A NEW CHAPTER BEGINS PURPOSE, PLACE, AND PROMISE 135th COMMENCEMENT HONORING THE CLASS OF 2025
LEADING WITH CARE THE MEDICAL ADVOCACY CLUB A FUTURE READY K-8 EXPERIENCE NEW STRUCTURE IN LOWER AND MIDDLE SCHOOLS
We are profoundly grateful to the families, individuals, and partners who have helped make this transformation possible.
More than a campus…a foundation for what comes next.
As you walk the paths of the South Campus—surrounded by light-filled classrooms, vibrant green spaces, and delightful community gathering areas—what you will see is more than infrastructure. It is a living legacy. One brought to life by your generosity, vision, and belief in the power of education to shape the future.
These extraordinary spaces were built not only with bricks and beams, but through community, care, and collective commitment. Every named space tells a story—of leadership, of philanthropy, of dreams made real for our students. From the STEM Center, where creativity, innovation, and impact will soar, to outdoor learning spaces for play, connection, and real-world learning, each element represents our shared vision to unlock student promise. Together, we have built more than buildings. We’ve created pathways to purpose—spaces where students will develop intellect, character, and creativity.
We are profoundly grateful to the families, individuals, and partners who have helped make this transformation possible. Your investment in the South Campus strengthens not only Head-Royce’s future, but the future of every student who will walk these paths—a collective legacy that will inspire generations of learners for years to come.
It is with great excitement that I welcome you to the summer 2025 issue of the Head-Royce School Magazine—a special edition that marks a moment of profound transformation in the life of our school.
Years in the making, our South Campus is complete—a stunning, purpose-built space designed to spark imagination, encourage collaboration, and expand opportunities for learning across disciplines. We recognize with deep appreciation the many individuals—past and present—whose vision, generosity, and unwavering belief in the future of Head-Royce helped make it possible.
Alongside this physical transformation, we have introduced a new leadership structure with Dr. Shavon Davis joining as our first Head of Lower and Middle Schools. This unified model fosters stronger connections, developmental responsiveness, and future readiness, ensuring a cohesive educational journey and greater alignment in teaching, learning, and student support during these formative years.
This year, we also find ourselves at a unique crossroads: honoring the legacy of our past while stepping boldly into the future. With the launch of our new brand, we are embracing a renewed identity, one that reflects our deep commitment to unlocking the promise and purpose of every student through education—and more clearly than ever, articulating who we are, what we value, and where we are headed.
Each of these developments is a powerful expression of our mission in action: to develop students of character, intellect, and creativity. They reflect not only strategic progress but also our shared belief in what education can and should be—a force for growth, possibility, and positive change.
This issue brings that belief to life through the voices and experiences of students, educators, and alumni. Their stories illuminate how innovation and a sense of purpose are reshaping the Head-Royce experience, making it more relevant and responsive than ever before.
As you read, I invite you to consider not only what we have accomplished in this extraordinary year, but what we are building—together. This is a season of celebration, yes, but also one of shared purpose and forward momentum. Thank you for being part of it.
With gratitude and anticipation,
Rachel E. Skiffer Head of School
Our community came together for an unforgettable night of music as Caravan, Jazz I, and special guests, the Redshift Trio—featuring Grammy Award winner Josh Deutsch, and band members Nico Soffiato and Ken Mastrogiovanni—took the stage. Their genre-blending performance created a powerful experience that captivated the crowd.
YOUR IMPACT IN ACTION
Alumni gifts of treasure—whether through generous financial support or precious artifacts—transform how students connect with the past and understand their role in shaping the future. Thank you for the many ways you invest in student learning.
Martin Luther King Jr. once wrote that “intelligence plus character— that is the goal of true education.” His words resonated in a Senior Seminar, where students reflected on Civil Rights-era photos by award-winning photojournalist Matt Herron, donated by alumnae Joyanne Hull Elkinton-Walker ’44 and Jeannine Hull Herron ’53.
Middle School students embraced another powerful Community Engagement Day with support from the Center for Community Engagement. From food justice work to mentoring and hands-on service tied to the UN Sustainable Development Goals, students built character, forged connections, and deepened their ties to the greater Oakland community.
Who says a leopard can’t change its spots? Third graders explored adaptation through a creative coding project, designing games in block-based JavaScript where animals evolved to survive. Their inventions sparked cross-grade play, collaboration, and a fun dive into science and technology!
We welcomed the Year of the Snake with joy, tradition, and community. Students celebrated Lunar New Year through music, dance, and reflection. Thank you to all who helped bring this vibrant assembly to life.
Dance is more than movement—it is storytelling, connection, and belonging. The Upper School community experienced this through a visit from Urban Jazz Dance Company, founded by Antoine Hunter, celebrating Deaf culture, identity, and inclusion through a powerful, participatory performance.
Kindergarteners visited the Head’s suite to sing, “You Are My Sunshine” and distributed heartfelt messages of love and care across campus during the K–5 Heart Project, a part of Feel the Love February activities.
What began as grassroots fundraising in 2003 has grown into a $450,000 endowed fund that changes lives—a testament to our community’s commitment to equity and inclusion. Every contribution to the Nia Endowed Scholarship ensures students have the financial support they need to thrive throughout their entire Head-Royce journey.
Fourteen Upper School French students embarked on a ten-day journey through Morocco, immersing themselves in the country’s rich culture and history. From hiking in the Rif Mountains to exploring intricate Moroccan tilework, and engaging with local communities, they experienced the beauty of linguistic and cultural diversity firsthand, deepening their global perspective along the way.
This year, we celebrated 20 years of the Nia Speaker of Color Series. Founders Kym Johnson, Rhonda Nelson, and Crystal Smith reflected on the program’s impact in a discussion led by Andrea W. ’26. All proceeds support the Nia Endowed Scholarship. Thank you to all who joined!
Hosted by the Upper School Medical Advocacy Club and partners, our second-ever blood drive collected about 43 units—enough to save up to 129 lives! Thanks to our generous students, parents, and staff for helping address the national blood shortage and giving the gift of life.
These student-captured photos offer an authentic glimpse into New Orleans’s rich history, vibrant culture, and resilient spirit. Equipped with journals and 35mm film cameras, students set out to thoughtfully document their experiences through the sights, sounds, and stories of the American South.
Braving freezing temperatures and rarely-seen-in-Oakland snow, 17 Lower and Middle School emerging bilingual students dove into French language and culture during a February break trip to Québec. They explored history, visited landmarks, connected with local students, and embraced every minute— learning, laughing, and making memories along the way.
What does fire safety look like in action? Kindergarteners found out during a visit from the Oakland Fire Department, exploring the fire truck and testing the hose. This exciting, hands-on lesson helped students learn important fire safety lessons in a fun and approachable way.
Our youngest students—and members of the Upper School’s Desi Originated Student Association—joyfully celebrated Holi, the Festival of Colors, marking the end of winter and the arrival of spring. Filled with play, laughter, and vibrant colors symbolizing love and unity, the day was made extra special thanks to our enthusiastic parent volunteers.
Mic check, one two–one two! Introducing HeadWay, the new Head-Royce podcast, hosted by Head of School, Rachel E. Skiffer, that takes listeners behind the scenes of our new strategic direction, Pathways to Purpose. This season featured conversations with school leaders and changemakers— including Dr. Denise Pope of Stanford, our new Head of Lower and Middle Schools, Dr. Shavon Davis, and inaugural Director of Design and Making, David Clifford. From student well-being and academic rigor to design thinking and reimagining K-8 learning, each episode explores how Head-Royce is bringing the three tenets of our mission—character, intellect, and creativity—to life.
Our entire community came together to support the Alumni Impact Fund during our fourth annual Day of Giving. This year, we invited talented students to design the collectible Hawk Socks for 2025, with winning designs by Roxie S. ’25 and JJ F. ’30. Additionally, spirit ambassador Dillon H. ’25 (pictured with Tuffy and students in other divisions) hosted the student social media takeover.
Our Lower School chorus, led by Andrea Donahoe, took center court with a sweet performance of the Star-Spangled Banner at a Golden State Warriors game! They shared the spotlight with Steph Curry, who made history by sinking his record-breaking 4000th three-pointer that night.
When graduates give back by sharing their expertise and experiences, they don’t just help individual students—they strengthen the generational bonds that make Head-Royce special. This is how our community grows stronger together.
The inspiring alumnae who participated in Women’s History Month demonstrate how meaningful alumni engagement strengthens our entire community. When graduates give back by sharing their expertise and experiences, they don’t just help individual students—they reinforce the generational bonds that make Head-Royce special.
Nearly 50 cast and crew members brought Hadestown—a mesmerizing fusion of Greek mythology and jazz-inspired music—to life. From bold choreography and inspired costumes to imaginative set design and seamless technical work, every detail reflected their passion and talent, and the applause said it all!
The gym buzzed with excitement as Middle School students faced off against faculty in a spirited basketball showdown. Both sides brought their A-game, but the faculty squeaked out a narrow win, securing bragging rights…for now! With cheers echoing from the stands, it was school spirit from start to finish!
Our 4th grade French students brought their learning to life with a field trip to the Legion of Honor, where they explored masterpieces by Rodin, Monet, and Seurat.
Head-Royce’s Annual Fund provides resources that make experiential learning opportunities, like our 4th grader’s French excursion, come to life. With our community’s support and investment, we can say “oui” to immersive experiences across all grade levels!
The 6th grade Seismic Structure Challenge ended with a thrilling test of student-built towers against simulated quakes and tsunamis. Some structures held strong, others washed away, but all showcased impressive creativity, teamwork, and a powerful learning experience that made waves!
Fresh from their Science Fair, 5th graders took a ferry to the Exploratorium for a day of hands-on discovery. Through interactive exhibits, they explored concepts tied to their unit on senses and the brain—diving deeper into neuroscience with curiosity, imagination, and joy.
As part of their human body unit, 1st graders visited UCSF Benioff Children’s Hospital Oakland, meeting healthcare heroes and exploring medical tools through hands-on stations. Read more about this extraordinary learning opportunity featured later in this issue.
Behind every hands-on discovery outside the classroom are our parent and guardian volunteers. In partnership with our faculty and staff, our volunteer community makes field trips happen—from carpooling to chaperoning and much more in between. Annual Fund dollars may fund the experiences, but parent volunteers make the magic possible.
In preparation for their spring field trips, some Middle School students participated in a braiding event to build equity into the experience of our outdoor adventure trips. More than just a hairstyle, braiding is a powerful expression of identity, heritage, and care. The event reflected Head-Royce’s ongoing commitment to designing experiences of belonging for all of our students.
Bloom—the Fine Arts Dance Ensemble Spring Show—lit up the stage with student choreography in jazz, hip hop, contemporary, and more. The performance radiated joy and creativity showcasing the deep talent and dedication of our HeadRoyce dancers, and the powerful sense of community they have built.
Juniors and seniors showed up in style for the 2025 prom at the Chase Center’s Above the Rim Club. With stunning skyline views, nonstop dancing, laughter, and even some perfectly timed fireworks, the night was full of joy, energy, and unforgettable moments—truly nothing but net!
Congratulations to our Class of 2025 student-athletes who are continuing their sports journey in college! We’re proud to cheer them on from afar as they carry the Jayhawk spirit into this new, exciting chapter!
Three continents, countless memories. Over spring break, some of our students immersed themselves in language, culture, and community across Spain, Puerto Rico, and Taiwan. From flamenco and art workshops in Spain, to exploring Puerto Rican history and biodiversity, to practicing Mandarin and connecting with teens in Taiwan—learning came alive worldwide.
Creativity unleashed! The All-School Art Show turned campus into a vibrant gallery showcasing the talent of our students of all ages. From paintings and sketches to pottery, photography, collages, and a reimagined ping pong table, our young artists poured their hearts into every piece.
The Maypole Dance is a cherished Head-Royce tradition that has been celebrated by generations of students for 138 years. This sweet rite of passage is now carried on by our 5th graders, who mark the end of their Lower School journey with colorful ribbons, proud dance moves, and a nod to the Jayhawks who have danced before them.
Seniors kicked off their final chapter with a celebratory splash, jumping into the pool alongside school leaders before diving into their self-designed Senior Projects. Guided by mentors, they finished their year by exploring their passions and presenting their work—marking a meaningful close to their HeadRoyce journey.
After three fierce rounds of gravity racing, artistic flair, and a touch of boxcar controversy, “HellKitty,” the sleek, remotesteered car by the PakMan advisory group—took the crown. Despite protests and close judging, no motors could stop these 11th grade students from winning the inaugural Shoebox Challenge!
What happens when teachers trade lesson plans for the stage? A Talent Show full of line dancing, saxophone solos, and laughs! Upper School faculty members brought creativity, courage, and humor, showing students that talent and heart go hand in hand.
Since 2017, when Miles Burton ’17 and friends developed the Big Build as their Senior Project—2nd through 5th graders have continued to team up with seniors each year to bring the Big Build to life. At the heart of this challenge is a powerful mission: to build something bigger than themselves (literally), take risks, learn from missteps, and grow through teamwork and connections. And this year’s Big Build crew laid a strong foundation—in woods, nails, and community.
Lower School students wrapped up the year on a high note at the June Jamboree. From dancing and cookie decorating to face painting, swimming, and classic carnival games, the campus was bursting with laughter, splashing, and nonstop fun.
It was a standout season for our Men’s Baseball team! They played a thrilling non-league game at Oracle Park—home of the San Francisco Giants—an unusual opportunity that made for lasting memories. They also became BCL-East co-Champions and advanced to the NCS Division 4 semifinals.
Men’s Tennis won both the BCL-East regular season and the BCL-East playoff tournament championships.
Women’s Basketball won the BCL-East Championship. For the first time in 25 years, they also won the NCS Division 4 Championship, their second NCS Championship title ever, and made it to the Division 5 CIF State Championship semifinals!
Women’s Soccer won the BCL-East Championship.
Men’s Swimming tied for 2nd place at the BCLEast and won the BCLChampionship Meet.
Women’s Track and Field won the BCL-East Championship.
HEAD-ROYCE SCHOOL CLASS OF 2032
CLASS OF 2029!
CLASS OF 2032!
Khyber Ahmadullah
Eliana Akpala
Elisabeth Aftosmis
Clive Alanís
Laily Berjis
Carina Blakeley
Theo Borstel
Asher Binyamin
Riley Hollier
Anne Horrocks-Mustard
Vivian Lauriks-Schnapp
Margaret Horrocks-Mustard
Sebi Marquez
Paxton Mingst
Dylan Phillips
Addie Mohiuddin
Lucy Bouvet
Bennett Brody
Amelia Lee
Alex Huang
Camilo Cardona
Joaquin Clarke-Alioto
James Levy
Eloise Ignaszewski
Jade Cleveland
Wyatt Curry
Eleanor Einspruch
Kaito Devine
Lauren Huang
Maya Diggs
William Diggs
Aurora Kelly
Jacob Khalil
Solomon Gallagher
Ondine Lilly-Erickson
Gabriel Jiang
Cameron Lo
Sophia Jumper
Crawford Karachale
Neena Mandal
Alex McCloskey
Alessa Ladue
Nathan Naidu
Juniper Lapidus
Abram Pyatigorsky
Dhilan Naidu
Patrick Quinn-Balch
Sajan Pandya
Ishana Raghavan
Xavi Patel
Kennedy Ryan
Zoya Sabnani
Ari Singh
Sophie Sadeghi
Spencer Spraggs
Charlie Sah
Austin Scott
Lloyd Stockey
Rex Aguilar-Omaña
Ruby Alexis
Ella Alexis
Roya Baird
Tristan Augustine
Nico Barrera
Jackson Barrow
Lily Beck
Max Koffler
Anais Genera
Jenna Norris
Niko Lapidus
Lena Whittaker
Josephine Taylor
Kate Gumina
Eliana Korn
Aria Hernandez
Cormac Lapidus
Oliver Hertzberg
Rowan Lauriks-Schnapp
Sejal Pandya
Fritz Laub
Juliette Lee
Safiya Paroo
Colin Perrin
Callum Mactaggart
Zoe Woodrow
Alexandra Tournoy
Henry Van Ness
Lily Warner
“Fifth-graders, you are already remarkable problem-solvers, original thinkers, and people of deep character. Let your intellect guide your questions, your creativity shape your solutions, and your character anchor your choices. Use your voices, honor your friendships as they change, and remember that real growth comes from embracing both opportunity and responsibility.”
RACHEL E. SKIFFER Head of School
“As you move into this next chapter, remember this: you already have all the tools you need to succeed; use them wisely. With the right mindset and skills, sprinkled with creativity, kindness, and a little courage, you can build something amazing— together!”
LEA VAN NESS Lower School Head
HEAD-ROYCE SCHOOL CLASS OF 2029
Elisabeth Aftosmis
Rex Aguilar-Omaña
Liam Ahn
Soraya Ahuja
David Alexandrov
Ella Alexis
Tristan Augustine
Jackson Barrow
Laily Berjis
Zara Bhalotra
Samaa Bhat
Rohan Billon
Carina Blakeley
Whitney Bleharski
Lucy Bouvet
Mila Boykin
Isaiah Broxton
Nate Chang
Elinor Chen
Joaquin Clarke-Alioto
Vinnie Comstock
Avery Corey
Wyatt Curry
William Diggs
Emerson Ellis
Osasumwen Enabulele
Maya Evans
Cyrus Fernandez
Solomon Gallagher
Anais Genera
Grace Goldberg
Owen Goldberg
Simon Gray-Droste
Kate Gumina
Victoria Heredia-Zulaica
Aria Hernandez
Oliver Hertzberg
Riley Hollier
Annie Horrocks-Mustard
Margaret Horrocks-Mustard
Alex Huang
Eloise Ignaszewski
Rose Jenkins
Gabriel Jiang
Sophia Jumper
Robby Kato
Jacob Kim
Julian Koff
Alessa Ladue
Juniper Lapidus
Niko Lapidus
Calvin Lee
Juliette Lee
Olivia Lemes
Caroline Liu
Callum Mactaggart
Sebi Marquez
Flynn McCune
KalAbe Mehari
Yonis Mohamed
Addie Mohiuddin
Tua Montoya
Logan Murphy
Dhilan Naidu
Sarena Naik
Prajan Neppalli
Sajan Pandya
Xavi Patel
Julian Pay
Miles Pay
Sam Prateepvanich
Avery Rose
Zoya Sabnani
Sophie Sadeghi
Charlie Sah
Sofia Salgado Manso
Josephine Taylor
Morgan Thompson
Reed Thompson
Harper Tong
Henry Van Ness
Kai Vasquez
Ethan Wang
Lily Warner
Vaughan Wu
Linda Zepeda
Rita Zubarev
“I encourage you to not think about each other as “OTHER” and to build relationships with people who have different opinions and life experiences. Doing so will make you wiser, a more seasoned and nimble thinker, more authentic, and more credible when you speak about issues. It will also develop your empathy and give you a better perspective about your own life.”
ERIC TAYLOR
History Teacher
“Taking good risks means imagining the possibility of doing something innovative, having the drive to do it, and making great mistakes. And as you head into Upper School with such an advanced sense of possibility and drive, I encourage you to remember that learning from your mistakes does not mean beating yourself up about them; it means adjusting what you do next time so you land closer and closer to the mark.”
ANDREW VON MAYRHAUSER
English Teacher, Eighth Grade Dean
“Close your eyes for a second. Think of one of the funniest, most beautiful, or most unforgettable moments from your Middle School years… that moment probably didn’t end up in a slideshow. It’s not in your camera roll either. It lives in you—in your memory and in your heart. That’s the stuff that stays.”
KRISTEN GOGGIN Middle School Head
“Over the past three years, we have watched you grow— not only academically, but in character, intellect, and creativity. Each of you has changed, and yet become more deeply yourself. As you move forward, remember: your character will be your compass and your best moments come when you join forces—solving problems, making connections, pushing each other to grow…”
RACHEL E. SKIFFER Head of School
“If there is one thing I take away from my experiences in Head-Royce Middle School, it is this: this institution has taught us that we are still writing our memoirs. The next chapters are ours to write, and with the strong foundation we have built here, we are destined to do great things.”
MILES P. ’29
Student Speaker
“Today, as I stand at this podium on this field, I know forever is still ahead of us. I am still excited, I am still nervous, but I am now more prepared for the life ahead of me, knowing I’ll always have these friendships and memories.”
ALEX H. ’29
Student Speaker
HEAD-ROYCE SCHOOL
CLASS
CLASS OF 2025!
Sakeenah Abraham
Mikael Akpala
Gabriel Augustine
Eva Beck-Ruiz
Sky Behar-Tadeo
Ameen Berjis
Aiden Bowler
Zain Boxer
Meredith Boyle
Maxine Carlson
Caleb Carroll
Hayes Caruana
Michael Cave
Logan Chan
Kaelie Chang
Kaleo Chen
Ethan Chua
India Clark
Bryce Clepper
Maisie Cook
Esrom Dawit
Declan Dolorico-McPeake
Mila Einspruch
Hannah Evans
Malaya Fernandez
Joseph Fitzgerald
Alexander Furber
Ginger Greacen
Jonah Greenberg
Noa Gutkin
Leila Haile
Lucy Henrich
Seabass Heredia-Zulaica
Dillon Hong
Sienna Howard
Ally Huang
Josephine Ignaszewski
Parker Ingalls
Audrey Jayasekera
Noe Johnson
Naomi Jumper
Sara Khalil
Matyas Kovecses
Kalia Krakowski
Elena Krauss
Josephine Landreth
Sabia Lewis
Sarah Lueck Rosenson
Clare Luskin
Charles Marsala
Natalia Martell
Melina McKinney
Domino McMillan
Millicent Moon
Darya Morshed
Soleil-Chandhi Mousseau
Ngoc Nguyen
Micah Nyamuzuwe
Jayden Oh
Ebubechukwu Okereke
Lucia Patterson
Dahlia Peeters
Chetan Raghavan
Charlotte Ragones
Keshav Rangan
Gabriel Reader
Max Reese
Quattro Reichel
Clara Richard
Micah Riebel
Dashiell Ross
Morgan Ross
Harrison Sade
Roan Sample
Charlotte Sandford
Charlotte Shamia
Ethan Shankman
Anya Singh
Desmond Sobel
Lily Sonne
Rogue Su-North
Lola Sundeen
Roxanne Sweetstevens
Wylie Sweetstevens
Colin Tai
Dice Tam
Joshua Tam
Henry Taylor
Eden Tong
Izabell Toth
Olivia Toth
Kento Tsuji
Daniel Umegboh
Hayley Vest
Nikhil Vijay
Rishi Vijay
Matthew von Mayrhauser
Henry Wit
David Wolff Urzúa
Max Wong
“There is a saying that there is no good writing, only good rewriting. Very little comes out right the first time around. So, go slow...screw up. Things get better. Most things are not right the first time. And they don’t have to be.”
Head of Upper School
“The thing I’ll remember most are my relationships… with teachers who stayed after class to help us when we were stressed or who actually made learning fun. The friendships that started from group projects or sports teams and somehow turned into family. The classmates who gave pep talks before games or performances. The people who sat with you when you were having a rough day. The laughs that happened for no reason during those all-school meetings. Those were the moments that built something real… relationships made it real!”
MORGAN ROSS ’25
“Remember you are loved. Look at this incredible group of human beings in front of you who have been your biggest support system since the day you were born. They are barely holding it together, knowing you will be moving on. Remember to hug your family hard and spend time with them, not just your friends, this summer. Take your siblings out and enjoy being the driver for them for one last summer—you will be surprised by how much you miss those little trips when you are gone. “
COURTNEY DUKE
Assistant Head of Upper School
“Don’t feel pressure to have everything figured out right now. The most interesting lives are rarely the most predictable ones. Stay open to possibilities you have not considered yet. As you leave here today, take with you the confidence that you are ready for what’s to come. Your story is just beginning, and I can’t wait to see what you write next.”
RACHEL E. SKIFFER Head of School
“Going to this school has taught me the importance of perseverance and building meaningful relationships. The shared stress of going through the academic ups and downs brought our class together. I am forever grateful to Head-Royce for emphasizing community building as essential to the academic experience. I encourage all my fellow peers to appreciate the memories you’ve made with those around you. Each moment only happens once, even if the memories last forever—so cherish them and be present.”
University of Washington, Seattle Campus
Lewis & Clark College
Reed College
Stanford University
University of California, Berkeley
Santa Clara University
Weber State University
University of Utah
University of Colorado, Boulder
Colorado College
SOUTHERN CALIFORNIA
California State Polytechnic University (San Luis Obispo)
California State Polytechnic University (Pomona)
Chapman University
Claremont McKenna College
Loyola Marymount University
Occidental College
Pitzer College
Pomona College
San Diego State University
Scripps College
University of California, Irvine
University of California, Los Angeles
University of California, Santa Barbara
University of Southern California
Southern Methodist University
Rice University
Barnard College
Cornell University
Fordham University
New York University
Rensselaer Polytechnic Institute
Vassar College
Colgate University
Wesleyan University
University of Michigan
Northwestern University
University of Chicago Washington University in St. Louis
Brown University
Rhode Island School of Design Colby College
Yale University
Lehigh University
University of Pennsylvania
American University
George Washington University
University of Richmond
Boston University
Northeastern University
Tufts University
This year’s graduating class includes four remarkable seniors who hold a unique distinction: they are not only “lifers,” having joined the school in kindergarten, but they are also children of professional community members. Read on for their parents’ reflections about the rare and meaningful experience of watching their children grow up, learn, and lead within the very halls where they themselves work.
Nicole Bowler
Parent of Aiden Bowler ’25
What I’ve loved most about having my student at the same school as me…Were the car rides to and from school and also hearing about all my wonderful colleagues who taught Aiden.
Andrew von Mayrhauser
Parent of Matthew von Mayrhauser ’25
What I will miss most about sharing this campus together is…Walking side-by-side with my sons from the parking lot down to school every morning. That quarter mile became a time to check in, joke, ask about the upcoming day, and more. As my sons got older and developed a true friendship, these bantering walks offered me a glimpse into their increasing closeness as brothers. It was a gift to watch them walk into their teenage world together, every day.
Nancy Feidelman
Parent of Caleb Caroll ’25
What I’ve loved most about having my student at the same school as me…Is having a front row seat to watch them learn from such vibrant and caring educators. What a blessing to witness my beloved colleagues become my sons’ beloved teachers! I will forever be grateful for the fantastic education they received. With Caleb’s graduation, I am ending 16 straight years of sharing a school with my boys. I will miss catching unexpected glimpses of Caleb participating in a seminar through a classroom window or playing ping pong on the patio with friends. Indeed, it has been an interwoven life I have led over the last decade and a half, one that has enabled me to be fully present as a teacher to other people’s children along with a mother to my own. I count myself lucky that this has been my professional and parenting path.
Ann Quan Parent of Joshua Tam ’25
What I’ve loved most about having my student at the same school as me…The conversations we shared on our drives to and from school, and the countless memories made attending school performances, especially in the early years, are treasures I will always carry with me. As he heads off to college, my hope is that he remembers all the little moments, the unwavering care, and the support his teachers and this wonderful community have given him. These experiences have shaped who he is, and I am forever grateful.
We present these professional community awards at the end of each school year in recognition of an exemplary year of service.
Andy Sparks
Grannie J. Family Fellowship Award
“With grace and humor, Andy navigates the 6th grade world and influences students far beyond the classroom. She infuses her lessons with exciting visual components, clearly articulates her goals, and encourages students to reach beyond their list of to-dos. In the hallway and in meetings, she always has a smile, listening and nodding with connection and affection. Her consistent excellence in teaching science for many years is an inspiration to me and others. She always knows the right questions to ask and is patient, organized, and super clear in expectations for high quality projects from her students!”
An admiring, anonymous colleague
Britnea Moore Chris Mandel Spirit Award
“Coach Brit is so loved and embraced by students across all divisions! This makes her stand out and this makes her such an impactful role model. She has such a strong Jayhawk presence on campus. The consistency of showing up to Head-Royce sporting events, coaching athletes, putting events together, involving parents, and encouraging a healthy lifestyle speaks to how much she truly cares about the students and adults in the community. We can always rely on her to have a positive and uplifting attitude!”
An admiring, anonymous colleague
Michael Traynor Family Fellowship
“Although she calls herself an introvert and is modest about her role, Cathy is an integral part of the school. She is a key part of the Business Office and one of our ‘hallmark queens,’ contributing cards, decorations, and sweets to the spirit of our office. Cathy exemplifies excellence in her role and brings care and spirit to the school community. Her expertise, hard work, and contributions to HRS over the years are remarkable. She is kind, friendly, flexible, and helpful. Cathy has made many significant connections to students, faculty, and staff. She is a joy to work with and deserves to be recognized for the spirit she brings to Head-Royce.”
An admiring, anonymous colleague
The Umoja Award for Diversity, Equity, and Inclusion
“Tania is one of the most exceptional counselors and teachers I’ve ever encountered, not just for her technical skill, but for the way she leads with integrity, empathy, and deep respect for every student and colleague she works with. She reminds me in many ways of Barry Turner—the inspiration for the Umoja award—as someone whose excellence comes from consistently showing up with deep intelligence and empathy, and earning the trust of each person so they can show up fully as themselves. Quite simply, she is a breath of fresh air—bringing humanity, heart, and authenticity into a process that can easily feel overwhelming. Her ability to connect with a diverse range of students and families, and to uplift their distinct stories, demonstrates her deep commitment to creating a more inclusive and supportive community at Head-Royce and beyond.”
An admiring, anonymous colleague
We are in the midst of a transformational moment.
The opening of our new South Campus this fall heralds a generational investment in student-centered learning, an intentional design for the future that celebrates and honors our past. At the same time, we are unveiling a refreshed brand identity—a thoughtfully shaped visual expression for what comes next for Head-Royce—with deep respect for where we have been. These major milestones coincide with our rearticulated mission and vision statement, and together are grounded in a sense of synergy and shared purpose. This moment reflects years of strategic thinking, community collaboration, and a deep commitment to our students.
Pathways to Purpose, Built for Today’s Learners
The South Campus is a cornerstone of this vision—a bold, future-facing space designed to support interdisciplinary learning, well-being, and community connection. Across eight acres and three beautifully restored and reimagined buildings, students will find new pathways for exploration: from a Collaboratory equipped for real-world design challenges, to gathering spaces that spark collaboration, to outdoor classrooms where ecology and science come alive in the soil.
These spaces are intentional. Each room, courtyard, and connection point is designed to support the way students learn today: with curiosity, hands-on inquiry, and a desire to make a meaningful impact. Whether Upper School students are prototyping ecosolutions in the makerspace, or Lower Schoolers are digging into native plant restoration projects, the South Campus will provide a dynamic canvas for creativity and growth.
Belonging, Wellness, and Student-Centered Design
Just as important as academic growth is emotional well-being. That’s why the South Campus prioritizes places of connection and reflection—student lounges, huddle rooms, and openair spaces designed for mindfulness, conversation, and joy. In these environments, students can thrive not only as scholars but as full human beings, seen and supported in all dimensions of their development.
This holistic approach is central to our strategic direction: Pathways to Purpose. At its heart is a commitment to reimagining school in ways that center student voice, elevate joy, and prepare learners to lead lives of impact.
As our campus evolves, so too does the way we express who we are. Alongside the physical transformation at Head-Royce, we are introducing a refreshed brand identity — a visual language designed to honor our past while illuminating our future.
This is more than a new logo. It is our mission in motion: clear, confident, and alive with creativity. It reflects the voices and experiences of our diverse community and carries forward the traditions that ground us.
The refresh was shaped by focus groups, in-depth conversations, one-on-one interviews, and presentations with students, alumni,
families, trustees, faculty, and staff. Through listening and collaboration, the process asked a central question: How can our identity reflect the timeless values at the heart of Head-Royce while also expressing the inclusive, forward-thinking spirit that defines us today?
The result is a system of marks that balances tradition with innovation:
A primary logo that symbolizes the many paths our students take, the unity of our three divisions, and the enduring tenets of character, intellect, and creativity. The three leaves—modeled after native California bay leaves—ground the design in our local heritage and reflect the school’s deep roots in the community.
A monogram linking H and R with a dynamic swoop — a nod to the hyphen in our name, the continuity between past and future, and Anna Head’s lasting influence.
A modern wordmark that brings clarity and confidence, anchoring our communications across every platform.
These elements come to life in refreshed colors, typefaces, and design choices that blend time-honored tradition with bold new expression. While the athletics logo will remain unchanged, preserving a beloved emblem of spirit and pride, the rest of our system is poised to carry us forward.
This brand refresh is not an ending but a beginning — a new chapter in how we tell the Head-Royce story. Rooted in legacy, vibrant with possibility, and looking boldly ahead, it is an identity designed to grow with us as we continue shaping the future of education.
This moment of transformation also invites deep reflection within our community. As the original Anna Head
School campus is being dismantled by UC Berkeley to make way for student housing, we recognize a profound sense of loss. For many alumni, families, and longtime faculty, those walls held generations of memory, meaning, and belonging.
And yet, even in that tragic loss, there is a powerful sense of rebirth. The timing is striking—one campus rising as the other is taken down. But the spirit of Anna Head lives on—not in any one building, but in the values we carry forward: a deep love of learning, a belief in student voice, and a fierce commitment to community. The South Campus is a continuation of that legacy—a place where new memories will be made, and where the next generation of Head-Royce students will be equipped to better the world.
Taken together, the opening of the South Campus, our refreshed brand, and our updated mission and vision reflect a school not simply preparing for the future—but actively building it. We are aligning our values with our spaces. We are designing systems around students— honoring our traditions while evolving to meet the needs of today’s learners. And we are investing in environments where intellect, character, and creativity are not only nurtured but unleashed.
As we celebrate what’s new, we also honor what endures: a community bound by purpose, fueled by generosity, and always looking forward with hope.
At Head-Royce, education is about more than academic excellence— it’s about nurturing identity, connection, and purpose. School is not only where students master foundational skills and concepts; it’s where they begin to understand who they are, what they value, and how they can contribute to the world around them. That philosophy drives our mission: to develop students of character, intellect, and creativity, and our vision: a future where education unlocks the promise and purpose of every student to better the world. It also shapes how we design our learning environments—ensuring they are inclusive, developmentally responsive, and aligned across grade levels to support every stage of student growth.
In that spirit, Head-Royce will introduce a new K–8 leadership structure beginning in the 2025–26 school year. This model is designed to more intentionally connect our Lower and Middle School programs, providing students with a cohesive, future-ready academic and social-emotional journey.
At the helm of the new structure will be Dr. Shavon Davis, who will serve as Head of Lower and Middle Schools. Dr. Shavon will guide the overall K–8 experience, ensuring alignment in teaching, learning, and student support from kindergarten through 8th grade. Supporting her will be a talented and experienced K–8 Instructional Leadership Team
Leslie Powell will serve as Lower School Director. A longtime faculty and leadership team member, Leslie brings deep institutional knowledge and a steady hand as we move through this transition.
Kala Stepter joined Head-Royce as our inaugural K–8 Director of Equity and Community. She will work across both the K–8 and K–12 teams to ensure inclusive, affirming experiences for all students and guide faculty in centering belonging, equity, and joy in their practice.
Kristen Goggin, who has served as Interim Head of Middle School, will take on the role of K–8 Director of Teaching and Learning, leading curriculum alignment and instructional support across divisions.
Jessica Osorio steps into the role of Middle School Director, focusing on academic programs and student life in grades 6–8, and partnering with faculty and families to meet the evolving needs of our middle schoolers.
Together, this leadership team will preserve the distinctive culture and traditions of each division while creating a more connected and consistent experience for students.
This new model was shaped in part by the feedback and insights of students, alumni, parents and guardians, and members of the professional community. We are deeply grateful for the thoughtful engagement that helped inform this next step for Head-Royce.
With this transition, we are building on our strengths and preparing for a future in which students move through the K–8 years with clarity, confidence, and a strong sense of belonging. The result will be an even more vibrant, purposeful, and student-centered experience—one that grows with our students and reflects the enduring values of Head-Royce.
This spring, a visionary group of Upper School students turned a bold idea into a profound, community-wide experience. Building on previous years’ activities, leaders of the Head-Royce Medical Advocacy Club —recent alum, Ebube Okereke ’25, and students Ashley L. ’26, Camilla M. ’27, and Jonathan E. ’26—imagined something bigger: a multi-day, curriculum-aligned experience that would take an entire class of 1st graders deep into the world of healthcare.
With the support of Nancy Feidelman, Director of the Center for Community Engagement, and the tireless efforts of Dr. Ann Petru—Co-Director of Infectious Diseases at UCSF Benioff Children’s Hospital Oakland (CHO) and the parent of two Head-Royce alumni, including Stephen Flynn ’02, HRS Associate Athletics Director and the professional photographer who documented the event through his lens—the Medical Advocacy team’s plan began to take shape. Alongside a group of Dr. Petru’s dedicated collagues and with the help of Head-Royce teachers and parents, the event was so impactful that their idea could become the blueprint for something far greater than a single field trip. Hospital staff might consider replicating that experience for other students from different Oakland schools. Dr. Petru shared, “I’m not certain that
Jonathan E. ‘26 shares reflections during the UCSF field trip—and shows younger students the certificate they will earn for their day of learning.
What made this program even more extraordinary was the breadth and depth of the HRS community involved. In addition to 1st graders and Upper School student leaders, the program brought together an inspiring group of individuals with deep ties to HeadRoyce—including several current
“We focused on the things we are passionate about this year and we decided to go above and beyond with our efforts.”
Jonathan E. ’26
this will happen, but it would be great to have set an example of what ALL children in Oakland schools might have in the future, from different schools, different backgrounds, different opportunities, but to share with ALL of them a better understanding of the importance and effectiveness of good health care (and self-care) throughout their lives.”
parents who are medical professionals, one alumna in the medical field, a parent of an alumnus who is also a medical professional, and an alumnus who now works as a member of the Head-Royce professional community.. Each one stepped in to support, mentor, and share their passion—motivated by a shared belief in the power of curiosity, compassion, and hands-on learning.
“The event brought together so many multigenerational, interconnected circles of people which shows how close this school community is and how we are all committed to lifelong learning,” noted Flynn.
The result was a deeply moving, handson program that both enriched the 1st graders’ Human Body unit as well as their understanding of the healthcare profession, and also inspired a broader group of people connected to one another through their association with Head-Royce.
The Medical Advocacy Club began in 2021 and over the years has consistently demonstrated creative approaches in engaging their community in medical advocacy. From blood drives to Be The Match initiatives to innovative new programs that include younger students, the team is well organized and has a legacy of strong succession planning.
Nancy Feidelman has referred to it as “the paragon of a student club.” And each year since its inception, it has furthered its scope, building on past successes.
As part of a community engagement and advocacy project last year, thenstudent leaders, Matthew Wong ’24 and Mimi Yamamoto ’24 partnered with younger students to create thank you cards to healthcare professionals and Welcome Care Kits full of comfort items and essentials to share with pediatric patients. The Medical Advocacy team then delivered these to the staff at CHO.
The result was more than a memorable day—it was a living example of what can happen when student leadership becomes a catalyst for connection, learning, and community impact.
This year, student leaders brought that idea to life in ways unimagined. “We focused on the things we are passionate about this year and we decided to go above and beyond with our efforts,” said Jonathan, who was Co-President, along with Ebube. Ashley added, “When you have a solid foundation, it’s easier to build layers,” referring to the efforts of the team’s predecessors.
Expanding the idea of the original service project, the Medical Advocacy team, with guidance and support from the Center for Community Engagement, innovated the program to include an entire class field trip of 40 students in concert with their Human Body unit. The team planned the logistics, liaised with hospital staff, coordinated with teachers, and mentored younger
Dr. Arush Galati, a resident in pediatric otolaryngology, attended on behalf of Dr. Garani Nadaraja ’98, Head-Royce alumna and Pediatric Otolaryngologist at CHO.
These activities helped students connect their classroom learnings to their own human bodies and to realworld care and compassion, setting the stage for a visit rooted not just in science, but also in service and self-care.
students through the experience, enabling all 1st grade students to hear from real ‘healthcare heroes’ about what they do.
Bringing this entirely new initiative to life was no small feat. It required thoughtful coordination, creativity, and a willingness to learn every step of the way. Ebube learned how to nuance communication for different audiences, noting that she learned to “switch tone” when talking to different people—whether a teacher, a medical professional, or a 1st grade student. Camilla said, “I learned how much work goes into these projects! They look simple on the outside, but really it takes so much communication.” Jonathan explained that the hardest part was
A future healer in the making— learning to examine with care, curiosity, and confidence.
getting everyone to the right place at the right time. “We had an email thread with something like 30 people on it,” he shared. “Out of that massive communication chain, we managed to coordinate four stations for kids with four various hospital departments.”
The result was more than a memorable day—it was a living example of what can happen when student leadership becomes a catalyst for connection, learning, and community impact.
In preparation for the visit, the Medical Advocacy team worked with 1st graders to assemble 144 Welcome Care Kits for pediatric patients and created thankyou cards for medical staff. “It was fun bringing the 1st graders together, “ Ebube noted. “They were so excited to try new things,” she observed. They enthusiastically dove into packing the kits “with a lot of energy,” noting that “they couldn’t wait to meet the ‘healthcare heroes.’” Ashley added, “Students were really focused on the task at hand, which connected to their lesson.” And Camilla was struck by the genuine enthusiasm of the 1st grade students—and impressed by how engaged they were, observing that they were “great listeners.”
Ashley reflected that, “a lot of things that you work hard on, you don’t always see the outcome or the benefits… but that was not the case with this project. We were able to see everything come together.” She explained that collaborating with students to produce so many bags so quickly, and with so much enthusiasm, was deeply satisfying.
Dr. Brian Kim, an anesthesiologist at UCSF Benioff Children’s Hospital Oakland, a parent of a 1st grader, and a participant in the day’s field trip, echoed their observations, noting that the students “were eager to share the kits they had all worked to put together.”
These activities helped students connect their classroom learnings to their own human bodies and to real-world care
and compassion, setting the stage for a visit rooted not just in science, but also in service and self-care.
On the day of the field trip, the first graders, parent volunteers, and teachers gathered in the Atrium of the Outpatient Center, the only area of the clinic large enough to host a group of their size. As patients and hospital staff moved around the group to conduct their business, students gathered to meet the healthcare heroes, ask questions, and learn about how they care for patients. Parent volunteers in the medical profession—many of whom also work for the hospital— shared their experiences as well. “I was really impressed with how attentive the kids were,” said Dr. Petru.
Then 1st grade students explored four rotating activity stations, thoughtfully organized by the medical team and the Medical Advocacy students in advance. These included practicing healthcare role-playing on dolls with support from Rechelle Porter, Manager of Child Life Services; reading X-rays with Dr. Petru; learning how to care for our bones and bodies with Rigoberto Del Toro who works on risk management and safety procedures at CHO; and exploring how doctors use technology to examine hard-to-see parts of the body with Dr. Arush Galati, a resident in pediatric otolaryngology invited to attend on behalf of Dr. Garani Nadaraja ’98, Head-Royce alumna and Pediatric Otolaryngologist at CHO. Dr. Gulati brought a state-of-the-art scope tower, allowing students to see how tiny digital cameras can be used to view inside the body.
Dr. Nadaraja said, “Most children think that being a doctor is about using a stethoscope and giving shots. While that is still the case, I thought it was important for 1st graders to also gain exposure to the more modern aspect of medicine. In this case, they got to see how otolaryngologists use tiny flexible digital cameras to inspect parts
of the body that would otherwise be difficult to evaluate—the ears, nose, and throat. This early introduction to the intersection of technology and medicine hopefully inspired at least one 1st grader to one day pursue a career in the healthcare field.” Jonathan noted appreciatively, “The hospital staff brought things that we hadn’t even asked for—like the dolls for every student—we were amazed by how much they had put together to create this experience…it was beyond what we’d expected.”
At the center of the day’s experience was Dr. Petru, CHO’s longest-serving physician and Co-Director of Infectious Diseases. A nationally respected leader in pediatric HIV/AIDS care, Dr. Petru
A 1st grader reads her heartfelt thank you card to the Healthcare Heroes.
“Most children think that being a doctor is about using a stethoscope and giving shots. While that is still the case, I thought it was important for 1st graders to also gain exposure to the more modern aspect of medicine.”
Dr. Nadaraja ’98
“You could hear a pin drop during introductions... (t)here was this beautiful moment when a young child struggled to read the card he’d written for a patient, and his mom gently helped him. It gave him a voice. It was so touching.”
Dr. Petru
This young Jayhawk takes the role of pediatrician seriously during UCSF’s hands-on field trip experience.
has treated more than 1,100 children since the early 1980s and was inducted into the Alameda County Women’s Hall of Fame in 2015. She is also a longtime member of the Head-Royce community—as a parent to Emily Flynn ’00 and to Coach Flynn ’02.
For Ebube, the experience reinforced the idea that patient care isn’t just about seeing a patient once, “it’s about making sure the environment of care is present.” Camilla added that Dr. Petru showed them around her office and not only shared her photos of the patients she’s treated over her ample history, but also told them stories about her experiences caring for her patients which “influenced my impression on patient connections. I had thought that doctors just treated patients and then moved on, but Dr. Petru actually remembers all of them— she was a part of their lives.”
“The enthusiasm that the children all displayed when the ‘teachers’ were making their presentations was contagious. Everyone was having fun while sharing things that they love about their work with impressionable young minds!” Dr. Petru reflected.
Dr. Brian Kim, anesthesiologist at CHO and parent of a 1st grader shared, “As Dr. Petru presented X-rays for the children to decipher what problem a patient may have had, you could see the kids all leaning in, hoping to be the first to solve the puzzle. Some of the children thrust their hands in the air in excitement.”
Dr. Petru, who brought her own grandchildren (2nd and 5th graders) to the event, was deeply moved by the attentiveness of the children. “You could hear a pin drop during introductions. They were captivated—and so were we. There was this beautiful moment when a young child struggled to read the card he’d written for a patient, and his mom gently helped him. It gave him a voice. It was so touching.”
She also reflected on the long-term impact of early, positive exposure to healthcare: “I think all my colleagues (including those who spoke at the event) could tell you of the moments in their lives that slowly led or prodded them towards careers in health care. Students are so impressionable, and we owe it to them to offer them our experiences… to lead them in the same direction…to help others, treat people fairly, equally, and compassionately, and to do things to make people’s lives better in whatever way we can.”
And as for the high school students? “They were critical to making this happen,” she said. “You can tell they’ve had powerful formative experiences, and now they’re sharing that inspiration.”
First graders, Upper School students, medical professionals, and parent volunteers celebrate a day of learning and compassion together.
The success of the event has already sparked conversations at CHO about expanding the program to other Oakland schools. “What Head-Royce brought to us,” Dr. Petru shared, “we’d love to offer more widely.”
The ripple effect of this initiative extended far beyond one hospital visit.
As Nancy Feidelman reflected, “Each year, our students raise the bar. This year, they created something entirely new. What they built together—a team of high schoolers, healthcare professionals, parents, and six-yearolds—was extraordinary.”
From first spark to full realization, the Medical Advocacy Club’s leadership embodied the Head-Royce mission: developing students of character,
intellect, and creativity. Ashley reflected, “We couldn’t have done this without Ms. Feidelman. She fought for the idea, supported us at every turn, and showed us what it means to lead with care.”
Now, with a model in place and inspiration to spare, this team of student changemakers has done more than lead a groundbreaking event—they’ve opened the door to something lasting.
Deirdre’s relationship with Head-Royce is as long and deep as any in the school’s history. The connection began in 1968 when she enrolled as a 1st grader, and has continued almost uninterrupted for close to 60 years. During this time Deirdre has been either a Head-Royce student, parent, or employee, or some combination thereof. She has proudly represented the Head-Royce alumni and professional communities. She raised her daughter Deja, who graduated as a Head-Royce “lifer” in 2021. She’s been a friend and support to many people in our community. And now, as she heads into her retirement years, she will be dearly missed by all of her colleagues, especially in the Business Office, where she has worked throughout her career. We trust that she will still find ways to keep the connection alive in the years to come!
Jerry Mullaney Chief Financial and Operating Officer
Warren “Fern” Fernandes
Fern arrived at HRS as qualified, caring, and inspired an educator as they come. Although positioned to make his riches in computer science as a manager at the then startup SAP Labs in Palo Alto in 1998, he gave up this lucrative industry to pursue the calling to teach math. And the impacts Fern has had on us are immense and immeasurable. Just ask the myriad alums, especially those who have gone onto higher education and deep into STEM fields, about the love of mathematics and the value of grit Fern has instilled in them. Personally, Fern has been one of my best buddies—my accomplice—at work. I will miss our walk-and-talks and the periodic good trouble we often find ourselves in. Mostly, I will miss Fern’s compassion, candor, intelligence, and integrity. He cares deeply about everyone, from students to custodians. He speaks his mind, daring to say what is oftentimes hard to hear but is needed because it is just and best for students, the math department, and the school.
What an honor it has been for me, for many of us, to have worked with him and to have learned from him these past 25 years. He has given so much of himself to benefit our school community in ways big and small. For all these reasons and more, he deserves our deepest gratitude.
Vy Linh Nguyen Teacher
I was lucky enough to work with Laura Galligan for over 30 years as an Upper School colleague and in my role as a school administrator. As a classroom teacher, she was extraordinary: she planned meticulous student-centered lessons, and was known for engaging students with puppets, interesting activities, and projects. Always prepared, highly animated, and ever-positive, Laura greeted each class with care and enthusiasm. I even spent some time in her Spanish III class as an adult learner many years ago when I was working to improve my own Spanish. “Señora” welcomed me as a learner and gently encouraged me to participate and practice with the 9th and 10th graders. In my role as Assistant Head of School, I was also lucky enough to work closely with her when she was a Department Chair in the early 2000s. Laura was well-organized and fair in making class assignments, and ethical in all department decisions. She helped to launch the school’s first Mandarin program and joined Carl Thiermann and me in researching best practices, navigating adding a fourth language to our program, and hiring our first ever Mandarin teacher. Above all, Laura was a superb colleague whether she was serving as a grade level dean, a department chair or a supportive colleague in the faculty-staff room. Head-Royce was so lucky to have her presence in the classroom and around campus for so many decades.
Crystal Land Former Head of School
When it came to making things happen, no one was better Lea was actionoriented, decisive, and steady. She led with purpose and punctuality with her eyes squarely on the goal ahead — even through difficult conditions! Her magic touches can be seen throughout Lower School. Just look inside any classroom and you will see evidence of how Lea supported flexible seating, interactive bulletin boards, calm corners for student reflection, and state of the art technology. She was a consummate connector who loved to meet new people and welcome the collective voice, giving time and space for the creative process to unfold. She was also known as an innovative thinker, widely adept at turning post-it notes into powerful tools for ideation! She was equally practiced in identifying and elevating talented
professionals which expanded the diversity of our Lower School team and created opportunities for members of the team to lead, explore passions, grow pedagogy, and inspire others. Her leadership legacy in hiring and developing such remarkable, forwardthinking people speaks volumes about her commitment to building a strong, dynamic organization. She also brought beauty to our school in thoughtful ways, creating visually inspiring spaces that are inclusive of all learners. She had an uncanny knack of connecting us with resources and encouraging teachers to create classrooms and outdoor learning spaces where students feel calm, cared for, and reflected in their surroundings. Lower School is a place where beauty and equity go hand in hand. She championed every unique mind so that all kinds of learners could shine. There
After seventeen transformative years at Head-Royce, Kathrina Weekes will begin a new chapter as Head of School at Julia Morgan School for Girls. While we celebrate this next step, we will dearly miss Kathrina’s voice, vision, and daily presence on campus.
Kathrina began her Head-Royce journey as a teacher intern before spending six years in the Lower School, where she built classrooms that were nurturing and intellectually engaging. These early experiences continue to inform her approach to leadership: grounded in listening and always centered on students.
As Director of Enrollment Management, Kathrina reimagined how we welcome families into the school. She led with integrity and creativity, transforming the admissions process to reflect the full promise of our mission. She brought an innovative, solutionsoriented mindset to every aspect of her work — introducing tools and practices that made applying to Head-Royce more accessible, transparent, and family-friendly. Her stewardship of financial aid was equally thoughtful,
was never a doubt that she cared deeply about her students and her team, and while she may have apologized for shedding a tear, you knew it was real emotion when it happened.
A collection from all Lower School Teachers
helping to streamline systems while keeping the human experience at the forefront. Through this work, Kathrina became one of the school’s most trusted storytellers, helping prospective families understand who we are and why our work matters.
Her perspective has also been shaped by her experience as a Head-Royce parent. Her belief in young people runs deep, and her impact on students, colleagues, and families has been profound.
Kathrina, thank you — for your years of service, your unwavering belief in children, your dedication to mission, and your profound presence in our community. We wish you all the best on this next adventure!
Rachel E. Skiffer Head of School
Starting with a strategic retreat in late 2024, the Alumni Council has been working to update its 2021 Strategic Plan and plot a course forward for the next three years. While the vision, mission, and values articulated then remain largely relevant today, there are important things we have learned over time that we plan to incorporate into how we operate and define success.
The Council has significantly refreshed and streamlined its governance structure and bylaws. Moving forward, council members will take on more active individual roles and adopt a more transparent, distributed model of engaging the alumni community. The revised bylaws articulate new roles and relationships for connecting with Affinity Groups and Class Agents, while the new governance structure ensures continuous stewardship of our values.
An important piece of these updates is recognizing that reflection and improvement are ongoing. We remain committed to listening, learning, and continually evolving our Strategic Plan and service to the Head-Royce Alumni Community.
Sincerely,
Heather Erickson ’95 Alumni
Council President
Alumni Council Members
Jonathan Barnes ’99
Daisy Brambila ’14
Harris Brody ’98
Ariane Chee ’08
Ryan Diew ’13
Sarah Herringer ’04
Alejandro Lara ’14
Amy Lin ’17
Camden Louie-Grabill ’08
Carolyn McNiven ’82
Michelle Tajirian Shoffner ’96
Laura Terry-Green ’06
We envision an experience that fills each of Head-Royce’s 5,000+ alumni with belonging, connection for impact, and a joy for life-long learning—and a community where alumni actively support one another and current students, listening to and learning from each other across differences.
Clarity and Communication
Articulate clear goals, communicate regularly, and provide meaningful points of engagement that hold the Council and its members accountable to each other and the broader alumni community.
Authentic Engagement
Increase the quality and impact of authentic, intentional, and inclusive alumni engagement.
Programming for Belonging Support tailored, equitable programming and events that are centered on belonging.
Representation and Inclusion
Ensure diversity of representation on the Alumni Council.
The Alumni Council is a volunteer group of Head-Royce School alumni who work in close cooperation with the school’s Office of Alumni Relations. The Council President also serves as an ex-officio member on the Head-Royce School Board of Trustees. Alumni may be nominated for membership by fellow alumni and/or other members of the Head-Royce community, and are elected by the Council at the Annual Meeting each June. For more information about ways to get involved with the alumni community, email alumni@headroyce.org
Our active alumni community spans six generations and eight decades, staying connected thanks to the incredible dedication of our 82 class agents. From keeping up with classmates’ updates to rallying everyone for reunions, these volunteers are the glue that keeps our connections strong. Learn more about them in our Class Agent Corner!
“Knowing
what I know now, I am a big proponent of mentorship. I would not be in the position I’m in today if it weren’t for the people along the way who have pushed and guided me.”
Remy Sirimongkolvit ’20
Attended HRS grades 6-12
Dental Assistant
What is your ongoing connection to Head-Royce and why?
I loved my time at Head-Royce. My best friends from HRS actually ended up going to USC in Los Angeles with me, and I even roomed with one, which made my time there special. Fun fact, I work for a Head-Royce parent, so I definitely still feel connected with the HRS community. That’s why, when I was asked to be a class agent, it felt like a natural extension of the things I have been doing. Reaching out to my class and reconnecting during alumni weekend was awesome, and it felt like we all picked up where we left off.
What words of wisdom would you share with a current student or young alum?
Knowing what I know now, I am a big proponent of mentorship. I would not be in the position I’m in today if it weren’t for the people along the way who have pushed and guided me. It can be intimidating to reach out to professionals in any field, but most people are so willing to help and often go out of their way to do so. Just explore any avenue you can and you will be surprised where you end up.
What is something you learned at HRS that you still use today?
I learned to go over the lecture material before the actual lecture, which I didn’t actually do at the time, hence my C+ in AP Bio—but it really helped me in college!
“Head-Royce gave me insight into the interconnectedness of our world. The bonds I formed during my time here run deep and have been instrumental in guiding me through life’s complexities.”
Lourdes Nicholls ’85
Attended HRS grades 3-10
Senior Media Strategist for Growing Community Media NFP
What is your ongoing connection to Head-Royce and why?
I spent eight incredible years at Head-Royce, which remain dear to my heart. Despite graduating elsewhere, my memories and experiences of this school community remain precious to me. When I went to Berkeley High in 11th grade, my HRS friends were a steady source of support, helping me navigate at a new school. My friends, experiences, and former teachers from this community collectively shaped me into the person I am today. I volunteered to be a class agent because I remain connected to many of my Head-Royce friends and wanted our 40th reunion to be a success!
What is something you learned at HRS that you still use today?
Head-Royce gave me insight into the interconnectedness of our world. The bonds I formed during my time here run deep and have been instrumental in guiding me through life’s complexities. I am forever indebted to Dr. Ferris for assigning a family history project in the fall of 1982. I didn’t know it at the time, but exploring my Japanese grandparents’ experiences at Manzanar—a Japanese incarceration site used during WWII—forever changed my life. That project ultimately became the foundation for my passion project, focused on educating the public about my family’s story of resilience and developing a documentary about it, all of which originated from that assignment! I am deeply grateful and thankful.
By Phillip Chin ’20
Hayley Dennings ’18 remembers the exact moment when she decided to be a writer. As a student in Mrs. Carol Kennedy’s 4th grade class at Head-Royce, she read one of her classmate’s creative writing projects and remembers thinking, “Oh my god, this is so good… I want to do this.” That moment sparked something for her. “I decided that I was going to practice writing and just get better at it,” she says, “because I’d always loved telling stories.”
Hayley, this year’s Young Alumni Award winner, recollects, “I didn’t know people that young were capable of writing like that.” While her friends found interests in other subjects, Hayley dug into writing. Mrs. Hilary Bond, whose daughter was classmates with Hayley, remembers that “she was always a quiet student, but one who was constantly scribbling notes.” Mrs. Bond remembers thinking, “What’s she writing?”
A decade and a half later, Hayley is the second of back-to-back authors to win Head-Royce’s esteemed alumni award (following Kate Marchant ’13). Her first novel, “This Ravenous Fate,” was an instant New York Times and Indie bestseller. Set in Harlem during the Roaring ’20s, it’s a fast-paced thriller/ mystery/vampire/sapphic romance. The second and final book of the series, “Our Vicious Descent,” comes out this October.
Thinking back on her time at HeadRoyce, Hayley might not have been so sure about writing if she hadn’t also received some encouragement. After a creative writing exercise in 3rd grade, Hayley’s teacher, Ms. Leslie Powell, pulled her out of class: “I thought I was in trouble!” said Hayley. Instead, Ms. Powell said, “This is incredible. I think that you have a talent here with storytelling, and I think that you should pursue this.”
She still thinks about that moment today: “Even before I saw my classmate had written something beautiful, my teacher had seen something similar in me.”
It is no coincidence that Hayley’s decision to become an author involves formative experiences of both reading and writing. Remembering it as her favorite class activity, Hayley notes, “I really think that reading is the most foundational part of becoming a writer.” She recalls making frequent class trips to the library and the outside reading program. “Head-Royce did a really great job of fostering my love for reading,” said Hayley.
Up until middle school, Hayley had been reading coming of age stories, but reading fantasy and science fiction, specifically “The Hunger Games,” made her realize that you could create entirely new worlds. “It just felt so limitless to me. I thought, This is amazing.”
Hayley would get obsessed with series
like “An Ember in the Ashes” and “The Mortal Instruments,” but would then be devastated after she finished them. Luckily, she discovered that people were writing continuations to series in their own style—fan fiction—and quickly started writing her own. She would type out 7,000 words in one sitting on an iPod Touch. “I don’t know what I was on back then, but I need that for what I’m writing now, because I don’t write that much that quickly anymore,” said Hayley, laughing.
In the classroom, teachers praised Hayley’s gifts of observation and storytelling. Andrew von Mayrhauser said, “Hayley was often quiet in class, but clearly there was nothing quiet about her imagination.” Hayley remembers each and every time that a teacher encouraged her to pursue writing. Those small moments played a big role in building her self-belief.
In 10th grade Honors U.S. History, Hayley (as usual) chose to do a creative assignment rather than a research paper. Her story ended up ballooning to 20 pages. With the final grade came a note that Hayley should consider being published. “I was like, I guess this is what I have to do then,” says Hayley with a smile and a shrug.
Not everyone was thrilled with Hayley’s prolific pace of writing. “We had peerreviewing sessions, and my partner said, ‘What if your person that you’re reviewing wrote too much?’ And I was like, ‘I’m so sorry… I just got a little carried away.’”
Mrs. Bond also taught Hayley in 8th grade for World History. She said that for these more creative projects, “You really have to put yourself in another person’s experience and that kind of empathic writing experience is really powerful.” Through this work, students learn a lot about how people lived in a specific historical moment.
“What is it like to live like a nurse in
the Civil War? I don’t know, but Hayley does because she wrote about it and researched it.” Mrs. Bond remembers Hayley really embracing their South America travel journal project. “That’s the most magical thing as a teacher.”
Hearing about Hayley’s memories of her class made Mrs. Bond nostalgic about her own middle school experience: “Those people saved my life. I hope we’re
creating a community where we’re doing that for our students… And then they come back and show us what they’ve done and it’s pretty remarkable.”
Mrs. Bond continued, “I’m just so proud of her for following her passion and creating a story that’s being celebrated and feels important to so many people… It feels a little parental, I feel proud of her in that way.”
A connection between student and teacher creates a far-reaching legacy
Looking back, Ronit Rubinoff ’83 says her acceptance speech for the Distinguished Alum of the Year Award was a “full-circle moment.” For two decades she used her voice as the executive director of Legal Aid of Sonoma County to help people in need and, on Alumni Weekend, she utilized it to tell her story. The irony is she has not always felt her words were welcome— and the story of how she went from a self-described “awkward teen” to a professional committed to “speaking up and speaking out” starts in a HeadRoyce School classroom.
“When I was in high school, society frowned on outspoken women, and I was the girl who always had something to say,” she recalls. “But at Head-Royce, I received support from my teachers, particularly Dr. David Enelow.” In his English class, the teenage Rubinoff discovered the safe space she needed to express her ideas. “Like many kids at that age, I had a tough time socially,” she says. “I was trying to find my place, and Dr. Enelow’s class felt like home.”
It was no accident. “Ronit’s class
By Mary Jo
included a lot of vocal and talented boys, who might have dominated the conversation,” says Enelow. “But I have always been on the lookout for any sign that others want to speak up and have made space for them.”
Articulation and confidence weren’t the only skills Rubinoff was honing. “When it comes to writing, no one is as demanding as Dr. Enelow,” she says, noting his voice has been in her ear during any writing task since she took his courses. “He also taught using the Socratic method, which showed me how to think critically. These skills helped me throughout my career and will benefit me for the rest of my life.”
The desire to improve gender imbalance and the teachings of her Jewish heritage led Rubinoff to explore social justice fields first at Middlebury College and later during law school at the University of the Pacific McGeorge School of Law. She held various legal aid positions before landing at Legal Aid of Sonoma County in 2004 where she, according to a recent article in The Press Democrat, transformed what was a small nonprofit
into a powerhouse with a $5 million budget and 45 employees. In 2024 alone, the organization handled 4,000 cases.
The work of the nonprofit is broad, offering legal services to vulnerable people experiencing homelessness, violence, racial or economic inequity, among other challenges. During her time as executive director, Rubinoff found herself using what she learned at Head-Royce. “I’m so grateful for the teachers who showed me that I actually could do math, something I wasn’t confident in before, because later I needed to put together budgets,” she says. “Dr. Enelow’s instruction helped guide me as a leader. I made sure I wasn’t just talking at people; I asked them about and listened to their thoughts and opinions.”
Her work has demonstrable results. She tells stories of helping a Sonoma County resident gain guardianship over a boy left in her care by a mother who threatened to harm him (he’s currently thriving in preschool); of securing healthy living quarters for people occupying an apartment building whose
walls were coated in lead paint; of a teenager who found stable housing with the assistance of the organization and later went on to become a judge. “There are a zillion stories like that, where we were able to help people using a legal remedy,” Rubinoff notes. “There are very few jobs where a person can say, ‘I saved a life.’ But my job allows me to do that.” Recently, she stepped back from her executive director position but remains involved with the agency as director emerita.
When viewed through that lens, it’s not an exaggeration to say Enelow’s efforts ignited a butterfly effect, unfurling over the decades to create an impact on a vast number of people. “It is quite satisfying to know that I have helped someone like Ronit help others,” he says. “As a teacher, you never know what the long-term effect of your teaching will be, but sometimes you discover that something you said had a more profound effect that you could possibly have guessed.” Rubinoff was nominated
for the Distinguished Alum of the Year Award by Enelow, and he presented it to her when she was honored.
This isn’t the first time Rubinoff’s work has been commended, but this award and the standing ovation she received represents something special to her. “I felt it was something like a validation of the person I was, and a very high honor for what I’m doing now with my life,” she says. “It is very personal, and very meaningful.”
By Ella S. ’26
Whether she was tackling tough equations while a Head-Royce student in calculus class, or as she is now, addressing complex challenges at the United States Naval Nuclear Propulsion Program, Suraya Omar ’08—this year’s Distinguished Alumni Award winner— has always been driven to solve difficult problems and seek effective solutions. As a member of a panel hosted by the Women’s Affinity Group in March 2025, Suraya shared reflections on her journey and offered advice to Upper School students. She emphasized the value in asking questions, staying grounded, and continuing to learn from those around us.
Suraya attended Head-Royce from 7th to 12th grade and although she applauds the academic rigor of the school, she describes her school experience as meaningful in that she found her own community and built
lasting connections. Describing herself as academically inclined, Suraya appreciated the culture created by Head-Royce, where “it was cool to genuinely be interested in learning things.” The idea of engineering was first introduced to her during her senior calculus class. Yet it quickly became a passionate focus; after graduating from Head-Royce, she went on to major in Materials Science and Engineering at Stanford University. She credits HeadRoyce with helping her develop skills that became critical later on in her career, such as “working together with people to solidify the problem-solving process.” She reflects that during her time in high school, she gained “a great foundation, but it was definitely only the beginning of a long journey.”
Attending Stanford University allowed Suraya to further her interest in engineering and technology. Soon, she became especially intrigued by nuclear energy and the broader implications of its impact. After college, she immediately launched her career
in the field through working for the Navy Nuclear Propulsion Program. Combining the technological aspect of nuclear energy with the public service component of the job allowed Suraya to find work that not only aligned with her skill set but also with her desire to work for the public. She describes her fascination with nuclear engineering, saying, “It’s like this super power that we can harness, but we have to treat it with respect and do it responsibly.”
Since starting her work there in 2013, her role has evolved significantly. She now works as the Chief Technologist and head of the Advanced Technology Innovation Pipeline for Naval Reactors, and has been for almost two years. Her day-to-day allows her to combine multiple skills, including not only leadership but also design and innovation. She describes her work as split into three main components: technical oversight, project management, and regulatory compliance. She not only makes critical design-level decisions, but also ensures
projects are properly funded and legally sound. As Chief Technologist, Suraya is always asking questions, trying to understand how to develop technology to benefit the people it’s serving while also taking into account what’s already being worked on. At the core of her work, she appreciates the problemsolving aspect of nuclear engineering, saying, “I think it’s really interesting to work on how to make a system work. How do you create processes that result in the things you want?”
Despite her steady drive and many accomplishments, Suraya acknowledges the difficulties of operating in a maledominated workplace. For her, the issue of representation is significant: “I think, especially in more STEM-dominated
fields, when looking at higher-up leadership, you just see less female representation.” She says, “The lack of representation is a huge issue. As you’re moving through the world, trying to figure out the type of person you want to be, you look for examples. And when there aren’t any, it’s so easy to assume ‘Oh, those roles aren’t for me.’”
Ultimately, Suraya’s advice for those looking to pursue leadership would be to take a step back. Rather than simply moving through the everyday motions, she urges young leaders to find intention in their projects. Often, she finds it necessary to pause and reflect, “What is my goal here? What is my objective here?” to move forward with purpose and learn from those
around her. She advises, “Make sure you understand what you know and what you don’t know.”
Looking ahead, Suraya plans to continue her work in nuclear innovation and see through her projects to deliver new, powerful technology to the United States Navy. She strives to empower her team to efficiently and effectively solve problems by always looking towards the next challenge. Her journey from an interested high school student at Head-Royce to a leader in the field of nuclear engineering highlights the power of intellectual curiosity and perseverance. Her experience serves as a reminder that the pursuit of knowledge, when paired with intention, can lead to truly transformative work in any field.
Over 175 alumni, faculty, and guests celebrated Alumni Weekend and Reunion on April 25 and 26. They came from near and far to reconnect with each other, current students, and former teachers. Special highlights included the presentation of the annual Alumni Awards to Ronit Rubinoff ’83 and Hayley Dennings ’18 and the dedication of a tree and bench on the new South Campus by the Class of 1975, celebrating their 50th reunion, in honor of many of their former beloved teachers.
In an ongoing beloved Head-Royce tradition, the parents of the Class of 2024 returned to campus on February 4 to assemble Valentine care packages for their recent graduates. Each package also included a personalized Valentine card from a Head-Royce Lower School student.
On January 28, alumni from Washington, D.C. caught up with Head-Royce professional community members who were attending a conference and heard the latest update on the school.
On June 4, over 100 students, alumni, parents, and professional community members came together to celebrate the Class of 2025 graduates at the Annual Alumni Stole Ceremony. Seniors received their stoles from Head-Royce alumni, with older siblings presenting them to their younger siblings.
Adulting 101: WAG (Women’s Alliance Group) “Women in Leadership” Speakers Series
WAG, in partnership with the Alumni Office, hosted a week-long speaker series in March. The topics for the daily Lunch and Learns included: ‘WAG Past and Present,’ ‘Belonging without Perfectionism,’ “Playing Sports in College,’ a ‘Period Packing Party’ to combat period poverty, and a five-person panel highlighting women in leadership.
I am excited to share that my book, “Napoleon’s American Prisoners” was published in June by Boydell Press.
During the Napoleonic Wars (1803-1815) some 1500 American merchant seamen were on vessels captured by the French and held as prisoners. The United States—at that time no world power and rather impoverished—was neutral in those wars and their diplomats in France struggled to negotiate the release of their seamen.
I spent fifteen years researching these seamen in French, British, and American archives. Theirs is a fascinating story that has not been told. Until now, all merchant seamen, Americans included, have been defined largely through the literature on Royal Navy seamen, a group which, almost to a man, the Americans never willingly joined. Additionally, all Anglophone prisoners of Napoleon have been discussed in terms of the British, never the American, experience. This book fills that lacuna and tells the Americans’ stories, sometimes in their own words.
VICTORIA GEORGE CALEF ’00
I have finally taken the leap into professional singing! You can find me on any streaming app under the stage name Victoria Tyler (for privacy). All that practice in chorus, Cantabile, and Colla Voce wasn’t for nothing! My band and I will start performing in the New England area this spring. Hope to see some of you there!
RUPA BADLANI ’00
I was at Head-Royce for Middle School in 1995-96. My husband Shawn and I now live in Orinda, and our two sons—Arjun B. ’33 and Jay B. ’35—are now in the Lower School at Head-Royce. They absolutely love it, and take full advantage of everything the school has to offer! I am also involved in the Family Association and enjoy being involved at the school. We feel so lucky to be part of the wonderful Head-Royce community!
COURTNEY JENKINS ’03
I was recently appointed as the CEO of Opterra Energy Services, one of the U.S. market leaders in engineering, financing, and implementing transformative sustainability solutions for educational, governmental, and healthcare entities across the country. Our team— proudly headquartered in downtown Oakland—has led over $2 billion of public-private partnerships and manages a portfolio of over 400 megawatts of clean energy and distributed infrastructure assets nationwide, including locally for the Hayward Unified School District, the City of Menlo Park, and Adventist Health.
JOYANNE ALLISON ELKINTON-WALKER ‘44
Joyanne Allison ElkintonWalker passed away peacefully on Oct 21, 2024, after a short illness, just shy of her 97th birthday. Her final days were filled with visits from many loving friends and family members.
“Joy” was born on November 19, 1927 (Big Game Day) to Andreé and James Hull in Berkeley, CA. She attended Anna Head School and Whittier College, and in 1946
married Robert Elkinton of Orinda, CA. They lived in Whittier for 16 years, where they built their home and began raising their three daughters: Kathy, Lynn, and Jeanne. In 1962 they moved back to Orinda where they remained. In 1970 she returned to college to obtain her master’s degree and teaching credential, and she taught social studies, history, and PE for 20 years at Clayton Valley and Concord High Schools. She retired in 1990 to spend time traveling
with and caring for Bob, who had been diagnosed with Parkinson’s Disease. Bob passed away in 1998 after 52 years of marriage.
Throughout their time together they kept busy with church and social activities, and with many organizations including AAUW, AFS Intercultural Programs, AFSC, and PTA. In 1966, they hosted an AFS exchange student from Thailand.
Underlying all these activities was their
enjoyment of spending time with friends and family at their beloved Elkinton Cabin on Echo Lake, where they would fish, hike, sail, swim, and create large feasts.
In 2000 Joy married Carl Walker. She and Carl enjoyed traveling together and spent time addressing many social justice concerns. In 2016 they made a trip to Palestine to donate an x-ray machine to the Palestinian people for early detection of breast cancer in women. Joy remained active in many
organizations including Orinda Community Church, the Echo Lakes Association, AAUW, Orinda Historical Society, Monticello Garden Club, her Herb and Spice cooking group, and her Memoirs Group.
Joy was a determined and engaging individual. At 95, she finished her book about the trials of her maternal grandmother’s life from France to San Francisco via the Panama Canal. She would tackle any request made of her at any level she could help. She also enjoyed hand crafts, photography, and décor, and her rose garden was remarkable. Her life revolved around her family, friends, church, and social justice issues.
She is survived by her husband Carl Walker of Orinda, CA, daughters Kathryn Keable of Blue River, OR, Lynn Schaefer of South Lake Tahoe, CA, and Jeanne Brown of Livermore, CA, grandson James R. Brown of Oregon City, OR, and sonsin-law Steve Keable, Tom Schaefer, and Keith Brown.
A memorial service for Joy was held at Orinda Community Church on May 15, 2025. Donations in her name may still be made to the American Friends Service Committee or the Mercy and Justice Commission of Orinda Community Church.
Ruth Alden Wood Haynes, born on March 28, 1928, passed away peacefully at home in San Mateo, CA on February 14, 2025. She was the beloved wife for over 63 years to the late Gilman B. Haynes, Jr. (2012).
Ruth was the youngest of three sisters born to Henry Allyn Wood and Jean Wright Wood of Berkeley, CA. She lived most of her life in Northern California and was a long-time resident of San Mateo, CA. She was preceded in death by her dear sisters, Eleanor Jean Daggett and Julia McDermott Kramer. Ruth is survived by her loving sons and daughters-in-law, Geoffrey Ballard Haynes (Susan) and David Allyn Haynes (Lynzie), grandchildren Charles Allyn Haynes (Jennifer), Forrest Montgomery Haynes (May), John Alden Haynes and Allyn Huntington Haynes, and great-granddaughter Evelyn Ruth Haynes.
Ruth graduated from HeadRoyce School in 1945 and the University of California, Berkeley in 1949. She took great pride, along with her mother and sisters, in being a member of the Alpha Phi sorority, the Prytanean Society, and Torch and Shield at Cal; the National Society of Colonial Dames; the Hawaiian Mission Children’s
Society; and the John Alden Society. She was also a long-time member of the Town and Country Club, the Hillsborough Racquet Club, and the Burlingame Country Club.
She was a lifetime leader and volunteer in many community organizations. These include: member of the Junior League of San Francisco, Chairman of the Junior League of San Mateo, President of the Junior League of Sacramento, President of the Family Service Agency of Sacramento, and member of St. Vincent de Paul in Sacramento, Family Service Agency in San Mateo, and AbilityPath. She was a Board Member of Edgewood Center for Children and a Trustee for the Church Divinity School of the Pacific. Raised a Congregationalist, for the last 65 years of her life she was an active leader and member of her local Episcopal church in Sacramento, San Francisco, Los Angeles, and finally St. Paul’s Episcopal Church in Burlingame, CA.
An enthusiastic athlete in many sports, Ruth loved tennis in particular, playing from an early age at the
Berkeley Tennis Club all the way into her eighties. A memorial service was held on Saturday. March 15, 2025, at St. Paul’s Episcopal Church in Burlingame.
VON DER LINDE ’48
Active in her community and great-grandmother of two, Margaret Kent von der Linde of Fellowship Village in Basking Ridge, NJ, formerly of Madison, NJ, passed away on November 28, 2024. She was 93 years old.
Known for her candor, intelligence, and grace, Margie’s family will also remember her favorite admonition to always “remember who you are and what you represent,” even if you aren’t quite sure what that may be.
Born in Berkeley, CA, Margie was the eldest child of Elizabeth Trowbridge and Edward Angle Kent. She attended The Anna Head School in Berkeley and Smith College in Northampton, MA, receiving an AB degree in 1952. Returning to Berkeley after graduation, Margie continued her studies at University of California, Berkeley while working in San Francisco.
In 1953 she met Gert von der Linde, who was in the U.S. from his native Germany on a year-long study tour under the auspices of the State Department. Married in 1954, the couple lived in Germany for almost two years where Margie worked for Radio Free Europe while her husband completed studies at the University of Munich. After
Gert completed his PhD work at University of California, Berkeley, the young family first moved to Pittsburgh, PA and then to Los Altos, CA, eventually making Madison, WI their home in 1968.
Throughout her life, Margie was actively involved in numerous organizations. In Madison, while she first became a Cub Scout Den Mother, she also took on a more impactful role working with the Madison League of Women Voters, eventually becoming President. As President, Margie was vocal on several state and local issues and worked to bring candidate and issue forums to the community. Later, she became involved in Madison’s municipal government, serving on the Planning Board for many years as well as on the Environmental Commission. Margie was a member of the Fortnightly Club for almost three decades as well.
An avid tennis player who was always willing to fill in as a fourth, Margie enjoyed skiing, swimming, hiking on her family’s property near Sonora in the Sierra Nevada foothills (especially during wildflower season), and reading. Books and magazines were scattered throughout her house, but if you asked what Margie favored, she’d tell you paperbacks because she had
no qualms about getting them wet while reading them when she took a shower.
In 2007, Margie and Gert moved to Fellowship Village in Basking Ridge, NJ where she continued to be as involved as she had been in Madison, bringing old friendships with her while making many new ones.
In everything she did, Margie made fast and loyal friends through her generous and caring spirit and genuine concern for others. She loved and was dearly loved by all her family and will be greatly missed.
Margie is survived by her son Peter and his wife Missy Hammer and his children Eric (Alexa Bourke), Laura and Sarah (Greg Decker); her son Edward and his wife Susanne (Deming) and their children Alex (Kim Reustle), Jason and Katie, as well as two great-granddaughters, Daphne and Farrah; and special family friend John Ream and his wife Marybeth and their children Holly (Justin Bennett) and Sean. She is also survived by her brother Edward A. Kent and her nieces and nephews: Thomas Drohan (Gayle), Sabra Drohan, Michele Drohan, Dan Drohan (Cybelle), and Lisa Kent Martin. She was predeceased by Gert, her husband of 61 years, in 2015; her sister
Sabra Drohan in 2010; her grandson Kevin in 2023; and her sister-in-law Carol in 2023.
Bunny (Louise) Chamberlain Stevens passed away peacefully on April 11, 2025, surrounded by family. Born in 1931 in Ripon, WI, Bunny was the youngest of three girls. Her older sisters, the late Ruth Floyd of Conway, AK, and the late Jean Chamberlain of Sepulveda, CA, both taught music. Music was the ‘family business.’ Bunny graduated from Ripon College in 1953, where her father, Professor Harold Chamberlain, directed the School of Music. Bunny’s mother, Elizabeth Pease Chamberlain, played piano.
While pursuing her master’s degree in Music at the University of Pacific (UOP)
in the late 1960s, Bunny served as Musical Director for summer stock theaters. Bunny started her family in Stockton, where she and her husband Stan attended UOP. In 1970, they moved to Berkeley, CA. Stanley Ray Stevens Jr., Bunny’s beloved husband of over 60 years, passed away on May 11, 2020. Their Berkeley hills home was a place of great joy, filled with love and music. In later years, Bunny and Stan moved to Belmont Village Albany. Through many challenges, Bunny never lost her voice. The Richmond, CA, home of Bunny’s son Mark Chamberlain Stevens and his wife Mary Lou Herlihy was Bunny’s home away from home. John Marshall Stevens, Bunny’s younger son, gathered with friends and family to sing together and celebrate special occasions. Sharing the gift of music was Bunny’s greatest pleasure.
In 1970, Bunny began teaching at Head-Royce, and for nearly 30 years, she shared her knowledge and passion with students. She helped build the choral program into what it is today, including founding Colla Voce in 1983. In April of 2025, Bunny was honored by the Head-Royce class of 1975 at their Teachers’ Recognition Ceremony and Tree Dedication during their 50th reunion celebration.
From Middle School music to Glee Club, Madrigal, concerts, vocal lessons, tours, mentoring, and wise counsel, Bunny was an inspiration and guiding force in many of our lives during our years at Head-Royce. She believed in our potential, gave us the opportunity to shine, and inspired us to grow and have a greater impact. She nurtured and cared while not putting up with nonsense! She was the one teacher who impacted my life every year from 8th-12th grade.
Jan Hoernbacker Elroy ’75
I marveled at how Bunny challenged us and helped us achieve so many musical high notes literally and figuratively. We performed (and recorded!) the Brahms Liebeslieder Waltzes. We performed at the Paramount Theater. She took us on a road trip to SoCal to perform at her sister’s school in Granada Hills. We sang at rest homes and churches, too.
Betsy Armour ’75
After retiring from HeadRoyce, Bunny continued to share her musical gifts. She volunteered at Berkeley’s University Health Services, Tang Center, where she founded and directed a singing group called “Tangy Voce.”
In 2010, Wendy Edelstein for the UC Berkeley News wrote: For a decade, Tangy Voce, the care center’s chorus, has rehearsed most Tuesdays from 12:00–1:00 pm. The
Bunny was honored alongside 11 other past faculty members by the Class of 1975 during their 50th Reunion weekend with a special medallion.
15- to 20-member chorus brings together current and retired Berkeley staff—and the occasional faculty member—to make music in the middle of their workday and perform four times a year. Never idle, Bunny also founded “Cecilia,” an allfemale ensemble that performed in places where music was needed.
Both Bunny and Stan loved to travel. Bunny’s involvement in the International Society of Music Educators (ISME) gave them opportunities to attend international conferences. Later in life, Bunny and Stan discovered Aspen, CO, as a place to nourish their souls. Stan loved fly fishing and
hiking and Bunny loved the Aspen Music Festival and School.
A service was held at Montclair Presbyterian Church on Saturday, June 21. The sadness around Bunny’s passing was softened by the abundance of love, gratitude, and music.
Saya McKenna joined Head-Royce School in 2002 as a full-time Upper School English and Social Studies teacher, having transitioned from a career in marketing and advertising. Initially drawn to the classroom by a strong sense of purpose, she soon found herself stepping into broader roles that allowed her to shape programs and support students in new ways. She pursued her teaching credential and gradually took on a variety of administrative responsibilities—building a career rooted in learning, leadership, and community engagement.
Over the course of 19 years at Head-Royce, McKenna wore many hats. She served as 10th Grade Dean,
High School Diversity Coordinator, and Assistant Head of the Upper School. From 2003–2005, she co-founded the Global Studies Program—a precursor to today’s Center for Community Engagement—alongside colleague Shahana Sarkar. Housed in the former Institute for Applied Learning, the program launched Head-Royce’s first global diploma, study travel opportunities, and a capstone project known as the Global Studies Certificate. These early innovations reflected her belief that education should connect students to the wider world in meaningful and transformative ways.
Following former colleague Barry Barankin’s retirement as Dean of
Students, McKenna was appointed to the newly revised role of Assistant Head of Upper School, which she held for three years. In 2019, she stepped in as Interim Head of Upper School during the height of the COVID-19 pandemic—a time that tested resilience and called for creative, values-aligned leadership. Together with a strong team, she helped guide the division through a deeply challenging year. While she chose not to pursue the permanent position, the experience left a lasting mark on her sense of what was possible in leadership.
In her final year at Head-Royce, McKenna served in a special projects role, supporting key leadership transitions while also reflecting on her
own next steps. In 1922 she joined Drew School as Assistant Head for Academics, and when the Head of School left to assume a position abroad, she applied for and was ultimately offered the role. Though she had never envisioned herself becoming a head of school, she came to see it as an extraordinary opportunity: a way to serve and support a community, and to lead with purpose.
Much of what McKenna brings to her headship was forged at Head-Royce. She credits the school with nurturing her desire to learn and grow, offering challenge and encouragement in equal measure. “You didn’t have to leave to grow,” she reflects. “That’s not always the case in schools, but it was true for me at Head-Royce.” The school’s culture of distributed leadership, deep collaboration, and a commitment to educational excellence gave her countless opportunities to stretch and evolve.
She speaks often of her mentors and peers—people like Carl Thiermann and Crystal Land—who modeled egoless leadership and quiet determination to elevate others. Her colleagues in the deans team, department chairs, and administrative teams helped create an environment where shared responsibility and honest dialogue were not just ideals, but daily practice. These relationships, and the lessons learned through them, continue to guide her leadership today.
Outside of work, McKenna is a passionate lifelong learner and a proud Bay Area resident. She enjoys hiking, reading, attending plays and lectures, and nurturing the friendships that ground her. Her husband is also a teacher, and their two children are proud Head-Royce lifers—the youngest having graduated just last year.
While she still considers herself a teacher at heart, McKenna has embraced the complexity and creative possibility of headship. “It’s not a path I initially saw for myself,” she says, “but it’s a privilege to do this work, to support educators, and to help shape a school community that’s evolving with integrity.”
Friday, April 24, 2026
Alumni Day on Campus
Saturday, April 25, 2026
Reunion Luncheon
Reunions for class years ending in 1 and 6
1976: 50 Years
2001: 25 Years
2016: 10 Years
2021: 5 Years
The buildings of the Anna Head School in Berkeley were designed largely by architect Walter H. Ratcliff Jr. and constructed between 1892 and 1927.
The campus was anchored by Channing Hall (1892)—the first brown-shingle building in the city—which played a pivotal role in launching the Bay Area’s Arts and Crafts movement.
The structures—including Channing Hall, The Gables, The Cottage, Alumnae Hall, The Study Hall, and the Pool/Gymnasium—formed a unified shingle-style complex, earning designation as a Berkeley City Landmark and a listing on the National Register of Historic Places.
Grouped around a central quadrangle and connected by covered arbors, these structures were crafted from unfinished redwood shingles to harmonize with the Berkeley Hills.
Interiors featured rustic paneling, wood floors, and plastered walls, reflecting the ideals of the West Coast Arts and Crafts movement.
Over the years, the site’s architectural significance has been documented in preservation studies and adaptive reuse plans, and select buildings such as Alumnae Hall have undergone meticulous restoration, offering a glimpse of the campus’s enduring beauty and historical importance.
In 1955, the University of California acquired the property, and in 1964 the school relocated to Oakland—to its present location—later merging with the Josiah Royce School for Boys to become the nationally recognized, coeducational HeadRoyce School.
As the college moves forward with plans to remove several of the original AHS campus structures, including Channing Hall, we hold fast to the belief that Anna Head’s legacy is not tied to bricks and mortar. Instead, it endures in the ideals we continue to uphold: a passion for learning, respect for student voices, and an unwavering dedication to community.
Head-Royce School
I am forever grateful to Head-Royce for emphasizing community building as essential to the academic experience. I encourage all my fellow peers to appreciate the memories you’ve made with those around you. Each moment only happens once, even if the memories last forever— so cherish them and be present.
Jayden Oh ’25