THE
MARKER THE MARK DAY SCHOOL MAGAZINE
Spring 2018
Mark Day School discovers and nurtures what is finest in each child in a vibrant, inclusive learning community. Innovative and full of heart, Mark Day School strives to develop well-rounded critical thinkers in a challenging program that fosters academic excellence and responsible world citizenship.
Board of Trustees Robert Hee, President Julian Allen Sharina Belani Trent Boorman ‘03, Alumni Trustee Alexander Fraser, Assistant Treasurer Joe Harvey, Head of School JT Herman, Treasurer Dan Kalafatas Andrew Kawahara Kristin Keeffe, Trustee Emerita Minna Leigh, Faculty Trustee Chris Mazzola Michelle Mulkey Sam Parker Steve Polsky Terry Powers Ashley Ransom, PA President Carl Reichardt Shalu Saluja, Vice Chair Eileen Sheldon Nicole Stanton Director of Admission Mandy Tachiki Director of Development Wendy Levine ‘89
From the Head of School By almost any measure, we have had a remarkable year of growth and opportunity at Mark Day School. From hosting partners from South Africa and Costa Rica to delving deeply into our daily work as learners, we have strived together to be better scholars, citizens, and community members. If you have walked onto campus, you also know that we have a beautiful new Learning Commons, Creativity Lab, Amphitheater, and Quad. When could something so big be just the tip of the iceberg? When it is dreamed, designed, and constructed at Mark Day School. As transformative as these new learning spaces are, even more transformative is the education that Mark Day students and teachers build within them. As Assistant Head and Director of Educational Design + Innovation Bonnie Nishihara often says, the buildings are only the (very large!) tip of a much more important iceberg comprised of people and
program. Literally years of inquiry and research, professional development and growth for every faculty member, pilot programs, careful hiring, and ongoing reflection and exploration have led to this moment. A hallmark of a Mark Day education is nurturing students’ desire and skill to push beyond the surface level of curiosity into deeper inquiry. Research shows that students make that push for depth more readily when they have hands-on opportunities to explore and learn—whether in traditional disciplines or in fields that cross multiple disciplines. That research fueled multiple years of professional development in project based learning, design and making, and in the master planning process that led to our new Learning Commons and Creativity Lab. When you walk through the new breezeway, you will be amazed at the joyful academic work happening in disciplines that range from mathematics and Mandarin to Media and Information Literacy, Design + Making, computer programming, and Eco-Literacy. Today, collaboration and leadership occur in the context of a diverse and rapidly evolving workplace that challenges the bounds of tradition. At Mark Day, we prepare every student by ensuring that they build the skills to work together in a diverse and inclusive community. Just in this school year alone, every student has had the benefit of really getting to know and to work alongside global partners from Costa Rica and South Africa, and we additionally sent a delegation
to Beijing. At each grade level, students encounter literature and exercises that provide both windows and mirrors: windows that reveal experiences and perspectives different from their own, and mirrors that reflect back to them their own lives and backgrounds. This intentional work transforms our students and prepares them for a world in which working in the context of diversity is not a nice-to-have, but actually a requirement for true excellence in achievement. The next time you enter the heart of the campus, we invite you to linger a moment. Stand in the footsteps of our former Head, Damon Kerby. Walk through the vibrant new learning spaces and celebrate the investment in every Mark Day child, today and long into our future, that 244 donors made in contributing to the We Create Campaign. And think about the lives being transformed by the innovative people and program that imbue those learning spaces with excellence, support, challenge, and joy. Best regards,
Joe Harvey Head of School
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CONTENT FEATURES 21
Inside Our Global Partnerships Learning from people across the globe is an important part of our curriculum. Discover how our partners impact our community.
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Open For Learning We were thrilled to debut our new Learning Commons, Creativity Lab, amphitheater and quad in the spring. Get a closer look at these spaces!
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NEWS 5
Campus News
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Welcome Aboard
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Bittersweet Goodbyes
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Teacher Feature
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Early Entrepreneurs
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Deep Dive
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Alumni News
Faculty At Work Faculty regularly seek to improve their practice and refine and redesign student education.
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Mark Day Graduation Since 1982, students have been graduating from Mark Day. This special commemoration marks a significant chapter for students and our community.
EDITORIAL & DESIGN Sophie Shulman’02 Director of Communications
ALUMNI NEWS Christine Maguire Associate Director of Development
PHOTOGRAPHY Chad Forrester ‘86 Media Specialist Sophie Shulman ‘02 Director of Communications
PRINTING AlphaGraphics Inc. alphagraphics.com
CAMPUS NEWS
From the 2017-18 school year
The latest in classroom projects, community announcements, and campus developments
Breaking News
IT’S DONE!
Our new learning spaces are complete! The much anticipated Learning Commons, Creativity Lab, amphitheater, and quad debuted in March 2018, following an incredibly successful We Create campaign. This transformative campaign set to raise $6.5 million - almost double the largest campaign in the school’s history - and we ended up exceedeing our fundraising goal by raising $6.55 million. From the moment they arrive, these new spaces transform how students, teachers, and visitors experience our campus. Our vision for implementing these spaces into curriculum began even before the old administration building was demolished. In these spaces, students will continue to engage in hands-on projects, read, study, and research all kinds of books, and gather together to learn, celebrate, and simply be together. On March 22, students, families, faculty, staff, friends, donors, alumni, and trustees celebrated at a community-wide party that included a ribbon cutting ceremony and book-themed snacks. Our very first assembly in the new amphitheater occurred the following Tuesday, and it was an incredible joy to see our community gathered again in the heart of our campus. Students in all grades have been enjoying utilizing our new learning spaces to continue and enhance their education. We are looking forward to using it every school day. Thank you to all those who supported this transformational campaign and gave us the opportunity to renew our campus. Each and every member of our school community benefits from your generosity. If you haven’t seen these new learning spaces already, come stop by!
KYP VISITS CAMPUS
January 8-16, we were fortunate to have our friends, including Thando, Thulani, and Lucky, return to campus and work with all K-8 students in music, drama, and in the classrooms. They also treated us to a full dance and musical performance in the gym.
Philanthropy
A Mark Day Tradition
GPSFD 2018 On Friday, April 27, grandparents and special friends visited our campus for the annual, much anticipated gathering of our extended community. Head of School Joe Harvey offered welcoming remarks as our visitors munched on delicious breakfast served by volunteer Upper Division students. Design, Tinkering and Technology Integrator Tatian Greenleaf and Tinkerer and Garden Teacher David St. Martin led grandparents and special friends through a demonstration of the 2nd grade anemometer project and 6th grade tinkering. Kindergarteners proclaimed their new years’ resolutions, 7th graders delivered personal speeches, 8th graders presented their media literacy projects,
BORN TO ROCK
On March 17, Mark Day adults gathered at Terrapin Crossroads for the annual Spring Fundraiser. In addition to rocking out at the venue famous for its founding rockers, we grossed more than $300,000, with $150,000 going to Fund-a-Need in support of Indexed Tuition. Thanks to all who came, donated, volunteered, and made this rockin’ night one to remember. and 2nd graders sang a song led by Music Teacher Richard Navarrete. Our visitors also spent time in the classroom and touring campus, particularly the new Learning Commons and Creativity Lab. The day concluded with a special viewing of the video scrapbook, a joke assembly, teacher presentations on recent student projects, and a musical excerpt from our spring musical, Willy Wonka, Jr. Thank you to all our guests for coming!
Theatrical Productions
COMICAL & CLASSIC
In the fall, students performed in Zanies, a slapstick comedy with madcap sketches inspired by the 500-year tradition of Commedia dell’arte. In the spring, one of the largest student casts in school history performed Willy Wonka, Jr.
Athletics
REPEAT CHAMPIONS
Since 2002, Mark Day School has had volleyball teams participate in the Marin County Middle School Athletic League. This year’s 8th grade girls volleyball team became league champions for the second consecutive year. They beat Del Mar in the semi-finals and Miller Creek in the finals. Though there are no playoff games for 6th and 7th grades, our 7th grade girls team played an undefeated season. Last year, the same team only won one game the whole season. Congrats to all our sports teams this school year!
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Taking the bus allows us to be more efficient with our schedules and have one less car on the freeway. Veronica Harris, 2nd Grade Parent
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WELCOME ABOARD This year, Mark Day School expanded transportation service to and from downtown San Anselmo and San Francisco, and added a late transportation service. We are thrilled to offer these new transportation options to current families. We also purchased our very own Mark Day School bus! “The bus has been a way for me to spend time with my peers. I have made new friends and gotten closer with people in my grade. It has been a time to get ready for my day and unwind on the way home. Riding the bus has given me the opportunity to practice my leadership skills outside of the classroom settings with the younger kids and has been an all-around positive experience.� - Lindsay E., 8th grade
WHERE DOES THE BUS GO? Mark Day School
San Anselmo
Greenbrae
Mill Valley
San Francisco
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BITTERSWEET
GOODBYES
LESLIE SIGLER Leslie Sigler has taught physical education to Lower School students for the past 28 years, bringing to life the embodiment of our research-based belief that physical development is brain development and our commitment to establishing habits that are the foundation of lifelong physical fitness and health. Leslie has always gone above and beyond her role as PE teacher. She leads the Jump-a-thon for the eSibonisweni ePOP program and designs and arranges for our annual Spirit Day, which the entire school looks forward to each Halloween. Joe says, “She believes in the power of showing up and delivering, day in and day out, and her example and commitment to her students, the school, and this community stand out.” Leslie is looking forward to spending more time with her family. We will miss her energy on campus every day!
RICHARD NAVARRETE Richard has been working at Mark Day School since the school’s second year of operation. When we talk about “founding faculty,” Richard is one of them. He has led our music program, the 7th and 8th grade arts elective program, our monthly talent assemblies, the graduation and closing day musical performances, our concerts, and more. He is always ready to jump into action to lead the school in song, in traditional student favorites, folk songs that highlight community, and new favorites as well. Joe says, “One of my favorite places to see Richard is in Yosemite for the 7th grade Outdoor Education trip each fall. He guides students through what is often their first backcountry experience, and it is a treat to work with him in a landscape he so loves.” Richard is eager to spend more time with his wife, daughter, and grandchild. We wish him the best and will miss him greatly!
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TEACHER FEATURE
EILEEN O’HARE Avid reader and dog lover, Eileen O’Hare has been part of the Mark Day Community for 12 years. In addition to teaching both kindergarten and 3rd grade, Eileen was also the Faculty Trustee on the Mark Day Board during the 2011-12 school year. What’s your favorite teaching moment? Some of my favorite teaching moments happen when students get lost in a novel. They will look up and say, “This is the best book I’ve ever read!” or totally lose track of time because they are so engaged in the story. It marks a moment of important progression in their reading development, from trying to comprehend the words to actually playing out the story in their minds like a movie.
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What do you value most about teaching here? I am so lucky to work with the most creative, dedicated, and supportive colleagues. They are always striving to learn more and support each child. Mark Day is a pretty special place. It’s such a caring community where everyone is looking out for one another. What inspired you to work with kids? When I was young, I collaborated with my older sister to develop two children’s books. I wrote the first while I was in high school and the second in college, which was inspired by my mother. Both were illustrated by my sister. It was a fun and rewarding collaboration. What is your favorite thing to do outside of school? I enjoy going to North Beach in Point Reyes with my dog. We also hike Crown Road in Kentfield and Indian Valley in Novato.
“ What is your favorite subject to teach? I love the reading workshop in 3rd grade. It’s extremely gratifying to introduce amazing literature to my 3rd grade students and walk them through the experience of bringing a story to life while making text connections to other books, their own lives, and the world around them. What is something about you that Mark Day students and/or families wouldn’t know? First, after my 13-year-old dog passed away in June, I adopted Otis, a schnoodle mix, in November. We are having so much fun doing dog training classes at the Marin Humane Society. My dream is to certify him as an assisted therapy dog so I can take him to hospitals and senior living facilities to cheer people up. Second, when I was in my 20s, I did a 10-day silent meditation retreat to learn Vipassana meditation. Over the years, it is a practice that I’ve returned to repeatedly throughout my life.
It’s extremely gratifying to introduce amazing literature to my 3rd grade students and walk them through the experience of bringing a story to life.
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After those 10 intense retreat days, my friends took me to see James Brown perform the night I got back. It was an incredible way to end my experience. Do you have any hobbies? I love to read. I just finished reading Eleanor Oliphant is Completely Fine by Gail Honeyman for my book club. I also enjoy listening to books on Audible. I just finished Season of the Witch by David Talbot about the history of San Francisco from the 1960’s through the 80’s. Now I’m listening to Born a Crime: Stories From a South African Childhood by Trevor Noah.
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EARLY ENTREPRENEURS Growing up with household names like Mark Zuckerberg and Elon Musk, students in the current age of DIY and entrepreneurial spirit don’t believe they’re too young to start their own businesses. And why should they? This article features students from the Lower School and Upper School, as well as an alum, who are translating their ideas into action. Whether their businesses are in the beginning stages or their product has already hit the market, Arie, Alizae, Jonathan, and Aviva prove that all it takes is an idea and the confidence to pursue it.
ARIE K. (4TH) & ALIZAE K. (2ND)
After organizing lemonade stands to raise money for the Juvenile Diabetes Research Foundation (JDRF), an organization helping to find a cure for diabetes in youth, Arie and Alizae wanted to further their philanthropic efforts. They started making bracelets, necklaces, and keychains using various metals, a stamper, and string. They named their new venture Ohana Charms, inspired by the Hawaiian word ‘ohana,’ which means family. Ninety percent of each sale is donated to charities and organizations like JDRF and The Nature Conservancy. They have also given ‘thank you’ charms to local firefighters, friendly cashiers, and teachers. Arie serves as the bookkeeper for the organization, while Alizae is the spokesperson. So how does it work? Customers can purchase Ohana Charms at ohanacharms.org. They can pick an inspirational word and Arie and Alizae will make the charm by hand. So far, Arie and Alizae have raised a total of $14,000 through Ohana Charms, and are looking forward to continuing to raise funds for their favorite charities nationwide.
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JONATHAN E., 6TH GRADE
After watching the TV show Shark Tank that featured a program called Spark Tank at a New York school, Jonathan had an idea. “At Spark Tank, parents would listen to students’ ideas for something they wanted to build or create - either for profit or for the school - and then decide if they wanted to fund the idea,” says Jonathan. “I thought it would be cool to bring something like that to Mark Day.” Its possible name? Mark Tank. “Especially with the new building, there are a lot of tools and resources to think, design, and create at Mark Day. Students could pitch an idea for an early prototype to a group of parent experts and see what kind of support they can get.” He says there could also be faculty advisors who help students formulate their pitch and protypes. How did he come up with the idea? “I’ve always wanted to make a business,” says Jonathan, who hopes to implement the idea during the next school year. Jonathan is in the process of writing a proposal under the guidance of Tinkerer and Garden Teacher David St. Martin.
AVIVA KAMLER, ‘07
Tired of trying to track different nail polish colors, Aviva created the mobile app SHELF, which allows users to rate, track, and share their latest manicure colors. They can also keep up-todate on trending colors, learn about the chemicals in each product, and buy polish directly from the app. She says, “Think Instagram, but for cosmetics.” She launched it in college at American University with the help of the business accelerator program. Accessing capital and keeping up with the continuous changes in technology were her greatest challenges. “I learned about contracts and legal requirements, mobile app design and marketing strategies and the importance of having a strong support system of well-connected advisors and mentors who continued to ask tough questions and reminded me why I began this journey.” In the future, Aviva hopes to expand her product selection to include everyday products and create a go-to beauty app that educates users.
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DEEP For one week each spring, seventh graders take a break from their regular classes like English, history, science, and math and engage in a deep dive of the course of their choosing. This year, students had the opportunity to choose a mini-course from a diverse slate of faculty offerings.
The Deep Dive Project is an opportunity for intensive, sustained inquiry in small, self-selected class groups on topics of high interest. Learning is intentional and interdisciplinary. For example, math is connected with social justice, literature with science, tinkering with history, history with art, and music with cross-cultural literacy. At the end of the program, students showcased what they had created and learned in an expo featuring exhibits and performances. Learn more about their projects on the following pages.
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HYDROPONICS BUILDING A MARK DAY SCHOOL PROTOTYPE
Earlier this year, 7th grade students researched hydroponic systems and came up with preliminary proposals for a design that might work at school. In this course, students built on that work by choosing one system and prototyping it for long-term testing on campus. After successfully building their prototype, they are now instituting a plan to monitor it as the plants grow. 17
JOURNEY OF MUSIC AFRICA TO THE U.S. AND BACK AGAIN In this course, students studied the passage of music from Africa to the U.S. and how it influences modern music. They studied the history, musical stylings, instruments, and commonalities between music in Africa and the U.S. At the expo, they performed all the styles of music they learned plus their own compositions.
BEHIND THE MASK
DECONSTRUCTIONS AND INTERSECTIONALITIES OF SPIDER MAN Students read and analyzed Miles Morales: Spider Man by visiting author Jason Reynolds as well as the full Miles Morales Marvel comic series. They focused on the evolution of Spider Man, diversity (or lack thereof) in superheroes, social issues such as the schoolto-prison pipeline, and much more. They also spoke with experts in the field, produced a documentary-style presentation and digital comic, and created their own superhero based on the curriculum.
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FACES FOR THOUGHT ART, PERSONALITY, AND EXPLORATION
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This course was an intensive, student-driven exploration of identity through the lenses of psychology and visual arts. Students examined a cross-cultural sampling of contemporary artists, participated in personality assessments, took a field trip to a museum, and expressed their identity through a series of self portraits. Then they designed and created a series of portraits in the medium/media of their choice that conveyed a message about their identity. They also crafted an artist’s mission statement, or narrative, about their work (written or video) as part of their public presentation at the expo.
THE TIME MACHINE A JOURNEY TO UTOPIA & DYSTOPIA
Students took a journey to Utopia and Dystopia in this engaging and hands-on literature and science course. They studied famous dystopian and utopian literature to explore how insightful authors have anticipated how science and technology may impact future generations and societies. Additionally, they constructed model societies which embrace egalitarian philosophies and predicted the route the many institutions of a civilization might take, ultimately developing their own vision of a futuristic society, designing a role-play character who lives there, and reporting back to the present day through a well-crafted dramatic monologue.
WHEEL OF FORTUNE
THIS WEEK’S CONTESTANTS: SOCIAL JUSTICE MEETS MATHEMATICS The wheel of social injustice, with its multiple spokes, unfortunately keeps on turning and is still quite prevalent in today’s world. In this mini-course, students explored social justice issues, including constraints on economic opportunity and the ability of all people to achieve the American Dream. They learned how American history, law, and the political process have conspired to elevate some groups over others and dug deep into Marin County data and statistics to see how these issues play out in their own backyard. Finally, they pushed all their learning together to create a “mock classroom” teaching presentation to culminate their deep dive experience, using the CollegeHumor “Adam Ruins Everything” TV show model.
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GLOBAL
INSIDE OUR
PARTNERSHIPS
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ark Day School first established contact with teachers and leaders from eSibonisweni Primary School in South Africa in 2000. More than a decade later, our partnerships with eSibonisweni and Kliptown Youth Program (KYP) have blossomed into an incredible relationship marked by the exchange of ideas, deep friendships, and co-learning and teaching. We are fortunate to have sent seven delegations to South Africa, and have welcomed five delegations to our own campus. Mark Day students have learned side-byside with students from KYP and eSibonisweni, and hosted them in their homes during their visit. Thando Bezana from KYP, a recurring artist-in-residence and teacher at Mark Day, brought authentic South African culture to our 2017 spring musical, The Lion King, Jr. and enlivens our music program. Our South African partners continue to bring such life and incredible opportunities for learning to our community, in addition to impacting individual students and families on a more personal level, as you’ll see on the following pages.
South Africa
The Kalafatas Family Dan, Hadley 88, Avery ‘17, Drew ‘23, Ellie ‘26
“The gladdest moment in human life, me thinks, is a departure into unknown lands.” - Sir Richard Burton Having never touched African soil, we were thrilled to join Mark Day’s 7th delegation to South Africa. As we boarded the July 2016 flight from SFO to Johannesburg, we and our kids (Avery 11, Drew 7, and Ellie 4) knew we were in for a momentous couple of weeks. Having never traveled internationally with the children other than a short jaunt to Mexico, we looked at our sleeping children on the long plane flight to Africa with a heightening sense of excitement and uncertainty. “What would the next few weeks have in store for us? How would it change our perspectives on the world? How would it change the kids’?” We had been lucky enough to get to know Thando and Thulani a bit as part of Mark Day’s Artist-in-Residence and Kliptown Youth Program delegation visits. However, visiting them in their home country was entirely different. The journey afforded access to a South Africa impossible to be a part of unless accompanied by a local (and as anyone who has met Thando and Thulani knows, these two locals are adored in their communities, and we were met with open arms wherever we went). To see where these men were raised, meet their family and friends, and participate in their community allowed us to understand their country, culture, and community in a way that an African Safari simply can’t do. It literally took our breath away to talk to some rural eSibonisweni children who had never spoken to a Caucasian person before, a gift to both parties, a gift that changed us each a little bit from the experience.
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It is these personal exchanges, the one-on-one dialogue, that are the center of Mark Day’s approach to its partnerships—both parties giving and receiving, teaching and learning. Drew (now 9) reflected, “It felt weird when I first got there, but then I made friends and realized people might look different on the outside, but they are the same on the inside” and went on to observe, “I realized we have a lot more than we need.” Meanwhile, Ellie (now 6) still recalls fondly “her friends in Africa” especially visiting the crèches (preschools) she insisted we not enter with her! She didn’t want us intruding on “circle time.” And Avery (nearly 13) still texts eSibonesweni and Lilydale t(w)eens. When we asked her for her thoughts for this article, she noted that “meeting other similar age students at their school, learning about their lives, and staying in touch has made the world feel smaller.” The trip also made us reflect even more on race in our own country. This happened through innumerable and constant moments before, during, and after our time in South Africa – reading Mathabane’s Kaffir Boy, taking in the terror of the apartheid police state at the Hector Pieterson Memorial and Museum (and meeting Hector’s sister!), and seeing the squalid conditions Mahatma Gandhi and Nelson Mandela lived in at the only jail in the world with the ignominious superlative of having imprisoned two Nobel Laureates. Seeing the Flame of Democracy means something different after this journey and further contextualizes #BlackLivesMatter #Ferguson and #ICantBreathe. As we examine these important issues in our personal and professional lives, we now do so with an expanded global lens. What did we get out of this? In retrospect, this trip was the journey of a lifetime, unlike any we have taken. We came back a little different than when we left, and we feel gratitude in a deeper and more profound way. The trip has stimulated diversity, inclusivity, and equity work in our own lives and left us with a richer appreciation for the obligation that we all have, as global citizens, to promote equality and justice in our communities and beyond. As we look ahead, we couldn’t be more excited to have our children participate fully in Mark Day’s cross-cultural programs from the many on-campus and off-campus moments, whether local or global. In fact, Avery went to Beijing this spring! As we reflect back, Henry Miller’s quote on travel comes to mind, “One’s destination is never a place, but a new way of seeing things.”
“It was nice to get to know our South African partners and learn how they lived. My family hosted Mo, one of the teachers. He was really nice, and taught us a lot. He told us that they didn’t have electricity, only at KYP. He also taught us about South African apartheid and what it was like for the people who experienced it and how hard it was. Having them on campus also made school a little more fun because we could play soccer with them at recess.” Roshan B., 5th Grade
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n 2008, we arranged the first of many faculty exchanges with Beijing #2 Experimental Primary School (Er Xiao). Teachers and administrators from both schools had an opportunity to closely observe teaching and learning in a different context, and our Mandarin program has benefited greatly from having more native speakers visit the classroom. Our first delegation of Mark Day students visited our Beijing partners abroad in 2014. Since, we send Mark Day students to Er Xiao in Beijing to stay with host families, attend classes at Er Xiao, explore the area, and build friendships with our partners. This fall, for the second time in the history of our 10year partnership, we welcomed a delegation of 48 students and seven teachers from Er Xiao to our Mark Day campus. They were here for three days, during which they learned alongside Mark Day students in the classroom, shared traditions, participated in local excursions, and made new friends. For our Mandarin students in particular, it’s an opportunity to practice the language with native speakers and engage in a complete cultural immersion.
Beijing
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In class, we made clay pandas together. The Beijing student I was working with liked my panda, so I gave it to her. Later, when I went to the mall with them, she still remembered me and I remembered her. Justin T., 3rd Grade
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Maddy J. 8th Grade People are the same at heart, no matter where they’re from. When I was with my host family, I stopped thinking about the differences, because they seemed just like me. The connection I had with Eva, my host “sister,” overruled anything else because the love we shared for each other was the same. We enjoyed doing the same things. After school we would walk and play with her cousin’s dog, jump rope, make dumplings, and do so many other things that we both loved.
Due to the partnership Mark Day School has with Beijing #2 Experimental Primary School (Er Xiao), I had the most amazing, life changing trip to China. We were so lucky that students on our delegation are able to have a homestay, because it is typically not common to welcome strangers into their homes in the Chinese culture. Being able to stay with one family for a whole week and going to school and shadowing my buddy really helped me improve my Mandarin and get the most genuine experience. Eating duck tongue was one of the strangest things I’ve ever done, but it was having the experience that mattered most. When I traveled to Beijing and lived with a host family for a week, I was able to learn about a different culture and that made me compare what was the same, and what was different. I found that what we have in common is greater than our differences. The language and the food were very different. I also never realized how many people and how much pollution there could be in one place. Our group delegation also learned to bargain with a row of street vendors near the Great Wall of China. It was really fun but challenging because we could only speak Mandarin since they couldn’t understand English. It was so cool that I, along with my classmates, could understand and speak the language. At school in Beijing, we introduced ourselves to all 3,000 students in English on the first day, then on the last day we did it in Mandarin. I now realize how being able to understand and speak another language is important because it allows me to interact with people who, at first, seem different than me. Once back from China, I can see how lucky I am to be able to learn a language such as Mandarin, and be at a school with a global partnership as strong as this. Traveling to China with our school’s delegation has opened my eyes to learning about and exploring new places, and making new connections. I’m so happy and excited that I also got to go back to Beijing again this year to meet up with friends from last year, whom I still stay in touch with, and to meet and make new friends. I am so thankful that Mark Day has allowed me to have this incredible experience.
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n 2013, the Pan-American School (PAS) in Heredia, Costa Rica, accepted our invitation to partner. In PAS, we have found a school with values similar to ours and another avenue for linguistic and cultural discovery. Our first delegation of students and teachers visited PAS in February 2014, enjoying home stays and immersing themselves in the language and culture of our hosts. Since, a group makes an annual trip to Costa Rica, where they learn side-byside with PAS students and immerse themselves in the culture and traditions of Costa Rica. In November 2017, we welcomed a delegation of 15 7th and 8th graders and two teachers from PAS to our campus. During their week-long trip, they shadowed Upper Division students, lived with Mark Day families, and became an integral part of our community. They also joined several SEL, music, and Spanish classes, shifting the way Mark Day students think about the language and approach to their own learning.
Costa Rica
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This partnership we have between both schools is an excellent way to strengthen the community of our school. When I visited Costa Rica, my host buddy and family were so welcoming and inclusive to me. I felt like I was actually a part of their family. One of my favorite experiences was playing video games and conversing with them because it really helped my Spanish improve. Aydin U., 8th grade
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“The Costa Rica delegation last year was eye-opening and definitely a trip to remember. My host family welcomed me graciously into their home and we instantly had a connection. I learned many Spanish phrases and other lessons that I would not have been able to learn inside the classroom. Overall, this trip has inspired me and many others to boost our Spanish comprehension and look for opportunities to learn wherever we go.� Mia S., 8th Grade 39
OPEN FOR
LEARNING UNVELING OUR NEW LEARNING SPACES
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WORTH THE WAIT After a successful campaign and the generous donations from our community, we were thrilled to open our new Learning Commons, Creativity Lab, amphitheater and quad in March and celebrate the transformative power of giving. The two-story Learning Commons features a storytelling corner for younger students, two study rooms for collaboration and research, and thousands of books students can read. Connected to the Upper Learning Commons, the Digital Media Lab houses two sound booths and a soon-to-be-installed green screen and lighting for students to immerse themselves in the study of media production. In the Creativity Lab, students can engage in hands-on learning, developing fundamental skills, capabilities, and mindsets that only grow more powerful as the world changes around us. Here, they will test new ideas in real time and learn to make their way through problems large and small. Morning assemblies are exciting in our new amphitheater, and students enjoy playing in the reimagined quad during recess and lunch. Thank you for helping us exceed our fundraising goal and raise $6.55 million for these new learning spaces.
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AMPTHITHEATER & QUAD
THE HEART OF OUR CAMPUS The amphitheater is where we gather for weekly assemblies, where students play at lunch and recess, and where all our current and prospective families enter campus. We are thrilled to once again walk beneath the breezeway.
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QUIET NOOKS Quiet nooks exist all over the Lower Learning Commons, where students can immerse themselves in stories.
AGILE LEARNING SPACES This learning space is designed to adapt to the changing needs of students and teachers. Most of the furniture is on wheels, and large sliding doors open to the quad for indoor-outdoor learning. Furniture can be rearranged for a visit from a guest speaker or for small group work.
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STORYTELLING CORNER This cozy space is where Lower School students will nestle to listen to Mrs. Gailes read a story or gather before engaging in a genre study activity. A soundfield system boosts the voice of the librarian to increase student focus.
LOWER LEARNING COMMONS
SOUND BOOTHS & GREEN SCREEN (coming soon) The Digital Media Lab features sound booths designed to provide enough acoustic separation for voiceover work and other classroom recording. It will also feature a green screen, where students will learn how to be authentic media producers.
UPPER LEARNING COMMONS & DIGITAL MEDIA LAB
STUDY ROOMS Imagine a small group of 8th graders using these rooms for group collaboration during Media Literacy Week, drawing designs on the floor-to-ceiling whiteboard, and using laptops and the flat panel monitor to display the online yearbook design software.
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THINK TANK (to the left) Here, students will engage in the design thinking process and use a soon-to-come wall-to-wall whiteboard for ideation or to share prototype designs for anything from an innovative new bubble wand to hydroponic garden concepts.
CREATIVITY LAB
MAKER’S COURT (outside) In this protected outdoor space, students will build projects that are “bigger than themselves” and that require time for tinkering, such as wind turbines, go-karts, and Cardboard World. It will also house a kiln for ceramics.
WORKSHOP In the workshop, students will use tools that are loud and dusty, like laser cutters, chop saws, drill presses, and more. Imagine a class of 4th graders designing and building a stand for their KIVA micro loan project or students laser cutting and crafting ukuleles at lunch or an Upper Division elective class learning how to solder.
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FACULTY AT WORK
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WHAT MAKES MARK DAY AN EXTRAORDINARY SCHOOL IS WHAT PEOPLE OFTEN DON’T SEE: THE IMMENSE THOUGHT, PREPARATION, AND RESEARCH THAT IS BELOW THE WATER LINE, BUOYING UP THE REST.
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ssistant Head and Director of Educational Design + Innovation Bonnie Nishihara uses the metaphor of an iceberg to describe the profound behind-the-scenes work that bolsters our educational program. The work that faculty does to prepare lesson plans, serve students’ strengths and challenges, communicate with families, and maintain a curricular program that is reflective of the school’s values extends far beyond student interaction in the classroom. It is centered around one important question: how can we best prepare students for the world in which they live? Much of the faculty work has been been in line with our 2014 Strategic Plan to “refine and implement an educational program that prepares students for the challenges and opportunities of their time.” Faculty engage in professional development both independently and together. Teachers attend conferences and workshops and participate in on-campus seminars. As a group, faculty are often divided into committees to tackle multiple initiatives at once and ensure that every teacher’s voice and strengths are included. Areas of focus shift throughout the years as we continually assess our curricular program, and faculty, staff, and administration are all moving forward together. As with the rest of the Mark Day program, we don’t simply “jump on the bandwagon” to implement the latest technologies and teaching techniques. Rather, we study and research, collaborate and critique. Whether you come to the play or watch the new Learning Commons and Creativity Lab rise from the ground, we want you to know that there’s much more than meets the eye. What follows are four areas of focus of recent faculty work: diversity and inclusivity, assessment, project-based learning (PBL), and gender spectrum, and examples of how teachers have taken what they’ve learned and implemented it into the classroom.
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DIVERSITY & INCLUSIVITY
Diversity and inclusivity are - and always have been - essential for academic excellence and responsible world citizenship at Mark Day School. As a school, it’s important for us to recognize the systems that are at play in order to establish equity in the way that we’re educating kids. Acknowledging differences, using particular language to have safe conversations about it, and naming issues that are happening in our community are important parts of our diversity and inclusivity program.
Matt Behrman, Upper Division English
Since 2014, we have worked with VISIONS, Inc., a consulting organization for diversity and equity. Nationwide, they focus on changing the culture of a workplace not just at schools but other companies as well. Over the course of a few sessions, they have challenged faculty and staff to explore their own biases, understand the dimensions of change, and develop common understanding around particular terminology and language.
Enabling students with a clear and safe space to express themselves and be free to take risks in order to expand their knowledge and understanding of the world are important aspects of the VISIONS protocol and are highly valued in the English curriculum. Students learn to construct complex arguments and are able to navigate the myriad of arguments whilst being respectful and collaborative.
This year, in addition to VISIONS, Inc. training, every faculty and staff member participated in diversity and inclusion training by Joel Baum of Gender Spectrum on building more inclusive understanding, language, and school practices in gender. Every faculty member also participated in a seminar led by Alison Park from Blink Consulting. Alison offered more in-depth evaluation of individual and school practices that both aid and hinder diversity and inclusion in our community. Some of this professional development comes from outside organizations, but we are also equipped to take on these trainings in-house.
ENGLISH LITERATURE As a 7th and 8th Grade English practitioner, I found the VISIONS training to be very effective in solidifying my approach to teaching the subject. Above all ideals, I am committed to choosing texts that relate well to the diversity of points of view which exist in our society and wider world. In Upper Division English we select texts which have dimensional protagonists who face a broad range of universal conflicts. We delve deeply into how the social and historical context affects the meaning of a text, and consciously examine its implications upon our lives today.
During the two year course design of Upper Division English, students have examined the ways in which characters from Of Mice and Men are marginalized or oppressed due to their gender, ethnicity or social standing. They reflect deeply on the ways in which society shapes our identity and how power affects our lives. Students delved deeply into the ways in which Shakespeare is satirizing not only his Elizabethan society, but universal human nature. This allowed the students to explore the impact of social norms in our own society and how it affects our own sense of place and identity. As 7th Grade students explore the social and historical context of the Holocaust through their study of The Boy in the Striped Pyjamas they will be further encouraged to confront the contradictions in human nature and to embrace egalitarian philosophies that promote fairness and equality. As educators it is vital to continuously reflect upon our practice seeking methods that allow us to be more inclusive and empathetic to the human condition. As a member of staff who undertook the VISIONS training, I am proud that this school has the fortitude to stand up for diversity and equality in our small community and take a leadership role in fighting for equality.
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ASSESSMENT 59
We are always asking, “How can we best prepare students for success beyond Mark Day?” A significant part of the process of preparing students is acurately assessing their progress. At Mark Day, assessment goes far beyond handing out letter grades. Our curricular program is complex in both breadth and depth to equip students with the ability to meet the challenges of their time. In addition to the foundational literacies such as math, science, and English, cross-disciplinary literacies like social and emotional literacy and media and information literacy are interwoven across grade and subject. Students are not just evaluated based on quantifiable measures like numerical or letter grades, but in the skills they build over time - for example, metacognitive skills - curiosity, creativity, critical thinking, collaboration, community mindset, growth mindset, and self-understanding/self-direction. Research has shown that these skills greatly influence success in the working world, and their evaluation is closely tied to differentiation. Measuring them in each individual student allows faculty to adjust curriculum and teaching to optimize the learning experience for all students. The process of assessing students varies by grade level and subject, and each member of the faculty has engaged in professional development to determine the most effective means of assessment. Following are two examples of how teachers have used professional development to form and improve the way they assess their students. Is? Ari st? quoExere sapitatio te volo dis volorer ionestet, ut eium quiEt re de sapit occus mo ipsa nihillu ptaquia ipsumquibus aut quam veliquae-
Tracy Caton & Joyce Chen
WORLD LANGUAGE After professional outside evaluation, the World Languages Department embarked on a three-year plan with student assessment included as a primary goal. The department organized an on-campus training with specialists from the American Council for the Teaching of Foreign Languages (ACTFL) in assessing speaking, followed by a 5-workshop series at Stanford University. While the concept of assessment in world languages is not new, we sought out the most current professionals and methods to help us best assess students’ skills across the grades. Upon finding a nationally recognized presenter and consultant on assessment, we brought Scott Benedict to campus! Scott led a proficiency-based grading workshop here at Mark Day School, providing a professional day for our department and world language educators from schools across the Bay Area teaching grades 5-12. We learned how to make grades more meaningful and match them more accurately to student progress. The 10th on-campus professional development organized by the World Languages department, it was immensely helpful in launching a pilot program for our new assessment standards. Using what we learned, we explored new standards for learning goals and assessment. This semester, 6th grade students are being assessed on their skills in reading comprehension, listening comprehension, writing, speaking and conversation skills, creativity, and cultural knowledge rather than traditional categories like participation, tests, homework, and projects. This allows us to provide more specific feedback to students about their language skills, including updating rubrics to reflect these assessment goals. Projects and lessons may change gradually over time as we learn the most effective methods for assessing skills while reworking our approaches to evaluation of students’ skills and better identify their strengths and areas of growth. Within the our department, the ability to assess our students in this way allows us to continue to strengthen our methods of differentiation and meet individual students’ needs. More specific and authentic feedback gives students clearer mileposts for improving and a sense of ownership of their own learning.
Melissa Villarreal, Upper Division History
EDUCATIONAL TECHNOLOGY Technology has always played a major role in my teaching. It’s driven by my passion for utilizing technology as a teaching tool and the understanding that students these days live on the Internet. They are constantly learning from YouTube, video games, and smartphone apps. It’s the way they receive and absorb information and satisfy their curiosity. As educators, it’s important that we deliver content in the way they are used to obtaining it. The foundation of my knowledge about educational technology has come from professional development, which is encouraged here at Mark Day School. In 2017, I became a Google Certified Educator and earlier this year, I attended EdTechTeacher Innovation Summit in Palm Springs, CA, where I was exposed to more EdTech tools and strategies and collaborated with teachers from around the country. I was even invited on stage to talk about my experience at the Summit. Because we have a one-to-one laptop program here at Mark Day, there is a lot of opportunity to incorporate technology into the classroom as both a learning tool and an assessment tool. For example, when every student in my class has an iPad or Macbook, coursework can be more easily differentiated; while one student is reading text, another can be in the midst of a writing assignment. When I create quizzes on Google forms, I can evaluate individual students’ knowledge about the material and students can engage with the content on a familiar and comfortable platform. It also provides me with the results more immediately so I can be more responsive to student need and take action if a student or group of students are struggling with a particular topic. I’m a big fan of empowering students to become stewards of their own education. I expect my students to follow up when they are absent and come to me for help when they are confused, and technology helps support this aim. I create presentations in Google slides and screencastify for students to review class material again at home or if they’ve missed school due to illness or an appointment. I’ve also created a help ticket system using Google forms to give students the opportunity to take the initiative when they need some
extra assistance. The form asks students what they’ve done to solve the problem, how urgent is the problem, and when the student is going to approach me to discuss the problem. It puts students in the driver’s seat. When using this form, students are required to be specific. “I’m confused about the homework” isn’t an adequate call for help. This ensures that students have truly tried to work it out on their own, but may still need a little extra help. It’s also much easier for me to respond to a student when I understand the student’s question ahead of time and can come prepared with a recommendation. These forms also give me a record that I use for assessment. I am able to pull reports and review help tickets to see how much help a student has needed over the past semester and evaluate where the student may be struggling. Additionally, Google Groups and Google hangout also provide students with the tools to take control of their own work while allowing me to observe from a distance. In Google forum, students can communicate with their peers about homework and assignments. The idea behind this is that I am not the only person who can answer their questions. They are learning to communicate digitally and professionally and take ownership of their own work, while I am in the background assessing common questions and confusing topics that I can then re-teach if necessary. Google hangout is for 8th graders only, and it’s an online chat where students can receive answers to their questions in real time, either by me or their peers.
As educators, it’s important that we deliver content in the way they’re used to obtaining it. I am constantly searching for new technological tools and opportunities for professional development in EdTech. In the future, I hope to train other teachers how to use technology to enhance student learning and, one day, get a Masters Degree in educational technology and instructional design.
PROJECT-BASED LEARNING
Hands-on experiential education has always been integral to the learning experience at Mark Day School. Because we know that teaching through doing leads to better understanding and longer retention, our teachers have been developing meaningful academic experiences for their students using Project Based Learning (PBL). The Buck Institute for Education defines it as, “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.” Backed by research, PBL continues to be an important part of our curricular program. Over two consecutive summer, Mark Day hosted the INSPIRE summer seminar, in which all Mark Day faculty, teachers from our partners at Beijing #2 Experiemental Primary School, and faculty from many other schools participated. It is a week of collaborating, learning, and designing new lessons to improve our practice as PBL instructors. Many projects have been born from the INSPIRE workshop and other PBL professional development opportunities. The majority of Mark Day School faculty have been through PBL training. We have also had several administrators take part in leadership training through PBL, and have had a few teachers go through training to become PBL coaches. As we move into our new Learning Commons and Creativity Lab, we will continue to make sure that new faculty are trained, and that Mark Day School will continue to be a leader in exemplary instruction.
Lisa Becker & Geneva Conway, 1st Grade
REDWORMS & THE HUMAN BODY We are fortunate to have had several professional development opportunities to learn about and integrate PBL into our classrooms. In 2012, Geneva attended PBL 101 presented by The Buck Institute for Education and came back with ideas and inspiration to create our unit on redworms and vermicomposting. The idea was that 1st grade students would participate in a hands-on, multi-skill project about redworms and vermicomposting. They would work in the garden to observe redworm behavior, research the topic independently or in small groups, create paintings based on their research, and then publish an alphabet book that educates others about redworms and vermicomposting. We were most excited about collaborating with other teachers and connecting the lessons to community engagement by sharing the books with our local and global partners. When we sat down to plan the project, we thought, “Can we really get six-year-olds to do research? Will they respond to choice in a productive way?” It turned out that the answers to both were a resounding ‘yes.’ Because we applied what we learned about PBL to this project, it is much more student-centered. They’re taking responsibility for their learning by conducting research and generating ideas. They are truly invested, and it is exciting to see the results of their work. Our human body unit transformed after we both attended Mark Day’s summer PBL institute, INSPIRE. Rather than teacher-directed lessons about the different human body systems, students now take on a much more hands-on approach to their learning. Each student chooses one system of the body, conduct their research either independently or in small groups, and create self-selected projects. They then present their projects to share their learning. Having an authentic audience - the 5th grade buddy classes, as well as other school community members- gives meaning and additional incentive that is quite motivating. After PBL was integrated into this project, the level of student engagement increased dramatically. It is exciting to watch them take the lead and they retain the information at a higher level.
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Deb Pannell & Lacy Zehner, 5th Grade
1607: What Really Happened When we attended the INSPIRE workshop here at Mark Day School in 2015, both of us were brand new to the school. The workshop allowed us to familiarize ourselves with our new colleagues and our inherited 5th grade curriculum. There was one existing project in particular that we wanted to develop into a PBL unit. Colonial Day had been part of the 5th grade curriculum for years as an historical exploration of the American colonial experience. However, it was primarily learned through the European perspective, and our goal was to expand it to include all of the stakeholders. The 2017-18 version of the project, renamed “1607: What Really Happened,” was a significant departure from previous years. It incorporated many of the elements of essential PBL design. Student voice and choice were reflected in the expansive integration of multiple disciplines, including cross-cultural literacy, art, drama, literature, and SEL. While students still used historical fiction to review history through the eyes of a child their own age, they engaged in deeper critical thinking by evaluating American colonization through a specific theme like power and conflict and researched primary sources. Students also explored colonization through the driving question, “What was the effect of European colonization on the colonists and Indigenous Peoples?” They collaborated in groups to analyze the novel and develop their performances, followed by a period of reflection on their own and their peers’ work. And the project featured real-world context. For example, students learned that many Europeans in the late 1500s were fleeing their countries due to depletion of natural resources. They then connected that experience to the current exhaustion of non-renewable energy sources. Finally, they created a public product in the form of an on-stage performance. The INSPIRE workshop and other PBL professional development opportunities helped us transform the project from good to great. We are fortunate to be able to continually evaluate our projects and curriculum to provide 5th graders with the knowledge and skills they will need to succeed down the road.
GENDER SPECTRUM
As more people continue to recognize gender classifications that fall outside the male-female binary, the language of gender is constantly evolving. For both students and adults alike, navigating the waters of language relating to gender and gender identity can feel like maneuvering through a mine field. Interacting with someone who falls outside of the gender binary can be intimidating if we’re feeling uninformed and unfamiliar with such new terms. At Mark Day School, it is important for us to address the gender spectrum in two ways - train our faculty to create a safe and inclusive campus and educate students about the gender spectrum. Maintaining a supportive community in which people can learn and make mistakes continues to be the heart of our dedication to inclusivity, as well as a recurring examination of school practices that may - either subtly or overtly - offend and exclude. To make sure the whole school is advancing toward the same goal and using the same language as we move forward, all faculty and staff participated in a training hosted by Gender Spectrum. We invited Joel Baum from Gender Spectrum to guide faculty and staff through a two-part seminar about how we as educators can contribute to a gender-inclusive life on campus. In addition to developing a common understanding of terminology such as gender identity and gender expression, Joel illuminated classroom practices and schoolwide programs that contribute to students’ ideas about gender - and themselves. We also identified ways in which language used in class and across campus could help all students feel included.
Gaelle Gordon, Director of Student Life
HEALTH & WELLNESS Professional development has given me invaluable tools with which to mentor students as they develop their own identities and to create a more inclusive campus where all students feel welcome. In the fall, I attended the National Association of Independent School annual People of Color Conference (PoCC). One popular workshop I attended was “The Fluidity of Gender, Racial, and Sexual Identities in Young People Today,” which discussed the implications of emerging gender identities in a school community. I learned that relative to adults, students are generally well-versed in gender identity and, as educators, it’s our responsibility to educate ourselves so we can better understand their challenges. Professional development opportunities help me evaluate how we acknowledge gender on both the microand macro-levels at Mark Day. This includes signage around campus, school policies, pronouns used to refer to students, and responses to situations that arise. For example, during rehearsals for the fall play, students expressed concern that there were only two changing rooms - one for boys and one for girls. Thanks to faculty and parent volunteers, we rearranged the changing spaces to make room for a third, gender neutral space to accommodate that need. Gender identity is also a significant part of the Upper Division Health and Wellness program. In 7th and 8th grade, students are becoming mature enough to ask, Who am I? The Health and Wellness program in the Upper Division is aimed at giving students the information to make informed decisions about their bodies and identities. One activity, Open Session, is a forum in which students write down worries or concerns, share them with their classmates, and receive advise or words of support from their peers. Gender identity has been brought up numerous times during Open Session. Additionally, Marin Academy students representing various gender identities come to campus and share their stories with 7th graders. In many ways, the Health and Wellness program is one more way we give students the language and the resources they need to discover and accept their own identities, and professional development helps me achieve that.
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MARK DAY
Graduation Mark Day is more than a school. It is a place where students develop long-lasting friendships and discover what makes them unique. It’s where students make mistakes, learn important lessons, and achieve goals. It’s a community in which every member is known and recognized as an important individual. It’s a place many call a second home, and as such, moving on in education and in life is a momentous transition. Graduation marks this occasion with decades-long traditions, special moments of gratitude and connection, and a symbolic sending-off of students we’ve all known for years. In a matter of hours, 8th graders transform from students to alumni, and our community feels both proud and a little sad. Following are the distinctive elements of the ceremony that we anticipate every June.
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A Time of Reflection
Taking the Podium
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Looking back at that scared little first grader, I wonder how I have changed so much. I realize that it was not as much me as the people around me who have made me into who I am today. Janavi P., ‘17
As graduation approaches, 8th graders engage in a deep reflection upon their time at Mark Day School. They form an individual understanding of their experiences and work on expressing their unique insights in a personal statement they give at the podium on graduation day. What moments stand out from the past nine years? What have I learned in and outside of the classroom? What skills will I take with me beyond Mark Day? These are some of the questions 8th graders must ask themselves. Students meet with current and past teachers to recall memories and shared experiences and work closely with English teachers Matthew Behrman and Lisa Hayle to write a personal statement that summarizes what their time at Mark Day has meant to them.They study a range of speech writing methods and public speaking techniques from other speech writers and apply similar approaches to their own writing.
“Mark Day has inspired a love of learning in me. I am someone who gets up on a Monday and is excited to go to school and learn.” Nicholas L. ‘17
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Kindergarten Wishes A Mark Day School Tradition
When one story ends, another one begins. This sentiment is reflected in the cherished tradition of the graduating class passing along a wish for the kindergarten class. During the graduation ceremony, the 8th grade class revisits the wish it received nine years ago in kindergarten and passes one along for their own kindergarten buddies. Traditionally, two kindergarteners are chosen to walk down the aisle toward the graduating class and receive their wish. In nine years, they will also serve as representatives of the 8th grade class to pass down their own wish to their buddies. This part of the ceremony echoes the circular nature of our student body and the interconnectedness between grade levels. The arc is both curricular and developmental from kindergarten through 8th grade.
“As you continue on through Mark Day School, we hope you spend your time getting to know your classmates, having lots of fun, and working hard...We hope that at this school, you learn to be a leader, and always remember to be yourself because everybody else is taken.� Wish for the Class of 2025 from the Class of 2017
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Student Performances Musical Expressions On both Closing Day and graduation day, 8th grade students have the opportunity to perform a piece of music they’ve chosen for the occasion. It’s an opportunity for students to musically express their feelings and thoughts about graduation. Performances range from singing to piano to guitar duets. Often, the music is chosen for its thematic relevance, like Sarah McLachlan’s “I Will Remember You” and Wiz Khalifa featuring Charlie Puth’s “See You Again.” Students first audition in front of a panel of faculty and staff, and performances are divided between Closing Day and graduation day.
Faculty Farewells
Giving on Grad Day
Sharing Personal Memories
Students’ Continued Philanthropy
Saying goodbye isn’t just for students. It’s also for teachers. Many have taught them and watched from afar as they grew in size, maturity, and knowledge. During the Closing Day ceremony, there is a time when faculty can take the microphone, face the graduates, and discuss memories and deliver well wishes for the future. Some mention specific instances in class when that learning lightbulb went off; others talk about the class as a whole, and the impact it had on our community. And after the ceremony concludes, faculty and staff line up and shake hands, hug, and say a final farewell before they’re off to celebrate.
Philanthropy is an important part of student life at Mark Day. Throughout the year, the graduating class raises around $1,000 for a local charity and $1,000 for a charity outside of the area. They are asked to make a personal connection to the charities they choose and conduct research about the organizations. For example, one class donated their money to the American Cancer Society because one of their peers had battled cancer. Another class donated to Make a Splash, a Mark Day alum’s organization. Other previous charities include GLIDE and Kliptown Youth Program.
ALUMNI NEWS 1994-2017
CLASS OF 1988 Spencer Wood Spencer passed away on December 12, 2017, leaving a legacy of genuine joy, laughter, friendship and love for all who were blessed to have known him. A giving and devoted husband to the love of his life, Christian; much loved father, best bud and light of the world to Cecilia; beloved son of Peter and Candy Wood; and mischievous and loyal brother to Peter Wood Jr. (Deirdre) and Katie Basso (Dave). Spencer was born in Evanston, Illinois. He spent his childhood in Novato, CA, graduating from Saint Mark’s and Marin Catholic, and finally from the University of Montana. Spencer’s true passions were his family, his friends and the outdoors, making sure to experience each and every day to the fullest. Being close to and sharing moments with his family and friends brought him complete joy and happiness. Constantly drawn to nature, Spencer never missed an opportunity to fly down a mountain or float down a river and just loved being in the mountains, near a river, or at the beach. Spencer’s unique spirit lives on in his many friends and family, and we are forever grateful for the loving embrace of all his friends. He will be greatly missed, and we know he will leave the light on for us. (Obituary reprinted from the Marin Independent Journal). CLASS OF 1994 Dan Schwartz and his wife Cassandra welcomed their son, Jackson William Schwartz, in September 2017. CLASS OF 1995 Suzanne Martindale is a Staff Attorney for Consumers Union. Suzanne works out of the West Coast Office in San Francisco, CA and is part of the Financial Services Campaign Team, where she engages in policy and legislative advocacy on a range of consumer finance issues. Her areas of expertise include student loans, banking, payments, debt collection and small-dollar credit. Prior to law school, Suzanne was an adjunct instructor at two community colleges in the Chicago metropolitan area. She received a Master’s Degree in the Humanities from the University of Chicago in 2005, concentrating in legal and political philosophy. Suzanne received her undergraduate degree from University of California, Berkeley in 2003 (B.A., magna cum laude, Philosophy). She currently lives in Oakland, CA. Joanna Robinson, who spent the last three years writing for Vanity Fair’s Hollywood blog, has been working on her first
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cover story, which will be featured on the 10th anniversary of Marvel in December’s Vanity Fair. CLASS OF 1998 Aaron Gildengorin was recently named the Vice Principal at Sonoma Valley High School. CLASS OF 2000 Andrew Spott successfully defended his PhD entitled “Perturbative and ab-initio calculations of electrical susceptibilities of atoms” from the University of Colorado in Boulder on May 30th, 2017. He is currently working at a small startup in Boulder as a data scientist in the password and cyber-security space. Oanh Tran is working for Wipro, an IT services firm. She was in a fast-track leadership program there, before moving into her permanent position. Oanh and her husband Carl live in Richmond, CA. CLASS OF 2001 Derek Lawson lives in London and trades foreign currency options for Bank of America/Merrill Lynch. Carina Schorske won First Place in translation for a prestigious literary journal and got her second invitation to the MacDowell Art colony, the oldest in the country. CLASS OF 2002 Jessica (Weiss) Levin was married on May 13, 2017 at the City Club to Jason Levin. They live in Los Angeles. CLASS OF 2003 Drew Lawson graduates this spring from the three year JD/ MBA program at University of Pennsylvania. CLASS OF 2004 Kevin Dee released Fly, a music CD for children. The album was written and performed by Kevin and his collaborator Rachel. Kevin is a graduate of Oberlin Conservatory. Check him out at kevindeemusic.weebly.com. CLASS OF 2006 Margot Boorman was engaged this year. CLASS OF 2007 Jacquelyn Hoffman is currently working in medical oncology and studying for her medical assistant certification. She moved to Portland, OR last September. Madison Scheer is a high school science teacher at SF Waldorf High School. She coaches cross country and lives in the Castro. Last summer, she summitted Mount Kilimanjaro with her mom, Morry.
CLASS OF 2009 Annalise Hill works for Pacific Coast Federation of Fisherman’s Associations in San Francisco. CLASS OF 2010 Patrick Dunne graduates this spring and begins his job at PWC in the New York office this summer. CLASS OF 2011 Annalise Schulman is finishing her sophomore year at Occidental College in Los Angeles, studying biology. She has been a member of Marin Search and Rescue Team for three years and is a level 2 archery instructor. Macrae Sharp completed a summer internship at the San Francisco office of Senator Kamala Harris last year, and is now majoring in International Affairs and Political Science at The University of Colorado, Boulder. Ben Tracy is finishing his sophomore year at New York University in Manhattan, pursuing a Bachelor of Science degree in Economics. Isabel Tracy is starting her junior year at The University of St. Andrews in St. Andrews, Scotland where she pursues a Masters in English. CLASS OF 2012 Wally Dryden is finishing his sophomore year at LMU (Loyola Marymount), where he is studying in the Entrepreneur program. He plays lacrosse, and is an officer, for their D1 team. CLASS OF 2014 Jack Carek and Lucas Ornish ‘15 with their band Footsteps, have performed around Marin, including a North Bay Fire benefit show at the Sweetwater Music Hall. They met their band mates and began playing together in the Marin Youth Accelerated Music Program (MY AMP), a rock school in San Rafael founded by Chris Detrick ‘97. Lizzie Ferguson was awarded one of 20 Triple-Impact Competitor scholarship awards by the PCA-SF Bay Area (Positive Coaching Alliance). Earlier in the year, Lizzie was named MVP for North Bay League girls water polo. Harry Hobart won a bronze medal at Youth Nationals rowing in his lightweight 8 person Marin boat last fall. Spencer Petras was named the Metro Player of the Year by the SF Chronicle. He will attend University of Iowa next fall and of course, play football! Ethan Strull was nominated for Youth Volunteer of the Year for the second time by the Center for Volunteer and Nonprofit Leadership. Quinn Woodhead, as two-time MCAL Player of the Year and four-year starter for Drake, will go to Stanford this fall to play with older brother Dylan. CLASS OF 2016 Carter Sharp rowed 3-seat in the Redwood Crew/Marin Rowing Freshman 8-boat that won the Scholastic National championship in Camden, NJ on May 28, 2017. CLASS OF 2017 Peter Hobart won “best in show” in youth photography, ages 13-15, at the 2017 Marin County Fair.
HEADED TO HIGH SCHOOL
Class of 2018 Branson (4) Marin Academy (6) Marin Catholic (4) Marin School of the Arts (2) Masters School (1) Redwood High School (2) San Marin Biotech (1) San Domenico (5) San Rafael High School (4) Sonoma Academy (6) Tamalpais High School (1) Terra Linda High School (1) The Bay School (3) The Marin School (1) University High School (2)
COLLEGE MATRICULATION
Class of 2014
Sam Abrams: Colorado State University Ben Blum: Gap year at United World College ISAK Japan, to complete International Baccalaureate diploma Chessa Brown: University of Illinois Jack Carek: Berklee School of Music Marco Castillo: Claremont McKenna College Ryan Chiang: UCLA Colin Davis: UCSB William Drury: Cal Poly, San Luis Obispo Jack Eisele: Boston University Aidan Evans: University of Arizona Lizzie Ferguson: Williams College Claire Galla: Scripps College Ana Gorski: Barnard College Matthew Hansen: UCLA Harry Hobart: Bucknell University Natalie Jakiemiec: UCSB Chase King: University of Washington Malaika Kirkwood: New York University Kendall Kobalter: San Diego State University Daisy Lookinland: UCLA Rachel Luria: Duke University Vivi Morris: UCLA Ben Noonan: Northeastern University Liam Oprendek: Boston University Spencer Petras: The University of Iowa Taylor Powers: University of Nevada, Reno Elisabeth Ratcliffe: UCLA Justin Scheer: Rice University Anya Sriram: UCSB Ethan Strull: Bowdoin College Will Twomey: Yale University Sari Wisoff: Emory University Quinn Woodhead: Stanford University Art Zhao: UCLA
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