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THE G R A D U AT I O N ISSUE SUMMER 2026

Fifty Years of Shaping Minds: A Tribute to David Enelow Hello World: Computer Science at Head-Royce in the Age of AI

6 Letter from Ricky Lapidus, Interim Head of School

Contents

35 Where Are They Going Map

Professional Community Members with Graduating Seniors

5th Grade Promotion

HRS Professional Community Awards

23 8th Grade Promotion

136th Commencement Class of 2026

Life@HRS

FEATURES

Fifty Years of Shaping Minds: A Tribute to David Enelow

MANAGING EDITOR Sarah Holliman EDITORS Julie Kim-Beal CONTRIBUTORS Mariana Avila Llorente Paige Berardo Mary Jo Bowling Dr. Bryan Jennewein

Hello World: Computer Science at Head-Royce in the Age of AI

PHOTOGRAPHY Mariana Avila Llorente Evan Blaser Jonathan Braidman Gerald Fermin Stephen Flynn Desirée Harris

Sandbox Photographers Boris Zharkov

Reflections on Departing Colleagues

55 Alumni Profiles

Adulting 101

Class Agent Corner

Alumni Weekend

Alumni Events

CREATIVE DIRECTION + DESIGN Con Todo | contodo.co PRINTING Hemlock Printers (USA) Inc. PAPER This magazine was printed on 100% post-consumer recycled and carbon-neutral paper through a climate-friendly printing program. VISIT US ONLINE! Discover more about our mission and activities at headroyce.org.

@HeadRoyce @HeadRoyceSchool

Alumni Notes

In Memoriam

Flashback

Where Are They Now?

@HeadRoyceAlumni @HeadRoyceAlumni

Head-Royce School Magazine is a semi-annual publication for alumni, families, and friends of Head-Royce. Changes of address may be sent to addresschanges@headroyce.org.

Getting to know... Shuja Khan d i r ec to r o f e n r o l l m e n t m a n ag e m e n t

When you think about your school days, what advice would you give to your younger self? January 1st is a day just like any other. It only means something because we’ve decided it’s an opportunity to reinvent yourself. The truth is, you can reinvent yourself any time. Every day, you get to decide who you want to be—there’s no rule that says you have to wait for a new year, a new grade, a new school. No one suddenly becomes a different person. The habits you leave high school with will be the ones you start college with. There exists no magic button that makes you a better friend or a harder worker or a more resilient learner. You can start that work now and get a little better every day. What inspired you to get into education? I grew up with a single mom in a “tough” neighborhood. School was a refuge, a place to feel safe, to be around friends, and where your whole job was reading and learning. I’ve known I wanted to be in schools since as far back as I can remember. I honestly can’t think of a time when I wasn’t sure about that. After I graduated college, I worked in finance for a bit to pay off student loans and then I jumped right into teaching math at whatever school would hire me. I’ve worked in schools ever since. For me, adults are fine and great but kids will always be the best.

Emily Miller d i r ec to r o f eq u i t y a n d c o m m u n i t y

What inspired you to get into education? I’ve always loved school. I was the kid who went to my teacher’s classroom the first day of summer to help them clean up and was thrilled to come home with random bits of classroom bric-a-brac. While I was in graduate school for Photography, I took an art education course and for my first “lesson plan” I taught my classmates how to tie a cherry stem in their mouths without using their hands. I created an instruction sheet with the steps clearly illustrated and taught every classmate to successfully complete the useless party trick. I was sold. I knew that I wanted to do for others what my teachers had done for me—help unravel the mysteries of the world. What is your greatest source of inspiration, and why? I can’t think of a single source of inspiration...I’m a maker. Inspiration might come from something I observe, or from a conversation, or from a problem I can’t figure out. Whether that is in the art studio, the garden, a journal, or the kitchen. I love having an idea and making something of it. Not necessarily in the contemporary meaning. My favorite thing is to have an idea and see it to fruition.

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FRO M O U R I NTE R I M H EAD O F S C H OO L

Dear Jayhawks, I write this in the shadow of two promotions and one graduation — from 5th to 6th, from 8th to 9th, and from Head-Royce to a more confusing and haphazard world. A former colleague of mine, Kevin Mattingly, talked about how the most important skill we could give kids was “to know what to do when they don’t know what to do.” I like that idea and will gladly borrow from his wisdom. We launch kids forward with concrete skills aplenty (not just the seniors, but all of our students have acquired knowledge and the ability to apply that knowledge). The harder thing to measure, as I think about what education is really for, is the ability to enter a novel situation and to know where to turn and what to do. Readers of a certain age or inclination may remember the great writer John McPhee’s profile of Bill Bradley, “A Sense of Where You Are.” (Is it possible that I write this not just in the shadow of promotions and graduations but also the Knicks first championship in 53 years? It is.) Bradley spoke about court sense and about not having to look for the basket—he just knew where he was and understood the geometry of players on a court. More than the periodic table, Robert Browning, or the pluperfect tense, Head-Royce kids grow to know “where they are.” Or, to put it in my former colleague’s voice, they know what to do when they don’t know what to do. I can’t wait to see those grads move forward, whether to 6th grade or 9th grade or across the country. They will know where the basket is, even without looking.

Sincerely,

Ricky Lapidus Interim Head of School

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LIFE@HRS

Annual Blood Drive Our 3rd Annual Blood Drive was a big success! Hosted by the Upper School Medical Advocacy Club, our school nurses, and the Center for Community Engagement, in partnership with Vitalant—one of the nation’s largest nonprofit blood donation organizations—34 donors gave 48 units of blood, enough to help up to 144 patients.

Abadá Capoeira Students in grades K-8, were introduced to Afro-Brazilian culture through a special assembly with Abadá Capoeira. Combining live music, storytelling, and a dynamic demonstration, students learned about capoeira’s history and traditions. Student volunteers joined the demonstration, learning foundational movements while experiencing the focus, discipline, teamwork, and joy that are central to the art form.

Senior Play The Class of 2026 took the stage for their senior play, putting an intergalactic twist on Shakespeare's “Twelfth Night.” Some students performed for the first time and knocked it out of the park, while others showcased the talent and confidence they’ve developed throughout Upper School. To our seniors, all hail! Thou hast done well.

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LIFE@HRS

Nia Speakers This year’s Nia Speaker of Color Series brought together voices that left an indelible mark. During Black History Month, alumni Trevor Parham ’01 and Marcus Byrd ’11 (right) spoke openly about how their Head-Royce experiences shaped their personal and professional journeys. A few weeks later, the series welcomed Pulitzer Prize finalist, MacArthur fellow, and parent Tommy Orange (above). Known for “There There” and “Wandering Stars,” Tommy joined students and community members for a conversation skillfully guided by seniors Gavin W. and Sam G. that was as personal as it was unforgettable.

Upper School Dancers Nine student choreographers premiered original works performed by fellow student dancers. Through dynamic movement and thoughtful themes, the pieces explored creativity, energy, and imagination, revealing unexpected beauty along the way. Concessions and flower sales helped support the dancers’ participation in the 2026 Northwest Regional High School Dance Festival in Vancouver, Washington.

World Read Aloud Day World Read Aloud Day brought Upper School students and faculty into Lower School classrooms to share stories with younger students. Reading aloud fosters connection while supporting emotional well-being and academic growth. Special thanks to Ms. Shannon, our Lower School Librarian, for organizing this meaningful event!

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LIFE@HRS

Community Engagement Our students showed what the Center for Community Engagement (CCE) looks like in action! During one of their Community Engagement Days, Middle School students partnered with ten organizations across Oakland, packing groceries, supporting elders, and mentoring younger students. Upper School students also deepened these community connections through arts, literacy, and science—sharing dance with residents at a local senior living community, leading mini book groups with 4th graders as part of Book Buddies, and bringing a battery-cell train kit to the Boys and Girls Club of Oakland for a hands-on learning experience beyond campus.

Lunar New Year The Year of the Horse arrived at our Lower School with singing, dancing, and live music that filled the air with warmth—a joyful reminder that tradition is always worth celebrating together.

Balinese Dance From first beats to full performance, our 4th and 5th graders spent a few weeks this spring learning traditional Balinese music and dance with Gamelan Sekar Jaya, then took a Lower School assembly stage to show exactly what dedication and teamwork look like.

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LIFE@HRS

Collaboratory in Action! Middle Schoolers found their rhythm at the anvil, turning raw metal into finished pieces for the first-ever “Collaboratory Cookbook.” Meanwhile, Upper School Tech Theater students fired up MIG welders and grinders to build the steel ‘Burning Man’ for the spring performance of “Pippin.” The Collaboratory has opened up a whole new dimension of what students—and teachers—are able to imagine and ultimately create.

Pippin A young graduate chases glory, power, and fame, only to find that meaning lives somewhere quieter. This spring’s double-cast production of “Pippin” was a journey for audiences and performers alike, brought to life by remarkable creativity and the kind of hard work that fills a whole community with pride.

Intersession Upper School students stepped away from their usual routines and into two days of exploration through Intersession. Designed to encourage students to deepen existing interests or discover entirely new ones, Intersession offered a wide range of workshops both on and off campus—from stand-up comedy and financial literacy to yoga, sports medicine, home renovation, and beyond. These two photos showcase the range of options: one a reminder of what we can create when we work together; the other, the very personal and very brave, leap onto a stage.

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LIFE@HRS

Day of Giving As part of this year’s Day of Giving campaign, alumni Sarah Louie Roitman and Kenji Ohkawa— both members of the Class of 2003 and both current parents—returned to campus to step back into student life. As they navigated familiar hallways and rediscovered favorite spaces, they reflected on what had changed—and what still felt the same. Their visit served as a reminder that the Head-Royce experience stays with us long after graduation, helping shape who we become and drawing us back to the community that helped us grow. Carrying that spirit forward, the limited-edition 2026 Day of Giving socks were designed by Addie M. ’29 and Jj F. ’30—a fitting symbol of one generation inspiring the next.

Jump and Joy Wellness Fair The Jump and Joy Wellness Fair brought learning to life through movement, hands-on activities, and community connection. Students explored heart-healthy habits through interactive stations, while the Oakland Fire Department demonstrated CPR techniques. With support from parent volunteers, students also participated in pulse checks, the smoothie cycle, jump rope, and other wellness-focused experiences, making for an engaging day of learning in action.

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LIFE@HRS

New HeadWay Episodes The two most recent episodes of the HeadWay podcast offered very different conversations with Interim Head of School Ricky Lapidus. In one, Emmy M. ’26 took over the interviewer’s chair for an unscripted exchange filled with unexpected humor and memorable moments. In the other, Ricky joined Nancy Feidelman, Director of the Center for Community Engagement, to explore learning beyond campus and the ways community engagement supports our values of character, intellect, and creativity. Both episodes blended insight, personality, and thoughtful conversation and are available wherever you get your podcasts.

Lower School Spring Show “Chicken Pot Pie” may have taken place on the set of a game show, but the real prize was seeing student creativity take center stage. Every scene reflected the imagination, collaboration, and ideas that the students brought to the process. With guidance from Ms. Andrea and Ms. Andie, they created something uniquely their own—original, joyful, and unmistakably student-driven.

Kindergarten Variety Show The Kindergarten Variety Show offered a joyful glimpse into the interests and personalities of our youngest students. Performing for the Lower School community and their families, students took the stage to share everything from songs and dances to demonstrations of special skills. Their enthusiasm and confidence were on full display, making the event a memorable celebration of self-expression and growth.

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LIFE@HRS

Global Education Adventures Head-Royce students and staff traveled across the globe for immersive study experiences. Upper School students explored Germany/Poland, Ghana, and South Korea, engaging with themes of intercultural understanding, cultural preservation, public memory, and human rights. Meanwhile, Middle School students examined the legacy of Classical Antiquity in the United Kingdom and 4th–6th graders immersed themselves in Mexico City’s intersection of historic and contemporary culture. These journeys broadened perspectives and created lasting memories.

Big Build What can happen when creativity, teamwork, and a pile of lumber come together? The Big Build. Over the course of the month-long project, 2nd through 5th grade students worked with a dedicated group of seniors to design and build go-karts, bridges, catapults, yoga ball tracks, and more. Along the way, they learned how to take risks and work through challenges together. While the structures were the final product, the lessons in collaboration and community will last much longer.

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LIFE@HRS

Fruit Trees for the South Campus To celebrate Earth Week, Lower School students participated in hands-on projects both on campus and in the community. At Joaquin Miller Park, they helped care for the landscape while learning about its history and ecology. Back on campus, they planted fruit trees chosen through a thoughtful process that considered student input and local growing conditions. Through every project, students demonstrated care, curiosity, and a commitment to the world around them.

Prom This year's prom transformed Oakland's Terrace Room into A Night in Paris—and our juniors and seniors filled every corner of it with the kind of joy that's impossible to fake. From candid moments with friends to a packed dance floor, the night reflected the warmth and spirit of the Upper School community.

Spring on the South Campus Upper School dance students performed to music created by the Spanish Electronic Music class during a lunchtime gathering on South Campus. On one of the last days of the school year, students and faculty enjoyed the performance while sharing tacos sponsored by the Family Association.

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LIFE@HRS

Maypole Dance The Maypole Dance, a beloved Head-Royce tradition, is more than a celebration of spring. It reflects the beauty of shared history. For generations, our 5th graders—and 6th graders back in the day—have taken part in this meaningful rite of passage, marking their upcoming promotion and the close of their Lower School journey. It brings our community together to honor the past, celebrate the present, and welcome all that lies ahead.

Seniors Last Days The final week for our seniors was filled with moments they will carry with them long after this chapter closes. From spending the night on the Upper School patio to bringing a petting zoo to campus for their senior prank, the Class of 2026 brought energy and personality to every corner of school life. They shared their talents at the Senior Talent Show and offered gratitude and reflections during Senior Assembly. Their final day ended with one last jump into the pool, marking the end of a memorable Head-Royce journey.

Yoshi’s Performance Every year, our student musicians take the Yoshi’s stage—and every year, they make it their own. This year, Caravan and Colla Voce filled the room with music that spilled out into the Oakland night, as families and friends packed in close to take it all in.

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LIFE@HRS

Teachers Got Talent When the curtains opened and teachers traded their classrooms for the stage, something special unfolded. The second annual “Teachers Got Talent” show brought faculty and students together for an assembly filled with the unmistakable spirit of our HRS community. From unexpected talents to unforgettable performances, the show was a joyful reminder that the people who inspire our students every day bring so much more than academics to campus.

Walk/Run/Roll FUNdraiser More than 200 people gathered on the Athletics Field for the inaugural Head-Royce Walk/Run/Roll FUNdraiser for Spinal Cord Injury Research. Organized by the Upper School Cross-Country and Track teams, the event raised more than $30,000 and reflected the power of student leadership and the generosity of a community united around a meaningful cause.

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LIFE@HRS

Men’s Baseball For the third consecutive year, Men’s Baseball captured the BCL East Team Championship.

Women’s Soccer Women’s Soccer successfully defended its title, claiming a second straight BCL East Team Championship.

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LIFE@HRS

Women’s Softball Capping off a strong season, Women’s Softball secured the BCL East Team Championship.

Men’s Tennis Continuing an impressive tradition of excellence, our Men’s Tennis team successfully defended both of its BCL-East titles, winning its 8th consecutive regular season championship and capturing its 2nd consecutive playoff tournament championship.

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GR A DUAT ION

5 ASS

FIFTH GRADE PROMOTION

2033

Aris Brenman

Amir Hegazi

Latif Ramazan-Nia

Naomi Chang

Nalia Hird

Mira Ranchod

Jude Clark

Maia Jhaveri

Jay Reinhart

Josiah Coote

Olivia Lee

Griffin Ripsteen

Phoebe Currie

Kieran Mactaggart

Joaquin Rodriguez

Kofo Afolabi

Bella Dornbusch

Sara Martinez

Noa Smith

Penny Aftosmis

Shiloh Forsythe

Sophia Matthews

Isabel Strozier

Arjun Badlani

Logan Gangopadhyay

Jackson May

Willa Valente

Jonah Bahar

Orly Golub

Zoe Mina

Surya Velu

Azad Berjis

Everett Graciano

Abby Pan

Ada Yeung

Kaia Bhansali

James Hallstein

Claire Park

Franklin Yu

Camila Bradt

Story Han

Stella Perling

ASS

Congrats to:

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“You’re in the midst of the greatest of all adventures— growing up—and there is much more to look forward to.” RI C K Y LAPI D US

Interim Head of School

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“Every memory began as a moment.” LES LI E POWE LL Lower School Director

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“Being new means you see things that everyone else has stopped noticing.” S HAVO N DAVI S Head of Lower and Middle Schools

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GR A DUAT ION

ASS

2030

EIGHTH GRADE PROMOTION

ASS

“We showed up as scholars, as citizens, and as people who actually made space for each other. And that is something worth celebrating.” AYD E N AM I N Student Speaker

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Congrats to: Ayden Amin

Hazel Linton

Maddie Antonucci

Danica Lipetsky

Allison Au

Yiyi Liu

Fallon Bako

Mateo Lopez

Penny Barrow

Kyla Luna

Gabby Bauer-Kahan

Evelyn MacMichael

Olive Benaman

Aario Maiga

Luc Bermingham

Riya Mandal

Thomas Berolzheimer

Mali Manning

Josephine Berry

Isabel Martinez

Ananjay Bhati

Will McCloskey

Kylie Carlson

Dylan McCune

Parker Chang

Joe McKay

Leland Chen

Aviva Miller

Callie Ciruli

Delilah Miller

Finn Ciruli

Charlie Morehouse

Scarlett Clark

Anya Morrison

Jacob Concannon

Francis Mtchona

Radhika Dalal

Arjun Neary

Alex Dornbusch

Jalen Norris

Ethan Ellis

Mason Pennacchio

Matthew Feiner

Lia Petrossian

Curt Finck

Max Post van der Molen

Anneliese Fischer

Henry Prateepvanich

Gabriela Flores

Eli Raskin

JJ Fong

Natalie Ray

Anna Fung

Sam Ritchie

Jordan Goldsmith

Shivani Sikka

Naomi Goldstein

Luna Smith

Caleb Gottschalk

Kuba Smith

Monica Guerra

Avery Spencer

Audree Haque

Claire Spencer

Sophia Harris

Jacob Stern

Alec Harrison

Tenzing Tripathi

Miles Hetherington

Evie Tsai

Elise High

Naya Vakil

Zubin Howles

Siddhartha Velu

Saskia Johnson

Aries Waldrop

Matthew Ketroser

Dylan Wax

Noemi Kim

Mia White

Miranda Klein

Elon Xie

Ava Korn

Julia Xing

Elliot Krauss

Kara Yang

Ford Lenz

Lorenzo Zúniga

Alexis Levy

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“We let go so that we can start fresh—but never forget the people who got us here.” LU NA S M ITH Student Speaker

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“Instead of becoming something, I hope you stay in a constant state of becoming.” J ES S I CA OSORI O Middle School Director

“You reminded each other, and us, that failure isn’t the opposite of learning— it’s literally the point of the best types of learning.” IAN WALTERS History and Science Teacher

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GR A DUAT ION

26 ASS

2026

1 3 6 TH COMMENCEMENT

Dylan Batra

Kaden Choi

Amelia Fung

Myriam Bayen

Riley Concannon

Elise Gilbert

Evan Beal

Annie DeYoe

Ezra Goldfarb

Sebastian Berchesi

Lukas Dittmar

Mateo Gonzalez

Neeki Alikhani

Quinn Blakeley

Avah Dodson

Samatar Gulaid

Luca Arnest

Damaris Bouchelion

Dylan Donovan

Hana Haas-Jajeh

Wallace Arney

Yaretzi Brown-Rojas

Shubh Doshi

Sloan Harrison

Emma Backer

Kaley Carter

Sophia Duxbury

Ava Hobson

Anya Baird

Olivia Catanese

Jonathan Earp

Alexander Jayaratne

Ruby Barmé

Kyle Chan

Silas Farhang

Avery Jefferson

Saira Bashambu

Oscar Chen

Evan Friedman

Anika Kadlic

ASS

Congrats to:

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Rohail Kahn

Daniel Lou

Ibrahim Rashad

Shaan Sood

Walter Kane

Carina Lovell

Penelope Reynolds

Mayelí Soto-Chaumette

Jacob Kangas

Elena Malan

Siwoo Rhie

Kathleen Tang

Shrey Kanji

Ellery Marquez

Kyla Robertson

Henry Tatara

Abigail Kim

Arturo Mercado

Maxwell Roston-Saul

Greydon Ting

Haneul Kim

Shane Meritt

Sabrine Sarandah

Andrea Walker

Ella Kligman

Emalia Mitchell

Summer Sarandah

Gavin Wang

Justin Kobban

Finn Mitchell

Audrey Scherer

Isabella Wang

Junhun Kwon

Eva Muhl

Geoffrey Schrader-Brown

Loire Williams

Natalie Kwon

Everett Newman

Elliott Scott

Christian Woo

Luc Lawler

Lorelai Newman

Luke Sera-Tacorda

Juno Yu

Ashley Levy

Maya Pabla

Luke Silva

Aaron Zheng

Lawrence Liu

Chloe Park

Caleb Singer

Alex Zhu

Mingchuan Liu

Belén Perez

Ella Smith

Ryan Lo

Lysander Pineda

Nova Socrates

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“You are a class that cares deeply about others without expecting anything in return.” COU RTN EY DU KE Interim Head of Upper School

“You are both the finished painting and all of the sketches underneath.” HAN NAH N I LES Dean of the Class of 2026

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“You leave us a better school, a more interesting institution with a better curriculum and a bigger heart, and I know that we leave you changed, ready for what is yet to come.” RI C K Y L API DUS Interim Head of School

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“...When one person chooses generosity, kindness, understanding, others notice and others follow. What begins with us never ends with us.” EVAN FRI EDMAN Class of 2026 Student Speaker

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GR A DUAT ION

Where are they going? G R A D U AT E S F R O M T H E C L A S S O F 2 0 2 6 A R E H E A D E D T O THESE COLLEGES AND UNIVERSITIES

University of Washington

Saint Mary’s College of California

Willamette University

Stanford University University of California, Berkeley University of California, Davis University of California, Santa Cruz

NORTHERN CALIFORNIA

University of Colorado, Boulder Colorado College

SOUTHERN CALIFORNIA

California State Polytechnic University (San Luis Obispo) Claremont McKenna College Harvey Mudd College Loyola Marymount University Occidental College Pitzer College San Diego State University University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of Southern California

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Rice University

Barnard College Columbia University

Middlebury College

Cornell University Dartmouth College

Hofstra University New York University Syracuse University Vassar College

Colby College N E W YOR K

M A SSACHUSET TS

Brown University Colgate University Wesleyan University University of Wisconsin University of Michigan P E N N S Y LVA N I A Northwestern University University of Rider University Case Western Chicago Reserve University Johns Hopkins University Howard University American University University of Illinois, Urbana-Champaign Washington University in St. Louis

Vanderbilt University

Amherst College Boston University Harvard University Northeastern University Tufts University Haverford College University of Pennsylvania University of Pittsburgh

High Point University

Emory University, Oxford

Tulane University

University of Miami

Going the distance!

I N T E R N AT I O N A L UNIVERSITIES

The University of Edinburgh Edinburgh, Scotland

University of St. Andrews St. Andrews, Scotland

Professional Community Members with Graduating Seniors

From Diamond Bouchelion (sister) to Damaris Bouchelion

From Brendan Blakeley (father) to Quinn Blakeley The greatest gift of having Quinn at Head-Royce has been…the feeling of connectedness to her school-life and school-self. At any given moment in the last 13 years, I could wander the school grounds and see what she and her classmates were up to. That led to many observations of the cuteness of the Lower School, and the awkwardness of Middle School, followed by a renewed sense of connection in the Upper School. Her interest in seeing me during the day has ebbed and flowed. But at the end of her career here, we’ve landed on a wonderful acceptance of each other, in our shared space. It’s something I am truly grateful for. And it’s something I will really miss.

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As Damaris heads off into the world, I hope she will remember just how deeply loved, valued, and extraordinary she truly is. Damaris is genuinely such a gift to this world; she’s a leader, kind, charismatic and has passion and resilience like no other. I hope she carries with her a strong sense of pride in where she comes from, who she is today, and all that still lies ahead. She has deep foundational values that have helped shape her identity and character, and I hope she continues to always reflect on who she is and who she’s becoming. I also hope the memories, friendships, and community she found at Head-Royce School remain close to her heart for her exciting journey ahead. Damaris, working at Head-Royce and watching you grow and flourish so much these last four years has been one of the most rewarding pieces of my life. I love you beyond words can express, and I’m so proud of you! You were born to be great, keep showing us the way!

From Shahana Sarkar (mother) to Anika Kadlic

From Julie Kim-Beal (mother) to Evan Beal As Evan heads off into the world, I hope that he will remember just how much he will always be loved and supported by his community back at home. It has been such a gift and privilege to watch him become the person he is today, and we are so excited to see how he will spread his wings and fly on to new adventures. We hope he takes chances and explores what the world has to offer, knowing that home will always be here for him and that he will always take a piece of us wherever he goes. I will be forever grateful for the opportunity to watch him grow at Head-Royce and the precious impromptu moments of connection and conversation.

As Ani leaves Lincoln Avenue, I hope she carries with her the memory of the special childhood she enjoyed. In this valley, above Sausal Creek, below and across Lincoln Avenue, she was deeply known and understood; every milestone, every stumble, and every triumph was shared, celebrated, or supported by her friends and teachers. As my college roommate’s Grannie told me: “Make friends with the world. You never know who you will meet and how they will change your life.” Just look at these last 13 years at 4315! When she encounters new faces and diverse perspectives, I hope she’ll lean on the strength and wisdom she forged here to guide her in climbing new mountains. I am so proud of her dedication and success, and know that because of all that she learned here, both from books and from the people, she will stumble upon unexpected but very exciting opportunities. Most importantly, I hope she treasures the lessons of empathy learned here, turning outward to support others when life feels uncertain, just as she did here.

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HRS Professional Community Awards

Christy Betts

g r a n n i e j . fa m i ly f e l lows h i p awa r d

Gretchen Wu c h r i s m a n d e l s p i r i t awa r d

Established in memory of Chris Mandel, one of Head-Royce’s greatest champions, the Chris Mandel Spirit Award honors a faculty member who brings exceptional energy, optimism, and school spirit to the community.

The Grannie J. Family Fellowship was established in 1984 by Candace and Dick Burge in honor of Dick’s mother, who believed that students’ learning adventures were supported not only by their families, but also by the educators at Head-Royce who consistently inspired curiosity and exemplified excellence. “Christy innovates each day, creating learning opportunities at every moment and always choosing the option that best serves her students (even if it requires a ton of extra work for her!).” –An admiring, anonymous colleague

“Gretchen cares deeply about this place, her colleagues, and her students. She holds all three to high standards with compassion and honesty.” –An admiring, anonymous colleague

Chris Kinney j o s i a h r oyc e awa r d

Nat Tieng jay h aw k s p i r i t awa r d

The Jayhawk Spirit Award recognizes a member of the professional community who brings exceptional joy, energy, and commitment to their work, inspiring others through their dedication to students and contributions to the life of the school. “Nat’s warmth and energy are contagious, lifting spirits and strengthening our community. She embodies this award in every way, and I cannot think of a more deserving recipient.” –An admiring, anonymous colleague

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The Josiah Royce Award recognizes a faculty member whose innovative work has meaningfully advanced teaching and learning. Awarded for transformative improvements to existing curriculum or the creation of new programs and opportunities, it honors contributions that are both highly effective and exceptional in scope. “As a teacher…he has seen what drives students’ passions, which is why he created the two-year Engineering program. It has been incredible watching this program grow and seeing the excitement from students engaging in projects all over the campus.” –An admiring, anonymous colleague

We present these professional community awards at the end of each school year in recognition of an exemplary year of service.

Jacob Leland s c h n e i d e r fa m i ly fac u lt y awa r d

m i c h a e l t r ay n o r fa m i ly f e l lows h i p

Established in 2001, the Schneider Family Faculty Award recognizes a current Head-Royce faculty member whose teaching has been exemplary and whose contributions to the school have been exceptional.

Established in 1983 by the Traynor family, the Michael Traynor Family Fellowship is awarded annually to a current or former member of the Head-Royce professional community who has “served the school with excellence and exceptional spirit and has especially enhanced the lives of others.”

“Jacob has held high standards for students while also caring deeply for them as people. He puts so much thought into literature and its role in revealing what it means to be human, and every day he challenges kids to be both interested in the world and their place within it.”

Roz Fleury

“Roz is one of those people who embodies the heart of our organization. Her patience and resourcefulness are amazing.”

–An admiring, anonymous colleague

Ciara Coleman

t h e u m oja awa r d f o r d i v e r s i t y, eq u i t y, a n d i n c lu s i o n

Peytra Redfield s t u d e n t s f i r s t awa r d

The Students First Award honors a member of the professional community who exemplifies Head-Royce’s core value of putting students first through extraordinary efforts to foster belonging, strengthen community, and support student growth. “Our community is richer and more robust because of Peytra’s efforts: her deep faith in the ability of each and every one of our students to meet their potential has lifted up multiple generations of Jayhawks to overcome any learning challenges and find authentic success.”

Established in 2020 through a grassroots effort led by Head-Royce families across affinity groups, the Umoja Award for Diversity, Equity, and Inclusion is named for the Swahili word for “unity.” The award honors an individual whose significant, tangible contributions to diversity, equity, inclusion, and belonging have created meaningful change within the classroom, across the Head-Royce community, and beyond. “Ciara takes the time to know her students deeply and creates a classroom where everyone feels safe, supported, and included.” –An admiring, anonymous colleague

–An admiring, anonymous colleague

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Fifty Years of Shaping Minds A TRIBUTE TO DAVID ENELOW

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1977

1996

2006 1983

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2025 2014

2018

here is a particular kind of teacher whose influence doesn’t announce itself all at once. It settles in slowly, in the way a former student finds themselves untangling a muddled sentence years later, or pausing over a medieval text and hearing, somewhere in memory, a voice reciting Chaucer in Middle English: “Whan that Aprille with his shoures soote, The droghte of March hath perced to the roote, And bathed every veyne in swich licóur, Of which vertú engendred is the flour….”

David Enelow is that kind of teacher. After fifty years at Head-Royce School, his legacy is woven into the intellectual fabric of the school. And what many did not realize in his classrooms was that David was teaching them something far more enduring than literature. He was teaching students to think. David arrived in 1976, and by the time former colleague Mary Fahey, who retired in 2024, met him six years later, he was already, she recalls, “a legend.” In those days, she remembers driving students to games, during which students would discuss all aspects of school. “David’s class was usually the first topic mentioned. They would compare how many times they had

to edit a paper and how much time they had to spend each night completing the work for his class. These were the same students who came back to campus as alumni and said how prepared they were for writing in college and how grateful they were to David.” He and another former colleague Barry Barankin, who retired after 40 years of service, shaped the junior year curriculum around close reading of classical texts. From the beginning of their relationship, their shared passion for literature was, as Barry reflected, impossible to miss. In those early days, when every teacher shared a single faculty room, Barankin recalls the two of them having long, loud arguments about the deviousness of Miranda in “The Tempest” or just how attractive Milton meant Satan to be in “Paradise Lost.” “I think we both enjoyed these passionate debates,” Barankin remembers, “and I’m sure almost no one else in the room did at all. What excited me most was finding someone all-in about literature—someone who thought the meaning in great books was worth shouting about.” For five decades, David held his students to exacting standards, standards that were sometimes uncomfortable in the moment

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and almost universally appreciated in retrospect. Former student Chris van Löben Sels ’87 captures it precisely: “David Enelow taught me about writing clearly, which is to say he taught me about thinking clearly. I find out through the same process used to write an “Odyssey” essay; linking claims to evidence and straightening out tangled sentences.” Countless alumni echo the sentiment. As former Head of School Paul Chapman notes, when students returned from college they shared that Dr. Enelow’s preparation “made all the difference.” And what distinguishes David isn’t rigor alone, it is the intellectual world he opened up alongside it.

“David Enelow taught me about writing clearly, which is to say he taught me about thinking clearly.”

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Ronit Rubinoff ’83 recalls her brain being stretched “as though it were made of silly putty or elastic.” His class on Chaucer, recited aloud in Middle English, left a mark that has never faded. “His exactitude and high standards haunt me to this day. When I put pen to paper or finger to notepad, I am forever grateful to him for allowing my brain to be as elastic as it could be.” She recalls that being in his classroom was like entering another dimension of thought. She writes, “He showed me that literature, language, art, history, and religion were all intertwined—not silos.” That integrative way of seeing the world, she reflects, has shaped her entire career. David’s signature electives in Shakespeare, Science Fiction, and Literature and Film gave students access to his own passions— and that authenticity mattered. Former colleague and Head of School Crystal Land described watching him direct Act I of the annual Senior Play year after year,

illuminating Shakespeare’s most arcane expressions with patience and delight. “No Shakespearean turn of phrase was too obscure for him to interpret,” she writes. “He coached students on how to love a challenge and find success in working through something difficult.” The best teachers, she observes, find the intersection between their own passions and their students’ growth. “Whether in the classroom or on the stage, David Enelow built that bridge with clarity and integrity.”

“For five decades, David held his students to exacting standards, standards that were sometimes uncomfortable in the moment and almost universally appreciated in retrospect.” Outside the classroom, he was baseball statistician, faculty room debater, and on at least one memorable Spirit Week, the subject of an affectionate impersonation by Chris van Löben Sels ’87, complete with fake beard and borrowed cowl-neck

sweater. David’s reaction, according to Chris: “Nice sweater.” The mischievous smile that Rubinoff describes as “almost elfin” surfaces in every account of him. Brilliant, yes. Demanding, certainly. But never without warmth and wit. Chapman, who worked alongside David for 26 years, credits him as a living embodiment of the school’s values. During their tenure together, one of the tasks they collaborated on was redefining the school’s mission. David helped craft it in the early 1980s—and then spent the next four decades proving it was possible to live it fully in a single classroom. Fifty years is a long time to do anything. To do it with the sustained passion, intellectual integrity, and genuine care for students that David Enelow has brought to Head-Royce is something rarer still. The school is measurably better for his presence. So are the hundreds of students who carry his lessons about writing, thinking, and the meaning embedded in great books into their adult lives.

Thank you David. The words, as you always insisted, matter.

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H E LLO WO R LD :

Computer Science at Head-Royce in the Age of AI

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funny thing happens when you work in the technology industry for two decades and then transition to teaching computer science. Whenever you think you’ve figured out what students need to know, the field changes, and it’s time to update your curriculum. Again. And again. And then, every so often, it changes so dramatically that you start asking the question: “What should computer science education even look like now?” Over the past few years, that question has arrived in the form of artificial intelligence. “So what are you going to do about AI?” Parents ask it. Students ask it. Teachers ask it. And at Head-Royce, answering that question didn’t begin with AI; it began years earlier, with a computer science program built on a tradition of thoughtful evolution and adaptation. Long before I arrived at Head-Royce, generations of students were already exploring computer science with talented teachers who helped build a strong foundation for the program we enjoy today. One particularly important chapter began more recently when former teacher Brian Sea—with significant contributions from Chris Kinney, Upper School Math and Computer Science teacher—envisioned and implemented the first iterations of what would become our current four-year computer science pathway. Their work established a sequence of courses that introduced students to design, engineering, object-oriented programming, algorithms, and advanced computer science topics. And over the years, many educators like myself continued to refine and strengthen that foundation. When Michael Beck and I joined the department in 2023 (Beck, for a second time!), we inherited something valuable: a program with deep roots and a clear commitment to helping students think computationally, solve problems creatively, and build meaningful skills technically. Our challenge wasn’t to start over: it was to ask what our new chapter should look like. Technology changes quickly, and the recent AI boom is proof of that. The tools students encounter today are different from those used a decade ago. Heck, the tools they encounter today are arguably different from those used even a year ago. And we can see the waves these seismic shifts are making. Employers are increasingly

AB OUT T H E AUT H OR Dr. Bryan Jennewein 11th and 12th Grade Dean Computer Science Teacher Dr. Bryan Jennewein, or “Dr. Bry” as he is affectionately known by students, has been a teacher and leader in Head-Royce’s Computer Science program since 2023. Before entering education, he spent nearly two decades in the technology industry, working for companies ranging from Salesforce to startups such as Radian6 and Coalition. He is passionate about technology, fascinated by the ethical questions it raises, and believes deeply in preparing students to shape the future thoughtfully. He lives in Oakland with his two cats, who remain unimpressed by both his doctorate and his tabletop gaming skills.

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seeking interdisciplinary thinkers who can collaborate, communicate, adapt, and learn continuously alongside their technical expertise. College computer science departments are rapidly evolving to foster these kinds of thinkers. And high school computer science programs are facing a choice: they can reinvent themselves like Netflix or fade away like Blockbuster. Our decision? We’ve spent the last several years thoughtfully redesigning our curriculum to better align with modern computer science, contemporary industry practices, and Head-Royce’s mission of cultivating character, intellect, and creativity. And this past year marked an exciting milestone in that progress. Our introductory course was reformed as an Introduction to Computer Science, Engineering, and Robotics, giving students earlier opportunities to explore these areas in the context of creative problem solving. Meanwhile our former objectoriented programming course evolved into Principles and Practices of Computer Science, a course that maintains a focus on the fundamentals using Java and mirrors the foundational experience many students now encounter in a first-semester college computer science course. The goal was never to simply teach students how to code: the goal was always to help them learn how to think. How to break complex problems into smaller pieces.

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How to test ideas. How to persevere through failure. How to collaborate. And how to communicate deeply technical concepts clearly. In other words…the skills that remain valuable even as technologies continue to change. This year, those lessons came to life in remarkable ways, culminating in the spring when our advanced computer science students analyzed cyberattacks, explored consciousness, and even built their first virtual reality (VR) environments. And then they built their first AI agents.

“The goal was never to simply teach students how to code: the goal was always to help them learn how to think.” Some students created AI study assistants. Others experimented with recommendation systems and intelligent tools designed to solve real-world problems. (None created Skynet. Whew!) We even combined our understanding of complex algorithms and data structures to transform navigating San Francisco into a graph problem, where our AI agents could then help us find our most efficient paths. (None recommended the N Judah line. IYKYK!)

What surprised many students wasn’t how powerful the technology was…it was how easily it could get things wrong. Students discovered that AI can be remarkably capable while simultaneously being confidently incorrect. They learned about hallucinations, bias, incomplete reasoning, and the importance of human oversight. Truly amazing and ethically-aware work! In many ways, the impact of AI is helping us clarify our mission, not change it. The arrival of AI has not made computer science less important. If anything, it has made it more important to understand how technology works beneath the surface, how it impacts our communities, and how to use it thoughtfully and responsibly. In a world increasingly powered by intelligent systems, we want our students to remain firmly in the loop, not as passengers, but as drivers. Students who understand algorithms, data structures, programming concepts, and computational thinking are far better positioned to use AI effectively than students who simply know how to type prompts into a chatbot. The future belongs not to those who ask AI to do everything for them, but to those who can evaluate, guide, improve, and collaborate with these increasingly powerful tools. These are some of the beliefs shaping the next phase of our program.

“The future belongs not to those who ask AI to do everything for them, but to those who can evaluate, guide, improve, and collaborate with these increasingly powerful tools.” Beginning next year, our former Advanced Topics in Computer Science course will evolve into four semester-long elective courses, including an Introduction to Artificial Intelligence, Cybersecurity and Ethical Hacking, Video Game Design and Development, and Modern Web Application Development. These courses will allow students to explore specialized areas of computer science while continuing to build the foundational skills that prepare them for college, careers, and a rapidly changing technological landscape.

We’re also beginning thoughtful integration of AI throughout the curriculum itself. Our introductory course will evolve again to include foundations of AI, AI Design, and AI Development, helping students understand not only how AI tools work, but also their limitations, ethical considerations, and responsible use. We believe that computer science can—and should—be more than teaching a particular programming language: it should be about preparing our students to navigate their very worlds, which are shaped by these shifting technologies. And if there’s one final thing my first few years here have taught me, it’s that the future isn’t something our students are waiting for: it’s something they’re already building, and eagerly, too. I hope you’ll come see what happens when character, intellect, and creativity meet code, robots, algorithms, and AI.

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Reflections on Departing Colleagues David Enelow 50 YEARS As I write this in the summer of 2026, rising Head-Royce juniors go into the summer assigned to read Homer’s “Odyssey,” as Head-Royce juniors have for half a century. To help them approach the assignment, David Enelow provided students with a short overview. There, he describes the epic poem, with characteristic enthusiasm and insight, as a “portrayal of a world more intense and significant than our own…in which the gods are very close, in which people and things have a clarity and sharpness of outline, a bright sheen that our own everyday experience conceals.” On a plot level, of course, the “Odyssey” is the story of a hero trying to find the end of his long journey. For the first time in half a century, in the fall of 2026 Head-Royce students will encounter an English department without Dr. David Enelow. David’s career at Head-Royce has been heroic in both the classical sense, where a hero overcomes obstacles, accomplishes great feats, and wins laurels, and the contemporary one, where a hero is admirable and well-intentioned and serves the common good: a good guy. Technological and cultural changes have seemed to stand in his way, from the siren song of ChatGPT to the Hydra of the information age writ large, but they have been no match for him. He has brought to his vocation great expertise in the subject matter and the skills, of course, as anyone can attest who has engaged him in a moment’s conversation on the texts and topics about which he is passionate. He has dedicated himself to building the kinds of connections with students that foster deep learning. Moreover, he has been motivated by the firm conviction that someone who reads closely and writes clearly is capable of engaging deeply with the world and the issues around them: that teaching reading and writing teaches character. It serves the common good. Head-Royce alumni consistently report that in college, the quality of their written work distinguishes them from their peers. I’ve taught English 11 alongside David for seven years, and I know: they have David Enelow to thank. From time to time, David’s students will remark on (put less generously, they will complain about) the exacting standard he sets and to which he holds them. Unsaid, but understood, is that he believes wholeheartedly in their ability to meet his expectations, and that for his part, he will spare no effort in getting them there. As his grateful colleague and student, I know just how they feel. –Jacob Leland, Upper School English Teacher

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Luz Diaz 25 YEARS Señora Luz Diaz leaves behind a remarkable legacy—as a beloved teacher, advisor, and colleague, she touched countless lives through her gentle spirit, empathy, and commitment to students. A founding member of Latinos Unidos, she advised the affinity group for many years, mentored generations of Latine students, and shared her love of language and culture through memorable experiences, including two trips to Peru. Luz’s impact extended far beyond the classroom. Colleagues describe her as a light, an inspiration, and a trusted friend whose compassion and grace made Head-Royce a better place. In the words of one colleague, “There are not enough words to express how much you will be missed. There are no means or methods to say ‘thank you’ enough. I will miss your amazing stories, your sage wisdom, your perfectly timed jokes, and the light and levity you bring to all our conversations. Thank you for always being a friend, lending an ear, and remaining a paragon of good sense and humor.” Señora Diaz is a true gem and will be deeply missed. –A compilation of reflections from her Upper School colleagues

Debra Harper 25 YEARS Throughout Debra’s 25 years at Head-Royce, she has shared so many gifts with us. Straight from the esteemed Lawrence Hall of Science, Debra brought a depth of knowledge and expertise in how to bring science to life for students. Debra encouraged our students to wonder, be curious, challenge the obvious, and make connections. In the portable planetarium, Debra expanded students’ understanding of our solar systems. She taught us all how to love our planet and create habits of care through composting, recycling, and sorting our trash. As a colleague, Debra was always lending a helping hand and offering to help whenever there was a need. We will miss her deeply, but her impact will be felt for many years to come. –Leslie Powell, Lower School Director

Shahana Sarkar 24 YEARS In Shahana’s 24 years at Head-Royce, she covered a lot of territory—though from start to finish, she always maintained the role that landed her at the school: math teacher. Initially a Middle School math teacher, she was convinced to shift to the Upper School, and once there she quickly became not just math teacher, but beloved math teacher. As her grasp of the role grew, her systems-thinking nature led her to first see, and then suggest how things might operate a touch more successfully. Before long she was not just a beloved math teacher, but also an administrator. As an administrator—math department chair, then dean of scheduling, then dean of academics and community—Shahana consistently elevated both colleagues and students. She’s had a hand in shaping, and improving, so many aspects of our school, from program to institutional culture, and to say she’ll be missed is a significant understatement. –Andy Spear, Upper School English and Drama Teacher

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A LUM N I

A LU M N I PRO F I LE S founded in 2014. On the surface it’s a place for business meetings and baby showers, workshops, and art shows. But Parham describes it as something bigger—a way of “preserving a place for the community to participate socially, economically, and culturally, such that the community can create even more anchoring institutions for itself.” The idea grew out of a pattern he’d watched repeat itself across Oakland for years. “First, artists come into the spaces and the buildings when they’re blighted and vacant and nobody’s interested,” he explains. “And then they beautify those buildings and the neighborhood. And then coffee shops come in, other businesses surface, and eventually, when there’s more interest in that neighborhood, they push all the artists out.” Communities of color, he says, are “the first to be both leveraged and displaced.”

Trevor with his former teacher and mentor, Jeff Key, who presented him with the 2026 Distinguished Alumni Award

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Trevor Parham ’01

Trevor Parham ’01 started his first business then come to recognize as visionary. in middle school, taking advantage of This spring, Head-Royce honored him something most people hadn’t yet noticed: with its 2026 Distinguished Alumni the arrival of digital music. Back in Award, recognizing a career built at the 1997, in an era of vinyl records, he began intersection of creativity, technology, and downloading albums from the internet deep commitment to the city he loves. before most people even realized that was That city is Oakland. Parham left to possible—setting up downloads before attend UPenn and then spent time school and coming home to find a couple traveling and working on the East Coast, of new albums waiting. Eventually, he but the distance only clarified things. decided to put that library to use. He “I wanted to contribute to the fabric of started bringing a desktop computer to Head-Royce dances to DJ. “No one had ever both the culture and the economy in Oakland,” he says, “because I believe that seen anybody bring a desktop computer to a party to DJ,” he recalls. “They had no idea Oakland has a really bright future in terms of a sort of global stage.” When he why I had it there, and I would often have to explain it.” came back, he came back with a plan. Nearly three decades later, Parham is still doing things people need explained…and

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That plan became Oakstop, the coworking, events, and gallery company Parham

Oakstop was designed to interrupt that cycle. Rather than requiring the standard one-to-three-year commercial lease, Oakstop buys larger spaces and offers them in smaller pieces, for shorter periods, at prices that actually work for artists and small business owners. When Parham first floated this model, he was told it didn’t make sense—that “those people have no money.” He had a ready answer. Someone spending $10 at a café ten times a month is already spending $100. Oakstop could offer them a coworking desk with free coffee for half that price. “Instead of selling exclusivity at a high price,” he says, “we’re selling inclusivity at a much lower price. And the value is you have access to a much broader and more diverse range of people.” The walls at Oakstop are hung with work by local artists, giving them both exposure and potential business. Community programs running out of the space include a mental health initiative, a workforce development program, and a creative economy program designed to give artists a real seat at the table in conversations about Oakland’s future. In the ten years since its founding, Oakstop has grown from a single space to five buildings and 80,000 square feet.

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Parham didn’t stop there. In 2020, at the onset of the pandemic, he co-founded the Oakland Black Business Fund, a grant-making organization that provides infrastructure support and essential resources to Black-owned businesses across the city. That same year, the San Francisco Business Times named him its “Executive of the Year.” Through all of it, Parham traces a throughline that runs straight back to Head-Royce. He credits former Art Department Head Jeff Key, one of the only teachers in the building with a computer in his room in the 1990s, with nurturing his earliest instincts. “He came in during his free time and would just sit there for hours,” Key recalls of a teenage Parham, absorbed in early versions of Photoshop and Final Cut Pro. That mentorship has endured: when Key founded Youth Beat, a media-arts program in Oakland public

schools, Parham was one of his first calls. When Youth Beat needed space for its apprenticeship program, they rented from Oakstop. More than any single class or teacher, though, Parham says Head-Royce gave him a way of thinking. “It was a place where you learned how to learn.” As an entrepreneur, he still reaches for the scientific method—every idea starts as a hypothesis, a formalized question about what’s possible. Oakstop was no different. “It was a social experiment,” he says. The question: “What would it be like if you created a community space that was open to those most marginalized…within the context of trying to create economic mobility?” Ten years and 80,000 square feet later, he has his answer. “In essence,” Parham says, “the experiment worked.”

Trevor with Marcus Byrd '11, who kicked off our Nia Speaker of Color Series in February

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A LU M N I PRO F I LE S

part, and it was demanding physically and mentally. It taught me something about advocating for someone with learning disabilities.” She was also deeply involved in student government and, as a Student Body Co-President and part of the Women’s Affinity Group, began exploring ways to mitigate inequity. “I recall looking at issues such as the pay gap between women and men and taking part in the Day of Silence, an event that addresses the higher rates of bullying and harassment in the LGBTQIA+ community. These activities helped me envision what life as an activist might look like in the future.” Where it all merged was on the page. “As a student in (former Head-Royce teacher) Barry Barankin’s English class, I grew to love writing. I was always the kid who would be assigned a short story and then turn in something that was 40 pages long,” she says. “He and Andy Spear both helped me assemble a portfolio of plays that were key to me being accepted to NYU’s Tisch School of the Arts for Dramatic Writing.”

Emma Grasso Levine ’16 accepting her 2026 Young Alumni Award

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Emma Grasso Levine ’16 program. We were merely Lower School students, but during that effort, we were asked big questions such as how we could As a Lower School student, Emma Grasso be leaders and how we might contribute Levine describes herself as “shy, painfully to the community. It made me consider so.” But then came the 5th grade school my influence in student life,” she says. play. “When I stepped onto the stage, I “Recently, when I appeared at the U.S. became someone else, I was suddenly a House of Representatives Democratic person with a voice and perspective,” she Women’s Caucus, I was able to speak says. “I found that when I assumed another in a clear and considered way. I can role, I could inhabit the most extroverted attribute that to some of the things I version of myself.” learned at Head-Royce.” Today, she uses that voice in her role as As she moved on to Middle and Upper Senior Manager of Title IX Policy and School, Levine continued to pursue Programs at Advocates for Youth, where theater and activism, and the roads she works with young people to advocate frequently intertwined. As a freshman, for reproductive health and rights. The she was cast as Mrs. Webb in “Our Town.” journey from theater stage to national “I was struck by the message in that play; advocacy arena might seem like an it made me think about life, death, and unlikely path, but Levine says that her how we can touch people’s experiences experiences as a “lifer” at Head-Royce and build community in between,” she make it an understandable trajectory. says. “Later, during my senior year, I was “During 5th grade, in addition to my first the mother in Lisa Loomer’s “Distracted.” school play, I also took part in a leadership Kathleen Ray trusted me to play that By Mary Jo Bowling, journalist, Head-Royce parent, and volunteer

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During her time at NYU, Levine found that her “sweet spot continued to be writing plays and screenplays about social justice, crafting stories about women and LGBTQIA+ folks, and telling their untold stories.” She was also involved in student activism, including serving as the president of Students for Sexual Respect at NYU. But when the pandemic reshaped the world, it also redirected her career. “I had planned on writing for theater, film, and television, but that landscape changed. I moved back to California for a while, and then to Washington D.C., where I started working for Advocates for Youth,” she says. “I found that my training served me well. I was still relating people’s stories to make

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change, but in a slightly different way.” (Levine continues her screenwriting career and is currently working on a number of personal projects.) Today, Levine leads an Advocates’ project called Know Your IX, a program that works to defend the rights of students under Title IX, protecting them from gender-based discrimination and harassment. “One of the elements I’m most proud of is working directly with young people, providing youth organizers with the training and resources that help them speak for themselves and their Title IX rights,” she says. “When I received my Young Alumna award, I was proud to facilitate a workshop with Head-Royce students on how to advocate for Title IX, survivors’ rights, and community culture change. It was a fullcircle moment for me.” As the current administration has rolled Title IX protections back, reverting to stricter rules that, among other measures, remove sex discrimination protections based on gender identity, Levine admits that her job can seem more challenging than ever. “What keeps me going are the students, they are doing incredible activism,” she says. “They remind me that there’s a worldwide community of people staying in the fight for civil rights, and that the arc of history bends toward justice.”

Emma speaking with Upper School students about her work in gender advocacy and activism

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STUDENTS | ALUM N I | CON N ECT I ON S

Honors Geometry: Pythagorean Theorem March 16, 2026 At the invitation of Honors Geometry teacher Michael Wilt, John Kawamura ’07 returned to campus to speak with four sections of his class to share how he discovered and published a new proof of the Pythagorean Theorem while he was a student at Head-Royce. As part of their Trigonometry unit in Honors Geometry, students worked on a music video project that focused on the Pythagorean Theorem.

Women of Color Affinity Group Assembly March 26, 2026 At the invitation of the Women of Color Affinity Group, Trinity Balla ’18 and Marquesa Finch ’01, spoke to the Upper School at the Women’s History Month assembly in March on the topic of women of color in media.

Alumni in Business and Entrepreneurship April 16, 2026 Marquesa Finch ’01, Mark Searle ’80, and Sam Oshay ’17 returned to campus to speak with Upper School students about their experiences in business and entrepreneurship. They shared advice and insights on founding and running multiple companies. One student was even brave enough to present his elevator pitch for an idea to one of the presenters!

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Grace Period Packing Party May 13, 2026 The Head-Royce student chapter of Grace Period, a nonprofit founded by alumna Trinity Balla ’18 to combat period poverty, hosted another successful Period Packing Party, assembling more than 300 care packages—each one containing one month’s worth of menstrual supplies—for unhoused and underserved women throughout the Bay Area. Supplies were funded through a Middle School bake sale and a Helzel Grant for Community Impact made available through the Center for Community Engagement.

C L A S S AG E NT CO R N E R What is your ongoing connection to Head-Royce and why? I enjoy being the class agent for the Class of 1971. I guess I will continue to do so happily, since my class depends on me and our fellow classmate, Elena Ortega, to keep them in the loop. I make it a priority to stay informed about what’s happening at HRS.

What words of wisdom would you share with a current student or young alum? If you think your relationships at HRS are special now, just wait till you celebrate your 55th reunion! You can have your HRS friendships for the rest of your lives, but you need to nurture them through the decades! So, when you begin your college career, stay

Kate Spector ’71 in touch! Life gets busy as the years go on. Attend your reunions. Get together over the holidays and during the summer. Keep the cell phone/email contacts current and your addresses. And stay in touch with the parents of your friends! Be sure to keep the school apprised, as well.

What is something you learned at HRS that you still use today? I learned the value of longtime friendships with young women of my age and faculty members who inspired me. This led me to appreciate relationships with friends and college professors, which I have maintained throughout the years. You cannot take away the experiences that you shared together as young people.

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Alumni Weekend More than 200 alumni, current and former faculty, and guests returned to campus for Alumni Weekend and Reunion.

Special congratulations to the Class of 1976, celebrating their 50th Reunion!

Over two days, attendees enjoyed a mix of new and longtime traditions, including a Clean Energy Panel featuring Head-Royce alumni, lunch with the Class of 2026 and alumni-hosted ‘Topic Tables,’ classroom tours, blacksmithing in the South Campus Collaboratory, and the annual Reunion Luncheon, where we honored this year’s Alums of the Year, Trevor Parham ’01 and Emma Grasso Levine ’16, in recognition of their outstanding professional accomplishments and service to their communities. You can read more about Trevor and Emma in the Alumni Profiles section of this magazine. The celebration was especially meaningful as the community recognized the remarkable 50-year teaching legacy of Dr. David Enelow, whose impact has touched generations of Head-Royce students and alumni. A special cake in the shape of “The Canterbury Tales” was wheeled out in his honor. Many milestone reunion classes—those ending in one and six—also gathered for class-specific celebrations throughout the weekend.

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Class of 2025 Valentine’s Care Package Packing Party February 3, 2026 Parents and guardians of the Class of 2025 reunited in February to pack Valentine’s care packages for their recent grads. This has been a long-time tradition at Head-Royce, providing families with the opportunity to connect while showing some love for our most recent graduates!

Los Angeles Alumni Reception April 2, 2026 Southern California alumni from the 1960s to our most recent grads gathered in West Hollywood to reconnect and reminisce with each other and longtime faculty member, Andy Spear. Thanks to all our attendees, including current college students and first-timers!

Claremont Colleges Lunch April 3, 2026 The day after our Los Angeles Alumni event, we headed to the Claremont Colleges to host a lunch for our college alumni. What was planned as a casual gathering turned into a three-hour visit, with alumni stopping by throughout the afternoon as their class schedules and prior commitments allowed. It was a wonderful opportunity to hear about their experiences, and spend time together during a busy point in the academic year.

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Ann Hertelendy ’92 Ann Hertelendy and her husband, dogs, and chickens can be found living in Sebastopol, where Ann commutes to Oakland for her Development Director role at Northern Light School (PreK-8). She enjoys serving as an HRS Class Agent and seeing her classmates at reunions, sending best wishes to all. In this photo, Ann, her brother Glen Hertelendy ’91, and family are visiting Yosemite.

Jonathan Ukdow ’99 Jonathan recently finished the Bay Area 100, his first 100 Mile Ultramarathon. This was the first race ever to allow runners to go through the night in the East Bay Regional Parks. The route took him from Cal Memorial Stadium, to Inspiration Point, out to San Ramon, through Castro Valley before finishing with a lap around the Skyline High School track. The challenge of preparing for this race while traveling multiple weeks per month for work with two small children at home, on top of all of the complexities that come with running for 28 hours straight proved as much about mental fortitude as physical preparedness. Next year he plans to continue to test the limits, with a 122 mile run along the longest beach in the world in the south of Brazil.

Jaci Chee ’05 and Matt Bush ’07 For the third year in a row, Jaci Chee ’05 and Matt Bush ’07 connected at the Great Place to Work for All Summit, this time in April in Las Vegas. Jayhawks in the wild!

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that “going east to college” and “attending a women’s college” were two of the most formative experiences of her life. Joan treasured “Smithies,” and she treasured being one. After graduation, Joan returned to San Francisco where she worked for the World Affairs Council. In 1953 she married Melvin Lane, whom she met while skiing at Sugar Bowl. On the peninsula, she soon began working at Stanford University’s International House. In 1956, their daughter Whitney was born, and in 1959, their daughter Julie.

Joan Fletcher Lane ’45 Joan Fletcher Lane died peacefully on February 19, 2026 at Stanford Hospital. She was 97 years old. Even in her final years, Joan was funny, kind, and unendingly interested in other people. There was rarely a day she did not delight in her family, friends, and adored caregivers. Born in San Francisco, Joan attended Berkeley elementary schools and spent her summers swimming in Lake Tahoe (which she took pride in doing for 93 consecutive years) and sailing between the islands of Puget Sound from her beloved Four Winds camp. At Anna Head School for Girls, she graduated at the top of her class, excelled as a tennis player, and led the basketball team to winning seasons. Well into her seventies, Joan could shoot three-pointers. Ever the adventurer, Joan headed east by train to attend Smith College—a small liberal arts women’s college known for its excellence in academics and athletics. In her four years, she played basketball and field hockey, presided over the athletics association, and graduated summa cum laude in economics. Joan often reflected

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Largely at home with her two young daughters, Joan soon began her remarkable and prescient career as a volunteer—as a board member for international organizations housed at both Stanford and UC Berkeley, catalyzing college scholarships for young women of color, and hosting an exchange program for international students. In the early 1970s Joan expanded her service to both nonprofit and corporate boards. Often the first woman on a board, she acknowledged with a shrug and knowing smile that she was “a good token woman.” Joan ensured she stewarded those opportunities well. She developed exceptional strengths integrating newcomers and outsiders into board communities, while simultaneously gaining strong skills assessing balance sheets and management transitions. It was a longstanding family joke that Joan was often opportunely seated next to the prickliest person at a social dinner, and by dessert she not only knew their deepest secrets, but they had joined her fan club. Joan could elicit anyone’s life story—a flight attendant, an accountant, a door-todoor salesperson, a hiker on the trail. As Mel’s business, Sunset Magazine and Books, expanded, so did his increasingly public role in environmental leadership in the state of California. Joan loved walking the wetlands of the Bay and endless stretches of California’s beaches; protecting open space and oceans for everyone’s enjoyment was as important to her as it was to Mel. They were a team— the monogram on their towels was “MJ Co.”

They loved glasses of chardonnay on their deck, summer hiking in the High Sierras, Stanford football games, train trips in Switzerland, reading novels late into the night and endless “toops” (adventures) with Whitney and Julie. For Mel’s 75th birthday, Joan wrote a poem in which she reflected on all the ways she wanted to be like him when she turned 75—kind, generous, humble, funny, wise. In their 54 years of marriage, Joan and Mel never stopped trying to bless each other. In 1978 Joan began working as Assistant to the Dean of Humanities at Stanford, overseeing Visiting Advisory Boards and liaising with faculty. In 1992 she transitioned to become Special Assistant to the Board of Trustees, where she was affectionately and frequently referred to as “Special Assistant for Sticky Problems,” a position she held, and loved, for more than 20 years. Alongside her professional work, Joan was on the boards of Smith College, McClatchy Newspapers, the Brown Shoe Group, the San Francisco Foundation, the Monterey Bay Aquarium, the James Irvine Foundation, and numerous others. Over and over Joan lived the importance of showing up, asking good questions, listening, asking more questions, and saying “thank you.” In 1990 Joan commenced her career as a grandmother—doting in turn on Andrew, Elsa, Owen, and Nick (and Finlay the grand-dog border collie) with endless enthusiasm. She liked nothing better than treating them to a fantastic dinner, be it salty french fries at McDonalds or a meal at Zola’s in Palo Alto. She learned to text message far earlier than her peers just so it was easy for her grandchildren to communicate with her. In Joan’s final hours in the hospital, alongside her daughters, son-in-law, and devoted caregivers, all four grandchildren made immense efforts to be with her, squeezing her hand at her bedside, thanking her for all the ways she had delighted in them, supported them, and encouraged them. Joan was predeceased by her husband Mel; she leaves her daughters Whitney Lane and Julie Lane-Gay, her son-inlaw, Craig Gay, her four grandchildren, Andrew (Casey), Elsa (Dominic), Owen, and Nicholas and her four greatgrandchildren, Sam, Peter, Eleanor Joan, and Franco.

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Miguel Cardoso e Cunha ’86 Alumni from the Class of 1986 shared that Miguel Cardosa e Cunha, who attended Head-Royce as an exchange student from Portugal during their senior year, passed away suddenly while on a business trip in April. He is survived by his two older brothers, Paolo and Luis, and his seven nieces and nephews with whom he had a particularly special bond. Miguel lived with Tejal Patel ’86, (who he is pictured with above at their Upper School graduation), and Apur Patel ’86 while attending Head-Royce, and after graduation, stayed very close with their family, visiting often and hosting them in Portugal many times. He also stayed close with many other classmates— opening up his home, and his favorite city to so many friends and family. He attended the memorial service for his former host father, Tejal and Apur’s dad, a few years back—bringing joy, laughter, and a deep sense of comfort to all, especially their mother. In Portugal, Miguel was the DirectorGeneral of the Portuguese Red Cross.

He is remembered there for his humanity, his dignity, and his efforts organizing Red Cross relief during devastating fires and floods across Portugal in recent years. The Red Cross paid tribute to Miguel with an honor guard during the procession that brought his body home from Porto and again outside the church in Lisbon for his memorial service. Amongst a large group of people paying their respects, his family and friends have expressed how much Miguel loved his time in the U.S. and how fondly and often he remembered so many of his classmates. The Class of 1986 graduation picture was placed prominently in his home office. Miguel will be remembered by his joy of life, his generosity, and his ability to connect and stay close to people from every phase of his life. His friends, loved ones, and former classmates are deeply saddened and heartbroken by his passing and will always keep him in their thoughts and in their hearts.

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F L A S H BAC K

2013 - Hamlet

1923 - play unknown

2014 - As You Like It

Senior Play A tradition rooted in the Anna Head School of the 1920s and later revived by Dr. David Enelow, the Senior Class Play has become the unofficial opening act of Head-Royce’s senior year celebrations. Performed each January with the support of the Upper School English Department, the production typically draws from Shakespeare’s canon and is reimagined through a contemporary lens. The Class of 2026’s staging of “Twelfth Night,” for instance, traded the sea for the stars: Viola’s fateful shipwreck unfolded not on the ocean, but aboard a spaceship hurtling through space. Rich with drama, humor, and the full spectrum of human emotion, the Senior Class Play is always a high point of the senior year.

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2016 - Merry Wives of Windsor

2019 - As You Like It

2026 - Twelfth Night

2022 - Midsummer Night’s Dream

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WH E R E A R E TH E Y N OW ?

Owen von Kugelgen The importance of play was a major theme in Owen von Kugelgen’s teaching, and that spirit has carried well into his retirement. Owen retired from Head-Royce in 2023, capping off a remarkable 36-year career teaching 8th grade science, 9th grade physics, AP Physics, electronics, and robotics. Each course incorporated a heavy dose of hands-on activities. “I woke up every single day, usually at the crack of dawn, looking forward to going to work,” he recalls. He loved teaching the full range of the physics curriculum—introducing 9th graders to conceptual physics, then guiding upperclassmen through the more challenging AP Physics curriculum. The robotics senior elective was designed for the (now retired) LEGO NXT Classroom Kit, where pairs of students designed robots to compete in friendly challenges like escaping from a maze, sumobots, and a track meet (sprint, “shot put,” and “high hurdle”). Some days were so fun he “almost felt guilty getting paid to teach it.” Now, three years into retirement, he gets to play every day. From midweek skiing at Palisades, trips to explore the coast, hikes at Stinson Beach, bike rides to Treasure Island to picnic, and newfound hobbies like golf, pickleball, and cribbage, his days are full. “The days start

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a little slower in retirement, and I get to do something special almost every day.” Owen is grateful to have a spouse who enjoys the same activities, and both benefit from having their twin boys living less than a mile and a half away—close enough to get together nearly every week, whether for pizza at Drake’s Dealership or Sunday night dinner at home. Travel has also been a major focus. They recently completed their first river cruise, traveling the Danube from Budapest to Amsterdam, in addition to a trip to Ireland and annual trips to Yosemite and Hawaii. Owen also has a deeply personal travel goal on the horizon. When his father passed away, he inherited a large collection of family letters—correspondence between his parents, letters his grandparents exchanged, and even the courtship letters between his great-great-grandparents, written in Norwegian and sent between Norway and Minnesota. He is working to translate the Norwegian letters within the year and hopes to present them to his uncle, who is in his 80s. Owen hopes to use what he learns from the letters to guide him on a trip to Norway and an ancestral family farm. As a former teacher, Owen describes retirement as the summer break that never ended. Still, retirement is dotted with

moments of reflection. “I enjoyed teaching at Head-Royce immensely. Teaching fed my soul.” When asked if there was anything more he wished he had done during his time at HRS, he mentioned coaching the boys’ lacrosse team and getting out of the classroom more to spend more time socializing with colleagues. This past June, Owen attended the Class of 2026 commencement ceremony, celebrating the students from the last 9th grade physics class he taught at Head-Royce. When asked what advice he would offer students today, he said: “The teachers are here for you, to help you have the best experience possible. I know high school isn’t easy, but the teachers care about you and are doing what they think is best for you. When you leave Head-Royce, you will realize that you had some of the best teachers— intelligent, caring, experts in their field— who were doing everything they could to help you grow.” To his former colleagues, Owen offered this: “You have to be a very special person to care so much and to work so hard. I see how much you care, and I deeply respect you for that. The students are lucky to have you as their teachers.”

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Alumni Reunion Weekend 2027 a l u m n i day o n c a m p u s

Friday, April 23, 2027

reu n i o n lu n c h eo n

Saturday, April 24, 2027

Reunions for class years ending in 2 and 7 1977: 50 Years 2002: 25 Years 2017: 10 Years 2022: 5 Years

All Alumni Welcome!