Inspire - Fall 2016 - Eastside Prep

THE EASTSIDE PREPARATORY SCHOOL MAGAZINE: FALL 2016 | VOLUME 8 | ISSUE 1

...Students to Create a Better World

COLLABORATION HOME & SCHOOL PARTNERSHIP A COLLABORATIVE CULTURE COLLEGE COUNSELING

EASTSIDE PREP MAGAZINE STAFF Vickie Baldwin

EDITOR-IN-CHIEF

Tina Hadden

MANAGING EDITOR

Joshua Huisenga

GRAPHIC DESIGNER & LAYOUT EDITOR PHOTOGRAPHERS

Elena S. Blair Photography, Jennifer Boyle Photography, Roberta Christensen, Derek Clarke, Amy Hallman, Barbie Hull Photography, Chan Pedersen, Brittany Williams, Wanyi Yang

COPY EDITORS

Dr. Laurie Benaloh, Allison Luhrs, Karen Mills, Dr. Elena Olsen, Brittany Williams WEB EDITORS

Jonathan Briggs, Derek Clarke

SENIOR LEADERSHIP TEAM HEAD OF SCHOOL

Terry Macaluso, PhD

DIRECTOR OF INSTITUTIONAL ADVANCEMENT

Vickie Baldwin

DIRECTOR OF ATHLETICS

Doug Blair, JD

CHIEF TECHNOLOGY AND INNOVATION OFFICER

Jonathan Briggs

ACADEMIC DEAN

Matt Delaney

DIRECTOR OF ADMISSIONS

Lauren Formo

UPPER SCHOOL HEAD

Bart Gummere Paul Hagen

DEAN OF STUDENTS

DIRECTOR OF FINE & PERFORMING ARTS Brian Hutcheson DIRECTOR OF STUDENT SUPPORT SERVICES CHIEF OF FINANCE AND OPERATIONS

Kelly Moore, PhD Jim Rensberger

MIDDLE SCHOOL HEAD

Sam Uzwack

2016–2017 BOARD OF TRUSTEES OFFICERS PRESIDENT

Stacy Graven

SECRETARY

Bohn Crain

TREASURER

Sasha Press

IMMEDIATE PAST PRESIDENT

Rob Short

Read INSPIRE Online www.eastsideprep.org/connect-with-us/media

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OLLABORATION IS such an integral part of life at EPS, we don’t really talk about it very much. In this issue of Inspire, you’ll find a rich collection of ideas and interpretations about how collaboration “lives” at EPS. Sam Uzwack’s piece on collaborative leadership reveals some interesting examples of 21st century innovation on the collaborative model. His piece is followed by an excellent report from Sarah Rainwater and Nickie Wallace on the Capstone Project. Sarah started the project three years ago, and it just gets better and better.

Matt Delaney traces the process we use to review and revise the components of our program—once again illustrating the role collaboration plays in our culture. One of the most interesting ways to think about collaboration is on the playing field—or on the floor of the new gym! What students learn from team sports is not always recognized for the value it provides.

To borrow from David Fierce—“Academics is like scuba diving; it should never be done alone.” Throughout this issue you’ll find stories about our collaborative culture, and I hope you’ll take from it a new idea or two about the role it plays in all our lives.

Finally, Stacy Graven’s article about collaborative governance illustrates, in some detail, the degree to which governance at EPS sets the standard to be achieved.

Collaboration is the sine qua non of our culture. To quote Stacy, “So what helps to make it [the culture] special?

Collaboration: regular and consistent collaboration among faculty, staff, students, parents, alumni, donors, and all the members of our extended community.”

Contact INSPIRE magazine@eastsideprep.org INSPIRE is published two times a year by Eastside Preparatory School. It is mailed to all current families, employees, and donors. To remove or change your mailing address, to submit a letter to the editor, to suggest a topic for an article, or to submit alumni information (text or photographs), contact magazine@eastsideprep.org. © Copyright 2016, Eastside Preparatory School On the cover: Mickey and Daniel (both Class of 2022) team up.

Terry Macaluso, PhD Head of School

In this issue Collaboration 5 Leadership Through Collaboration

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Capstone Project

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A Collaborative Culture

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Athletics: Collaboration in Action

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Home & School Partnership

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Curricular Collaboration

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Alice Strong Award

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The Class of 2020

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The Class of 2016

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A Guided Journey: Collaboration in College Counseling

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EPS: A Long-Term Commitment

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New Faces

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TMAC: Space that Fosters Collaboration

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Governance 38

EPS students find a quiet space to work together.

Campus Updates

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Annual Report 2015–2016

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Upcoming Events

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OUR MISSION is to guide students to think critically, act responsibly, lead compassionately, and innovate wisely.

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Contributors

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Doug Blair taught PE courses when he first arrived at EPS in 2009. As Eastside Prep’s Director of Athletics, Doug oversees the entire athletic program while still teaching PE Wellness classes and coaching teams. He has been instrumental in expanding the athletic offerings at EPS.

Dr. Terry Macaluso has been a division head and a head of school in four independent day schools, including Lakeside School in Seattle, over a thirty-five year career.

In 2002, she guided the founding Board of Trustees from the earliest discussions about the school that eventually became Eastside Preparatory School, and was appointed Head of School in spring 2004.

Matt Delaney taught history, political science, English and media to students for seven years prior to joining the faculty of Eastside Prep in August of 2007. Matt presently teaches social sciences in the Upper School in addition to being the Academic Dean for Eastside Prep and one of our college counselors.

Dr. Kelly Moore joined Eastside Prep in 2009 as the school’s first Director of Counseling and Learning Resources. She has worked with adolescents and families for almost twenty years in schools, in-patient psychiatric hospitals, and most recently in private practice. Kelly is currently Eastside Prep’s Director of Student Support Services.

Stacy Graven has been the Executive Director of the Meydenbauer Convention Center since 1994. Stacy begins her tenure as President of the EPS Board of Trustees this year and writes for this issue of Inspire on the topic of collaboration in governance.

Sarah Rainwater has been involved in teaching abroad programs in Peru and Uganda and travelled with students to China and Vietnam. Sarah brought her love of teaching to EPS in 2013 as a member of our social science faculty.

Bart Gummere joined Eastside Prep in the summer of 2006. His twenty-seven-year experience in the education field has allowed him to assume a variety of roles—math teacher, baseball coach, college admissions officer, College Counseling Director, Upper School Assistant Head. Bart is Eastside Prep’s Upper School Head and our lead college counselor.

Kelly Violette has lived abroad for a year each in Spain (where she spent her junior year of college) and Puerto Rico (where she worked as a rainforest adventure guide), and has traveled to many countries in Latin America, including Mexico, Peru, Guatemala, and Colombia, among others. Kelly began teaching Spanish at Eastside Prep in 2009, and is also one of our college counselors.

Wendy Lawrence was one of the four founding faculty members at Eastside Prep. She started as a science teacher and three years later became the head of the Middle School. Wendy has moved to Ann Arbor, Michigan, but is still very much connected to Eastside Prep.

Nickie Wallace most recently taught at an all-girls independent school in Cape Town, South Africa before joining Eastside Prep in 2015. She teaches both Chemistry and Advanced Chemistry at EPS and writes in this issue of Inspire about the collaborative efforts involved in the Capstone Project.

Allison Luhrs has taught at Eastside Prep since 2007.

Allison came to her career in teaching by way of the East Coast publishing industry, where she edited and marketed children’s books. Allison returns to EPS this fall as a faculty member and College Counselor after taking a year’s leave to raise her newborn.

Sam Uzwack joined Eastside Prep in July 2009. For the prior seven years, he taught seventh-grade humanities at an independent school in Seattle, where he also co-coordinated their outdoor program, served as chair of the Professional Development Committee, and coached soccer and Ultimate Frisbee. Sam is Eastside Prep’s Middle School Head, an Outdoor Club advisor, and one of our college counselors.

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COLLABORATION

By Terry Macaluso, PhD, Head of School

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OMEWHERE AROUND THE EARLY 1980s, THERE WAS A conversation taking place between Professor Laurence Kholberg, then at University of Chicago and Graduate School of Education at Harvard, and Professor Carol Gilligan, then Professor at Harvard University, now Professor at New York University, continuing her study of gender and ethics (Professor Kholberg died in 1987).

The dispute focused on what Kholberg had described as the “stages of moral development.” Simply put, Kholberg’s theory was rooted in the notion that the right choice was the just choice.

Professor Gilligan, noting that Kholberg’s research had focused exclusively on white men, argued that Kholberg’s work was not inclusive of female subjects and that the assumption that women made decisions based more on their respective networks of relationships than on a sense of justice could not be judged in relation to Kholberg’s stages. There is no basis, she maintained, on which to declare that women’s moral decision-making stems from a lower developmental level than Kholberg’s definition of the highest levels of moral reasoning.

This debate provoked several philosophers and psychologists, Gilligan chief among them, to wonder whether and why there may be differences between men and women in the way they think about moral dilemmas—and in the ways they make choices.

Collaboration—as a recognized method for governance as well as individual ethical decision-making—rose to a new level of significance from this debate.

And then hierarchies started tumbling everywhere!

A brief history of the org chart:

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A

1

B

1

2 2

G

2

1

D

4

E 3

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Non-hierarchical

Hierarchical

Diagrams: www.thoughtspot.com/blog/death-hierarchy-work

Above: Ms. Mills works with students.

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The functionality of the non-hierarchical model is what makes it both appealing and effective. It’s important to note, however, that some sacred cows are sacrificed in this evolution. Positional power becomes less powerful; the organization becomes “flat,” and it takes much longer to make something happen. From my perspective, if you want to get something done well, collaborate; if you want it done quickly, make an executive decision.

Right behind Gilligan, Masaaki Imai, in his book Kaizen, popularized the concept of continuous improvement in the workplace. This is something like “orchestrated collaboration.” Essentially, it locates the center of power in the worker. It respects the idea that the person doing a job is best positioned to do it better. Kaizen has become an extremely powerful way of thinking about productivity, and it has pushed us closer and closer to a full comprehension of what it actually means to collaborate.

Since the 1980s, then, and right up to the present moment, with the concept of “holacracy,” we’ve been learning how to take better advantage of all the resources available to solve a given problem—in workplaces, in volunteer organizations, in institutions—even in families! Similarly, collaboration is an essential principle in the life of a school—both in its organizational structure and in its pedagogy.

Here’s how a school works: The Economy

Personal Anxiety Cultural and Public History

Planet Current Culture

That Pesky Head of School

The PARENT Trustee

Former Employees Future Employees Current Leadership

Personal Values

Current Employees

Competition

CHANCE OPPORTUNITY Strategic Direction Future Clients

Parents STUDENTS ALUMNAE

Facilities

Traffic 6

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collaboration. It’s equally difficult to name a situation or a case in which I don’t collaborate with someone before making a decision.

What’s interesting about this—to me—is that we were never conscious of the “top/down” world we lived in (some would say we still do) until we began to realize whose voices were not being heard. Even today, on the eve of the potential election of the first woman to serve as President of the United States, those voices strain to be heard. A school with a collaborative governance model coupled with a collaborative pedagogy can contribute a great deal to planetary citizens by behaving as though all voices have something valuable to convey. 

“...it’s hard to think of a conversation that isn’t a collaboration” Members of the Class of 2016

If we want a culture of shared responsibility and dedication, we need a governance model that demonstrates the desired objective. Further, the way in which we approach learning should reflect both the culture and the governance model.

What does this look like at EPS? Our curriculum allows a substantial range of choice for Upper School students; they have some control over what they take. In the classroom, the teacher is “in charge,” but that means that he/she is responsible for how the class period is used. Sometimes the lesson plan has to be scrapped. Sometimes there’s something more interesting to consider—and sometimes the suggestions come from students. Students and teachers collaborate constantly. In every informal discussion when a student asks, “Can we try…,” the teacher has an opportunity to engage. That happens authentically only when the teacher has as much respect for the student as the student has for the teacher. So—collaboration has to be a natural “go to” method of communicating; otherwise, it just doesn’t happen.

Outside the classroom, collaboration is obvious every time teachers meet to agree on a shared lesson, or a Division Head meets with a faculty member about how to make the best use of an eighty-five-minute class period.

As I write this—and think about my own interactions on a daily basis—it’s hard to think of a conversation that isn’t a

Mr. Davis works with his Advisory group.

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LEADERSHIP THROUGH COLLABORATION

By Sam Uzwack, Middle School Head

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ROM THE EARLY DAYS OF THE SCHOOL’S founding, our goal was to gather a diverse group of thinkers to not only pursue a college preparatory course of study, but to also encourage…nay, insist…that they do so together. As our world grows more and more interconnected, and global competition continues to demand the capacity to work across the everfading boundaries of nation, culture, and belief, the ability to collaborate with a broad range of thinkers becomes ever more essential. To wit: a recent study published in the Harvard Business Review found that ‘‘the time spent by managers and employees in collaborative activities has ballooned by fifty percent or more.”

When the Macaluso Academic Collaborative (TMAC) opened last fall, one of the most anticipated features was the collaborative space. Faculty, staff, and students would now have the opportunity to create, think, and design together in entirely new ways. And yet, collaboration has always lived in the heart of the Eastside Prep experience. Whether teachers plan integrated units of study together, staff join together to orchestrate one of our many fine end-of-year celebrations, or students meet to tackle a group project, not a day

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goes by when a member of our community is not called upon to work with others toward a common purpose.

Our school’s leadership model is predicated on the same notion—that while each member of the Senior Leadership Team (SLT) may have a specific domain of responsibility, no one can achieve individual goals and objectives without the support and expertise of the full team. Schools are complicated and curious places—the success of one program cannot come at the expense of another.

The food service, transportation, and facilities operations must reflect and reinforce the culture of the school. The admissions process must not only capture the essence of the school and explain this to prospective families, but also reflect the program back to the school and push us to be true to the mission and vision. The result? A number of dynamic tensions that percolate beneath the surface of the day-to-day life of the school, but through which the greater good of the school is worked toward together.

To examine what this looks like, let’s journey back several years when a green-behind-the-ears Middle School Head was wondering about the possibility of introducing a 1:1 laptop program

Members of the SLT at a summer meeting.

to, well, Middle Schoolers. Ten-year-olds! This was not something that was going to be accomplished by a simple announcement; it took months of conversations with faculty to ascertain the viability of such a program. It then took many more months of conversation amongst the SLT to answer questions such as: 1. How do we teach Middle School students how to appropriately use these machines?

2. Is it developmentally appropriate to even do so?

3. Are there devices on the market that are appropriate for the age group?

4. How will this feed into the Upper School program?

5. What is the long-term staffing impact on the tech department?

6. How do we message this to prospective parents, whose kids are just completing elementary school?

These are not questions that I could answer on my own—it took an entire team to look at all the different possibilities, consider all the angles, and think through the cultural impact of such a move. Through this process, we developed a plan to implement the program, and several years later, we have something we can be proud of.

It wasn’t easy, and it did not happen overnight.

Collaboration requires trust and a safe environment that

fosters direct, honest, and critical feedback. A recent New York Times article described Google’s attempts to quantify what it takes to create an effective team: What Project Aristotle has taught people within Google is that no one wants to put on a ‘‘work face’’ when they get to the office. No one wants to leave part of their personality and inner life at home. But to be fully present at work, to feel ‘‘psychologically safe,’’ we must know that we can be free enough, sometimes, to share the things that scare us without fear of recriminations. We must be able to talk about what is messy or sad, to have hard conversations with colleagues who are driving us crazy. We can’t be focused just on efficiency.

Whether it is a student group project, a team of faculty working to refine their curricula, or the school leadership looking ahead to the next decade, the findings from Project Aristotle point to a reality that we’ve all probably known intuitively—it’s not just what we do, it’s how we get it done. 

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CAPSTONE PROJECT AND COLLABORATION

By Sarah Rainwater and Nickie Wallace, EPS Faculty

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INTH AND TENTH GRADERS MOVE THROUGH TRIMESTER classes, which means by the end of their sophomore year they have taken six social science classes in collaboration with their corresponding language arts classes. As the students move through these classes, they are passed through the ninth/tenth team of teachers who are experts in their content area. It’s imperative then, that teachers work collaboratively on the skill trajectory of the students. Every trimester the ninth and tenth graders all work on a similar skillset in each of the social science classes being taught at that time. For example, in the first trimester all students work on research and collecting evidence to support a thesis. In the second trimester, students work on their writing proficiency as they analyze and synthesize their evidence collection. In the third trimester, students work to creatively engage their audience with their research in an impactful way. Ninth graders are introduced to these skills in their first year. Tenth graders work to polish their efforts as they complete an intensive research project that spans the length of the year, culminating in a presentation of their research to the community and in a published article in our EPS Social Science Journal. the social science journal of eastside preparatory school

2014-2015

2015-2016

2013-2014

Edited by Karen Mills, Jessica Heaton, and Sarah Rainwater

the social science journal of eastside preparatory school

the social science journal of eastside preparatory school Cover artwork by Emily Lott (Class of 2017) Copyright © Eastside Preparatory School

We now have three published editions of the Social Science Journal! It’s very exciting...however, as the project evolves we want more collaboration.

Next year we are collaborating with the English and science teams to give students opportunities to explore connections between disciplines. We are excited to add more options for students to write about. The last few years, students have chosen topics that connect to content or concepts from four of the six social science classes they take. In the 2016-17 school year, we plan to let students connect between science, language arts, and social science topics as all disciplines work on the skills progression of the sophomores.

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Here are a few interesting abstracts from last year’s sophomores: Emily (’18) - The Ancient Paradigm: Portrayals of Women in Art and Literature “From the very beginning of humanity the genders have had very rigid roles in society: in late prehistoric times, it was the men that would go out and hunt for food while the women either stayed back and took care of the children or went out to gather berries. Through millennia of distinct gender roles they have become a part of a paradigm that has placed itself on the human world. It is possible to see this paradigm through the way that authors and artists have portrayed women through the ages.

The unfair and unequal treatment of women through the ages in western society mirrors the way that they were depicted in art and literature, portraying the already under-represented women as passive trophy wives, possessions, and catalysts for a male-dominated plot line—or crazy and villainous.”

Lauren (’18) - Piercing the Skin and Soul: Body Modifications as a Reflection of Identity “Everybody has a different reason for modifying their body. Throughout all of history, humans have modified their bodies for a variety of reasons.

Whether they do it because of a long lasting family tradition or just

Below: Amos (’18) presents his Capstone Project.

Right: Kayla, (’18) presents her Capstone Project.

because they want to alter their appearance, the society the individual lives in causes their choice to change how they’re viewed by others. This paper explores how people identify differently with their body modifications in different societies throughout history.”

Henry (’18) - The Truth Behind Conquest: An Analysis of Well Known Empires and the Factors that Lead to Their Creation “Throughout human history there are many examples of great empires that ruled over vast amounts of territory.

It is a widely accepted fact that these empires (examples include the Romans, the Ottomans, the Danish, and many others) existed and ruled. However, what is largely unknown and unstudied is how and why these empires came to exist. What caused the Roman Empire to rise? It didn’t just rise up out of nowhere. Why were the Aztecs so powerful? It is interesting that these are the questions that are not answered in education and that seldom people have the courage to ask as the answers define human history.”

Laura (’18) - Psychology of Leadership: Negative Societal Influence with Excessive Power “Could a political figure with potential future power and dangerous ideas cause a disproportionate influence within the nation? It is said that history repeats itself; methods of public manipulation to follow a leader are still going on today. After discussing the ways in which a leader uses herd mentality and their emotional

connections with their future followers, three commonly known leaders and the ways they used the state of the people and their society to obtain power that ended up hurting the society and its people in the end will be analyzed. These leaders, in spite of their differences, carry many of the same attributes and methods of knowing what they want and being successful in achieving it: Adolf Hitler, Joseph Stalin, and Fernando Cortes. It is apparent now that without these people in the leadership position, the world could have avoided mass genocide, cruelty, economic downfall (or rise for the wrong reasons), and the loss of entire cultures. How were these leaders able to gain this much power from multitudes of people only to cause destruction for society in the end?”

Jolyn (’18) - Why Do We Speak the Way We Do? A Exploration of the Evolution of the English Language from Cuneiform to Internet Slang “Listen to how you speak. Listen to how others speak.

Observe all the differences. How many differences does it take to become a different language altogether and how do these differences come about in the first place? What causes the evolution of the English language and what kinds of things are catalysts for linguistic change?”

As educators, we know what brain research tells us about authentic and genuine deep thinking—it happens when students connect the dots between different insulated disciplines. We are excited to get students to not only be working on their skills and conceptual thinking in the social sciences, but to also be able to do the deep thinking that it takes to connect the dots. If we work, and collaborate, as a united front we hope to support each student as he/she wrestles with connecting the disparate dots and using their researching skills to better their professional selves as they move out of Eastside Prep and into college.  INSPIRE Fall 2016

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N ITS FACE, THE TEACHING profession is inherently about collaboration. Ironically, in many schools, outside of work with students, teaching is a fairly isolating experience. While teachers spend the majority of their days collaborating with students, they often eat lunch at their desks with a cadre of like-minded colleagues in classrooms designated as their territories—territories in which little professional collaboration takes place. This can result in clique-ish and insular teaching communities that are more reflective of a student culture than a professional one. Faculty cultures of this sort are often ideahiding rather than idea-sharing.

When teacher candidates interview at Eastside Prep, we emphasize that, amongst our faculty, there is an idea-sharing culture and plenty of opportunity for faculty members to talk about their thinking and their work. Each time an idea is shared by a teacher, it cross-pollinates the culture with the gain of refinement for the sharer and an incremental take-away for the community.

A COLLABORATIVE CULTURE Idea-Sharing vs. Idea-Hiding

By Matt Delaney, Academic Dean

A COMMUNITY OF SCHOLARS Eastside Prep faculty members eat breakfast and lunch together, coexist in shared offices, meet frequently in different group configurations, share their work publicly, work to find connections between different academic disciplines, and discuss student progress—all in an effort to keep the school culture vibrant and connected. The result is a collaborative community of which the faculty is both proud and protective. We are aware that there is a strong correlation between a happy and connected adult community and a happy and connected student community. In response, we work to build and sustain a sense of camaraderie and a positive culture of exchange.

Our Head of School, Terry Macaluso, refers to our faculty as a community of scholars. Each faculty 12

member is well-versed in the nuances of their subject area—whether chemistry or social science—and a shared knowledge of pedagogy and child development that fuels thoughtful, collaborative exchange. Whether in casual conversation, smaller meetings, or the forum of our Curriculum Committee, our open and honest dialogue spurs dynamic teaching and learning.

ACADEMIC DISCIPLINE GROUPS At most schools, faculty are grouped in departments by area of academic focus— English, arts, science, math, social science, world language, physical education, technology. Many of these traditional school departments have regular, healthy academic exchanges, while many others focus on the minutiae of which teacher gets which classroom, which combination of courses, and which set of textbooks.

Faculty at Eastside Prep are organized into what we refer to as academic discipline groups or teams. For us, the difference between a department and a discipline is not purely semantic; the reference to academic disciplines reminds us that far from being about minutiae, faculty collaboration is about the substance of teaching, learning, and thinking as disciplined pursuits in each subject area.

In the early years at EPS, these groups consisted of two or three teachers.

With the growth in the number of faculty members, an increase in the number of ideas and in the robustness of intellectual exchange has followed. Groups meet

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on average from one to three times per month. In between these meetings, faculty members visit each other’s classrooms to observe instruction, how students are learning, and share ideas for improvement.

COLLABORATION WITHIN THE DISCIPLINE DESIGN PROCESS One of the formal ways the EPS faculty refines and shares ideas is through our Academic Discipline Design Process.

In the previous issue of the magazine, the structure and progression of this process (adapted from one at Stanford’s d-school) was outlined in detail. The following describes how faculty members are currently working together within this structure and process to improve our program.

Each academic discipline team engages in a five-stage process over the course of three years: (1) empathy: thinking about student experience and what students need; (2) problem definition: thinking about what “problems” connected to student learning are worth solving; (3) ideation: thinking about the myriad of ways these problems can be solved; (4) prototyping: narrowing to a handful the most effective solutions, and finally, (5) testing: formally implementing these solutions and embedding them in the courses of each academic subject area. True to the EPS culture of idea-sharing, throughout the design process there are gains for each subject area group, the wider faculty, and most importantly each student.

(Year One) Empathy, Problem Definition & Ideation In year one of the process, faculty members engage in the empathy, problem definition, and ideation stages, reflecting on their teaching, the student learning experience, and the overall structure of their segment of the program.

Throughout, they focus on three questions: 1. What is the experience of students in our subject area classrooms and what do they need?

2. How might we refine the progression of essential content and skills in each course?

3. How can we continue to make student experience relevant and applicable to the world inside and outside of EPS? Throughout the first year, faculty talk with students about what works best in their classes. They work to incorporate that feedback into the broader goals of their academic discipline, meeting with colleagues in shorter oncampus and longer off-campus sessions.

At the close of the year, the members of the discipline decide on the set of problems that they want to solve, and they present their thinking and plans for new initiatives

to our Curriculum Committee. A result of the high-trust culture among faculty members: these conversations are open, free-flowing, and provide space for the best ideas to rise to the top. Groups share their ideas publicly, and receive feedback from committee members. The dynamic of the conversation is such that the best ideas are refined while also ensuring that work of individual disciplines is aligned with the objectives of overall academic program and the school’s mission.

(Year Two) Prototyping Once through the problem definition and ideation stages, the lion’s share of work during year two is done by individual faculty. While the goals of each academic discipline group are broad, the work of each teacher is to interpret those goals and pursue them in their classrooms. The second year is one of trial, feedback, and refinement, with teachers prototyping new approaches to teaching and learning, taking immediate feedback from their students, and processing their results in collaboration with colleagues.

(Year Three) Testing, Reflection & Refinement Year three is where the tested work of the teachers in each discipline group comes into concert. In culmination, academic discipline teams present to the full faculty. This is followed by a time segment during which the faculty audience asks questions and draw connections. Here, EPS teachers gain a deeper understanding of each other’s work with students while imagining better ways to align and connect classes in different disciplines. During these sessions it is obvious how three years of idea sharing has contributed to strong professional relationships and a shared sense of purpose in each group.

EMERGENT PROPERTIES Teaching and learning are social activities that require a shared culture of exchange. To create and foster this kind of culture many things have to be open: classroom doors, minds, and mindsets. The community of scholars, including both students and teachers at EPS, is rooted in such openness: a collaborative product where the sum of the ideas shared creates a greater whole. At EPS we know that the path to our best ideas is a shared one, whether in classes, the Academic Discipline Design Process, or five feet from the salad bar. 

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Athletics: Collaboration in Action

By Doug Blair, Director of Athletics Members of the Varsity Ultimate team during the Homecoming game.

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OLLABORATION SEEMS LIKE a given in athletics. Even in individual sports like cross country, a single athlete is unlikely to achieve his or her goals without the help of other runners, coaches, parents, or other human support systems. Over the years at Eastside Prep, there have been countless examples of the kind of collaboration you would expect during each respective sport season: working hard at practice, supporting teammates through failures, and identifying common goals with the help of coaches. These are but a few examples of what have become tenets and lessons in our school’s athletic program. They are what allow sports to endure as a central element of any secondary scholastic environment.

This last year on campus, a new kind of teamwork began to organically manifest itself amongst our athletes. With the opening of TMAC, the former boundaries of what had been possible for motivated athletes became virtually nonexistent. Sports at

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Eastside Prep have traditionally been confined to their defined seasons, but what we see now is much more complex and vibrant.

Imagine the C period block on a Thursday morning. The TMAC gym is quiet, but for a lone sixth grader retrieving a forgotten backpack from the locker room. The PE and athletics staff is just settling in for some uninterrupted email checking when three eager Upper School girls poke their heads through the office door. “Is it okay if we shoot?” one of them asks with sheepish excitement. This scene played out countless times in the 201516 school year, and the answer was almost always, “Yes!” Prior to last year, there were always those few kids that were going to find ways to improve themselves as players. They would do the extra conditioning, or drill skills in their driveways. Unfortunately, for too long those efforts were made in isolation.

Motivation is infectious, and most everyone would agree that it is much

Left: Members of the EPS Varsity basketball team in the new TMAC gym; Right: Max (Class of 2016) at a cross country meet

more enjoyable to work on free throws with your friends, especially if those friends are already sitting next to you during a free period. What we see now are groups large and small working together not just to improve in the moment, but also to inspire each other to physically show up to moments

“...what we have seen is... the kind of hard work that turns recreational athletes into champions.” where that improvement becomes possible.

What happens in these moments is astonishing at times. It is easy to assume that Upper School students with no direction will dabble their way through some half-hearted practice.

Quite to the contrary, what we have seen is regularly focused, hard work.

The kind of hard work that turns recreational athletes into champions. The great thing is that although athletes are pushing for excellence, the skill improvement in and of itself is simply a tool to unlock the fun of accomplishing goals with friends and teammates.

Nobody demanded that those Upper School girls mentioned

previously do anything. No coach gave them a script to follow beyond the loosest of suggestions on how they could improve. They figured out for themselves how to collaboratively unlock their own joy and satisfaction within the outskirts of a more formalized sports program. In the end, the kind of work that has been described is what will allow each Eagles team to compete year in and year out, to remember what they are able to accomplish together. 

Below, left: Students enjoy a home basketball game.

Below, right: An EPS bus is decorated for the Ultimate Homecoming game.

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The COLLABORATION Between Home & School

By Dr. Kelly Moore, Director of Student Support Services

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HILD UPBRINGING IS A COMMUNAL EFFORT—WE SIMPLY cannot do it alone. Children need a team of caring adults around them and adults need a supportive network of other adults with wisdom they do not yet have. Because we no longer live in tribal communities, we often turn to schools to provide this sense of community and collaboration in child-rearing.

A collaboration among the adults in a child’s life provides a richer and more seamless experience for them. It also provides adults with the much-needed information about what a child requires.

Educators are experts on education; they are professionals who have taught and worked with hundreds—and for some, thousands—of students. This brings them perspective and wisdom not afforded to most parents. Parents, however, are the experts on their own child. Parents know what makes their individual child tick, they know the softer side of their child, often obscured at school by adolescent bravado. Parents often know how their child really feels at the end of a day. They have studied their particular child in depth over the years and have a deep understanding of him or her in a way a classroom teacher can never have.

Parents and educators need each other. As a parent, I have benefited greatly from the educators in my children’s lives and as an educator have gleaned insights into students I never could have known without a parent’s observations.

We need our shared wisdom to inform our decisions about each student. We need to be in communication with one another so that our mutual goal of educating students to be their best can be lived out fully.

EARLY CONVERSATIONS So if school and home collaboration is so crucial, how can we best foster these relationships? If all good collaborations begin with a relationship, all good relationships begin with a conversation. In my experience, this conversation should not begin at the point of conflict but needs to happen early on—often before school even starts. We need to get to know each other as people so that when and if we need to have a more serious conversation, we have already established ourselves as collaborators.

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“We need each other to do this job right.”

FREQUENT COMMUNICATION Of course, we all love collaboration when it is positive and both parties are moving in the same direction, but inevitably there will be times when conflicts arise and teachers and parents are not on the same page. Working through conflict in a respectful and productive way is vital to the joint venture of educating a student. As with all things, communication is key in this endeavor. Parents need to be honest when things aren’t going well for their student.

I know I never wanted to be a “high maintenance” parent so I often kept things to myself. There were a few times, however, when communicating earlier about my “expertise” as a parent would have been beneficial. I know from the teaching side there are times when I see behavior that interferes with class but don’t necessarily want to raise it to the level of the parents. Things go awry when that behavior needs intervention and parents feel blindsided by something that has been going on for a while. So teachers need to be willing to communicate early on when they see patterns in their classrooms.

and weaknesses. Teachers must stretch students to think differently and encourage them when they are frustrated, all the while teaching them the content of their discipline.

Teaching is one of the most difficult and important jobs we have in a society and collaboration goes much better if we, as parents, can respect its sanctity.

Parents, too, have it tough. We have pressures mounting from inside and outside of the house. We are desperately in love with our children, we see them for the special human beings that they are, and we are often sacrificing much to send our kids to independent schools because we want for them everything that is possible. Often, despite our good efforts, things don’t go as we want them to.

Our kid gets in trouble, they get a poor grade on a test, or they are disrespectful in a way we have never modeled at home. Parents I talk to are worried sick they are doing something wrong and are the cause of any struggles their child is having.

MUTUAL RESPECT The final and most important component to effective collaboration is a deep respect for the individual roles each party plays in the education of the student. In this consumer-oriented society, it can be difficult to remember that while we as parents are paying for an education, teachers are not our employees, hired only to reflect the good things about our student and to ensure they move on to whatever dream college we have in mind. Teachers are professionals with an objectivity and expertise about their subjects and our children that we need. They see our children in the context of hundreds of other students so they are better able to objectively see their strengths

Top: Paul Hagen celebrates Continuation with Sasha Press.

Left: Dr. Kelly Moore gives a speech at Continuation.

Right: Ms. Behrmann with the Crain Family—Bohn, Chase (‘20), and Lee.

This is where collaboration comes in. If neither party holds the other one wholly responsible for educating the student, problems become a team effort, something we all just need to sit around a table and work out together, free of blame and judgement. Teachers will make mistakes in the classroom and parents will make them at home. Let’s just acknowledge the truth of that and decide to mutually take responsibility in the educating of the student.

We need each other to do this job right. Meeting with the student alone is sometimes what is needed and will be effective on its own. However, real magic happens when a “village”—a set of parents, teachers and student—sit down together to forge a path for the student.  INSPIRE Fall 2016

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CURRICULAR COLLABORATION

By Wendy Lawrence, Former Faculty

“A

CADEMICS IS LIKE SCUBA diving: it should never be done alone.” That’s Upper School faculty member David Fierce describing how important collaboration is to learning.

Collaborative education is everywhere at Eastside Prep: connecting faculty, integrating disciplines, and introducing students of all ages.

This integration of ideas makes academics compelling and exciting, for both faculty and students.

“Collaboration creates an environment that supports the student,” says Fierce.

“It creates an atmosphere where saturation is possible, where the student is surrounded by instructors and fellow students who are working on a similar project and everyone learns better.”

Of course, collaboration demands a lot from the Eastside Prep faculty, but they feel it’s worthwhile. “We have a lot of meetings,” says Fierce.

“Someone once said history is made by those who stay until the end of the meeting.” In this case, the history being made is that of the students who are intensely engaged in their own learning, building interconnected foundations of knowledge they can stand on for years to come.

Spotlight on Collaboration: UN Resolutions in Ninthand Tenth-Grade History and English Courses

One hugely successful EPS collaboration was a yearend assessment for ninth- and tenth-grade humanities.

“It was loosely based on a model United Nations (UN) summit,” says English teacher Stephen Keedy. Five teachers from the history and English disciplines met often to discuss the requirements for the project and the logistics of the final UN summit experience. They created an extensive 18

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and thoughtful rubric that outlined the purposes and requirements of the entire project.

Intense faculty work is usually followed by intense student work.

Students chose a country to study in depth, focusing much of their research on human rights, refugees, and the environment. They completed an extensive graphic organizer of research questions, citing their work with an MLA list of works consulted. The second phase of research focused on the United Nations. Students identified an issue their country faced that fell into a UN issue category and created a resolution to present to their classmates. In addition, each student wrote a speech using ethos, pathos, and logos to try to convince other nations to sign on to their resolution.

When presentation time came, students stated their cases at a mock UN summit held in the TMAC amphitheater with the projectors, microphones, and stadium seating all adding a sense of gravitas to the occasion.

With this project, collaboration brought context to understanding contemporary international issues and exploring possible solutions gave context to the study of history. Writing resolutions and speeches gave context to the study of literary techniques. Students also saw firsthand how bringing the tools of one discipline to study another brought more layers of meaning and output.

Spotlight on Collaboration: Arts and Social Sciences

This second collaboration is an entire course. Brian Hutcheson, Director of Fine and Performing Arts, reached out to the social science faculty with an idea; David Fierce soon jumped on board. Together, they planned a Seminar

Left, top: EPS Upper Schoolers teach Middle School students.

Left, middle: Connor (’18) instructs Jacqueline (’22).

This page, top and bottom: Students and faculty at the mock UN summit

called Social Justice and Contemporary Art. “This will be our first opportunity to collaborate on a project and we are excited to be working together,” says Hutcheson.

Hutcheson and Fierce started their conversation over email, then worked together in a series of meetings over lunch and between classes. “Passing drafts of the syllabus and other materials back and forth has helped us move the process along,” says Hutcheson. The two began the process last year, but they imagine the collaboration will be ongoing. Hutcheson explains that the goal is to have a significant foundation planned in advance while “still allowing room for organic growth” as they teach.

David Fierce has already started studying up on artists such as Shimomura, Walker, Banksy, and Neshat. “David’s passion, knowledge, and experience in the social sciences will help set a clear understanding of the global society in which artists are creating their work,” says Hutcheson, “while I provide insight on the aesthetic and technical choices the artists are making. The collaboration allows us to craft a more dynamic experience for the students and really push them to consider the work of artists in a broader context.”

“Doing a seminar like this is going to be a blast,” says Fierce. “I committed to doing five hours of research and art a week outside of the class, just like the students, which will be a stretch for me.” But it’s worth it, he explains, to teach the connection between art and politics. “Self-expression is an essential part of free speech and it is important for everyone to find their voice.”

to teach it. Her students spent three weeks preparing and then teaching a lesson to the sixth graders.

How does collaboration like this come about?

“It started with a conversation probably in passing,” says Wallace. “Then we were brainstorming, passing documents back and forth, and came together for a meeting.”

Before the school year was over, the three were already discussing innovations for the coming year.

Wallace says she watched her students during this project become more confident using the lab equipment, speaking in front of peers, and explaining the chemistry concepts. “They also got to experience creating and grading an assignment,” which she says enabled them to reflect on their own answers to written assessments.

The sixth graders also loved it. They were exposed to more advanced vocabulary and equipment than they would normally use in class. “It also gave them something to look forward to, being able to teach someone else a few years down the road,” says Dodd. “The sixth graders were very excited and felt honored to be welcomed into the Upper School building.” They were also impressed that the older students were evaluating their work.

US Chemistry and Sixth-Grade Scientific Thinking

Collaboration isn’t just interdisciplinary. Sometimes, faculty within one discipline integrate different age groups.

Sarah Hollingshead, Nickie Wallace, and Katie Dodd collaborated last year on a teaching project for Upper School Chemistry and sixth-grade science students.

The connection was a natural one: both classes were learning about chemical reactions and Nickie Wallace wanted her Upper School Chemistry students to master a reaction. One of the best ways to master something is

Brian Hutcheson’s comment about his collaborative experience is true throughout the school: “I love that we can bring both our passion and expertise to the table and in the process create a much richer experience for the students.”  INSPIRE Fall 2016

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ALICE STRONG AWARD

By Wendy Lawrence, Former Faculty

T

HE ALICE STRONG AWARD (NAMED FOR ONE of Eastside Prep’s foremost volunteers) is presented each year to one or more members of our community in appreciation for their contribution of time and effort to the people and programs of Eastside Prep. This last spring three members of the EPS community were recognized for their efforts over the past school year.

Kim Merino Parent Association President, 2014–2016 Kim Merino loved the inclusive culture at EPS and wanted to support it in any way she could.

She found a lot of ways to do that, supporting social events to bring parents together and campaigns to thank and acknowledge our faculty and staff. When Merino started, there was an occasional parent coffee, but now parents have great opportunities to socialize during the day and night.

She doesn’t take much credit, pointing to the myriad parents who step up for the school. Merino and her fellow volunteers have improved not only the social environment for parents, but the volunteer environment as well. “We fine-tuned our volunteerism,” she says. “By rotating classes and pairing classes up, we bolstered events which were more challenging. It gave everyone a chance to participate if they wanted to.” In the past few years, Merino has worked as a Class Rep, Volunteer Coordinator, and PA President.

She’s also a Windermere real estate agent and a stay-athome mom, and she enjoys hiking with her kids and bingewatching TV. 20

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Chuck Whitmer, PhD Parent Volunteer When Gunnar Mein held a 30-minute information meeting for parents of Fusor team students, Dr. Chuck Whitmer was the only one who showed up. “Like me,” says Mein, “Dr. Whitmer had spent a long time at Microsoft, but in contrast to my dabbling in physics, Dr. Whitmer is a bona-fide, currently-being-payed-to-work-onnuclear-reactors particle physicist.”

He has been an invaluable coach for the Robotics team.

“Whitmer understands that a satisfying program for students usually only happens through a large number of volunteer hours from the mentors,” says Mein. He describes Whitmer as a “steady rock of advice and patience” for the students.

Dr. Whitmer has spent countless afternoon hours at school, plus Friday nights and weekend mornings, guiding students, answering questions, and eating way too many Domino’s pizzas. “It has been great to work with him, and I hope he will continue to be such an active part of our community next year!”

Dr. Whitmer points out that collaboration is a key component to the success of both the Fusor and Robotics teams.

“The three of us (Dr. Whitmer, Gunnar Mein, and parent volunteer Dr. Ted Scott) share backgrounds in physics and in developing software. That allows us to coordinate especially well. We have different approaches to problems, but in the end we are able to improve each other’s ideas.”

Shae Sakamoto Class of 2016 Shae Sakamoto loved his days at Eastside Prep so much, he decided to stay after school more often. He helped out all over the school, but the majority of his time was spent in the theatre department working on

events and productions.

With Sakamoto’s guidance, EPS theatre productions and events have become almost entirely student-run. “Students run almost all aspects of the theatre from producing to costuming and makeup,” he says. “There is always a student who is able to take charge and help others.” Sakamoto collaborated with a lot of people in his time at the school.

Sakamoto started at EPS in 2012 as a freshman. In his spare time, he likes to hang out with friends and ride horses.

And, not surprisingly given all that he does, he likes to nap.

Shae will be sorely missed at Eastside Prep, but we wish him all the best as he embarks on his next adventures at Occidental College. 

The Class of

2020

Mr. Uzwack greets Tessa (Class of 2020) during Continuation.

By Sam Uzwack, Middle School Head

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ASTSIDE PREP’S CONTINUATION CEREMONY marks the end of our eighth-grade students’ Middle School years and their advancement into the Upper School.

The Continuation Ceremony for the Class of 2020 was held last June at the Kirkland Performance Center. Instead of the traditional address from the Middle School Head, we were treated to a performance by Continuing student Nat (’20), who summed up the Middle School years through an original song set to the tune of Grease’s “Summer Nights.”

Members of Eastside Prep’s largest eighth-grade class to date were celebrated in the traditional EPS fashion: each student was presented with a book by a faculty member.

That book was specifically chosen to represent the growth of the student during their Middle School years or a particular interest he/she possesses. In addition, faculty members shared a story or experience of the student which was representative of each student’s unique personality and contribution to EPS. As always, it was a pleasure to mark this milestone and celebrate each student with their parents, extended families, and other community members. Included here are short excerpts from the faculty member’s comments on each eighth grader.

In describing Aurora, Ms. Mills observed that “your clear strong voice demands attention from your audience.” She added that Aurora is “unique, bright, and confident.” Ms. Mills presented Aurora with The Strange and Beautiful Sorrows of Ava Lavender.

“Danica is inherently observant,” noted Mr. Winkelmann. “She perceives the beautiful complexity of the world. Her stories paint pictures with spectacular sensory details.” For Danica’s book, Mr. Winkelmann chose Lair of Dreams: A Diviners Novel.

Mr. Winkelmann observed that Robbie “has a huge heart for people. We see this in his actions every day.”

Robbie’s own words best reflect his character: “When you help someone, you actually get something back.”

Robbie received How to Draw Super Heroes.

In honor of Rohan’s passion for all things automotive, Ms. Christy presented Rohan with Top Gear’s 100 Hottest Dream Cars. Ms. Christy also commented on the compassion at Rohan’s core that is a source of strength and empathy.

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Ms. Balcomb commented on Deven’s discovery of “creative powers through experimenting” and praised him for his can-do attitude and kind and generous nature. Deven was presented with Mazes for Programmers: Code Your Own Twisty Little Passages by Jamis Buck.

Albert, Ms. Sweet observed, “came to be himself ” this year at EPS. He has inspired members of the school community with his love of music and learning, and particularly with his extensive yoyo skills. Ms. Sweet chose A Step by Step Guide to the Art of the Diabolo for Albert.

Mr. Yezbick described Luca as “fearless asker of questions” who, on a recent EBC trip, was witnessed “not just following the thread of talks from our various guides, but working out potential weak spots.” Luca received Pyongyang: A Journey of North Korea.

“Up to the challenge, whatever that challenge may be” was how Mr. Blair described Ethan. He also mentioned that teachers and coaches alike appreciate his “can-do” attitude. Mr. Blair presented Ethan with City of Bones.

Ms. Behrmann described Chase as the embodiment of communication and self-advocacy as well as cheerful, compassionate, diligent, and tenacious.”

In honor of Chase’s “curious mind,” Ms. Behrmann chose Thing Explainer: Complicated Stuff in Simple Words.

“I don’t think there is a pretentious bone in her body,” was how Mr. Taylor described Piper. He continued, “How wonderful she is to watch on stage is equal to the quality of work she puts in during the rehearsal process.” For her book, Mr. Taylor chose House of Stairs.

“Thoughtful, sweet and funny” are three words Ms. Sweet used to describe Anagha. Ms. Sweet also noted Anagha’s eclectic taste in music and her passion for politics and travel.

Anagha received Margaret Atwood’s book Oryx and Crake.

Dr. Benaloh felt that the description of the book Make: Electronics which includes “burn things out, mess things up—that’s how you learn” was a perfect description for Dylan’s preferred style. Dr. Benaloh added that she “can’t wait to see what you’ll create in the coming years.”

Top: Members of the Class of 2020 Above: Mr. Gummere, Ethan (’20), and Mr. Uzwack Right: Members of the Class of 2020

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About Sophia, Mr. Tillemans noted, “You have worked relentlessly to develop your skills as a student, and you should know now how proud we all are of the person who is today

EASTSIDE PREPARATORY SCHOOL

progressing on to Upper School.”

Mr. Tillemans chose The Greenbelt Movement for Sophia.

Dr. Moore observed the changes in Neha from brash young fifth grader to sophisticated young lady and her ability to grow with grace and strength.

Dr. Moore chose A Time to Dance, whose main character’s courage and determination reminded her of Neha.

Mr. Taylor described Cameron’s efforts in the Middle School play as “attacking his role with relish. He was fearless in his attempt to capture this individual and he did so with such insight.” Cameron received The SAS Survival Handbook: The Ultimate Guide to Surviving Anywhere.

“If it is possible to have two right hands,” observed Ms. Christensen, Sydney “is one of mine.” She added, “If there is something to be done in our venue—guaranteed Syd is there to do it.” Sydney received The Velveteen Rabbit by Margery Williams.

Words that Ms. Pike used to describe Sarah included “thorough, curious, organized, and incredibly thoughtful.

She brings this thoughtful consideration and a balanced maturity to all her interactions with teachers and peers.” Ms. Pike chose Trail of Secrets for Sarah.

In commenting on Lillia, Mr. KellyHedrick observed that she has “blossomed and revealed much of herself with classmates and the community at large.” Mr. Kelly-Hedrick further noted that Lillia “brightens our lives.”

He presented Lillia with A Wizard of Earthsea.

Ms. Sweet used the word “steadfast” to describe Eli and observed that he is known for working even harder in difficult situations. Although he is quiet, Ms. Sweet credited Eli with “educating us adults in the power of effort.” Eli received Neverwhere by Neil Gaiman.

Mr. Fassino described Alex as equal parts teddy bear and boy. The “innate positivity and thoughtfulness” qualities are from his teddy bear side while his “brave and curious nature” stem from the boy side. Mr. Fassino presented Alex with Planet Earth.

Caroline, as recounted by Ms. Pike, “radiates an easygoing calm that is a pleasure to be around. She balances silly and serious, inquisitive and ridiculous, mature and appropriately playful.” Caroline was presented with The Golden Compass.

Mr. Blair commented on the passionate player Siena has become on the basketball court. He also made mention of her eclectic musical taste and in honor of that interest, presented her with The Big Payback: The History of the Business of Hip-Hop.

great depths.” Ms. Dodd also commented on Adrian’s great ideas in science class and his entertaining asides in Advisory.

“Focused and self-directed” are two words Mr. Yezbick used to describe Julia. He added that she is “a kind soul and always on the hunt for inspiration.” Mr. Yezbick chose Apollo’s Angels: A History of Ballet for Julia.

Mr. Mein described Frances as “a bright, opinionated young woman who I had the privilege to watch grow into one of the leaders of her class.” Mr. Mein chose to celebrate Frances’ love of writing by presenting her with The Merlin Trilogy.

Mwansa was presented with the book Hoop Genius by Mr. Anderson. He recounted a story from basketball games on the sport court and praised Mwansa’s “determination and willingness to take a chance.”

Mr. Anderson commented on Tessa’s bright clothing and decorated homework assignments in her early days at EPS, which has now translated to a “vibrancy in personality and intelligence.” Mr. Anderson presented Tessa with the book The Running Dream.

Ms. Christy noted three rules to live by that are inspired by Nat: “If you are going to play, play to win; jump in with both feet; and make work fun.”

Ms. Christy chose The Simpsons: A Complete Guide to our Favorite Family for Nat. Mr. Yezbick said of Evelyn, “You perk up when the going gets heady, and you enjoy jousting with ideas, raising the bar of the conversation with vigorous sparring, careful thinking, and cogent arguments.” Mr. Yezbick chose In Praise of Idleness for Evelyn.

“Zach values and treasures the uniqueness of each person,” commented Mr. Winkelmann. He lives that belief every day and in his own words has said, “I believe that everyone is unique in their own way.” Because of his love of dragons, Mr. Winkelmann chose Seraphina for Zach.

Mr. Claesson compared Lucy to her preferred musical instrument, saying “the bass is an instrument much like you…without it the song has no presence or punch.” Mr. Claesson presented Lucy with Hunger Makes Me a Modern Girl by Carrie Brownstein.

Saoirse was praised by Ms. Behrmann for her “quiet and calm demeanor” and described as a “conscientious and hard worker.” She was presented with Walking on Water by Madeline L’Engle, which explores the relationship between faith and art.

Ms. Dodd chose American Gods by Neil Gaiman for Adrian observing, “Like you, it is funny in unexpected ways while simultaneously containing INSPIRE Fall 2016

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Ms. Christensen noted that Chris has “taught me the power of a great question and the importance of not only an acceptable answer, but a thorough one.” Ms. Christensen chose The Backstage Handbook for Chris.

Noting that she associated him with both music and humor, Ms. Dodd chose High Fidelity for Conor. Ms. Dodd also commented on her appreciation for teaching Conor, from his clever Rube Goldberg machine to his “cell as a house” project which featured functional lights.

In describing Hayden, Mr. Legrand observed that he is “equal parts curious and excited to learn and desirous of space and time to play.” Mr. Legrand also described Hayden as “deeply contemplative and infectiously energetic.”

Hayden was presented with Dreams From My Father.

Ms. Balcomb praised Donny’s calm energy, thoughtfulness, communication skills, “wonderful dry sense of humor,” and focus in the art classes she has taught. She presented Donny with A Stranger in Olondria by Sofia Samatar.

Members of the Class of 2020

Mr. Fassino chose to focus on the “Gavin within.” That Gavin is likely to strike up a thoughtful conversation and is “capable of navigating the complexities of everyday life.” Mr. Fassino chose I am Zlatan for Gavin in honor of his love of soccer.

Observing that he is certain she can “go anywhere and do anything,” Mr. Hagen described Lizzie as “headstrong, determined, persistent, and unwilling to take no for an answer… the traits of a leader.” Mr. Hagen chose The Girl from Everywhere for Lizzie.

In describing Charleigh’s contributions to this year’s Middle School play, Mr. Taylor noted that “her positive attitude was infections among the cast.” Mr. Taylor also observed that EPS is a better place because of Charleigh. He presented her with Warriors: Into the Wild.

In describing Gavin U., Mr. Mein observed that he is “a deeply curious individual, never reluctant to learn new things.” Mr. Mein presented Gavin with a collection of short works

by Richard Feynman, The Pleasure of Finding Things Out.

Mr. Legrand commented on Anisha, “You are a warrior and if you remain on the path you have chosen, you will conquer all obstacles.” He also noted that she is well on her way to “becoming a dedicated truth seeker.” Mr. Legrand presented Anisha with The Young Elites.

Mr. Hagen referred to Miranda as “focused, curious, creative, and insightful.” These traits are apparent whether Miranda is climbing a rock wall, participating in a theatre production, or debating a point in class.

Mr. Hagen presented Miranda with Drawn: The Art of Ascent.

Noting that Ronnie is always smiling, Mr. Hagen stated that she “lives in a world of humor.” In honor of her passion for puns, Mr. Hagen presented Ronnie with The Pun Also Rises: How the Humble Pun Revolutionized Language, Changed History, and Made Wordplay More Than Some Antics.

Ms. Ferreyra described Ben as quiet and inquisitive in his first years at EPS while observing that he has expanded his mind to “nurture his imagination and learn more about the world.”

Ms. Ferreyra presented Ben with The Forever War.

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Mr. Kelly-Hedrick recited a poem by Sophie, a portion of which is: “We run together/In the cold weather/We are free together/Connected by a tether.”

Mr. Kelly-Hedrick thanked Sophie for her “beautiful presence at EPS” and presented her with the adventure story The Little Prince.

In describing Gabi, Mr. Tillemans stated that “the most striking thing about this determined young woman is likely the confidence with which she approaches any new situation.” For Gabi, Mr. Tillemans chose Grace, Gold & Glory by gymnast Gabi Douglas. 

The Class of

2016 E

ASTSIDE PREP’S EIGHTH (AND LARGEST TO DATE) graduating class celebrated its commencement last June in the Illsley Ball Nordstrom Recital Hall at Benaroya Hall in Seattle. Over 400 members of the EPS community (faculty, staff, students, parents, grandparents, extended family, friends, alumni, and graduates) gathered to celebrate the forty members of the Class of 2016. What follows are excerpts from speeches given during the ceremony.

Julia—with Chase in the background— (both Class of 2016) celebrates graduation.

Bart Gummere, Upper School Head Class of 2016, you are a great bunch. You’ve been remarkably motivated, intent on a high level of achievement. There is pressure that comes with hard work, high expectations, and the unavoidable comparisons of living amongst wonderfully talented people. For the most part, you’ve celebrated the accomplishments of others, and shown great humility about your own.

One way to lead compassionately in college is to be completely open with your peers. Embrace the vulnerability that comes with such transparency. One of the most important things that happens during your four years of college is that most of you enter at age eighteen and graduate at age twenty-two. You will make great gains in maturity and wisdom during that time. You aren’t yet supposed to know everything about life, love, and the pursuit of happiness. Yet, many first-year college students attempt to convey such worldliness from the time they arrive on campus.

Members of the Class of 2016

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So here is my advice: find a way to share your knowledge, and also your lack of knowledge. Speak proudly about the things that go well, and acknowledge openly the times you try and fail…especially the ones that hurt. You will be amazed by the depth of the friendships you can develop in leading your life this way.

Fina Short, Student Speaker When I got into Eastside Prep, I got a badge that said “first EPS Lifer,” with the dates 2008-2016 underneath. As a nine-year old, 2016 seemed impossibly far away. I wouldn’t have believed it then, but spending eight years at EPS soon started to mean more than excelling at four-square. It meant eight years of classes with incredible teachers, who suffered through toga parties in the rain and Middle School socials in the Fitness Center. Being a lifer meant that from the beginning, we had the conviction that we could build anything, try anything.

So what has being a Lifer meant? It means growing up with this diverse group of people in very, very, very close proximity. Being a Lifer has meant that at any given time, the senior lounge is filled to the breaking point with a group of people who genuinely want to be together. As the first eight-year Lifers to leave the school, I hope our lasting

Members of the Class of 2016 show pride in their college choices.

legacy can be made up of the same values that made our experience what it was. The values that have left us forever indebted to teachers that gave us the confidence to follow our passions, to an environment that taught us how to try new things.

Sophia Maymudes, Student Speaker Eastside Prep is a preparatory school and that means it’s the goal of the school to prepare us for the rest of our lives. The senior class really is ready for the next step, and it’s because of what we’ve learned at Eastside Prep. EPS has taught me many lessons but today, I will talk about four lessons I’ve learned at Eastside Prep that I, and the rest of the senior class, will take with us to college and beyond.

Lesson One: If you want something to happen, you 26

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Sophia delivers her graduation speech.

can make it happen. Lesson Two: No matter how weird your passion is, somebody else out there likes it too, even if they don’t know it yet. Lesson Three: Everyone is talented in more than one way. Lesson Four: Your connections and your community really matter.

We didn’t create this community by ourselves. So much of the credit for who this class has become goes to the amazing faculty and staff of Eastside Prep. They sit with us at lunch, show up to our plays and sports games, and are happy to talk with us about what’s going on in our lives.

Along with their academic subjects, they taught us how to care about the people in our community. They are the people who created this environment that allowed a group of scared, awkward Middle Schoolers to grow into confident, competent, (if still vaguely awkward) adults.

Dr. Terry Macaluso, Head of School My objective today is to do the thing that graduation speakers almost universally eschew. I am going to give you advice. I know more than you do—and believe me—you could use the help.

The thing I want to talk about is “digi-strac-tion.”

If our ancestors had been as subject to DIGI-STRACTION as we are today, what might the world look like? How many ideas—interrupted or forgotten—would not have found their way into the fabric of human culture? Think about your own potential contributions to humanity. Can you focus? Can you work through an idea—no matter how long it takes? Can you re-read the same paragraph until you “get it?”

Thinking takes time. DIGI-STRAC-TION interferes.

Thinking takes focus. DIGI-STRAC-TION interrupts.

Thinking is iterative. DIGI-STRAC-TION obstructs. My advice: be where you are.

Communication is more than words. It’s the inflection of voice. It’s hand gestures…body language. It’s the look on the face of the speaker. When you fail to pay full attention—to be where you are—you lose all the components of communication that make meaning complete. You give up the most satisfying part of being human—being in connection with someone else who wants to be connected to you.

Be where you are. 

SENIOR AWARD WINNERS Adapted from speeches by Bart Gummere, Upper School Head

The Critical Thinking award is presented to the member of the graduating class whose keen appreciation for ideas and willingness to promote intellectual discussion enlivens our classrooms and hallways on a daily basis.

Our award winner, Lara Lewison, does not just enliven classrooms. She pushes everyone to think at a far higher level. One faculty member wrote, “Her challenging questions and unique perspectives make learning fun for everyone in the room.” Another writes, “She is an intellectual blaze. She pushes teachers and students to ask more questions, to define vague statements and terms, to elevate their thinking.” Lara might promote even more intellectual discussion, as the award suggests, Lara Lewison accepts her were we all able to think Critical Thinking award. at her level. As one faculty member wrote, “She’s completed an Independent Study each trimester, not one of which I fully understood.” An avid reader, an excellent writer, a brilliant violinist and vocalist, and a talented painter and artist, Lara is multi-talented.

The Responsible Action Award is presented to the member of the graduating class who in both quiet, unseen actions and courageous public moments demonstrates a consistent, sincere regard for the community.

In the world of a school, being responsible most often is construed as the act of completing assignments and fulfilling expectations. This year’s award winner, Shae Sakamoto, does so much more. By taking on many tasks left unassigned or sometimes not even thought of until the moment at hand, Shae turns potentially chaotic moments into smooth-running events. One faculty member notes that Shae never seeks recognition while serving the community quietly and consistently.

Another faculty member wrote that Shae’s dedication “is unparalleled and invaluable.” Another faculty member wrote this: Shae “is always willing to step up when no one else will, to fight when someone needs to be stood up for, or to hold true to his values when faced with a difficult decision.”

The Compassionate Leadership Award is presented to the member of the graduating class whose actions consistently reflect the importance of personal responsibility and compassion for others, setting an example for all to follow.

One vital component of leadership is transparency.

No one is more transparent in their love for Eastside Prep than Chase Johnsen. He loves this school, and he’s worked tirelessly to develop and improve our community.

Chase’s concern for others and his eagerness to serve the larger community set him apart. Finishing out his time here at Eastside Prep, Chase could have lost his focus, but instead he chose to work to the very last day ensuring that the newly-elected student body President and VP are well prepared for their roles next year. Chase didn’t do this because it was required or because he had been asked, he did it because he is committed to EPS and motivated to protect the culture that he loves.

The Wise Innovation Award is presented to the member of the graduating class whose creativity, curiosity and contributions illuminate new possibilities and inspire others to similar exploration.

One of the many faculty to nominate Max Corman for this award wrote, “The creativity in his witty responses to...well everything...reveals a brilliant mind always at work. He has kept us all entertained for his seven years at EPS.” Were it that Max only kept us entertained, he would be immensely popular but perhaps not quite so respected.

Max chooses to apply his talents to our classrooms in fascinating ways. He not only works with great creativity, but also displays the remarkable depth of his understanding. Over the years, I’ve seen many [high school students] work hard to be different. Max just is himself, and in being so, he is totally unique. He never lets this separate him from the action at hand, though. Instead he makes sure his approach is singular AND completely engaged with others. That is the definition of wise innovation.  INSPIRE Fall 2016

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A Guided Journey

COLLABORATION IN COLLEGE COUNSELING

By Allison Luhrs and Kelly Violette, EPS Faculty & College Counselors

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M I IN TROUBLE?, THE STUDENT across the table seems to be wondering as her eyes skip from one to the next of the five adults surrounding her in the small conference room. For many juniors, this is a familiar feeling come springtime, when a single college counseling meeting can include the student, parents, the student’s Process Coach, his or her Writing Coach, and Upper School Head Bart Gummere. Yet the student is far from “in trouble.” All these adults surround her as part of one of the greatest collaborations at EPS: the college search and application process.

With so many adults involved in the process, it could be hard to remember that, in the end, only the student is actually headed to college. The simplest and yet the most important values of the EPS College Counseling Program is that the student drives the process, with the adults providing support, guidance, and information along the way. As Sam Uzwack notes, “Working together, we help students to understand themselves more deeply, in order to apply to schools that will be the best fit possible. All of us have a role to play in guiding students through the journey, and while the counselors are experts in the process, parents are experts in their own kids.”

Naturally, many students and parents find the college application process daunting and stressful. However, this process is at its best the most affirmative experience in Upper School as it 28

EASTSIDE PREPARATORY SCHOOL

provides the shared goal of identifying the ideal next place for the student to continue his or her growth toward adulthood. Students’ collaboration with their parents can be as informal as casual conversations about the kinds of programs that interest the student to more specific plans for family trips to visit colleges, making arrangements for testing, and honest discussions about finances and expectations.

The EPS counselors provide the next layer of collaboration, with some students choosing to meet regularly with their assigned Process Coach (Matt Delaney, Sam Uzwack, or Kelly Violette) and others popping in for a casual check-in or quick question. In all cases, the Process Coach helps outline the steps in the application process; asks questions whose answers will help lead a student toward an understanding of what he or she wants from a college; guides a student in creating a balanced list of colleges; and acts as a sounding board when it comes time to make the final, exciting decision.

It’s easy to put a great deal of emphasis on the quality of the personal statement a student will write as part of his or her college application.

However, a large part of the job of the Writing Coach (Allison Luhrs and Dr. Elena Olsen) is encouraging students to reflect on their past experiences, personal values, and future desires in order to enable them to craft the most illuminating and authentic essay they can possibly

write. Often, the conversations that occur between a student and a coach about what a student wants to communicate to a college about himself or herself before and during the writing process can be just as fruitful as an editing session.

Some of the most natural collaborations for students come between classes, during a shared meal, or while hanging out over the weekend when they are speaking with their peers about their thoughts related to college. But at EPS Dr. Olsen works with Maddie (’17) on the college application process. we are intentional about fostering collaboration and togetherness among students throughout this process, above • relationship-building with colleges and admisand beyond what comes about naturally. At regusions officers around the country, by fanning out lar intervals beginning in the spring of sophomore and each visiting at least ten campuses per year year, students are invited to attend pizza-fueled work parties on campus where they can make headway • conference attendance to stay current on topics on their search and application process in a relaxed ranging from standardized testing to financial environment, surrounded by positivity and friends, aid to ethics in the admissions process. This year, with college counselors on hand to answer quesEPS will have representatives at all of the major tions as they arise. Students bounce essay ideas off national College Counseling conferences, and the one another, share observations from college visits, constant collaboration of the team means that celebrate acceptances, bolster spirits after denials, every member benefits from each individual’s and support the ultimate decision of which college to participation. attend. Far from being a competitive experience, the college search and application process can be a teamSo, while the student in her college counselbuilding one that strengthens the bonds of the class as ing meeting is certainly not unique if her stomach they move through their later years of Upper School ties into knots and her palms start sweating as she and beyond. faces the nightmarish scene of all eyes on her, within The six-member college counseling team at moments it becomes abundantly clear that she is in EPS comprise an extraordinarily strong, innovative, a place of collaboration and support. “While the colteam-oriented program that is unique among college counseling programs. This group meets weekly to col- lege counseling process has a set of distinct steps, it is the generative exchange between students, parents, laborate on a variety of tasks, including: and counselors that establishes the narrative for each • discussion on individual students, including student’s search and ultimate college choice. The building a college list, issues unique to a particubuilding of this collaborative narrative helps guide lar student, questions that may arise during a how students transition to the next stage in their lives, meeting with students or families and sets a foundation for how they might make other big, life decisions in the future,” Matt Delaney sum• curriculum-mapping to make sure that the colmarizes. EPS is a place where the student herself gets lege counseling experience is meeting the needs to drive the process but is never cut loose from the of students and families at each point in their experience, wisdom, and guidance of her team.  Upper School career INSPIRE Fall 2016

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EPS

A Long-Term Commitment

By Wendy Lawrence, Former Faculty

T

HIS PAST YEAR, TWELVE EASTSIDE PREP EMPLOYEES CELEBRATED MILESTONE ANNIVERSARIES— seven celebrated a five-year anniversary while five others celebrated ten years at EPS. Each has been involved in creating and sustaining the Eastside Prep community and culture.

5 / Celebrating Five Years Michael Anderson is a Learning Support Instructor and a Grade Level Coordinator who helps students organize

their workload, assists with projects and test prep, and manages student accommodations. His work creates a foundation that lets the students reach higher and the teachers push farther. “I love the freedom EPS students have to be themselves,” says Anderson. “Teachers do a great job helping students explore their learning styles and express who they are.”

In only five years, he’s already helped develop two tremendously important programs—Guided Study Hall and Grade Level Coordinators. When he’s not at EPS, Anderson loves to spend time with his own kids, work out at the gym, and work on his house.

Vickie Baldwin is the Director of Institutional Advancement. “I really like how everyone here is ‘all in’ for

the students,” she says. “Every single person on the faculty and staff works to improve the experience for each one of our kids.” Baldwin is one of those people who goes the extra mile for our students. In her five years here, she has brought a whole new level of professionalism to school events, fundraising campaigns, and the school appearance in general.

Baldwin herself has evolved in her time here, only partly by choice. “I have always liked routine…no, I love routine. And there is never anything at EPS that is routine. Nothing is done the same way twice because we are constantly looking for ways to improve. It’s exciting and exhausting…and I’ve learned to love it!”

Eric Claesson teaches Middle School History and Literature. He’s also the Middle School Activities

Coordinator. He describes his daily job as “making history fun.” Claesson has made his mark on our Middle School curriculum. He and Karen Mills redesigned the entire 30

EASTSIDE PREPARATORY SCHOOL

Front row: Randi-Louise Peterson, Kristina Dammrose, and Emma Ferguson; Back row: Vickie Baldwin, Eric Claesson, Mike Anderson, and Kip Wassink

year of Literary Thinking 1. “We met weekly to bounce ideas off each other and create assignments. In the end, we both became better teachers by showcasing our different strengths.” He’s also shifted the seventh-grade history curriculum toward a study of the Pacific Northwest. “It’s been fun watching the students connect with their own local history.”

Claesson’s influence extends to extra-curriculars also.

He started a Rock and Roll Club, “a fun venue for students to take risks and practice being professional.” When he isn’t teaching, Claesson can be found performing with his band, working out in the EPS gym, or hanging with his family.

Kristina Dammrose is the Associate Director of Admissions, having started as the Admissions Assistant in

2011. Dammrose works as a team with Lauren Formo on everything from publications, events, and interviews, to application tech support. Dammrose has learned a lot from her mentors at Eastside Prep. “Everyone here works hard but doesn’t take themselves too seriously. I love the fact

that I can’t walk through a building without hearing someone laugh.”

She runs visit days, collaborating with prospective families, faculty in all disciplines, and student ambassadors of all ages. In her time here, visit season has grown from 175 student visits annually to 340, but her dedication has kept the experience just as personalized. She’s also grown the Student Ambassador program from around seventy-five students to over 280.

Dammrose started the Upper School girls soccer program and is also involved in Middle School soccer and tennis. She loves all kinds of board games, card games, and antiquated video games. She’s excited to welcome a new addition to her family this winter!

Emma Ferguson is an Upper School Spanish teacher who found herself teaching flamenco one day and never stopped.

It’s in addition to her full Spanish load, but she loves it. “It’s not only another lens to view movement and fitness, but it’s a direct integration of Spanish culture into PE.” With dance, she says, you get to “integrate mental strength and confidence with the art and expression of being human.”

Ferguson also loves the hours she’s spent collaborating with colleagues in the Spanish discipline. “Our team has worked long summer days and after school evenings on campus, at each other’s dining room tables, and even in Barcelona.”

As much as she’s brought to the school, Ferguson says EPS has brought her even more. “Our community will have a place in my life permanently as the people who have most challenged me and believed in me.” Ferguson is also the Executive Director of the nonprofit Espacio de Arte, and

mom to a six-year old autistic son, with whom she makes fart noises and hunts for worms.

Randi-Louise Peterson is the Middle School Administrative Assistant, the kind of person who is busy

juggling all of the balls you never even realized were in the air. And every day when someone throws a new one her way, she keeps that one going as well. Peterson deals with attendance, schedules, substitutes, parent and student questions, and the blue box of bandaids on her desk. She loves her colleagues and the atmosphere at EPS. One of her favorite jobs is collecting the baby pictures for the Middle School Continuation Ceremony. In her free time, she can be heard playing the violin to her young baby. “The high notes make her smile and the low notes make her teary-eyed.”

Kip Wassink teaches Upper School Math and Science.

In Upper School Geometry, his students have investigated topics as diverse as ratios in cooking, the geometry of gymnastics, Islamic art and architecture, and origami. Last year he taught a seminar about Biomimicry and has proposed two more about mathematical modeling and the works of Ken Wilber.

In addition to mathematics, Wassink has worked with faculty from other disciplines on conversations about the parallels between thesis and essay writing in the humanities, conclusion and hypothesis in scientific investigations, and theorem and conjecture in math. He’s also collaborated on Experience Beyond the Classroom trips to Mexico, Oregon, and the Galapagos. Wassink loves to hike and bike with his family, head to Sounders games, and work on remodeling his house—which in his case means building a climbing wall and a kids’ play area for his two young boys.

10 / Celebrating Ten Years Adrienne Behrmann teaches Upper and Middle School Math and is the Upper School Activities Coordinator.

She jokingly considers her crowning achievement the showers in the new TMAC building. “Ten years of lobbying finally paid off!” Behrmann loves to take full advantage of the innovation encouraged at EPS. “I’ve enjoyed working with the math discipline, in particular using Boaler’s research on fixed and growth mindset to guide our teaching philosophy.” She also enjoys lively faculty discussions. “I love the fact that we are constantly encouraged to try new approaches to teaching.”

Front row: Melissa Hayes, Bart Gummere, and Elena Olsen; Back row: Adam Waltzer and Adrienne Behrmann

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Behrmann is equally at home in an upper-level math class and a prom-planning meeting. She’s taught all levels of math and planned everything from dances, ski buses, and Field Day to EBC trips to New Orleans and the Grand Canyon. “I love getting to know the students in a different environment, outside the classroom.”

Behrmann is one of those people who keeps the rest of the community together. She welcomes new faculty, organizes social events, and supports families. “I understand what parents go through raising teenagers. I think I also have a fairly good understanding of teenagers, too, having lived through both wonderful and challenging times with my own children.”

Bart Gummere is the Upper School Head and has led the

Upper School through a tremendous evolution during his ten years. Gummere is serious about all aspects of education and supporting students and a lot less serious about most other things.* It’s a balance that works well for someone who juggles relationships with administrators, teachers, students, and families on a daily basis. If there’s one thing all those people appreciate about Gummere, it’s his ability to face a difficult problem while always having a joke at the ready.

This same balance that others appreciate in him, Gummere appreciates about the school. “I love the fact that EPS takes education very seriously, and takes itself far less seriously. So many schools worry about their place in some hierarchy, real or imagined. EPS does what it feels is the best practice, and moves forward. We change readily when we discover we were wrong, or something better has emerged.”

Of course, it’s not just the school that’s flexible.

Gummere says he’s learned to be more understanding, too. “I know now that a school can have as many policies as it likes—every case is still individual.” Every piece of Gummere’s job involves collaboration with someone, whether the rest of the Senior Leadership Team, a group of faculty, or a student asking for advice. “Every day is a little different. It’s always interesting and usually fun.” *Note: He’s also serious about golf and baseball, playing golf and watching baseball, watching golf and listening to baseball, traveling to golf and baseball…

Melissa Hayes is a PE teacher for both Middle and Upper School, and the Head Coach and Coordinator of the Rowing program. Hayes might have the longest and most

varied day of any EPS faculty member. She starts in the morning driving the school bus, then teaches five classes, meets with advisees, and drives the bus to crew and back to school again, almost twelve hours after she started. “Being part of this community inspires me to do everything I do every day, better,” says Hayes. “It’s not just about being the

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EASTSIDE PREPARATORY SCHOOL

best, it’s about being our best as individuals, a team, and a community.”

As a PE teacher, Hayes is always thinking outside the gym. She often takes kids off-site for softball, golf, kickball, bouldering, or even kayaking. When Hayes isn’t coaching one team, she’s cheering on another, or attending plays and talent shows. She’s worked with Laurie Benaloh on a fitness and technology unit with video games and collaborated with students on a Quiddich unit. As one colleague says, “Hayes truly loves everything she does here. She spends the majority of her day with EPS students… and she loves it!”

Elena Olsen, Upper School English teacher and College Counselor, loves “the people, the humor, and the creativ-

ity” at EPS. Her daily responsibilities include reading great literature, having amazing conversations with a bunch of smart teenagers and colleagues, trying not to cringe when someone says ‘less’ instead of ‘fewer,’ and making jokes at the expense of Matt Delaney and Bart Gummere.

In her ten years here, Olsen has created much of the Upper School English curriculum and began the Writers’ Workshop program. She also worked with Sam Uzwack to create two new courses (Experience: Seattle and Experience: Arches National Park) and hopes to continue to develop and grow the program. She’s also a college counselor, which is a process she finds “tremendously rewarding.”

“I could say a lot about how EPS has changed me. I have become a more confident, innovative teacher—and a more confident, happier person generally,” says Olsen. “I am immensely inspired and fulfilled by the work I do here.”

Adam Waltzer, Upper School Science teacher, is also the founder—along with Elin Kuffner—of the supremely popular Ultimate Frisbee program at EPS. He’s taught in both the Middle and Upper Schools. One of his favorite projects was a collaborative unit for sixth graders about the history of materials in human society. Even though Waltzer has moved to the Upper School, his unit lives on, modified and loved by other teachers in the constant innovation of EPS curriculum.

“EPS has made me a more creative teacher,” Waltzer says. “Because I’m comfortable taking risks with new ideas, I have discovered more effective modalities and interesting contexts.” Because he doesn’t get enough Ultimate at school, Waltzer also plays in his free time, as well as going hiking and traveling with his son, Jacob. 

New Faces

By Wendy Lawrence, Former Faculty

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ASTSIDE PREP HAS welcomed three new faculty and seven new staff members to our community between the last few months of the 2015-2016 school year and the beginning of the 2016-2017 year. Below is a short introduction to each of these new additions, including their thoughts on our theme—collaboration.

Dana Albu Middle and Upper School Spanish “I am passionate about teaching Spanish,” says Albu.

“Helping students learn and observe visible progress is a rewarding experience. I strive to create an engaging learning environment in which students are happy to participate.”

Albu loves to introduce games, songs, children’s books, and real life objects into her teaching. She earned the Faculty Excellence Award at Green River College after creating a set of Jeopardy games. “At EPS, I hope to collaborate with my colleagues at creating competitive games, producing cultural activities involving crafts, or directing a short play or choir performance in Spanish.”

Originally from Romania, Albu now lives in Kirkland with her seventhgrade son. She has lived and traveled abroad in Mexico and Spain. She has earned Master’s degrees in both Electrical Engineering and Spanish and is working on a PhD dissertation in Hispanic Studies, with a focus on children’s literature.

Burton Barrager Middle School Science Barrager joins Eastside Prep after fifteen years at Leota Junior High in Woodinville. He’s previously taught seventhgrade Life Science, eighth-grade Earth Science, and ninthgrade Physical Science. Here at EPS he teaches Scientific Thinking as well as Environmental Practices.

Barrager has always enjoyed collaborating with his science colleagues to create better learning experiences. He consistently served on district science committees that collaborated across secondary schools to adopt new curriculum and to create scope and sequences.

“EPS has a great reputation and I was encouraged to apply by Adam Waltzer, a friend since grad school many moons ago. My favorite subject to teach is Earth Science, so this was a perfect position that opened up for me.”

When he isn’t teaching, Barrager loves to play outdoors with his wife Kim and two sons. In fact, in 1995, he spent a lot of time outdoors, hiking 2,100 miles of the Pacific Crest Trail. “I left Mexico in April and arrived at the Canadian border on September 23.” His family also loves to cheer on the Seahawks and the Mariners. “I am a full fledged geek and keep up on all manner of sci-fi shows and comic books.”

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Lani Bowker Senior Accountant “What drew me to EPS was knowing that there was a culture here that values and respects everyone in the community,” says Bowker. “A teamoriented atmosphere with leadership that empowers and inspires is very important to me.” Bowker joined the Business Office last summer and will be working on accounts payable, credit card accounting, and billing. She’s also excited to help implement the new workflow system and generally update processes and procedures that will benefit the school.

Bowker brings a wealth of knowledge to EPS, including experience earned from her fifteen years at another independent school in the area. She grew up here in Kirkland and has two children and “a big fat white lovable cat named Mac.” Bowker plays soccer twice a week and enjoys gardening, hiking, water and snow skiing, scuba diving, and bike riding.

Rhiannon Chelini Accounting Manager Rhiannon Chelini joined Eastside Preparatory School in 2016 and brings in over eleven years of nonprofit accounting experience. Before coming to EPS, Rhiannon worked at a local independent school as the accountant for assets and financial reporting, and as the Senior Accounting Specialist with SightLife. Chelini has a wide variety of financial experience and will use much of it here. She is responsible for accuracy related to financial reporting and implementing processes for verifying financial information. She will also be involved with payroll, student billing, and much more.

“The culture, leadership, and values drew me to EPS,” she says, and likes the emphasis on collaboration.

“Working together always results in a better finished project. I’m excited to work with the Business Office team to improve processes and increase productivity.”

Chelini is married with two children and is also a foster parent. She loves family time, football, yoga, and vacations.

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EASTSIDE PREPARATORY SCHOOL

Lisa Coulter Auxiliary Services Coordinator Coulter knew from her first interview last summer that Eastside Prep was where she wanted to be. “The atmosphere and support of the staff have been awesome,” she says. Coulter joins EPS to handle the day-to-day operations of the kitchen, bookstore, and cafeteria. In addition, she will be working closely with chef Gilbert Ragudos to provide fun and creative menus for lunches and events. That seems like a lot, and Coulter’s previous management and customer service experience will be essential as she works to build relationships and rapport with EPS students and families.

Coulter lives in the Seattle area with her husband and three daughters. When not running her children around to their extra-curricular activities, she enjoys reading, traveling, sports and live music. And Coulter has a celebrity in the family—her fifth great grandfather wrote the Star Spangled Banner (although she receives no royalties).

Rick MacKenzie Technical Theatre Specialist It’s the strong community that drew MacKenzie to Eastside Prep. For the past sixteen years, he has been the technical director and production manager for the theatre department at Cornish College, building, designing and managing theatre productions. He’s worked with students from their first stage management class as freshmen through their senior thesis projects. “I believe theatre at its best is a collaboration of all the parties involved. A writer provides a road map. A director provides the vehicle. The actors decide where to stop. The designers show you what’s there. And in the end, the play is not exactly like anyone expected and that is the marvelous thing,” says MacKenzie.

MacKenzie is a life-long Pacific Northwesterner and enjoys hiking and fishing. His newest hobby is experiencing live local music. MacKenzie lives in Seattle with his wife and two children.

Katie Nikkel Admissions Administrative Assistant Nikkel joined the Admissions team last summer with experience from a multitude of industries—she’s worked in banking, at a YMCA, and in education. She’s looking forward to “using her unique customer forward skill set to help others.” In her role at EPS, Nikkel will be assisting with the processing of Admissions applications, helping to coordinate events, and supporting students and families seeking admission to Eastside Prep. Nikkel is excited to join the EPS community and says, “As a student myself I feel that it is very important to be surrounded by individuals that stand for something, and that passion was evident from the moment I stepped foot on the EPS campus.”

Nikkel lives in Seattle with her partner, Andrew, and their two cats and one dog. She loves history, travel, camping, reading, and finding new and interesting music.

Verity Sayles Upper School English Verity Sayles joins the Upper School English discipline. Previously, she taught at Cheshire Academy in Connecticut and Phillips Exeter Academy in New Hampshire before moving west to pursue an MFA in Creative Writing at Oregon State University, where she taught courses in writing and rhetoric.

Everywhere she goes, she surrounds herself with collaborators. “At Oregon State, I have a core group of writers who I work with—they read my writing in its best form and in its super rough draft form. One thing I value about collaboration is the trust you develop.”

Sayles likes her students to work together a lot as well. “Learning from one another and how to communicate with one another is a skill that translates beyond the classroom. Also, students should be interested and excited about other people’s opinions—especially if they are radically different.”

Sayles loves running, hiking, and golf, and spends a lot of her spare time working on her manuscript, a series of nonfiction personal essays, which she hopes to publish.

Her signature dish is ordering pizza.

Jennifer Tastet Operations Manager If something is happening anywhere at EPS, Jennifer Tastet will be involved. She’s responsible for the smooth operation of the entire campus, including all buildings and machinery, events, transportation, safety, and emergencies. It’s probably a good thing Tastet’s work experience is so diverse. She’s done everything from owning and operating a Seattle wine shop to dispatching Police and Fire units for the Cities of Kirkland, Bellevue, Medina, Clyde Hill, and Mercer Island.

“I developed my organization and communication skills as an Executive Assistant for ten years and from there grew to love leading people toward better communication and processes. I naturally incorporate customer service into everything I do as relationships feed my greater goal: getting my job done and enjoying it!”

“My position at EPS will require collaboration in everything I do with the staff, faculty, leadership, parents, and students!” Tastet says, “I couldn’t wait to surround myself with thinking people with high expectations of themselves and me. This is my dream job.”

Tastet is from Seattle and just celebrated her tenyear anniversary with her husband, Ron. “Between us we have five children, two Havanese dogs and a Chihuahua rescue. My stress reliever and passion is gardening and beautifying my neighborhood.”

Matt Zenon Accounting Assistant Matt is the newest member of the growing Business Office team at Eastside Prep. He will be putting his ten-plus years of customer service experience as well as his problemsolving and communication skills to good use as he works with parents and staff on auxiliary services and accounting duties. “I have a strong ability to work within a team environment and feel collaboration is essential to being successful in our personal and professional lives,” says Matt. It was “Eastside Prep’s commitment to challenging students to be free thinkers” that first attracted him to the school.

In his free time, Matt enjoys anything related to being outdoors—hiking, water sports, and fishing to name a few.

He’s also a huge animal lover.  INSPIRE Fall 2016

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TMAC

Space that Fosters collaboration

By Wendy Lawrence, Former Faculty

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ERHAPS THE MOST NOTABLE thing about the new Macaluso Academic Collaborative (TMAC) building and its variety of spaces is that no one activity, course, or group is limited to one particular space.

Science classes experiment in their lab areas and then spill into project spaces, students curl up to study in a quiet corner or reserve a collaboration room to dig in on a topic with a group.

The Robotics team studies, builds, and prepares in the design lab, and then invites other schools to compete in the amphitheater.

“I think the real story of TMAC,” says Chief Technology and Innovation Officer Jonathan Briggs, “is that the building is used all day long by students in moments of organic collaboration. When you walk through the first and second floors, it looks like the students have been working in this building for years but it has only just opened. On any given day, you’ll see Senior Project meetings, student groups working, or people studying quietly. In general, everyone finds the microclimate that helps them be productive and engaged.”

Connor (’18), has been at EPS since the fifth grade and is one of those exploring the microclimates of TMAC. “The building turned out even better than I expected,” he says. His favorite parts are the new chemistry and design labs and the quiet spaces that help him

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be productive during his free time. “I spend time every day in the hallways or quiet study rooms of TMAC. It is always the easiest place to work on campus, and these spaces are generally free of distractions.” Connor has also reserved the collaboration rooms to give him space to teach his Spanish ‘study buddy.’ “The monitors allow me to project assignment goals, and I use the whiteboards to write questions and vocabulary lists.”

Nickie Wallace teaches Upper School Chemistry and is also enjoying the myriad ways to use the diverse

Natalie and Halima (both Class of 2019) at work in TMAC

provide a natural opportunity for integrating the Upper and Middle Schools.

Last year, Adam Waltzer’s Advanced Biology students worked on a collaborative project with the Vernier Physiology The building is used all day Package software monitoring long by students in moments equipment they can use on fellow of organic collaboration. students.

“I posed a hypothesis to the space. “The breakout rooms are so class and asked them to collaboratively useful for small group work and indidevelop an experiment to test it. My vidual testing,” she says. The spacious hypothesis was that seventh-grade Chem Lab allows for practical exams science students would have a betin General Chemistry and an elaborate ter recall of a particular homeostatic Science Fair in Advanced Chemistry. mechanism if they were subjects in a The building can even be an exciting related experiment than if they simply destination itself, as it was for the sixth read about it. The Advanced Biology graders Wallace invited up for a colstudents gathered background on laborative project with her Chemistry five physiological phenomena associstudents. ated with the experiments they have TMAC and the technology it offers learned to conduct with the Vernier

EASTSIDE PREPARATORY SCHOOL

equipment. They wrote up simplified summaries and quiz questions related to each one.”

Working with Katie Dodd, Waltzer divided the seventh-grade cohort into five groups. Each group participated as subjects in one of the five experiments and then read about the other four topics. A few days later, Dodd gave her class a quiz which the Advanced Bio students graded and analyzed. While the data was inconclusive, the Upper School students gained experience and knowledge by presenting that new data.

Waltzer says the Upper School students enjoyed working with the younger grades, which is also something Wallace saw with her lesson.

Another benefit of both projects was that Middle School students got a small preview of courses and equipment to come. Gunnar Mein also brings his BOTZ students to TMAC to take advantage of the Design Lab. In addition to the much-needed space, just coming to the building is a perk for the younger students.

Collaboration doesn’t end when the proverbial school day bell rings, not that TMAC has a bell. “Some of the great examples of collaboration are Gunnar Mein’s after-school programs,” says Briggs.

Gunnar Mein is an EPS Technology Teacher, and he spends most of his time on the lower level of the new building. Mein runs EPSilon, the award-winning USFIRST FTC Robotics Team. “Beginning each fall, we compete with thirty or so other teams across the Puget Sound region on solving the new robotics challenge and playing matches.” A corner of the Design Lab is a semi-permanent half-FTC court. This space is crucial to allow the team to test their design for the game and make improvements.

Once a year, they also use the TMAC Hallman Amphitheater to host a league event with eleven other teams.

Mein’s Fusor Team also meets in the Design Lab. That’s about twenty

to twenty-five students on a quest to teachers, we use the conference rooms build a nuclear fusion reactor. “The on the first floor or the desks next to reactor is electrostatic and will never Mr. Gummere’s office.” produce net energy, but it is noneTMAC has played an important theless the real deal, as measured by role in Che’s education. It’s home to neutron output,” explains Mein. “The his calculus and chemistry courses TMAC Design Lab gives us a nice as well as the seminars Introduction open space where the different student to Nuclear Physics, Understanding groups—high voltage, deep vacuum, the Computer from the Transistor radiation detection, radiation shieldUp, and Cryptography. “I also took ing, and regulatory compliance—can Modern Asian Literature and history spread out, collaborate when they want on TMAC’s second floor, where we to, and focus when they need to.” planned a little scene for a book called “On Monday afternoons,” Mein Samurai’s Garden.” He’s also involved says, “and pretty much during any free period we can muster, the Scanning Electron Microscope (SEM) repair crew of about six students, four teachers and three outside consultants spends time in TMAC 004 in a vigorous attempt to revive a thirtyseven-year-old SEM. We hope to turn this into a Quinn (’19) and Gavin (’20) collaborate on a robot. working instrument for a future biology/chemistry/material science with the EPSilon Robotics and Fusor imaging program. Stay tuned.” teams. The only space he hasn’t yet Of course, nothing matters more used is the gym. than the student experience, and so When asked how the TMAC gives far the student reaction to TMAC is him opportunities he wouldn’t have overwhelmingly positive. “My favorite elsewhere, Che points out that there thing is that it’s multifunctional,” says aren’t many places he could make Che (’18), echoing Connor’s love of a nuclear reactor or fix a scanning the diverse microclimates. “I can find a electron microscope. Of course, there suitable location for designing a projaren’t any rules prohibiting collaboratect, having a conference, and doing ing just for the fun of it. “Last year, homework. I especially like the tranwe ran a Geek Night in TMAC,” says quility of the first floor of TMAC; this Mein, where they screened Back to the atmosphere makes me very productive Future 2 on October 21, 2015, the date during free periods. When I have a the famous Delorian travels to. “We little bit of time, I stay in the Design hope to do this again a few times Lab and make stuff. When I meet with this year.”  INSPIRE Fall 2016

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Members of the 2015-16 EPS Board of Trustees Front row: Emily Anthony, Brett Burris, Byron Bishop, Janet Levinger, Kathy Weber, Maureen O’Hara, and Leslie Brewer; Back row: Bohn Crain, Wade Carter, Jennifer Hallman, Stacy Graven, Rob Short, Ellen McDermott Charney, Scott Schaefer, Sasha Press, Mack Hinson, and Eric Voskuil; Not pictured: Leslie Decker, Patricia Friel, Linda Hedges

GOVERNANCE A COLLABORATIVE EFFORT Introduction by Stacy Graven, President – Board of Trustees

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Rob Short, Board President from 2012 to 2016, addresses families and faculty during the Graduation ceremony.

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HE EASTSIDE PREP BOARD OF TRUSTEES IS A GROUP OF DEDICATED and smart individuals who bring a variety of experience and diversity of thought to the work of the Board and our school. We all have one thing in common, the selfish best interest of our kids. We serve on this Board because we care about our kids’ education and development as a whole person who will be well prepared to go out in the world and make great things happen.

You can imagine this makes for interesting discussions at our meetings and we cover many topics related to our kids and school.

We are extremely fortunate that we have an incredibly experienced, dedicated, and talented Head of School—Terry Macaluso—who knows how to hire equally qualified faculty and staff. Together, this group maintains an exceptional school culture that is sometimes hard to explain unless you experience it for yourself. Rob Short (Board Past President), Terry, and I have spent many hours talking with parents about what make EPS so special, what they like, and what they don’t like. I can tell you most parents feel it and can’t describe it exactly either.

So what helps to make it special? Collaboration: regular and consistent collaboration among faculty, staff, students, parents, alumni, donors, and all the members of our extended community. It takes everyone’s expertise, experience, opinions, and resources to make Eastside Prep so special and unique.

The Board’s job is to ensure that we understand what is happening in the school and that we are constantly working to ensure a healthy future through policies that help support it.

Much of our work is done in Committees (described later) where individual Board members bring their particular area of expertise and/or interest to the work. Those Committees bring their recommendations forward to the larger Board for discussion and approval if needed. This collaborative process allows us to be more efficient and effective with the limited time we have during our six meetings held each year. It is important that our entire community understand how we work and what we are working on…so take a look!

EASTSIDE PREPARATORY SCHOOL

By Wendy Lawrence, Former Faculty

Committee on Trustees The EPS Committee on Trustees (COT) is a group whose goal is to ensure a healthy and well-functioning board. You know when the airline tells you to put on your own mask first? That’s what this Committee does: feeds the Board the oxygen they need to help the whole school community not just survive, but thrive.

Emily Anthony, Principal at Emily Anthony Consulting, is entering her second year as the Chair of the COT. Anthony helps other nonprofits think about board and fund development, so it’s been fun for her to step out of the consulting role and do the actual work on the Board and Committees. “The ‘care and feeding’ of the Board may not seem like that big of a deal, but board service is a big commitment and supporting people so they have what they need to do a great job is important.”

The Committee on Trustees plans Board training to improve its effectiveness as well as better the experience for the members. They also recruit new trustees. “Our biggest responsibility is to determine what skills and experience we need to have on the Board, and then to seek out matching potential candidates for what we need.”

Other members of COT include Wade Carter, Stacy Graven, Jennifer Hallman, Rob Short, and Kathy Weber.

Asset Management Committee The most important work of the Asset Management Committee, say Immediate Past President Rob Short and Board Chair Stacy Graven, is the financial governance of the school. Stacy Graven is the Executive Director of the Meydenbauer Center and Visit Bellevue Washington. She has served on the Asset Management Committee since she joined the Board, but has been attending all committee meetings this year in preparation for taking the lead role as Chair. Rob Short was President of the Board for four years and has sat on all the committees, but now plans to focus most of his time on the Asset Management Committee.

The Committee also looks at long-term strategic planning around campus facility goals. “Our asset is the school so we closely monitor those things which affect the functionality and long term financial health of the school,” says Graven. “This includes reviewing and approving budgets, campus planning, monitoring key areas of the budget like staffing, and making sure our programs are in line with our mission and budget.”

“In the short term, EPS needs to purchase the campus from the group of school founders who currently lease us the buildings,” Short adds. The long term? “The future is bright!” Graven says. “We need to continue to improve our campus and invest in our faculty’s growth and development in order to ensure quality experiences for all. What I love most about EPS is that we innovate, test, keep what is good, and throw out what doesn’t work. We try new things all of the time! We invest in quality faculty and staff, and we create a dynamic curriculum that meets students where they are. And all the while we maintain a culture that makes this place special. I can’t always articulate exactly what the ‘secret sauce’ is but we have it and it is imperative that we keep it!”

Graven says one advantage of the Asset Management Committee is that its members have been with the school for a long time. “We are the ‘keepers of the flame,’” she says.

“This Committee is a great collection of brilliant minds in finance, development, operations, real estate and education,” says Graven.

Short agrees. “I haven’t come across anyone I didn’t enjoy working with. People are motivated and share the common goal of improving the school.” He describes his time on the Board as a whole as time spent “solving fun puzzles with smart, interesting people.”

Sasha Press, Treasurer of the Board, also serves on the Asset Management Committee. She loves working closely with Terry Macaluso and Jim Rensberger, and loves the rest of her Committee. “I am excited to help Terry expand the school while maintaining its unique culture,” she says.

Other members include Byron Bishop, Brett Burris, Wade Carter, Bohn Crain, Patricia Friel, Mike Hubbard, Maureen O’Hara, Henry Sanders, John Sharp, and Eric Voskuil.

Institutional Advancement Committee Ellen McDermott Charney is a Security Architect and Engineer who works as a Chief Information Security Officer. She’s starting her third year on the Institutional Advancement (IA) Committee, which is responsible for fostering community and the overall growth and development INSPIRE Fall 2016

39

For biographical information on all Eastside Prep Trustees, visit our website at eastsideprep.org/who-we-are/trustees

of the school. Supporting the Annual Fund is a big part of that. “EPS was created by a small group of people who dared to dream big,” says Charney.

“I love being on the IA Committee because we work with the entire school community to achieve the big dreams that make EPS great!”

Leslie Brewer chairs the Institutional Advancement Committee after spending three years on COT. Brewer says that one of their shortterm goals is to shorten the annual campaign by two weeks while still maintaining a 95% participation rate.

A longer-term goal is to develop a culture of giving that sees more classes participating at 100%. They are also hopeful that the school will be able to apply for grants because of the community’s high participation rate of giving.

Also on this committee are Wade Carter, Jennifer Hallman, Mack Hinson, Mike Hubbard, Maureen O’Hara, and Scott Schaefer, but Brewer adds that incoming Chair Graven and outgoing Chair Short also came to every meeting last year!

Travel and Safety Committee Mack Hinson chairs the Travel and Safety Committee, working with members Wade Carter and Jennifer Hallman. “This Committee helps ensure that students and staff can learn in a safe environment not only on campus but also during the many off-campus learning activities,” Hallman says.

The goals for this Committee are simple but thorough and change only as the school’s travel plans change.

“It’s amazing to see all the behind-thescenes thought and work that goes into the planning for what our students do,” says Hinson. The Committee is already anticipating challenges as the organization grows and adopts new travel and educational opportunities, but Hinson enjoys getting to contribute to making the best possible learning environment.

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EASTSIDE PREPARATORY SCHOOL

New Board Members Mike Hubbard Mike is a co-owner of Capstone Partners, a privately owned real estate development and investment company with offices in Seattle and Portland. Capstone’s projects include office, industrial, multi-family, retail, and land development. Prior to Capstone, Mike was a managing director at Trammell Crow Company—a national real estate services and development company.

In addition to his real estate experience, Mike also brings Board experience to Eastside Prep—he has been the Board Chair for KidsQuest Children’s Museum in Bellevue since 2010 in addition to a few private board experiences. He and his wife Rachel have triplets, and their son Matt is a member of Eastside Prep’s Class of 2018. Mike received a BS degree in Economics from Pomona College and his MBA from Kellogg Graduate School of Management, Northwestern University.

Henry Sanders Henry is originally from Hillsboro, Oregon. He graduated from Cornell University in 1986 with a BS degree in computer science. After two years of hardware board design at Intel, Henry joined Microsoft in 1988. He is currently Corporate Vice President of Engineering for the Windows Operating System, where he is responsible for architecture and engineering for the current and next generations of the Windows OS operating system, as well as the culture, health, and productivity of the engineering team.

Previously Henry led the software development efforts in Windows Phone through successful shipment of the past four releases. His hobbies include drumming and cooking. Henry is looking forward to his first year on the Eastside Prep Board of Trustees and is particularly “interested in figuring out buildings and space for our growing student population.” He and his wife Vickie have three children at Eastside Prep—Donny (Class of 2020), Mike (Class of 2022), and Elizabeth (Class of 2024).

John Sharp John is “of counsel” with Fifth Avenue Law Group PLLC, where he represents landlords, tenants, sellers, purchasers, developers, and property managers with respect to commercial and residential real estate ownership, management, acquisition, disposition and leasing. His transactional practice includes negotiating, drafting, and reviewing office, retail, industrial, ground, and residential leases and related documents; purchase and sale agreements; and easements and licenses. He further advises clients with regard to title matters, due diligence, and financing. In addition to his real estate practice, John assists clients with entity formation and general business concerns. Prior to becoming a transactional attorney, John worked in private practice as a civil litigator, focusing on real property, construction, employment, business tort, and general contract disputes. John has a B.A. in Philosophy from Pomona College and received his law degree from the University of Oregon. John’s son Harrison (“Harry”) is a member of the Eastside Prep Class of 2022.

“All kids are different and no single school is the perfect choice for every student. In EPS, we were fortunate to find a terrific fit for Harry. I look forward to working with the fine institution that he so enjoys attending.” 

CAMPUS UPDATES W

HILE FAMILIES WERE enjoying some much needed relaxation time, the Eastside Prep campus was bustling with activity.

In addition to the usual summer cleaning, some major improvements were also undertaken including the addition of a dance and yoga classroom, new accessibility to both the Middle School and Art Studio buildings, a new courtyard (at the Middle School), new lighting, way finding signs, a new outdoor amphitheater for gathering and classroom use, and a new entry area outside the LPC music room. �

Stairs to the LPC and Middle School

Outdoor Amphitheater

Wayfinding Signs

Middle School Courtyard

Dance and Yoga Classroom INSPIRE Fall 2016

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ANNUAL REPORT 2015–2016 Letter from the Head of School and Board President

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HE 2015-2016 SCHOOL YEAR, OUR thirteenth, was another exciting year at Eastside Prep. We grew to 375 students and eighty-seven faculty/staff members, added program offerings (both academic and experiential), hosted more prospective families at Open Houses than ever before, and travelled further on EBC trips.

The theme of this issue of Inspire is “Collaboration;” we decided to extend that theme in this letter. Eastside Prep has been a collaboration from the beginning. A few forward-thinking individuals came together fifteen years ago with the idea that we could add a new school to the existing community assets in Kirkland and Bellevue. It didn’t happen overnight—it took a great deal of effort, time, and cooperation to make all the decisions that led to opening our doors in September 2003. But the collaborative efforts didn’t stop there. Trustees set up a governance structure, teachers designed and implemented a program, and engaged students found a home—all requiring ongoing collaboration.

Fast forward ten plus years, and collaboration is alive and well at Eastside Prep. You’ll find it in classroom interactions, on the playing field or court, in the Design Lab, in Seminars, on the stage, and in the labs. Collaboration continues to be a hallmark of the Eastside Prep experience—and every year we get better at learning to listen to one another.

Thanks to all of you for being part of that EPS experience, and for understanding that an independent school is a partnership. We look forward to working… and collaborating…with you in the coming school year.

Highlights

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ASTSIDE PREP’S THIRTEENTH ACADEMIC year was chock full of exciting events and first time experiences. Here are just a few:

The Macaluso Academic Collaborative opened in September. 

The Fusor Project debuted at EPS, allowing students to combine passions for engineering and science. 

375 students enrolled in Eastside Prep, and the school retained 96% of returning students.

The first true EPS athletic home games were held in the new gym for basketball and volleyball teams. 

The first Seminars were held for Upper School students, with topics ranging from The Physics of Sailing to Princesses and Truck Drivers: Constructing and Deconstructing Gender.

The EBC Week trips expanded to include more international travels including first-ever trips to Cambodia and Thailand. 

The College Counseling program was expanded to add additional counselors and reorganize the process for juniors and seniors.

EPS held its first Homecoming game (Ultimate) and dance.

67% of our students participated in athletics at EPS. 

Terry Macaluso, PhD Head of School

Rob Short President, Board of Trustees EPS partnered with the Forefront organization led by the University of Washington resulting in the creation of a suicide prevention program for parents and employees.

42

EASTSIDE PREPARATORY SCHOOL

EPSummer returned after a construction-related hiatus.

Kirsten Pike English

Gilbert Ragudos Food Services Manager

Sarah Rainwater Social Science

Rakesh Reddy Food Services Support

Jim Rensberger

Faculty and Staff 2015-2016 Shelly Allen Administrative Assistant for Upper School, Registrar

Elizabeth Andersen Executive Assistant for Admissions & College Counseling

Mike Anderson Learning Support Instructor

Amis Balcomb F&PA: Visual Arts

Vickie Baldwin Director of Institutional Advancement

Gilbert Bell Facilities Support

Adrienne Behrmann Mathematics

Laurie Benaloh, PhD Mathematical Thinking

Doug Blair, JD Director of Athletics, Physical Education

Daria Brandt* Fifth-Grade Humanities

Jonathan Briggs Director of Technology, Technology Teacher

Vandana Chalana Athletics: Yoga

Rhiannon Chelini Accounting Manager

Roberta Christensen LPC Theatre Manager, F&PA: Stagecraft

Robin Christy Learning Support Coordinator

Lena Chu Accountant

Eric Claesson Literary Thinking, Social Science

Jess Claesson Learning Support Instructor

Derek Clarke Webmaster, Technology Teacher

Anthony Colello Fifth-Grade Humanities

Tom Cordova Facilities Manager

Charlene Crocket Food Services Support

Kristina Dammrose Associate Director of Admissions

Jake Davis Learning Support Instructor

Matt Delaney Academic Dean, Social Science, College Counseling

Katie Dodd Scientific Thinking

Ian Duncan English

Ginger Ellingson F&PA: Music

Steve Fassino Mathematics

Emma Ferguson Spanish, Athletics: Flamenco

Javier Fernandez Food Services Support

Patricia Ferreyra Spanish

David Fierce Social Science

Lauren Formo Director of Admissions, College Counseling

Lisa Frystak Administrative Assistant for Student Life

Joe Garrison, PhD Mathematics

Victor Guevara Custodian

Bart Gummere Upper School Head, College Counseling

Tina Hadden Director of Administrative Services

Paul Hagen Director of Student Life

Melissa Hayes Physical Education

Sarah Hollingshead Scientific Thinking, Mathematical Thinking

Brian Hutcheson Director of Fine and Performing Arts, F&PA: Visual Arts

Stephen Keedy English

David Kelly-Hedrick Literary Thinking

Adam Kruger Science

Elin Kuffner Fifth-Grade Science, Physical Education

Chris Legrand Social Science

Allison Luhrs* Literary Thinking, College Counseling

Terry Macaluso, PhD Head of School

Roger Mack Technology Systems Administrator, Technology Teacher

Bess McKinney Social Science

Gunnar Mein Technology Teacher

Karen Mills Literary Thinking, Librarian

Kelly Moore, PhD Director of Student Support Services, Neuroscience, Psychology

Jack Nolan Tech Support Specialist

Todd Nystrom F&PA: Instrumental Music

Elena Olsen, PhD English, College Counseling

Jim Owen Facilities Support

Janelle Panday Accountant

Chan Pedersen Venue Technician

Andre Pegeron Learning Support Intern

Randi-Louise Peterson Administrative Assistant for the Middle School

Chief of Finance and Operations

Tracy Ritter Administrative Assistant for Student Support Services

Josefa Ruiz, PhD Spanish

Ana Safavi Administrative Assistant for Academic Dean’s Office

Tara Scherling Food Services Support

Roz Sobel Spanish

Jeff Sternitzky Front Desk Reception

Lurline Sweet Mathematical Thinking

Jennifer Tastet Operations and Events Manager

Tom Taylor F&PA: Theatre

Tobias Tillemans Scientific Thinking and Environmental Practices

Ernesto Torres Food Services Support

Sam Uzwack Middle School Head, College Counseling

Board of Trustees Robert Short

Jennifer Hallman

President

Trustee

Stacy Graven

Linda Hedges*

Vice President

Trustee

Sasha Press

Mack Hinson

Treasurer

Trustee

Bohn Crain

Janet Levinger

Secretary

Trustee Emerita

Byron Bishop

Ellen McDermottCharney

Past President, Trustee Emeritus

Trustee

Emily Anthony

Kim Merino

Trustee

Ex-Officio Trustee, Parent Association President

Leslie Brewer Trustee

Maureen O’Hara Trustee Emerita

Brett Burris Trustee

Scott Schaeffer Trustee

Wade Carter Trustee

Eric Voskuil Trustee

Leslie Decker Trustee

Kathy Weber Trustee

Patricia Friel Trustee Emerita *On sabbatical

Kelly Violette Spanish, College Counseling

Nicole Wallace Science

Adam Waltzer Science

Kip Wassink

Annual Fund Participation

Mathematics, Science

Jonathan Westerfield Facilities Support

Brittany Williams Executive Assistant for Institutional Advancement

100%

Employees

100%

Board

Cassidy Will Administrative Assistant for Athletics

Ryan Winkelmann Historical Thinking

Marcela Winspear Food Services Coordinator

Dan Yezbick Faculty *On teaching sabbatical

INSPIRE Fall 2016

43

ANNUAL REPORT 2015–2016 Thank You to Our Donors These individuals and organizations have made cash or in-kind donations to Eastside Preparatory School. *

Indicates 5+ years of consecutive giving to the Annual Fund (a) Indicates alumni/alumni family (gp) Indicates grandparents of students

Tolga and Barcin Acar Robert and Pilar Ackerman* Nikki and Kurt Adams Diana and Mark Adamson Adobe Inc Shelly and Jason Allen Amazon Yessen Amirzhanov T.K. Anand and Meera Mahabala Elizabeth Andersen Michael Anderson* Irena Andonova Anonymous Susan and Franco Audia Kathlene and Tim Bakken Amis Balcomb* Vickie and Bob Baldwin* Lola Ball Erin Barry and Oliver Sharp* David Baty and Elizabeth Hall Margaret Bay and Gary Schimek Conrad and Claudia Bayer Edward and Rebecca Beals Kurt Bechtel and Teri McFall Bechtel* Donna and Bill Beckley Mona and Kawarjit Bedi Adrienne and Arnold Behrmann* Andrew and Brenda Bell Gilbert Bell Yevgeniy Belousov Laurie and Josh Benaloh*(a) Aziz and Wafa Benmalek Lisa and Christoph Berlin Ritu Bhatia and Aaron Chatterjee Byron and Sheila Bishop*(a) Doug and Elena Blair*

44

Boeing Inbal Boger-Megiddo and Eran Megiddo* Kate and Brock Boswell Sid Bothra and Tulika Dugar Michelle and Jarvis Bowers Lisa and Marv Brashem*(a) Ronald and Sua Braunstein Leslie Brewer and Arnold Blinn* Jonathan Briggs* Walter and Trish Bright* Lorie and Charles Brighton Linda Brisk Bristol-Myers Squibb Janice and Marshall Brumer Anna and Andrei Burago David and Heather Burkey Arianne and Peter Burnham* Cyndee Kraiger and Brett Burris* Elena Camerini and Oskar Gjertsson Fred and Sheila Capestany Deborah and Ian Carmichael Rebecca and Wade Carter Vikram and Vandana Chalana*(a) Jeannie Chan and Henry Su Rita Chan and Jim Grua Carl and Rebecca Chatfield Zitan Chen and Yan Li Lisa Chin Roberta Christensen* Robin Christy Lena Chu Citrix Systems Inc Jessica and Eric Claesson* Derek Clarke Anthony Colello Danelle and Matthew Conners

Bill and Lisa Conquergood* Bruce and Lisa Copeland* Tom Cordova Anne and Mark Corley John Corman and Linnea Peterson* Lee and Bohn Crain David Parker and Neicole Crepeau (a) Mike Crill and Cathy Nobis Charlene Crockett Meg and Howard Crow Julie and Jim Culbertson John Cunningham and Karen Gentles Agustin Da Fieno Delucchi Kristina and Eric Dammrose* Sarah Daniels and Rod Fleck Stormi and Rick Danis Jake Davis Leslie Decker and Steve Rimmer*(a) Matt Delaney* Julie Dempster Jo Ann and John Denney Steve and Debbie Dimmer* Manoj Dipankar and Ranu Choudhary Vijay Dirisala Katie Dodd* Emer Dooley and Rob Short* Harriette and Fred Dorkin Scott and Shelly Douglas*(a) Ian Duncan Eaton Vance Investments Jodi Ellias and Mark Spickett Virginia Ellingson Peter and Teresa Engrav Expedia Steven Fassino David and Jennifer Feldman Emma Ferguson* Javier Fernandez Patricia Ferreyra* David Fierce David and Gabrielle Fitzgerald Lauren Formo* Tom Freisem Patricia Friel*(a) Lisa Frystak Hilary and Kevin Gammill* Joe Garrison Bill and Melinda Gates Christina and Ronald Gehrke* Colleen and Michael Gilbert Navjeet and Jasmine Gill Debbie and Brad Gliner* John and Serena Glover* Mario and Elizabeth Goertzel

EASTSIDE PREPARATORY SCHOOL

Laurie and Gordon Goetsch* Google Stacy Graven and Ken Johnsen* Melissa Green* Nigel Green Greg and Bridget Greenberg*(a) Victor Guevara* Bart Gummere* Suzanne Guon-Corner and Bradley Corner* Amit Gupta and Pallavi Vajranabhaiah Anupam and Sangeeta Gupta Lily and Michael Guse Tina and Dave Hadden* Stephanie and Scott Haeger Paul Hagen* Amy and K.D. Hallman Jennifer Hallman and Derek Luhn Ella Hallman-Luhn Sarah Hallman-Luhn Michael and Mary Kay Hallman (gp) Beck Hallman Andrew and Etsuko Haring Steve Harris The Hart Family* Nina and Rage Hawley Melissa Hayes* Helen He and Thomas Yuen Patty and Brian Henry Suzie Herman Jennifer and Alan Heuberger Vlasta and Brian Hillger Jennifer and Gary Hinds* Stephanie and Mack Hinson Sarah Hollingshead Judi Hoskins and Joe Suty Jenn and Doug Hotes* Ching-fen Hu and Deepak Bharadwaj Mike and Rachel Hubbard Liz Hunt and Benn Schreiber* Brian Hutcheson IBM Yu and Masa Iwasaki Smita and Neel Jain Gina Jamison and Michael Zyskowski Carol and Jake Jensen Catherine and Lei Jin Bengt and Sayuri Johnson Debra Korth and Chris Johnston Marybeth and Michael Johnston

Carol Jones Dean and Trina Kain Vicci and Mark Kane Leni and Randall Karr Lisa Kartiganer and Josh Schroeter Sharon and Lynn Kasel Gregory and Angela Kavounas* David and Jennifer Kays Katherine and Ryan Kearny* Stephen Keedy Liam Keese and Tracy Porter* Karin Keis and David Nister Yohko and Joe Kelley David Kelly-Hedrick Joe and Emma Kim* Tatiana Kirova Don Kitch Jr. and Donna Porada-Kitch Dan Klusman and Kathy Gibson Reed Koch and Suzanne Dilanzo Tiffany Koenig and John Ostolaza Rodney and Elizabeth Korn*(a) Erin and Peter Kraus Madhu Krishnan and Raja Krishnaswamy Adam Kruger Elin Kuffner* Christy and John Kunin Tom and Leslie Laird McConnell* Tony and Janet Landers Doug Laundry and Eva Fekete Stephanie Lee and Paul Nghiem Chris Legrand Dean and Sangita Lester Janet Levinger and Will Poole*(a) Gabriel Lewison and Quyen Ta Penelope Lie My Lieu and An kien Ngo Jeslyn and Henry Lin Nicolas and Gina Loebel Ruthann Lorentzen Jennifer and John Loy Elizabeth and Steve Lucco Janet and John Ludeman Mathy and Kenneth Lustig Terry Macaluso* Roger Mack Tracy and Duncan Maclean Randy and Patti Mann* Nancy Mariuz and Jeff McAffer

Lester and Mary Ellen Marshall Rhonda and Brian Marshall Holli and Edgar Martinez Tanya Matskewich Judith and Hugo Maurer David Maymudes and Emily Anthony* Meredith McClurg and Jeffrey Krauss Kara McCulloch Ellen McDermott Charney and Scott Charney Joel McGregor and Chairat Seelao Tricia and Brian McKinley Bess McKinney Leah and Richard Medway Gunnar and Angelika Mein Lea Mejia and John Mackay Menasha Corporation Foundation Arul Menezes and Lucy Vanderwende George and Lois Meng Elizabeth and Joe Michaels Microsoft Edward and Oraphin Miller* (a) Karen and Zane Mills* Rajeev and Shalini Misra* Elizabeth and Sean Mitchell Navin and Cathy Mithel Mitsui USA Sanjeevini and Manish Mittal Ivan Mladenov Susan and Mohsen Moini Shannon and Christian Moller* Kelly and Gary Moore* Leigh Ann and Russell More*(a) Laura and Jim Morgan Morgan Stanley Vasudha Motaparthy and Shanta Ram Punukollu Salman and Meeral Mughal Monica Mulloy and Dave Gainer Mahesh Mulumudi and Srilatha Shoroff Sona and Nishad Mulye* Cristina Nardini Rebecca and Todd Needham Network for Good Merav and Amir Netz* Dan and Kristen Newell Erich and Kathy Nielsen John Nikolai and Carol Eubanks Abika Nimmakayala

Jack Nolan* Lev and Isabella Novik Bob and Maureen O’Hara Karen O’Reilly and Ray Sun David Olix and Leila Belhadjali Elena Olsen* Oracle Corporation Jim Owen PACCAR Inc Janelle Panday* Elisa Panelli and Marco Chierotti Nilesh and Aloka Parson Clare and Kaj Pedersen Andre Pegeron Channon Pedersen Diego Piacentini and Monica Nicoli (a) Tom and Linda Pichard Carlos and Isabella Picoto*(a) K.P. Pike and Tobias Tillemans* Anne Pillsbury and Jeff Sternitzky* John and Mary Pope Ariff and Shabina Premji Lowell and Sasha Press* Kimberlee and Stanley Prince* Wes Pringle and Lee-Ann Boyd Pringle David Pugh and Xuping Wu QUALCOMM Incorporated Gilbert Ragudos Sarah Rainwater Madhu Rao Jodanna Ray Emily and Steven Rayson Rakesh Reddy Jim Rensberger Sarah Richards and Larry Lee Renee and James Rinker Tracy Ritter Lisa Robin and Joseph Robin, MD Ilona Rossman Ho and Eugene Ho Josefa Ruiz Mercader Sean and Ana Lisa Ryan Ken and Deepika Sadahiro Ana and Shawn Safavi* Jon Sakamoto and Elaine Hsieh-Sakamoto Kurt and Doris Samuelson* Shelli and Edmond Sanctis Victoria and Henry Sanders Nish and Geeti Sanghavi SAP Matching Gift Program Murli and Roopa Satagopan

David and Patricia Sauntry Melissa and Scott Schaefer* Tara Scherling Lynette and Matt Scheuing Jennifer Schilling and John Crosetto Kevin and Cynthia Schmitt John and Ellen Schneider Ted Scott and Bree Norlander Julia Sensenbrenner*(a) SEOmoz Inc Val and Steve Serdy Sanjay Shah and Taral Patel Vandana and Munil Shah Jonathan and Xixi Shakes Ashvini and Roomi Sharma* Kirsten and John Sharp Alison and Barry Shaw* Sanjay and Angela Shenoy* Sam Shinn and YJ Lee Kim Simmons-Merino* Douglas and Betsy Smith* (a) Richard and Jeanne Smith Roz Sobel* Sanjay Soni and Sumita Verma Stephen and Joanne Sparrow Stephanie St. Mary Dev Stahlkopf and Bill Bue* Jessica Stern Jill and Martin Stoddart Alice and Tom Strong* (a) Srini Subramanian and Sangeetha Suryanarayanan* Catrena and Sean Sullivan Karen and Gary Sumner Huaying ( William) Sun and Jie ( Julia ) Ying Airi and Vesa Suomalainen* Jami and Chris Swasand M3 and Lisa Sweatt Lurline Sweet T-Mobile Inc John Tardif and Rashmi Chinniah Target CO Mark and Liza Taylor Tom Taylor Texas Instruments K.C. Thompson Karen and Karl Triebes* Susan and Larry Tseng Kamil Ercan and Selcin Gul Turkarslan Debbie and Eric Twelker Jenica Tyler Heather and Justin Uberti United Way of King County

Sam Uzwack and Nicole Curry* Cerise Vablais and Robert McKenna Kushagra and Jyoti Vaid Lil and Dolf van den Heuvel* Karla and Anton van der Hoeven Varian Co Eric Veach and Luanne Lemmer Birgitte Veje* Selvam Velmurugan and Lakshmi Nidamarthi Kelly Violette* Jacki von Allmen Mica and Eric Voskuil* Deborah and Chris Voss Markus and Jessica Voss Nicole Wallace Adam and Shigeko Waltzer* Joanne Wang and Fangquian Wu Shi Wang and Jingyuan Yan Tammy Wang and Heon Park Kip and Danielle Wassink* Kathy Weber and Bill Shain* Ally and Dan Weisman Darryl and Winter Wells Wells Fargo Jonathan Westerfield Serap and Charles Whitmer Kenneth and Danette Wickman Liesl and Jeff Wilke* Cassidy Will Brittany and Dave Williams Rod and Kathryn Willson LJ Wilson-Knight and Mike Knight Michael and Kalai Wineland Ryan Winkelmann Marcela and David Winspear Jeff and Kelly Wright Jinghai Xu and Haili Song Tokuro and Myrissa Yamashiro* Ling Yang and Christopher Fawcett Jennifer and Matt Yeatts Wendy Yee and Partha Seshaiah Caroline and Dan Yeh Dan Yezbick Alan Yuen Oleg Zelenko and Angelika Polyakov Jack and Hellen Zheng* Yong-Pin Zhou and June Xianghui Duan Sally Zyfers

Financials Operating Income

Tuition $11,128,521 Annual Fund Contributions $1,296,094 $837,339 Auxiliary Services $3,308 Investment Income $13,265,262

Operating Expenses

Program and Instruction Management & General Admissions Fundraising

$10,283,620 $2,387,967 $442,599 $151,076

* $13,265,262 *Expenses exclude non-cash charges such as depreciation, etc.

Parent Annual Fund Participation

95%

Student Enrollment Total Enrollment at the End of the Academic Year 375

2015-16 325

2014-15 295

2013-14

275

2012-13 243

2011-12 207

2010-11 177

2009-10

172

2008-09 142

2007-08 107

2006-07 81

2005-06 2004-05

45

2003-04

17

INSPIRE Fall 2016

45

UPCOMING F

ollowing are some of the upcoming events at Eastside Prep.

For a complete listing of EPS activities and events, visit our website (www.eastsideprep.org) and go to the Community/Calendar page.

OCTOBER

NOVEMBER

ĥĥ 18 / Community Event: Screening of Screenagers

ĥĥ 2, 3, 4 / MS Play Production

ĥĥ 10 / Grand Friends Lunch

## 11:30 a.m. to 1:00 p.m.

JJ Eastside Prep Campus Grandparents and special friends of EPS Middle and Upper School students are invited to visit for lunch with Head of School Terry Macaluso.

ĥĥ 10 / Fall Visual Art Gallery Night ## 7:00 p.m. to 9:00 p.m.

JJ Levinger-Poole Commons Screenagers probes into the vulnerable corners of family life, including the director’s own, and depicts messy struggles over social media, video games, academics and internet addiction.

Through surprising insights from authors and brain scientists solutions emerge on how we can empower kids to best navigate the digital world. Film screening is open to families in and outside of EPS.

## 7:00 p.m.

JJ Levinger-Poole Commons Theatre Presented by EPS Middle School students, directed by Tom Taylor. Limited seating capacity; seat reservation process will be published a few weeks before the event.

ĥĥ 5 / Open House

## 6:00 p.m.

JJ Art Studios At the end of fall trimester, the visual art program showcases the work of students who have been actively creating artwork throughout the trimester.

ĥĥ 22 / Open House

ĥĥ 10 / Fall Music Concert ## 1:00 p.m. to 3:00 p.m.

(Pre-register online, doors open at 12:30 p.m.)

JJ Levinger-Poole Commons

## 10:00 a.m. to 12:00 p.m.

(Pre-register online, doors open at 9:30 a.m.)

JJ Levinger-Poole Commons Prospective students (grades 5-12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by interactive mini-classes, parent/student Q&A panels and self-guided campus tours.

46

EASTSIDE PREPARATORY SCHOOL

Registration starts at 12:30 p.m. in the LevingerPoole Commons and the program runs from 1:00 p.m. to 3:00 p.m. Prospective students (grades 5-12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by interactive mini-classes, parent/student Q&A panels and self-guided campus tours.

## 7:00 p.m.

JJ Levinger-Poole Commons Theatre At the end of each trimester, the music program showcases the work of students who have been actively studying, rehearsing and creating music.

EVENTS DECEMBER

ĥĥ 19 / Winter Reception

ĥĥ 17 / TEDxEastsidePrep

## 6:00 p.m.

## 10:00 a.m. to 4:00 p.m.

JJ Central Cinema

ĥĥ 3 / Open House

## 10:00 a.m. to 12:00 p.m.

EPS parents are invited to enjoy an evening reception in the Levinger-Poole Commons.

(Pre-register online, doors open at 9:30 a.m.)

JJ Levinger-Poole Commons Prospective students (grades 5-12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by interactive mini-classes, parent/student Q&A panels and self-guided campus tours.

FEBRUARY ĥĥ 1, 2, 3 / US Play Production

JANUARY ĥĥ 3 / Alumni Reception ## 7:00 p.m.

JJ Levinger-Poole Commons Theatre Presented by EPS Upper School students, directed by Tom Taylor. Limited seating capacity; seat reservation process will be published a few weeks before the event.

## 4:00 p.m.

EPS alumni are invited to an afternoon of delicious food and good conversation.

This year’s theme is Resurgence. What ideas from the past are due for a comeback? Our next great idea may very well have already been thought of and is now suddenly relevant. Join the Eastside Prep faculty as we hear speakers address the theme of Resurgence.

This is an independently organized TED event hosted by Eastside Prep. Our audience and speakers will consist of a diverse group of leaders, stakeholders, and entrepreneurs in the world of education, technology and cognitive science. To know more about this event, visit www.tedxeastsideprep.com. (Tickets available approximately one month prior to the event.)

MAY ĥĥ 11, 12, 13 / Spring All School Musical

MARCH ĥĥ 2 / Winter Music Concert

ĥĥ 6 / All School Talent Show ## 7:00 p.m.

JJ Levinger-Poole Commons Theatre.

## 7:00 p.m.

JJ Levinger-Poole Commons Theatre ## 4:00 p.m.

JJ Levinger-Poole Commons Theatre Annual event at which the EPS community showcases their various talents, ranging from singing to “stand-up” and everything in between. (Limited seating capacity).

Presented by EPS fifth through twelfth graders, guest director Meghan Arnette. Limited seating capacity; seat reservation process will be published a few weeks before the event.

At the end of each trimester, the music program showcases the work of students who have been actively studying, rehearsing and creating music.

INSPIRE Fall 2016

47

10613 NE 38th Place Kirkland, WA 98033

CONTACT US TODAY 425-822-5668 eastsideprep.org

Photograph by Lindsay (‘16)