Eton School Connect: Spring 2018 Vol2 No2

Spring 2018 | Vol 2 | No. 2

Connect A Magazine for the Eton School Community

Developing Leadership

Independence and Leadership This edition of Connect has the topic of leadership as its theme, and the various excellent contributions detail how leadership is cultivated and refined throughout the Eton School program.

The development of effective and authentic leadership, however, requires a strong foundation of independence in both thought and character. Independent thinking allows an individual to be receptive to new ideas and allows one to question assumptions. Independence is crucial for success in the classroom and in life after school.

An article by Michael Dorer, EdD (“Independence: A Montessori Journey”) in the Spring 2018 edition of Montessori Life identifies the merits of independence and describes ways in which independence is fostered in the Montessori classroom at various ages. Dr. Dorer pinpoints five traits that emerge in classrooms that are effective in promoting independence: • Independence increases confidence and encourages children to take risks and challenge themselves • Independence leads to greater self-reliance and an ability to cope with challenges without relying on others.

• Independence leads to an increased sense of self-worth and self-esteem.

• Emotional independence decreases stress and boosts happiness.

• Intellectual independence promotes unique thoughts and inspires creativity; an independent thinker will question accepted opinions and reject conformity of thought.

Many of the contributions in this edition of Connect describe how leadership is developed at Eton through enrichment and extra-curricular programs such as the Kindergarten Ambassador program, IslandWood, NatureBridge, and Rainier Institute. It is also true, however, that the vital foundation of independence and independent thinking is established and fortified in the classroom.

For example, as Dr. Dorer describes in his article, the Practical Life program in Pre-elementary teaches a variety of skills, but the overarching goal is the development of independence. The way Montessori teachers approach, present, and—most importantly—disengage from lessons also encourages independence; teachers must allow students to do what they can do for themselves, and teachers resist the urge to intervene unless it is absolutely necessary. This philosophy continues through Lower Elementary and into the Upper and Middle grades. Dr. Dorer concludes his article with a sentiment which rings true for our approach at Eton: It should never be our objective to create, develop, support, or encourage dependency. Instead, Montessori programs focus upon independence in thought, emotion, creativity, expression, style, and leadership.

There is not a curricular unit or designated time in the schedule devoted to the development of independence. Instead, there is an underlying value that permeates our program that—as our Vision statement declares—inspires students to become “creative, confident thinkers.”

Russell Smith, Head of School

Connect A Magazine for the Eton School Community

Developing Leadership Kindergarten Ambassadors: Young Leaders in the Eton Community

by Susan Baccellieri and Angela Kim.............................................................................................................................................. 2

Montessori Moments............................................................................................................................................................................ 5 The IslandWood Experience: Developing and Sharing Leadership

by Sonja Everson and Sadie Reitz..................................................................................................................................................... 6

The Nature of Leadership

by Pete Kashevarof................................................................................................................................................................................ 10

Developing Leaders at Mount Rainier Institute: It’s About the How

by Laura Moore....................................................................................................................................................................................... 14

Learning and Leading Together................................................................................................................................................. 17 Eton School Leaders Who Make a Difference

by Dr. Susan Walker............................................................................................................................................................................. 18

Communiqué EPC: Hosting Community-Building Events..................................................................................................................... 20 Retiring: Cherie Goetz, Director of Admission........................................................................................................ 21 Gala 2018: A Great Time for All!

by Monica Maling.................................................................................................................................................................................... 22

Thank You 2018 Gala Fund-A-Dream Donors........................................................................................................... 24 Thank You 2018 Gala Item Donors...................................................................................................................................... 25 Thank You 2018 Gala Sponsors................................................................................................................................................ 25

Life‑Long Learners Alumni Update.......................................................................................................................................................................................... 26 Connect Authors and Contributors.................................................................................................................................... 28 Spring 2018 Volume 2 | No. 2 © 2018 Eton School www.etonschool.org 2701 Bellevue‑Redmond Road Bellevue, WA 98008 Phone: 425.881.4230

Pre‑elementary (Age 3 through Kindergarten)

Kindergarten Ambassadors: Young Leaders in the Eton Community

by Susan Baccellieri and Angela Kim

Pre-elementary and Lower Elementary Lead Teachers

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Spring 2018

When you were a child, what did you want to be when you grew up? An astronaut? A zookeeper? A ballerina?

A teacher? The President? How about a ballerina astronaut? The imagination of a child can lead them in so many directions based on what inspires them. The children at Eton School are forging their own path, pushing through barriers, tackling challenges, and taking the first steps toward becoming whoever they want to be. What makes them confident enough to begin the journey? It starts with a moment.

“Oh no!” A box drops and items scatter all over the floor.

Some students walk over to help pick everything up.

“Ouch!” A ball veers off course and hits a child on the arm. The closest children check on her to make sure she’s okay.

“You hold that end, and I’ll hold this one.” Two students work together to carry a long bead chain to a rug.

“I have something I would like to discuss with the group,” says a student who speaks up during a class meeting.

Each of these moments demonstrates Eton students being compassionate and supportive leaders in their school community.

As Eton’s Kindergarten students move through the three-year cycle, these moments of kindness help them develop into caretakers of their community. Their actions help them build trust in themselves and in their peers within the classroom environment, and this is the first step toward leadership. The Kindergarten students exhibit confidence when they speak up during group activities and discussions. They model courage when they seek out new challenges. They undertake special responsibilities to help their teachers. They develop a strong sense of self as classroom leaders.

The Kindergarten Ambassador Program was initiated to give Kindergarten students an opportunity to use their leadership qualities to impact the larger Eton School community. These students have embraced the expectation of being leaders; they are role models of what characterizes an honorable and respectful Eton student.

The Kindergarten students have become mentors to their peers, planning lessons about how to clean up outside toys and providing Birthday and Earth Day packets for the other classrooms. As Ambassadors, they collaborated to sponsor a Pet Food Drive at the Pre‑elementary level.

They have also done Ambassador work with students from other grade levels at Eton. They worked with Lower Elementary students to clean up the outdoor learning environment last fall. In the winter, many Ambassadors confidently presented oral stories to their older library partners. With Lower Elementary students, they created Valentines to share with residents at a local senior housing center. These projects and activities nurture their global awareness and encourage the sharing of joy,

“The Kindergarten Ambassador Program was initiated to give Kindergarten students an opportunity to use their leadership qualities to impact the larger Eton School community.”

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beauty and reverence for life. They also cultivate a sense of responsibility and foster positive group behavior; all of these are objectives of our Mission Statement.

planetary distances. These experiences of collaboration and cooperative learning support our vision of developing leaders who make a difference.

Throughout the school year, the Ambassadors have been partnering with various Lower Elementary, Upper Elementary and Middle School classes for learning activities. Mr. Glatt, the Upper Elementary and Middle School STEAM instructor, invited the Kindergarten students to be a part of a video presentation on weather.

Ms. Farmer’s students in Room 1 invited the Ambassadors to work with them in measuring the flight paths of paper airplanes. The Middle School students combined with a group of Ambassadors to do a flag ceremony in preparation for the Cultural Fair. Another group of Ambassadors worked with Ms. Kim’s students in Room 3 to measure

As they leave the Ambassador program and transition into the Lower Elementary program, their responsibilities and leadership expand. They grow as positive role models, enhance their presentation skills, and lead research groups. The students develop their voices and use them to speak up for themselves and others.

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Through the Ambassador program, Eton’s youngest learners become empowered to take on roles that further their growth as leaders of a community. As quoted

by John F. Kennedy, “Leadership and learning are indispensable to each other.” •

Spring 2018

Pre‑elementary (Age 3 through Kindergarten)

Montessori Moments An opportunity for parents to become the student.

Pre-elementary teachers invite parents to come in and experience the classroom through the eyes of their child.

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Upper Elementary: Grade 4

The IslandWood Experience: Developing and Sharing Leadership

by Sonja Everson and Sadie Reitz Upper Elementary Teachers

6 | Eton School

Spring 2018

Leadership starts with self-confidence, respect for others, teamwork, and the desire to make a difference or a change no matter the size. Eton School’s mission naturally lends itself to building confident leaders. One of the ways these critical skills are highlighted during an Eton School education is through outdoor education experiences.

During the beginning of each new academic year, our fourth-grade class sets off on a memorable adventure to the outdoor education center, IslandWood: A School in the Woods. It is here, set among tall trees and breathtaking views of Puget Sound on the beautiful Bainbridge Island campus, that students and teachers spend four days and three nights extending learning beyond the classroom walls. The students build teamwork and leadership skills while strengthening bonds and friendships that set the stage for a successful school year.

Anticipation is thick in the room on the Monday morning of departure. Families help carry luggage into the classroom and give big “I’ll miss you hugs.”

It is often the parents who are more nervous than the students for the week away from home. The students are prepared for this week away and are eager for the adventure-filled leadership opportunities. They are ready to take care of their own belongings, themselves, and each other.

The bus arrives and the excitement builds even more.

Luggage is loaded and students, chaperones, and teachers pile on and eagerly wave from the window seats to the proud parents outside. After a quick drive to the downtown Seattle ferry docks, the bus boards the ferry to Bainbridge Island and everyone climbs up the stairs to its windy decks. Students admire the view of the Puget Sound and laugh together as the wind swirls their hair in every direction possible. Standing as a group on the windy ferry deck enjoying this shared experience, the fourth-grade community begins to strengthen.

“After years in Eton’s Pre-elementary and Lower Elementary programs, the fourth‑grade students are ready for the challenges, big and small, that IslandWood provides.”

A large, beautiful sign that welcomes students to IslandWood appears after a short drive through the city of Bainbridge. The same staff person who came to the classroom the week before to answer student questions hops onto the bus, and the familiar face makes the students smile. “Welcome to IslandWood!” he proclaims, and the students all cheer.

The first collaborative task students solve is getting all the luggage from the bus to the lodge. Luckily, IslandWood is thoughtfully designed with student leadership as its first priority. There are kid-sized carts that students use to pull the luggage through the winding trails, taking turns pulling and spotting any VOL 2 | NO. 2

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wayward sleeping bags. As the team rounds the corner to see their lodge come into view, a cheer travels through the luggage caravan. It may seem small but starting the week with a guaranteed teamwork-win, sets the stage for continued success. Maria Montessori knew this too and is famously quoted as saying, “Never help a child with a task at which he feels he can succeed.” After years in Eton’s Pre-elementary and Lower Elementary programs, the fourth-grade students are ready for the challenges, big and small, that IslandWood provides.

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The following three days are filled with science experiments, team building courses, hiking, and connecting with each other and with the natural world. The students often do not realize they are learning because they are so involved in the beauty and excitement of an outdoor school. This natural setting inspires students to push themselves to try new experiences or new foods in the dining hall. These small successes contribute to building self-confidence which in turn contributes to building confident leaders.

Spring 2018

Students bond with their classmates and find that respect flows naturally amongst them. The calm and inner peace inspired by nature often plays a role in the calm and thoughtful solutions to any conflicts that might arise. The lasting memories of peaceful respect, stay with the students throughout the school year. On the last night, our fourth-grade student-team participates on stage at the community campfire to lead a repeat-after-me song for everyone in attendance. Some students are nervous, but the encouraging words of their classmates lift them up and the giddiness and pride are evident when they sit back down to roaring applause.

The drive back to school on Thursday is bittersweet.

The students miss the IslandWood campus, but they are energized to share their experiences with others. They feel a little more grown up as they have successfully navigated several nights and days away from home. They are motivated to be stewards at school and in their own communities. In fact, many service-learning projects at

Eton School were inspired by the fourth-grade students’ time at IslandWood. In the past, a group of empowered students persuaded the former Head of School to begin the composting program we continue to use today. This year’s fourth-grade students are leading the school in maintaining its King County Green School status. They help to maintain our waste sorting systems and to keep our entire Eton community informed of best practices with energy conservation and reducing waste.

Back at school, the first day after IslandWood, you can feel a shift in the atmosphere and attitudes of the fourth-grade students. Those who originally came into class hesitant with the uncertainty of starting a new grade with new teachers, now enter with the confidence brought about by the success of overcoming obstacles and coming together as a community. The fourth-grade student-team is ready to face any challenges they meet throughout the year. They are ready to share the role of leader—for themselves, each other, and the greater Eton School community. •

Eton School has participated in IslandWood’s School Overnight Program for over 15 years. The alignment of goals between IslandWood’s program and Eton School makes for a natural and powerful partnership.

IslandWood’s founder, Debbi Brainerd, was “moved to create a place where students from urban environments could explore the natural world, experience the joy of learning outdoors, and discover their own capacity to change the world around them.”

These goals closely mirror Eton School’s Mission to “inspire a love of learning, encourage self‑determination, develop and nurture global awareness, and cultivate a sense of responsibility.”

We are grateful to participate in this rewarding experience every year.

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Upper Elementary: Grade 5 and Middle School :Grade 6

The Nature of Leadership

by Pete Kashevarof

Upper Elementary Teacher

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Spring 2018

We all seek out leaders to guide us from time to time. Eton School is no different, often looking to Maria Montessori for inspiration. Among her many ideas, she believed education should “follow the child,” and implicit in those words is the students lead their own learning. Certainly, teachers and parents run ahead and leave guideposts to algebra, milestones for grammar, and other educational paths for the children to follow. Yet, they then simply observe the children’s journeys in wonder, watching the joy of them finding the spark and aha moments of long division, creative writing, friendship, and more.

With that, the children, parents, and teachers take turns leading and following. There is another helping though, often going unseen and uncredited, while also being right before all eyes and deeply revered. A true leader, preceding and inspiring all of our endeavors and innovations: nature. We struggle to record history and culture, while a river gorge easily displays sedimentary layers of previous eras and remains of ancient civilizations. We aspire to construct powerful processors and solid-state drives for computers, while the computational and storage abilities of our brains far outstretch our technological capabilities. We have invented many ways of harnessing energy, yet nothing compares to the efficiency of a simple leaf.

Nature is a great leader, always leaving guideposts for us to discover, and Eton embraces the chance to follow its lead whenever possible. For example, the fifth and sixth graders go to NatureBridge, an outdoor education program on the Olympic Peninsula. The rain forests, mountains, and lakes are the classroom for a week, providing many experiments, team building exercises, and discussions of environmental issues and regional history. The educators and staff often bring their own specialties to their lessons, such as botany or geology, and their passions lead and inspire the students. In fair turn, the students follow and return the passion and energy, helping to shape what will be studied, leading to new experiences and explorations for everyone.

part in Student Government or play their part as citizens of the school, whether they run ahead in Physical Education (PE) or run the lab in science, all students are leaders by nature.

Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged in. The aim of the children who persevere in their work with an object is certainly not to ‘learn’; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means. ~ Maria Montessori

A Week at NatureBridge in Olympic National Park Day One: Travel and Time to Settle In The air buzzed with excitement as the fifth- and sixth‑grade students hauled their bags to the bus and then waited in the classroom to board. As soon as everyone was present, they boarded with enthusiasm and a high five for Mrs. Butler. As the bus pulled out, the parents waved goodbye and quickly the bus faded from view.

Nature leads us through life. It provides infinite questions and answers, yielding what we are prepared for, while saving much for the horizon. It is simple, yet complex. Humble, yet assertive. Leader, yet follower.

These characteristics may seem contradictory, but they are harmonious, as evidenced by Eton students each day.

They master simple lessons, which lay the groundwork for complex applications. They are humble with their accomplishments, yet assertive in their abilities. They lead by example, yet also follow the example of others.

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Upon arriving in Edmonds, the bus loaded onto the Washington State Ferry for Kingston and the students headed to the passenger area to hang out.

With the sound of the Ferry’s horn as it approached Kingston, the students gathered once again and climbed back into their seats on the bus. They watched the ferry fade in the distance as they headed for Olympic National Park and NatureBridge.

After arriving at NatureBridge, they gathered for directions and with bags in tow hauled their gear to their bunks for the week. Soon afterwards the adventures and exploration started and continued until lights out.

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Day Two: Exploring Rain, Rocks and a Group Game In the morning, the groups went on the trails and learned about the rain cycle and rain shadows in the Olympics. We hiked along Barnes Creek to Marymere Falls where we had lunch. Scientific geology experiments such as the hardness test of rocks, sifting rocks to look at size, and the permeability of soil were conducted along the creek after lunch.

In the late afternoon, the groups came together to participate in a group game. The evening activity focused on rock basics as we learned about the rock cycle and how the earth recycles itself—sediment to soil or sediment to metamorphic rock.

Spring 2018

Day Three: Ocean Expedition and Nightfall on the Lake Wednesday morning, the students went on a field trip by bus to the ocean. They climbed up and over a bluff and across a lot of driftwood to reach Second Beach. After exploring tide pools and finding many different creatures, the students used the scientific method to try and find answers to their questions about the coastline. A picnic lunch and fun games rounded out their day at the beach.

Day Four: Enjoying Both Water and Land On Thursday, the sixth-grade students enjoyed both water and land. They boarded canoes and with paddles in hand, they ventured out on the lake with an occasional stop to explore the shoreline and trails.

Meanwhile, the fifth-grade students hiked up Mt. Storm King. Along the trail, the students gained an elevation of a couple thousand feet spaced over two to three miles. Despite the steep hike, everyone made it up and enjoyed an amazing view of Lake Cresent and the surrounding national park.

In the evening, the students experienced a Crepuscular Crawl and created nature art work while listening to a Rock Symphony as the sun set. The beauty and quietness of nightfall on Lake Crescent was amazing

Day Five: Paddle, Tow, Farewell, and Home Due to road construction that would add two hours to the drive, a decision was made to paddle north across the lake to Log Cabin Resort where the bus was waiting. Halfway across the lake, a speed boat lent a hand by towing each canoe to the shore. Everyone enjoyed this early morning activity including watching the sun come up over Mount Storm King. As they boarded the bus, they said goodbye to the NatureBridge educators and then headed back to Eton School via the Kingston Ferry. • VOL 2 | NO. 2

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Middle School: Grades 7 through 8

Developing Leaders at Mount Rainier Institute: It’s About the How

by Laura Moore

Middle School Lead Teacher

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Spring 2018

In Family Feud, a popular game show that has run off and on for decades, contestants from two families compete to guess the most popular responses to survey questions. One might guess that winning responses for the prompt, “Name a leadership quality,” might include obvious choices like these, from Tony Robbins’ website: confidence, focus, honesty, positivity, ability to be decisive and to inspire. When narrowing the focus to middle‑school students, skills such as creativity and willingness to collaborate are key aspects that help define emerging leaders in addition to the more traditional characteristics. For Eton’s Middle‑School students, one of the capstone events that supports leadership development most critically is our outdoor education week.

This year, students visited the Mount Rainier Institute in Eatonville, Washington. Every aspect of this purposefully designed and relatively new program focused on strengthening student self-efficacy, which undoubtedly reinforces one’s sense of leadership. On the first day at camp, students revisited a popular camp activity, Each One Teach One, as they moved through Pack Forest. For our mix of returning and new students,

this may have been the first opportunity during the year for everyone to participate in teaching each other. During this first day, we laid the foundation for decision-making, self-awareness in a new environment, and working collaboratively in small camp groupings.

The day’s activities prepared students for more challenging times to follow.

The challenge for many of the students came with the physical demands required for a day spent at Mount Rainier National Park. Led by the engaging camp counselors, students left the Paradise parking lot in two separate groups to explore the area. We hiked up into the snow field, sometimes needing to posthole for footing, taking breaks to catch our breath and learn

“Students are supported, but not told on an individual basis exactly what to do. The group’s success relies on students stepping up, figuring out what needs to be done, and doing it.”

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about the majesty and unique ecosystem found virtually in our own backyards. This physical challenge allowed the most comfortable students to help friends overcome barriers including fear of failure. Students negotiated their way together, gaining confidence along the way.

The major focus of the week was an original research project. Student groups spent at least one full day in the old growth forest generating ideas for their experiment.

After sharing, they reached a consensus as to the one question to pursue and spent hours collecting data. This year, one group researched the species composition in the forest, while the other measured the size of old growth trees that reached beyond two arms lengths using foreign measuring devices such as the densitometer and DBH tape, Diameter at Breast Height. Data collection could not have been more different than what happens in the classroom—maneuvering through thick undergrowth, not having a chair upon which to perch, raindrops dripping, and spiders crawling. Students are supported, but not told on an individual basis exactly what to do. The group’s success relies on students stepping up, figuring out what needs to be done, and doing it.

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Outdoor education is not typically connected to a culminating symposium, but at Mount Rainier Institute, the students take the last evening to compile and analyze their field data, create a formal research presentation and divvy up roles for the following day’s presentation. This process helped to close the scientific process by sharing with the community. Rich experiences add a profound quality to leadership outcomes, as every student must stand in front of professionals, camp counselors, teachers and peers from multiple schools to communicate and celebrate their process.

Adolescence is an important time for growth within community and camp experiences that reinforce self‑esteem as well as catalyzing leadership potential.

From the more traditional leadership qualities that might be included in a game show survey to less traditional aspects, students overcome barriers and find strength. Leadership is a dynamic process and this beyond-the-walls week provides our students the chance to see each other in a new light and highlights strengths that allow the community to flourish. •

Spring 2018

Across Grade Levels: P3 through Grade 8

Learning and Leading Together Education is not simply knowledge, it is the relationship formed with teachers and peers that creates a lasting passion for learning.

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Upper Elementary & Middle School: Grades 4 through 8

Eton School Leaders Who Make a Difference

by Dr. Susan Walker Middle School Teacher

At the end of the 2016–2017 school year, Middle School and Upper Elementary faculty met to review how effective student council has been in encouraging leadership opportunities, particularly for our seventh and eighth grade students. We wanted students who might never run for office still have a chance to lead and students who might never nominate themselves still have the possibility of representing their class. After much discussion, we decided to make some changes to the traditional structure. We decided that the Student Council would be composed of a Leadership Council and Representatives from fourth, fifth, and sixth grades.

Our goal was to have every student eligible for election to Student Council.

The Leadership Council is an entity made up of only students in seventh and eighth grade. In June, students in fourth through seventh grades receive a list of the seventh- and eighth-grade students for the next school year. There are class meetings about leadership and the qualities of a leader. Then, without discussion and privately, their task is to circle the names of seven students whom they feel would effectively lead their school—listen to ideas, support collaboration, exhibit responsibility, be a good role model, and be one who clearly cares about Eton School and its community.

The seven students who receive the most votes are asked if they would serve on the Leadership Council. When 18 | Eton School

school begins in the fall, the Leadership Council meets and votes for their officers from among this group.

Prior to the voting, the group brainstorms necessary personal characteristics to fill these roles as well as skills which could be learned on the job. Without discussion and privately, the students write down in order a name for president, vice president, secretary, and treasurer.

Students vote, and the officer positions are filled after each elected student is asked if they would be willing to fulfill the duties of the position. This Leadership Council guides the Student Council.

Representatives are chosen using the same process.

Students are given a list of classmates, and without discussion and in private, they circle the name of the student they feel would best represent their class—be responsible, listen to their ideas, share their ideas during the council meetings, bring back information from the meetings, and be a good role model. As students vote privately, their focus is on recognizing leaders within their grade. The students with the most votes are asked privately if they would be willing to serve as a representative for their classroom, while also having the option to decline. If they decline, the student with the next highest vote tally is asked to serve.

Student Council meetings are held once per week during the lunch/recess hour rather than after school in order to have the best possibility of full participation.

Spring 2018

We continue to support Student Council at Eton School as it aligns with several aspects of our mission statement: 1. Intellectually: Cooperative and independent learning are supported as students engage in research to develop their initiatives before presenting the ideas to the Eton community.

For example, one student suggested fundraising for the residents of Puerto Rico following the hurricane. Students needed to research the effect of the hurricane on the various communities, the needs of the residents, and investigate the many helpful organizations that would make full use of incoming donations. Individually, in pairs, and in small groups, students set out to find the information and share it prior to making decisions and presenting the plan to their classmates and the larger Eton community. In addition, the officers of Student Council practiced how to prioritize tasks, facilitate meetings, encourage participation, and utilize available resources.

Student Council completed their fundraiser, collected all the checks and pledges, exchanged cash for a cashier’s check, wrote a letter to One America Appeal, wrote a thank you note to the parents, and sent out $2,377.76 for Puerto Rico and the U.S. Virgin Islands hurricane relief.

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2. Socially: The essence of the group requires practicing acceptance and respect for others, giving each member an opportunity to be heard, gaining confidence to share ideas, developing communication and cooperation skills, and fostering positive group behavior. The students clearly witness how meetings characterized by not listening to one other, a lack of cooperation, and little support for the group, result in frustration, a lack of productivity, and stalled movement.

3. Emotionally: Students who might not typically run for office or class representative, after agreeing to serve, often find themselves well out of their comfort zones. With support and encouragement, they discover skills, areas of interest, and enjoyment in participating in an organization such as this. They learn to speak up, offer their opinions, listen carefully to their classmates and communicate ideas from their peers. Students develop self-confidence as they practice these skills, taking on difficult challenges and working through problems and roadblocks. Personal growth is nurtured.

4. Spiritually: A prime focus of Student Council is to find ways to enrich our community, whether that is defined as Eton School, our immediate area, our state, the country, or the world. Students learn that they can have a positive impact both locally and globally; their actions can make a difference. In this way, we nurture and develop global awareness as well as fostering citizenship and active engagement in the world around them. Students begin to understand that they are intimately connected to all beings and that they have a responsibility to participate in the care and improvement of their world.

We have seen some wonderful achievements during our time as advisors to Student Council: • the satisfaction from a well-run meeting; • the participation of the whole school community in a Student Council planned fundraiser or community-building event; • the joy in giving to organizations who protect and aid humans, animals, and the environment around the world; • surprise and growing confidence of a quiet representative offering a suggestion and watching the group making it happen; • and most of all, watching a group of unique and divergent individuals come together to create a new entity whose purpose is to enrich lives. • Connect | 19

Eton Parent Council EPC: Hosting Community-Building Events The Eton Parent Council (EPC) has hosted great community-building events during the school year.

Every parent or guardian of an Eton student is automatically a member of the EPC and is welcome to participate in all events as well as the meetings.

Ice Arena in Kirkland to skate away the afternoon.

EPC rented the entire facility, paid for skate rentals (plus walkers for the little ones), and snacks. It was wonderful to see the joy on the faces of the children as they skated with their friends and their parents.

For the January EPC Learning Event, parent educator, Jill Goetz of Savy Parents, Safe Kids came in and talked about online safety. Parents of children of different ages appreciated Jill’s knowledge, ideas and suggestions on this very relevant subject. As always with all EPC Learning Events, complimentary childcare and pizza (for children and adults) were provided.

Then at the end of March, EPC held another Learning Event with local clinical psychologist and childhood development expert, Laura Kastner, Ph.D., who presented on “Parenting Gen Z”. Her powerful talk focused on screen time and the stress children experience in this age of technology and high expectations. She presented research and provided valuable strategies on how to help children be happy and have a sense of well-being.

The second annual All-School Ice Skating Party was another huge success thanks to the efforts of the EPC Executive Committee and volunteers. On January 15 with school closed for the holiday, nearly two hundred fifty Eton parents and children gathered at Sno-King

The final EPC event of the year is the End of Year Picnic for all families on Wednesday, June 13, from 12:00 p.m. to 2:00 p.m. at Perrigo Park. Snacks and popsicles are provided. Looking forward to seeing you there!

2017–2018 Eton Parent Council Executive Committee President: Anica Harris Vice President: Michelle O’Malley Treasurer: Harini Gupta Secretary: Laurren Chase Volunteer Coordinator: Patricia VedBrat Community Coordinators (for each level): Pre-elementary: Kathy Hotchkies Lower Elementary: David Charter Upper Elementary/Middle School: Kristin Wyatt The Executive Committee meets at the end of every month. All are welcome to attend the meetings, which provide a peek into the inner workings of Eton Parent Council. We are all here to make sure people feel connected and to build a strong community. •

Eton School EPC Liaison Monica Maling (l) with the EPC Executive Committee (from left to right): Michelle O’Malley (Vice President), Anica Harris (President), Patricia VedBrat (Volunteer Coordinator), Laurren Chase (Secretary), Kathy Hotchkies (Pre‑elementary Community Coordinator). Not Pictured: Harini Gupta (Treasurer), David Charter (Lower Elementary Community Coordinator) and Kristin Wyatt (Upper Elementary and Middle School Community Coordinator)

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Spring 2018

Well Wishes Retiring: Cherie Goetz, Director of Admission After twenty years of dedication and valued service, Cherie Goetz is retiring on June 30, 2018. During her time at Eton School, she has earned the gratitude, respect, and admiration of those of us lucky enough to work with her. She has been an unflagging advocate for Eton School, and she has consistently been the dependable smiling face that is the first impression for perspective and new Eton families.

Cherie views retirement as the beginning a new chapter in her life, one with a relaxed pace and more time to spend with family, especially grandchildren. While looking ahead to retirement she also noted: It will be difficult to say goodbye to a wonderful community of Eton staff, students and parents.

I will treasure all of the special relationships I’ve had over the years! I want to thank each and every one of you for being a part of my years at Eton School. I will take many wonderful memories with me!

Please join us in congratulating Cherie on this important milestone in her life and in wishing her a peaceful and joyful retirement. •

Eton School 1998–1999 VOL 2 | NO. 2

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Development

Gala 2018: A Great Time for All!

by Monica Maling

Director of Development

For months, a tireless group of Eton parents planned, procured items, entered data and worked on decorations for the Gala. Their enthusiastic work culminated in a fabulous night of fundraising and fun at Glendale Country Club in Bellevue on February 10, 2018.

At the Gala, current parents, teachers, staff, members of the Board of Trustees, and friends gathered together to support Eton School! Guests sipped on beverages and nibbled on appetizers while bidding on a variety of items in the silent auction. During the silent auction, guest could bid on baskets of wine and chocolate, games, music lessons, birthday parties at an ice skating rink as well as at a gymnastics studio, and popular books signed by the authors.

Every year, the highlight of the silent auction is the experiences offered by teachers that parents could purchase for their child to go on. New this year, some staff offered a signed copy of their favorite book, so parents could bid to win it and give it to their child.

While everyone bid on their desired items, Eton School alumni sold tickets for the 50/50 Raffle and explained that the more tickets sold, the larger the prize because the winner would receive half of all raffle ticket sales!

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After the silent auction ended, dinner and an exciting live auction, hosted by the talented auctioneer, Fred Granados, began. Fred and the alumni drew the winner for the 50/50 Raffle and also the Fourth Line Raffle (winner was chosen from all the bidders who had written their names on the fourth line of the bid sheet).

The winner of the Fourth Line Raffle received a gift card to the iconic Seattle restaurant, Canlis. Everyone had the opportunity to join in and play the hilarious Heads or Tails game as well as to bid on unique items such as a DigiPen camp, a weekend stay at a mountain cabin, a tub of wine, and a gift certificate to stay at Willows Lodge in Woodinville.

While the parents were enjoying the Gala, the children in the free childcare were too! They ate a pizza dinner and then had snacks available throughout the evening.

They created arts and crafts, watched a movie, and enjoyed an entertaining performance by a magician.

By the time their parents picked them up, they had experienced a full evening of fun!

Overall, it was a fun and rewarding evening as we raised a total of $67,400! Thank you for joining us for the special evening. We are truly grateful for your generous support of Eton School! • Spring 2018

Thank You Very Much to Our Amazing Gala Volunteers!

Wendy Awsumb Laurren Chase Julia Cole Andrea Doan Nausheena Ghouse Anica Harris Bridget Horne

Judi Hoskins Kathy Hotchkies Nadia Levanidova Jia Li Ian Louthan Poppy Louthan Alice McNeer

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Mila Mihova Michelle O’Malley Anne Pace Susan Pappalardo Yinglin Perera Manizeh Pirzada Susan Shin Robinson

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Nasreen Shamsuddin Maya Subramanian Angela Ting Roxana Tzau Patricia Ved Brat Berengaria Winkler Roppo Zhen Zhang

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Development

Thank You 2018 Gala Fund-A-Dream Donors Supporting Outside Spaces Vipul Aggarwal and Mila Mihova Susan Baccellieri Wenjie Bao and Shuang Li Beth Bazley Bob Bowman Laurren Chase Alessandro Contenti and Lin Han Michele and Karl Dehmer Viki and Chris Dragich Andrea Doan Ryan Rautio and Sonja Everson Stephen and Lindsey Farmer Pat and Vic Feltin Holly Fleming Bob Frangooles and Anne Pace Olivier Garamfalvi and Tamara Pesik Kris Meyer Gaskins Cherie Goetz Sharon Gonzalez Rick and Anica Harris Hao He and Zhen Zhang Eric and Noah Heutchy Blair and Kathy Hotchkies 24 | Eton School

Aleksander Icev and Katica Iceva Pete Kashevarof and Kelly Bowden Prashant and Kavita Kamani Angela Kim Jeff Kizner and Allison Hastings Jim Knapik Minnu Kotha Nagamani Kusampudi Joe and Madeline Lee Michelle Lee Ian and Poppy Louthan Marian Luparu and Laura Onu Attilio Mainetti and Jia Na Monica Maling Jason and Jamie Mallon Mark and Cindy Mattix Jim and Alice McNeer Laura Moore and Douglas Straight Erin Nakasone Amitha and Yinglin Perera Pedro and Katie Perez Pascal Pinck and Erika Flesher

Mohammad Safder Meah and Ananya Rabeya Khurram and Nikki Rehman Agustin Da Fieno Delucchi and Sadie Reitz Peter Roppo and Berengaria Winkler Roppo Brad and Julie Sauvage Eric Tadeja and Ashley Skye Sewell Shams and Nasreen Shamsuddin Sameer and Nikkole Shamsuddin Russell and Rebecca Smith Richard and Mary Springer Kirsten Steinhauer-Zender Ranjit Varkey and Maya Subramanian Joe Suty and Judi Hoskins Desney Tan and Angela Ting Edward and Nicole Truitt Derrick and Roxana Tzau Mohan and Sudha Vaghul Dylan Walker Hank and Gwen Williams Mark Zimmerman Spring 2018

Thank You 2018 Gala Item Donors A heartfelt thank you to everyone who donated item(s) to this year’s Gala! With your contributions of items (wines, books, art, and experiences etc.), you helped raise funds to create an environment for Eton students to learn, grow and thrive.

Capital Genealogy Caspar Babypants Dash Pinck David and Julia Charter DeLille Cellars DigiPen ProjectFUN Disc Store Eric Litwin Evergreen Speedway Five Ultimate Funtastic Playtorium Fusion Beads Glendale Country Club Great Wolf Lodge Gymboree Play & Music Heavy Restaurant Group Holly Fleming Hyatt Regency Lake Washington iD Tech Inn at the Market Jamison Johnson Artist Jazz Alley Jersey Mike’s Subs Jewell Parker Rhodes Joann Blake, Wolf Haven International Joe Suty and Judi Hoskins Joseph and Michelle O’Malley Julie Sauvage Kalsom Wali Karl Dehmer Kevin Gilfillan KEXP Kirkland Arts Center Kirsten Steinhauer-Zender Kris Meyer Gaskins

Lake Hills Orthodontics Laura Moore Laurel Dosch Laurren Chase Lin Marcelais Lindsey McElroy Farmer Lynette Oshiro Madeline Lee Marjie Butler McMenamins Pubs and Breweries Michelle Lee Mike Mercer Minnu Kotha Monica Maling MoveFree Academy Mox Boarding House Mt. Si Golf Course Nadia Levanidova Nasreen Shamsuddin North Cascades Institute Northwest Aerials Northwest Outdoor Center Novelty Hill ‑ Januik Winery Pacific Office Automation Pacific Science Center Pascal Pinck Pete Kashevarof Peter Roppo and Berengaria Winkler Roppo Philip and Rosalyn Rourke Poppy Louthan Rebecca Rogers Recess Monkey Remlinger Farms Reptile Zoo

Rick and Anica Harris Rick Steves’ Europe, Inc. Russell and Rebecca Smith Sadie Reitz Seaglass Fine Art/Thomas Fallon Photography Seattle Cascades Shan Najam Sizzleworks Cooking School Skagit Guided Adventures SkinSpirit Snip-its Kids Salon & Spa Sno-King Ice Arenas Sonja Everson SoulCycle St. Martin’s Press Sudha Vaghul Sue Walker Susan Baccellieri Susan Walker Sweet Life Tasha McCoy The Andrew White School of Music The Museum of Flight The Resort at Port Ludlow The Studio Fine Art Classes The Woodhouse Wine Estates Tikka Masala Uwajimaya Vibhas and Aru Chandorkar Viki and Chris Dragich Wing Luke Museum of the Asian Pacific American Experience Yinglin Perera

Thank You 2018 Gala Sponsors The following sponsors helped to underwrite some of the expenses of the event: AlphaGraphics Beneficial Bank Maureen VanHollebeke, Lake Real Estate VOL 2 | NO. 2

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Alumni Update From the moment she walked into Eton School for the first time as a three‑year‑old preschooler, Aarti Chandorkar felt nothing but supported.

From show-and-tell in Ms. Shamsuddin’s kindergarten class to writing in Ms. Gaskins’ third grade class to perfecting grammar in Dr. Gessert’s fifth grade class, all the way to sixth grade graduation in 2005, Aarti was consistently celebrated through her milestones, nurtured through the challenges, and encouraged to participate, ask questions, and be unapologetically herself. Yes, Eton gave her the critical thinking skills and core moral values—like empathy, kindness, and respect—that carried her through high school, college, and life afterwards.

Thanks to the love and support she received from teachers and staff throughout her time at Eton, she grew up with a sense of confidence and inherent self‑worth knowing she could achieve anything she set her mind to. You can’t put a

price on how important that is for a child to feel as he/she grows up, especially for a young girl in today’s world.

After her time at Eton, Aarti Chandorkar attended University Prep for middle and high school. She graduated in 2011 and went on to major in Public Policy and Law at the University of Southern California (Go Trojans!), where she graduated with honors in 2015.

Now, she is an Account Associate at RALLY, an issue advocacy and strategic communications firm based in Los Angeles. There, she works with organizations within a myriad of issue spaces such as environmental justice and public education, helping them navigate the current political space and aid the communities they aim to serve.

Through a career that blends her love of communications and strategic thinking with politics and policy, Aarti hopes to alleviate inequity across the spectrum in both her hometown of Seattle and her new home in Los Angeles. Above all, she hopes to provide children and families with the opportunities that she was blessed to have growing up, such as her experience at Eton.

Aarti has always been grateful to Eton School for inspiring her love of learning, her drive, and the confidence that carried her through higher education and continues to carry her as she carves out her path in the world. She will never forget every teacher, and every moment, that helped shape her into who she is today. • Springer’s music classes. One of her first public singing experiences took place at Eton during a fourth through sixth grade production of Once Upon a Mattress in which she sang the part of the protagonist, Princess Winnifred. Tammi appreciated that Ms. Mary—with her music and theater program—provided experiences that were extremely valuable to the learning and growth of Eton students.

Tammi Lee is graduating from the Peabody Institute of the Johns Hopkins University this spring with a Bachelor of Music in Voice Performance where she studies with the internationally acclaimed mezzo-soprano, Denyce Graves and highly recommended voice technician, Margaret Baroody. She has also studied at the Academie Internationale d’Ete de Nice in France. Most recently, she was a Young Artist at SongFest at Colburn School in Los Angeles where she was able to work with artists such as Susanne Mentzer and Jake Heggie.

Though Tammi began taking voice lessons beyond her years at Eton, she was always a big fan of Ms. Mary 26 | Eton School

Since being at Peabody, Tammi has performed in various concerts and operas, some of them being Handel’s Messiah in 2014 and 2015 (Fairlington United Methodist Church), Aaron Copland’s In the Beginning (Peabody Singers), Third Lady in an abridged version of Mozart’s Die Zauberflöte (Peabody Outreach Opera), Cherubino in Mozart’s Le Nozze di Figaro (Peabody Opera Theatre), and La Baronne in Massenet’s Chérubin (Peabody Opera Theatre). In addition to her performance experience, she served as alto section leader of Peabody Singers last season.

This summer, she will be covering the role of Hänsel in Berlin Opera Academy’s production of Humperdinck’s Hänsel und Gretel. Tammi remains in close contact with the friends she made during her years at Eton. • Spring 2018

which was not originally part of her future vision. Going to college in another country was definitely an adjustment for the first semester. She had to get used to a very different school structure and a wide array of cultures and accents!

However, over the last two years it has slowly but surely become an amazing university fit and experience.

Madeline Home graduated from eighth grade in 2012 and absolutely loved her time at Eton. Some of her favorite memories were analyzing science experiments on the Salish Seas Expedition and visiting the International Spy Museum in Washington DC! She will always remember the amazing places she got to explore on trips with her classmates. Eton’s culture of exploration definitely sparked a sense of adventure that she continues to feel to this day.

Madeline is about to complete her sophomore year at St. Andrews. In the United Kingdom, one declares a major during freshman year so she has been studying a joint degree of Economics and Management. Apart from school, she plays for the varsity lacrosse team and was recently elected President of the Women’s Lacrosse Club. Going to school abroad has also afforded her with many opportunities to travel. She will be spending some time in Seattle this summer and then will return back to Europe to work at a surf hostel in Portugal. She has made friends from all over the world and has joined them at their homes and on trips throughout Europe. Looking forward, she is excited with her goal of becoming a research assistant within the Department of Economics next year.

After leaving Eton School, Madeline was accepted into The Overlake School and graduated high school in 2016. While at Overlake, she was an active member of the cross‑country and lacrosse teams, sports that she has continued to participate in and enjoy during her time in college. After a very challenging college admissions process, she decided to attend the University of St. Andrews in Scotland, a school

Looking back at her years at Eton, Madeline feels that this wonderful school made an extraordinary impact on her ambition, confidence and sense of self. She was nine when she arrived at Eton and fourteen years old when she left, and she remembers growing and changing so much throughout those years. She had such a great experience at Eton and continues to have so much love for the school.

Michael enjoys learning about other cultures and has had the opportunity to travel to Cuba, Boston, Maine, Hawaii, and Madagascar with friends and classmates. During summers, he has traveled and explored other countries around the world such as Russia, Sweden, and Estonia.

An avid soccer player, he played for his high school team and was a part of a few different clubs on campus.

Michael van der Hoeven attended Eton School from kindergarten through eighth grade. He had great teachers and memorable experiences that included class trips. The sixth grade Washington DC trip was especially fun and educational. One aspect of Eton that really helped him was getting to know his teachers and building strong relationships with them. The curriculum was tailored to each student and this worked really well for him. In the beginning, the classwork was very challenging, but with the great support of Eton teachers, he was able to succeed and create great experiences with classmates and teachers.

After graduating, he went to Eastside Preparatory School for high school where he excelled.

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Michael is currently finishing his freshman year at Embry-Riddle Aeronautical University in Prescott Arizona. He is very interested in the aviation industry and is majoring in Aviation Business Management Supply Chain. He is very passionate about photography and has been working at it as a hobby for a few years. He hopes to pursue more of his passion of photography and aviation in the near future.

His college studies in Aviation Business Management with an emphasis in global supply chain management will allow him to continue his travels and to learn about other cultures from a business perspective. While studying at college and making plans for the future, he remembers a valuable lesson from going to school at Eton: to not give up and to keep trying even when the task at hand seems really challenging. • Connect | 27

Connect Authors and Contributors

Susan Baccellieri

Sonja Everson

Pre-elementary Lead Teacher in Mezzo C

Upper Elementary Lead Teacher in Fourth‑Grade

Anica Harris

Pete Kashevarof

2017–2018 Eton Parent Council President

Alice McNeer

Director of Communications and Marketing

Upper Elementary Teacher in Fifth‑Grade

Laura Moore

Middle School Lead Math and Science Teacher

Kris Gaskins

Assistant Head of School

Angela Kim

Anne Gaskins

Upper Elementary and Middle School Latin Teacher

Monica Maling

Lower Elementary Lead Teacher in Room 3

Director of Development

Sadie Reitz

Russell Smith

Upper Elementary Teacher in Fourth-Grade

Head of School

“We dedicate ourselves to lifelong learning.” ~ Eton School Mission

Susan Walker

Middle School Language Arts and Social Studies Teacher

28 | Eton School

Spring 2018

2701 Bellevue-Redmond RD Bellevue WA 98008

Vision In educating the whole child, Eton School inspires creative, confident thinkers who have an enduring passion for learning and are poised to contribute to the world.

www.etonschool.org