Page 1

The thread that ties a community together Jordan Schnitzer ’69

on the value of community at Catlin Gabel and across the world page 12

PLUS Year in review page 4

Creating a new fifth grade curriculum around peace, conflict, and change page 8

Catlin Gabel welcomes Ted Chen as the new Head of Middle School page 16

contents Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 770 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. Our mission is to support inspired learning leading to responsible action through dedicated teaching, caring relationships, a challenging curriculum, and community service.

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 PUBLIC RELATIONS AND PUBLICATIONS, EDITOR Ken DuBois GRAPHIC DESIGNER Hannah Lee CONTRIBUTING PHOTOGRAPHERS Brendan Gill, Hannah Lee, Kenny Nguyen, Benjamin Olshin ’21, Niah Sei ’23, Tom Widdows CATLIN GABEL SCHOOL 8825 SW Barnes Road Portland, OR 97225 (503) 297-1894

01 Overcoming the Paradox of Community

Excerpts from Head of School Tim Bazemore's commencement address to the Class of 2019

02 The Campus Expansion Catlin Gabel evolves to provide students with more educational opportunities

03 Competency-based

Learning and the Mastery Transcript Project Catlin Gabel explores an innovative approach to improve teaching and learning


04 Year in Review

Highlights from the 2018-19 year at Catlin Gabel

08 Just One Small

Part of a Storm that Changes Everything

Creating a new fifth grade curriculum around peace, conflict, and change

12 The Thread that Ties a Community Together

Reflections from Jordan Schnitzer ’69

16 Putting Caring and

Kindness at the Center of the Educational Experience Catlin Gabel welcomes Ted Chen as the new Head of Middle School

20 Congratulations Class of 2019!

A portrait of our graduates and their college choices

22 Class Notes 28 2019 Alumni and

Homecoming Weekend


overcoming the paradox of community head of school tim bazemore’s commencement address to the class of 2019 Whenever I ask Catlin Gabel alumni — young or older — what characterizes our school, they invariably say community. That’s not a surprise. Community is, after all, a Catlin Gabel value. At Catlin Gabel, a primary goal is to educate you about how to be a member of a community. You may not remember, but you had to learn this; little kids are naturally self-centered. In preschool and kindergarten, your first lessons included how sit in a circle, listen to others, manage your bodies and emotions, and how what you say and do affects others. Beyond self-management, we teach community as a series of concentric circles. In the early years, your community circle is your family, your classroom, then your grade level; in the middle grades your circles of community expand to include the division, school, and, increasingly, the greater Portland community; in the upper grades, your community expands in literal and figurative ways: local and global, proximate and virtual, in theory and practice. As you grow into each circle, you learn more about the rights and responsibilities essential to a healthy community. What you also learn as your circles of community expand is the paradox of community. Communities form around self-interest, such as geography, values, beliefs, or professions. Affinities are the glue of any

community; they create a sense of inclusion and belonging. At Catlin Gabel, we share the same campus, profess similar values, and root for the Eagles. At the same time, a foundation of self-interest means that communities can be exclusive—if you don’t live, like, believe, or do what we do, then maybe you don’t belong. We see this all too vividly in today’s local, national, and global dialogue. The deeper and narrower our affinities and convictions, the harder it is to come to the table to learn how someone else’s self-interest can be integrated with yours. As you leave Catlin Gabel and enter your new communities, I want to challenge you to overcome the paradox of community. Your Catlin Gabel teachers have provided inspired learning, and you are well-prepared to take responsible action. A Catlin Gabel foundation has given you the skills and disposition to transcend self-interest, reimagine what community can mean, and realize that vision. The antidote to the paradox of community is to build sustainable communities in which economic, environmental, and social issues are interdependent and integrated. Too often, businesses make decisions that ignore social or environmental consequences. Environmental demands minimize economic implications. Social justice solutions are unrelated to environmental conditions. Trying to maximize profits, fight climate change, or deconstruct systemic injustice in

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isolation can have unforeseen—and avoidable—consequences. It is not inevitable that economic development is socially divisive or environmentally destructive. But it’s hard to make these priorities work together. You are uniquely equipped to understand these competing priorities, to see integrated solutions, and to persuade others to join you. You know how to ask good questions, to think critically, conduct research, analyze evidence, present findings, and make things, and you know the importance of collaboration, empathy, and compassion. The power and privilege of being a Catlin Gabel graduate is that you are as well-prepared as any 18-year-olds in the world to be agents of change—to do your part to build sustainable communities that work for everyone—and you can do this wherever you are: college, neighborhood, and workplace. You have the intellect, skill, and courage to think differently, create responsible and profitable businesses, nurture a healthy planet for future generations, and fight for equity and justice in our social systems. Will you rise to the challenge and the opportunity to build sustainable communities wherever you are? Or settle for a limited future based on competing self-interests? Your teachers and parents have done their part. It’s up to you now.



An aerial view shows the main Catlin Gabel campus and the site of the former Oregon College of Art and Craft, an 8.6-acre property located less than 200 yards east.

THE CAMPUS EXPANSION Catlin Gabel evolves to provide students with more educational opportunities

he Catlin Gabel Board of Trust ees was in the early stages of formulating a long-range campus master plan this year when they recognized a rare opportunity: the option to purchase 8.6 acres less than 200 yards from campus. They negotiated the purchase throughout the spring and finalized the acquisition in April 2019. The result is the most significant campus enhancement in the history of the school. The property at 8245 Southwest Barnes Road, the site of the former Oregon College of Art and Craft, was put on the market in March 2019. Catlin Gabel emerged as their preferred buyer because of our interest in maintaining the campus as an education space, our commitment to environmental sustainability, and our shared appreciation for hands-on learning and the arts. The acquisition includes 14 buildings in a wooded setting, with meadows and century-old trees. In many respects, it matches the Catlin Gabel style; both campuses were


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designed in part by the late architect John Storrs and landscape architect Barbara Feely. Over the next several years, the natural elements of the new property will be maintained, and some structures will be retrofitted to meet the standards for young students. Catlin Gabel students will begin to occupy the new space as early as 2022. As the Board considered ways to realize the school’s long term strategic, enrollment, and campus goals, they recognized that the addition of nearby educational space and structures provided options and flexibility. The extended campus will allow Catlin Gabel to expand upper grades enrollment through an intentional, gradual process; provide students with more opportunities for interdisciplinary learning, collaboration, and creativity; and model a 21st century approach to education with innovative learning spaces. Also being considered is how Catlin Gabel can use the space as an arts resource that will deepen community connections. How these goals will be achieved specifically has been the subject of spirited discussion within the Catlin Gabel community. At on-campus “visioning meetings” this spring, Head of School Tim Bazemore invited community members to share their ideas, and he heard directly from students, alumni, former faculty, and current parents and employees. With this input, school leadership will determine in the coming months how the new property can have the most positive impact

on the Catlin Gabel student experience. The plan they produce may include a combination of classes and extracurricular activities or relocation of departments or a division. All scenarios being considered are based on a one-school model. In the community discussions, some participants spoke of the property expansion as a natural step in the school’s progression, as efforts to improve the learning environment for students have been a constant since the campus was established on Honey Hollow Farm 62 years ago. Catlin Gabel has been consistently committed to teaching excellence and small class sizes, they noted, though the physical campus has been different for every generation of students. “Change and evolution have always been part of the Catlin Gabel experience,” Tim says. “We’re a forward-thinking school. And we’re considering now how we can impact teaching and learning not only in the short term, but in the decades to come. By taking action today, we we’re working to ensure that we will meet our students’ changing needs in the years ahead, and provide them with a 21st century education that leads to a life of active engagement and positive contributions.”


See details about the campus expansion, and access an FAQ, at


competency-based learning and the mastery transcript project Catlin Gabel explores an innovative approach to improve teaching and learning ducators at Catlin Gabel have long supported the idea of “visible teaching and visible learning,” where students have a clear understanding of what teachers are setting out to teach, and teachers can see how students have constructed their knowledge and understanding. Now school leaders are exploring ways to take this approach further by introducing a competency-based education framework in the Catlin Gabel Upper School. At the core of competency-based learning are values embraced by Catlin Gabel since its very beginnings: putting the student at the center of the educational experience, giving them agency and independence in their learning, and preparing them with the skills to be a lifelong learner. Within this framework, students work with teachers to establish an educational path, and teachers guide students in developing the skills they need to advance their learning. Together they establish learning outcomes, which are focused less on content retained, and more on what a student should be able to do as result of achieving that outcome. “Competency-based learning is an emerging trend in education and growing dramatically,” says Head of Upper School Aline

Garcia-Rubio ’93, noting that schools, districts, and even state educational systems have adopted the model. “This framework is already improving teaching and learning in the United States, and we want to be sure that we are a part of anything that is about to transform the way learners learn and teachers teach.” Adopting the competency-based model poses a challenge as well: Beyond letter grades and scores, how do we share with external audiences the exceptional skills our students have developed and their readiness to succeed in college and beyond? School leaders acknowledge that, in redesigning education for the future, there must be a corresponding change in the way students’ accomplishments and growth are communicated. To that end, Catlin Gabel has been involved for the past three years in the Mastery Transcript Consortium, a national effort to redesign the high school transcript to show not only a student’s academic excellence but their demonstrated skills and competencies. Along with Catlin Gabel, over 200 of the nation’s top schools are involved. “Every one of our students is unique with special talents and interests,” notes Head of School Tim Bazemore. “But the current transcript reduces every student’s rich, meaningful experience to a single page—their entire educational journey leading to this narrow, reductive list of courses, grades, credits, and

standardized test scores. We can do better.” In advancing the Mastery Transcript concept, Tim and other members of the consortium have engaged in conversations with college counselors, college admissions officers, educational experts, college deans, and policy makers at a variety of colleges and universities, and they are receptive to the idea. They have signaled that a redesigned transcript would not create a disadvantage; graduates of Catlin Gabel and other consortium schools will continue to be among the most desirable college applicants in the nation. Aline notes that there are three factors that will define when and if the school moves to the competency-based learning framework in its totality: Teachers are ready to work within this model; school leaders are confident that students benefit and understand how it works; and there is certainty that students will not be disadvantaged in their college application process. “We are very pragmatic,” she says, “and we are flexibly and slowly assessing what works—we’re not experimenting. We are invested in ensuring our students’ success, not only in the college admission process, but in their learning trajectory at Catlin Gabel.”


Access resources on our website at



The annual Honeybee Circus, our preschool-sized Big Top, features jugglers, rope climbers, balancing acts, clowns, and comedy skits.


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Year in Review highlights from the


Head of School Tim Bazemore addresses the entire school in a welcome ceremony, and introduces his theme for the year ahead, “Stand up for nature.” Dr. Barbara Ostos steps into the role of Assistant Head of School; Dawn Isaacs becomes Head of Beginning and Lower Schools; and Dr. Derek Kanarek is the new Upper School Academic Dean. At Homecoming, boys and girls varsity soccer teams take on OES at Davis-Gant field. Both schools meet again at the State Championship games six weeks later. Just for the fun of it, the school presents Playtime in the Paddock, with over 500 students, faculty, and staff competing in wheelbarrow races and other contests.


At the annual autumn Harvest Festival in the Fir Grove, Lower School students and families gather around a bonfire to share traditional songs and welcome the change of seasons. For the first time in school history, the girls varsity volleyball team wins the League Tournament and earns a spot in the State Playoffs. Students present music and dance performances at the fourth PFA-led Heritage Day celebration, an event that brings families together to celebrate and share cultures. After 61 years of spring trips, the 6th grade Oregon Coast camping trip at Cape Arago is moved to the fall, and students explore tide pools under sunny skies.

2018-2019 year at catlin gabel

Citing the school’s pastoral beauty and contemporary design, Architectural Digest recognizes Catlin Gabel as “The Most Beautiful Private High School” in Oregon.


The varsity boys soccer team wins the State Tournament, and girls come in second, in back-to-back games against OES. Middle School athletes compete in championship games, with the boys soccer team winning first place (vs. OES) and girls volleyball taking second. Upper School students present the play “Anon(ymous),” a refugee story that addresses a question they’re exploring in multiple courses this year: How do you define “home”? The girls varsity cross country team emerges as the best 3A Cross Country team in Oregon after taking first place at the State Tournament. The boys team takes fourth in State. For Veterans Day, Lower and Middle School faculty and students create White Table displays to honor those who have served, displaying family photographs and other personal items. Four Upper School students travel to the Central African nation of Equatorial Guinea to work directly with students and teachers in promoting chess education and competitive play.


For their innovative JonApp, an online organizational tool for persons with

cognitive disabilities, Upper School InvenTeam members win the National Congressional App Challenge. Seventh graders unveil FAME (Feudal Asia and Medieval Europe) projects that incorporate coding, SAMLab devices, and pop-up construction. Upper School students are selected to participate in the Student Diversity Leadership Conference, presented by the National Association of Independent Schools in Nashville, Tennessee. (Not) St. George and the Dragon, an annual Middle School production for seven decades, combines familiar on-stage battles and dialogue with student humor and pop references. A school tradition for over 50 years, the annual Winter Concert features performances of holiday tunes, classical music, and swing from the choir, ensembles, and jazz band. Middle School Mathletes take part in the Mathcounts practice tournament, where they compete as individuals and in teams. Three Catlin Gabel students place in the top ten. For this year’s Revels, our traditional winter musical celebration, students learn and perform songs in English, Hebrew, Tamil, Latin, Swahili, and Arabic.


Students present poetry-inspired artwork to Oregon Poet Laureate (and alumni parent) Kim Stafford when he joins a Lower School Community Meeting.





1. Middle School students present an updated version of Shakespeare’s “A Midsummer Night’s Dream.” 2. The varsity boys soccer team moments after becoming state champions. 3. The Lower School Pet and Plant Show, a school tradition for over 60 years. 4. Upper School students on a Global Education trip in Guatemala. 5. Students perform traditional music and dance at Heritage Day.

In the Creative Arts Center, Upper School students open their interactive museum exhibit, “9066: A History of Fearmongering,” centered on World War II internment policies.

FEBRUARY Upper School students host Diversity Summit 2K19, an “unconference” day that includes workshops and a keynote by Chisao Hata. Middle Schoolers join in for afternoon activities. The Catlin Gabel Chess Club wins the High School State Team Chess Championship for the third consecutive year. At the annual Lunar New Year Community Meeting and Celebration, Lower School students share what they've learned in Mandarin language and customs, and host visiting artists. The Middle School presents Shakespeare’s A Midsummer Night’s Dream, updated with pop-culture costumes and music by Prince. The varsity coed swim team goes to the State Championship, with the girls team winning second in State. Catlin Gabel welcomes Dr. Jewell Parker Rhodes, the author of Ghost Boys (read by all Middle School students), as the special guest at an assembly in Cabell.


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For the NWAIS Student Diversity Leadership Retreat, Catlin Gabel Middle and Upper School students welcome high school students from throughout the region for two days on campus. The CG Players spring production in Cabell is “Newsies,” a high energy musical that features student work in set construction, lighting design, and costumes. The Middle School Blue Boys basketball team makes it to the League Championship Game and ends the season with a second-place finish. The Upper School boys basketball team takes second place in their League Championship Game and competes in the first round of the OSAA playoffs.

Students and faculty head out on Global Education adventures. Middle School groups travel to France, Spain, and Taiwan, and Upper School students visit Guatemala and Morocco. Upper School students participate in the Regional Gresham-Barlow Science Expo, placing first in Computer Science, Chemistry, and Material Science. At the annual Hispanic Heritage Celebration, students show their skills and creativity with language in the form of songs and recitations. Beginning School students are treated to a big-kids’ performance when the Middle School Theater Arts class comes to the Beehive dressed in colorful clown costumes.


At the 2019 Catlin Gabel Auction at the Portland Art Museum, hundreds of parents, guardians, teachers, and staff gather to celebrate as a community and show their support for the school.

For the 18th time, Catlin Gabel is awarded the Oregon Athletic Coaches Association All Sport Champion Award.

The Upper School Mock Trial teams compete at the Regional Competition, with the Blue Team advancing to State.

A Catlin Gabel team represents the state of Oregon in the National Science Bowl Championships in Washington D.C. after defeating fifty high school teams in regionals.

Community members who work in a variety of medical fields come to the Middle School for Surgery Day, a 6th grade experiential learning program started by parent-doctors over 20 years ago.

Catlin Gabel hosts the Middle School Invitational Track Meet, an annual school event since 1969. Twenty-two teams from around the region participate.


The school awards its first annual Renjen Grants for Teaching Excellence to Lower School Chinese Teacher Dr. Guimin Tang and Upper School Science Teacher Dr. Veronica Ledoux. Upper School students and faculty participate in the Asian American Youth Leadership Conference, hosted by the Chinese American Citizens Alliance. All Classical Radio debuts a new media outlet, International Children’s Arts Network, with sophomore Emma Clark at the center of the project as reporter and producer. Beginning School students have a special story time when a group of seniors visit to read stories in the Beehive, where some of them began their educational journey 14 years ago. Students from the Upper School participate in the Center for Women's Leadership GOALS: Summit 2019, created to help girls develop leadership skills and interact with women leaders.



at OES, a student-designed and -run diversity and social justice conference.

highest tier of scholarship awarded by the National Merit Scholarship organization.


Girls and boys track teams compete at State, with the girls winning fourth place, and the boys taking third. Coach Greg Hess is awarded Coach of the Year honors for both teams.

Kindergarten student Fiona Helvick and her 1st-grade sister Sabrina jointly win First Place in the 2019 Human Rights Creative Expression Contest (K-2nd grade category). Spring Festival attendees enjoy sunny weather, and familiar events including the maypole dance, the Honey Hollow Plant Exchange, and the dunking booth. Started in the 1960s as “Pet Day,” the Pet and Plant Show this year occupies homerooms, the science classroom, and the Fir Grove. Pets this year include a parakeet and a hedgehog. The U.S. Department of Education names senior Seth Talyansky a 2019 U.S. Presidential Scholar, one of only 161 students nationally to receive the honor. The annual Honeybee Circus gives preschoolers an opportunity to show their talents at juggling, climbing, balancing, and clowning while being cheered on by family and friends.

At the FIRST Robotics World Championship in Houston, Texas, 1540 the Flaming Chickens compete, and an all-girls Middle School Lego League team wins an “Innovative Solution Award.”

After both teams win the district title, the boys tennis team wins the State Championship, and the girls take the second place team trophy.

Students from Catlin Gabel and 10 other high schools participate in Culture Shock

Seniors David Edington and Layton Rosenfeld are named 2019 National Merit Scholars, the

Catlin Gabel baseball wins the League Sportsmanship Trophy, and makes the league playoffs for the second year in a row. The community gathers to celebrate valued colleagues who are leaving Catlin Gabel this year: David Ellenberg, Peggy McDonnell, Mary Medley, Paul Monheimer, Cindy Murray, Shelia Williams, and Chris Woodard.


The entire third grade helps to clean up Poet’s Beach on the Willamette River in downtown Portland, beautifying the area and making it safe for summer visitors.

At the annual Donor and Volunteer Celebration, the Joey Day Pope '54 Award for outstanding community service is presented to Catlin Gabel parents Molly Newcomer and Andrea Ward. The community rallies around recent graduate Avi Gupta ’19 as he competes in—and wins—the Jeopardy! Teen Tournament. Viewing parties on campus draw standing-room-only crowds.



In the fifth grade classroom, students work independently on their Capstone Projects, motivated by personal interest and guided by overarching “Capstone Questions.�


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Creating a new fifth grade curriculum around peace, conflict, and change | By Maggie Bendicksen, Fifth Grade Teacher and Catlin Gabel Instructional Coach



he challenge and beauty of teaching fifth grade is found in this age group’s on-thecusp pushes and pulls. They are capable of more and more abstraction, sometimes yearn to be a bit older, and then ask to sing songs from the Beehive’s Friday Sing, all in a matter of moments. These changelings are concrete and completely literal in one moment, and able to discuss the implicit, between-the-lines meaning in an historical novel in the next. Their sense of morality is often polarized, with shades of ambiguity starting to seep into their consciousness. Fascinated by this metamorphosis, Keli Gump and I jumped at the chance to teach fifth grade this year, and to create a new social studies curriculum. We began by visiting other schools in the spring of 2018 to better understand what they were trying in their fifth grade classrooms. SUMMER 2019


During the summer we met with specialists at Catlin Gabel, and together we engaged in a Project Based Learning Workshop with the Buck Institute to start designing the new curriculum. We were re-envisioning how specialists and homeroom teachers could blur the lines between disciplines so that children could have a more holistic experience. The team brainstormed new ways to work together that might provide a more integrated, hands-on experience for fifth graders. We shared what we hoped fifth graders would leave the Lower School understanding, including habits of mind, social emotional learning skills, study habits, and the ability to work collaboratively and independently. Next, we took a deep dive into understanding a child’s social studies experience from grade one to five, and researched themes found in the National Council for Social Studies’ recommendations and Teaching Tolerance’s Anti-Bias Framework. We found that our students needed more exposure to issues from American history, slavery, Native Americans, democracy and government, war, and social justice. With those possibilities in mind, we created a curriculum centered around the theme of peace, conflict, and change. The team started brainstorming integrated and collaborative curricular opportunities and connections that would be relevant and developmentally appropriate for fifth graders.


In September, we kicked off the new study with two simultaneous units: Peace Begins With Me, focused on the power of empathy in social justice transformation, and We Were Here First, a study of Native Americans. On our three-day trip to Camp Westwind on the Oregon coast we helped the fifth graders investigate how geography and climate impact culture. Back at Catlin Gabel, they engaged in an overview of Native Americans from the Pacific to the Atlantic, and then chose to dive deeper into a tribe of their choosing. In small groups, fifth graders studied all aspects of culture and geography, and created pop-up living museums in the Fir Grove with shelters, artifacts, legends, food, and games. Next came research into the reasons for colonization in the United States. We started to discover which

TOP: Helena’s Capstone Project incorporated word art and illustration to answer the question, “Who are the top eight Flamenco legends and how did they revolutionize Flamenco?” MIDDLE: Ryder and Huxley created a Capstone Project to address the question, “How did Ancient Rome effect the rest of ancient Europe?” BOTTOM: “Why do we use so much water?” was the question that inspired a Capstone Project by Chase and Joshua


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TOP: Nivriti’s Capstone Project responded to the question, “Who has created artwork that conveys an unheard voice?”

events led up to the Revolutionary War, and questioned whether the conflict was avoidable. Our guiding text for the colonial study was Chains by Laurie Halse Anderson, a challenging historical novel about Isabel, a 13-year-old slave in New York at the start of the American Revolution. Through Isabel’s lens we started to consider two of our guiding questions: Whose voices are not heard, and how can we listen? In the winter, we hosted two stellar writers, the spoken word artist MOsley WOtta and Kim Stafford, Poet Laureate of Oregon and alumni parent, who spoke about how writing can be a powerful tool for social justice. The students read and discussed Kim’s poem, “Advice From a Raindrop,” which urges us to act as “just one small part of a storm that/ changes everything.”

questions. They wondered, brainstormed, designed, and created a range of work. Their projects included murals of Portland then, now, and in the future; armor from the Roman Empire; pet-rescue informational posters; a word-art history of Flamenco; and a model of water use in the U.S. The engagement during the project design and building process was so high that teachers needed only to facilitate and scaffold how to pace and organize such ambitious projects. Students self-reflected and peer-reflected, and teachers weighed in with suggestions and questions. This feedback was incorporated into the next phases of the projects. As a result, some projects were scrapped and re-envisioned, some were modified, and some were able to simply sail ahead.



Our final unit, the Capstone Projects, was framed as a rich and multi-layered inquiry into some aspect of peace, conflict, and change that had sparked interest among individual or small groups of students. We started by focusing on how to ask good questions, and discussed possible topics and wrote questions from many different angles. How might the lens of a math, music, art, history, or science question change the trajectory of the research? Soon, students began to see the connections and possible discrepancies in their research, and recognize thematic connections across texts. They synthesized information, making sense of all of their notes and facts, and creating new meaning from what they’d read and written. Students began designing and creating projects that expressed their new understandings and remaining

The Capstone Projects are tangible evidence of learning this year, and collaboration made it possible. In a new and generous way, specialists and teachers from Art, Science, Shop, Library, Wellness, Music, Spanish, and Chinese found ways to support fifth graders on their peace, conflict, and change journey. Parents played a role, too, including Yasodha Gopal, whose son Krish created a website about gerrymandering for his Capstone Project. “There is nothing more heartening as a parent,” she told us, “than witnessing your child take an initial emotional reaction about the way things are in the world and transform it into an artistic response that comes from a place of curiosity and a desire to understand the common good. Because at the end of the day, that’s all that really matters.”



The thread that ties a community together reflections from jordan schnitzer ’69


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n the 50th anniversary of his graduation from Catlin Gabel, the civic leader and philanthropist shares thoughts on early influences, his commitment to art education, and why he believes we should “leave the place that we lived in better than we found it.” exhibits in Cabell Center Gallery, and providing our students rare opportunities to see and discuss the work of major artists. In a recent interview with The Caller, Jordan reflected on his influences and inspirations. Following are excerpts from that conversation. LIFELONG FRIENDS AND FAMILY VALUES The years I spent at Catlin were magical times. The high school was a fascinating experience, and I formed wonderful friendships that have been

CATLIN GABEL TEACHERS The years at Catlin were wonderful. When I was there it was a wonderful collection of teachers. They were all fascinating personalities, and all people that we learned from or were influenced by and generally respected—and some of them could teach! What I noticed when my kids went to Catlin decades later is that they still had people who had integrity, strong character, but they all could teach. So I think the school has gotten immeasurably better academically. We were so blessed at Catlin with that 1-to-9 student-teacher ratio. Overall the teachers were incredible. Mrs. Jenkins, our English teacher, is still probably my all-time favorite teacher. The passion she had in our learning Chaucer, or coming in and stepping on my toes when I became too hyperactive. She cared about us so much. And Dave Schauffler, I


A lifelong resident of Portland, Jordan D. Schnitzer attended Ainsworth and Catlin-Hillside schools, and graduated from Catlin Gabel in the class of 1969. He is President of Harsch Investment Properties, a family business founded by his father, Harold Schnitzer, that now owns and operates over 150 properties in six Western states. Jordan’s mother, Arlene Schnitzer, started and ran for 25 years The Fountain Gallery, the first art gallery in the city entirely devoted to supporting Northwest artists. The Schnitzer family’s philanthropy has had a transformative effect on the city. Over the past three decades, their charitable giving has served as a model of civic engagement, with countless Portlanders benefiting from their support of arts and culture, education, medical research and treatment, social services, senior care, and opportunities for youth. Through the Harold and Arlene Schnitzer CARE Foundation and the Jordan Schnitzer Family Foundation the family has given close to $150 million. The Jordan Schnitzer Family Foundation, established in 1997, is an art education program that shares art masterpieces with museums and galleries at no cost. The foundation has been especially generous to Catlin Gabel, mounting 15

lifelong. I think our class, the class of ’69, stayed closer than most. We tend to see each other a fair amount, and a lot of us are closest friends. The quality of people in our class was phenomenal, and frankly, the class ahead of us was amazing too, and the class behind us, and the teachers. Glorious years. And, like any experience when you’re younger, it shapes and forms your values. Of course, my values about business, philanthropy, being a good person, whatever, comes first from my parents— they were the biggest influence on me. Next, my aunts and uncles, and my grandparents, and then the neighbors. But Catlin was a huge, huge influence on my values.

RIGHT: From left, Class of 1969 members Dick Singer, Doug Roberts, Charlie Rosenfeld, Liz Thomson, Jordan Schnitzer, and David Storrs



was in a choir group with him. The art teachers, too. All the teachers were amazing. I’d become very close to Warren and Hazel Aney. He was in charge of the grounds at Catlin, and Mrs. Aney ran the food program and organized the house keepers—they lived on the property. I got into tennis so much I wanted to play on the tennis courts after school hours, so they were nice enough to give me a key to the tennis court. I never quite realized it was the master key to the whole campus. I probably could have gotten into lots of mischief, but I didn’t. But they were wonderful to me and it was neat going over there and playing at night to practice tennis. EARLY INFLUENCES AT CATLIN GABEL There are a couple of experiences in particular that stand out. I got to be friends with the controller, Mr. [Ernst] Bass, and I’d stop in and see him every week. So, when I was a junior, I walked in to say hello, and I looked down and saw a check from John and Betty Gray made out to Catlin Gabel [the Grays were prominent Oregon philanthropists]. And I said, What’s that? And Mr. Bass said, “Well, we don’t really talk about it much, but John Gray is the Chairman of the Board at Catlin, and every year he and his wife write a check to cover the deficit.” That had a huge impact on me—that someone could be a business person and make money and then give back and make a difference. For our senior year Catlin created a new thing called Winterim. And I picked Visiting Oregon Businesses. So I went to Tektronix and

studied them. They were one of the most leading-edge companies in the country. I noticed then what they were doing philanthropically. And when [co-founder] Howard Vollum died, he left half of his estate directly to 32 organizations, including Catlin. So, in addition to my parents, that Catlin influence of the Grays and the Vollums was a huge shaping force about giving back. And I was lucky because they were wonderful examples of people who cared about their community and worked hard and accomplished a lot, and the more they accomplished the more they gave back. BECOMING A CIVIC VOLUNTEER I started working in the office [Harsch Investment Properties] when I was 17. I got an awful lot of business experience, and decided early on I wanted to be part of our family business and help build it up. I knew what I wanted to do. I was very focused and loved business and loved the real estate business. I started working full time in 1976, and right away I was asked to go on two boards. I accepted because I wanted to gain some civic experience. I was asked to go on the boards of the University of Oregon Museum of Art Council and the Japanese Garden. And with those two boards I began to really learn the business of being a civic volunteer. So my giving back to the community was shaped and formed by those first boards I was on. Since then I’ve been on 32 boards, spent decades in the trenches raising money and running

RIGHT: Jordan Schnitzer with students at Martin Luther King, Jr. School in Portland during an exhibition of his Andy Warhol prints.


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different organizations. And these weren’t the things where you go to some meetings and they give you a plaque and you’re finished. It was where you roll up your sleeves, and where you built things and created things and restructured things and so forth. SUPPORTING ARTISTS AND SHARING ART My mother opened the gallery, and that also was a huge influence on me—seeing how she was so devoted to helping her artists. From her gallery I bought my first small study by Louis Bunce for 75 bucks. I bought it the night of June 23, 1965, the first piece of the Schnitzer collection. That collection today now totals over 13,000 artworks and is growing all the time. I was committed to buying art of our region. That was my mother’s claim to fame, supporting local artists. So I follow along. And when I was


How do we define community? What really creates community is where people live fulfilled lives…. [And] the thread that ties a community together is reaching out and taking care of others.

on the board of the Portland Art Museum, I saw an exhibition of contemporary prints from what I’ll call the New York school: Warhol, Stella, Raus chenberg. I thought, I want to stay committed to art of our region, but this might be fun. So I bought a small Frank Stella, a Hockney, and a Jim Dine. Soon I had about 300 works. David Robertson, the then-director of the University of Oregon Art Museum, asked if he could do an exhibition, and I said sure. And several months later I went down to the museum, and it was so exciting to see these works in the gallery space. I thought, this doesn’t get any better! And then suddenly it did, when everybody came in, especially when people came in with kids.

prints and multiples, I can build a teaching collection and make that available to universities and regional museums. So to date I’ve had 130 or 140 exhibitions at 80 or 90 museums. We do it all for free, we ship it for free, give them brochures for free, and we fund outreach money to bring in seniors with dementia, and kids who may not have access to museums. It is so exciting. When I go to the Catlin exhibitions, the 15 we’ve had in the Cabell Center, I look at this work and get all emotional. It’s like being in the midst of geniuses. They’re gifted with talent and being around that is inspiring. It inspires me to be the best I can be, whether it’s in business, civic, or parenting.

INSPIRATION FOR THE JORDAN SCHNITZER FAMILY FOUNDATION A light went off. I thought, since I’ve developed a significant private contemporary collection of

CREATING COMMUNITY AND TAKING CARE OF OTHERS How do we define community? Well, a community is generally a place, it has a bunch of buildings,

and it has people. But what really creates community is where people live fulfilled lives. Yes, they want to raise their families, have friends, build up retirement funds, travel, eat, go to entertainment things. But really the thread that ties a community together is reaching out and taking care of others. The reason to give back is because an awful lot of people came before us. They founded Catlin Gabel, they founded hospitals, ballets, symphonies, art museums, schools, health clinics. And we’ve been the beneficiary of things that others did to help build this community. I think that’s an obligation on each of us, to do what we can to leave the place that we lived in better than we found it, just like others did before us. So I guess I’ve been pretty driven on that. There’s never enough you can do to help others in need.




Catlin Gabel welcomes Ted Chen as the new Head of Middle School How did you get started in education? Did you always plan to work with students? I studied history in college, and when I graduated I was convinced I was going to be a history professor. I decided to take a year off before applying to grad school, and I thought I’d teach middle school history for a year and have some fun doing that. I was fortunate to find a teaching internship at the Park School, an independent school in Brookline, Massachusetts. From the moment I set foot in the classroom and had my first class, I knew that the whole idea of being a professor in history was out the window. I just loved working with sixth through ninth grade students. It was so much fun—their energy, their quirkiness, their excitement for learning—that was


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really inspiring to me. It was such a joyful experience that I knew I wanted to become a middle school history teacher.

What aspects of the early adolescent stage are the most challenging and interesting for you? One of the most interesting stages of adolescence is identity development of middle school aged students. This is a time when students are figuring out, who am I and who am I in community? They’re experimenting with the idea of their individuality and what they believe in and value. My interest in this is informed by my experiences growing up in the north shore of Chicago in a village that demographically was around ninety-seven percent white. I went through the process of finding myself, my identity as an Asian American, and coming to understand who I was and who I was in that community and how I fit into it. My adolescent years were looking at my identity development through the lens of race because that was the biggest factor for me in thinking about who I was in community. For others, their lens might be different—there are many different ways that adults and students are viewing themselves with intersectionality. Our students think about lofty topics like race, gender, and socio-economic status and their intersection with identity. I believe it is our responsibility to provide opportunities for our students to not only explore their identities, but also



to share and learn from others about theirs, leading them to positive identity development and fostering a better understanding of each other. Another aspect of adolescent development that interests me is helping students develop metacognitive skills and capacities. Helping them be able to step back, reflect, and understand their strengths and areas for growth enables them to be better learners. Being able to do this will help them with their academic pursuits, but also with important life skills like interpersonal skills, understand what it means to have healthy relationships, how to regulate their emotions, what healthy coping strategies they can utilize, and how to self-advocate. Metacognitive skills will help students with all of these topics and also with their identity development and their overall sense of self. So we need to help them and facilitate their journey with our guidance, our help, and our safety nets.

Tell us about your transition from teaching to school administration. Why were you drawn to that aspect of the education profession? At each point in my career, from the Park School to Kingswood Oxford to Lakeside, I’ve always taken the approach that I wanted to experience it all. I wanted to understand how things work, I wanted to be in the room to hear how decisions are being made and take part in that process, I wanted to help out in any way that I could. Understanding how schools worked really fascinated me. I started to think about the school as a whole, and to ask, what role can I play in helping to make this the best community and the best learning environment possible? That led me down this path to school administration where I get to intentionally think about building, sustaining, and fostering a sense of community

lakeside school (seattle) assistant

(2013-19) and department chair (2016-19) director of middle school

lakeside school middle school

(2009-17) and grade level coordinator (2010-13) history teacher

kingswood oxford school

(connecticut) middle school history teacher, coach, and advisor (2003-08)     the park school (massachusetts) history teacher


ed.m from harvard graduate school of education b.a. in history from the university of michigan

What does that look like when you are nice to somebody, when somebody’s nice to you? What does it look like to be respectful? With our help, students can define what it means to them, what it looks like, and continue to strengthen those actions and mindsets, making them habits. ” and culture where high level teaching and learning is taking place, developing the whole student and the whole child.

What aspects of school culture do you feel are most important for student development, academically, socially, and emotionally? I think that having a caring, kind, and ethical school community is the foundation of education. Even as schools adapt and change, this is something that will remain. Because when you have a safe learning environment, and safe for everybody, learning will take place at its highest levels. The foundation of this is creating an environment where teachers, administrators, and staff are helping to build relationships with students that allow them to feel comfortable, feel supported, and feel safe taking healthy and appropriate risks in their development as adolescents. One of the best ways to build a safe and caring, ethical community is to be proactive. We have to do a good job of messaging that we value a caring community, that we value each and every single student and community member. Once this is known, we have to give students the opportunity to practice what it means to be caring and ethical in a community—through large and small actions. One thing that I’ve enjoyed doing over the years is to engage in fun activities centered around the community values— whether they be inclusion or caring—and having the students engage with those topics in low stakes situations. Through this, we help them process these concepts and practice them, giving them more tools and skills to give back to their community. They know that caring means being nice, but what does nice mean? What does that look like when you are nice to somebody, when somebody’s nice to you? What does it look like to be respectful? With our help, students can define what it means to them, what it looks like, and continue to strengthen those actions and mindsets, making them habits and helping to build the ethical spirits that the world needs from its future citizens and leaders.




Hundreds of cheering students, faculty, and family members lined the parade route—and many joined in—as the first Catlin Gabel Rainbow Day Parade wound its way throughout the campus. The event was a highlight of Rainbow Day, a celebration conceived by the Lower School students’ Identity Burrito affinity group as a way to unite all school divisions to honor and appreciate people in our LGBTQIA+ community.


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Class of 2019

Congratu COLLEGE CHOICES Anglo-American University, Prague Babson College Boston University (2) Brandeis University (2) Brown University Bryn Mawr College California Institute of Technology (2) Carleton College Colby College Colgate University Colorado College Columbia University Dartmouth College (2) Davidson College Georgetown University Gonzaga University (2) Grinnell College (2) Harvey Mudd College


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Loyola Marymount University Loyola University New Orleans Mills College Montana State University, Bozeman The New School New York University (3) Northeastern University (2) Northwestern University Oberlin College of Arts and Sciences Occidental College (2) Oregon Institute of Technology Pitzer College (2) Pomona College (2) Rhodes College Rose-Hulman Institute of Technology Santa Clara University Sciences Po-UC Berkeley Dual Degree Scripps College

Simmons University Smith College (2) Stanford University (4) Swarthmore College Tulane University (2) University of California, Berkeley (2) University of California, Davis University of Chicago University of Denver (2) University of Hawaii at Manoa University of Oregon University of Redlands University of San Diego University of Southern California (2) University of Washington Wesleyan University (2) Whitman College (2)


photo by kenny nguyen






28% LARGE (10,000+) 28% MEDIUM (3,000 -10,000) (UP TO 3,000) 44% SMALL




7% SOUTH 3%




CLASS NOTES 1971 LIAISON: Muffie Latourette Scanlan, 1973 LIAISONS: Ted Kaye and Debbie Ehrman Kaye, and


Brad Smith, co-owner of Paulina Springs Books in Sisters, lost a 5-year battle with prostate cancer last year. He bought the bookstore with wife Randi Schuyler in 2003 after moving to Central Oregon from Bellingham, Washington. In 2008, Brad and his sister Cynthia opened a second Paulina Springs Books in Redmond. At both stores, he made community engagement a focus, hosting a variety of events and providing sponsorships and donations to many area organizations. Tom Blumenfeld reports “I have 3 grown children and 4 grandkids ranging in age from 8–20. Been married to my wife, Lisa, for over 30 years. Worked at Fred Meyer for 40 years this October. Looking forward to retiring in the next few years. I spend most of my time at the coast where we have a house.” Bob Bonaparte continues his deep involvement with Catlin Gabel. He coached boys JV soccer for 11 years and is in his 12th year of coaching all three varsity and JV mock trial teams. He still plays adult recreational soccer several times weekly, and practices law at Shenker & Bonaparte LLP. His four children Bobby, Ian, Margaret, and James (ages 31–23) are scattered across the country in Los Angeles, New York City, San Francisco, and Portland. Gwynne MacColl Campbell has three grandchildren: her daughter, Caroline (in Melbourne, Australia), and her husband had a son Brooks in late 2018; her son, Colin (in Virginia), and his wife had their second daughter in the same week (in Virginia). Gwynne has retired from her Sylvan Learning Center business of nearly 40 years and is a private tutor. She and Doug recently downsized and moved into nearby Stamford, Connecticut. Tom Carr retired


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from his painting business in 2011 after 36 years. He lives in Olympia in the farm house he built in 1983. His children are doing well. Alden (33) just received his master’s in Landscape Architecture last spring from U of O and lives in Portland. Alana (31) lives in Olympia and runs 4 businesses. Kate Chavigny has been in the midst of some substantial life changes (Associate Professor of History, Emerita, Sweet Briar College, Virginia), but says that (except occasionally) they are for the better. Scott Director and his wife Carol remain busy with the store (Scott Director’s Custom Furniture) in Beaverton (22 years now). They enjoy their family: Ashley is in Troutdale, her daughter, Olivia, is 4; Jordan works for Portland Parks and Recreation; Isabel teaches 6th grade in the Spanish immersion program at Whitford Middle School in Beaverton and is pursuing her master’s; and Sam is in the 3rd year of a PhD in Philosophy at the University of Colorado. Scott’s father, Alan, died this spring. Jack Gray and his wife are building a house on their Wintergreen Farm in Noti, Oregon, which they’ve sold to their younger partners. They have two grandkids with another on the way. Eric Grimm retired after 30 years at Intel, designing test systems for computer factories, notably in China. He is now the entrepreneur-founder of a hybrid classroom/online Mandarin Language School called “Effective Chinese.” His two daughters both graduated from St. Mary’s Academy and are now in college. Leslie Hillman is in her 21st year at Catlin Gabel, now working in 3rd grade. She’s a member of Greater Portland Bible Church and visits Mexico as a member of a team from Barton Church. She continues to run, and enjoys working in her community garden plot in NE Portland. Ceci Twohy Jones is enjoying retirement from nursing; she and Richard Jones ’72 have six grandchildren. Debbie Ehrman Kaye is now the president of the League of Women Voters of Portland (elected on the birthday of her mentor Leeanne MacColl). She continues to

serve on the Catlin Gabel Alumni Board (26 years!). She and Ted have two grandchildren, Rose (3) and Jack (born this year), the children of Mason Kaye ’04. Ted Kaye remains very busy with multiple non-profit roles at the local, city, state, and national levels. For many organizations he’s the treasurer, secretary, or editor (some things never change!). They include City Club of Portland, Friendly House, Stanford Business School alumni, Lewis & Clark Trail Heritage Foundation, the Lang Syne Society, the Portland Flag Association, and the North American Vexillological Association (flag studies). Roger Kaza reports that he’s “been lucky enough to play French horn in symphony orchestras on both coasts, Canada, the Gulf, and now the Midwest, where I live in St. Louis. Summers are usually spent in Chautauqua, NY’s seasonal arts & education community. My two daughters are thriving, one about to graduate from Northeastern U in Boston, with a job lined up in California, the other a 10th grader in Austin, Texas.” Mark Kelley is marking 35 years in law practice in San Francisco and getting as much time on his bike as he can. He and Sheila have a place in Sisters and expect to be there full time within five years. His two kids doing well (one a senior in college and one starting his MBA). Page Knudsen Cowles visits Oregon frequently from her home in St. Paul, Minnesota, as the managing partner of Knudsen Vineyards in Dundee. Paul Lammers and his wife Gayle live with their 17 year-old daughter Polina near historic Mobile, Alabama, on the beautiful Gulf Coast. He is the Restoration Program Manager for the Mobile Bay National Estuary Program. He pursues water sports, hiking, reading, and enjoying the great outdoors. Jennifer Feucht Marcus is in her 14th year as the Beginning School woodshop teacher at Catlin Gabel. Her younger daughter, Emma (Catlin Gabel alumna), is a senior at Oberlin College; her son, David, has a 4-year-old son Micah; and her older daughter, Amanda, is married and living in Toronto, Canada. Becky

Bishop Martin reports from Walla Walla, Washington, that she is “always a cowgirl at heart, but do change my hat for a dressage helmet as I’m still busy competing at the different dressage levels in the Northwest. When not riding I’m enjoying my 5 grandchildren.” Michael Mills has been at Oregon Solutions at the Hatfield School of Government at PSU for the past 7 years. He is a Portland Royal Rosarian, which he says “is awesome. (Who doesn’t want to march in a parade, right?!).” He is vice-president of the Pittock Mansion Society and serves on the World Oregon Advisory Council. Steve Naito is a recent grandpa: “blessed with 2 happy baby boys— one each from my daughter (Kirsten) and my son (Alex). Kirsten and her wife are moving from Bend and will be moving to my house. I am moving to the basement and will assume the new role as grandpa in residence. I’m still practicing law here in Portland and still able to get out for a regular run.” Polly Newcomb is at the University of Washington and Fred Hutchinson Cancer Research Center and head of its Cancer Prevention Program. Her kids, Emily and Eliot, now in NYC and Scotland, are moving ahead in their fields of public education and climate change. Elizabeth Powell Pastor writes: “My husband, Paul, and I have 5 kids, aged 32 through 17. We have 5 grandkids, aged 8 down to 2 years old. Paul and I have been in ministry for almost 26 years now. We don’t intend to retire but to re-fire.” Betsy Menefee Rickles has five grandchildren, all under the age of 4. Her business is still focused on residential real estate in Portland, particularly the West Hills. Brian Saucy has been the pastry chef at the Benson Hotel for the last 35 years, and plans to retire at 65 and hike the Pacific Coast Trail in Oregon & Washington and all the other places that he’d like to explore in the Northwest. Allen Schauffler and his wife Cyndy live fairly near the middle of nowhere in Powell Butte, Oregon, what they refer to fondly as Rancho Vista in “Sagebrushistan.” He is mostly retired but still works occasionally in film production and broadcast news. Sarah Dana Shaw and her husband Dave have been married 43 years; with four kids: Loren, Rory, Melissa, and Elizabeth. Grandkids keep them busy, as do hunting and archery. They live in La Grande, Oregon. Julia Storrs moved back to Portland 6 years ago from Oakland. She started an afterschool art program with her sister, Anne ’72. Steve Swire and his wife Jacqueline live

happily in Marin County, California. They travel to Portland when they can to see family and friends. Their kids are in school: Aislinn is a senior at American University in DC, and Sam is a sophomore in high school. Bruce Tobias has been living in Sedona, Arizona, for the past 26 years—he is retiring from a career in real estate to focus on his investments and spend more time traveling, reading and running, and simply enjoying life. His 28 -year-old twin daughters live in Portland; his oldest daughter lives in San Diego—his first granddaughter arrived last year. Eberhard von Hodenberg plans to work in the Lahr Heart Center (Germany) for another two years. He reports: “Eva and I are in good health, seeing our children only rarely. Valerie (31) works for a company in the area of public responsibility in Düsseldorf, Philipp (23) does his master in engineering in Munich, and Edda (22) has just finished her bachelor in architecture and will work for 6 months in an architecture group in Zurich before continuing her master’s next year.” Kevin Weigler lives in Branson, Missouri. He volunteers extensively and says “I am grateful for the life, aptitude, and attitude I have been given. I will continue to serve those I can.” Melet Whinston is a family doctor in Seattle working full time on the integration of physical and behavioral health in Medicaid. She has a counseling practice as a sideline. One daughter is a sophomore at University of Oregon and the other is a first-year medical student in Spokane. She directs an all-female acapella singing group called the Beaconettes, now in its 11th year. It performs with the Seattle Symphony at the annual Holiday Pops concerts. Kimery Wiltshire is the director of a non-profit in Sausalito, California, “addressing the profound challenge of increasing climate impacts on our water resources in the American West.” From its website: For over twenty years, Kimery’s work has focused on building strategic, solution focused partnerships to meet water and climate challenges. David Winter lives in Williamsburg, Brooklyn, “still buying old photographs and trying to sell them at a profit, with some luck here and there, but when I look around my office I am surrounded by thousands of my mistakes.” 1975 LIAISON: Len Carr,


Sally Bachman and Kim Young Higgins took part in a fundraiser in early May for WorldOregon (formerly

named the World Affairs Council), where Suzi Ehrman is development director. Sally reports, “The dinner ended with a trivia quiz with questions from around the world. For instance: Which country has more time zones, France or Russia? No smartphones allowed! Debbie Ehrman Kaye ’73 was also at our table. Costumes were part of the event, too. Suzi was a vision in pink—including pink hair—and sister Debbie wore a sash that said, "Votes for Women" in honor of the 100th year since Congress passed the 19th Amendment, and 99th year since the amendment's ratification.” Patty Boday writes, “I am still growing Oregon Spice Company along with my husband, David Estes. We are in the process of moving to an additional facility which will give us three buildings. We have grown in business and people which adds additional challenges. We have a new granddaughter, Rose Coles in Hawaii. She is now 18 months old and we go visit every chance we get. On the opposite spectrum are my parents. I am grateful that they are still alive and active. They have slowed down a tremendous amount, to be expected, so my time is spent between work/travel/visiting grandchild and parents. I make time for Bar Method exercise, walking and horseback riding. Of course, I still hang out with friends, one of my favorites being Lisbeth.” Lots of changes for Margaret Park Bridges in the past year. After 37 years in the Boston area, Margaret quit her publishing job to move back to Portland, to help care for her father. In November, after his death and the sale of her childhood home, Margaret decided to remain in Portland, renting from classmates and working as a freelance editor while looking for full-time permanent employment. She is thrilled to be in Portland again— seeing old friends, her sister Lucy Park ’78, and her two daughters, who now live in Portland and Seattle. The plan is to sell her house in Massachusetts and have her husband move out West to join her. Meanwhile, she welcomes rediscovering the Northwest and connecting with other old friends and schoolmates! Len Carr is in his second year of semi-retirement at Catlin Gabel School, working half-time as Director of Summer Camps, and adding in some substitute teaching, coaching, ski program, trip leading, and helping out here and there. Len is happy to report that the state of the school is GREAT! More importantly, Len and Hester Buell Carr’s ’76 newest granddaughter was just born to Hannah Carr ’07 and husband Soren Clark on May 28 – her name is Maya! She joins cousins Lily



and Noah Bellos of Brooklyn, New York, children of Emily Carr ’02 and Alex Bellos ’02. Julia ’05 is on her way to completing her MAE in School Counseling where she will rock it. “Life is sweet and fun, lots happening including studying trumpet nowadays, and I’d love to hear from classmates and others from the day.” Robert Deering writes, “This year our Kombucha startup Camellia Grove has gotten off to a great start—we've already won best Kombucha in Portland and even been on TV. Miss teaching sometimes, but love the new work. Sadly, this year we lost our oldest brother Tom (’71) to cancer. Tom was amazingly strong the last few months, but not strong enough. We remember his contributions to the Seattle Balkan Dance community, and all the people whose lives Tom connected. We remember the “American Bulgarian.” Alison Holland Thompson writes, “In mid-May we became grandparents for the first time to a sweet baby boy named Declan. He is the son of our eldest daughter Kelly and her husband who live in London. We are going soon to meet him and can’t wait. Other than that, I’m playing a fair amount of bridge and have won several tournaments this year which is always fun. One of my other kids has finally moved back to the West Coast which I’m thrilled about! One down, two to go.” Joel Ivey writes, “Being a semi-retired exploration geologist with a bum knee, I had some free time on my hands, so took the family to Australia in April. I visited a colleague who settled in Sydney. Twenty years ago, working as geologists, our team spent three years evaluating the mineral potential of remote Northwest Laos for Denver-based Newmont Mining Corporation. After spectacular Sydney, we stayed a couple weeks on Lake Maquarie (Australia's biggest lake). Then we drove the Outback to visit opal mines at Lightning Ridge and the sapphire mines on the Kings Plains near Inverell. New South Wales is a very interesting place. I highly recommend a visit. Between biking the wine country, cruising scenic coastlines, driving forest-covered mountains, and dodging kangaroos in the outback, there was never a dull moment!! Even had some big venomous snake experiences.” Sarah Kelley writes, “Hi, I’m moving to Portland in July


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and am very excited to be an Oregonian again!” Dan Schauffler writes, “Annie and I are curating our 10th Lake Oswego Festival of the Arts.” Ann von Ofenheim writes, “Paddling outrigger canoes is my new passion! I have been paddling on an OC6 for more than a year now and I have begun racing seriously this year. I was selected to paddle in the ultimate OC races this summer in Hawaii. Crews from around the world converge on Kona, Hawaii Island, for the Queen Lili'uokalani race which is an 18 -mile race in open water. The training is grueling but I love the sport.” 1976 LIAISON: Hester Buell Carr, 1975 LIAISON: Jim Bilbao, 1982 LIAISON: Mary Rondthaler, 1984 LIAISON: Victoria Patrick Lloyd, victoria.s.lloyd@gmail.comm 1985 LIAISON: Bryan Ward, 1987 LIAISON: Megan Sullivan Shipley,


Ashley (Knocke) Bowles writes, “Still living in Edina, MN. My oldest just graduated from college and my youngest from high school so I feel old! I am still working as a physical therapist treating patients and developing programs for companies. I try not to work too much and take advantage of free travel benefits I get with a spouse who works for Delta—very convenient! We are moving to Park City, UT within the year now that all the kids are gone so we can play in the mountains. What a life!” Ramona Mathany writes, “I am living in Lake Oswego with my husband Jim. Our four kids are doing well and our second born graduated from high school last Friday night—so two down and two to go. Super grateful. Still running our business which is an employment agency for formerly incarcerated people that is fueled by prison

ministry that I have had the joy to be a part of for the last thirteen years.” Taiger Murphy writes, “With the booming Bay Area economy, I have gone back to working hard at being an architect in San Francisco: I consult on specifications, business development, and technical design. Interesting current projects include Stanford University Health Center; Pinterest Headquarters, and a waterfront Private Residence on the Bay. I am calling my technical consulting practice, Architectural Infrastructure. My website is My wife has gone back to school to study art, and is doing amazing work in ceramics, fibers, jewelry, and sculpture. My son, Indigo, starts freshman year of high school next year, and my daughter, Graycen, will be a 7th grader. I am playing tennis when I can make time, and learning guitar.” Kurt Waltenbaugh writes, “My 10th grader (Milo W) had a good soccer season this fall, playing for St. Paul Academy alongside senior/captain Eric Lagos. Eric's father (Gerard Lagos) and uncle (Manny Lagos) both played for SPA [circa 1988], whilst another Waltenbaugh (Eric, '89) played for Catlin Gabel during its 20-0-0 undefeated season.” 1989 LIAISON: Robyn Rhodes Rogers,


Robyn Rhodes Rogers writes, “Our family is living in Bremerton, Washington, on the ‘wild side of the sound’ across the water from Seattle. I am working as a manager in a local nursery. Buying and selling plants is lots of fun. It's much less stressful than teaching. My husband Jason is working as an electrical engineer in the naval shipyard. We just bought a house where we can stretch our legs and enjoy some quiet. My three boys are doing great. Kobi, 18 years old, is an incredible musician. He plays cello in the orchestra, bass in the jazz band, bass in the quartet that plays with the jazz choir, and electric bass in a great band named OneSki. Marli, 16 years old, is a great artist. He has created some beautiful jewelry and sculptures. He's an excellent sharpshooter with a rifle or a bow and arrow. He's looking forward to driving. Zayne, 15 years old, is

having a fantastic time in his first year in high school. He's playing rugby and loving it. He has also designed detailed computer art and has even sold some of it to online friends.” 1990 LIAISON: Heather Gaudry Blackburn,


Rukaiyah Adams will be the recipient of Catlin Gabel’s Distinguished Alumni Achievement Award this year. The award will be presented at the Celebration of Leadership and Service during Alumni Weekend on Saturday, October 5, 2019. Read more on page 29.

The ceremony will be live-streamed from London on June 10 and I'll be there!” 2001 LIAISON: Tyler Francis,


Connery (Wilson) Obeng and her husband Pash welcomed their second child in June 2018. The family recently moved to the San Francisco Bay Area.

1992 LIAISON: Jamie Bell, and Ashley Tibbs, 1993 LIAISON: Jen McDonald, 1995 LIAISON: Lisa Kleinman, 1997 LIAISON: Sarah Coates Higgins, 1998 LIAISON: Will Decherd,


Curt Ellis will be the recipient of Catlin Gabel’s Distinguished Alumni Community Engagement Award this year. The award will be presented at the Celebration of Leadership and Service during Alumni Weekend on Saturday, October 5, 2019. Read more on page 29.


Connery (Wilson) Obeng ’01 with her husband Pash and their children

2002 LIAISON: Kelsey Rotwein Schagemann,


Daniel Nieh’s Beijing Payback was just published by ECCO, and he'll be reading at Powell's Books and Chevalier's Books in Los Angeles in late July. He writes, “I'm currently living in Mexico City, working on the sequel.”

1999 LIAISON: Nasim Gorji,

2003 LIAISON: Lauren Collins,

2000 LIAISON: Natasha Stoudt,

2004 LIAISON: Hannah Aultman,

Taylor Sapp writes, “My second book, What Would You Do?, was published in April. And my first book, Stories Without End, was nominated for an ELton (English Language Innovation Award).


In July, Hannah Aultman will “FINALLY” finish her orthopaedic surgery training when she graduates from the University of Chicago Hand and Upper Extremity Surgery fellowship. She and her

husband Peter will return to Portland in the fall and she will start practice at Orthopaedic & Fracture Specialists, just down the road from Catlin Gabel. Derek Eggiman and his wife welcomed their first child, Arabella, on July 1, 2018. Mason Kaye and his wife Julianna Howland welcomed their second child, son John August Howland Kaye, "Jack," into the world on April 30. Jonathon Parker completed an enfolded fellowship in Adult and Pediatric Epilepsy Surgery at Stanford this year. Next year he will be completing a research year looking at white matter local field potentials during seizure propagation, which was funded by the American Epilepsy Society. Most importantly, he and his wife Danielle Marck have had fun hanging out with Nima Karamooz and David Recordon in San Francisco! Chris Thomas and his wife Haley live in Northeast Portland. In November they welcomed their third boy, Wells Thomas, who will soon be running around with his older brothers Freddie (4) and Archie (2). On June 1 he celebrated his second anniversary as an associate attorney at Thomas, Coon, Newton and Frost, which represents injured people across Oregon, and where he often advocates on behalf of injured bicyclists. One of the highlights of his winter was skiing on Mt. Bachelor with Michael Selkirk. 2005 LIAISON: Taylor Kaplan,


Josey Bartlett lives in New York City with her husband, Cesar Martinez. She recently took a role at the New York City Housing Authority as the program manager for Neighborhood Rat (yes, the furry creatures) Reduction. Julia Carr lives in Portland and is pursuing her masters degree in school counseling at the Lewis and Clark Graduate School of Education & Counseling, with plans to work at the high school level as an intern this coming fall. Gardening, enjoying the great food and outdoors of the Pacific Northwest, and spending quality time with family and friends are still some of her favorite pastimes. Rollyn Stafford writes, “My first feature film, Road to Bob,



which I wrote and directed, will premiere at Cinema 21, August 8, 4 p.m. Everyone is invited!” Matt Young is a dentist at his practice in the Pearl, and recently welcomed his son Logan who was born in July, 2018.

Josey Bartlett ’05 and her husband, Cesar Martinez, on a recent trip to Mexico City

2006 LIAISON: Casey Michel,


Brian Lee married Harrison Brody last June in upstate New York. He was excited to have been able to share the day with fellow classmates Casey Michel and Justin Young. Casey Michel is working as an investigative journalist with ThinkProgress, covering money laundering and Russian interference efforts, as well as enjoying an Arvydas Sabonis Blazers jersey he recently purchased. Salom Teshale is finishing the second year of a postdoctoral fellowship in health and aging policy in Washington, D.C., enjoying the cherry blossoms and following the Portland Timbers' season from afar. 2007 LIAISONS: Rob Kaye, and Ben Dair,


Sam Alden is living the creative life in LA, with three graphic novels published, and spent a few years writing and storyboarding for Adventure Time and some other Cartoon Network shows. He is currently working on a horror video game with his brother. He has a cool partner and lives in a big house with roommates and an old cat, while finally learning to cook. Sherwin Ameri is now a Software Engineer at


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GAP Inc in San Francisco. He successfully switched from Tech Sales to Software Engineering by completing a coding certificate program at UC Berkeley Extension. He’s been on the new job since January 2019 and finds his life quite enjoyable! Lucas Baker completed the first year of Harvard Business School after adventures to Argentina and Peru. He’s spending the summer in the Bay area working at the hedge fund Farallon Capital. Evan Caster lives in Colorado Springs and got married in August 2018. He works managing HUD funds for homeless permanent housing, and is starting to work on his unfinished basement because he is “quite domestic now.” Whitney Goodman and her husband Tommy welcomed their baby girl, Inez Alberini, at the beginning of the year. Whitney is now juggling “mom mode” and focusing on her branding/brand strategy/ marketing consulting business. Peter Hatch and Susannah Gibbs were married last August at Catlin Gabel. They live in Corvallis where Susannah is a post-doc at OSU and Peter works for the Siletz Tribe. Kayce Coulterpark Hawks and her family continue

The wedding of Peter Hatch ’07 and Susannah Gibbs ’07. From left to right: Rob Kaye ’07, Katie Meyers ’07, Joe DeBlasio ’07, Jing Tao Liu ’07, Laura Liu ’07, Kelsey Yocum ’07, Cori Abel Bacher ’75, Peter Hatch ’07, Susannah Gibbs ’07, Eloise Bacher ’07, Debbie Ehrman Kaye ’73, Bea Bacher ’10, Elizabeth Gibbs ’04, Ted Kaye ’73. Not pictured: Adam Gibbs ’01

their itinerant life with a move from El Paso to Minneapolis, with another lined up in the fall to DC. Her daughter Emma is almost 3 and is a gregarious adventurer. James (Andrew) Jones got married to his college sweetheart as he works as a research scientist at OHSU in Portland. The two of them

will be moving to New Hampshire with their dog Loki as Andrew begins Medical School at Dartmouth. After 7 years at Providence in the Digital Innovation teams Rob Kaye is taking a “sabbatical” as he soul searches and considers his next move. Meanwhile he took a 3-week trip where he recited the introduction to the Odyssey at the theater in Delphi, Corinthians, on the hill where Paul attempted to convert the Athenians, and Yeats’ The Second Coming, as he ate many widening gyros. He is now an uncle twice over as well! Last year Joseph Kemper completed his masters degree in choral conducting from Yale University. After some summer adventures, he and his wife moved from New Haven, Connecticut, to Ann Arbor, Michigan, to start his doctorate at the University of Michigan. He just wrapped up his first year and is looking forward to some travel and relaxation over the summer. Andrea Moerer is still loving L.A. but is crazy enough to spend a weekend a month in her new city obsession: Mexico City. Ask her for recommendations, above all about food and markets. Come with two stomachs. When not working, she’s strategizing about how to travel, and spent her second New Years in a row in Mauritius. She’s actively working on her French and not completely butchering spelling. Stephen Murphy began the MBA program at PSU and is happily now an uncle! Ken Perrone has seen Rob Kaye too many times in the past month (as he keeps visiting the Bay Area). McCall (Vollum) Renold and her husband just bought their first property! A duplex in the Sunset neighborhood of San Francisco right on the surf break. She left her job at Apple last year to do some independent strategy

Hannah Carr Clark ’07, Julia Carr ’05, Emily Carr Bellos ’02, and baby Maya Caro Buell Clark

consulting for a boutique firm. She is also getting a puppy! Jens Tamang is currently living in Albuquerque, New Mexico, finishing a fieldwork placement at the Department of Veterans Affairs, which will conclude in July 2019, specializing in physiatry. Jing Tao and Laura Liu wrote in May that they were on a one-week trip to China with their oneand four-year-old boys, (Bennett and Henry, respectively), to see grandparents and relatives. 2009 LIAISON: Christopher Skinner,


Christopher Skinner has finished his first year at the University of Virginia Darden School of Business and is looking forward to working at SunTrust in Charlotte for the summer as an investment banking summer associate. He capped his first-year experience by traveling to Croatia and Montenegro and then on to Shanghai (for a Darden course) and Beijing. 2010 LIAISON: Ingrid Van Valkenburg, 2012 LIAISON: Kate Rubenstein, 2014 LIAISON: Nick Rhodes, 2016 LIAISONS: Ellie Nakamoto White,, and Christina Spires,


Nadya Okamoto recently published her debut book, Period Power: A Manifesto for the Menstrual Movement, with publisher Simon & Schuster. She will be the recipient of Catlin Gabel’s Distinguished Younger Alumni Award this year. The award will be presented at the Celebration of Leadership and Service during Alumni Weekend on Saturday October 5, 2019. Read more on page 29.

IN MEMORIAM The Caller is honored to print In Memoriam notices submitted directly by family members. To have a listing included, family members may contact Caller editor Ken DuBois ( with information they would like us to share in this section.

Tom Deering ’71

Bobby Lynn Hartness Maslen

Catlin Gabel Beehive teacher for 13 years; mother of Lynn Maslen Kertell ’76, David Maslen ’78, Sylvia Maslen Davids ’80, and Paul Maslen ’82; grandparent of Catlin Gabel students Jim, Arlo, and Paul Maslen

Gloria Mathies

Mother of Elaine Mathies ’75 and Jodie Mathies ’77

Brother of Robert Deering ’75 and Paul Deering ’83; son of Thomas P. Deering, former board president

Herbert W. Park

Walter Gadsby ’35

Verna Schauffler

Father of Anna Gadsby ’68, Liza Gadsby ’76, and Ellen Gadsby Prendergast

Linda Heller

Mother of Christine Heller ’06; former board member

Georgia Townsend Mason Lee, M.D. ’40

Mother of Jeff Lee ’68, Catherine (Terri) Lee ’70, and Jon Lee ’75

William E. Lucht

Father of Phil Lucht ’85; father-inlaw of Jo ( Joanne) Dickinson ’85

Father of Margaret Park Bridges ’75 and Lucy Park ’78; former board member

Wife of former Head of School Manvel Schauffler (dec.); mother of Robin Schauffler ’68, Debby Schauffler ’70, and Allen Schauffler ’73

Dorothy Best “Dee” Strand ’75 Louise C. Woodard

Grandmother of Sarah ’02 and Sam ’06 Woodard; mother-in-law of former Catlin Gabel staff member Chris Woodard

Joan Zeisler

Mother of Karen Zeisler ’74

2017 LIAISONS: Grace Masback,, and Jessica McDermott,




Pine Cone Guild Luncheon Celebrating the 50th reunion of the Catlin Gabel class of 1969, and all alumni who have commemorated a 50th reunion.

Homecoming Games Cheer on our Varsity soccer teams, and enjoy food carts, kids’ activities, and a hospitality tent and beer garden for adults hosted by Alumni Relations.


Alumni and Community Soccer Game Community members are welcome to join this friendly game on the soccer pitch.

Alumni Buffet Luncheon Join us for a festive and family-friendly reunion celebration. All Catlin Gabel alumni, staff, faculty, and guests are invited to this event. Luncheon provided by Catlin Gabel.

AlumniTALKS Alumni present mini lectures on an array of topics. If you would like to present, please contact Alumni Relations at or (503) 297-1894.

Distinguished Alumni Awards The cornerstone of our annual Celebration of Leadership & Service, this event honors alumni representing diverse professional, civic, and service achievements and contributions.

Alumni Social Hour Join us for a social hour with Head of School Tim Bazemore. Hosted drinks and appetizers.

Elderberries Gathering This celebration of past and retired faculty and staff is open to all. Hosted drinks and appetizers.

Reunions We pay special tribute this year to the classes who graduation years end in 5 and 9. Watch for more details from your class reunion planners or email for details.

Register by September 27 for Alumni Weekend 2019 Events Online: By Email: By Phone: (503) 297-1894 28

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FROM PINE CONE TO TIMBER WE GREW TOGETHER Return to your beautiful campus for a series of special events, and a chance to re-connect with classmates, teachers, and the alumni community.

for event times & locations visit w w w. catlin . edu / alumniweekend

2019 distinguished alumni award honorees DISTINGUISHED ALUMNI ACHIEVEMENT AWARD RUKAIYAH ADAMS ’91 An advocate for social justice and equity through economic empowerment, Rukaiyah Adams ’91 was recognized as a Woman of Distinction by the Portland Business Journal in 2017. She is the Chief Investment Officer at Meyer Memorial Trust, and chair of the Oregon Investment Council, the board that manages approximately $100 billion of public pension and other assets for the State of Oregon.

DISTINGUISHED ALUMNI COMMUNITY ENGAGEMENT AWARD CURT ELLIS ’98 Curt Ellis ’98 is recognized as a leading voice in America’s food movement. His film about the role of subsidized commodities in America's epidemics of diet-related disease, King Corn, shaped policy debate about the Farm Bill and earned a George Foster Peabody Award. He leads FoodCorps, a national organization with the goal of creating a future where every child gets the nourishment they need to thrive.

DISTINGUISHED YOUNGER ALUMNI AWARD NADYA OKAMOTO ’16 Nadya Okamoto ’16 is the Founder and Executive Director of PERIOD, an organization she founded while a student at Catlin Gabel. PERIOD is now the largest youth-run NGO in women’s health, and one of the fastest growing in the United States; since 2014 they have registered over 300 campus chapters. She recently published her debut book, Period Power: A Manifesto for the Menstrual Movement.

From left, Rukaiyah Adams ’91, Curt Ellis ’98, and Nadya Okamoto ’16



non - profit org . us postage


portland, or

8825 SW Barnes Road Portland, Oregon 97225 change service requested

october 4-5 2019

ALUMNI WEEKEND & HOMECOMING We welcome Catlin Gabel graduates of all years for a family-friendly weekend. This year we pay special tribute to the classes whose graduation years end in 5 & 9. REGISTER TODAY! WWW.CATLIN.EDU/ALUMNIWEEKEND

permit no.


Profile for Catlin Gabel School

Catlin Gabel Caller magazine, Summer 2019  

Catlin Gabel School - Caller magazine Summer 2019

Catlin Gabel Caller magazine, Summer 2019  

Catlin Gabel School - Caller magazine Summer 2019

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