OUR DAY Magazine - Spring 2023

M A G A Z I N E | Spring 2023

OUR DAY

Purpose • Responsibility • Spirit

M A G A Z I N E | Spring 2023

OUR DAY GR OW ING A HUMAN .....................................2

Ralph Wales, Head of School TE ACHE R S BROADEN THE IR U NDERSTANDING.................. . . . . 3

Cheryl Adenekan, Director of Diversity, Equity, and Inclusion WE A R E A LL “MAKERS” . . .................. . . . 4

Tony Luong, Maker Lab Coordinator

Today is a new day.

Today is your new day.

Do you know what day it is?

Well, today is your day of course!

Since it’s yours, what are you going to do with it? Will you make it one of high spirits, one of purpose? Perhaps you’re on-task and focused

TA KING THE CLASSRO O M O U TDOOR S & SLOWING DOWN . . ...... . . . . 5

on responsibilities. Or maybe it’s a day of

Susie Flowers, Third Grade Teacher

appreciation, gratitude for what you have, and

POW E R FU L MATHEMATICIANS........ . . . . 7

excitement for your future? Whatever you

Mary Kimbell, Math Specialist

choose, keep this in mind, today is your day.

A M AG ICA L SHOW AND TELL . . ........ . . . . 8

Katie Semien and Erin Hudec, Pre-Kindergarten Teachers

This is an Episcopal Day outlook. It’s bright futures,

PR OG R E SS HAPPENS EVERYDAY .... . . . 9

and dusk. It’s a feeling of wonder, curiosity, and

Toni King, Athletic Director

finding a place of encouragement and comfort.

PE P R A LLY . . ..................................... . . 10

Let’s start your day in the right way, shall we?

optimism, and opportunity with every dawn, day,

GR A D UATION . . .................................. . . 11 INTE RV IE W WITH MO LLY WU.......... . 13

Class of 2013 MIR R OR S A ND WINDOWS FOR E V E RYO NE................................ . 14

Louise Yapp, Lower School Literacy Specialist MAY DAY..... ...................................... . 15 K ICKBA LL GAME.............................. . . 17

Veritas et Caritas: Truth and Love

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MISSION

To inspire, through an academically challenging course of study, the intellectual curiosity, confidence, moral courage, and character that prepare students to be leaders of positive change in the world.

Our core values are grounded in the Episcopal tradition.

Academic Excellence Service to Others Respect for Diversity Compassionate Community T H E E P I S C O PA L DAY P U R P O S E

To illuminate the path of inquiry towards responsibility, purpose, and spirit.

Growing a Human

There are those who struggle with pro-

a photosynthetic process of growing a

viding me with eye contact, a tendency

human being into a life well lived.

rather to our mutual awareness of an

And it is so fitting that my witness comes

BY R A L P H WAL E S , H E A D OF SCHOOL

interest that this adolescent has yet to

at our chapel’s doorway. For in our stately

bring forward to a wider audience, a se-

church with its progressive, inclusive

T T

wo times each week, as I stand outside of the church, I watch our students leave our

that does not attach to shyness but

cret that I am certain will glorious-

purpose, we are reminded again

ly burst forth soon enough.

and again of the delicate nature of our mission.

There are others who

morning chapel service

upon their witness of

Education, especially

and spill out into the warm morning

me straighten up, their

at its start, must always

sunshine. They come in all shapes, sizes

natural reaction to the

be predominantly a

and colors, a multicultural parade of

presence of authority.

process of sustaining

innocence and possibility.

In those instances, I am

the upwelling of a young

reminded to match their Seen in this natural state, our students

pulse of respect with mine:

person’s spirit. Let our Ralph Wales

worries take over, and we will

in the collective exemplify a living

I, too, admire them and

and breathing definition of hope. It’s a

I stand taller. If “mutual respect” has

source of these feelings are often the

stream that conjures up the beginning

a feeling, I capture it at this moment.

run off from the bruises of our journeys.

of a tale. “Once upon a time…”

always spoil the recipe since the

That’s our story, not theirs.

Whereas I might glom together my

As we move through these last few days

witness of our younger ones as they

As we close out this school year and

of a school year, what I capture most in

bob and weave among the legs and

the thirty-seven members of the Class

these moments is the appearances of

arms of older children, each of these

of 2023 graduate, it’s our Episcopal

our oldest, our eighth graders.

thirteen and fourteen year olds are

Day moment, the culmination of a

singular in presentation. Each is known

“once-upon-a-time” reflection that

Out of the Church’s muted, dimmed

close to their very core, their fragile

began at our doorstep in some cases

golden light, rise up a set of unique

individuality wrapped in our considered

a decade ago.

individuals, Episcopal Day’s finest.

sensitivity. We appreciate their transpar-

Although hardly “finished products”,

ency and don’t want to scare it away.

we know them so well as they complete this chapter in their life journey.

We stand, anchored in our pride, full to the brim with emotion. The world

It is the end result of what early schooling

awaits the arrival of this rainbow

is all about: the daily effort of mixing

array of youth.

Like tuning a radio dial until it catches

the idiosyncratic spirit of a child with the

the sought for station just right, each

love and care of parents and teachers –

This is their day. What will they do?

eighth grader comes into focus for me and each provokes a unique feeling as they pass by.

Some smile as soon as our eyes catch one another. It’s like we have a shared story and the day’s beginning reengages a plotline that we started a year ago with a conversation in my office.

Others are predictably too busy to notice me. They’re already caught up in the social pulse that has always defined their days on campus, a scene that provokes in me a quiet chuckle and a warmth in my chest.

Spring 2023

2

Teachers Broaden Their Understanding

T

BY C H ERYL A D E NE KA N , D I R E CTOR OF DIVERSITY, EQUITY, AND INCLUSION he focus on “how we

First Grade Teacher, Meg Wallace, spoke

teach” is just as, if not

beautifully about her experience in this

more important, than

year’s Pedagogy and Multiculturalism

the focus on “what

cohort at the end of this year’s session:

we teach”. It was with

that in mind that the school engaged

“...this cohort has set me in a new

with a pedagogy and multiculturalism

direction and a new mindfulness in

consultant to work with the faculty and

my approach to teaching. I have learned

staff for the next three years.

that there are many more ways that I can incorporate Diversity, Equity,

The model set forth is one of cohort

and Inclusion (DEI) in my lessons and

work. In each of the next three years,

projects, and in the books that I choose

the consultant will lead seven to twelve

to read and discuss with my students.

“I used to think about DEI as focused

faculty members and guide them

But more than that I have found a

on race issues, but now I can see it

deep into their teaching pedagogy,

need to better recognize all the little

in a myriad of elements in teaching;

curriculum, and classroom dynamic to

individuals in my classroom: their

everything from meeting students’

explore the infusion of multiculturalism

cultural backgrounds, their families’

individual needs, thinking about how

into each of those spaces. In the year

habits and ways, and most importantly,

I pace my lessons, where I stand when

2022-2023, the seven

their individual needs as learners, which

speaking to my class, and who I call

members who

will often be tied to their cultures, and

on in different subjects. Whether it is

participated had

how that all affects their learning. It is

language arts, or math, or lining up to go

meaningful

important to make every one of them

to recess, I am now striving to be more

experiences.

feel valued, seen, and supported.”

aware of how diversity, equity, and

Their way of teaching, their curriculum, and their classroom spaces Cheryl Adenekan

were transformed.

Each of them spoke to the entire professional community about their

became leaders in DEI work on that professional workday. Not because they became experts through the cohort or because they “have it all figured out” but because they are not afraid to explore, try something new, and always

then guided the faculty through a

Meg then went on to talk about how

cohort, which means that Episcopal

collaborative inquiry protocol on

this cohort changed how she sees “DEI”

Day will gain that many more leaders.

lesson reflection that they learned

and its importance in a classroom:

With such strategic support around

next two years, almost all of our faculty will have a chance to be part of this

from the consultant. Each teacher had

DEI at our school, we can look forward

an opportunity to share a lesson in a

to developing empathy and a clear

small group and the cohort members

understanding of perspectives

walked the faculty through a means of talking about the lessons from a multicultural lens.

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Meg and her fellow cohort members

”

professional development day. They

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inclusion play a role.”

grow in their own learning. Over the

experience at this year’s last full-day

3

“

Whether it is language arts, or math, or lining up to go to recess, I am now striving to be more aware of how diversity, equity, and inclusion play a role.

Meg Wallace

MAG A Z IN E

different from our own.

We Are All “Makers”

I

BY TON Y LU O N G , M AKE R LA B COOR D I NATOR have often thought about what signature line would best represent the maker lab, and here it is; “The Maker Lab, it’s always a work in progress.” Since 2019,

I have been the Maker Lab Coordinator here at Episcopal Day. Reflecting on what embodies the energy of our lab, my thoughts go back to the constant sounds of machines printing, lasers burning, structures collapsing, paint splattering, and myriads of sounds of projects being built, tested, celebrated, and recycled. Students have affectionately accepted that the maker lab has its own smell

Starting in 2020, I introduced the concept of sustainability

that is known as Maker-Laby, a combination of burnt wood,

and how future makers like our students can reduce their

glue, and filaments.

impact to the environment. Students in fifth grade are

I believe that this ruckus is a by-product of a working space that provides for more than just the machines and tools, but a culture of experimentation, teamwork, and fun.

Whether our project is digital, traditional building, or fabricated using robotic machines, students in the maker lab are presented with challenges to overcome.

“

given restrictions about how much tape or glue can be used, eighth grade students

I am happy to say that each project is unique and reflects the spirit of the group or individual.

Students will often meet the challenges using their creativity, experience, and the skills and concepts from previous lessons. I am happy to say that each project is unique and reflects the spirit of the group or individual.

”

are asked to create projects completely out of upcycled materials that can be detached and recycled once the project is completed. I hope to show students that it is possible to be creative builders and at the same time, be responsible and forward thinking.

Often our projects themselves are based

on real-world issues such as our ocean clean up

project where students are challenged to create a device that can pick plastic bits out of water using only the power of the wind to move their devices. Understanding responsibility, citizenship, and advocacy is a vital foundation for our entire school and it’s a huge part of my lessons as well. Other projects that reinforce these virtues include our “Timeline of Social Justice Leaders”, “Model of Earth’s Systems”, and “Upcycled Cardboard Creation”.

I believe making is fundamental to the human experience.

Whether we are making devices, music, food, or community – the adventure of trying, failing, learning, and trying again – at heart, is what we all do on some level. I hope the maker lab gives students a place to experience this at an engineering level and at a spiritual level. We take on challenges, we try, we sometimes get it right but more often than not we’ll stumble, and through it all, we try to learn and do better the next time. The maker lab is always a work in progress and so are we.

Spring 2023

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Taking the Classroom Outdoors & Slowing Down

W

BY S U SI E F LOW E R S, THI R D GR A D E TEACHER hen the first

based on their observations and

pink and white

descriptive words used. It was

blossoms start

clear they enjoyed the lessons

blooming on

and had fun investigating these

the trees in the

items. They were proud to share

school courtyard, there’s a feeling of

their poems with one another

excitement that comes as the season

as many of them felt a sense

of spring starts to reveal itself to

of pride and accomplishment

us. It’s also a reminder that National

in their writing.

Poetry Month, April, has arrived. It is the perfect time to slow down, take

Our next poetry lesson focused

the learning outside and bring the

on haiku, which is a short-form

classroom outdoors! Our students live

poetry composed of three lines

in a busy, fast paced world with our

written in a 5/7/5 syllable count.

“on the go” lifestyle, our iPads, and

This style of poetry originated in

more screen time than ever before.

Japan and traditionally, haiku are

Having the opportunity to slow

about nature. So we decided to

down and bring the children back

practice writing haiku by taking

“

into nature is so important

When it was time to leave and walk back to school, we could tell they were refreshed and recharged.

”

a little field trip to the Japanese

and beneficial. Being

Garden in Central Park! We’re

in nature is one

fortunate to have this garden so

of the best

close to our school and within a

sources of

short walking distance. When we

inspiration for

arrived just outside the garden to

writing poetry,

give our final reminders about the

as our senses

assignment and respecting the

are surrounded

area, we could tell the students

by so much stimuli.

were eager to get started with their writing materials

The third grade class started off their

in hand. Once they entered

poetry unit by making observations

the garden, their eyes widened

of various items found in nature,

with how beautiful the space

including flowers, plants, seashells,

was. Many were drawn to the

etc. They put on their “poets’ lenses” and notice many

bridge over the pond that was filled with koi fish and turtles.

details while using their five senses. We encourage them

Others found little paths that led to shady maple trees,

to use as many descriptive words as possible. We also tell

azalea plants, mini waterfalls, and stone lanterns. There

them to notice what they feel, as objects can make us feel

was inspiration in every corner. They wrote thoughtfully,

a certain way and create emotions within us, sometimes

quietly, and were content to be able to explore and have this

calming, sometimes energetic. This helps third graders

opportunity to slow down and appreciate the nature within

practice getting in touch with their feelings and being

this space.

able to recognize and name them. As one child inspected

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a Silver Bay potted plant closely, they wrote about the

When it was time to leave and walk back to school, we

smooth leaves that had a “peppery” smell, and its light

could tell they were refreshed and recharged. They were

green color gave them a peaceful feeling. The students then

enthusiastic to share their poems, make edits, and decide

wrote an unstructured poem about one of these objects

which haiku to publish for our class poetry book.

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Time spent outdoors writing poetry and slowing down is precious time that all students need.

”

Our next nature themed poetry lesson was titled “Poetree”.

We discussed the importance of trees, stewardship of the land, and read many

poems about trees from

various books for inspiration. We then walked the campus and noticed all the wonderful trees that surround Episcopal Day School. For instance, the large magnolia in the courtyard, the big oak and maple trees around the lunch tables, and the tall redwoods near the south lawn. Students chose a tree that appealed to them for their poem. They sat under or around it, put on their “poets’ lenses” once again, and wrote about what they saw; squirrels playing tag in the tree, the thickness and strength of the branches, or the way the sun shone through the leaves.

When it was time to go back to the classroom, they were once again excited to share and curious to compare their

poems to see how one student described a maple tree

But it’s so much more than that. Time spent outdoors writing

differently than them. As a teacher, it’s wonderful to see

poetry and slowing down is precious time that all students

them appreciate one another’s different perspectives, to

need. It helps them purposefully concentrate and appreciate

hear them give compliments to their fellow classmates

life’s simple pleasures, and can help build a positive attitude.

on their writing, and to see them be proud of their work.

Next time you are walking with your child and pass a rose bush, I encourage you to literally stop and smell the roses.

During this nature themed poetry unit, we worked on

With the world moving so fast, it’s easy to miss all the little

spelling, word choice, figurative language and editing skills.

things in life that bring us joy.

Spring 2023

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Powerful Mathematicians

H

BY M A RY KI MBE LL, MATH SP E CI A L IST ow much paint should I purchase to cover the walls in this room?

How can I make sure that the details on this

sketch are reasonably proportional and look realistic? At about what angle should I bank this cue ball so that it hits the eight ball just right? What time do I need to wake up so that everything can get done in order to actually get

“

to the game on time?

Life outside the

Kids often think of math as performing calculations when in reality the focus of math is problem solving.

”

classroom is full of mathematical

The goal of the math program here

essentially be creating calculators

questions,

at Episcopal Day is to create thinkers,

instead of productive problem solvers

problems,

not memorizers. Kids often think

and innovators.

and situations

of math as performing calculations

with no explicit

when in reality the focus of math

directions on how to approach or solve

is problem solving. Yes, it definitely involves calculations or diagrams,

them. Our brain uses the tools it has

but those are just the tools that are

learned at the appropriate times to

used to address a problem or task

break down and solve the problems

at hand. If we are only teaching

we encounter. Math education is

students the algorithms, but don’t

about not just learning many

provide ample opportunities for

different mathematical algorithms,

problem solving and mathematical

but also figuring out how and when

exploration, we are only giving them

to use them.

a piece of what they need. We would

“

Math education at Episcopal Day is varied and dynamic so that students can interact with math at the right level to gain the most depth and authenticity of understanding possible.

”

Episcopal Day utilizes two different research-based math curriculums to provide relevant and engaging interaction with math concepts.

The lower grades work through the Everyday Math program, which focuses on manipulating numbers in many different ways to build strong number sense and connection between mathematical practices. This program promotes hands-on interaction with math in authentic situations.

In sixth grade, students begin the accelerated math program through Illustrative Math. This problem-based curriculum encourages students to build up their mathematical toolbox

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through interaction with mathematical situations in a collaborative environment. Skills are not front-loaded but instead are developed through the contexts that are presented.

In addition to the interactive curriculums used, Episcopal Day provides a great amount of differentiation for the various types of mathematicians in the room.

Teachers utilize small groups based on students’ learning needs to provide interaction with math concepts at the right level for deeper understanding.

This sometimes looks like a “Math Mixup” where students from two different grade levels are placed in small groups, each with a teacher to guide them, and brainstorm through a logic puzzle or play a mathematical game. Other times, it means a small group going to the Learning Center to work on interactive math projects with the Math Specialist, either to practice or to enrich math skills and thinking.

At times, it means working in independent small groups within the classroom with support from the teacher. Still at other times it might mean going to the Learning Center to get support from the Learning Specialist or the Math Specialist. Math education at Episcopal Day is varied and dynamic so that students can interact with math at the right level to gain the most depth and authenticity of understanding possible.

We want every student at Episcopal Day to have the power to be a mathematician and a dynamic problem solver out in the world, no matter where they choose to go. They won’t just have the toolbox but they will know how to use the tools well and creatively to tackle life’s many math problems.

A MAG ICAL SHOW AN D TELL

BY KATIE SEMIEN AND ERIN HUDEC, PRE-KINDERGARTEN TEACHERS

In pre-kindergarten sharing is one of the favorite parts of our week. It is always a long drawn out process and usually involves a lot of toys and many “oohh’s and aahh’s”.

Earlier this year, we may have had the best sharing idea in all our years of teaching! One imaginative bright eyed student came bouncing down the hall with a jumbo Ziploc bag. He safely tucked it into his cubby and patiently waited for sharing time to arrive. He was so eager to share when his turn came up. He feverishly looked for his bag- it was nowhere to be found. He was crushed telling everyone it was lost. We were quite intrigued and suggested he tell us about what he brought. That is when we learned it was his eyelash... yes, one eyelash... that fell off that morning when he woke up. He wanted to share it because it was magical and it could give you special wishes. After hearing that, the whole class was on the hunt for the missing eyelash. We thought perhaps we could recreate this special eyelash and tried putting a paint brush bristle in a Ziploc bag – it looked good but was immediately called out for not being the eyelash. After a while, we gave up the hunt and then lo and behold, the bag appeared. Hooray!

Yes, it was a gallon sized bag with one little eyelash in it. Such incredible pride in sharing this with the class and everyone was in great awe of this magical eyelash. He told us that he wants to keep the eyelash forever, but if he made a wish on it, it would be to learn how to dive deep in the ocean and swim and play with mermaids.

We hope you will all search for your eyelashes that may fall out in the night – we have now learned they have amazing magical powers.

You never know what kind of wonder and amazement, or lucky eyelashes you might get on a day in prekindergarten.

Spring 2023

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Progress Happens Everyday

I

BY TO N I KI NG, ATHLE TI C D I R E CTO R consider teaching young children

games with rules, boundaries, and

journey here, allowing me to build

a life treat that most don’t have

outcomes. These are building blocks

relationships with each of them along

the privilege to experience.

for any child who moves their body.

the way. Knowing things about them,

Knowing I get to show up to

Watching the progression year after

including what type of games each

work prepared to enjoy a shared

year is invigorating and remarkable.

one of them likes, or which games

experience with my students always

They all arrive from different places,

cause them anxiety, and knowing if

makes for an exciting day. Greeting

with varying degrees of exposure,

they didn’t have a turn to be “it” last

them by their name with a warm

and eventually, they all reach a more

time, or that they missed the unit

hello, and asking, “How is your day?”

mature, confident place that suits them

last year because of a broken arm.

Truthfully, we never know the right

personally. It is truly fascinating and

Watching them smile and jump for joy

answer about the day, but a lot can

rewarding to watch.

when skills finally click for them. How

be told by their mindset when they show up for school. When I became

Progress happens every

a teacher, I didn’t know that I was

day! I get to observe

getting into teaching to be taught,

playful and skillful

but young people have a lot to

movement and listen

teach us when we listen to them.

to the sounds of children from age four

“

simply paying attention to their story automatically

I watch children become leaders, communicators, and problem solvers ...

”

engages them in the activity. Building positive relationships with my students is incredibly fulfilling and

A child may start at Episcopal Day

to fourteen all day, every

leads to a more enjoyable

in pre-kindergarten eager to learn

day. What they have to say

basic locomotor skills like skipping,

at each age changes, but the level of

running, jumping, and hopping

importance to them in that moment

listening to them, believing in them,

through an engaging game while

stays consistent. I watch children

and guiding them.

using their imagination to be frogs or

become leaders, communicators,

bunnies or farmers. Eighth graders

and problem solvers at each level of

Beginning in pre-kindergarten with

do the exact same things in a more

their education. I feel fortunate to

the basic and necessary movements

mature form, playing more concrete

see our students through their entire

that result in the glorious sound and

and effective teaching experience. Teaching for me is about

sight of movement and laughter during physical education class eventually leads to competitive games that require excellent sportsmanship.

Sportsmanship is explicitly taught and modeled from the beginning along with practicing patience with each other as we learn new things.

This allows our class to be a safe space to try new things. Children need opportunities to surprise themselves with their success and find things they enjoy, which can ultimately lead them down a path to continued success.

Through constant practice and support, their greatest achievement is not always winning the game, although highly desired, it is the ability to play and compete to their fullest potential while also learning to understand others.

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B LU E A ND GOL D PRIDE The Episcopal Day School community eagerly looked forward to a highly anticipated event that took place in late March. The Mustangs came together to show their pride and spirit for an all school Mustang Pep Rally.

Pre-kindergarten through eighth grade students gathered around the gymnasium in their matching Blue and Gold Pride t-shirts. The gym was decorated with festive posters, pom poms, and balloons. Faculty, staff, students, and the DSPA Spirit Committee were all gathered together to participate in the engaging and high energy activities that the student council designed for the event.

The pep rally commemorated the athletics seasons that took place in the fall and winter of 2022, as well as the current spring 2023 sports.

Student council leaders invited student athletes to proudly stand when their sport was called in order to receive recognition for their hard work and dedication. Students cheered and roared with laughter and excitement for their teachers who participated in competitive minute-to-win-it activities. Everyone left with renewed school spirit and pride.

Community events such as the all school pep rally are joyful, memorable, and important moments that highlight the purpose and spirit of Episcopal Day.

Having the chance to share their talents

a student who has shown grit and

feel like small things, but watching

and to momentarily be the teacher of

determination, encouraged a classmate

them day after day, for an entire school

their teachers and classmates alike. It

to keep trying, helped a friend up off

year, adds up to something big. I see

happens all the time.

the ground, taught someone how to

a sense of responsibility blossom in

shoot a basketball better, or exercised

each child, a purpose in each situation,

I have yet to have a day of school where

patience as they coached a teammate

and an abundance of spirit in our

I haven’t chuckled or been in awe of

on how to serve a volleyball. These may

school culture.

Spring 2023

10

GRADUATION Congratulations to the Class of 2023 on their graduation from Episcopal Day School of St. Matthew!

Elena Adractas Anderson Birkett Owen Carroll Emiko Chan Cooper Jon Chaudoir Paul James Clausing Bianca De La Cruz Nikhil de Silva Alex Fischer Anneliese Fisher Spencer Harlow Gregory Erin Gunawan Avery Hokulani Hoblit Jack Horwich Sidney Charles Hsiao Connor Cornelius H.X Kam Jordan Eli Koob Asha Krpata Jameson C. Kuo Nicholas Lawry Gina Lim Harold Yutaka McLaughlin Jayson Henry Moran Sophia Amara Pavate Anya Rasmussen Kaitlyn Mary Schuh Thomas Waldrop Shank Stephanie Hart Siegfried Connor Statton Liam Thomas Stemmle Megan Grace Stewart Tessa Sundar Parker Tang Maxwell C. Wong Tedy Wu Luke Baxter Young Michael Zhang

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HIGH SCHOOLS

This eighth grade class is full of passionate and caring individuals ready to take their Mustang pride to their next adventure—high school. Please wish our graduates well as they attend the following high schools in the fall: Aragon High School Burlingame High School Castilleja School Crystal Springs Uplands School Drew School Hillsdale High School International High School Junipero Serra High School La Jolla Country Day Lick-Wilmerding High School Menlo School Mercy High School Sacred Heart Preparatory San Mateo High School St. Ignatius High School The Nueva School Woodside Priory High School

Spring 2023

12

Interview with Molly Wu

M

G R AD UAT I ON SP E A KE R F R OM THE CLASS OF 2013 olly Wu is an

apps and branding

artist and designer,

for startups that

an activist, a cook,

didn’t go anywhere.

a collaborator, and

“It gave me a lot

our 2023 alumna

of exposure to the

graduation speaker from the Class

intersectionality

of 2013.

of design and technology which is

When Molly was asked which teachers

what I valued most

left the biggest impression on her she

from my college

said, “All of them!” Molly is grateful

education.” Molly

for the support she received from art

currently works as a

teacher Robin Long. “Ms. Long would

designer at Salesforce

let me make things in class

in San Francisco. “It is

“

that weren’t on her

It is wild to work so hard in college and have a goal of getting a dream job and then do it.

plan. She saw me as an artist and

wild to work so hard in college and have

the Chinese food broke my heart,

a goal of getting a dream job and then

so I learned to make my own.” Molly

do it. It’s Fun!”

recently visited a friend in New York

respected me

and hosted a dumpling making class for

enough to

While studying graphic technical digital

sixteen strangers. She says, “Cooking is

let me make

work, Molly continues to paint and

my crowd pleaser.”

weird stuff. I

illustrate on the side. During COVID, in

responded well

support of AAPI anti hate organizations,

On a recent trip to Episcopal Day, Molly

to that.” Another

Molly designed a poster titled, “Sliced

visited the library and reminisced with

Episcopal Day teacher

Fruit Against Asian Hate”. The image

Mr. Paulson before going to speak to

who encouraged Molly was Brendan

is an homage to her grandparents

our eighth graders. Hanging on the

Gummerson, her science teacher. “Mr.

and other elderly Asian community

most prominent wall in the library is a

Gummerson asked me if I’d be interested

members. Proceeds for the poster went

large, colorful painting. Upon seeing it,

in designing and painting garden boxes

to the Stop Asian Hate movement.

Molly smiled and said, “I painted that!”

”

with students. He totally trusted me.

After examining it again for the first

He gave me the freedom and respect to

Molly also illustrated the cover of a

time in ten years, Molly reflected on

design, organize the club, and paint the

children’s picture book entitled, Trees

her middle school self, “It’s interesting

boxes.” When teachers saw that Molly

of the Spirit: Branches of Truth. The

to think about who I was then.”

could take on a director position, they

book’s main characters are trees with

let her do it. “That was something that

the names Kindness, Meekness,

empowered me in high school, through

Self-Control, Patience, Peace,

college, and now in my job.”

and Faith. They each exhibit the value behind their

Molly attended Saint Ignatius High

name. In the story are

School. After graduating, she went to

lessons to children

University of Michigan to study graphic

about being kind to

design. At Michigan, Molly built her own

one another and not

major within the label of art and design.

getting caught up in

“I could study photography, painting,

adult arguments.

animation, whatever I wanted and still

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stuff it into the same degree.” Molly

When she isn’t drawing and

spent a lot of time with engineering

designing, Molly’s passion is

and business students, working on

cooking. “When I moved to Michigan,

MAG A Z IN E

Mirrors and Windows for Everyone

H

BY LOU I S E YA P P, LOWE R SCHOOL LI TE R ACY SP ECIALIST ave you ever seen yourself in a book?

When we see ourselves represented in a book, this is called a mirror.

It is important to see not only people who look like us, but people who think like us, feel like us, and share mutual experiences and challenges like we do.

It validates our identity and affirms that our stories matter. Besides mirrors, we also need books that are windows.

Windows provide us with a means to

recommended diversity books for us to

are writing stories about their life expe-

look out into the world and learn about

order and use next year.

riences and their heritage. Instead of see-

those who are different than we are.

ing Indigenous Americans as only people

And finally, books can also be sliding

For real world application, I hand-

from the past, third grade used these

glass doors that allow us to become

selected many titles for teachers to test

books as windows to learn about Indige-

a part of someone else’s story and

in the classroom. Second graders read

nous people of North America today.

develop empathy and understanding for

Listen and then discussed how being

their challenges.

hard of hearing or deaf affects a person’s

As I assembled the list of books to add to

daily life and their relationships with

our library, I constantly considered how

This year in my role as Lower School

their family and friends. One student

these titles could be applied in classroom

Literature Specialist, I have had the

in second grade drew parallels with

lessons to open minds and begin brave

privilege to work on diversifying our

Ludwig van Beethoven, saying that

conversations. Going forward, we will

library. My goal is to ensure that all our

she knew he was a musician who had

build on this endeavor by continuing

students will have an opportunity to see

also lost his hearing. Then the class

to add more diverse titles to the

themselves in books that are mirrors. In

watched two short videos of Evelyn

library, integrating these books into

addition, I believe we need to have a wide

Glennie. In one video she masterfully

our classroom curriculum, and making

selection of books that can be windows

played a xylophone; and in another, she

certain that there are mirrors, windows,

and sliding glass doors, not only covering

explained how she uses her vision and

and sliding glass doors for everyone.

topics related to race and culture, but also

her skin sensitivity to see or feel the

including neurodiversity, age, and people

vibrations of the instruments.

who are differently-abled or LGBTQIA+, to name a few.

Throughout this project, the support and feedback from all of our Episcopal

Fourth grade has been reading the

Day teachers has been critical in

most recent titles on homelessness

creating a more relevant and rich

I began this project by completing an

and poverty for their Service Learning

literature environment for the classroom

inventory of our picture book collection,

unit. These books provided the students

experience. Their positive reception

going through each book one by one,

with windows and sliding glass doors

of this project has been both gratifying

recording the authors’ and characters’

to help them develop understanding

and greatly appreciated.

backgrounds. After completing the

and empathy for people who have

picture books, I moved on to the easy

challenging life experiences.

readers and junior fiction. We now

It has been an honor to lead this project of diversifying our school library. And I

have a good understanding of which

As a result of inventorying our library,

wish to express a very special thank you to

categories we can best supplement with

I discovered one group that has been

Cheryl Adenekan, our Director of Diversity,

DEI titles within these three sections

greatly misrepresented – Native

Equity, and Inclusion, and Jeff Paulson,

of our library. Along with these efforts,

Americans. Fortunately, there are a

our School Librarian, for their invaluable

I have created a list of the most highly

number of tribal members today who

support throughout this endeavor.

Spring 2023

14

MAY DAY On May 26, Episcopal Day celebrated May Day, one of our school’s most beloved traditions. May Day is our community’s way to honor the graduating class of eighth graders and welcome the spring season with joyful dances.

May Day began with a special all school Chapel service led by the graduates.

The seventh graders assumed the mantle of leadership with their special role as hosts and acolytes. Eighth graders shared memories of their time at Episcopal Day, gratitude for family, friends, and teachers, and they offered prayers for the school and one another as they prepared to move on to their next adventure. The students’ wisdom, poise, and leadership were a meaningful testament to how they’ve matured at Episcopal Day. Following Chapel, each grade from prekindergarten to sixth performed a dance on the lawn in honor of the eighth grade class. We were amazed by the students’ moves! The final dance was, as always, the traditional Maypole ribbon dance performed by sixth grade students.

May Day exemplifies what is unique about our school – the undeniable love, support, and leadership across grade levels and the powerful feeling that arises as we gather together as a community to celebrate one another. It was a special moment to see once again all of our families in Mustang Meadow laughing and smiling, watching the dances, and honoring the class of 2023.

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MAG A Z IN E

Spring 2023

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THE FACULTY VS .

EI GH TH G RADE KI CKBAL L G AME A long-standing annual tradition at Episcopal Day, this year’s game got everyone smiling, cheering, and jumping as the players sent the ball flying across the field.

The faculty team won, but the eighth graders undeniably had the best uniform. Their tie-dye shirts, which they made themselves, were vibrant and turned Mustang Meadow into a beautiful rainbow.

Congratulations to our faculty on winning and all the eighth graders on a great game!

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MAG A Z IN E

Spring 2023

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