ’89 Evelyn Fox ’47 Misha Frank ’96 Kimberly Fullerton ’77e Cecilia Furlong ’04 Jean Gansa ’48 Benicia Gantner ’84 Dr. Bella Shen Garnett ’89 Cynthia Garvey ’52 Barbara Gault ’74 Anne Gibbons ’01 Max Boyer Glynn ’94 Rachel Goldberg ’88 Dana H. Goldberg ’90 Amanda Golden ’07 Jennifer Golden ’11 Karen Gould ’81 Louise Gray ’54 Aileen Griffey ’66 Jennifer Haas ’92 Virginia Hall ’63 Camille Hampton ’94 Leilani Hanker ’60 Kathleen Harper ’65 Cissy Harris ’64 Louise Escher Harris ’59 Samantha Hartley-Hewitt ’82 Lisa Hauswirth ’84 Amy Hayes ’89 Sophia Middlebrook ’90 Jean Henry ’52 Susan Hinstorff ’76 Helen Hobbs ’75e Morgan Cosby Howson ’96 Jaelah Hutchison ’11 Katie Innes ’98 Melanie Jackson ’67 Guadelupe Jacobson ’10 Ann Edmiston Johnson ’58 Paula Johnson ’56 Claire Kalikman ’13 Abiah Folger Karthauser ’90 Stephanie Katz ’66 Mary Kelley ’50

Carolyn Kenady ’70 Jeannette Kerr ’59 Terry Keyes ’73 Rebecca Kimport ’95 Susie Kimport ’01 Gabrielle N. Kivitz ’89 Maeve Knoth ’77e Juliet Knox ’06 Veronica Kogler ’81 Hannah Laurence ’05 Ann Lazarus ’67 Kaitlyn B. Lee ’06 Alexis Levit ’14 Linda Liebes ’56 Marion Orrick Livermore ’69 Caitlin Lovett ’97 Joan Lyche ’46 Melanie Lynn ’66 Sandy Mailliard ’69 Nancy Mannon ’81 April Marks ’88 Robin Mathews ’68 Leslie Mayer ’78 Maggie McAteer ’00 Amanda McBaine ’86 Megan McCall ’94 Nini McCone ’51 Ellen McGlynn Wilbur ’89 Lisa Stewart McKnight ’82 Margaret McPherson McNab ’75 Amy McNamara ’82 Joan Mittendorf ’65 Melinda Mobley ’59 Elizabeth Moffitt ’68 Hope Mohr ’85 Ann McLeod Murphy ’78 Aideen Murphy ’10 Hannah Murphy ’11 Susan Winblad Nelson ’66 Alexis Nordby ’92 Cary Nowell ’71 Granya O’’Neill ’75e Sarah Orrick ’01 Elizabeth Orrick ’05 Anne Pantelick ’81 Diana Parsons-Wagner ’57 Wendy Costello Perkins ’75 Susie Pfau ’58 Monique Phillips-Pflager ’92 Cynthia Poett ’61 Margaret Power ’82 Susan K. Prather ’78 Karen de Bakker Prezant ’66 Grace Richard ’53

Edie Rindal ’84 Yasmin Roberts ’11 Susan Stimmel Robertson ’43 Corinne Rocca ’89 Monique Rocca ’88 Cary Rose ’92 Cherie Ross ’61 Sidney M. Russell ’66 Alice Russell-Shapiro ’65 Kirby Sack ’75 June Sakamoto ’88 Juliet Sampson ’82 Catherine Sanger ’96 Suzie Schaefer ’66 Heidi Philbrick Schell ’77e Morgan Schoonhoven ’96 Elisa Bambi Schwartz ’56 Mariana Smith ’77e Marilena Scott ’64 Katie Shanagher ’07 Cherie Sigward ’78 Rachel Skiffer ’88 Linda Smith ’56 Ana Clare Smith ’07 Andrea Solari ’66 Eve Spalding ’16 Elizabeth Sparks ’86 Alix Anne Spivack ’86 Linda Stack ’62 Maggie Stack King ’94 Marianna Stark ’85 Tania W. Stepanian ’60 Suzanne Svendsen ’54 Marcia Hart Swanson ’72 Betsey Tryon ’59 Louise Vejar ’50 Nano Visser-Klein ’78 Kelli Walker ’92 Marilyn Straub Walz ’53 Anne M. Wara ’84 Pauline Watts ’66 Jessica Weber ’94 Brenda Weiss ’79 Virginia Boyd Williams ’43 Katy Congdon Williams ’96 Marjorie Pease Wilson ’63 Julia Wong ’83 Linda Woodside ’66 Alice Wright ’48 Jessica Wynne ’86 Anna Yatroussis ’84 Danielle Broude Yokell ’96 Kayley You Mak ’09 Kendall You Mak ’12 Stella Zovod ’86

List reflects gifts received by April 20, 2016

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ALUMNAE PROFILE

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

Hilariously, making computer games! I got the idea from a multimedia class I took with Ms. Auberson when I was in the seventh grade. I put that dream aside in college, because I didn’t think I could make a living at it.

I’m very grateful my friends came along to help me prove myself wrong.

Burke’s students got to hear words of wisdom from Stephanie Dee ’96 as part of Hour of Code in December 2015, and rightfully so — Stephanie currently works as a senior software engineer at Riot Games, where she oversees a Kickstarter-powered computer game called Stonehearth.

She’s worked in the field since leaving Stanford with degrees in Symbolic Systems and Computer Science. Her love for computer games was first nurtured at Burke’s, after which she headed to University High School — and it was there where she met her husband, Rodrigo Munoz.

They live in Cupertino.

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What is your favorite international city?

I can’t get enough of Rome. I remember the first time I walked into St. Peter’s Basilica. Something about the shape of the outside made me expect it would be about three stories tall inside.

It isn’t. It’s more like 40 stories.

I think I started to cry, it was so impossibly magnificent.

Who was your favorite teacher at Burke’s?

How could I just pick one? I am forever grateful to Ms. Auberson for setting me down the path to computer science and software.

Ms. Thomson made homeroom so warm and welcome, and Ms. Wiley made the library a refuge during freezing winter recesses.

Ms. Tomei taught me that I could be good at math. Mr. Barnett taught me to love creative writing and literary analysis, and Mr. Johnston taught me how to read newspapers sardonically, how not to take myself so seriously, and how to apply what we learned in U.S. history to modern politics. It’s a gift that keeps giving.

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

Every Disney heroine from Snow White to Judy Hopps, plus Lizzie Bennet, Marguerite Blakeney, Cordelia Vorkosigan, Jane Rochester, Scarlett O’Hara Hamilton Kennedy Butler, Melanie Wilkes, Hermione Granger, Leia Organa, and Natasha Romanov, to name a few. I’d put out a couple of table-conversation starters like “How should we fix this world?” (for which I’m sure they would have answers that would be pragmatically useful to the world) and “How do you deal with uncertainty?” (for which I’m sure they would have answers that would be pragmatically useful to me).

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

Be mischievous. Be smart.

Be strong. Be mysterious. Be beautiful, by a standard that you are proud of. Be loud, be elegant, be witty and brave and nurturing and dangerous and generous and fierce and loving. Fix in your mind the sort of heroine you wish you’d see in a movie made just for you, and figure out how you will become her, if she isn’t already you.

You might not have the perspective to see it until it’s done, and you’re looking back, but you really are coming of age in the middle of a technologydriven revolution, and the opportunities that are and that will be available to you are like nothing our ancestors could even imagine. It is not a question of whether great adventures will come to you, but how you will own them when they do.

ALUMNAE PROFILE

Sarah Bacon ’86 When you were a student at Burke’s, what did you dream you’d be doing at this point in your life?

I probably thought I would be working for Prince (yes, I am still a huge fan!). I remember the career aptitude test we took with Mrs. Reb telling me I would make a good taxi driver. I never became an Uber driver, but for some odd reason, it does appeal to me…

What is your favorite international city?

I love Rome. I’ve visited a few times, and nothing beats walking the streets on a warm night in summer with a gelato in hand.

Sarah Bacon ’86 could possibly rival Burke’s for influence in the Richmond District; not only does she run Nourish Cafe at California and 6th, which she opened in 2015, but she also blogs about the area. “I love my neighborhood so much that I have a website about it: The Richmond District Blog (richmondsfblog.com).” Though she now works in tech, Sarah initially ventured into sports marketing, then advertising and promotions. All of that came after attending University High School and earning a degree in African-American Studies from Stanford University. “Since graduating, I haven’t strayed too far from San Francisco!” she says. Fitting for one of its biggest fans.

Who was your favorite teacher at Burke’s?

There were too many greats to choose just one! Mrs. Clark, Miss Scattergood, Miss Rosenberg, Mrs. Reb, Ms. Binkley — they all made such an impression on me and were very engaging teachers.

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

Prince would be the first invite, then Hillary Clinton, Tina Fey, Jon Stewart, Mindy Kaling, Lucy Liu, Barack Obama, and Neil Finn.

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

Take advantage of all the opportunities that come your way while at Burke’s, but find time for friends, fun, and new experiences.

I am still best friends with two classmates from kindergarten — Terri Herson and Elizabeth Sparks (Kropf) — and I treasure them very much.

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CLASS NOTES

ALUMNAE UPDATES EXECUTIVE COMMITTEE

Clara Abecassis ’92 President Danielle Broude Yokell ’96 Vice President, Governance Jennifer Haas ’92 Vice President, Development Katy Congdon Williams ’96 Vice President, Special Events Kelli Denning Walker ’92 Secretary MEMBERS

Julia Baron ’01 Betina Suessmann Baumgarten ’88 Readie Callahan ’97 Aimee Fowler Carlson ’85 Laurie Hanna Carrade ’92 Bella Shen Garnett ’89 Max Boyer Glynn ’94 Alysse Godino ’06 Camille Hampton ’94 Sophie Middlebrook Hayward ’90 Gabrielle Kivitz ’89 Cary Rose ’92

BURKE’S ALUMNAE BOARD 2015–16 Dear Alumnae: With the Alumnae Luncheon just behind us, our office is buzzing with your updates and spending time reconnecting classes. I was thrilled to meet many of you at the Metropolitan Club on Friday, June 3. It was great to honor the class years ending in ’1 and ’6, but all were welcome to join the fun and see old friends, with many making new connections over common Burke’s experiences!

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I hope you enjoy reading about the many exciting things happening on campus these days. A huge thank-you to the many alumnae that have paid a visit to school this year. We welcome all of you to take time to come say hello or drop a line and keep us updated on the exciting events happening in your lives!

Best wishes for a wonderful summer ahead.

Selena Shadle Director of Advancement

CLASS NOTES

Alumnae Updates From Burke’s

granddaughter, Blake Harris, turned 2 in December, and my grandson, Bo Gable, is 9 years old,” she adds.

CLASS OF

1969

1 CLASS OF

1949

BARBARA FENGER CUMMINGS

says that she is “still going strong!

Enjoying my family (five grands, two greats), volunteering, and traveling.”

CLASS OF

1950

VIRGINIA STEVEN DOYLE

reports the death of her husband of nearly two decades, John Louis Doyle, on July 14, 2014.

CLASS OF

1956

BAMBI ESCAMILLA SCHWARTZ

writes: “I am celebrating my 60th reunion in June 2016, and my last granddaughter Stella Smith will

be graduating from the eighth grade in June 2016. I have had three daughters and five granddaughters including Stella graduate from Burke’s. It has been quite a journey from the ’40s through the ’50s, ’60s, ’70s, ’90s and 2000s until now. Luckily, my sister Vicki (VICTORIA ESCAMILLA FLEISHHACKER ’60) still has two granddaughters at Burke’s. I have loved every minute.”

SANDY MAILLIARD writes that she is acting president of the board of the nonprofit Community Rebuilds, which rebuilds straw bale homes for low-income families using young (26- to 30-year-old) labor who learn how to build in a five-month program.

“It is rewarding work, and there is such a need for affordable housing,” she says.

CLASS OF

1977

From FRANCES DINKELSPIEL : “I had a wonderful surprise — my Burke’s kindergarten teacher came to Book Passage in Marin

CLASS OF

1959

LOUISE ESCHER HARRIS tells us that her daughter, GINGER HARRIS GABLE ’79, and her son, Jody, opened a wine bar called Cultivar on Chestnut Street in San Francisco (between Divisadero and Scott) in February 2016. “My

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CLASS NOTES CONTINUED

for a reading of my new book Tangled Vines. She was Miss Bromfield, and then she married and was Mrs. Barber. Susan Barber looks great. She would have taught at Burke’s around 1964 or 1965.” PHOTO 1, PREVIOUS PAGE CLASS OF

1982

SHELLEY BRANSTEN PERELMUTER sent us this photo of herself discussing the future of retail at a reception at Bloomingdale’s in downtown San Francisco during Salesforce’s Dreamforce Conference 2015. She is Salesforce’s Senior VP of Retail & Consumer Products Industry Solutions. PHOTO 2, PREVIOUS PAGE

CLASS OF

1985

SHAFIA ZALOOM , a Health Education Teacher at the Urban School, was featured in a story in The New York Times on October 14, 2015, about the new California law requiring high schools to teach about affirmative consent.

CLASS OF

1987

Proud sister GABRIELLE KIVITZ ’89 reports that SABRINA KIVITZ BRAHAM is on the

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Burke’s was fortunate enough to hear from not just one, but two alumnae at Parent Education events in fall 2015!

ERICA HOWSON FORTESCUE ’89, the Associate Director for Program Development at the Center for Childhood Creativity (and last year’s Distinguished Alumna), spoke to Burke’s parents on Wednesday, November 18. Erica highlighted the research implications from the Center for Childhood Creativity’s recent white paper most applicable for parents interested in raising a generation of creative innovators. She shared practical advice related to promoting creativity.

Then, on Tuesday, December 1, director ROBIN HAUSER REYNOLDS ’78E screened her documentary CODE: Debugging the Gender Gap for parents and answered questions after the film. CODE exposes the dearth of American female and minority software engineers and explores the reasons for this gender gap and digital divide. This was also an early event for Burke’s annual week-long observation of the international Hour of Code (see the inside front cover for more).

Thanks to MISHA VILLA-POPESCU FRANK ’96 for sending in this photo! She (far right) and her classmates (L-R) JOSEPHINE LIU LOCHBAUM, CAROLINE ANDERSON WHEELIHAN, DANIELLE BROUDE YOKELL, and DIANA LEVIN gathered together with their children at Julius Kahn Park over the holidays.

advisory board for Challenge Success, a Stanford-based nonprofit founded by Denise Pope and Madeline Levine to address the increasing stress-related problems plaguing our kids these days. “It is research-based and offers workshops for schools and parents to learn tools to raise balanced, healthy, happy, and motivated kids,” Gabrielle says.

CLASS OF

1989

ALICIA THOMAS ROBERTS is

the cofounder and CEO of Dibs, a company that’s helping to bring dynamic pricing to the fitness industry. The Wall Street Journal published a profile of the business in its January 4 edition.

CLASS OF

1990

JANUARY 2016

MARY SHEN O’CARROLL , who

works as the Head of Legal Operations at Google, was featured on the January 2016 cover of Legaltech News. PHOTO 3 JULIA KIM BIDDLE writes that

she married Jeremy George Biddle in Croton-on-Hudson, N.Y., on September 4, 2015. PHOTO 4

OPERATION: LDO The tried-and-true technologies and strategies driving the evolution of law department operations.

MARY O’CARROLL, HEAD OF

LEGAL OPERATIONS, GOOGLE

PLUS: LEGALTECH NEW YORK PREVIEW • TECHNOLOGY DIGEST • CYBER-RISK: WHAT DOES THE FUTURE HOLD? • THE E-DISCOVERY GOLIATHS

011416_LTN_P01_Cover.indd

1 12/17/15 10:25 AM

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CLASS OF

1996

JESSICA PETTUS VOSE reports that she married her longtime partner, Gregory Vose, in Bolinas in September 2015. Her best friend from her Burke’s days, AMELIA HOLMES LUNA ’96 , was one of Jessica’s bridesmaids.

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5 Greg and Jess currently live in Orange County, where Greg is midway through his Ph.D. in plant ecology, and Jessica continues to work in corporate marketing at Oracle . PHOTO 5 CLASS OF

2009

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Meg Storey, mother of TALIA STOREY-CUDDEBACK , sent in these two photos of her daughter meeting up with fellow Burke’s alumnae in Madrid, where Talia was studying for a semester. On the left is Talia with DAISY WILLIAMSON , who was visiting on a weekend trip from her semester abroad in Copenhagen. On the right is Talia with CHARLOTTE HARRIS ’07 , who now teaches in Madrid after graduating from college in 2015, at a Real Madrid soccer game. PHOTOS 6 AND 7 KAYLEY YOU MAK , a junior at

Barnard College, spent part of her

school year studying in the Reef Ecology and Evolution Laboratory at the Bermuda Institute of Ocean Sciences. She put together a video illustrating one of her projects, an investigation into whether coral from deeper reefs can repopulate shallow reefs, which you can watch at youtube. com/watch?v=MLcHIDzIvkc.

CLASS OF

2014

KIARA BOBOFF reports that she has launched a mobile DJ business named DJ-K. “I cater to all genres of music and all types of events,” she says.

Send in your news for the next issue of the KayDeeBee! Email your submission (plus photos) to communications@kdbs.org, or mail it to the Alumnae Office at 7070 California Street, San Francisco, CA 94121.

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.

Constance Crowley Peabody ’36

Jane Starkweather Spencer ’31

Katherine Hellman Black ’55

Reba Smith Green ’38

Sally Livingston ’70

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www.kdbs.org/give

Planned Giving at Katherine Delmar Burke School

Barbara Burke Legacy Society “At Burke’s, I learned that an education — not only academic, but social and moral as well — could make all the difference in your life. I became a lifelong learner, forever curious, forever rewarded. No amount of money will ever equal what you have given me.”

Sabra Wissman Beck ’62, member of the Barbara Burke Legacy Society For more information about making a bequest or 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 kdbs.org/plannedgiving.

Burke’s

Educate, Encourage and Empower Girls

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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

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.

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.

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

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FROM THE ARCHIVES

Building a Legacy

Sixty-five years ago, Burke’s made national headlines.

American School & University, a long-running magazine that covers buildings and design at educational institutions across the country, featured the structure that is now Burke’s Lower School classrooms and Lunchroom in 1951, after its initial completion. Until that time, the property that comprises the current Burke’s campus on California Street was only used for kindergarten classes and athletics for the high-school students. This was the moment when Burke’s truly opened its elementary school, with six grades joining with the existing kindergarten classes in Sea Cliff and feeding into the seventh grade at the main campus on Jackson Street.

As noted in the article in American School & University, architects Donald Kirby and Thomas Melvin designed the full project using the insight of educational consultants Englehart, Englehart, and Leggett, as well as input from then-school head Barbara Burke. “Miss Barbara Burke, president and principal, felt that the children should enjoy the informal features of modern residential design,” the article states. “Miss Burke’s direction about rooms and their

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requirements provided an excellent approach to the planning problem. Her selection of materials, colors, and finishes was exceedingly successful.”

Garnering specific mention were the building’s orientation to temper the often harsh winds as well as the broad windows that provide views out onto Lincoln Park and inward into the play areas and courtyards. The article also highlights that the outdoor areas could work as extensions of the classroom.

Included in the publication are some photos of the finished construction, many of which still look quite familiar to modern-day Burke’s families. One of those images is of the fireplace in what was called the “all-purpose room” — a fireplace that now sits dormant in the faculty and staff lounge.

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NONPROFIT ORG. U.S. POSTAGE PAID SAN FRANCISCO, CA PERMIT NO. 1734 7070 California Street San Francisco CA 94121