OUR DAY Magazine - Spring 2023

OUR DAY

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 on responsibilities. Or maybe it’s a day of appreciation, gratitude for what you have, and excitement for your future? Whatever you choose, keep this in mind, today is your day.

This is an Episcopal Day outlook. It’s bright futures, optimism, and opportunity with every dawn, day, and dusk. It’s a feeling of wonder, curiosity, and finding a place of encouragement and comfort. Let’s start your day in the right way, shall we?

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

THE EPISCOPAL DAY PURPOSE

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

Growing a Human

BY RALPH WALES, HEAD OF SCHOOL

Two times each week, as I stand outside of the church, I watch our students leave our morning chapel service and spill out into the warm morning sunshine. They come in all shapes, sizes and colors, a multicultural parade of innocence and possibility.

TSeen in this natural state, our students in the collective exemplify a living and breathing definition of hope. It’s a stream that conjures up the beginning of a tale. “Once upon a time…”

As we move through these last few days of a school year, what I capture most in these moments is the appearances of our oldest, our eighth graders.

Out of the Church’s muted, dimmed golden light, rise up a set of unique individuals, Episcopal Day’s finest. Although hardly “finished products”, we know them so well as they complete this chapter in their life journey.

Like tuning a radio dial until it catches the sought for station just right, each 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.

There are those who struggle with providing me with eye contact, a tendency that does not attach to shyness but rather to our mutual awareness of an interest that this adolescent has yet to bring forward to a wider audience, a secret that I am certain will gloriously burst forth soon enough.

There are others who upon their witness of me straighten up, their natural reaction to the presence of authority. In those instances, I am reminded to match their pulse of respect with mine: I, too, admire them and I stand taller. If “mutual respect” has a feeling, I capture it at this moment.

Whereas I might glom together my witness of our younger ones as they bob and weave among the legs and arms of older children, each of these thirteen and fourteen year olds are singular in presentation. Each is known close to their very core, their fragile individuality wrapped in our considered sensitivity. We appreciate their transparency and don’t want to scare it away.

It is the end result of what early schooling is all about: the daily effort of mixing the idiosyncratic spirit of a child with the love and care of parents and teachers –

a photosynthetic process of growing a human being into a life well lived.

And it is so fitting that my witness comes at our chapel’s doorway. For in our stately church with its progressive, inclusive purpose, we are reminded again and again of the delicate nature of our mission.

Education, especially at its start, must always be predominantly a process of sustaining the upwelling of a young person’s spirit. Let our worries take over, and we will always spoil the recipe since the source of these feelings are often the run off from the bruises of our journeys. That’s our story, not theirs.

As we close out this school year and the thirty-seven members of the Class of 2023 graduate, it’s our Episcopal Day moment, the culmination of a “once-upon-a-time” reflection that began at our doorstep in some cases a decade ago.

We stand, anchored in our pride, full to the brim with emotion. The world awaits the arrival of this rainbow array of youth.

This is their day. What will they do?

Ralph Wales

Teachers Broaden Their Understanding

BY CHERYL ADENEKAN, DIRECTOR OF DIVERSITY, EQUITY, AND INCLUSION

The focus on “how we teach” is just as, if not more important, than the focus on “what we teach”. It was with that in mind that the school engaged with a pedagogy and multiculturalism consultant to work with the faculty and staff for the next three years.

The model set forth is one of cohort work. In each of the next three years, the consultant will lead seven to twelve faculty members and guide them deep into their teaching pedagogy, curriculum, and classroom dynamic to explore the infusion of multiculturalism into each of those spaces. In the year 2022-2023, the seven members who participated had meaningful experiences. Their way of teaching, their curriculum, and their classroom spaces were transformed.

Each of them spoke to the entire professional community about their experience at this year’s last full-day professional development day. They then guided the faculty through a collaborative inquiry protocol on lesson reflection that they learned from the consultant. Each teacher had an opportunity to share a lesson in a small group and the cohort members walked the faculty through a means of talking about the lessons from a multicultural lens.

First Grade Teacher, Meg Wallace, spoke beautifully about her experience in this year’s Pedagogy and Multiculturalism cohort at the end of this year’s session:

“...this cohort has set me in a new direction and a new mindfulness in my approach to teaching. I have learned that there are many more ways that I can incorporate Diversity, Equity, and Inclusion (DEI) in my lessons and projects, and in the books that I choose to read and discuss with my students. But more than that I have found a need to better recognize all the little individuals in my classroom: their cultural backgrounds, their families’ habits and ways, and most importantly, their individual needs as learners, which will often be tied to their cultures, and how that all affects their learning. It is important to make every one of them feel valued, seen, and supported.”

“I used to think about DEI as focused on race issues, but now I can see it in a myriad of elements in teaching; everything from meeting students’ individual needs, thinking about how I pace my lessons, where I stand when speaking to my class, and who I call on in different subjects. 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 then went on to talk about how this cohort changed how she sees “DEI” and its importance in a classroom:

Meg and her fellow cohort members 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 grow in their own learning. Over the next two years, almost all of our faculty will have a chance to be part of this cohort, which means that Episcopal Day will gain that many more leaders. With such strategic support around DEI at our school, we can look forward to developing empathy and a clear understanding of perspectives different from our own.

Meg Wallace

Cheryl Adenekan

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.

We Are All “Makers”

BY TONY LUONG, MAKER LAB COORDINATOR

Ihave 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 that is known as Maker-Laby, a combination of burnt wood, glue, and filaments.

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. 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.

Starting in 2020, I introduced the concept of sustainability and how future makers like our students can reduce their impact to the environment. Students in fifth grade are given restrictions about how much tape or glue can be used, eighth grade students 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.

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

Taking the Classroom Outdoors & Slowing Down

BY SUSIE FLOWERS, THIRD GRADE TEACHER

hen the first pink and white blossoms start blooming on the trees in the school courtyard, there’s a feeling of excitement that comes as the season of spring starts to reveal itself to us. It’s also a reminder that National Poetry Month, April, has arrived. It is the perfect time to slow down, take the learning outside and bring the classroom outdoors! Our students live in a busy, fast paced world with our “on the go” lifestyle, our iPads, and more screen time than ever before. Having the opportunity to slow down and bring the children back into nature is so important and beneficial. Being in nature is one of the best sources of inspiration for writing poetry, as our senses are surrounded by so much stimuli.

The third grade class started off their poetry unit by making observations of various items found in nature, including flowers, plants, seashells, etc. They put on their “poets’ lenses” and notice many details while using their five senses. We encourage them to use as many descriptive words as possible. We also tell them to notice what they feel, as objects can make us feel a certain way and create emotions within us, sometimes calming, sometimes energetic. This helps third graders practice getting in touch with their feelings and being able to recognize and name them. As one child inspected a Silver Bay potted plant closely, they wrote about the smooth leaves that had a “peppery” smell, and its light green color gave them a peaceful feeling. The students then wrote an unstructured poem about one of these objects

based on their observations and descriptive words used. It was clear they enjoyed the lessons and had fun investigating these items. They were proud to share their poems with one another as many of them felt a sense of pride and accomplishment in their writing.

Our next poetry lesson focused on haiku, which is a short-form poetry composed of three lines written in a 5/7/5 syllable count. This style of poetry originated in Japan and traditionally, haiku are about nature. So we decided to practice writing haiku by taking a little field trip to the Japanese Garden in Central Park! We’re fortunate to have this garden so close to our school and within a short walking distance. When we arrived just outside the garden to give our final reminders about the assignment and respecting the area, we could tell the students were eager to get started with their writing materials in hand. Once they entered the garden, their eyes widened with how beautiful the space was. Many were drawn to the bridge over the pond that was filled with koi fish and turtles. Others found little paths that led to shady maple trees, azalea plants, mini waterfalls, and stone lanterns. There was inspiration in every corner. They wrote thoughtfully, quietly, and were content to be able to explore and have this opportunity to slow down and appreciate the nature within this space.

When it was time to leave and walk back to school, we could tell they were refreshed and recharged. They were enthusiastic to share their poems, make edits, and decide which haiku to publish for our class poetry book.

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

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 differently than them. As a teacher, it’s wonderful to see them appreciate one another’s different perspectives, to hear them give compliments to their fellow classmates on their writing, and to see them be proud of their work.

During this nature themed poetry unit, we worked on spelling, word choice, figurative language and editing skills.

But it’s so much more than that. Time spent outdoors writing poetry and slowing down is precious time that all students need. It helps them purposefully concentrate and appreciate life’s simple pleasures, and can help build a positive attitude. Next time you are walking with your child and pass a rose bush, I encourage you to literally stop and smell the roses. With the world moving so fast, it’s easy to miss all the little things in life that bring us joy.

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

Powerful Mathematicians

BY MARY KIMBELL, MATH SPECIALIST

How 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 classroom is full of mathematical questions, problems, and situations with no explicit directions on how to approach or solve them. Our brain uses the tools it has learned at the appropriate times to break down and solve the problems we encounter. Math education is about not just learning many different mathematical algorithms, but also figuring out how and when to use them.

The goal of the math program here at Episcopal Day is to create thinkers, not memorizers. Kids often think of math as performing calculations when in reality the focus of math is problem solving. Yes, it definitely involves calculations or diagrams, but those are just the tools that are used to address a problem or task at hand. If we are only teaching students the algorithms, but don’t provide ample opportunities for problem solving and mathematical exploration, we are only giving them a piece of what they need. We would

essentially be creating calculators instead of productive problem solvers and innovators.

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

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.

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

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 MAGICAL SHOW AND 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.

Progress Happens Everyday

BY TONI KING, ATHLETIC DIRECTOR

Iconsider teaching young children a life treat that most don’t have the privilege to experience. Knowing I get to show up to work prepared to enjoy a shared experience with my students always makes for an exciting day. Greeting them by their name with a warm hello, and asking, “How is your day?” Truthfully, we never know the right answer about the day, but a lot can be told by their mindset when they show up for school. When I became a teacher, I didn’t know that I was getting into teaching to be taught, but young people have a lot to teach us when we listen to them.

A child may start at Episcopal Day in pre-kindergarten eager to learn basic locomotor skills like skipping, running, jumping, and hopping through an engaging game while using their imagination to be frogs or bunnies or farmers. Eighth graders do the exact same things in a more mature form, playing more concrete

games with rules, boundaries, and outcomes. These are building blocks for any child who moves their body. Watching the progression year after year is invigorating and remarkable. They all arrive from different places, with varying degrees of exposure, and eventually, they all reach a more mature, confident place that suits them personally. It is truly fascinating and rewarding to watch.

Progress happens every day! I get to observe playful and skillful movement and listen to the sounds of children from age four to fourteen all day, every day. What they have to say at each age changes, but the level of importance to them in that moment stays consistent. I watch children become leaders, communicators, and problem solvers at each level of their education. I feel fortunate to see our students through their entire

journey here, allowing me to build relationships with each of them along the way. Knowing things about them, including what type of games each one of them likes, or which games cause them anxiety, and knowing if they didn’t have a turn to be “it” last time, or that they missed the unit last year because of a broken arm. Watching them smile and jump for joy when skills finally click for them. How simply paying attention to their story automatically engages them in the activity. Building positive relationships with my students is incredibly fulfilling and leads to a more enjoyable and effective teaching experience. Teaching for me is about listening to them, believing in them, and guiding them.

Beginning in pre-kindergarten with the basic and necessary movements that result in the glorious sound and 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.

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

BLUE AND GOLD 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 and to momentarily be the teacher of their teachers and classmates alike. It happens all the time.

I have yet to have a day of school where I haven’t chuckled or been in awe of

a student who has shown grit and determination, encouraged a classmate to keep trying, helped a friend up off the ground, taught someone how to shoot a basketball better, or exercised patience as they coached a teammate on how to serve a volleyball. These may

feel like small things, but watching them day after day, for an entire school year, adds up to something big. I see a sense of responsibility blossom in each child, a purpose in each situation, and an abundance of spirit in our school culture.

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

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

Interview with Molly Wu

GRADUATION SPEAKER FROM THE CLASS OF 2013

Molly Wu is an artist and designer, an activist, a cook, a collaborator, and our 2023 alumna graduation speaker from the Class of 2013.

When Molly was asked which teachers left the biggest impression on her she said, “All of them!” Molly is grateful for the support she received from art teacher Robin Long. “Ms. Long would let me make things in class that weren’t on her plan. She saw me as an artist and respected me enough to let me make weird stuff. I responded well to that.” Another Episcopal Day teacher who encouraged Molly was Brendan Gummerson, her science teacher. “Mr. Gummerson asked me if I’d be interested in designing and painting garden boxes with students. He totally trusted me. He gave me the freedom and respect to design, organize the club, and paint the boxes.” When teachers saw that Molly could take on a director position, they let her do it. “That was something that empowered me in high school, through college, and now in my job.”

Molly attended Saint Ignatius High School. After graduating, she went to University of Michigan to study graphic design. At Michigan, Molly built her own major within the label of art and design. “I could study photography, painting, animation, whatever I wanted and still stuff it into the same degree.” Molly spent a lot of time with engineering and business students, working on

apps and branding for startups that didn’t go anywhere. “It gave me a lot of exposure to the intersectionality of design and technology which is what I valued most from my college education.” Molly currently works as a designer at Salesforce in San Francisco. “It is wild to work so hard in college and have a goal of getting a dream job and then do it. It’s Fun!”

While studying graphic technical digital work, Molly continues to paint and illustrate on the side. During COVID, in support of AAPI anti hate organizations, Molly designed a poster titled, “Sliced Fruit Against Asian Hate”. The image is an homage to her grandparents and other elderly Asian community members. Proceeds for the poster went to the Stop Asian Hate movement.

Molly also illustrated the cover of a children’s picture book entitled, Trees of the Spirit: Branches of Truth. The book’s main characters are trees with the names Kindness, Meekness, Self-Control, Patience, Peace, and Faith. They each exhibit the value behind their name. In the story are lessons to children about being kind to one another and not getting caught up in adult arguments.

When she isn’t drawing and designing, Molly’s passion is cooking. “When I moved to Michigan,

the Chinese food broke my heart, so I learned to make my own.” Molly recently visited a friend in New York and hosted a dumpling making class for sixteen strangers. She says, “Cooking is my crowd pleaser.”

On a recent trip to Episcopal Day, Molly visited the library and reminisced with Mr. Paulson before going to speak to our eighth graders. Hanging on the most prominent wall in the library is a large, colorful painting. Upon seeing it, Molly smiled and said, “I painted that!” After examining it again for the first time in ten years, Molly reflected on her middle school self, “It’s interesting to think about who I was then.”

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

Mirrors and Windows for Everyone

BY LOUISE YAPP, LOWER SCHOOL LITERACY SPECIALIST

Have 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 look out into the world and learn about those who are different than we are. And finally, books can also be sliding glass doors that allow us to become a part of someone else’s story and develop empathy and understanding for their challenges.

This year in my role as Lower School Literature Specialist, I have had the privilege to work on diversifying our library. My goal is to ensure that all our students will have an opportunity to see themselves in books that are mirrors. In addition, I believe we need to have a wide selection of books that can be windows and sliding glass doors, not only covering topics related to race and culture, but also including neurodiversity, age, and people who are differently-abled or LGBTQIA+, to name a few.

I began this project by completing an inventory of our picture book collection, going through each book one by one, recording the authors’ and characters’ backgrounds. After completing the picture books, I moved on to the easy readers and junior fiction. We now have a good understanding of which categories we can best supplement with DEI titles within these three sections of our library. Along with these efforts, I have created a list of the most highly

recommended diversity books for us to order and use next year.

For real world application, I handselected many titles for teachers to test in the classroom. Second graders read Listen and then discussed how being hard of hearing or deaf affects a person’s daily life and their relationships with their family and friends. One student in second grade drew parallels with Ludwig van Beethoven, saying that she knew he was a musician who had also lost his hearing. Then the class watched two short videos of Evelyn Glennie. In one video she masterfully played a xylophone; and in another, she explained how she uses her vision and her skin sensitivity to see or feel the vibrations of the instruments.

Fourth grade has been reading the most recent titles on homelessness and poverty for their Service Learning unit. These books provided the students with windows and sliding glass doors to help them develop understanding and empathy for people who have challenging life experiences.

As a result of inventorying our library, I discovered one group that has been greatly misrepresented – Native Americans. Fortunately, there are a number of tribal members today who

are writing stories about their life experiences and their heritage. Instead of seeing Indigenous Americans as only people from the past, third grade used these books as windows to learn about Indigenous people of North America today.

As I assembled the list of books to add to our library, I constantly considered how these titles could be applied in classroom lessons to open minds and begin brave conversations. Going forward, we will build on this endeavor by continuing to add more diverse titles to the library, integrating these books into our classroom curriculum, and making certain that there are mirrors, windows, and sliding glass doors for everyone.

Throughout this project, the support and feedback from all of our Episcopal Day teachers has been critical in creating a more relevant and rich literature environment for the classroom experience. Their positive reception of this project has been both gratifying and greatly appreciated.

It has been an honor to lead this project of diversifying our school library. And I wish to express a very special thank you to Cheryl Adenekan, our Director of Diversity, Equity, and Inclusion, and Jeff Paulson, our School Librarian, for their invaluable support throughout this endeavor.

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.

THE FACULTY VS. EIGHTH GRADE KICKBALL GAME

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!