Earlier this year, an accreditation team representing both the Northwest Association of Independent Schools (NWAIS) and the American Montessori Society (AMS) visited Eton School as part of our reaccreditation process with both associations. The members of that team come from around the country and from a wide variety of schools. Part of their job is to observe and evaluate the host school to ensure that it is conducting itself according to the standards of both associations. The goal is “to promote quality standards without standardization” while observing and evaluating Eton School using the perspective of the Eton Mission Statement. While there are many independent schools across the country (and the globe), each has its own character, and each is unique in its own way.
This edition of Connect is all about what makes Eton School special. Our program, our community, the school culture, and our events and traditions are all uniquely Eton. I have had the opportunity to work in several schools—both public and independent—and I feel fortunate to be a part of this community and proud to be included in the tag #WeAreEton.
Russell Smith, Head of School
#We Are
Eton
by Alice McNeer, Director of Communications and Marketing
In our early days of social media, we knew we needed a hashtag to represent Eton School. We needed something that described us and set us apart from other institutions, like Eton in England. While #EtonSchool was an obvious choice, it was our name, not a proper descriptor. So, our search continued.
We considered the descriptors in our mission statement, emphasizing educating the whole child, fostering a passion for learning, and preparing students to contribute to the world. We also considered our core values, which focus on intellectual, emotional, social, physical, and spiritual development. Despite these guiding principles, we struggled to find a fitting and memorable hashtag.
Then, we noticed a recurring theme: the personal pronoun “we.” Our core values start with “We at Eton School commit...” and conclude with “We support...” and “We dedicate....” Our community often speaks of Eton School collectively, reinforcing the sense of “we.” This sense of unity and community made “we” the perfect choice.
With the first word chosen, the rest fell into place, and #WeAreEton was born. This hashtag quickly became a staple in our social media posts, serving as descriptors and unifiers. It even transcended social media; one year, a group of parents won the naming rights to a lane at the Main Building and chose #WeAreEton.
For this issue, we have embraced #WeAreEton. While we can’t cover everything that makes us who we are, we have highlighted some key aspects. We start with our community, showcasing events and then spotlighting our students as performers, environmental stewards, global citizens, and mentors. Next, we honor those who transitioned from students to alums
“We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity.
~ Maria Montessori
To Educate the Human Potential, p. 5
this year. Finally, we feature an interview with two alums who have returned to Eton School with their children. We close this issue by wishing farewells and best wishes to faculty and staff who are departing and congratulations to those achieving milestones at Eton.
The journey to finding the perfect hashtag reflects Eton School’s commitment to its community and values. #WeAreEton encapsulates a name and the essence of who we are— a united community dedicated to holistic education and lifelong learning.
This issue celebrates our shared identity, showcasing our vibrant life and milestones. As we look back on our accomplishments and look forward to the future, we are reminded that at the heart of Eton School is the collective spirit of “we.” Thank you for being a part of our journey, and happy reading! ❧
“The greatness of a community is most accurately measured by the compassionate actions of its members.”
~ Coretta Scott King
#WeAreCommunity celebrates the spirit of togetherness that unites us at Eton School. As a vibrant community, we foster a strong sense of belonging, mutual respect, and understanding, promoting inclusivity to ensure everyone feels valued and supported. Our rich tapestry of cultures and backgrounds encourages the sharing of unique experiences, deepening our understanding and appreciation of each individual and the community.
#WeAreCommunity highlights our collaborative and supportive nature. Together, we organize, plan, volunteer, and attend school events. We gather for chats on the Sports Court during Parent/Guardian Coffees, play together at Family Game Time, and support performances, classroom events, Parent/ Guardian Conferences, and school events like Una Voce, Salmon Release, Community Conversations, Spring Fling, and the Juneteenth Community Celebration. By encouraging and supporting active
participation from the entire school community, we strengthen our bonds and create enriched experiences for all.
#WeAreCommunity symbolizes our strong sense of unity, reflecting the collective identity and spirit of our students, parents, guardians, staff, teachers, and administrators, who are all integral parts of the school’s tapestry. In our community, every member feels valued, supported, and connected, allowing them to thrive and contribute to the collective well-being of the entire school.
#WeAreCommunity is more than just a hashtag; it’s a philosophy that shapes a positive and inclusive school culture for all. Together, we build a legacy of collaboration, respect, and unity that will inspire future generations to come. Let us continue to embrace and celebrate the unique contributions of each member of our community, ensuring that Eton School remains a place where everyone can flourish and succeed. ❧
Parent/Guardian Coffees
Family Game Time
All-School Ice Skating
Spring Fling
Juneteenth Community Celebration
#We
Are Performers
The phrase #We Are Performers might bring to mind images of students showcasing their talents on stage through musicals, plays, or choirs. It might also evoke thoughts of students rehearsing lines, acting, dancing, and singing. While these are certainly aspects of being a performer, they represent just a fraction of the broader picture. At the heart of every performance is our exceptional Performing Arts program, which provides a solid foundation for our students.
Pre-elementary (Ages 3-6): Building the Basics
The Performing Arts journey starts with our youngest students, aged three to six, in the Preelementary classrooms. In these early years, students develop coordination and gross motor skills, engage in cooperative play, and become acquainted with musical dynamics and music mapping—a method of visualizing music through song dotting and images. As they listen to classical music, they express its essence through movement, using scarves and dance. They also get hands-on experience with musical instruments like rhythm sticks, egg shakers, bells, drums, temple blocks, and xylophones. These young performers play a vital role in our allschool concert, Una Voce (left photo), singing as a grade level and joining all grades for the finale.
Lower Elementary (Grades 1-3): Expanding Skills
In Lower Elementary, students enhance their rhythm and instrument skills, learning to distinguish between beat and rhythm, create music maps, and read rhythm through musical notation. They explore instrument families, dissect the orchestra’s sections, and appreciate the significance of folk songs, storytelling, and the cultural influences on modern music. They delve into theater fundamentals, including character, plot, setting, acting, and performance.
Participating in Una Voce, these students sing songs as a group and then join in with the voices of the other students for the final song. Every spring, they put their learning into practice with a musical performance. In this performance, third-grade students take on leading roles, while second-grade students provide supporting roles or join first-grade students in the chorus.
Upper Elementary (Grades 4-5): Mastering the Art
When students journey to Upper Elementary, they continue to build on previously learned skills and add new ones. They practice storytelling through movement,
enhancing flexibility, non-verbal communication, and social perspective. Their understanding of basic music theory and musical themes deepens as they learn to read music and in some years to play the recorder or ukulele.
Upper Elementary students showcase their talents in a spring musical, with sixth-grade students taking on the lead roles while fourth- and fifthgrade students provide supporting roles.
Middle School (Grades 6-8): Embracing Performance
In Middle School, the Performing Arts program emphasizes choral singing, ensemble music, and theater. They learn and practice singing in unison, in two parts, rounds or canon, and two-part harmony, all while learning to read a musical score. At the all-school concert, Una Voce, they put their singing skills into practice as they perform songs together, with some stepping forward to perform solos, and then they lead other grade levels in the finale, where all student voices sing together as one.
Each year from sixth through eighth grade, students explore theater history, becoming familiar with various acting styles, innovations, and the cultural impact of theater across different regions and eras. Improvisational acting techniques are introduced through games, activities, and short-form improv scenes, fostering creative collaboration and leadership. As noted previously, sixth-grade students join Upper Elementary students for a musical performance and take on leading roles. Seventh- and eighth-grade students perform a play each year, gaining a deeper understanding of theater and the production process.
A Legacy of Performance
Our Performing Arts program not only nurtures the artistic talents of our students but also instills in them confidence, creativity, and a deep appreciation for the arts. From the youngest learners in Pre-elementary to the seasoned performers in Middle School, every student is given the opportunity to shine.
Through music, dance, and theater, they learn to express themselves, work collaboratively, and understand the world in new and meaningful ways. At the core of our program is the belief that every student is a performer, capable of greatness both on and off the stage. #WeArePerformers celebrates this journey and the enduring impact of the arts in our students’ lives. ❧
Finding Nemo Performed by Grades 1-3
Matilda Performed by Grades 4-6
A Night of Mysteries Performed by
#We Are Lifelong Learners
At Eton School, our commitment to lifelong learning is central to our core values. This commitment is reflected in our robust professional development program, which benefits all employees. Everyone engages in a variety of learning opportunities, including on-campus workshops, webinars, and attendance at local and national conferences. A notable addition to our professional development initiatives is our summer reading program. For the past two years, each employee has selected a book from a curated list to read over the summer. The selected books focus on our key areas of Diversity, Equity, Inclusion, and Belonging (DEIB). At the end of the summer, we reconvene to discuss our readings in small groups before sharing the key insights with the entire staff. As lifelong learners, we believe in the value of sharing knowledge. Therefore, we are excited to present this year’s summer reading list, complete with brief descriptions. Whether you are looking for a meaningful read now or later, these books offer valuable perspectives and insights. ❧
A Boy Named Bat by Elana K. Arnold, Charles Santoso (Illustrator)
For Bixby Alexander Tam (nicknamed Bat), life tends to be full of surprises — some of them good, some not so good. Today, though, is a good-surprise day. Bat’s mom, a veterinarian, has brought home a baby skunk, which she needs to take care of until she can hand him over to a wild-animal shelter. But the minute Bat meets the kit, he knows they belong together. And he’s got one month to show his mom that a baby skunk might just make a pretty terrific pet.
Minor Feelings by Cathy Park Hong
As the daughter of Korean immigrants, Cathy Park Hong grew up steeped in shame, suspicion, and melancholy. She would later understand that these “minor feelings” occur when American optimism contradicts your own reality—when you believe the lies you’re told about your own racial identity. Hong uses her own story as a portal into a deeper examination of racial consciousness in America today. This book traces her relationship to the English language, to shame and depression, to poetry and art making, and to family and female friendship in a search to both uncover and speak the truth.
Same but Different by Holly Robinson Peete and Ryan Elizabeth Peete
Being a teen is hard enough but when you or your sibling are on the autism spectrum, life can be a topsyturvy ride. What happens when you come face-to-face with dating, parties, sports, body changes, school, and kids who just don’t get you? Where do you turn when your sibling with autism is the butt of jokes, the victim of misunderstood social cues, and the one everyone thinks is weird? Through alternating narratives based on their own lives, Ryan Elizabeth Peete and her twin brother, RJ, who has autism, bravely and honestly reveal what it means to be living with the disorder.
Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions by
Tiffany Jana and Michael Baran
This practical, accessible, non-judgmental handbook is the first to help individuals and organizations recognize and prevent microaggressions so that all employees can feel a sense of belonging in their workplace. In this book, Tiffany Jana and Michael Baran offer a clearer, more accessible term, subtle acts of exclusion, or SAEs, to emphasize the purpose and effects of these actions. After all, people generally aren’t trying to be aggressive--usually they’re trying to say something nice, learn more about a person, be funny, or build closeness. Jana and Baran give simple and clear tools to identify and address such acts, offering scripts and action plans for everybody involved: the subject, initiator, and observer.
Tornado Brain by Cat Patrick
Things never seem to go as easily for thirteen-year-old Frankie as they do for her twin sister, Tess. Frankie is neurodivergent, with diagnoses of ADHD and autism spectrum. Frankie can’t stand to be touched, loud noises bother her, she’s easily distracted, she hates changes in her routine, and she has to go see a therapist while other kids get to hang out at the beach. It also means Frankie has trouble making friends. She did have one, Colette, but they’re not friends anymore. Then, just weeks before the end of seventh grade, Colette unexpectedly shows up at Frankie’s door and vanishes the next morning. Frankie’s convinced that her former best friend left clues behind that only she can decipher, so she persuades her reluctant sister to help her unravel the mystery before it’s too late.
#We Are Montessori Moments
Our Pre-elementary and Lower Elementary teachers invite parents/guardians to Montessori Moments every year. This invitation offers an opportunity for the parents/guardians to step into the classroom and have their child guide them through two or three activities. These activities are ones that their child has been diligently learning to master during their school day.
By participating, parents/guardians see and experience first-hand how their child accomplishes tasks and learn about the processes behind each one. They are encouraged to use their observations from Montessori Moments to ask specific questions that their child can answer, such as:
• Did you do a floor work or a table work today?
• Was it a one-person work or a two-person work?
• Did you use a pencil or a special tool to do the work?
Montessori Moments not only provide parents/guardians with valuable insights into their child’s daily activities and learning processes but also foster a deeper connection between home and school. These shared experiences help cultivate meaningful conversations, reinforcing the child’s confidence and pride in their achievements. Through Montessori Moments, the journey of learning becomes a collaborative effort, enriching both the child’s educational experience and the bond between parents/guardians and their children. ❧
#We Are Part of the Universe
Through Cosmic Education, Lower Elementary (Grades 1-3) students develop a framework to understand the world around them and their place within it. By learning about the past, they create an understanding of the value of the contributions of others. The students become aware of the interdependence of all things and develop a sense of gratitude. This learning cultivates a deep respect for nature and the environment while encouraging them to be responsible, compassionate global citizens who appreciate the delicate balance of our universe.
Each year, the students prepare for and host a Cosmic Fair. As attendees travel from classroom to classroom, the students share their knowledge, creating a journey from the creation of the universe, the first forms of life, and early humans to how language and math came to be and more. ❧
# We Are Stewards of the Earth
“We must study the correlation between life and the environment. In nature all is correlated. This is the purpose of nature. Nature is not concerned just with the conservation of individual life or with the betterment of itself. It is a harmony, a plan of construction.
Everything fits into the plan: rocks, earth, water, plants, man, etc. .”
~ Maria Montessori, The 1946 London Lectures, p. 98
#We are stewards of our planet, and fostering a deep connection with nature is a fundamental part of the curriculum. We nurture empathy, curiosity, and a profound appreciation for the natural world by engaging students in hands-on, experiential learning.
The youngest students begin their journey through connection, play, and empathy for the natural world. They delve into stories and myths that spark their imaginations and develop a deeper appreciation for the various intelligences within our biosphere. Through activities and games, they learn about the forces of nature (trees, seasons, the sun, and rain) and understand how these elements move through the world and sustain life.
During Lower Elementary, students build on their playful interactions and form foundational knowledge about native flora, fauna, and ecosystem functions. They refine their “animal forms” (such as fox walking, owl eyes, and deer ears) and enhance their senses, making detailed observations of natural systems. This stage emphasizes expanding connections from the personal to the collective living environment.
Upper Elementary focuses on understanding how humans have interacted with nature across different times and cultures, aiming for sustainable and regenerative practices. Critical thinking is encouraged through discussions, and students are empowered to benefit their community through tangible actions, such as rearing salmon fry or vermicomposting food waste.
Middle School students explore deeper aspects of their identities and passions, with mentorship opportunities to support their growth. They engage in larger community projects driven by individual or peer initiatives. Earth Education at this level inspires their dreams and offers guidance when needed.
This school year, Eton School students became stewards of Coho salmon. In January, approximately two hundred salmon eggs arrived and were placed in a large fish tank in the Casa Building’s front hallway. Students from all grade levels observed and cared for the salmon, learning about their life cycle and ecological significance.
When all the salmon fry were ready to be released, the school celebrated with a procession. Pre-elementary students wore paper salmon hats and sang “Salmon People,” Lower Elementary students donned nature costumes, and Upper Elementary students carried handmade salmon flags. Middle School students played drums, waved Orca falgs they created, and guided the procession, highlighting the salmon life cycle in relation to other natural forces. A member of the Snoqualmie tribe shared a traditional salmon creation story, and the event concluded with a communal song, “Soon May the Salmon Run,” with guitar accompaniment by Joey Crotty, Earth Education teacher.
The day after the procession, families gathered at Idylwood Park in Bellevue to release the salmon fry into the creek leading to Lake Sammamish. Students collected a cup with the small salmon fry swimming inside and carefully carried it down to the bank of the creek. The students gently released the small salmon into the stream and watched them swim away.
There is an innate craving to connect with what is alive and life-giving, especially in young minds. At Eton School, students experience the natural world firsthand, realizing the gifts and responsibilities of their universal inheritance. This immersive approach to education fosters a love and care for the environment, ensuring that the next generation is well-equipped to be responsible stewards of Earth. ❧
Listen to Salmon Creation Story
Listen to the Song “Soon May the Salmon Run”
Procession of the Species
Salmon Release
#We Are Journeys
Before our eighth-grade students finish their last year at Eton School, they set sail for one last overnight trip on Puget Sound. The trip is more than just a ride on a schooner. While onboard, the students work side by side as crew members hoisting sails, conducting marine science experiments, cleaning and developing bonds with each other.
Their ship, Zodiac, is a sizeable 160-foot schooner with plenty of space to move around. The bunk area has generous space and feels luxurious. A large ship means more work to keep it sailing along. Hoisting lines, furling sails, and maneuvering the sound all take a lot of effort. The students and the crew pull on the same lines to raise, reposition, and lower the sails. Even just coiling, flaking, or lifting the smaller lines is a two- or three-person job due to weight, but it is good work.
There is something to be said about putting in individual effort, but all the students help at every opportunity, with smiles throughout. Group work is part of learning and accomplishing goals from tacking to making a Ballantine coil to setting a perfect bowline knot. During the voyage, the soon-to-be Eton graduates become integral members of the crew onboard the schooner and essential members of their class as they strengthen bonds with their classmates before heading off to new journeys and new schools at the end of the school year. ❧
Celebrating Our Graduates
“An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.”
~Maria Montessori, Education and Peace
Avyukt
Eighth Grade Project:
Modding Java Minecraft
Favorite Memory
I really liked going on the Salish Seas expedition and being on the sailboat, the Zodiac, in 8th grade. I liked the sailing stations where we learned how to raise the sails and the mechanics of sailing.
Dhyuthi
Eighth Grade Project
Inside a Dolphin’s Brain: The Neuroscience and Protection of Dolphins
Favorite Memory
I liked the sailing stations on the Salish Seas expedition on the sailboat, the Zodiac, when we were learning how to sail. I liked raising the mainsail with everyone.
Hugh
Eighth Grade Project
Pulling the Strings: Puppetry on Stage
Favorite Memory
One of my favorite memories would have to be the Salish Seas expedition and going out on the sailboat. All the days were great except for the last (if you know, you know!).
Lizzy
Eighth Grade Project
Life Changing Strides: The Study of Hippotherapy
Favorite Memory
My favorite thing about school is doing group work and spending time with my friends.
Maddie
Eighth Grade Project
Pulley Injuries in Climbing
Favorite Memory
In seventh and eighth grade, we went to Mount Rainier Institute for four days. I really enjoyed hiking at Paradise on Mt. Rainier, and staying in the cabins with everyone was really fun!
Madeline
Eighth Grade Project
Ballet: History and Performance
Favorite Memory
Some of my favorite memories were when we went to overnight camp at NatureBridge on the Olympic Peninsula and also hanging out with my friends at recess with Miss Hayley.
Mahi
Eighth Grade Project:
The Story of Music: Origins of Song and Hindustani Classical Music
Favorite Memory
In 6th grade, we went to NatureBridge camp on Lake Crescent. I really liked the hike to Marymere Falls, and we used sticks like wands like in Harry Potter.
Mariza
Eighth Grade Project
The Great Relief: Advil and Other Over-the-Counter Medications
Favorite Memory
When I first joined Eton School, I did a summer art camp with Ms. Amelia, and she made me feel welcomed and comfortable and the camp was really fun.
Ritvik
Eighth Grade Project
The Way of Peak Performance
Favorite Memory
I enjoyed going to Mount Rainier Institute and having that special time to hang out with my friends.
Rohin
Eighth Grade Project
The Science of Taste and Baking
Favorite Memory
My favorite memory was going on the outdoor education overnight trip at Mount Rainier Institute and spending time with my friends.
Sylva
Eighth Grade Project:
Creating Dungeons & Dragons Supplements
Favorite Memory
My favorite memory is starting the Dungeons and Dragons Club at Eton.
#We Are Alum, Who Returned With Our Children
Last year, we were very excited to welcome two Eton School alums back to campus as parents of enrolled students! David Kimura and Yohei Nakajima attended Eton at the same time and were classmates in the fifth-sixth classroom of Mezzo 2 in 1998. We caught up with David and Yohei to learn about their life journeys after leaving Eton School.
Do you have a favorite memory of your time here at Eton?
David: It’s hard to pick a favorite memory. In no particular order, the ones that stick out are the field trip to Washington DC with Ms. Merza in sixth grade, making movies in Mr. Moore’s Social Studies/History class, and the OPI (now NatureBridge) overnight field trips on Lake Crescent. Some of the details have faded, but I remember bonding with my classmates and feeling genuinely accepted as I was.
Yohei: Can’t pick one! Playing kick-the-can in the Mezzo Parking lot (grades four through six were in Mezzo then), Magic the Gathering (card game) in the hallways, or a coding game called Turtle Graphics on the Apple II computers.
Where did you go to school after you left Eton? Where did you attend middle school and high school?
David: After Eton School, I attended middle and high school at University Prep in Seattle. After high school, I attended Bellevue Community College, then transferred to UC Irvine to study psychology and later to University of Washington (Seattle) to complete a computer science degree.
Yohei Nakajima Class of 1999
David Kimura Class of 1998
Yohei: I went to University Prep in Seattle for Middle School, and then my family moved to Japan, so I went to ICU High School in Tokyo. I then attended Claremont McKenna College in California for my Bachelor in Economics.
What do you do for work?
David: I’m a software developer specializing in databases. I write code for the Greenplum SQL optimizer and occasionally submit patches to Postgres.
Yohei: I’m in venture capital, running a firm called Untapped Capital, which invests in early-stage technology startups.
What was it like coming back to Eton School with your children?
David: Certainly, the funniest encounter was stepping onto campus for the first time in 25 years for the open house and serendipitously talking to a teacher that invoked a strikingly nostalgic sensation, leading me to wonder, “Why does this person look and sound so familiar?” Then realizing, “Oh! It’s Ms. Maling, one of my fifth-grade teachers in Mezzo 2!” Some of the changes I noticed are that the classrooms look a little smaller than I remember! There are more all-school events, like ice skating and regular coffee times, for parents to connect!
Yohei: It has been awesome. I have flashes of many great memories walking through the hallways and going into classes (science class was my favorite). The giant roof structure in the upper playground over the sports court stands out as new, but everything else feels the same—just much smaller now that I’m an adult!
What advice would you give to an Eton graduate?
David: If I were to give advice to my younger self, a fresh Eton graduate, I would say, “Don’t be afraid to embrace your talents, even if they make you different or don’t fit the mold of what’s cool in someone else’s eyes. In fact, nurture those ones even more because they will open the doors to new opportunities. Follow your own path to where it leads, or else you’ll get lost trying to follow someone else’s.”
Yohei: Stay curious, never stop learning! I only recently realized how curious I am. Seeing Nico and Aiya experience a Montessori educational environment made me realize how formative the values I picked up at Eton were. ❧
1997-1998 Mezzo 2: 5th/6th Grade
Front Row (l to r) Katarina Peterson, Rhyana Anderson, Ashley Wedlake, Matthew Kendall, Nathan Leahy, Austin Baruffi.
Second Row: Yohei Nakajima, Sir Kodesh, Clara O’Rourke, Danielle Woods, Claire Nassutti, Adam Lieb, Koji Manami.
Third Row: Ms. Mezra, Anne Choi, David Kimora, Brett Reese, Jessica Bobbie, Madison Abbott, Chris Haas, Ms. Maling, Brooklyn Lewis, Alison Teo, Ms. Kinczewski.
Goodbyes and Best Wishes
As with all growing schools, staff changes are inevitable. At the end of this school year, we say goodbye to some Eton School faculty and staff that we have come to know and treasure. Although they are leaving, a part of them will always remain in the many lives they have touched and the memories made here at Eton School. We wish them all the best on their personal and professional journeys. ❧
Amy Beal Middle School PE Teacher
Sara Kessack School Counselor
Jay Eckard Middle School Teacher
Busra Martinez Clubhouse Staff
Nikki Rehman Self-Study Coordinator
Priya Senthil MS Teaching Assistant
Danu Sahu LE Teaching Assistant
Vanessa Werle Pre Classroom Assistant
Jana Huang LE Teaching Assistant
Celebrating Milestones
Congratulations for Completing 5 Years at Eton School
Congratulations for Completing 10 Years at Eton School
