WINTER/SPRING 2022
Great student leaders are made, not born. Learn how Epiphany School teachers intentionally foster children’s confidence, curiosity, and courage in every grade on page 11.
FROM THE HEAD OF SCHOOL
Greetings, Epiphany School community! We hope every family in our greater school community is healthy and safe, finding their own sense of grounding and normalcy in this changed world. I can report, with great pride and pleasure, that Epiphany School’s vision, mission, and values are as alive and visible on campus as they ever were. The indomitable spirit and incredible talents of our faculty and staff have ensured this school year has progressed just as it should, even amid the latest challenges of this pandemic—with our trademark warmth, care, and interest in students clearly evident in all we do. Our students haven’t missed a beat either! Every day I witness classrooms abuzz with active, joyful learning and the warm, personal connections that are a hallmark of our school.
Even as we become ever masterful at inventing, pivoting, and improvising throughout the pandemic, our strategic plan, “Epiphany School 2024: Leaders in Seattle Elementary Education,” continues to guide our direction and priorities as a school. In addition to dedicating resources to ensure the health and safety of staff and students over the past two years, the school made meaningful, strategic investments in our campus, staffing, professional development opportunities, Professional Learning Community (PLC) work, and our academic and social-emotional programming, including Math in Focus and Responsive Classroom. In the coming months, we look forward to focusing more deeply on strategic priorities—like
enhancing our English Language Arts curriculum, developing a DEI action plan with community input, and expanding our Extended Day programming—which all fit within our strategic plan’s three guideposts:
Innovative and individually responsive teaching and learning: supporting and challenging every student
Enhancing our authentic and welcoming community: expanding our inclusive school culture
Building toward our future: investing in our school’s program and campus
While we all look forward to the day when everyone can be on campus together again without social distancing or masking, the commitment, unity, and grace our community has demonstrated to our students, school, and each other over these past two years has been absolutely inspiring. Every day I am grateful for the tremendous dedication of our faculty to meet students’ needs, the commitment of our families to diligently adhere to our health and safety protocols to keep COVID-19 at bay, and the goodwill and positive messages sent our way from our broader community. This spirit of care and compassion has endured at Epiphany School for 64 years, and it lights the way to our very bright future.
With gratitude and respect,
Jenn Elkin Head of School
Welcome to the new annual UPDATE Magazine, published once a year at an expanded length. Coming soon: our first Epiphany School Impact Report, published by our development team, and Stories, a section of our website where we’ll share profiles, updates, and other news throughout the year. Stay tuned!
VISION
U P D A T E
EDITOR
Jaime Gillin
CONTRIBUTORS
Gemma Alexander
David Bush
Nick Clements
Jenn Elkin
Jude Miqueli
Tyler O’Banion
Nikki Putnam
Andrew Schafer
Lauren Smith
Alexa Sparks
Betsy Webb
PHOTOGRAPHY
Libby Lewis Photography
Tom Wolken
DESIGN
Beans n’ Rice
PRINTING
Capitol City Press
Printed on 10% post-consumer waste paper with vegetable-based inks.
Visit our website epiphanyschool.org
The Epiphany School Update is published biannually by the Advancement team. Every effort is made to ensure the accuracy of information presented. If you find an error, please notify us at communications@ epiphanyschool.org or 206-971-3061.
DIVERSITY STATEMENT
Epiphany School promotes and cultivates a diverse community as essential to academic success, social and emotional growth, and the development of good character. Engaging diverse perspectives stretches the mind and requires critical thinking, intellectual courage, and creativity. It takes careful listening and thoughtful expression, and manifests itself in cultural competency. Thinking beyond oneself and seeing the world through the eyes of others is the foundation of fairness and empathy, and thus prepares our students to live respectfully and lead responsibly in our pluralistic democratic society.
Inspiring every child to discover meaning and purpose in a life of learning
MISSION
Epiphany School challenges and supports all students to become confident, curious, and courageous learners through innovative teaching in a caring and inclusive environment.
VALUES
Epiphany School actively cultivates an awareness and respect for diversity in all forms. We strive to create a positive, joyful, and inclusive community by embracing the following values:
Respect: We encourage empathy through the strength of our differences, awareness of our global surroundings, and adherence to high standards of conduct.
Responsibility: We build integrity and trust by understanding our choices and owning our actions.
Resourcefulness: We foster resilience and expect all to search and find, to fail and learn, to risk and succeed in a changing world.
Dear Epiphany School Community,
I hope you are doing well—staying healthy, staying connected to those you care about, and staying true to your personal and professional missions! These are unique times, when it’s easy for the daily news to shake our perspective, even stop us in our tracks. Over the last two years, I’ve learned that mindset matters, and as we look at the world around us, we can tap into the power of joy to fuel our days ahead.
The days at Epiphany School are filled with moments of joy! Children are learning together—and they are laughing together. At Board meetings each month, we hear stories and we see photos that exemplify the joy at Epiphany School. Students are singing and silly in music class. Students are proudly presenting their work to their peers and reading and engaging in group discovery. Recently, one photo grabbed my attention: an action shot from recess, showcasing four players in a Four Square game. One participant was leaning back to make a catch. Ah, Four Square! Do you remember those days from your earlier years? Well, in this case, the action shot captured Jenn Elkin!
This photo stood out to me for a number of reasons. The children were truly joyful. Jenn, leaning back, balancing in action, exemplified her role as Head of School. In the last couple of years, Jenn has relentlessly championed our school mission while also championing the health and safety of the entire community. All with a smile on her face (under a mask!), just like in this photo.
As members of the Board of Trustees, we serve as stewards of the school, making sure the school mission is top of mind, along with our governance and business responsibilities. We discuss the current state of the school, and also look to the future—which is bright! Epiphany School is delivering on its mission to challenge and support all students to become confident, curious, and courageous learners. Our caring faculty are demonstrating innovative teaching in an inclusive environment. And most of all, there is joy on campus.
Sincerely,
Betsy Webb President, Board of Trustees
2021-2022 BOARD OF TRUSTEES
Betsy Webb, President
Ben Magnano, Vice President
Amy McCullough, Treasurer
Jamie Morris, Secretary
Meredith Baty
Mark Callahan
Jenny Cummins
Jenn Elkin
Lee Falck
Ann Felton
Mandy Gandt
Jay Goyal
Bob Henry
Jessica Hughes
Max Hunter
Ronald Koo
Ken Miller
Nikki Putnam (EPC President)
Kylee Shintaffer
Kara Westhusing Engskov
Felicia Wilks
ADVISORY BOARD
Chap Alvord
Karl Aschenbach
Jane Hawkanson
Mark Hutcheson, Sr.
LEADERSHIP TEAM
Head of School: Jennifer Elkin
Lower Elementary Division
Head: Celia Russo
Upper Elementary Division
Head: Allisen Haworth
Director of Educational Technology: Jude Miqueli
Director of Finance and Operations: Alex Ramírez
Director of Development: Lauren Smith
Director of Enrollment
Management and
Admission: Greg Jones
Director of Marketing and Communications: Jaime Gillin
2021-2022 EPIPHANY
PARENT COUNCIL (EPC) OFFICERS
President: Nikki Putnam
Co-Vice Presidents/ Welcome Committee: Erin Lea, Ashley O’Neil
Vice President/ Communications: Effie Gleason
Vice President/Community Engagement: Danielle Green
Secretary: Lucy Wacksman
Advisors: Grace Pak, Kirsten Wiggers
2021-2022 EPC COMMITTEE CHAIRS
Carnival: Alana Kagan, Lauren Rolfe, Heidi Wadsworth
Fall Faculty Luncheon: Toni Kha, Gabrielle Mortensen
Spring Faculty Luncheon: Ana Maria Afanador, Michelle Davis, Robyn Hagle
May Faculty Appreciation: Jessica Barrett, Michelle Davis, Colleen Kreyling, Vanessa Thompson
Service Learning: Somany
An, Danielle Lobo
Uniforms: Kim Allen, Melissa Payson, Ann Riederer
Epiphany Merchandising Committee: Nikki Putnam, Tara Stillner, Kirsten Wiggers
Graduation Reception: Meredith Baty, Mandy Gandt, Kirsten Wiggers
First Fridays/Celebrations: March Chao, Wellesley Parker, Ellie Tobkes
Ice Cream Social: Sally Johnston, Tara Stillner
Lunch Program: Grace Pak
Parent Voices
FROM THE EPC PRESIDENT
When we joined Epiphany School 9 years ago, I was overwhelmed with how welcoming the community was for our family. Our fourth child was due in September and I was nervous about getting my first child settled in a new school as we welcomed another. A mother in our Pre-K class, not even knowing me, put together a meal train for us. We had hot meals three times a week for 8 weeks! Families I didn’t know dropped off food, even our Pre-K teacher made us a meal. That feeling of support, both in times of joy and sorrow, has continued through our time at Epiphany School. As we navigate the ups and downs of living through a pandemic, I have never been so grateful for our Epiphany family. The way this community connects and helps each other is a true gift.
Reflecting on our time at Epiphany School, I give much credit to the Epiphany Parent Council. EPC is the special sauce that adds that little extra to your experiences at Epiphany. Every parent is a member of the Epiphany Parent Council, and every parent is encouraged to participate. EPC is responsible for many of the non-academic activities and events that happen on campus for your students. EPC is the connector between the talented staff, incredible families, and our dedicated Board of Trustees. We help support classroom teachers with special project supplies, provide holiday treats and surprises, work with organizations to help give back, and much more. We truly could not do any of these things without your help. Please reach out to epc@ epiphanyschool.org if you’d like to volunteer or share ideas.
As we head into the spring, we cannot wait to get outside and be together as we celebrate graduates, community, and the spirit of Epiphany School. I look forward to seeing you on campus soon.
Warmly,
Nikki Putnam
EPC President, 2021-2022
“I took on the role of Auction 2021 chair last year because Mrs. Elkin asked me to. I feel like when a school that gives so much asks for a little help, you say yes. I realized that I could work to be an agent for evolution at the school. Being part of the virtual auction was my small way to enable Epiphany to be a school for all who value strong educational foundations, regardless of their financial means. The funds raised at auction support financial aid and enable the school to continue to go the extra mile for inclusion and diversity.
Epiphany has been a rock throughout our family’s elementary school experience. It’s a safe, nurturing environment where kids can take risks, knowing that there is always a mindful, watching eye to guide them if they get overwhelmed. I feel that Edie and Huck will take a firm sense of belonging and purpose as they move forward through the world. Epiphany has given them that super strong base that allows you to truly extend yourself.”
—Alyson Scadron Branner, Auction 2021 Chair, Parent of Huck (4th grade) and Edie Branner ’18
Alyson Scadron Branner working the virtual Auction stage with co-host Scott Carnz
Follow Along
Engage with Epiphany School on social media for a window into our community and daily life on campus!
@epiphany_school
@epiphanyseattle
@epiphanyschool
Getting ready for our pop-up farmer’s market! In our school garden, students are digging up potatoes, carrots, beets, and more. All proceeds support King County’s Emergency Feeding Program.
Did you know we have a famous author in our midst? Learning Skills specialist Vicki Conrad followed up her first book, Just Like Beverly, with the newly released A Voice for the Everglades. She’s visiting classrooms to read her book and share more about the writing process.
Lewis Carroll’s Jabberwocky, performed by the Class of 2022. Something spooky for your Halloween eve, presented by Epiphany School’s class of 2022.
So grateful for the robust professional development our faculty and staff participate in year-round! We are excited to continue exploring proven and promising practices that leverage technology to improve student learning.
Big thanks to Dr. Olmos de Koo, Epiphany School parent and ophthalmologist, for leading our students in a cow eye dissection—one of the highlights of the 2nd grade curriculum. Such an incredible hands-on learning experience for our young scientists!
There are so many creative ways to build reading skills! In second grade, students spent time reading out loud to plants (and each other)—building reading confidence, focus, and stamina in the process. Quirky AND effective!
Twinning on Free Dress/Fun Day Friday. Looking sharp!
Hellos & Goodbyes
Faculty & Staff HELLOS
Upper Elementary Division Head Allisen Haworth comes to us with 17 years of elementary and middle school teaching experience in the Lake Washington School District and 8 years at Overlake School, where she was responsible for designing a school-wide curriculum mapping and analysis process and providing teacher coaching on effective collaboration and technology tools. She has deep experience implementing the PLC model and a strong commitment to creating equitable learning communities for all children.
Auction, major gifts, and implementing strategic initiatives to build a culture of philanthropy.
Jude Miqueli, our first-ever Director of Educational Technology, works closely with Epiphany School’s Academic Strategy Team and IT Manager to help set the educational technology vision and strategy for our school. Prior to this position, Jude worked as an Educational Technology (ET) leader and kindergarten/ first grade looping teacher at Montlake Elementary School. She additionally worked as a Content Strategist and Community Developer for Bloomz, Inc., creating content, hosting teacher webinars, and overseeing their brand ambassador team.
applications and enhanced the school’s diversity recruitment efforts.
After working as our long-term substitute for second grade last year, we are excited to welcome back Kye Smith as a third grade teacher. Kye previously worked in public schools in Vancouver, B.C., where she taught multi-age elementary classrooms and brought a particular strength to incorporating Indigenous culture and pedagogies into the classroom and community. Kye has a Bachelor of Education degree from the University of British Columbia and brings wonderful positivity, professionalism, and intellectual energy to her work.
Welcome, Specialist Teachers!
Alex Ramírez joins us as our new Director of Finance and Operations. In his previous role as Controller - Business and Operations Manager at the Bush School, he was significantly involved in all major financial-related aspects of school operations. Prior to arriving at Bush, Alex was the Director for Program Operations at the WSU Initiative for Research & Education to Advance Community Health (IREACH) and, prior to that, the Associate Director of Research Operations at the UW Center for Clinical & Epidemiological Research (CCER).
Lauren Smith, our new Director of Development, has over twelve years of experience in non-profit fundraising and independent schools. Most recently, Lauren was Director of Development at the Army and Navy Academy in Carlsbad, CA, an all-boys middle and high school. There she oversaw all development activities, including Annual Fund,
Marcelle Bearss, RN, MSN, our new School Nurse and COVID-19 Coordinator, comes to us with six years of experience as an Assistant Nurse Manager and Registered Nurse in Medical and Women’s Oncology at Smilow Cancer Hospital in New Haven, and as a Registered Nurse in Telemetry at Griffin Hospital in Derby, CT. Marcelle’s passion and enthusiasm for teaching and learning and her excitement about translating her work in healthcare to our school setting have been evident from day one.
Gretchen Boehm, our part-time Middle School Placement Coordinator, spent five years as Middle School Admission Associate at the Bush School, two years as college counselor at Carrollton School of the Sacred Heart in Miami, and four years as Assistant Director of Admission at Castilleja School in Palo Alto, CA, where she coordinated middle and high school admission
Safir Boudad, our new Latin teacher for 3rd through 5th grade and French teacher for Pre-K through 2nd grade, previously taught at the French Immersion School of Washington in Bellevue and North Seattle French School in Shoreline.
Art Specialist Olivia Turner comes to us with experience as a first grade teacher at Ardmore Elementary School and a Master of Arts in Teaching in K-12 Art Education from the University of the Arts in Philadelphia.
Nicky Martin, our Lower Elementary Math Specialist, has worked in education for over twenty years, including the past ten years teaching in elementary schools with math as a particular focus area. She has been a math mentor and trainer, curriculum writer, and an instructional leadership team member.
Welcome to our new Extended Day Staff!
Extended Day Manager Laurie Goff has extensive experience in early childhood and elementary school education, including as a preschool teacher at Interlaken Preschool, the Summer Camp Program Coordinator/ Lead Teacher at Jewish Day School of Metropolitan Seattle, and working in the extended day programs at Hamlin Robinson and Giddens School.
Extended Day Pre-K Lead Teacher Alicia Guinn has over 20 years teaching experience focused on the Pre-K age group. She builds warm, trusting relationships with children and creates inclusive classroom communities that welcome and support all children.
April Ulinski, Extended Day 4th/5th Grade Lead Teacher, is an outdoor educator, teaching artist, and poet who has worked with teens and children as a teacher and program coordinator.
After working with us last year as School Support Staff, Will Geisler joins Extended Day as an assistant teacher, appreciated for his energy, love of learning, and an ability to connect with all age groups.
Faculty & Staff GOODBYES
Ian Erlichman, Extended Day Pre-K Assistant Teacher, is a recent graduate and political science major whose career goals as an early childhood educator crystalized after joining the Epiphany School family.
We are happy to welcome Lorelei Amato to the Extended Day team as our 2nd/3rd Grade Extended Day Teacher. Lorelei has been a teaching artist in the Seattle area for over 20 years, working with students of all ages and skill levels across many mediums.
Lamia Khan, our Extended Day Kindergarten/1st Grade Lead Teacher, is an artist and teacher dedicated to helping children explore and learn about the world around them, through whatever lens is best suited for them.
After teaching third grade for two years at Epiphany School, Annie Kim has taken an Instructional Assistant position at Valley School. Her depth of teaching experience and desire to connect deeply with students were great strengths appreciated by all.
Upper Elementary Division
Head Paige Baublitz-Watkins moved on to pursue opportunities in senior administration in the public education sector. Her deep commitment to connecting with and supporting students and families on their educational journey has had an ongoing positive impact on our school.
Latin Language Specialist Greg Kakas moved on to pursue a full-time sixth grade Latin teaching position at Excelsior Classical Academy in Durham, NC.
Director of Finance and Operations Karen Benson is now CFO at the Berkeley Carroll School in Brooklyn. Karen’s contributions to Epiphany School were significant, both strategically and operationally.
Director of Development
Nick Peyton has moved on to the position of Senior Development Director at Washington State Opportunity Scholarship, an organization that provides students with scholarships to pursue STEM degrees and careers in Washington State colleges and universities.
School Nurse and COVID-19 Coordinator Celeste Gearhart was called to active duty with the U.S. Public Health Service earlier this year.
Several Lower Division teachers have moved on to other endeavors. Melanie Lindsay, an Instructional Assistant in Pre-K for the past three years, is planning to spend more time with family and to pursue an advanced degree in education starting this spring. Devyn Grendell, an Instructional Assistant in Pre-K and former Extended Day Assistant and Interim Manager, is now living and teaching in Korea. Kindergarten Instructional Assistant Joe Dombrowski, Kindergarten Teacher Jacqueline Hammar,
Second Grade co-Teacher Samuel Barnes, and Extended Day Kindergarten/First Grade Assistant Teacher Ruby Dworkin have also moved on to other opportunities.
There are also many staff members who were pivotal to the success of our 2020-21 school year, including School Support Staff Aradia Webb, Samantha Thompson, Seth McDonald (not pictured), and Kylin Brown (not pictured); Curriculum Support Specialist Kendall Ferree; and Chris Kocher, who wore many hats, including cohort supervisor. Thank you!
Board of Trustees
HELLOS
herself recently retired as Epiphany School’s Math Specialist (read more on page 25!), and has two grandchildren enrolled here (Benjamin and Natalie, both in fifth grade). Bob sits on the Board’s Master Use Committee.
Dr. Max Hunter has taught bioethics at Seattle Pacific University and courses on black masculinity at the University of Washington. He holds three masters’ degrees, in bioethics, history of science, and education. The Board, and the Governance Committee on which he sits, welcome his considerable acumen and energy. He is the parent (and self-described soccer dad) of third grader Max.
pandemic, providing joyful community connections for students and families. Both are parents of current fourth graders (Sebastien and Afton).
Julie Okerstrom joined the Board as the EPC President during the 2016-17 school year, and continued her service as a trustee following her daughters’ graduation from Epiphany School (Kate ’15 and Paige ’18). During her tenure on the Board, Julie chaired the Development Committee and was deeply involved in the school’s fundraising efforts. Trustees hailed her organizational skills, her engagement with trustees and families, and her cheerful demeanor.
The Board of Trustees is happy to welcome Mandy Gandt to its ranks. In her 16th year practicing medicine as a naturopathic physician, Mandy has also served on the Giving Committee of the school’s Annual Fund for seven years and as a non-trustee member of the Board’s Development Committee, which she now joins as a full trustee. Mandy is the parent of Epiphany School alumna Phoebe (’20) and current fourth grader Conrad.
Nikki Putnam is Epiphany School’s EPC President for the 2021-22 school year. Parent to alumna Stella (’20), as well as current students Briggs (fifth grade), Grady (fourth grade), and Dixie (second grade), Nikki has previously served many roles with the EPC (including Vice President/Secretary and Gather co-chair), and has served on the Development Committee, where she will serve again this year. The Board welcomes Nikki’s insight, work ethic, and breadth of Epiphany School experience.
Board of Trustees GOODBYES
Andrea Thoreson leaves our Board after five years of service. Andrea has held leadership positions at a variety of area non-profit organizations, including the Seattle Art Museum, and brought her considerable skills to Epiphany School, chairing the Annual Fund, co-chairing the event portion of Bravo (predecessor to Gather), and serving in many other roles during and following her children’s time on campus (Griffin ’14 and Paige ’16). The Board will miss her energy and commitment to service.
Bob Henry joins our board of trustees with long-standing connections to Epiphany School. A Seattle-born and -based educator, Bob’s teaching career has included work at Lakeside School, Epiphany School, and Madrona Elementary School. He lives in the neighborhood with his wife Marilyn,
Kirsten Wiggers and Grace Pak served one year as advisory members to the Board during their tenure as EPC co-Presidents. They were important liaisons between the parent community and the Board, and ably led the EPC in navigating the tricky terrain of the early
John Alberg was on Epiphany School’s Board since 2016, serving on the Finance Committee and Financial Aid Committee. The Board lauded his commitment to ensuring that any student, regardless of family resources, could experience an Epiphany School education. Now that both his children have graduated (Ian ’18 and Abby ’21), John has moved on to new challenges and endeavors. The Board wishes his family the very best and thanks John for his hard work on behalf of students, families, teachers, and staff.
Growing Great Leaders
Children aren’t born leaders —
but they
can learn leadership skills incrementally
By Gemma Alexander
This article was originally published in ParentMap.com in November 2021.
Celia Russo wants parents to know that most “natural leaders” are made, not born, and that true leadership is much more than convincing others to follow you.
“There are so many different elements to leadership. But a lot of it comes down to students feeling empowered to use their voice to impact their community and to be able to see that their actions have meaning and are valued,” says the lower elementary division head at Epiphany School. This is great news for parents because it means that leadership can be taught and practiced in incremental steps.
Cultivating courage, confidence, curiosity
When staff at Epiphany School talk about empowering children to use their voice, they mean it literally.
“A key aspect of leadership is ease in communicating with people you don’t know. Students develop poise and confidence as they practice speaking up,” says Allisen Haworth, Epiphany School’s upper elementary division head.
“Throughout every grade level, there are intentional opportunities for children to practice using their voice, asking questions and expressing their opinions respectfully. By the time they’re in fifth grade, our students are clear and visible leaders in the school,” says Celia. Public speaking practice begins in Pre-K, with a project called “Family Museum,” in which each child gives a presentation about their family.
“They all make this brave choice to open their mouths and say, ‘What I have to say is important and it’s worth listening to me,’” says Celia. Epiphany School’s skilled teachers help even the shyest students gain confidence and courage as they advance through their elementary school years, learning to work in groups to prepare presentations and participate in theatrical productions — both on stage and behind the scenes. By fifth grade, students present regularly to their peers and help guide school tours for prospective families.
Spotlighting social-emotional learning
“Good leaders are good humans. Social-emotional learning (SEL) really helps students to understand their own strengths and develop as leaders,” says Allisen. Epiphany School uses an approach to social-emotional learning called Responsive Classroom.
“Responsive Classroom is a framework for social-emotional learning that supports five key competencies,” says Celia. The competencies are cooperation, assertiveness, responsibility, empathy and self-control. “Building skill in any one of those is going to make you a better and more successful leader,” she says.
Because every child has different strengths and challenges, the school takes a personalized approach. “A child who’s really comfortable speaking up may need to focus on listening well to become a good leader. We meet students where they are and build from there with expectations of increasing responsibility,” says Allisen.
Another way the school helps students build SEL skills is through its cross-grade buddy program, in which older students partner with younger ones. Together, they support classroom projects, write collaborative stories, and just hang out. Older buddies are taught to be responsible role models of good social behavior for the younger students.
“Our oldest students still remember what it was like to be a younger buddy and what their older buddy did to make them feel supported, and then they get to practice that as fourth and fifth graders. Recognizing and valuing other’s skills and perspectives naturally builds empathy and confidence, whether you’re a kindergartner receiving the time and attention of a third grader, or a fifth grader reflecting on how much you’ve matured since your younger buddy days,” says Celia.
Voice, choice, agency
Adults tend to make two mistakes when kids’ curiosity gets fired up: either we brush them off because their ideas are unrealistic, or we jump in and try to do things for them. To avoid these mistakes, Epiphany School educators ask themselves, “Does my involvement give the child voice, choice, and agency?”
As much as possible, teachers allow students to pursue their own passions, whether starting up a school paper or initiating a donation drive. “When we design experiences as educators, we think about how we can help students connect with their curiosity and their interests, and then use them to make a positive impact on the world,” says Allisen. “Sometimes, it’s expediency, sometimes it’s perfectionism that makes parents or caregivers want to rush in and fix things. But the real gift is giving children the opportunity, with support, to handle situations themselves.” Letting a child voice their ideas and pursue their curiosity at home can get messy, but it’s worth cleaning up the occasional spill to let a toddler use the glue themselves or pour their own juice.
Celia adds, “Moments of empowerment may seem small, but they are the little steps that put kids on the path to independence and leadership.”
Educational Technology at Epiphany School
How we equip students to thrive in a digital world
By Jude Miqueli, Director of Educational Technology
Over the past two years, the Epiphany School community has experienced an incredible time of growth and expansion in the realm of technology. Our collective deep dive into educational technology, along with the demonstrated adaptability of our school community, have been two tremendous and significant positive outcomes of the pandemic so far.
We have nimbly responded to many new educational challenges, such as the need for periods of remote learning and for virtual collaboration within and between classrooms. Our learning community has flourished thanks to deep investments in teacher professional development, technologies for virtual collaboration, and digital devices for every student. As we have all discovered, technology can empower students to feel successful as they progress at their own pace and to creatively express their individuality, identity, and voice.
This knowledge and experience continues to shape our approach to educational technology. Though we are all back on
campus for in-person learning this year, we continue to rely on technology for collaboration between classrooms and grades. And long after COVID-19, educational technology will be key to ensuring our students thrive as 21st century learners, equipped with the tools, skills, and mindset to confidently navigate the current and future world.
As Director of Educational Technology at Epiphany School, part of my role is to strengthen our staff knowledge about tech tools and teaching strategies. Our educators meet regularly with me and their colleagues to share experiences using technology for teaching and learning, to showcase a new tool, or to present an idea for deepening existing lesson plans with the ISTE (International Society for Technology in Education) standards. The more we talk about technology and share ideas, the more individual student needs are met. I look forward to supporting our school community in this effort and I can’t wait to see what students do next with the technology that becomes available to them.
Why Digital Literacy Matters
By Jude Miqueli, Director of Educational Technology
According to the World Economic Forum, in just five years, more than a third of the skills we believe to be essential for today’s workforce will have changed. Workplaces will require those who can bring an analytical approach to solving complex problems. They will also need cognitive flexibility, creativity, logical reasoning, and visualization. Most of these skills will be honed by creating, problem-solving, and collaborating using technology. Educators and families should encourage students to be flexible, inventive, original, and confident when using educational technology as we look to the upcoming years. As Chris Nessi, host of the House of Ed Tech Podcast, says, “Technology is always evolving. It’s not about the platform itself—the platform may disappear tomorrow. [What’s important is] what you learned while using it you can take to the next platform.”
Students should reflect on how they are creative in using digital platforms at school. Questions families can ask for further reflection include: How did you connect with another person and learn from them through technology? How did you share who you are with others? What was the best learning activity you’ve done with technology this year, and why was it the best? Students should think about those answers and imagine how they can build on those skills whenever they encounter a new app, website, game, or form of social media.
At school, it’s essential that we not only equip students with the digital tools they need to get their work done, but also prepare them with the skills they need to collaborate and to be good citizens. That means preparing students to stay safe online, solve problems, and become a force for good. For families, that may also mean giving students practice using social media, sharing opinions on blogs and videos, making their voices heard to elected leaders, and learning how to balance their time on and offline.
One of the most important things we can do as educators and family members is help students develop a strong sense of identity, both off and online, so that they aren’t sharing for the number of likes or comments but truly because they are proud of themselves and their work. At Epiphany School, one of our goals is to build up students’ self-esteem and positive view of their identity within a teacher-moderated online community, so that when they go out into the unmoderated virtual world they are well informed, empathetic, and confident digital citizens.
Educational Technology Highlights at Epiphany School
New
Communication Techniques
Inspiring curious learners across campus
Tools like Microsoft Teams for Education and Seesaw allow our students to communicate effectively and express themselves creatively using different styles and formats of digital media. Student voices are amplified through devices, reaching peers across campus, families at home, and even grandparents in other countries! Last year, cross grade-level buddies made connections and communicated learning through a combination of live video, pre-recorded video, drawing tools, text, digital stickers, and emojis. With our educational apps’ multi-modal tools, students can respond to teacher prompts in the way that they learn best. This allows them to demonstrate their knowledge as well as their unique perspective and style.
The technical skills students acquire while communicating digitally are invaluable. For example, when replying to a post on Teams, students can alter text, bold, italicize, use GIFS, or emojis. They can also attach files, send acknowledgment badges, or
Personalized Learning and Increased Accessibility
Meeting the needs of every student
The built-in vision, hearing, cognitive, and mobility accessibility features that Apple and Microsoft include in their apps and devices—such as highlighting tools, picture dictionaries, and the ability to have text read aloud—make school more inclusive for all learners. By utilizing these technologies, teachers are able to reach and meet the needs of more students, and students can express their own interests, passions, and learning styles through their work.
incorporate various apps. Navigating these choices and utilizing specific features while connecting with peers and educators are skills students will continue to build on for the rest of their lives as communication evolves in a digitally connected world.
Digital Citizenship Skills
Helping students participate fully in their communities and make smart choices online and in life
All students need strong digital citizenship skills in order to take ownership of their digital lives. These skills align with ISTE Standard 2b for Online Behavior: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices. Epiphany School students in grades 3, 4, and 5 utilize Microsoft Teams for Education as their digital classroom. This means their assignments, announcements, files, and work are located in one place online. Teachers make announcements or updates via posts in the class Team, and students engage by replying. Through this process, as well as through direct lessons about digital citizenship, students begin to see that what they say online has an impact and a digital footprint.
Six Tips from The Tech Department
By Nick Clements, IT Manager
Not only has technology use by children increased, but so has the variety of ways in which they use it. Now that devices are used by so many as tools for communication, collaboration, learning, and creativity, here are some tips for adults to consider:
1
Separate your user accounts from your children’s. This allows you to place limitations on your children’s accounts without impacting your own. Additionally, consider creating an admin account that can make system-wide changes to the device, while limiting individual users’ access.
Backup. Backup. Backup. Every major phone provider offers set-it-and-forget-it options to back up your camera roll for free or at a low fee. If you prefer to cull and curate your photos and videos, providers like Carbonite will back up chosen folders on your computers in the background.
Set your web filters. Most of the browsers we use today to interact with the web have tiered content filters that can keep certain types of material away from sensitive eyes.
2 3 4 5 6
Block ads. Ads help make a lot of sites and services we use free, but they are not always ideal for younger audiences. Use an ad blocker on your students’ accounts and devices.
Learn your router’s settings. A lot of routers allow you to identify which devices are used by children and place restrictions on them at the router level, including setting timers to limit device use.
Equip yourself with knowledge. We recommend Common Sense Media’s blog (commonsensemedia.com/ blog) for articles and tips related to parenting in the digital age, including a series of “Parents’ Ultimate Guides” on everything from Minecraft to Snapchat.
Lifelong Learning in Action
Nearly two years into the pandemic, Epiphany School’s faculty and staff have never been stronger, more resilient, or more skilled.
By Jaime Gillin
At Epiphany School, we think and talk a lot about growth mindset. Teachers take an intentional approach to nurturing this essential social-emotional skill in students, encouraging them to meet academic or social challenges with curiosity, flexibility, and a lot of positive self-talk: “I can’t do this yet. I’ll get there.” But as we all know, in a school environment it’s not only the children who learn and grow. The adults in our community embrace challenges with the same spirit. That’s never been clearer than now, as we reflect on the past 24 months—a period marked not only by the many health and safety protocols that shape our school days, but by the resilience, flexibility, and can-do attitude of our community of children and adults alike.
Last year, our campus and staff completely transformed to allow for in-person learning amid the early phase of the pandemic.
To meet physical distancing guidelines and mitigate the risk of COVID-19 transmission, we broke up grades into smaller cohorts that spread out into classrooms across campus and stayed physically isolated from each other during learning time and recess. For a year, the library was a Kindergarten classroom and the art studio, science lab, and French room housed fifth graders. Some specialists took on major new roles as grade-level teachers, including our librarian, Jen Wilkinson, upper division math specialist, Kelly Kursteiner, and lower and upper English Language Arts specialists Anne Van Cleve and Karen Ybarra.
To minimize exposure across campus, other specialist teachers moved in, or “podded,” with specific grades, and taught their specialist subjects live via Zoom, broadcasting from cubicles in the gym or from makeshift spaces across campus. While the
approach worked, it wasn’t always easy. Yet Epiphany School teachers truly shone, modeling a growth mindset amid the myriad challenges of a most unusual school year. Our faculty and staff’s openness to learn and experiment, and their efforts to maintain a positive attitude—and even a sense of humor!—turned what could have felt like an ongoing crisis into an opportunity to build true community and forge new bonds that enriched us all.
Thankfully this school year much more closely resembles a “typical” school year, despite the challenges of Delta and Omicron. Families walk their children to class in the mornings and spend time on campus. Cohorts intermix at recess and specialist teachers (fully vaccinated and boosted) teach in-person once
Anne Van Cleve
Lower Division English Language Arts Specialist
2020/2021 Role: First Grade Teacher
“A growth mindset was mandatory last year. Whether or not they were in a new role, teachers had to face so many changes and challenges. For one thing, I learned how to teach first grade math! It turns out that borrowing and carrying are now called ‘regrouping.’ Teaching first grade instead of only focusing on literacy last year reminded me to broaden my thinking about how a child approaches different types of learning and how their strengths and affinities can be integrated into all subjects.”
again. Weekly testing and updated guidelines from the state have allowed students to quickly return to in-person learning even if exposed to COVID-19, and remote learning is a short-term rarity.
In this more predictable and familiar environment, teachers have been able to reflect on what they learned from last year’s trial-by-fire experience, during which they had to rapidly learn and assimilate new skills, technologies, and teaching methodologies. What tools or approaches proved especially effective with students? What still resonates today? What lessons have they carried forward? Here’s a sampling of our faculty’s fresh perspectives.
Leslie Larkin
Music & Performance Specialist
Additional 2020/2021 Role: Fourth Grade Support Teacher
“I learned so much last year. I learned that connection and student engagement is the most important thing in times of crisis. I was able to utilize websites and technology that I wouldn’t have tried otherwise. Assessments took on a life of their own as students shared their work on SeeSaw, Flipgrid, and in their Teams Notebooks. I learned that the students LOVE it when their teachers make mistakes—and I learned to utilize the amazing kid brainpower that was available to me when I got in a jam. Finally, I learned that it is rather painful to teach ukulele over Zoom!”
Kelly Kursteiner
Upper Division Math Specialist
2020/2021 Role: Fifth Grade Teacher
“Working alongside two gifted teachers last year—Lise and Anthony—taught me so much about how to integrate multiple disciplines into my work as a math specialist. I loved watching Anthony masterfully weave current events and social justice issues with a DEI lens into his Humanities curriculum. I had always wanted to be able to do that but was never quite sure how to. After watching him, I developed a whole math unit on graphing and teaching students how to use Excel spreadsheets to analyze COVID-19 data across different categories (race/ethnicity, age groups, by state, etc.). This year, my focus has shifted to collaborating with my fellow math specialist, Nicky Martin, to ensure grade-level teachers have the necessary tools and strategies to provide equitable and inclusive math instruction to meet all students’ needs.”
Davis Bell
Science Specialist
Additional 2020/2021 Role: Third Grade Support Teacher
“I enjoyed discovering the many resources available on the educational app Seesaw, which let me incorporate images and video into my
lessons. For example, during the first-grade whale unit students were able to watch orcas and tuna feeding on herring, krill swimming in the ocean, and microscopic views of both phytoplankton and zooplankton. Students could then respond to the activity by drawing, typing an answer, or recording an audio response. I’m so relieved to be teaching in-person again with hands-on lab activities and experiments, but have expanded some of our curricular units using virtual resources I discovered last year.”
Becky Melonson
2020/2021 and 2021/2022 Role: Kindergarten Instructional Assistant
“All the tech apps, tech tools, and using an iPad were new to me last year, and I was lucky to be in kindergarten while trying to get the hang of it all! Kinders are very patient teachers! I learned to not get overwhelmed by what I do not know and to remember I am the kind of learner that needs to practice in small steps instead of trying to get it all at once. This year, our students are having a great time using Seesaw to show their families what they’re working on. The students make little videos of their activities—they are pros and their videos are so charming. Such tech-savvy kiddos!”
Anthony McGrann
Fifth Grade Teacher
“Last year we had to keep our classes physically separated from one another, so each grade-level teacher simultaneously taught in person to their classroom and via Zoom to the other cohorts. That could be challenging, but one thing that was truly a gift was how I could watch my colleagues teach every day and learn from them. And in return they would watch me teach, and the valuable feedback we gave and received about what worked and what was challenging made us all better teachers.”
Tina Larabee
Physical Education Specialist
Additional 2020/2021 Role: First Grade Support Teacher
“Throughout the 2020-2021 school year I refined and enhanced my technology skills while also dipping into the more creative side of my brain. I also asked the students to be more creative and to use their mental imagery to help their success in class. I believe last year made me a stronger individual and a better teacher. I have revamped several units this year based on what I learned last year and will continue to be a member of the P.E. Twitter community due to their wealth of knowledge.”
Jess Carley
Second Grade Teacher
“You never know what you are capable of until you are deep in it. Last year had me reflecting on everything, including how and what I teach. I embraced Universal Design for Learners (UDL) more than ever and made sure students could always blend their interests and passions into each unit and project. This led to a tighter community of students who felt seen and heard. We were constantly looking for a silver lining and a positive spin. We used every moment as a possibility to innovate. We embraced a ‘use what you’ve got’ attitude to roll with every change.”
Jen Wilkinson
Librarian
2020/2021 Role: Third Grade Teacher
“Being in the classroom again reminded me just how hard grade-level teachers work! To keep our students engaged, we incorporated fun moments into the school day, like starting math class with a Weird but True fact that incorporated numbers, or telling jokes as a part of Friday morning meeting. Now that I’m back in the library, I’m carrying that strategy forward by having a visual element onscreen as students enter the library—most recently,
it’s been miniature landscapes by Japanese artist Tatsuya Tanaka. These images spark their natural curiosity and encourage them to pause and reflect, which helps students make the transition into library swiftly.”
Safir Boudad
French & Latin Specialist
Additional 2020/2021 Role: Fifth Grade Support Teacher
“Growth mindset is definitely part of the culture at Epiphany School. In my first year here, I observed an ‘open-door policy’ among the teachers that allowed us all to share information and resources and learn from each other, even during a pandemic. Everyone is hands-on and ready to share their experience and knowledge. This makes us all better educators.”
April 22, 2022
GATHER is Epiphany School’s biennial spring fundraising and community-building event benefiting our financial aid program. The success of this event allows us to build on the promise of making an Epiphany School education available to all those who are admitted.
We’re so excited to offer GATHER 2022 as a hybrid event to keep our alumni, grandparents, and past families and staff connected with the Epiphany School community.
Mark your calendars for April 22, 2022 and be on the lookout for more information coming soon!
The Art of Teaching
Upon retirement, beloved art specialist
Barbara Buchman
reflects on 30 years at Epiphany
School.
By Gemma Alexander
Thirty years working in the same place might seem like an eternity. But Barbara Buchman knows that the job-hoppers miss out on growth in their pursuit of change. In the time since she took on her role as Art Specialist at Epiphany School in 1991, Barbara saw the school more than double in size. And she saw an entire generation of kids grow into adults. She taught a current member of the Epiphany School Board of Trustees, and some of her most recent students were the children of former students. But one thing never changed: at Epiphany School, art is greatly valued, as is collaboration and close communication between teachers. “I recognized right away the sense of community and camaraderie compared to other schools, especially the relationship between classroom teachers and specialists,” says Barbara.
Over the years, Barbara continually studied teaching methods, and even went on to present at conferences. With classroom teachers, she developed new curricula that related art lessons to other subjects for every grade, from history to Latin to science. She instituted a weekly “art recess” and made field trips to art museums a standard school practice. For many years, she developed art used for fundraising and managed props and costumes for drama performances. More recently she established a grant-funded visiting artist program that brought two local artists to teach and collaborate with students on permanent outdoor installations on campus. Barbara could frequently be spotted running around Madrona Hall with a roll of tape and a big stack of student work, transforming the hallways into vibrant art galleries. Her greatest joy was celebrating her students, “covering
our campus with their art,” says longtime colleague Becky Melonson, kindergarten instructional assistant.
From Pre-K through fifth grade, every student in the school passed through Barbara’s classroom. And that connection over time reveals one of her biggest strengths.
“Barbara ALWAYS saw more in a child,” reflects fifth grade teacher Lise Wolken. “When we had discussions about individual children, and struggles we were having, she was the one who would see their creative sides, their emotional sides. Her perspective on each student was unique and personalized. Many will say the art room is their favorite place. I think they each felt unique and special in Barbara’s eyes.”
Barbara retired in June 2021 and looks forward to spending more time on her own art. She hopes that her work as an art teacher has had a lasting effect on all her students, just as they have affected her. “I’ve had students contact me in their college or high school years just because they have such fond memories,” she reflects. “One called to tell me they were becoming an art teacher, and another to tell me about the art they were doing. As an art teacher, I hope that there is some part of everyone’s life that is connected to art, whether creating it or just appreciating it.” For more than one generation of Epiphany School students, that appreciation began in the art studio. Thank you, Barbara!
Number Sense
Through interdisciplinary, hands-on teaching—and a love of gardening—Marilyn Henry brought mathematics to life
By Gemma Alexander
For 31 years, Marilyn Henry was a math teacher on a mission: to show children that math is not only numbers on a page. “Math is fun!” she says. “It’s more than numbers. I want kids to look at the challenge of math as invigorating, an interesting and exciting way to describe and understand the world around us.”
Marilyn is guided by Piaget’s philosophy of teaching, “The work of children is play.” When she started teaching at Epiphany School in 1990, Marilyn introduced math to young students through play with blocks, sand, and water. She also introduced the idea of “garden math,” using the act of growing, harvesting, and exploring in the garden—a personal passion of hers—to bring mathematical concepts to life.
“Why not learn to tally and graph using compost worms and critters, to measure and weigh with pumpkins and yummy pumpkin pies?” says kindergarten instructional assistant Becky Melonson. “And then there are the games—I think Marilyn had a game for everything you need to know about math.”
Since 1971, Marilyn has been part of a cooperative organic garden on the property adjacent to her home, which is only a block from the school. Knowing that children learn best through discovery and hands-on activities, she developed concrete math lessons around “Marilyn’s Garden.” Instead of practicing story problems from a book, Marilyn’s third graders measured the perimeter of raised beds and
calculated the area. Pre-kindergartners grew their own math materials. They sorted and weighed the potatoes they grew before cooking and eating their “math potatoes.” Doing math in the garden is an interdisciplinary experience where students learn about sustainability as well as numbers and other practical life skills. But Marilyn’s influence doesn’t stop at the garden gate.
“The garden was my passion,” says Marilyn. “But at Epiphany School we constantly question what we have and how to improve.” To that end, Marilyn helped the school select Math in Focus, the current math curriculum for all grades. She also regularly visited classrooms to tell stories about Hanukkah and her family. “Marilyn is always connecting with the people of Epiphany,” says fifth grade teacher Lise Wolken. “Marilyn’s storytelling provided windows on Jewish culture and strengthened the community.”
Her family remains closely connected to Epiphany School. Her husband, Bob, taught fourth grade at Epiphany School for six years and currently serves on the Board of Trustees. And earlier this year her grandchildren, Benjamin and Natalie, joined the school community as fifth grade students. Being an Epiphany School grandparent is an entirely new role for Marilyn— and one that offers new thrills, too, as she gains fresh perspective on a place she knows so well. “I bring the twins to school every morning and see them every day after school, and they are always so positive and excited about their learning. It warms my heart to see that students actually get from Epiphany School what I always hoped they would, as a teacher— an earnest love of learning, strong connections with kind and intelligent teachers, and a sense of belonging in a loving, nurturing school.”
An invitation to our community
How to honor our recently retired teachers
By Marilyn Henry
What kept me at Epiphany School for so many years is the integrity of the institution. It’s so consistent in its values of respect and responsibility. Educating the whole child has always been a part of Epiphany, even before that term was used. Diversity is a school mission, and even though the school hasn’t yet met all of its goals, I know the motivation and heart is there.
If those in our community feel so inclined, I would be honored if people would make a contribution to The Jenny Cummins Children’s Opportunity Fund, established to provide scholarships for underrepresented students and to enhance all forms of diversity at our school.
Donations can be made on the school webpage under the ‘Support’ tab, or use the QR code below.
Finding Sunshine
A
tribute to the incomparable Candi Coe, legendary kindergarten teacher, nature-lover, opera buff, and all-around
dynamo
By Gemma Alexander
Although she retired in 2009, Candi Coe (that’s pronounced like one word, she’ll have you know) remains an Epiphany School legend, and a treasure trove of stories. Here, Candi reflects on her 35 years at Epiphany School, with 28 of those years in the kindergarten classroom.
How did you get involved with Epiphany School?
One spring I was between two life things, and I just said, “You know, I’d like to work in kindergarten.” I already had my teaching degree and taught a couple of years in Colorado, and I needed a kid fix. I started out in spring of ’74 volunteering for Jean Augustine, who was Epiphany’s kindergarten teacher at the time [before becoming Head of School in 1981]. I knew about Epiphany because my brother went to school there in the mid-50’s. I knew Bob Spock [Head of School from 1969 to 1975] and also Fran Bassett [founder of Epiphany School’s Learning Skills program] because they were at Lakeside when my brother was there, and they both had ended up at Epiphany. I was very interested in their kind of teaching, and in how to help kids who were really smart and not making it in school. That little square box of a classroom doesn’t work for all kids, and you have to help them get through.
How would you describe your philosophy of teaching?
Be kind, loving, and firm, and teach passionately. A sense of humor is vital! Another thing that’s really important is listening to the little kids, really hearing what they say.
What made you want to work at Epiphany after volunteering?
When I walked in there at the age of twenty-something everybody was so nice and
welcoming. I was more than just a volunteer to them. They were all just so wonderful.
Do you have any favorite stories from those days?
Which ones do you want to hear? Well, you know Epiphany has very grand auctions now. The first auction we had was in the gymnasium of what was then the St. Nicholas or Lakeside School on Capitol Hill. The faculty had to bring hors d’oeuvres and I think it was some kind of a hoedown. Which is amusing when you think about what the auctions are like now.
Another story, we had a sixth-grade campout and many kids and adults on the trip got sick with strep throat. And I remember after we survived the campout and got well, sixth grade teacher Anne Eggler stood up in front of everyone at graduation and said, “Hooray for drugs!” Because we were all on antibiotics.
What is the biggest change you’ve seen at Epiphany?
Oh my God, it would have to be the size. And having two classes per grade. Denise [Dyette, fellow kindergarten teacher] and I were the first people who did that, starting in 2003 when they started adding one grade per year. At the beginning I was not in favor. I liked having my own little space and bringing in another person meant upsetting the apple cart. But we were determined to make it work, and it did. We had a wonderful bunch of years together. Our teaching styles were very different, but we melded.
EDITOR’S NOTE: In September 2021, Candi Coe was diagnosed with acute myeloid leukemia. She is choosing to forego chemotherapy for palliative care. Friends have put together a CaringBridge website where friends and admirers share stories, photos, videos, and well wishes for Candi and her family. If you would like to add your memories and voice to the mix, please visit caringbridge. org/visit/candicoe.
Is it true you taught the littles opera?
Yes, I did. I’m a passionate opera-goer. I had a CD called Opera for Kids or something, and I’d play all the great arias and marches and say, “What do you think about this? How does it make you feel?” One of my goals was to just let them say what they think without a right answer.
I also had a beautifully illustrated book, The Magic Flute, which I gave to the school. Every page has a beautiful picture and a description of what’s happening, and then you play that selection on your CD. You can’t make kids sit through a whole opera, but we would sit in a circle each day and I would read a page and we would listen to the CD, and then the next day we’d read another page. I had one child who loved The Magic Flute so much he went home and told his parents he wanted to listen to it and they ended up becoming opera fans and they’ve gone all over the world to see opera. But all my students got introduced to it because I taught passionately, and they had no choice.
What has stayed the same?
I haven’t been on campus for a long time, but I suspect there’s still a strong sense of community, still a welcoming feeling to everyone. That’s what I hope, and from the reports I hear, I think there still is.
What have you been up to since you retired?
I’ve been doing a lot of traveling, hanging out with friends, birdwatching of course, and just living a wonderful life. I’m still in touch with a bunch of women with whom I taught. We were known as the Baja Babes because when Epiphany first started
having a week long midwinter break, we decided we wanted to go kayaking down in Baja. So we did. We were all old enough that being called a “babe” was not an insult. Smaller groups of us have gone elsewhere since then: Belize, India, Africa.
What is the Candi Coe Collection at Epiphany’s library?
When I retired, I didn’t want anything [for a gift]. But they all knew how much I love books and they also knew how much I loved teaching science stuff. If you look at the books, I think you’ll see a lot of them are science related.
If somebody visited Epiphany today and said, “Oh that’s Candi Coe’s influence at work” what would they be talking about?
I felt passionately about the rainforest and birds and so I started teaching a whole rainforest unit and it’s still going on. There was one family whose father emailed me once and said he wasn’t sure he was ever going to forgive me for getting his child interested in birds because they have to take all these books with them now when they go anyplace.
And reading buddies. That’s something the fifth-grade teacher and I started years ago. I remember my little cherubs watching the fifth graders at graduation, whispering, “That’s my buddy!” It was just so wonderful that they had that contact with the older kids. It’s a really close, wonderful relationship.
You never know what you’ve done for the people who don’t say anything, but I think I did make a difference. I guess that’s what I really wanted to do, is to make a difference. A positive one, thank you.
What has Epiphany meant to you personally?
Epiphany was a wonderful place for me in my life. I gained—well, I gained a lot of knowledge, but I also gained so many close friends who are still with me today.
Celebrating Candi Coe
Current and past Epiphany School colleagues reflect on Candi Coe and her bright, indefatigable spirit.
“Candi was a renowned enthusiast of Winnie the Pooh and folded the tenor of A.A. Milne language into her everyday comments, such as ‘practice your patience,’ ‘it makes me feel all hop-skippity,’ and ‘oh, bother!’ Moreover, she lived this quote from Winnie the Pooh: ‘It never hurts to be looking for sunshine.’ She looked for sunshine at every opportunity she could.”
— Lee Badovinus, former first grade teacher
“I never entered my classroom without channeling the spirit of Candi Coe! She had this amazing power where she would just walk into the classroom and the children snapped to attention, worked on their own, learned a million different things, and laughed while enjoying life. I’m not sure I ever mastered it—but I kept trying!”
—Jenny Cummins, former Pre-K teacher
“There are so many things I could say about Candi, but I’ve decided to share my final paragraph from the end-of-year review I wrote for her in 2006. I had the privilege of visiting with Candi a few weeks ago and every word still rings true. ‘I have written you these glowing end of the year evaluations for the past five years and I never grow tired of writing to you about what an inspiration you are to all of us, especially me. I know that your kids miss you when you are not at school, because I certainly do. We need your wit, your intelligence, your slight sarcastic humor, and your insatiable curiosity. You make this a much better place to work, to teach, and to care about kids.’”
—George Edwards, Head of School from 2001-2008
“For many mornings over many years, Candi Coe walked from 7-8am, fortifying herself before greeting her ‘cherubs.’ She loved the change of seasons: the light, the birds, the budding, and the greening. Her range was vast and varied: east to the lake, west into Madison Valley, and north through Washington Park. After that, she was good and ready for those kindergartners.”
—Susan Fuchs, former librarian
“There is nothing like a Candi Coe smile and hug! Both are so genuine, warm, and full of positive energy. I always look forward to seeing Candi!”
—David Bush, fourth grade teacher
“Candi Coe is not only a kindergarten teacher, but she was my teacher as well. I learned so very much while being one of her forever-kinders. For a few years she had a class pet, a beautiful white dove named Victor. He was allowed to fly freely around the classroom. Candi convinced the kinders that it was good luck to get pooped on by a bird—they actually looked forward to the possibility! I’m wondering how many still believe that and the many other fun things she told them!”
—Becky Melonson, kindergarten instructional assistant
2020-2021
ANNUAL REPORT
We extend our deepest appreciation to our Epiphany School community. Your generous support strengthens and sustains our dynamic academic program and plays a vital role in shaping the experiences shared by all Epiphany School students, faculty, staff, and families. Among those listed below are trustees, current families, faculty and staff, grandparents, alumni, parents of alumni, former trustees, former faculty and staff, and friends. To each and every one of you: Thank you!
ENDOWMENT FUNDS
The Epiphany School endowment was created in 1983 to ensure the long-term financial stability of the school. At the close of the 2020-2021 fiscal year, the total of all endowment funds totaled nearly $14.7 million. The corpus is kept in place, while up to 5% of the accumulated endowment earnings provide funds for special projects, including: financial aid, faculty and staff professional development, arts enrichment, technology, Learning Skills, and campus improvements.
2020-2021 Annual Giving
The Annual Report acknowledges gifts received between July 1, 2020 and June 30, 2021. We make every effort to ensure our lists and records are accurate and up to date. If you believe there is an error or omission, please contact the Development Office at development@epiphanyschool.org or 206-323-9011.
2020-2021 LIST OF CONTRIBUTORS
Epiphany School deeply appreciates our community’s generous support. Thank you!
LEADERSHIP COUNCIL
JEAN AUGUSTINE SOCIETY
($25,000+)
Anonymous
Ben Magnano and Effie Toshav**
Michael and Wellesley Parker
Jeffrey Shiu and Emily Liu
ROBERT SPOCK SOCIETY
($15,000 - $24,999)
The Bill and Melinda Gates Foundation*
Julie and Mark Okerstrom**
INNOVATORS SOCIETY
($10,000 - $14,999)
John and Alicia Alberg*
ANNUAL FUND GIVING COMMITTEE
Thank you to our volunteer leadership team!
Lee Falck, Chair
Matt Barrett
Brent Beecher
Mandy Gandt
Katherine Hallen
Aaron Hinojosa
Erin Lea
Jonathan McCullough
Mike Miller
Mr. and Mrs. Daniel R. Baty*
Meredith and Brandon Baty*
Erin Covington and Jeffrey Maurer
Jenny and Richard Cummins****
Emmett and Amanda Doerr
Brad and Mandy Gandt*
Brian and Emilie Hansen
Aaron and Elizabeth Hinojosa
Keith & Mary Kay McCaw Family Foundation**
Chris Larson***
Macquarie
Mary Kay McCaw****
Microsoft Giving Campaign***
Jamie Morris and Simon Moore*
FOUNDER’S SOCIETY
($5,000 - $9,999)
Elias ‘87 and Karyl Alvord*
Chap and Eve Alvord***
Anonymous (2)
Andy and Kim Baker**
Henry Burden ‘95
Jennifer B. Elkin and Ross Elkin*
Kris Engskov and Kara Westhusing*
Lee and Jennifer Falck*
Elissa and Stan Fink
Kevin and Effie Gleason
Ben and Katherine Hallen
Adrian Hanauer and Khanh Tran
The Helen Clay Frick Foundation
Samantha and Neil Holloway
Sally and Tim Johnston*
Mr. Ronald Koo and Dr. Lisa Olmos de Koo
Erin and Clive Lea*
Amy and Jonathan McCullough*
Ken Miller and Chris Pepin*
Kylee and Kurt Shintaffer*
Jason Sterne and Kieran Daly
Dustin and Stephanie True
Peter and Jacqueline True
Jeremy and Lucy Wacksman
Ingrid Zhu
HEAD'S COUNCIL
($3,000 - $4,999)
Justin and Kimberly Allen
Anonymous
Jodi and Justin Arnold*
Tyler Arnold and Paula Simon
Jeffrey and Julie Bahnmiller
Jessica and Matthew Barrett*
Chris and Gena Bettin
Tom and Marilene Bysshe
Jessica and Alan Cantlin*
Peter Dull and Judith Tsui*
Ann and John Felton**
Elana and Mark Fortino
Garde Capital, Inc.*
Tonia and Jay Goyal*
Doug and Lisa Grandstaff*
Brian and Michelle Hayden
Jessica and Tom Hughes*
Shannon and Lars Johnson**
Alexander Kutner and Gail Manuguid*
Brian and Diane Langstraat
Zachary and Nikki Putnam*
Lauren and Alex Rolfe
Matthew and Amanda Rosauer*
Ashleigh Walls*
Betsy and Allen Webb*
Mat and Kirsten Wiggers*
HONOR CIRCLE
EPIPHANY ADVOCATES
($1,500 - $2,999)
Ted and Dani Ackerley**
Femi and Lee Akinde
Alex and Alison Allen
Martin and Somany An
Anonymous (3)
Sanjay Balakrishnan and
Vanessa Rodrigues
Epiphany School Privacy Policy: Epiphany School values its donors and takes their privacy seriously. Information concerning donors or prospective donors is made available to staff, board members, and volunteers on a “need-to-know” basis only. All such information shall be kept strictly confidential unless permission is obtained from donors to release such information or disclosure is required by law. Please direct comments or questions to development@epiphanyschool.org or call 206-323-9011.
Bank of America Charitable Gift Fund
Michel Bastien and Jennifer Christensen
Brent Beecher ‘87 and Ara Greer
Peter and Claudia Biernacki
Shannon Blaisdell and Bryan Lhuillier
The Boeing Company Gift Matching Program****
Charlie Butler and Kevin Kralman
Amanda Carr and Billy Plauché
Chris Cluett*
Jonah and Amy Cohen
Ted and Pat Collins***
Adam and Alison Dreiblatt
Effendi and Shannon Dufford
Imad and Oksana Elkhamri
Lloyd ‘77 and Janet Frink
Garde Capital, Inc.
Gates Ventures, LLC**
Bridgitt Arnold Harmon and Tad Harmon**
Shayan Irani and Kainaz Byramjee*
Ross Kessler and Cristine Agresta Antonia Kha and Michael Cozad
Richie and Leah Lai
Tony and Janet Landers**
Jaime and Kymberly Lee
Kye and Beth Lee
Scott Lindsay and Courtney Gregoire
Bryce and Sean Meeker
Morgan Stanley Global Impact Funding Trust, Inc.
Joey Mukherjee and Preetha Chatterjee
Ashley and Tom O’Neil
Larry and Cathy Rodden
Salesforce.com, INC
Patrick and Vanessa Thompson
T-Mobile Matching Gifts*
Years of consecutive participation in the Annual Fund or other philanthropy:
* 5 – 9
** 10 – 14
*** 15 – 19
**** 20+ years
Andrea Thoreson**
The Walt Disney Company Foundation
Ling Zhou and Szoa Geng
EPIPHANY SOCIETY
($500 TO $1,499)
AHT Insurance
Danielle Alex
Dean and Vicki Allen
AmazonSmile Foundation*
Chloe Anderson*
Anonymous (7)
John and Alex Arnold*
REB and Kaitlyn Bangert*
Dick and Dawn Bangert
Rich and Sarah Barton
Yahn Bernier and Beth McCaw
Fraser and Deirdre Black
Ragnar and Karen Bloom
Boston Consulting Group
Amy and Duff Bryant**
Mark and Erin Callaghan*
Jennie ‘79 and Phil Carter
Roger Chalfont*
Laurie Lootens Chyz and Grant Chyz****
Cisco
Nate and Vivian Cluett*
Jayne Coe*
Thomas and Beth Colombo*
John Cramer and Suzanne Poppema*
Colin and Michelle Davis
Gregor and Nicole Dunham
Anthony Easterlin and Nesta So
Jack Egan and Sara Coe ‘90*
Kathy Enright*
David and Rebecca Fausel
Dana and Megan Ferestien
Nicolas Fernandez Bonilla and Ana Afanador Perez
Jayna-Marie Fink ‘17
Darpan Goel and Suruchi Chaudhary
Holly Hagens ‘83 and Todd Sisitsky
Patchen Haggerty and Jim Smith*
Thomas Hamrock and Sarah McMillan
Mark Harrast and Robb Ginter
Lily and Drew Hilen*
Jamie and Jason Hunt*
InCity Properties Holding, Inc.
Joel and Anne Janda*
Joshua Green Foundation, Inc.
Brent Kehl and Trudi Slater
Jonathan and Pamela Kil
David and Melanie Kosloff**
Amy Kosmos Bautista ‘93
Sean and Colleen Kreyling
William and Linda Kutner
Melissa Lamfalusi
Tom Leavitt and Darcy Goodman
Mr. and Mrs. Joseph Magnano*
Jeremy Malasky and Vanessa Benavidez
Scott and Louisa Malatos
Markham and Alexa McIntyre
Alexandra Moravec and Andy Watterson
John and Karen Myhre*
Clay and Anne Nielsen**
Perry and Grace Pak
Blair and Melissa Payson
Aaron Perrine and Paige Pratter
David Potts***
Anne Riederer and Tom Darlow*
Angelique and Michael Sabin*
Ann Sander****
Steve Sander****
The Seattle Foundation***
Chirag Shah*
Susannah Sharp and Ray Page
Eva Puri
Scott and Joanna Smith*
Jerrold Soules and Linda Colwell
Starbucks Partner Giving Programs
Mary Szlachetka
Lensa Tirfe and Yonas Sebsibe
Alex Uslontsev and Annya Uslontseva*
Preston Walls*
Adam and Kirsten Wardell
Julia Whatley ‘06*
Lauren Whatley ‘01*
Tony and Linda Whatley****
Tom ‘81 and Kelly White****
Erik and Annika Wicklund
Dave Wilkes and Nikki Block*
Felicia Wilks
Aaron Wilson and Courtney Ryan-Petterson
Lise and Tom Wolken****
FRIENDS OF EPIPHANY (UP TO $499)
Sarah Abbott**
Anonymous (8)
Christopher Backus ‘83*
Anne and Mike Balicki
Bonnie Bangert ‘02***
Steve Barrett
Alan and Staci Barta***
Jeannette Bastin
Paige Baublitz-Watkins and Daniel Watkins
Davis and Stacy Bell***
Karen Benson
Stephen and Louise Berde
Boston Scientific Community
Safir Boudad
David and Joyce Brewster****
Barbara Buchman****
Greg and June Buren**
Charlie Burkland
David Bush**
Robert and Elizabeth Bysshe
Jess and Freddy Carley*
Debjani and Shyamal Chatterjee
Vijay Chemburkar and Jenny Wang
Chuyi Chen and Huyi Zeng
Mr. Caspar C. Clarke
Julia and David Clarke
Andy Comer and Rachel Greene*
Vicki Conrad*
Dawn Crownover and Heather Shaw*
Clark and Julie Deem
J.D. and Cecile Delafield***
Elizabeth Kolb Farr and Christopher Farr***
Sarah Fornia ‘90
ANNUAL FUND PARTICIPATION YEAR 1
Kieran Daly and Jason Sterne
What inspired you to give to the Annual Fund?
A lot of the things that first drew us to the school are also what inspired us to contribute. Epiphany School has an amazing community, strong curriculum, and dedicated teachers and staff that ensure students are engaged and have a great educational experience—even when COVID-19 made that extremely challenging. Many of our other friends didn’t have the luxury of having their kids in school last year, so we are very grateful for the experience we had.
What feels good about giving to Epiphany School?
Last year in particular, we saw the innovative and thoughtful ways the school responded to the pandemic, which made us thankful that we chose Epiphany School. It also made us want to be able to support Epiphany in furthering the education of its teachers, as we know the past couple years required a lot of new creative planning.
Your 2020-2021 gift to the Annual Fund supported a myriad of important initiatives at the school. Is there any particular initiative that you are especially passionate about supporting?
The heart and soul of Epiphany School is its teachers and learning environment. Supporting teachers so they have the time, funding, and resources to continue learning and finding innovative ways to incorporate technology is crucial to the learning environment. Additionally, diversity and inclusion is a pillar in the school’s strategic plan, and an important, foundational aspect of the school. We’re excited to see how this continues to grow at Epiphany.
Phoebe Gandt ‘20
Celeste Gearhart
Michael and Emily George
Jaime and Calder Gillin
Danielle Green
Samuel Green
Andrew and Kristina Greene
Jacqueline Hammar
Jane and Jim Hawkanson*
Marilyn and Bob Henry****
Judy Hewitt*
Misty and Matt Hietbrink
Alison and Mark Holmes*
Dan and Amy Holmes
Isabella Holmes ‘12
Candice Houghton and Akhil Patel**
Valerie Voss and John Houlihan**
Mr. and Mrs. Mark A. Hutcheson
Greg Jones and Keith Klein**
David and Caitlin Kearney*
Emil Khudyev and Nozomi
Marusawa Khudyev
Ainsley King ‘15
Dwayne and Andrea King
Lucas King ‘12
Bob and Carolyn Kitchell
Wiley and Marianne Kitchell
Chris Kocher
John Kucher and Tina Jacobsen
Kelly Kursteiner
Tina Larabee**
Jay and Leslie Larkin****
Amber and Jacques Le Jeune
Matt and Chris Lewis*
Melanie Lindsay
Lucky Seven Foundation*
Christoph Mack and Lisa Friede
John Martin and Sara Holmberg Martin
Mike and Heather McAdam**
Kate McCaw
Louise ‘63 and Trenton McConkey
Julie McCullough*
Anthony McGrann and Paul Williams****
Joe and Jill McKinstry
Nate and Stephanie McLemore**
Becky Melonson****
Craig Miller and Rebecca Norton
Jude Miqueli
Jack and Sally Morbeck***
Alison Munro
Henrik and Sandra Nielsen
Tyler O’Banion and Bradley Barham
Wendy Olson Killion
Ian and Katie Peacock
Mr. Nicholas Peyton and Dr.
Alexandra L. Adame
Sofia Piel
Shane Plossu
Vanessa Benavidez and Jeremy Malasky
What inspires you to keep giving to Epiphany School?
It really is quite simple, we want to do our part in helping to continue to strengthen the school in any way we can. We attended a couple different schools in the area before coming to Epiphany and have been thoroughly impressed with our experience here. All the schools talk the talk, but not all of them walk the walk—so while we were initially attracted to the mission of developing “confident, curious, and courageous learners,” seeing it in action has been really special!
What feels good about giving to Epiphany School? How do you know your gift makes a difference?
We feel especially grateful that Epiphany had the resources and willingness to continue in-person learning for the majority of last year. We were reminded just how fortunate we were several times throughout the year talking to friends and colleagues whose kids were 100% remote all of last year.
What would you want to tell someone who is considering renewing their commitment to Epiphany School?
The best endorsement probably comes from our girls, who told us “the teachers care about us” and, from our daughter who joined in 3rd grade, “the kids were really welcoming.”
Alex and Dinny Polson
Raj Rangarajan
Medha Raval and Eric Jewett
Michael and Lauren Reyes
Mr. Al Robertson and
Ms. Sally Clarke
Celia and David Russo***
David and Deborah Rutherford*
Brendyn and Renée Ryan
Bob and Martha Sander
Lindsay and Michael Sanders***
Steve and Anne Sarewitz
Andrew Schafer
Paul Schneiderman
Schweitzer Engineering Laboratories, INC
Melissa Shaw
Mark Shone
Cristobal and Tonya Sierra
Sophia Sneep
Alexa Sparks
Scott Starkoski and Geoffrey Abel*
Shawn and Margaret Starkoski
Chuck and Jane Stonecipher****
Ben ‘83 and Kari Straley
Sun Life Financial
Stephen and Carol Szender**
David and Daphne Tang*
Carlye Teel**
Catharine Ten Broeck and William Walker
Rob and Ellie Tobkes
Courtney Tomaselli
Nani Trias
Angela Typolt**
Bernhard Uhl
Anne and Robert Van Cleve**
Nikki and Mike Van Nimwegen**
Troy and Heidi Wadsworth
Jas Walia and Diane Lee
Pierce and Elizabeth Webb*
Hunter Wessells and Bokgi Choi
Jennifer Wilkinson*
Gary and Heidi Windels
Brian and Evie Winters
Nyla Wobig
Karen Ancheta Ybarra**
Karen Zehnder-Wood and Richard Wood*
Laura Zoeller and Maxime Prat*
Years of consecutive participation in the Annual Fund or other philanthropy: * 5 – 9 ** 10 – 14 *** 15 – 19 **** 20+ years
ANNUAL FUND PARTICIPATION YEAR 4
Julie and Mark Okerstrom
ANNUAL FUND PARTICIPATION
YEAR 10
What inspires you to keep giving to Epiphany School?
Every day we look at our girls and see the amazing young adults they are becoming, and we are reminded of the impact Epiphany had on them in their early years. Epiphany gave them a solid foundation in academics and social-emotional learning which set them up for success in middle school and beyond.
Can you recall why you gave to Epiphany School the first time you donated?
Initially, we gave to the Annual Fund out of a sense of responsibility to the school and the community; it felt like something we should do. As the years went on, we began to realize the impact the Annual Fund has on Epiphany’s ability to deliver an exceptional educational experience, and we became excited to give and proud to support the school.
What would you want to tell someone who is considering renewing their commitment to Epiphany School?
At Epiphany, there is a strong sense of community. Giving to the Annual Fund is a great way to be part of that community and support the school. It’s not about how much you can give; it is about your participation. You are joining a long line of community members who over time have invested in the school to allow it to become, and remain, a leader in elementary education. Donating to the Annual Fund means not only that your own children will have an exceptional educational experience, but that this education can be extended to as many other children as possible, both now and in the future.
CORPORATIONS AND FOUNDATIONS
Epiphany School acknowledges the organizations that promote and offer their philanthropic support to educational institutions.
AHT Insurance
AmazonSmile Foundation
Bank of America Charitable Gift Fund
The Bill and Melinda Gates Foundation
The Boeing Company Gift Matching Program
Boston Consulting Group
Boston Scientific Community
Bright Funds Foundation
Capital Group
Cisco
Fidelity Charitable Gift Fund
Garde Capital, Inc.
Gates Ventures, LLC
Gull Industries, Inc.
The Helen Clay Frick Foundation
Henry E. & Consuelo S. Wenger Foundation, Inc
InCity Properties Holding, Inc.
Joshua Green Foundation, Inc.
Lilac Foundation
Lucky Seven Foundation
Macquarie
Microsoft Giving Campaign
Microsoft Matching Gifts Program
Morgan Stanley Global Impact Funding Trust, Inc.
Garde Capital, Inc.
Salesforce.com, Inc
Schwab Charitable Fund
Schweitzer Engineering Laboratories, INC
The Seattle Foundation
Starbucks Partner Giving Programs
Sun Life Financial
T-Mobile Matching Gifts
Vanguard Charitable Endowment Program
The Walt Disney Company Foundation
SPECIAL AND RESTRICTED GIFTS
Thank you to those who strengthen specific programs, endowments, our campus, and funds at Epiphany School.
GIFTS TO ENDOWMENT FUNDS
We are deeply grateful to those who ensure the financial stability of Epiphany School, both now and for future generations.
Chap and Eve Alvord
Jenny and Richard Cummins
Jeffrey Shiu and Emily Liu
Ben ‘83 and Kari Straley
GIFTS TO THE JENNY CUMMINS
CHILDREN’S OPPORTUNITY FUND
We are so thankful to those who wish to honor Jenny Cummins’ career at Epiphany School.
Andy and Kim Baker
Michel Bastien and Jennifer Christensen
“We
Capital Group
Jenny and Richard Cummins
Jennifer B. Elkin and Ross Elkin
Lee and Jennifer Falck
Marilyn and Bob Henry
Ainsley King ‘15
Dwayne and Andrea King
Lucas King ‘12
Melanie Lindsay Macquarie
Microsoft Giving Campaign
Celia and David Russo
Jeffrey Shiu and Emily Liu
Mr. Shawn Starkoski and Margaret Starkoski
Tony and Linda Whatley
Lauren Whatley ‘01
know donating to the Annual Fund makes a difference, as we continue to see Epiphany School delivering on its mission of creating confident, curious, and courageous learners. We give in the hope that other families can also experience the power of an Epiphany education.”
—Julie
& Mark Okerstrom, parents of Paige Okerstrom ’18 and Kate Okerstrom ’15
Class of 2014 Reunion
After originally anticipating a virtual event, the Class of 2014 was thrilled to be able to meet in person outdoors on Commons on June 16, 2021. While the reunion still looked a little different from years past, our alumni, families, and staff were so grateful for the opportunity to reconnect face-to-face. Current and former teachers shared numerous stories and memories from the years these students walked Epiphany School’s halls, including some funny recollections of William Bell constantly running away during field trips (and now he runs cross country!). Several alumni fondly reminisced about their time at NatureBridge, and how it was an especially unique experience because they were there during a government shutdown. This fall, students from the Class of 2014 are headed to colleges, universities, and a wide range of new adventures. Here’s what they’re up to…
Are you or someone you know missing from this list?
We love to stay in touch with our alumni and their families, but if your email or phone number has changed in recent years, we may not be able to reach you. Let us know your updated contact information at epiphanyschool.org/alumni-updates or email development@epiphanyschool.org!
CLASS OF 2014 UPPER SCHOOL 2021-2022 PLANS
Benjamin Ackerley Eastside Prep Playing Basketball at the University of Arizona
Axel Andrews University Prep Bucknell University
Elizabeth Baker Garfield High School New York University
Bennett Baty
Seattle Academy University of Denver
Emma Bazeley The Bush School University of Washington
William Bell
The Bush School Went to Mexico on a NOLS program, then Colorado College in January 2022
Toni Besselaar Holy Names Academy Scripps College
Fiona Bor Seattle Academy Bowdoin College
Henry Buscher University Prep Dickinson College to enroll in ROTC and then intend to serve in the Army
Tyler Carter
Seattle Academy Texas Christian University
Sarah Clarke Lakeside School Cornell University
Kate Day
Seattle Academy Chapman University
Caroline Delafield Lakeside School Vanderbilt University
Emma Fasullo
Garfield High School Bowdoin College
Isabelle Ferguson The Bush School Villanova University
Elliott Frink
Giovanni Gunderson
Lakeside School Boston College
Berkeley High School
Embry–Riddle Aeronautical University
Mackenzie Guy Holy Names Academy University of San Diego (STEM major)
Jack Houlihan
Halle Janssen
Ethan Jarvik
Evan Kato
Ava Langstraat
University Prep Texas A&M Engineering Honors Program
Seattle Academy Boston College
The Northwest School Muhlenberg College
Seattle Lutheran High School Gonzaga University
The Northwest School Santa Clara University
Josie Margarones Holy Names Academy University of Washington
Harriet Moxey
Audrey Nordstrom
Genevieve Potts
Jack Rasmussen
Roosevelt High School University of Exeter
Mercer Island High School Santa Clara Business School
Seattle Prep Miami University
Garfield High School University of Toronto
Ashlyn Ryan Lakeside School Macalester College
Maleda Sims
The Northwest School Whitman College
Jacob Sleight O’Dea High School Playing Tennis at University of Washington
Logan Spoonemore
Griffin Thoreson
Isabelle Wang
Oliver Wang
The Northwest School Pomona College
University Prep Southern Methodist University
Garfield High School Occidental College
Garfield High School
Teage White Overlake School
Ian Wiltamuth
Georgetown University
Clemson University
The Northwest School University of Colorado
ALUMNI NEWS
Bella Feinstein ’08
Bella Feinstein moved to Manhattan last year, after four years at Bard College and, before that, high school at Seattle Academy. While in college, she interned with Florentine Films as a photo archivist for Ken Burns’ and Lynn Novick’s Hemingway documentary project. That work inspired her senior thesis at Bard, a study of how personal photographs and family narratives document cultural history. “We are all creators of our own narratives,” she says. “I like to look at history with a critical eye and in a personal way. It helps us process the current moment we’re living in.”
In her senior year, Bella volunteered as a tutor for incarcerated students at a female prison. “I saw my education translated to people in a completely different environment with students who had very different life experiences from me,” she says. “It was an exceptional way to close my academic career.”
The week she graduated from college, she was hired to help promote Florentine Films’ four-part documentary film series College Behind Bars , touring with director Lynn Novick and a panel of students who completed the College Behind Bars program. Today, Bella continues to work with Florentine Films’ production team doing archival research. “It’s a really unique job. I’m engaged intellectually every day,” she says. “What I’ve learned is that history is one person’s story situated in a larger cultural moment. How that story gets told and how it’s preserved is really important.”
Bella’s commitment to historical research is rooted in her early learning at Epiphany School. She recalls an elaborate project on the pioneer trail with Sally Stafford in fourth grade (see “In Memoriam,” opposite page). “It was really engaging, imagining pioneer life. It was an interactive experience and the detail she went through to make it realistic, it stuck with me so much,” she says.
Even more formative than a love of history was Epiphany School’s individualized approach. When she started attending Epiphany School in third grade, Bella struggled with dyslexia. “It’s very much a part of the culture at Epiphany to be empathetic and to understand where a student is at. One teacher in particular, specialist Teri Barnett, made me feel like I could learn. I felt like she was learning alongside me, and it changed the way I learn,” Bella says.
“I really remember the 3C’s and 3R’s –curiosity for sure. All those fundamental things that Epiphany instilled in us as young kids definitely stayed with me throughout my studies, and I’ve found they really apply in the working world and in life,” she says. “It’s a wonderful school and you learn a lot. But even more important is the fun community of people. I still feel like a part of that community.”
Carmen Spoonemore ’18
Early in the pandemic lockdown, without team sports to practice and clubs to attend, and unable to visit friends, young people found themselves with a lot of time on their hands. Carmen Spoonemore used her extra free time to write a novel. Now a 15-year-old freshman at Seattle Academy, Carmen has self-published For the Collective, a science fiction novel that explores the influence of society on the individual and the individual’s responsibility to society.
Tell us about your book.
For the Collective takes place in a dystopian, post-apocalyptic world. The book follows a Future Leader—someone who’s being trained to one day govern the Collective—and slowly the main character discovers that the Collective is not what it seems. I’ve always been interested in stories and Epiphany helped cultivate that from a young age, so when I had so much free time and got the chance to do something like this, I just decided to take it. I’d had the idea for quite a while, so I knew what was going to happen before I started writing.
What gave you the idea for The Collective?
Something that gives me a lot of ideas for stories is to look at the world around me
and find flaws and things to change. A big part of how I got the plot for my story was looking at the news and tweaking it a little bit, exaggerating some bits to turn into an entertaining story that still has a valuable message.
What was the process like?
I started in July and wrote the first draft by August, but it took until December or January to finish the final draft. I found an editor on Reedsy and a cover artist on 99 Design and then I pretty much did the rest of the self-publication process myself. The book became available on Amazon on June 1 in paperback and as an e-book. It was number one in new releases in my category and has all 5-star reviews on Amazon, so it’s been a very encouraging response.
Did your kindergarten through fifth grade years at Epiphany influence the book in any way?
Epiphany was a big reason why I started this because the school has a huge risk-taking culture that pushes students to go out and try new things all the time. I think that’s what drove me to write it. When I was at Epiphany, the core values were responsibility, honesty, and trust and those definitely play a big role in my book.
How did your time at Epiphany shape your life so far?
Going to Epiphany really made me more confident in myself and the things that I do. Whenever I take new opportunities, I think back to my time at Epiphany and thank my teachers for pushing us to take so many risks. Recently I’ve gotten a lot of comments from people saying they could never do something like I’ve done. And I want everyone to know that it’s entirely possible for anybody to do anything they want to. Never hold yourself back just because you have some notion that it’s not possible or you’re not good enough to do it. Epiphany helped me understand that you don’t have to be stuck in a box. You can really do anything.
IN MEMORIAM
Sally Stafford, 1945-2021
By David Bush, fourth grade teacher
EDITOR’S NOTE: Sally Stafford, who taught fourth grade at Epiphany School from 1988 to 2015, died at home on June 24, 2021 from ALS. Remembrances may be made in Sally’s name to the ALS Foundation.
Sally Stafford was a proud and active member of the Epiphany School community for nearly 30 years, as a parent of two alums and a beloved fourth grade teacher.
Sally’s students loved her. She was known for her energetic, fun-filled classes that were full of laughter and exploration. She enjoyed taking students on field trips to places such as Schmitz Preserve Park in West Seattle, so students could hike the trails and measure the trunks of old-growth trees for a math activity. Students also visited Alki Point where the Denny party is believed to have landed. Sally kept other fourth grade traditions going such as visiting the state capitol in Olympia, having students experience being pioneers for 24 hours at Pioneer Farm, and embarking upon the Oregon Trail through the Wagon Train Simulation game. In her classes, she enjoyed
facilitating debate panels on topics such as the Bill of Rights and having students support a pro or con view. Most of all, Sally enjoyed laughing with her students as they embraced learning with her sense of fun and adventure.
Sally taught Epiphany School’s only single-gender class of girls for one year. The girls in that class adored Sally and were happy to have been involved in this unique experience.
Sally’s many passions included books and introducing a wide variety of classic and new children’s literature to her students. She kept her eye on local children’s theaters for field trips and ways to engage her students with literature.
Teaching was a big part of Sally’s life. When she retired, she found more time to enjoy her family, friends, books, gardens, and cats. She was a unique individual with a large, kind heart, who influenced so many Epiphany School families and staff over the numerous years that she dedicated to our school. She has been and will continue to be greatly missed and fondly remembered.
Photo: Tom Wolken
Epiphany School
3611 East Denny Way Seattle, WA 98122
206-323-9011
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