Head-Royce Viewbook

i

4315 Lincoln Avenue


Oakland, CA 94602

Wha t do you care about?

Music, learning Chinese, saving the planet, friends, clubs, calculus, Charlotte’s Web, politics, Shakespeare, molecular genetics, finger paint, tomatoes, technology, swimming, basketball . . .

The sky is the limit View of San Francisco Bay from our Upper School building

We’ve got it at Head-Royce.

Do you care about three-dimensional geometry or the compatibility of democracy with socialism in modern governments? Reading The Aeneid the way it was intended— in the original Latin? Have you ever served meals to the homeless in downtown Berkeley? How about taking up the steel drums or mastering the butterfly stroke?

Head-Royce will help you get there.

Can you see yourself sitting on a sunny patio eating an organic salad made with vegetables that you started from seed in the campus garden? Meeting interesting people and making friendships that last for years beyond high

At Head-Royce, we care about five core themes that form the basis of our educational program

scholarship, diversity, citizenship, green, global ii

school? Discovering the college that’s the perfect fit for you?

Whatever it is, you can find it at Head-Royce.

1

Diversity in action Head-Royce is committed to creating a welcoming,

The “What Are You” project invited everyone in

open and diverse community that values the dignity

the school community to snap a self-portrait with

and worth of each individual member. The “What

a Polaroid and post it on a wall of the school’s art

Are You” project stands out as an impressive ex-

gallery; then use pencil and paper to answer the

ample of how serious our students are about these

question “What Are You?” and post the statement

values.

on the gallery’s opposite wall. The overall effect of

Every year, a small group of Upper School stu-

the exhibit was striking, provoking a lot of thought

care about . . .

dent leaders attends the national People of Color

and discussion about identity, acceptance and the

attitudes toward diversity.

Conference: a multiracial, multicultural gathering

importance of an open mind.

During my junior year, I at-

of students from around the country that focuses

A student described it like this: “Our main mes-

on self-reflection, forming allies and building com-

sage? You determine your own identity, and the

munity. Following one recent conference, the kids

only person who can label you is you.”

tended the People of Color Conference. I had been struggling with my identity, trying to find a balance between my two different heritages (my mother is French and my

returned to school inspired and energized with a plan to create their own version of an exhibit they had heard about at the conference.

father is Chinese American). ence would help me in my

We believe that all people have a right to be who they want to be

struggle and open my eyes

. . . and most important, we believe that the only one who can define you is you. Be proud of who you are. Don’t

I went, hoping the confer-

to views on diversity from around the country. The con-

be afraid to tell the world.

m ission statem en t w r it ten by H ea d - Royce stud en ts for th e “ W h at A r e You” p roj ec t

ference did that and more.

Olivia, senior

“ This was by far the most diverse community I

Learning how to learn. Mastering new skills and testing new

saw when I was considering schools for my child.

ways of thinking. Acquiring and expanding knowledge. Refining research

Socioeconomic, racial, religious diversity—it’s not

and analytic techniques. Becoming a persuasive speaker and writer. Build-

just a goal here, it’s a reality.” Lower

ing an arsenal of strong problem-solving approaches.

These are the tools of scholarship. They are the

strands of knowledge that are deliberately built

underpinnings of our academic program at Head-

upon across subjects and in subsequent grades.

Royce, because they are lifelong requirements for achievement in any field.

Whether they are first graders applying for the jobs needed to run an imaginary “Kid City”

With more than 100 years of experience in in-

smoothly, eighth graders constructing a hot air bal-

dependent education, we have created and shaped

loon or twelfth graders setting off on their senior

our mission-driven curriculum to cultivate these

projects—monthlong apprenticeships with local

tools in our students. We know, for instance, that

professional organizations—they are eager to get

the best way to engage kids intellectually is to

to work. They can’t wait to conquer the challenge,

make each lesson relevant, to design projects that

because they find the work genuinely meaningful.

are as experiential and hands-on as possible and

We know that kids learn best when they really care

to present current issues for examination and dis-

about what they’re learning.

cussion. Each year, kindergarten through twelfth grade, we introduce learning techniques and

Sch o o l parent

So many ways to be smart Our curriculum, kindergarten through twelfth grade, reflects renowned psychologist Howard Gardner’s “Theory of Multiple Intelligences,” which asserts that intelligence goes way beyond traditional academics to encompass a whole range of “smarts”—from verbal and mathematical to musical, interpersonal and kinesthetic—and beyond. The entire academic and co-curricular program has been carefully designed to ensure that the whole range of intelligences is nurtured and celebrated in every Head-Royce student.

The Head-Royce student body is about 50% students of color and one-third of the employees

2

are people of color.

3

LUKE cares about friends and family. They are always number one. “I also care about academics and athletics and having a successful future.”

The Lower School knits its community together in Families Every six weeks, on a Friday morning, sixteen different Families gather to catch up, have some fun and discuss important issues. The “parent” of each Family is a Lower School teacher; the children are a dozen students—two or three from every grade, kindergarten through fifth.

Kindergartners look up to their new big “brothers and sisters” (what could be more thrilling than having a really big kid—an 11-year-old—take a special interest in you?), and the older kids enjoy being the leaders and role models, showing the ropes to the younger ones.

Families are the perfect setting for character education.

Teachers introduce values like respect, kindness, courage, honesty and justice through books, games and discussion.

The range of ages and backgrounds allows for many different perspectives and opinions.

Head-Royce teaches kids what it means to be responsible citizens of their local

Children remain in the same Families throughout their Lower School careers. Their teachers watch them mature and

and global communities, providing experiences that show what it feels like to be

change as they strengthen their sense of belonging to their

in someone else’s shoes—whether it’s the student at the next desk, a child at an

Families and their school. It’s all part of creating a caring com-

Oakland inner-city school or a Buddhist grandmother at an assisted living center

munity at Head-Royce.

in Thailand. Head-Royce champions open minds.

The environment at Head-Royce is warm and ac-

trustees or the head of school. And when students

cepting. Kids feel comfortable being themselves

are treated with concern and respect, they natu-

here. Adults look out for every student, and each

rally develop the habit of treating others the same

student knows that there is at least one caring

way.

adult to turn to with a question or a problem.

How does Head-Royce create this community

At Head-Royce, students feel valued and re-

culture? It’s a combination of adults who model

spected. They take it for granted that their ideas

caring behavior for students and traditions that

will be considered with the same seriousness as

develop understanding, close bonds and empathy.

those that come from a member of the board of

A caring community is the most important ingredient to a successful school. A network of support is key. There must be enough

Citizens for change

safety nets around. Here, every child and every family is known.

C a r l T h i e r m a n n , U p p e r Sc h o o l H e a d

Fallout Each year, on the second day of school, all Middle and Upper School students head out of town with their classes for a camping trip to one of California’s spectacular outdoor

4

Bumping into friends after lunch outdoors on the patio.

Community service is so integral

of the shoreline, a local creek and

to the Middle School experience at

area parks. They learn to remove

Head-Royce that four full days are

invasive plants and replace them

carved out of the regular aca-

with healthy, native species. Eighth

demic schedule each year to allow

graders hone their mentoring skills

students to participate together

by tutoring second graders from

in significant, off-campus service

local public schools.

learning projects.

Each grade level concentrates on

A sixth grade teacher describes the Head-Royce approach to

destinations—it might be the rapids of the American River or Mountain Camp in Placerville.

a specific service need. Sixth grad-

community service this way: “We

For two or three days, they hike, climb and white-water raft. But even more important, they

ers focus on food. They tour and

strive to be thoughtful about how

hang out together, face different challenges from those they’ll have in the classroom, pad-

volunteer at a local organic farm

we teach service learning. It’s a

dle or set up a tent with kids they’ve never had the chance to get to know.

and help organize and support a

process, not a product. We want

One senior says, “It’s a fresh start at Fallout each year. Socially, people

food bank for the needy. Environ-

the kids to experience how good it

don’t go right into the same old groups.” When they return to school from

mental preservation is the topic

feels to take care of our community.”

a demanding outdoors experience to begin the year with new friends,

for seventh graders, who put their

students feel a strong sense of shared community.

sweat into cleaning up sections 5

Ms. Sparks appreciates the great student–teacher

Dr. Enelow cares about

ratio. “We’re so lucky to have such small class sizes. We

hip hop. Every year, he

really can give every kid what he or she needs. No one

raps The Canterbury Tales

falls between the cracks.” (6th grade)

in Middle English for his Western Classical Lit class.

(11th grade English)

Ms. Dunlap “There’s nothing better than taking my students outdoors to experience the wonders of our local Sausal Creek and

Ask any student—Lower, Middle or Upper School—what

then integrating that into the core curriculum of the second grade. Another thing I really

they like best about Head-Royce and it’s a good bet the answer will be:

care about is continuing my own education.

“the teachers.” They are experts in their fields, eager to share their

Head-Royce provides many ways for faculty

enthusiasm for their subjects—and it’s obvious that they love their

to keep current on educational and global issues.” (2nd grade)

jobs. They take the extra time to discover the ideal approach for each child. They inspire students to reach way beyond the mainstream.

Students say it’s because the teachers really care about them.

They’re the backbone.

They’re what make this school. I love them.

Ms. Van Ness cares about reaching the next level… and the one after that. “The school doesn’t rest on its laurels. Each year we try to do even better than the year before and that brings us up to a different caliber.”

(4th grade, assistant head of the Lower School)

Mr. von Kugelgen loves physics because it explains how the world works. (Upper School science, Robotics)

Ms. Diaz cares about “making sure my students have immediate feedback, even if I have to spend hours working at home.

Willie Adams cares about happiness. “I want all of my

If they take a test today, they’ll have their

students to feel happy and empowered when they learn new

grade tomorrow. It really helps them to stay

things about the world and themselves.” (Middle School Dean

on track.” (Upper School Spanish)

of Student Life)

Mr. Bernard cares about the anti-hate and anti-bias curriculum. “The second grade Families Unit educates students about a range of family types, such as gay/lesbian families, single parent families, divorced families, adoptive families and mixed race families.”

(2nd grade) 6

Mr. Clark is crazy about his trumpet, algebra and burritos. (8th grade math, Middle School jazz ensemble and beginning band director)

7

Ms. Nilsson cares about teaching children to make a connection with the natural world, to savor the beauty of nature and to learn to be good stewards

Lower School

of the environment. (kindergarten)

[G RADE S k– 5] Cultivating creativity

sFirst and second grade students stud-

At Head-Royce, recess is always fun, there are so many possible friends.

Visual arts instruction at Head-Royce

ied the life and work of environmentalist

stretches the imagination, teaches tech-

and artist Andy Goldsworthy, renowned

I’m interested in all subjects and there’s a happy feeling in the air.

nique and results in some stunning cre-

for his site-specific sculptures created

ations. More often than not, it is tied to

from natural and found objects. The kids

the academic curriculum—social studies,

scouted the campus to find locations for

language or science, for example. Here

their own sculptures and hunted outside

are some examples of art projects with

for natural sculpture elements such as

multidisciplinary connections recently

twigs, feathers and stones. Working in

completed by our Lower School students.

small groups, they installed their cre-

Marcus, 5th grad e

Our Lower School teachers appreciate the motivated kids at Head-Royce:

Fourth grade students enriched their

“These are the kids who really want to learn.” “It’s so great to have

study of the Navajo Native American

students who think it’s cool to be smart.” “They love coming to school.”

ations all over campus.

In first grade social studies, students

tribe when they viewed a documentary

learned about the Ndebele people of

on the cultural significance of Navajo

Zimbabwe. Ndebele women have long

Children form lifelong attitudes about school and

plex and detailed as each child’s knowledge and

weaving through history and the

been known for their decorative arts,

learning during their earliest school years, and we

reasoning abilities grow. By the time they complete

meaning of many of the symbols used in

especially murals that feature eclectic

are committed to making sure they feel enthusias-

fifth grade, Head-Royce students are well prepared

traditional blankets. Each student then

combinations of designs including letters

tic, capable and successful. Head-Royce students

to tackle the more rigorous academic demands of

created his or her own blanket design on

of the alphabet, numerals, representa-

take it for granted that their questions will be val-

Middle School.

a piece of canvas. The paintings were

tions of urban buildings, windmills and

entered in a local art show and displayed

airplanes. The kids tried their own hands

in shop windows

at this traditional art using tagboard and

in Oakland.

acrylic paints.

The Lower School program reflects our strong

ued just as much as their answers. They assume that their thoughts and comments will be sought

belief that creative arts and music, healthy eat-

out and respected. They thrive on a steady stream

ing and exercise habits, character values, a love

of carefully planned, mind-stretching challenges.

of nature and a great sense of humor are just as

And they expect to have a great time.

important as academics in preparing our children

Lower School academics provide a strong foun-

to grow into happy, successful adults. In the words

dation of knowledge and skills in reading, writing,

of Ms. Van Ness, our fourth grade teacher, “We’re

mathematics, social studies, science, world lan-

always looking to the future. We know that this is

guage, library and technology. Concepts are intro-

a group of leaders we’re helping to create.”

duced at the concrete level and become more com-

Math Labs: (almost) as much fun as recess After lunch on any typical Tuesday, children crowd

and in the process, learn about probability theory

around tables or spread out on the floor, spilling

and bell curves. Or develop their spatial reasoning

out of the classroom into the hallway. Several

abilities as they make true-to-scale models of the

groups of four students, each with a teacher, are

classroom out of Legos® and graph paper. Math

gathered around activities that are generating fur-

Labs give kids a whole new attitude about math.

Math-loving students have a great time playing

rowed brows and smiles of accomplishment.

Each week for over an hour, our second, third

in the world of quantitative puzzles and kids for

and fourth graders participate in Math Lab. It’s

whom math is not a favorite subject discover new

more than practicing the skills they learn in the

talents that are, amazingly enough, math-based!

core curriculum—computation, fractions, place

Not coincidentally, Math Labs provide an early op-

value. This is a chance for kids to enjoy the math

portunity for children to learn what may be the

skills they’re learning in class every day, using

most valuable skill of all—working collaboratively

them as tools to solve sophisticated problems.

in groups.

They might play games with dice, for example,

Alia cares about being in band

There’s a tremendous amount of

“because we get

leave at the end of the school day

to learn new songs

Here is a sampling of our After School

and I am excited to

Program enrichment classes and activities:

play the flute.”

choice and dynamism. But there’s

•

chess, with Berkeley Chess School

also a lot of structure. You really feel

•

stitchery

•

gardening

•

math games

•

guitar with Kenan Guitar School

•

open science lab

•

taekwondo with UC Berkeley Martial Arts

•

kids’ carpentry

•

steel drums

•

swim lessons

•

after school band

like your kids are known. It makes them feel comfortable, important and valued.

8

And for all the kids who don’t want to

Lower S ch o ol pa rent

9

Mr. Taylor cares most about learning and interacting with lots of different people.

“I tell students that they can’t understand the morning paper or even talk to their neighbor unless they know something about the collective history of people.”

(Middle School history)

What can you learn by mucking around with sludge?

Eighth grade science students look forward to

in class to separate and identify the various

the big end-of-the-year assignment: the sludge

substances in the flask. Then they document

project. It’s a lot like Harry Potter’s Advanced

their findings in a lab report and post them to

Potions class.

a website.

Each small group of students receives a

The teacher remains in the background,

flask containing a concoction that they refer

allowing the students to take the lead in their

to as SLUDGE . It’s a combination of liquids

own learning and discovery. It’s a great way

that the kids have been working with all year,

to end the Middle School science program—

with a couple of soluble and insoluble solids

giving the kids an opportunity to take on the

thrown in. The challenge? To use the knowl-

role of real lab chemists.

edge and research techniques they’ve learned

Middle School [G RADE S 6 – 8]

What do Middle Schoolers need?

We’re all Middle Schoolers at heart.

At Head-Royce, we are very clear about exactly what Middle Schoolers need. They are not overgrown elemen-

We love the kids, we love our subjects, we love the grade levels.

tary school kids or miniature high schoolers. The Middle School years constitute a distinctive period of rapid

Ci a ra Colem a n, Mi ddle Sc hool m at h sp ecialist

growth and development—intellectually, physically, socially and emotionally.

In the spotlight In sixth

Middle Schoolers are reaching out into an adult

Our integrated Middle School program includes

world of ideas and experiences, yet they hang

literature, music, language, history, math and sci-

fine arts program includes

on to the comfortable and familiar. They long for

ence labs and hands-on arts activities. As they

a rotation of art, drama,

independence, but they still need structure and

progress through the program, students master

music and chorus. Seventh

guidance. They want to develop new relationships

the analytical, problem solving and writing skills

and eighth grade offer

and make different kinds of social connections,

they’ll need to succeed in a rigorous college-prep

choices: chorus, Concert

but they feel more self-conscious than ever be-

Upper School program.

Band, art, drama and

fore. They are just beginning to find their talents

But we make sure they enjoy the process. As

and passions. Teachers at Head-Royce understand

Andrew von Mayrhauser, sixth grade English and

Middle Schoolers and they know how to create an

history teacher says: “The moment of Middle

environment where they will grow, thrive and de-

School should be joyful and happy for what it is right now, not just what it leads to.”

velop self-confidence.

grade, the Middle School

Musical Theater. Here, students are rehearsing for a performance of the musical comedy Grease.

The world’s most widely spoken languages… …can be heard every day in the classrooms of

in class — in Chinese, French or Spanish. Or shar-

spersed with the sound of enthusiastic laughter.

ing made-up ads for an online dating service. What

Students can opt for Mandarin Chinese, French or Spanish to fulfill their world language requirement (Latin is also an option).

English translation: really interesting

clude hard-to-pass-up activities like passing notes

the Middle School at Head-Royce—usually inter-

better way to learn words like freckles, curly, or skateboarder.

Make the conversation irresistible, and the kids

The curriculum in our language classes is de-

learn the vocabulary without even knowing it. It’s

signed to appeal to Middle Schoolers’ innate desire

just the happy byproduct of trying to get the point

to talk, talk, talk with each other. So lessons in-

across.

You choose

Twice a week, there is time built into the schedule

for activities courses, where students can choose from an array of teacher-supervised clubs, art projects, games or just hang-out-withbuddies time. Choices have included Readers’ Café, Boot Camp, Chillaxing, German, Knitting, Ceramics, Chess, Yoga, Flag Football, Speech and Debate, Ultimate Frisbee, Photography, Yearbook…

10

11

Ms. Yee cares about the wide variety of talents, interests and passions that each person

Upper School

on campus has. “I’m constantly in awe of what

[G RADES 9 –12]

my students and my colleagues have accomplished.” (Upper School English and history)

High school—the big kids, the rigorous but riveting course work, the incredible extracurriculars, the leader-

ship, travel and service opportunities, and best of all, the independence and trust conferred by the faculty.

The next few pages take you on a tour through some of the courses, projects and activities that make the Upper School such a stimulating place.

Upper School electives: freedom of adventure One of the best things about becoming an Upper

After years of studying arithmetic, algebra and

School student is that you have the flexibility and

geometry, in this class students get to apply all

freedom to sample some of the fascinating, out-of-

they’ve learned in math—as well as much of what

I-Search

the-box advanced classes offered. These courses

they’ve covered in science—to fascinating, signifi-

Female disc jockeys, the growth of lacrosse on the

the motivating power of students’ special inter-

are opportunities for faculty to create the most

cant, real world problems.

West Coast, the meaning of art, the juvenile jus-

ests to propel them through high level research, interviewing and writing challenges.

compelling and engaging curricula they can imag-

Why, for example, did the twin towers of the

tice system in California, palm reading, analysis

ine, based on topics about which they are truly

World Trade Center collapse, despite being de-

of whether teachers or students have more home-

Many students discover a field of study or a

passionate.

signed to withstand a jet’s impact? You need to

work, body image and plastic surgery, Internet

passion that they want to pursue in greater depth

Here are a few examples of Upper School advanced

use calculus to understand how a combination of

dating. What can these things possibly have in

through I-Search. Three years later, when it’s time

courses, in which as physics teacher Owen von

pressure, force, heat and volume resulted in such

common? They are all topics recently chosen by

to plan their senior project—a four-week inten-

Kugelgen puts it, “We make the kids’ experience

a catastrophe.

students upon which to base their I-Search proj-

sive apprenticeship in the “real world”—many

ects for freshman English.

students find themselves seeking out internships

absolutely real.”

Or, what is the maximum population the earth can expect to hold without damaging the ecosys-

Each spring, ninth graders complete a research

that expand upon their I-Search experiences. As

My passion for my I-Search topic—I wanted

Robotics To little kids, LEGO® Mindstorms NXT

tem? In BC Calculus, students learn to apply a

assignment in which they investigate a contem-

Andy Spear, Upper School English teacher says,

is a toy, but to robotics experts and professional

model rooted in both mathematics and biology to

to write about breast cancer because I have

porary subject, primarily through personal inter-

“There are often amazing correlations between I-

engineers it is a tool that enables them to proto-

study the limits of population growth. Timely topics

views, but also using data culled from the library

Search, senior projects and professional career

friends whose mothers are fighting the disease

type their inventions. Robotics students at Head-

in today’s world.

and the Internet. The project takes advantage of

choices.”

Royce use the technology to design, build and program autonomous, intelligent robots. Thanks to a

Dr. Brakeman cares about making

results gave me the drive to put all my passion Comparative Politics

Why is the U.S. unique

computer “brain” and sensors, these robots can be

in its type of democracy—and is it any better? How

“trained” to do complex tasks.

have new communication technologies changed

Imagine creating a robot that can maneuver in-

the aspirations of citizens of less developed coun-

dependently through a slalom course. Master that,

tries? How can the globe’s limited resources be shared

and the students are on to competitive “sumo bot

fairly among nations when consumption continues

wars,” where the champion robot uses light sen-

to increase exponentially? When students learn

sors to resist being pushed off the edge of a table. A

to set aside their American preconceptions about

robot track meet? Absolutely. The robots learn to do

politics to view the governments of other countries

sprints, shot-put and the high hurdle.

around the world with fresh eyes, the resulting

Sounds like playing games, but students are

her Neurobiology

learning engineering design principles, soldering

class as real world

and programming techniques and creative prob-

as possible. She de-

lem solving.

into future projects. Sa sh a,

questions and discussions can become very complex and thorny.

One student describes Comparative Politics this in arguing and discussing politics. I learned a lot

At Head-

by debating with very smart people. And I became

New Institute Helps Students Learn by Doing

involving real cases

Royce, BC Calculus provides a solid, satisfying an-

much more interested and informed about global

and actual brain

The Institute for Applied Learning was recently established to provide

swer to the age-old question, “What use is all this

politics within a few weeks. I would take this class

students with extensive and varied opportunities for hands-on learning

math ever going to be?”

again in a heartbeat.”

and to encourage our students’ future leadership in areas including glob-

and spinal cord scans: “It’s playing

Advanced Placement BC Calculus

so p h o mo re

way: “It’s a self-selecting group of people interested

scribes some of the simulation activities

—allowed me to excel on this project. And the

medical school at a

al education and STEM. The institute provides students with resources

very high level.”

to connect individual academic interests with practical applications and experiences outside the traditional classroom through clubs, associations, internships, competitions and events, outside coursework, service projects in the local community, study-abroad programs and trips, summer programs and professional mentoring.

For example, during summer 2013 we successfully piloted a Technology Internship Program with students working in hands-on, real-world job situations both on and off campus. In addition, each year Head-Royce students participate in local, national and international STEM (science, technology, engineering and mathematics) competitions. The extra-curricular competitions each demand multiple-month commitments—with students designing, prototyping, engineering and troubleshooting solutions to technically advanced challenges. During the 2012–13 academic year, our students competed and had great showings in the following competitions: • Dana Foundation’s Design a Brain Experiment (1st and 2nd places) • UC Berkeley’s Pioneers in Engineering (semifinals) • San Jose Tech Challenge (3rd place) • Vex Robotics World Championships (silver medal and Amaze Award)

12

13

Upper School athletic teams

•

baseball, men’s Varsity

•

basketball, men’s frosh/soph, JV

Where do our alumni go? The sky’s the limit.

Head-Royce alumni have made their mark in all professional arenas, including service, the arts, journalism, law, sports, medicine, technology, and business. Here is a sampling of what a

and Varsity, women’s JV and Varsity •

few of our alumni have been doing since graduating from Anna Head and Head-Royce.

cross country, men’s and women’s Varsity

•

golf, men’s and women’s Varsity

•

soccer, men’s JV and Varsity,

Helen Wills Moody Roark ’23—Eight-time Wimbledon champion Cynthia Holcomb Hall ’46—Federal judge, U.S. Court of Appeals, Ninth Circuit

women’s JV and Varsity

Mari Lyons ’53—Visual artist with paintings in more than 100 private and corporate collections

•

softball, women’s Varsity

Suki Schorer ’57—World famous ballerina and principal dancer, New York City Ballet

•

swimming, men’s and

Christine Johnston Laddish ’61—Longtime Head-Royce Lower School teacher

women’s Varsity • • •

tennis, men’s JV and Varsity,

Matt, senior, varsity basketball, varsity soccer,

womens JV and Varsity

varsity volleyball

volleyball, men’s Varsity, women’s JV and Varsity

Basketball has always been a significant part of my

track, men’s Varsity, women’s Varsity

life and it has shaped my high school career as well.

Shelby Tupper ’80—Entrepreneur and graphic designer Adam Duritz ’82—Lead singer, Counting Crows Will Glaser ’83—Digital music pioneer, co-founder of Pandora music website

My head coach has really influenced who I am on and

Corwin Booth ’84—Ph.D. in condensed matter physics and P.I., Lawrence Berkeley Laboratory

off the court. As a member of the basketball team you

Persis Berlekamp ’86—Assistant professor of art history, University of Chicago

become really connected to the coaches and your teammates because you spend so much time with them. I learned valuable leadership and communica-

care about . . .

Jocelyn Larkin ’76—Director of litigation and training for the Impact Fund

Sara Buckelew ’88—Assistant professor of adolescent medicine, University of California, San Francisco Rachel Fine ’88—Executive director, Los Angeles Children’s Chorus

tion skills that are vital in all areas of life, not just

Rick Arney ’88—Managing director, Barclays Global Investors

sports.

Anna Lappé ’91—Kellogg Fellow; author; and founding principal, Small Planet Institute

I chose Head-Royce because I wanted a place

Zac Unger ’91—Firefighter and author

our student-athletes putting forth their best effort

where I could have top level academics and high level

every day. “Win or lose, succeed or fail, one of the

athletics. Here, that combination is offered. It amazes

best lessons kids can get out of the high school

me how talented and well-rounded so many kids are

Peter Alexander ’94—NBC News correspondent

athletic experience is learning how to give their all

at Head-Royce.

Andrew Lau ’97—Co-founder and chief technology officer, Bankfox

on a daily basis. If the effort is there, then success

Next year I will be playing basketball at Claremont

will follow. This will translate to all endeavors in

McKenna College, but I’ll always remember Head-

which they participate for the rest of their lives…

Royce as a great and special place.

Daniel Wu ’92—International film star, based in Hong Kong

Alison Epstein ’97—Spanish teacher at San Francisco independent school David Gilbert ’00—Fulbright Scholar and international environmental photographer Trevor Parham ’01—Artist, educator, creative director, and founder of Eklectyk Creative Media

Oh, and I also care about beating the competition.”

Coach Blakeley, athletic director

We want our students to choose wisely for the moment as well as for the future. That is the delicate balance we strive to help each student find.

care about . . . the Head-Royce Jazz Combo. It was unbelievable to play at Yoshi’s (one of the most prestigious jazz clubs around) with topnotch sound equipment, great acoustics, and tables full of friends and family. But the sound check, now that was something. I climbed up the same worn stairs as some great jazz legends, stepped out onto the stage, and looked out into the empty club. That was the moment that took your

Crystal La n d, a ssi stan t he ad of s c h o o l , ac a d e m i c d e a n

breath away and loosened your jaw. That was the moment that made you feel like a professional, like a somebody, like a rock star.

Martin, senior, drummer, Caravan Jazz Ensemble and student-run Jazz Combo

Academic and college advising Students receive individualized academic coun-

College counselors customize each student’s

seling throughout their Head-Royce careers. As

advising plan based on individual needs. Some stu-

freshmen, all students meet with the academic

dents choose to schedule planning meetings with

dean to draft their “four year plan.” Advisors and

their counselors once or twice a week; others less

grade level deans follow up with students to guide

frequently. But one thing is for sure: students have

them as they think about their course choices, and

someone to guide them every step of the way.

to encourage them to balance academics with ex-

The college counseling staff, the head of school,

tracurricular activities such as community service,

the academic dean, and the dean of the Upper

athletics, performing arts, debate or student pub-

School get together every other week to participate

Valerie, senior, co-president/ choreog-

lications.

in “college cabinet” meetings, when they review

rapher of FADE

As students progress through high school, the

every student’s planning and progress through the

college counseling staff gets involved as well, add-

college admission process. The goal is to ensure

ing the college perspective as students consider

that the experience is positive and productive, result-

Advanced Placement and other rigorous courses.

ing in matching every student with a college that

we are a student-run production, from

This leads smoothly into advising students on

will be a great fit.

beginning to end. FADE was started by

their college application process.

Head-Royce students are pretty uniquely motivated. FADE (Fine Arts Dance Ensemble) clearly exemplifies this:

a student in 1999, and has grown from about 10 to over 30 members. Not only are students in charge of choreographing; our lighting and tech crew are all students. Our “FADE moms”—three great friends of the ensemble—come to every rehearsal, bearing food, water and moral support.

14

I’ve learned SO much from participating in FADE. As a freshman, I learned that hard work pays off. I tried to be as reliable as possible, and to show the choreographers that I was available to work whenever they needed me. My junior year, I became the co-president/ choreographer. I learned most how to lead by example. It took time, but I learned how to strike a balance between being a “fun” leader and setting a standard for success.

Being in creative control of the show is a unique experience. It’s incredible to see our ideas put to life in front of hundreds of people.

15

green•ing [Co mmit t e d to s ustai n a b i l i t y]

[gree-ning]–noun

Head-Royce eco-stats

•

50% of the school’s waste is diverted from landfills through recycling and composting programs

when a person or organization starts to think and know more •

about environmental problems

lar panels installed on the rooftops of our Upper School and gymnasium buildings

That’s a relatively new definition of the word “greening”—many •

dictionaries still define it only as a particular apple variety—but it’s

classroom

kindergartner, we are proud to be leading the way in teaching and

•

living to protect the environment and sustain our planet.

This means that our buildings use super-effi-

across all grades. It can be as simple as teach-

cient energy systems and renewable technolo-

ing first graders that they make a choice each

gies, our school café is dedicated to providing

time they discard a piece of trash or as complex

nutritious and delicious local food, our Lower

as studying the co-evolution of the atmosphere

School students have hands-on learning in the

with life on earth in Upper School science. But

school’s organic garden, and we make a deliber-

whatever the age of the child or the sophisti-

ate effort to keep our environment free from

cation of the lesson, it’s always about instilling

harmful chemicals.

a fundamental awareness in every Head-Royce

ways we’ve embedded the concepts of greening

6,000 square feet of space is dedicated to our on-campus organic, edible garden/

not a new idea at Head-Royce. From the head of school to the littlest

Maybe even more important are the many

17% of the total electricity that the

school uses is generated by the 412 so-

13% of the building materials for our LEED-certified Upper School building were sourced with recycled content and the building features efficient plumbing fixtures that reduce water consumption by 36%

•

Head-Royce is one

of only 7

schools certified as an Alameda County Green Business

student of the urgent need to care for our environment.

and sustainability into activities and courses

Taking out the trash

Growing greener

Students have a live encounter with garbage once

goal is to evaluate our effort to reduce the school’s

The favorite classroom of many Head-Royce stu-

Along the way, the kids learn about plant biol-

each year during the annual Trash Audit.

landfill output by properly sorting our waste. In the

dents is located outside on the hillside next to the

ogy, ecology, nutrition, sun, rain, ancient history,

years since we began auditing our habits, we’ve re-

pool. It’s our “edible garden,” 9,000 square feet of

worms, insects and where their food really comes

duced overall waste by almost half!

fertile, sunny landscape dedicated to the produc-

from. They gain some insight into the agricultur-

tion of organic fruits and vegetables.

al lifestyle lived in so many countries around the

Twenty-four hours’ worth of trash is collected and bagged up for sorting, weighing and analysis— every bottle, candy wrapper, apple core and damp

Debra Harper, Lower School science teacher and

paper towel. Three volunteer groups of students

co-chair of the Green Council, says, “the kids usual-

Every other week, each student in the Lower

and faculty—one “Green Team” each from the Low-

ly react by saying ‘EWWW’ when they realize how

School heads outside for gardening class where a

er, Middle and Upper Schools—sort the smelly stuff

gross it is. And they become indignant over the

teacher puts them to work planting, mulching, till-

into categories: food waste (destined for compost),

wrongs they discover. They cannot believe some-

ing, digging irrigation trenches and harvesting. The

recyclables, and landfill (that’s old-fashioned gar-

one would contaminate the recycling bin. They

garden is managed completely by students in the

bage, the stuff that can’t be repurposed).

take it personally—it really makes an impression

course of their classes.

Next, the kids meticulously weigh each category and compare it to the previous year’s results. The

world. They develop respect for the earth, its needs and its potential.

on them.”

Yes, it’s a dirty job, but someone’s got to do it.

Extras from the garden go home for dinner: apricots tomatoes

If it rots, we’ll compost it.

Wa rren Ferna ndes, Upper Sc hool math teach er

broccoli pears leeks garlic onions spinach herbs kale

Talking trash Students from the Lower

carrots

School (above) and Upper School (right)

potatoes

participate in the annual trash audit.

cabbages cauliflower strawberries brussels sprouts chard

16

17

care about . . .

Kathmandu, Nepal

Travel! Last summer I traveled to Thailand and had the trip

Location of the

of a lifetime. I loved learning the language, volunteering at a

Amagar Children’s

Global education is a lot more than a trendy “add-on” at Head-Royce. It’s integral

the awesome Thai massage. I absolutely loved every part of

School students

the trip, and in the end, I didn’t want to leave! 11th grader

can volunteer when

to what we teach and how we teach it, whom we invite to visit our campus

they’re not canoeing, riding elephants

and where we send our students to experience new perspectives. It’s a realiza-

or trying to spot

tion that each of us is a full-fledged member of a global network, and that how

rhinoceros at Chitwan

Corsica

National Park.

One of the 26 regions of France, and a

we choose to participate as individuals, groups and nations affects all of the

destination for Middle School students

other members. It requires a deep appreciation and acceptance of cultures and

on a summer travel and study program.

people around the globe.

France, Spain, Italy, China

Agra, India

Through the

Oakland, CA

Location of the Taj Mahal, a

School Year Abroad

Stateside launching pad OAKLAND

home for the elderly, participating in a monk chat and getting

Home where Upper

stopping point on the tour

Consortium, Head-

for global education at

of Upper School students

Royce high school

Head-Royce.

who initiated an exchange

juniors can spend

Cuernavaca, Mexico Lower School students

a full year living

stayed with host fami-

and studying in

lies here as part of their

another country

Mexican expedition.

while earning

program with girls from the Pardada Pardadi girls school. A few months later, students from Pardada visited Head-Royce.

graduation credits.

Beijing, China

Shanghai, China

Upper School students at-

Head-Royce has estab-

tended the Peking Opera

lished a partnership and

and visited the Forbidden

exchange program with

City during their travel/

the Shanghai Children’s

study program to China

Palace.

and Thailand. While in China, they also visited the Great Wall and the natural panda preserve at Wolong.

Pucará, Ecuador A village visited by Middle Schoolers

Chiang Mai, Thailand

South Africa

who engaged in construction work on a

Another of Head-

The Colla Voce chorus group visited South Africa

summer cultural exchange and service

Royce’s partnerships is

during summer 2012 for two weeks after a year of

learning trip. Adventures included

with the Prince Royal

studying African rhythms and music. Highlights

hiking at high altitudes, bargaining in

College. We host teach-

included exchanging songs with the choir at Oprah

Spanish at an open air market and

ers and students from

Winfrey Leadership Academy for Girls, learning

touring the capital city of Quito.

Chiang Mai during the

about apartheid in Soweto and visiting Robben

school year, and our

Island, where Nelson Mandela was incarcerated for

kids visit there during

18 of the 27 years he was in prison.

From planetary geology to Japanese literature

Beginners lessons

Exchanging viewpoints

to global population studies, our curriculum is full of pathways to take kids

Even our youngest students begin to develop a gen-

The partnerships that we have developed with

“At dinner, one of the girls turned to my mother

uine, in-depth understanding of other world cul-

schools in Asia enable our students to make mean-

and asked, ‘If your parents and your children were

beyond the world of Oakland, Calif. We are proud to be the only independent

tures. For example, they start their studies of the

ingful connections with kids and teachers from

both in the water drowning, who would you try to

school in the Bay Area to offer four languages: Spanish, French, Latin and

language and culture of Spanish and French speak-

other cultures—to see things from a completely

save first?’ My mother thought for a long time and

Chinese. Head-Royce families have hosted students from China, Spain, India

ing countries in second grade. In third and fourth

different perspective.

and Vietnam. We seek out the best study-abroad programs and organize opportunities for students to travel internationally, try out their world language skills and engage in community service projects. Grants and financial aid are available so that any Head-Royce student with a desire to explore can do it.

finally answered, ‘My children—they are the future

Bangkok, Thailand

grades, they create traditional Mexican-style masks

The summer after Abigail’s freshman year, she

and they have their whole lives ahead of them.’

Thailand’s capital city, where students saw

and learn about the paintings of Frida Kahlo. This

traveled with the Head-Royce contingent to China

Our visitors looked at each other with surprise, and

the Grand Palace and met the monks of

introduction to Mexican culture culminates in a

and Thailand. In China, she says, “We were lucky

then told us that their own parents would choose to

Wat Pho Buddhist temple.

summer travel opportunity in which faculty lead a

enough to have a buddy to show us around. This

save their parents—not their children. Now it was

group of fifth and sixth graders on a tour through

was my favorite part of the trip because you got to

my turn to be surprised. I realized that the sense of

Cuernavaca and Mexico City. Each experience ex-

live the life of someone your age in another coun-

duty one feels for one’s parents is very different in

pands and builds upon the previous one.

try. I realized that we were much more similar than

the Chinese culture.

I could have imagined.”

had visited. She decided to be a host and give the

“The question caught us all off guard and made us think about the differences in lifestyles, cultures and perspectives around the world.” And that’s exactly what global educa-

students an experience that was “just as great as

tion at Head-Royce is all about.

That fall, Head-Royce welcomed a group of students from the same Chinese school Abigail

18

the summer.

mine.” One conversation stands out in her mind

Abigail with

as the moment where she gained a flash of insight

her Chinese

into the Chinese way of seeing the world.

host family 19

care about ...

I love new kids! (9th grader) … whether or not I’ll see my friends after we graduate. (12th grader) … the health of the planet and the minds of the people living on

it. I also care about milkshakes which are yummy. (8th grader) … theater, being in as many productions as possible. And getting into a good college. (10th grader) … swimming and looking

good. (9th grader) … being interested in what I’m learning. Head-Royce offers courses that are interesting and interactive. (10th grader) … I ♥ going green with Head-Royce. (5th grader) …

the teachers. A lot of the time we get to have fun and fool around but we still learn a lot. (8th grader) … Ms. McKenna’s English class because it inspires sunshine. (10th grader) … the delicious

food and the scrumptious snacks in the café. (10th grader) … writing creative stories. (5th grader) … getting good grades, hanging out with my friends, winning baseball games, and playing

guitar. (10th grader) … the great clubs here—they’re excellent places to explore your passions. (10th grader) … SOFTBALL! (8th grader) … learning new things and later helping. And being

happy. And making friends. And memories. And learning about the world. (10th grader) … earth, the Oakland Athletics, summertime, computers. (8th grader) … learning about different

cultures. (10th grader) … playing tennis and volleyball and I like to draw random stuff. (5th grader) … having time to relax and read. (8th grader) … crew and getting my license. My parents

work very hard to send me here so I care a lot about taking advantage of my education. (10th grader) … my love and passion for art, especially painting. (8th grader) … my favorite part about

Head-Royce is hanging out with my friends and socializing. I like this because we all get along and discuss what has been happening lately. (5th grader) … my favorite part of Head-Royce is

the wonderful teachers. (8th grader) … conservation and nature. (8th grader) … I love Fallout! (10th grader) … being in class with kids who care about learning. I’m opposed to the concept

of “nerd” being a bad thing. (12th grader) … musical theater. It’s really fun here; you get to express yourself. (8th grader) … writing. I’m working on writing vignettes with one of my teachers

outside of school and we’re trying to get them published. (9th grader) … the way projects here always tie back to the real world, no matter what you do. (8th grader) … learning about other

cultures. I had two Chinese exchange students stay with me. As soon as they stepped off the bus, I knew that we were going to get along. We still keep in touch. (7th grader) … Go Jayhawks!

This book is printed on paper made from 100% recycled fiber and 100% post-consumer waste, processed chlorine free, designated Ancient Forest FriendlyTM and manufactured with electricity that is offset with Green-e® certified renewable energy certificates.

See what we care about.

This book shows just a glimpse of what it’s like to be a student at Head-Royce.

Admission is open to all students

Come visit and see for yourself what we care about here. Sit in on some

regardless of race, color, religion,

classes. Talk to a student or two. Check out the food in the Jayhawk Café. Meet

nationality or ethnic origin.

gender, disability, sexual orientation,

schedule a visit, please contact us.

510.531.1300 www.headroyce.org

Office of Admissions & Financial Aid 4315 Lincoln Avenue Oakland, CA 94602 iv

CRE AT IVE: CHEN EY & CO MPAN Y

For more information or to

P HOTO GRA PH Y: GE OR GE D RAP ER & SAM DE A NER

with one of our admissions officers.