Summer 2020 // The Caller: The magazine for alumni, parents, employees, and friends of Catlin Gabel

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contents Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 773 students from preschool through 12th grade.

Its roots go back to the Portland Academy, founded in 1859.

The school occupies 67 acres on Barnes Road, five miles west of downtown Portland, and a neighboring eight-acre East Campus currently used for Adult Community Arts Programs.

HEAD OF SCHOOL Tim Bazemore ASSISTANT HEAD OF SCHOOL Dr. Barbara Ostos DIRECTOR OF ADVANCEMENT Nicole Rinetti-Clawson DIRECTOR OF ENROLLMENT MANAGEMENT Sara Nordhoff DIRECTOR OF MARKETING & COMMUNICATIONS Rachel Barry-Arquit

01 Notes from the Head of School

Tim Bazemore reflects on an extraordinary opportunity to change education

02 What We Have Learned

Division Heads share insights from the remote learning experience

06 Pivoting and Persevering: Stories of Resilience

Students and educators share thoughts on meeting the challenges of virtual life

10 Of Note in 2019-20

A collection of events, happenings, and recognitions that shaped our school

12 Active Education

How wellness and athletics build character, community, and healthy habits for life

14 Congratulations Class of 2020!

A profile of our graduates and their college choices

DIRECTOR OF PUBLIC RELATIONS AND PUBLICATIONS, EDITOR Ken DuBois duboisk@catlin.edu

16 Shifting our Culture

DESIGNER & ART DIRECTOR Hannah Lee

20 Leading with

CONTRIBUTING PHOTOGRAPHERS Brendan Gill William Hernandez Kenny Nguyen Bryon Sheng Tom Widdows Dale Yocum CATLIN GABEL SCHOOL 8825 SW Barnes Road Portland, OR 97225 (503) 297-1894 catlin.edu

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Perspectives on inequity at Catlin Gabel and how to move forward together

Courage, Compassion, and Integrity

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An interview with Chair of the Board of Trustees Indira Nallakrishnan

22 Class Notes and In Memoriam

24 Alumni Honorees and Updates

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The Future of Education? by tim bazemore, head of school

his spring’s pivot to fulltime remote learning sparked many questions about school, from the profound and cha llenging (how to sustain community in a virtual env ironment) to the mundane yet urgent (how to stop “Zoom bombing”). The most fascinating question to me during this time has been: What will this mean for the future of education? We don’t yet know what new skills, creative solutions, necessary contingencies, and inspiring insights will outlast Covid-19.

But we do know that we have an extraordinary opportunity before us: to leverage the most dynamic educational moment in our lifetimes to make changes that benefit our students.

The onset of the novel coronavirus and the closing of our campus was unexpected and unwelcome. It required every teacher to dive into the crashing surf of remote lesson planning, seeking to bring energy and creativity to a two-dimensional interface. It placed significant cognitive demands on all students, surfacing strengths and weaknesses in organizational skills and motivation, and reshaping or reinforcing self-perceptions. The stay-home order also created new dynamics for parents and guardians, who have been called on to support their children’s education and partner well beyond the intent of our mission.

As we assess what lies ahead on the horizon, I can’t help but feel we are at an inf lection point. We have adapted our approach and methods, clarif ied what is most important to learn, and mustered the will and creativity to sustain school as best we can. We have learned what in-person systems and practices are not feasible online, and how some systems and practices may be better when remote. We have seen which students thrive and which struggle in an online setting.

For professional educators, the experience has been both affirming and revealing. I believe that synthesizing what we are learning now with what we already know will help us to realize educational excellence in a more future-focused way and better deliver on the skills and dispositions we identified in our Strategic Plan. The following is a list of ten features borne of that synthesis:

reimagine time Time is our resource, not our boss. We can allocate it in longer blocks that allow for fewer transitions, varied learning modes and experiences, making connections across disciplines, taking wellness breaks, and engaging in experiential learning on and off campus.

learning is a social activity We learn with and from those around us, and assess our thinking, opinions, behaviors, and values in the company of others. Social isolation can erode mental and physical health and limit empathy and depth of thinking and understanding.

simplify for the learner Students should spend their time learning about complex concepts and applying their skills. Navigating unclear expectations and multiple platforms wastes time and mental energy. Schools can make learning objectives clearer and more visible and simplify systems to ensure we maximize learning efficiency and outcomes.

blend the learning environments The future will require students to be adept at learning anywhere, anytime, in and across multiple environments. Different students thrive in different settings and roles, just like adults in workplaces. They need diverse and blended experiences to learn about themselves and to reach their potential.

it’s all about the teachers Remote or in-person, creative, attentive, empathetic, skilled teachers still are the heart and soul of a modern education. Their ability to understand each child’s social identity and learning profile, build trust, and guide them to master new skills and knowledge is the art and science students need.

challenge students with complexity Pace, volume, recall, and recitation are not indicators of rigor; they are relics of dated thinking. Students are motivated and engaged when they are challenged to think and do in complex, sophisticated ways, process new information critically, adapt their thinking, make choices, and defend their point of view.

connect school and personal learning Learning happens everywhere. The learning that students pursue based on personal interests relates to who they are at school and adds value to their Catlin Gabel education. In many cases they’re gaining experience and knowledge that reinforces their classroom learning.

By independently exploring, questioning, and problem-solving, they’re building mastery beyond what is reflected in letter grades.

prioritize mental and physical wellness Sleep, nutrition, joy, healthy relationships, and physical activity have more to do with learning and achievement than homework.

Centering wellness at the heart of education prepares students to learn in deeper and more durable ways.

require and pursue collaboration Inter personal activ ity supports understanding and creativity. Collaboration among teachers, schools, and organizations inspires new thinking and leads to new relationships.

Learners and schools benefit from intentional collaboration across boundaries.

rethink concepts of “community” Schools like Catlin Gabel, by nature of their history, cost, and location, reflect a specific, not universal, community culture. That creates implicit and explicit inequities. Increasing student and employee diversity, combatting racism, and embedding learning in the broader community will create a more just and equitable school community.

These ten features are not new or unique to Catlin Gabel. But they have the potential to lead us to a healthier way of thinking about education. They are opportunities that point the way to a true learning community, where students are encouraged to own their learning, where everyone is infused with the spirit of the possible, where we translate insight into action, where we lose the fear of the unknown and the new, where together we can be “thinkers, tinkerers, and dreamers,” for our benefit and the benefit of others. It’s up to us as adults to put into practice what we now see more clearly and to seize this opportunity.

We won’t let that moment pass at Catlin Gabel.

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WHAT WE HAVE

Sustaining Community and Connection

BY DAWN ISAACS Head of Beginning and Lower Schools

When we departed campus in March and embarked on remote learning, we could not imagine how much about the world would change before we returned, or the ways the essence of education would be examined and revealed.

Teaching and learning from home have forced a clarification of what is most important about being at school. We’ve needed to simplify, distill what is most important to learn, and allow children individualized paths.

Through this process, we’ve been reminded of the importance of human connection and seen the power of a more personalized experience.

While learning from home, some children have thrived because of the ways the experience could be tailored to meet their individual strengths and needs. Many were comfortable in their own spaces and able to balance their needs by setting their own pace for the day. Our learning platform allowed teachers to give individual feedback to students and differentiate experiences.

This time at home has also highlighted the importance of relationships and reminded us how much about learning is social. Children construct knowledge by being in community with other learners as they formulate, test, and share ideas. Our remote learning was most successful when we found ways for children to sustain community. For all of us, it has become a time of national reckoning as the pandemic has amplified and made visible to more people the inequities inherent in our culture. It’s imperative we lean into our call to educate for democracy, and help children build, from within our classrooms, a more just society.

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The way forward is a careful combination of fostering community and attending to the individual paths of each child. As we design teaching and learning, we will be accelerating our work to define what is most important to learn, helping children to build on their relationships as they practice how to show up as members of equitable communities, and allowing children the flexibility to learn and work in the ways that honor their strengths and meet their needs.

Shifting the Educational Model

BY TED CHEN Head of Middle School

The remote learning experience has called into question bigpicture educational philosophy questions. It has amplified the question of whether schools across the country and world are still relying on an outdated industrial age model, and it calls for us to think about how we can shift away from that model in the years to come.

There have been positive aspects.

Remote learning had teachers and students thinking differently, in creative ways, about demonstrating learning. Students showed their learning through new mediums and formats. For example, language students presented their understanding of verb conjugations by creating home-cooking shows and conducting interviews. Students in woodshop focused on interest-based creative projects, such as sewing, cooking, and writing music.

All of these projects tapped into student passions and interests while fulfilling learning goals.

In many ways, the learning became more authentic and real. For a science class, students rummaged through their kitchens looking at ingredient lists in search of genetically modified organisms for their unit on the science of food. In the end, they reflected

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on their learning, connecting it back to the food they found in their homes.

Some aspects of remote learning will continue no matter what the learning modality is in the future. For example, remote learning helped further our divisional goal of streamlining systems to improve content delivery and acquisition. We found that some students were experiencing challenges with organizational tasks like tracking assignments or finding assignments on class websites. We made some adjustments and in the future we will be moving to Google Classroom as our learning management system to help students spend less energy on logistics and more on learning.

Remote learning gave us the opportunity to pause and think about the essential content, skills, and dispositions students need in middle school as well as into the future. And the experience has shone a light on the importance of the partnership between the school and home. With learning primarily taking place in the home, the partnership between teachers, staff, administrators, parents, guardians, and students became even more important.

It’s a moment that I hope we all build upon to continue to provide the best for our students.

Defining a New Learning Environment

BY ALINE GARCIA-RUBIO ʼ93 Head of Upper School

Change in education is oftentimes described as moving at a glacial speed. It is difficult to make quick progress within an institution and within larger systems.

Whenever there is a disruption, we find ourselves in a situation that may catalyze change. This is an era of disruption. There are some silver linings and benefits from the situation.

skills are students developing? What content knowledge do they need to acquire, and what conceptual understanding are they going to carry forward? What about all the social interactions, the character building, their emotional growth, their awareness of others, their agency toward justice? Suddenly, we’re in a situation where we are forced to really identify the essentials, to articulate them, and then redesign our plans with them in mind.

This is perfectly aligned with the plans that we’ve been working on: making teaching visible to the student and learning visible to the teacher, and emphasizing experiential learning. The situation has propelled us into giving students more choice. While aiming for the same learning goals, we have to ask: Where is there room for students to choose how they want to approach the task?

In working from home, students are learning all kinds of things. They’re using 3-D printers to make face shields; in the absence of co-curricular activities they are taking online courses from colleges and independent organizations; they’re making all sorts of art.

At the moment, Catlin Gabel doesn’t award credit for the learning that doesnʼt happen in our education environments. That has become an outdated way of thinking. I believe weʼre going to examine our practice and define what to award credit for that students are learning independently. It’s independent of Catlin Gabel education, but itʼs still education.

There are significant losses, too. The primary losses are in the social and extracurricular components of school life, in the exposure to the larger learning that the community is doing—the spontaneous interactions, music and other art, the interesting dialogues that happen in the hallways, clubs, athletics, and programs that are unavailable to us. This prompts some questions for the future: Could we redefine which environments are learning environments? What is the ideal balance for each different age group of independent work, collaborative work, interactive work, and in-person work? Whatʼs going to invite them to grow?

The situation requires us to examine the intentions of our courses and education environments—what are the most essential learning goals in the life of school? What

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2 1. Students in the Upper School Design Studio course created wearable art from materials found at home, such as Pokemon cards.

2. Luka and Julian Hernandez used their bedroom as an art studio.

3. and 4. In Middle and Upper School Woodshop classes, students used resources at hand to create personal projects, including yarn art and a planter made from an old wooden gutter.

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Pivoting & Persevering: Stories of Resilience How the Catlin Gabel community connected and carried on in the pandemic crisis As the coronavirus spread quickly across the world, Catlin Gabel pivoted quickly in response. On March 12, 2020, it was announced that the campus would close temporarily, and that school would continue remotely, with every possible activity moving online, including classes, clubs, meetings, performances, and physical education.

Educators moved swiftly to redesign curriculum and social activities, and families shifted to create at-home learning environments and impromptu personal and work schedules. Within days, hundreds of living rooms, kitchens, bedrooms, and garages were reconfigured to learning spaces, and a new version of Catlin Gabel School was back in session.

Resourcefulness and resiliency became a way of life. With the shared goal of keeping students engaged and active, the community embraced new challenges and opportunities, pushing through the limitations of technology and isolation to stay connected with one another and sustain the joy of learning and community.

Here are reflections of the experience.

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FINDING HISTORICAL CONTEXT IN CURRENT EVENTS

By Peter Shulman Upper School Social Studies Teacher

With remote learning, it’s harder to pick up the vibe in the room and to pivot instantly in response. Like music, there’s just no substitute for the live version. But the students made it work— they truly leaned in and showed a genuine interest in learning. They were highly adaptable, and truly inspirational to each other. The real credit goes to the students—they care a lot.

With Seniors in the Rise of the Authoritarians course, we went pretty quickly into small (groups of three) projects, and I jumped from breakout room to room to check in. The project was built around the pandemic, authoritarianism, and good governance, with topics including the “Liberate” movements challenging Covid19 lockdowns; international case studies such as Rwanda and China; and the role of strategic disinformation in shaping Americans’ view of the virus and appropriate responses. With the U.S. History classes, I think it worked best when I regularly changed the mode (large group, small group, writing, and short video, for example).

This is always gripping material, but civil rights uprisings, the politics of “law and order,” impeachment, women’s liberation, and generational change turned out to be quite the reflective mirror in which to gaze in June of 2020.

Probably the biggest benefit has been the ability to have longer office hours; more students have taken the time to engage one-to-one or in small groups, as it’s easier to do. And, of course, far fewer fun distractions without peers nearby—a silver lining to this affliction Peter teaches U.S. History, Modern Middle East, and Rise of the Authoritarians courses in the Catlin Gabel Upper School. He has coached the Boys Varsity Soccer team for 17 years, including seven years as Head Coach, during which time the team earned three State titles.

REIMAGINING CLASSROOM CONVERSATION

By Olivia Morrison, Class of ’24 The main challenge that students and teachers have faced transitioning into online learning is the inability to have fluid conversations as a whole class. One of the things that makes school

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enjoyable is when we get to have debates and conversations as a whole class, and everyone’s voice is heard. These types of conversations are great ways to learn new things and hear other people’s opinions. However, with online learning, it is difficult to have conversations with the entire class; it always seems like either everyone is talking over each other, or no one is talking at all.

But, as we continued, teachers and students adapted and learned to use breakout rooms more effectively as smaller venues for students to have important conversations and debates, which people were missing from actual school. Working on projects or answering questions in breakout rooms is a good way to engage people, and it gives people space to talk in a less crowded space.

Personally, I found that working on a project in a breakout room and then presenting it in front of the class worked well. As long as we had the right amount of time to prep, the presentations usually successfully conveyed the information.

Connecting with other students and teachers is something we all miss about going to school in person, so when we got the chance during class to talk to people more one-on-one, it really made the whole experience more bearable, and I think the teachers did a good job of trying to get us that connection.

Olivia’s pursuits include taking art classes, playing basketball and tennis, and learning about history and social justice. As she enters Upper School in the fall, she is looking forward to more freedom in choosing her classes and being able to connect with students in other grades.

SUSTAINING COLLABORATION IN SCIENCE EDUCATION

By Sheri Cocquio Lower School Science Teacher

In real life, science class is about investigating by doing. And with remote learning, being able to have all the same resources and materials for 210 students is nearly impossible, which severely limits the kinds of experiments students can do at home.

Switching over to remote learning meant that a lot of the curriculum needed to change so that it could translate to a 30-minute session (as opposed to 60-80.) And collaboration had to change because we weren’t in the physical presence of partners and sharing the same experiment to observe. This meant that the use of the chat box, fishbowl discussions, and

individual share-outs were the “new” collaboration components.

Depending on the lesson, I would give some sort of stimulus to evoke responses (questions, hypotheses, or answers), and students could share out in a variety of ways. Sometimes, I would ask for their response in the form of an action or movement; other times I would ask for short answers in the chat box. The students’ abilities to describe things, give an explanation or reasoning for their choices, and use observations to make educated guesses are all part of science practices.

Because it worked well, I plan to continue “Zoom a Scientist/Engineer,” even when we’re all back together on campus. In those sessions, professionals talked with Beginning and Lower School students about the projects they’ve worked on and how they use science or engineering in their lives. Guests included a NASA engineer, butterfly ecologist, deep sea marine biologist, and medical detective. We had great attendance, with 50-70 families tuning in each time, so I think people are hungry for it.

Sheri has been an educator for 11 years, and came to Catlin Gabel in 2018. Previous roles include assistant preschool teacher and grades 1-4 elementary teacher for the Hawai’i Department of Education. She is a recipient of Catlin Gabel’s 2020 Renjen Grant for Teaching Excellence.

CONNECTING THROUGH THE POWER OF MUSIC

By Kira Wang, Class of ’22

During Covid-19, cellist Yo-Yo Ma started a movement to share music virtually, known as “#songsofcomfort.” Many classical musicians, myself included, have joined this effort to continue to connect to our communities through music.

I teamed up with several cellist friends that I met at summer music camps, and we put together a composite video of each of us playing a segment of The Swan by Saint-Saëns. Our project included 24 cellists from 12 different countries.

Through our Swan Project, we wanted to bring hope to people during this difficult period by showing how music can connect us globally. We posted our video on YouTube for others to enjoy, and the responses were gratifying—they reiterated the power of music. The video has been viewed over 230,000 times.

These days I find it more important than ever to use my music to connect with people, especially with those who are feeling isolated

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with social distancing. This is especially true for the elderly living in senior centers or nursing homes who are unable to have any family or friends visit. Recently I have been teaming up with other local music students to make more video recordings of short “virtual recitals” for seniors in the Portland area, and the initial feedback has been very positive. We are even thinking of visiting some senior centers and playing a live concert for them outside on the lawn so they can listen through their windows! I hope to continue to look for creative ways to bring music to people during these challenging times.

Kira has been playing in the Portland Youth Philharmonic organization since fourth grade, and also enjoys running and computer science. She is looking forward to seeing how the mix of virtual classes and in person classes will play out in the upcoming school year.

USING STORY TO KINDLE COMMUNITY

By Tiffany Kenaley Beginning and Lower School Assistant Teacher

Stories are what bind us together as a human family. Imaginative and allegorical flights of fancy are what inform our uniqueness and shape our common hopes and dreams. During these times, it is more essential than ever that we gather together, using the technology available to us, to strengthen our bonds and foster our innate sense of joy and inquisitiveness.

As we launched our remote learning plan in the Beginning School, I brought my foundation in intentional play and the oral tradition to our exploration of the timeless tale of The Three Billy Goats Gruff. Innovation and spontaneity

became essential learning tools within this new “classroom” dynamic. We practiced telling variations of the story, sharing our work through online drawing, photo, video, and audio projects.

Our “Zoom Room” sessions provided a space for peer review and playful inspiration. This unit culminated in a theatrical performance of the story presented by each student, which varied from solo plays to fully-cast productions featuring favorite toys, family members, and even pets.

Entirely on their own, students made “tickets” and sent invitations to family and friends around the world. There was a palpable spirit of accomplishment from each student as they owned their lines and stole the screen!

It has been a privilege to see the looks on our students’ faces, knowing that we are guiding them toward their potential as lifelong learners.

Our remote learning curriculum continues to celebrate their accomplishments, reaffirm their developmental growth, and connect them with their broader communities.

Tiffany has been at Catlin Gabel since 1999, working with students in the Before and After School Programs before becoming an Assistant Teacher in the Beehive and Lower School.

PIVOTING IN THE COLLEGE SEARCH PROCESS

By Blythe Butler and William Ouellette Co-Directors of College Counseling By the time we all moved into social distancing, seniors were waiting to hear the last of their college decisions and evaluating their offers.

Choosing a college challenged many of those who had planned to visit schools once offers came

in. But, fortunately, the class of 2020 is a creative, resilient group who gathered their resources, trusted the thoughtful work and good research they had done, participated in the online offerings that colleges pivoted toward, and made well-informed choices.

This season included moments that illustrate the strength of the school community for us, including the eagerness we see in recent alums to connect and share their experiences with current Catlin Gabel students. We sent a single, informal message to college-age Catlin Gabel alumni just after it seemed like the whole country shut down, asking for volunteers to act as touch points for our twelfth graders as they made their final choices, and for eleventh graders as they launched their searches. Though many of these alumni were in the midst of quickly and unexpectedly moving their own academic lives and personal belongings away from their college campuses, over 100 of them generously and eagerly responded to our request and shared their valuable perspectives with current Catlin Gabel students.

Given the limitations they faced, our students have shown exemplary persistence and patience—their willingness to pivot and manage disappointment is the very definition of resilience. And while colleges are still sorting out what life on campus will look like, we are confident that the Catlin Gabel class of 2020 will be ready to handle whatever lies ahead.

Blythe came to Catlin Gabel in 2009 after serving as Associate Dean of Admission at Lewis & Clark College and Director of College Counseling at St. Mary's Academy. Bill has been a college counselor for 13 years and an educator for 33 years, with roles that included Preschool teacher, High School English and Theater teacher, and Dean of Students.

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A collection of events, happenings, and recognitions that shaped our school throughout our fall and spring semesters

OF NOTE IN 2019-20

FALL SEMESTER

The remodeled Barn re-opened, providing students with access to a range of healthy food options.

The Summary of Key Factual Findings from the year-long investigation of sexual misconduct was released and shared with survivors and the wider Catlin Gabel community, law enforcement, and media.

Three months later, the Catlin Gabel Therapy Fund for alumni survivors was established.

Three State Championship Teams: Boys and Girls Varsity Soccer teams in the 3A/2A/1A division; Girls Varsity Swim Team in the 4A/3A/2A/1A division.

State swimming records were set by EVA CARLSON ’21 and LIZZY COOK ’21, and cross-country runner LILA FENNER ’20 won the individual title at the State Championships.

Ten seniors were named National Merit Semifinalists.

Four students (two eighth graders and two tenth graders) won Beaverton Public Library’s annual fall writing contest.

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Co-Director of College Counseling BLYTHE BUTLER was nationally honored for her work with students and named one of fourteen “2020 Counselors that Change Lives.”

An app designed by two senior students won the Congressional App Challenge for Oregon’s Third Congressional District. The app helps support individuals with disabilities to use email platforms autonomously.

SPRING SEMESTER

Students missed only one school day when the school switched to remote learning due to the Covid-19 pandemic.

The Chess Team won first place at the Oregon High School Chess Team Association Championships in the 4A/3A/2A division.

gold as part of the U.S. Under-18 soccer team at the Maccabi Pan Am Games.

The Catlin Gabel Robotics team hosted the Girls’ Generation event on campus and won first place in the competition. Team member TIFFANY TOH ’21 was named one of 10 Dean’s List winners at the FIRST Robotics World award ceremony and was among approximately 90,000 students who competed in FIRST. KENYA SEI ’20 smashed the school record in discus, throwing 145' 4", nine feet farther than the previous record, which was set in 1978.

BRITT MASBACK ’20 was named a 2020 U.S. Presidential Scholar, a distinction awarded to only 161 senior high school students each year. This marks the fourth consecutive year a Catlin Gabel student has won the award.

Renjen Grants for Teacher Excellence were awarded to Lower School science teacher SHERI COCQUIO and Upper School English and social studies teacher KRYSTAL WU.

The school shared the first steps it is taking to address racism and inequity with our community.

SOPHIE WAND ’21 received the Harry Glickman Scholar Athlete Award, which is annually given to two Jewish high school students in Oregon. Earlier, she took home

In recognition of her 13 years of volunteer support at Catlin Gabel, parent GINA WAND was honored with the Joey Day Pope ’54 Award for Community Service.

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OPPOSITE PAGE, LEFT: Seniors Annika Holliday (left) and Tristan Peng (right) won the Congressional App Challenge with a project inspired by Jon Hamilton (center) of Catlin Gabel Media Arts.

OPPOSITE PAGE, RIGHT: Britt Masback ’20 was named a 2020 U.S. Presidential Scholar.

TOP LEFT: Kenya Sei ’20 broke a school record in discus that had been held for 42 years.

TOP RIGHT: Catlin Gabel’s Robotics Team was a winner at the Girls’ Generation competition.

BOTTOM LEFT AND RIGHT: The Girls and Boys Varsity soccer teams both won State Championships.

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ActiveEducation

BY KEN DUBOIS, EDITOR

How Catlin Gabel wellness and athletics programs build character, community, and healthy habits for life

On a Friday afternoon last fall, first-graders in the Mini-Gym excitedly cluster around Wellness teacher Celia Richard as she explains the day’s challenge—to hop, skip, and jump across foam-padded obstacles positioned around the room. Soon they’re racing across the course, with Celia cheering them on. A student completes the final obstacle and calls out, “I did it!”

Later that same day, Upper School boys on the soccer pitch gather around varsity soccer coach Peter Shulman as he readies them for a different kind of challenge. The huddle breaks, players run into position, and a cheer goes up from hundreds of blue-clad fans. In this setting it’s the spectators—huddled under blankets and crowding the sidelines—who can hardly contain their excitement.

These moments define the Catlin Gabel approach to health and wellness. At every stage, students are given opportunities to learn about their abilities and to test themselves physically and emotionally. From early lessons about selfcare, including fitness, nutrition, and rest, they develop deeper understandings about perseverance, resiliency, and collaboration. And at the center is the enjoyment factor—finding something active that they love to do.

“We’re giving them opportunities to develop healthy habits as a part of their everyday lives as they grow up,” says Athletics Director

Sandy Luu. “And this benefits them in the long run. They’re growing their resilience, practicing teamwork, and developing respect for themselves and others. That seamlessly carries over in their lives, in any situation they encounter, whether it’s an academic group project, working with coworkers, or running a large organization.”

And while character-building, fitness, selfcare, and health for life are the primary goals of every Catlin Gabel wellness and athletic activity, the idea of challenging oneself intensifies as students reach Middle School and engage in team sports. Players begin to embrace an undeniable part of Catlin Gabel culture—we like to compete, and we like to win.

“Healthy competition is important,” Sandy says, “because it’s another vehicle to teach valuable life lessons. It’s important for our kids to learn about goal setting, resiliency, grit, and determination. They need to know how to measure their success, and learning about competition through athletics is a way to do that.”

This year, the community had many opportunities to revel in that competitive spirit. The Girls’ Varsity Soccer, Boys’ Varsity Soccer, and Girls’ Swimming teams all won State Championships. The school was awarded its 19th Oregon Athletic Coaches Association All Sport Champion Award, a recognition of the combined effort of all Catlin Gabel teams and individuals.

And the remarkably high participation rate of recent years edged even higher: 80% of Middle School students now play team sports during their time at Catlin Gabel, and 75% of Upper School students.

The team dynamic provides openings to instinctively act with strong character and integrity, and soccer fans witnessed a stellar example of these principles during the 2019 Girls’ Varsity Soccer State Championship final. Tenth grader Grace Mueller had been cleared to play after a concussion suffered weeks earlier, but coach Chris Dorough sensed she was feeling her injury and pulled her out with only twenty minutes left to play. “She’s was an important player,” Chris says, “and we were in a tight one-point game.

But no game—even the championship—is worth risking your health.”

Celia’s first-graders see that character and integrity modeled when they join in the big community athletic events, like Sea of Blue Night, Homecoming, and the Baseball Barbeque, and it reinforces the lessons learned in their Mini-Gym wellness class. They internalize the concept of community as well. “They’re watching the older kids, and they’re learning how to be an Eagle,” Sandy says. “They get invested in the community, and in doing that they learn how to cultivate that community, and how to care for it. They’re learning that everybody plays a part.”

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CONGRATULATIONS! CLASS OF 2020

by the numbers There are 79 members of the Class of 2020. Class members will attend 56 different colleges. 24 states are represented and 5 countries: The United States, Canada, England, Mexico, and Scotland.

college choice by size

38%

small (up to 3k)

college choice Barnard College

Harvard College

Stanford University (4)

Bates College

Harvey Mudd College

Swarthmore College (2)

Boston University

Johns Hopkins University

Tufts University (4)

Brown University

Loyola University New Orleans

University College London

Cal Poly, San Luis Obispo (2)

Macalester College

University of Arizona

California Institute of Technology

Middlebury College

University of British Columbia

Carleton College

Northwestern University (3)

University of Chicago

CETYS Universidad

Occidental College (4)

University of Denver

Chapman University

Oregon State University

University of Edinburgh

Colby College

Pacific University

University of Notre Dame (2)

Colorado College (4)

Pitzer College

University of Oregon

Columbia University

Pomona College (2)

University of Virginia

Cornell University (2)

Pratt Institute

Vanderbilt University

Dartmouth College

Princeton University (2)

Warren Wilson College

DePaul University

Rider University

Washington University in St. Louis

Drew University

School of the Art Institute of Chicago

Wellesley College

Emory University (3)

Scripps College (2)

Worcester Polytechnic Institute

Fordham University

Seattle University

Georgetown University

St. Olaf College

46%

medium (3k-10k)

16%

large (10k+)

college choice by region

37%

west coast

34%

east coast

15% midwest

9% south

5%

international

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Perspectives on Inequity at Catlin Gabel— and How to Move Forward Together

SHIFTING OUR CULTURE “ We Have to Do More” by jasmine love

Director of Inclusion and Outreach

The following remarks were presented to faculty and staff at the Catlin Gabel All-Employee Meeting on June 18, 2020.

Black people are tired of seeing Black people killed, and this is on a long spectrum of racism that dates back to slavery. It was legal to kill Black people in the United States for hundreds of years, long before cell phone videos, and Black people are tired and outraged. Now all kinds of allies have joined in this outrage. Racism is in the spotlight for everyone and many White people are beginning to understand what it means to be relentlessly racialized.

Racism hurts everyone and in very different ways. This has been clear to a lot of us for a long time. And for some people they’re just beginning to grapple personally with race. Here at Catlin Gabel, I’ve watched so many people work to understand students of color and become more culturally responsive. I’ve watched colleagues of color navigate the White culture of Catlin Gabel with grace. I’ve seen colleagues engage with families of color to understand them better.

I’ve seen everyone guided to look at their own implicit bias and hidden stereotypes and read countless resources—all before this moment in time. I’ve been so appreciative of all the sharing of blogs, podcasts, books, and movies, and all of this is good. And we have to do more.

We’ve been hearing from alums of color and current students for many years. Now they are talking to us on social media, they’re sharing their pain in their affinity groups, they’re talking to Tim and me and trusted teachers and staff. They’re writing in CatlinSpeak about their

experiences (and if you haven’t seen these last articles in CatlinSpeak [catlinspeak.com] please make it a point to read them). None of these stories are new. The details and students change, but they’re saying what they’ve been saying for years: that they have felt alienated, spotlighted, marginalized, and offended. For many, they have not felt known and loved. And of course that breaks our hearts.

We have work to do at a systemic level to change these experiences. We have to have firmer consequences for micro- and macroaggressions. We have to funnel more money into financial aid. We have to hire more faculty and staff of color and figure out how to retain them, and that means taking a hard look at employee culture. We need to look at our curriculum and make sure it reflects the histories and cultures of all of our students. We need to frequent vendors of color more often. We need to engage in the greater Portland community in more reciprocal ways and learn from our Portland community partners. All of this has been said before so these may feel like empty words, but I believe we are ready to make these changes. I know we have a commitment from Tim and the Board, so I’m asking people to stay open to the changes that will come—they will feel uncomfortable because we’ll be shifting our culture at a time when we’re also dealing with a pandemic and an investigation into past abuses. But we’ll move forward together. As we go, do question decisions, push back, listen to colleagues of color, and continue the conversations we’ve already started. In all of this, take care of yourselves and allow yourself to feel the full range of emotions you might have as we change.

All of this is harder because we work at a school that was not designed to accept the change we’re trying to make. It was built as an institution for the elite, so changing this culture is going to be challenging for all of us. This is the hard truth.

See the Update on Steps Toward Racial Justice at Catlin Gabel at catlin.edu/antiracism.

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BOARD PROFILES

A Commitment to Leading With Courage, Compassion, and Integrity an interview with indira nallakrishnan chair of the board of trustees

Indira Nallakrishnan has been a Catlin Gabel Trustee for five years, serving as Vice Chair for the past three years, and stepping into the role of Board Chair in April 2020. She has been part of the Board’s Executive and Governance Committees and chaired the Inclusion and Diversity Committee for the past four years. She is the parent of one current student and two alumni.

You’ve worked with former Board Chair Bart Eberwein for the past several years. What priorities have you established with Bart that you plan to carry forward?

Weʼve worked hard to stay true to our mission and uphold our values as a school, and we’ve been committed to leading with courage, compassion, and integrity. One of our priorities has been to make diversity and inclusion work everyoneʼs work—as Bart always says, “Moving this work from a priority to a value.”

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I plan to continue that work, along with our ongoing efforts to support school leadership, and execute strategic and campus plans.

One thing I really appreciate about Bart is that heʼs not afraid of change if it means that we can better our school environment. He is always willing to embrace new ideas, or the prospect of change. Heʼs courageous, and I admire that. That inspires me, and I know that I have big shoes to fill.

Why has it been important for you to make this commitment to Catlin Gabel?

I really believe in the philosophy of Catlin Gabel School. I care about this institution, and I want to see it into the future. I like digging into the essential questions: Who are we and where are we headed? It has been a gift to see the inner workings of the school and see how the Board and school leadership carry out our mission in all aspects of the school—every committeeʼs work and every decision. It’s the integrity of Catlin Gabel.

I see it as a privilege to be able to work closely with school leaders. And I’m proud to be a part of an institution that I really believe

in. I think that the work we do to educate our kids and our community is so important, and it is our duty to work hard to get it right.

What is special about Catlin Gabel to you, and what are you committed to sustain and grow?

It is the community of students—they are learners, thinkers, and doers. And it’s the quality of the teaching and the teachers.

This makes for such a rich environment for our students when they’re supported in their learning and inspired by their teachers. That’s something I’m really committed to preserving and building upon.

Something that I think is essential, that must continue and deepen, are the conversations that weʼve been having around privilege, and diversity, and inclusion. We are having some really good conversations. It has been bumpy, and it’s supposed to be— it’s part of the process. These conversations must lead to action and accountability. I’m hoping that thereʼs more engagement from the wider community on these critical topics and this vital work.

How has your experience as a Catlin Gabel parent shaped your thinking about the school and the work of the Board?

I find that the students’ perspective, not just my own kids, is the true temperature check of our work as a school, and as school leaders. The students are highly evolved in their thinking, talents, passions, and contributions.

I believe that listening and learning from our students is the number one way for us to grow as a school. I’m committed to that and our school leaders, administrators, and division heads are committed to that as well.

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2019-20

OUTGOING TRUSTEES

For their service to the school, generosity of spirit, and commitment to the mission of Catlin Gabel, we thank our outgoing 2019-20 Trustees.

2020-21

INCOMING TRUSTEES

We welcome our incoming 2020-21 Trustees, who selflessly offer their time and expertise to support the Catlin Gabel community and excellence in education.

LAURA TREMBLAY Laura received her medical degree from the University of Texas Southwestern and completed her residency in Internal Medicine at Stanford University Hospitals. She practiced as a primary care physician and worked as a medical safety officer at Sanofi Genzyme. Laura has four children, of whom two are Catlin Gabel Middle Schoolers and one is an Upper School student.

ELIZABETH STEINER HAYWARD

SHELBY CAMPION

Elizabeth is a state senator, a family practice physician at Oregon Health Sciences University (OHSU), and an associate professor in the OHSU department of family medicine. She has been a Board member since 2008 and served as a member of the Advancement Committee.

Elizabeth is the parent of two alumnae who were Catlin Gabel lifers.

Shelby’s career has included positions in Research & Information Technology for DLJ, Razorfish, EX-OFFICIO BOARD MEMBERS and Western Asset Management. She has served LISA ELLENBERG, FACULTYon Lake Oswego’s Library Board and chaired the STAFF FORUM PRESIDENT Our Lady of the Lake Endowment Board since Lisa has been a Catlin Gabel Beginning and 2016. Shelby is the parent of two Catlin Gabel Lower School Librarian since 1991. She is a Upper School students. member of the Wellness, Experiential Days, and Anti-bias Curriculum Committees, and the DiverAMANDA HILL sity Action Group. Her career also includes four Amanda is Chief Brands Officer for On Purpose years as Librarian at the American School in Group and a lecturer at Lewis & Clark College. Japan. Lisa is the parent of two alumnae who Previous positions include Chief Marketing and were Catlin Gabel lifers.

Customer Officer for Harrods, Chief Marketing Officer for A&E Networks, and Chief Brands Offi- TAYLOR KAPLAN ’05, cer for BBC Worldwide/ Studios. She is the parent CATLIN GABEL ALUMNI of a Catlin Gabel Middle Schooler.

COUNCIL PRESIDENT Taylor holds a BA from Occidental College in RYAN LURIA Urban and Environmental Policy and a master’s Ryan holds a Masters in Social Work degree and degree in Landscape Architecture and Regional has worked as a case manager and mental health Planning from the University of Pennsylvania. She therapist. He serves as a trustee for The Collins has worked in city planning, architecture, and real Foundation. Ryan has volunteered in several estate development, and is currently a Principal PFA roles and helped lead the Rainbow Families at Gibbins Kaplan Development. Taylor joined Parent/Guardian Affinity Group. He is the son of the Board of Trustees in January of 2020. She is a Catlin Gabel alumna, and parent of two Middle a Portland native and Catlin Gabel lifer.

Schoolers and one Lower School student.

TINA LEE LAM Tina is the Managing Director and Chief Operating Officer of the Lam Group, an investment advisory and management services firm. She has been a Board member since September 2013, and served as Treasurer, Chair of the Finance Committee, and member of the Governance Committee.

Tina is the parent of three Catlin Gabel alumni.

EX-OFFICIO BOARD MEMBERS

ARJUN JAIN ’20

Arjun was the 2019-20 Student Body President and served in the Catlin Gabel Student Association.

He has excelled in the sciences in classes and in his independent research, including work with Dr. Brian Druker at the OHSU Knight Cancer Institute. He will attend Stanford University in the fall.

DAMIEN GETER, FACULTYSTAFF FORUM PRESIDENT Damien has been the Upper School Music Teacher since 2015 and is a professional singer and composer. He performed this year with the Metropolitan Opera, and his work An African American Requiem will be premiered by the Oregon Symphony and Resonance Ensemble in January 2021.

JULIE MCMURCHIE ’81

KELLY PARK ’21, 2020-21 CGSA PRESIDENT

Julie holds a BA in Psychology from Oberlin Kelly has attended Catlin Gabel since first grade.

College and a JD from the Northwest School Outside of school, she works for Lines for Life’s of Law at Lewis & Clark. She previously served teen support line, serves on the Wellbeing Trust on the boards of Westwind, Compassion in Youth Advisory Council, and has volunteered for Dying/Compassion and Choices of Oregon, and the Oregon Historical Society.

Engeye, Inc. Julie has served in various roles with the PFA, and is the parent of three Catlin See the full roster of Catlin Gabel 2020-21 Gabel alumni.

Trustees at catlin.edu/trustees.

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2020 distinguished alumni award honorees JOHN CHUN ’87

ALUMNI ACHIEVEMENT AWARD

Granted to Catlin Gabel graduates or former students for significant accomplishments in business or professional life

John Chun serves as a judge on the Washington State Court of Appeals. After graduating from Catlin Gabel, he received his B.A. from Columbia and his J.D. from Cornell. He served as a law clerk to a federal appellate judge, and then practiced commercial litigation. Governor Jay Inslee appointed John to King County Superior Court, where he served as a trial judge, and then appointed him to his current position. Throughout his career, John has devoted considerable effort to promoting diversity in the legal profession. He lives in Seattle with his wife, Elizabeth Baldwin ’89, and their children.

TED KAYE ’73

ALUMNI COMMUNITY ENGAGEMENT AWARD

Granted to Catlin Gabel graduates or former students for extraordinary service to their community, state, nation, or the world

Ted Kaye attended Catlin Gabel from 6th through 12th grades, editing the school newspaper his senior year. He helped start World College West and earned an MBA at Stanford; his career spanned banking, telecommunications, history, and high tech, plus 100+ person-years on non-profit boards.

As a vexillologist (flag scholar) who wrote the book on flag design, he has edited over 1,800 articles and books, consulted to scores of flag-change efforts at the city, state, and national levels, owns more than 400 flags, and serves as secretary of the North American Vexillological Association.

Ted married classmate Debbie Ehrman ’73 in 1983 and their children Mason ’04 and Rob ’07 were both Catlin Gabel lifers.

KEVIN ESVELT ’00

YOUNGER ALUMNI AWARD

Granted to Catlin Gabel graduates or former students who have achieved much in the arena of professional accomplishments or social service before the age of 40

From Top, John Chun ’87, Ted Kaye ’73, Kevin Esvelt ’00

Massachusetts Institute of Technology Professor Kevin Esvelt leads the Sculpting Evolution Group in exploring evolutionary and ecological engineering. The creator of a synthetic ecosystem to rapidly evolve molecular tools, he helped pioneer the development of CRISPR genome editing, but is best known for his invention of CRISPR-based “gene drive” systems capable of single-handedly editing wild species. He has led efforts to ensure that all research in the field is open and community-guided, while calling for caution regarding potential misuses of biotechnology. Kevin’s laboratory broadly focuses on developing new molecular tools, mitigating catastrophic bio-risks, improving animal welfare, and changing scientific norms to favor early-stage peer review.

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MORE DETAILS about the Distinguished Alumni Award reception will be announced soon!

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Alumni Program Updates STAY CONNECTED Our alumni program is evolving, and we need your email to stay connected! This past spring, we launched our quarterly Alumni & Friends E-Newsletter. Be sure to submit your current email to receive our e-news and access the upcoming Alumni Portal. Update your contact information at catlin.edu/contactform or scan this QR code.

SUPPORT CG STUDENTS This year, Catlin Gabel will provide over $5.1 million in financial assistance. The Alumni Fund for Financial Assistance is an endowed fund that will now be overseen by the Alumni Council to support students with Barn meals, transportation costs, and outdoor education expenses.

This fund helps ensure that all aspects of the Catlin Gabel experience are accessible to every student.

Join fellow alumni in supporting financial assistance at catlin.edu/alumnigiving.

FOLLOW US ON SOCIAL FACEBOOK: Facebook.com/CatlinGabelAlumni FACEBOOK GROUP: Facebook.com/groups/catlin LINKEDIN GROUP: LinkedIn.com/groups/53534 INSTAGRAM: Instagram.com/CatlinGabel

THIS SUMMER

ALUMNI PORTAL LAUNCHING NETWORK: Access an online alumni directory

YOUR ALUMNI TEAM MEGHAN POLLARD Alumni Engagement, Associate Director (503) 297-1894 x5030 pollardm@catlin.edu KARINE KADYAN Development & Alumni, Senior Director (503) 297-1894 x5034 kadyank@catlin.edu

CAMPUS NEWS: Access past alumni e-news and get details on student plays, sporting events, guest speakers, and more CONNECT WITH CLASSMATES: Plan your reunion, become a class rep, attend alumni events, and share class notes LOGISTICS: Request a transcript, update contact information, and add employment information

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PAID

portland, or

8825 SW Barnes Road Portland, Oregon 97225

permit no.

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Update Your Email Address

Did you receive our recent Alumni & Friends E-Newsletter? If not, we need your email address. Update your information online at CATLIN.EDU/CONTACTFORM. Submit your email address by September 1 for a chance to win a $100 Gift Card.

The Tucker Middle School Garden at Catlin Gabel, spring 2020

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