Maypoll Spring 2024

MAYPOLL

MAYPOLL

SPRING 2024

HEAD OF SCHOOL

Joe Sciuto

ADMINISTRATION

Allison Castro Director of Middle School

Beth Dorr

Director of Lower School

Anna Longstaff

Director of Advancement

Lauren Marlis

Director of Enrollment

Linda Rabitoy

Director of Finance

Erika Sears

Director of Institutional Technology

Thomas Stafford

Director of Marketing and Communications

Phil Velasco Director of Facilities

EDITOR

Kristina Martinez de la Torre

CONTRIBUTORS

Tawanna Benbow

Juan Garcia

Bridget Kelley-Lossada

Timithie Norman

Adrianna Schuster

DESIGN

Caroline Halili

PHOTOGRAPHY

Christine Campbell

Rick Davitt

Kristina Martinez de la Torre

Adrianna Schuster

Thomas Stafford

Phil Velasco

Justin Velez

The Maypoll is published for the community and friends of Mayfield Junior School. We welcome your comments and suggestions. Every effort is made to avoid errors, misspellings and omissions. Please direct any questions, comments or corrections to

Kristina Martinez de la Torre, Mayfield Junior School, 405 South Euclid Avenue, Pasadena, California 91101, kmdelatorre@mayfieldjs.org

For more information about Mayfield Junior School, please visit our website at www.mayfieldjs.org

NON-DISCRIMINATION POLICY

Mayfield Junior School does not discriminate on the basis of race, gender, national or ethnic origin, religion or sexual orientation in the administration of its educational policies, admissions policies, financial aid or other schooladministered programs or activities.

ACCREDITATIONS AND ASSOCIATIONS

Mayfield Junior School is accredited by the Western Association of Schools and Colleges (WASC), Western Catholic Education Association (WCEA) and the California Association of Independent Schools (CAIS) and is a member of the National Association of Independent Schools (NAIS).

Table of Contents

2 From the Head of School

4 Meeting the Wants of the Age

8 Mayfield Voices

13 Speak Well, Thrive Developing Communication Skills and Confidence in Public Speaking

18 Pilgrimage: Journey to the Stations of the Cross

22 Alumni Stories

26 Learning Elevated Update

31 In Memoriam

Our Mission

Mayfield Junior School, a Catholic independent school founded and sponsored by the Society of the Holy Child Jesus, implements the philosophy of the Holy Child Schools which is based on trust and reverence for the dignity of every person. We are committed to the religious and educational development of each child and to maintaining a sense of community and family spirit that welcomes people of diverse backgrounds. At Mayfield, each child is challenged to reach his or her potential. We encourage our students to respond to the needs of our time with compassion, integrity, and confidence in God and in their own gifts.

Educational Vision Statement

Guided by our Holy Child heritage, we provide a distinctive educational experience that balances tradition and innovation in an intellectually challenging and creative environment. Students discover their best selves as they question, collaborate, and connect in a joyful community.

From the Head of School

Dear Mayfield Community,

I often talk and write about what makes Mayfield Junior School unique. To me, success is always about people and relationships. Since 1931, we have been on Euclid Avenue educating students to be moral, strong, and prepared future leaders, mostly on account of our amazing administrators, faculty and staff members, parents and guardians, alums, and of course, the students themselves. Our Whole Child educational program sets us apart from other schools in so many ways. In teaching to the whole child at Mayfield, we challenge our students spiritually, morally, academically, artistically, and athletically, which includes many opportunities to hone their communication skills and public speaking capabilities. You’ll read about some of the ways that we create strong communicators and public speakers in this edition of the Maypoll. Mayfield Junior School has an advantage over our competitors because we are a K-8 Catholic, Holy Child, independent school committed to the whole child.

We have been very purposeful over the years with our acclaimed daily whole-school Morning Prayer. Although the location has varied — from the Holy Child Courtyard to the West Pavilion to the field to the gym and eventually, to a new outdoor Morning Prayer area once Phase IB of Learning Elevated: The Campaign for the Whole Child is completed — what we do at Morning Prayer each day has not changed. We pray, educate, and celebrate all together (K-8 students, faculty and staff, and parents and guardians) at the beginning of every school day. Morning Prayer is student-led and created, and every student has the opportunity to participate, whether leading the assembly in prayer or sharing important information. It is just one of many ways students share their voices and gain experience as communicators.

Recently I had the privilege to experience life as a 5th grader during our “Shadow a Student Challenge.” It was an exhausting day! Advisory, rock band elective, mathematics, recess, religion, lunch, humanities and finally Spanish (I received a reprieve since my fifth grader didn’t have PE or visual art on this particular day!). Living the day of a student simply made me prouder than ever to be Head of School. I was immersed in fabulous teaching, inquisitive students, and many joyful experiences.

Phase IA (parking garage and new playing field) of Learning Elevated is on schedule to be completed by the opening of the 2024-2025 school year. It will be so exciting to see all our Mustangs run onto their new field on the first day of school, and we will (including our neighbors) appreciate the flexibility that 120+ on-campus parking spots will provide! Construction of Phase IB (Center for Teaching and Learning, Arts and Media Annex, new playground, and new Morning Prayer area) will begin as soon as we have secured the necessary philanthropic funding. Your continued support is needed as we “Build a Better Mayfield.” Thank you for all you do to make this Holy Child community such a special place!

Go Mustangs!

Joe Sciuto Head of School

Meeting the Wants of the Age

A Day in the Life: Shadow a Student Challenge

With iPads, notebooks, and writing utensils in hand, faculty and administrators became students for a day and emerged with new insight and a widened perspective on the student experience.

This February, Mayfield faculty and administrators joined an international network of educators participating in the Shadow a Student Challenge. The Challenge encourages educators to spend an entire uninterrupted day following a student to gain a deeper understanding of their experience. Mayfield educators were fully immersed in the student world — going to classes, playing games at recess, sitting at lunch with friends, even completing assigned homework and wearing a uniform — in an effort to see things from a student perspective and discover meaningful opportunities to create an even more supportive and enriching learning environment.

Following their Shadow Day, each participant reflected on what moments of the day left an impression, what surprised them, and what the day revealed.

Austin Ripley, World Languages Shadowed in Sixth Grade

I loved eating lunch with them and hearing their perspectives on class topics, food, and life in general. I got a better understanding of what is important to them, what they value, and how they perceive things.

I have even more respect for my colleagues and their ability to keep things kind, supportive, and engaging each and every day. I also have more respect for the feeling of community in general, it really felt like being at home. We truly provide a safe and comfortable environment for the students, and there are many adults for them to choose from to speak to as allies and mentors. I am even more honored to be entrusted with these young minds every day. This experience gave me a boost of pride to share fascinating wonders of the world with students in such an ideal learning environment.

Kissy Linao, Educational Technology Specialist Shadowed in Fourth Grade

I consider fourth grade a very academic year as they prepare for middle school. I learned during the shadow experience that teachers also give students time for connection and relationship building. In class meetings, kids can express their kudos, opinions, and concerns with one another in a safe environment.

We have an amazing PE department that allows kids to explore their talents and physical capabilities. I learned some new basketball skills in the process!

We most certainly teach the whole child! Students get a rich academic experience and develop their social-emotional skills as well. Teachers create meaningful experiences that enable kids to tap into their individual potential and allow their confidence to grow.

Linda Rabitoy, Director of Finance

Shadowed in Third Grade

The best part of the day was seeing some of the children so excited that I was a part of their day.

One third grader came up to me before going back into the classroom after lunch and just said, “Can I hug you?”

Vana Minasmasihi, Front Office Coordinator

Shadowed in Second Grade

The best part of my day was experiencing Mrs. Delgado’s class structure. She is an amazing teacher! Her entire class knew what she expected from them and was able to do their work efficiently. She is simultaneously very gentle and loving with all her students. I also really enjoyed art class with Ms. Ireland. This was a great way to give all the students and myself a little brain break.

Allison Castro, Middle School Director

Shadowed in Fourth Grade

I learned there is so much time for 4th graders to practice their skills and apply their new understandings. On the day I shadowed, no new information was introduced. All lessons in math and language arts were review and practice. That seemed to be very effective. There is also something really nice about having one teacher and classroom that you keep coming back to throughout the day.

One of my goals is to find ways to smooth the transition from 4th to 5th grade so that we can ease their way and make that transition really serve them in positive ways.

Sam Donaldson, Fifth Grade Humanities/Advisor

Shadowed in Fourth Grade

The best part was how welcoming the students were. They chatted with me throughout the day and invited me to play four square and basketball with them at recess. I also learned more about the types of things that are covered in the fourth-grade curriculum. It was great being involved in the activities and going on the field trip to the San Fernando Mission. I have benefited from observing fourth-grade lessons in the past; however, shadowing a student allowed me to gain a different perspective. Knowing I am a fifthgrade teacher, they had lots of questions for me about middle school.

The “Read Aloud” book after lunch for fifteen minutes was a great post-recess reset. The students were clearly tired after their morning field trip and recess, and this short read-aloud acted as a useful reset. Next year, I would like to shadow a sixth-grade student. Whilst I have taught sixth grade in the past, I feel that shadowing will provide me with a greater insight into the next transition that our fifth graders experience in their middle school journey.

Meeting the Wants of the Age

Answering Cornelia’s Call: Reinvigorating Service Learning and Servant Leadership at Mayfield Junior School

Bridget Kelley-Lossada, K-8 Service Learning Coordinator

How lucky are we to be here right now in a school that allows for the teaching of the mind, body, heart, and spirit. We are fortunate to be the kind of school that recognizes that academic excellence alone does not prepare a person for the rest of their life or for challenges they will encounter as members of modern society. Teaching the whole person means so much more.

Knowing that it is in giving that we receive when we looked to reinvigorate service learning at Mayfield, we remembered Cornelia’s message to always trust the children, and we were rewarded. The students delighted us and reminded us about the joys of giving back to the community. Last year, a student leadership club was formed to help end food waste, citing that ending food waste on campus directly impacts our larger community. It seemed easy initially but making the small changes needed to succeed was challenging. The students never stopped communicating their desires for change. After a waste audit last spring, the students collaborated with school leadership to devise a plan that could work on our campus. This spring, their plans have come to fruition, and the campus is fully engaged in sorting waste and learning about the benefits of composting and keeping food waste out of our landfills.

"Let the [teachers] have this particular intention in their mind as well at the time of lessons as at other times, that when occasion shall serve, they shall lead the tender minds of their pupils to the love and service of God, and to the practice of those virtues by which He is most pleased."

-SHCJ Book of Studies

At Mayfield Junior School, we aim to educate our students to cultivate key servant leadership skills that they will continue to grow as they embark from here toward the next phase of their educational journey. Servant leadership skills include empathy, listening to understand, stewardship, and serving the community; in other words, leading with humility as Christ modeled for us.

Mayfield Voices

Meet Armando Avelar.

Armando joined our Mayfield community in August 2023 as our Dean of Student Life.

Tell us about your career journeywho or what inspired you to work in education?

I attended a celebration for my father’s 25 years at Chaminade College Preparatory, also my alma mater, and had a great conversation with the school’s principal. He encouraged me to consider a career in education and hired me as a longterm substitute. At Chaminade, I learned I really loved working in a classroom setting. When an opportunity to teach Spanish opened at St. Francis High School, it was my chance to do more. I worked at St. Francis for ten years, expanding my role to include leading retreats, sports, and eventually World Languages Department Chair. It was so rewarding that I pursued and earned my Master of Education at American College of Education, finishing a 16-month program in 10 months. The summer I received my degree, I applied at Mayfield. Since my career in education first began, the best advice I received was from Tom Moran, former principal at St. Francis. He told me that supporting students and building relationships of trust is more than the job. Go to their plays, their games, or tournaments, show up. It matters. I keep that advice with me today.

What about Mayfield influenced your decision to join our community?

While working at St. Francis, where the student body came from many different middle schools, Mayfield kids stood out. They were natural leaders, passionate and motivated. Witnessing this spoke volumes to me. I wanted to be a part of it – to contribute to the growth and development of these kids.

Summarize your role as Dean of Student Life. What is your favorite part about the job? What is the most challenging? A lot of my role is discipline, but I really believe how you approach the role makes the difference. I try to always lead with curiosity. Just to talk, share, be present for the kids and the community in general. Being present and listening might help intercept a future issue. I work with an amazing team of people. Our two counselors, Dr. Maria Hodge and Rebecca Sales, are extraordinary. I have a lot of support. I also help manage student activities with a great group of people. We work together to ensure these events and activities are meaningful as well as fun.

My favorite part of my role is being a part of this community and contributing what I can. The mission and the student pledge truly resonate with me.

The most challenging part of my job is when I need to bring a student or students to my office for an incident. Once again, I try to lead with curiosity in every situation and avoid an uncomfortable environment. Things like: Let the student lead the conversation, try to repair, offer suggestions, and end with positives. Then, the follow-up is very important. An open door makes a difference. It is my hope that even kids in severe trouble will come back and know their bad choices have not defined them. Every day is a new opportunity.

How has your previous experience in education helped prepare you for this role?

Having my own kids has prepared me the most. I have two boys ages 7 and 10. Witnessing and caring for the socialemotional wellbeing of my sons really helps.

How would you describe your style of leadership?

Even, levelheaded, mindful. My style is to ensure everyone is heard and to make informed decisions.

Do you have a talent few people know about?

I have played the Aztec drum for eight years. I appreciate the culture behind it—it is not just an instrument. How it is made and traditionally played makes it very meaningful. I play as a member of the 3252 Fan Club for the professional soccer team LAFC (Los Angeles Football Club). It has been a great experience.

Favorite hobby or creative pursuit?

During COVID our workday was shortened so I started to play golf. I love it. The 17th hole at Vista Valencia Golf Course is a favorite.

Book on your nightstand?

Tattoos on the Heart by Fr. Greg Boyle

Favorite place in the world?

Northern California - Mt. Shasta / Burney Falls

Favorite quote or personal motto?

One of the greatest joys in life is loving what you do.

Meet our Parent Board.

Mayfield’s Parents Association and Board are hardworking and enthusiastic volunteers, who give their time and talent toward the success of many of the programs and events that make Mayfield Junior School exceptional.

As Outreach Coordinator for the Mayfield Parent Board, Kathryn Schotthoefer P’24 has developed outreach opportunities for MJS families focused on connection and community.

How did the role of Outreach Coordinator develop?

Historically, Mayfield parents were regularly involved in student service in the community. As Reach Out evolved as an integrated service-learning curriculum, parents were looking for new ways to engage. Coming out of the pandemic, the Parent Board wanted an opportunity for Mayfield families to extend service beyond the grade level programs with new mission-aligned outreach for the whole family. I was asked to be the inaugural Outreach Coordinator and I was excited to bring my professional experience in philanthropy to that position. We wanted to be intentional in designing the program. Our partners needed to be values aligned, and willing and able to have young children as volunteers. Some organizations can’t host young volunteers for liability reasons, while others don’t have staff to manage the additional work that volunteers can create. Our goal was to create a program that respected our local nonprofit organizations while creating meaningful connections between the communities they serve and the community of Mayfield families.

Has the role been successful?

We’re off to a good start! We started by talking to the Mayfield community about the issues that most motivated them. We learned our kids felt passionate

about climate and environment and our parents were interested in helping families with housing and homelessness. We also found many working parents wished for something that could be done during evenings or weekends. From there, we evaluated dozens of local nonprofits and created a pilot program with two different organizations– Union Station’s Euclid Villa and the Surfrider Foundation.

Partnering with Surfrider for a beach clean-up event is easy. They organize everything and our families just need to show up. Surfrider does a wonderful job of explaining to kids the importance of their work. They measure and weigh the collected plastic and can instantly quantify impact to volunteers. We’ve had great turn out for these events!

Euclid Villa supports families transitioning from homelessness to housing independence. Located only a block and a half from Mayfield, it was a natural fit. We started by asking their staff how we could be helpful and the program evolved from there. We are deeply focused on building this program from a place of community and care for our neighbors, rather than an outdated “charity” mindset.

This year, Outreach held a holiday decorating party with our neighbors at Euclid Villa, and many Mayfield families regularly make homemade muffins for a

weekly Bake and Drop Off. Our 8th grade Girl Scouts just completed converting an empty space into a wellness room for resident teens and tweens. There are plans to collect house plants to fill Euclid Villa’s common spaces, with their care entrusted to the resident children, as well as a family BBQ day. We also just launched the Birthday Buddies program to provide small gifts and a group celebration.

In addition to our ongoing programs, we are able to be responsive to more urgent needs. When Children’s Hospital of Los Angeles sounded the alarm about low blood supplies, we were able to activate a blood drive at MJS and fill 100% of the appointments. I’m very grateful to the Outreach Committee - Antonella Nistorescu, Annette Vartanian, and Vanessa Anaya - for all of their work to bring these activities to life.

What’s next?

Being a good partner is about building trust and following through on commitments. With Euclid Villa we are establishing a partnership with the potential to benefit both their families and ours in deeply meaningful ways. I would love to see us strengthen these foundations and make participation a regular part of life for MJS families, then consider adding new organizations or opportunities.

Student

Leadership:

Inclusive By Design

On a recent Thursday afternoon, a group of 20 or so middle school students gathered in an upstairs classroom in Mayfield’s Junior Building. As they ate lunch together, they each shared the story of an inspirational woman in their lives. This exercise was in celebration and recognition of Women’s Heritage Month, and the students were members of Mayfield’s student leadership multicultural group called Inclusive by Design.

Inclusive by Design (ID) was formed two years ago by Sabane Campbell ’24, Delano Rock ’24, and Eleanor Smith ’24, under the direction of faculty advisor Tawanna Benbow. This year, the group has grown to about 40 students in grades 5-8, all

Meet ID: Inclusive By Design.

A stduent leadership group striving to create dedicated space to celebrate and elevate students’ cultural experiences through education, activities, and community building.

committed to celebrating the uniqueness of each person and supporting Mayfield’s diverse and inclusive community.

“Culture and identity need to be talked about,” said Sabane, who is multiethnic Black and Mexican, and came up with the group’s name. “ID provides an opportunity for conversation about things that may not come up otherwise but should be discussed or shared.”

Members have participated in weekly ID meetings this year, and the group has organized many school-wide celebrations and cultural events. “It’s not just a planning committee,” Sabane shared. “Personal sharing, discussion, and offering a safe space for different cultures are important.”

This aspect has been particularly significant for Delano, who is multi-ethnic Vietnamese and Nicaraguan.

“Most of my friends are White, and everyone treats me like I’m White,” he said.

“But it’s nice to have time and space to talk about my culture with people who relate and want to hear about

it. I know I can have those discussions with my ID friends – and my White friends who joined.”

The group is open to all middle schoolers and offers opportunities for public speaking, sharing personal experiences, and educating the community. Members have presented at Morning Prayer, and hosted workshops such as a Step Dance assembly and community-wide contests such as the Doors of Freedom for Black Heritage Month. They sponsored a Cultural Share Bar during Hispanic Heritage Month that raised funds for the Celebration Nation Foundation and collaborated with the extended community to offer lunchtime education throughout Asian American Pacific Islander Heritage Month.

“My favorite parts of ID are creating exposure for students, helping people get comfortable trying new things, opening up space for inclusion,” said Eleanor, who is multi-ethnic Black and White and also serves as the Commissioner for School Culture on the 2023-2024 Student Council. As a kindergartner at Mayfield, she said “no one in my grade looked like me. I am so glad to be able to look around the room and feel like I belong.”

“My favorite parts of ID are creating exposure for students, helping people get comfortable trying new things, opening up space for inclusion. As a kindergartner at Mayfield, no one in my grade looked like me. I am so glad to be able to look around the room and feel like I belong.”

Eleanor Smith ’24, 2023-2024 Student Council Commissioner for School Culture

Mayfield Voices

Prior to the creation of ID, Mayfield supported a Black American Student Collective called BASC, started by Moses Ma ’22 and Ethan Price ’22, and an Asian American Student Collective called AASC, established by Mia Palafox ’22 and Chloe Jeng ’22. Both groups were created to provide space and support for students in the wake of the killing of George Floyd and growing anti-Asian sentiments in 2020.

“The affinity groups were important then,” said Tawanna, who is a seventh grade advisor and religion teacher at Mayfield. “We need to meet the ‘needs of our time’ and now our students want to come together and share. It’s a big deal for kids to have this kind of experience and opportunity in middle school, and they can take this exposure and experience with them to high school and continue their cultural formation.”

The student leadership aspect of ID is its core, which means the group and initiatives may vary over time as students graduate and new middle schoolers take the lead on the program, activities, and events. Current seventh graders, Harlee Escobar, who is multi-ethnic Black and El Salvadoran, Luke Lehmann, who is multiethnic Japanese and German, and Lucia Vargas, who is multi-ethnic Mexican and Puerto Rican and recently elected to serve as the Commissioner for School Culture on the 2024-2025 Student Council, will all serve together as collective leaders for the incoming year of ID.

“Because members are in fifth through eighth grades, there is a strong base to grow for future years,” Eleanor said. “I want to be able to come back to Mayfield and meet the students in ID, having the same or even better experience as me, and be proud that we started this.”

Mayfield Voices

Meet Paul Huckerby.

Third grade teacher, musician, and the most patient man in the world.

My Teaching Journey

My sister had always wanted to be a teacher. As children, when we were not at school, we would play school. I was never allowed to be the teacher. I played the student. Our six cats, the duck and the rabbit were my classmates. The duck and the rabbit were well-behaved in class and would sit still and listen nicely. The cats and I were more easily distracted. I didn’t want to be a teacher; I wanted to be an animator. I practiced drawing very quickly. I can still draw Bugs Bunny in 5 seconds flat!

Years later, I had a friend who was studying for a post-graduate certificate in education (PGCE). It seemed very interesting. I helped her with lesson planning and creating teaching resources. However, my friend hated the teaching practice and although she graduated, she never became a teacher. I enrolled the next year.

Before the course started, I spent a week visiting a school in London and spending each day in a different classroom. The one thing I noticed that has stayed with me was the noise volume levels. In one class, a teacher yelled the entire time yet somehow taught successfully, and in the next room, was a teacher who barely spoke above a whisper but with equal success in teaching. I have never quite managed to be a whispering teacher, but it is good to still have goals.

My PGCE teaching practices were in a 3rd-grade class in Fulham and a 1st-grade class in Twickenham (both places in London). The 3rd grade class was tough. I didn’t really know what I was doing.

The class teacher introduced me as a ‘student teacher,’ so the children knew that I didn’t know how to teach as well. But I learned through my mistakes. The ten weeks in 1st grade went much better. I was pretending to be a real teacher. That was when I first discovered that I loved teaching. I have never stopped. My creativity was encouraged, and I worked hard to make my lessons fun. I learned not to yell but to sing!

My first lead teaching job was in 1st grade at Canonbury School in Islington, North London close to the Arsenal stadium. It is a mixed economic area with children from the local estate and wealthier families. Former British Prime Minister Boris Johnson’s children went to the school as well as a few other minor celebrities. I was very excited to do a parent/teacher conference with Jill Bryson from the band Strawberry Switchblade! The school had a music/singing assembly where each class performed a different song every week. My class would often play songs from The Jungle Book with guitars, drums, and kazoos.

I had a mentor called Vicky Pumpkin who would give feedback to NQTs (New Qualified Teachers). My class was very excited that Vicky Pumpkin was coming to see us. I’m not sure what they were imagining, but one piece of advice has stuck with me. She reminded me to be positive and to point out good listeners instead of moaning at those who aren’t paying attention.

At Canonbury, I mainly taught 2nd grade, with some years in 1st and 4th grades

and finally in pre-K. I was also asked to teach 6th-grade math for two lessons per week. I assumed it was because the school had realized how good I was at math. However, I was later asked to teach swimming to 3rd graders even though I couldn’t swim. They needed a male to supervise the changing room. I did manage to teach most of my students to swim, though.

In my 14 years at the school, they went through 11 different principals. In an attempt to improve math and English scores, the eleventh principal banned music teaching from the school (obviously taking the wrong message from watching Footloose). It was time to move.

I joined one of my former co-workers at Woodcroft School in Edgware, London, for an exciting new role as 1st-grade teacher and one of two ‘Composers in Residence.’ We were tasked with writing a school song, creating many animalthemed Christmas nativity shows (thus, The Wonky Donkey and The Sleepy Sheep were born), and writing the 6th-grade show! The school won a national music teaching award, and we attended a dinner with Camila Parker-Bowles!

I worked there for five wonderful years before relocating to the USA. I learned to drive, bought a shiny red car, and drove west to California. I interviewed with Mayfield on Skype from a motel room in Oklahoma and went to see the school when I arrived. I loved it immediately. ‘Whole child education,’ they called it, and they really meant it! There was reading, writing, and math, of course, but also science, Spanish, music, art, PE, drama, religion, social studies, and no swimming lessons. I had landed on my feet.

I have many skills as a teacher. I am very good at math (apart from 8x7, which I occasionally think is 54), and I am an excellent speller. On average I make just one spelling mistake a year. Last year I misspelled ‘fuchsia’ and the year before ‘froot loops.’ I have come to realize that what makes me a good teacher is my endless patience and the fact that I still really enjoy what I do.

Speak Well, Thrive

Developing

strong communication skills and confident public speaking

The ability and talent to communicate ideas well is arguably one of life’s most essential skills. Add confidence and articulation to the mix, and as the world has often shown, success is never out of reach. At Mayfield, students begin learning early on how to speak with assuredness and expression. Whole child education inherently supports and encourages finding one’s voice and communicating well. It takes multiple opportunities and a great deal of practice. Mayfield students are regularly described as well-spoken, curious, balanced, and comfortable with who they are, what they share, and how. This confidence and presence are natural for some students, and the skill comes easily. For others, the challenge is overcome with opportunity, guidance, and a growth mindset. Whether public speaking, performance, or collaborative dialogue, these opportunities exist at Mayfield beginning as early as kindergarten, expanding in scope and purpose for the next nine years. Add multiple occasions for presentation, such as addressing the student body at Morning Prayer or showing and sharing work at a Maker Faire, and the benefits grow. Students build a foundation and experience that they can draw upon again and again.

Morning Prayer

Morning Prayer is one daily event that offers the chance to make a first step in speaking before a large group. With the communal support of the community gathered - students, faculty, staff, and parents – it feels natural to stand behind the microphone and lead the Pledge of Allegiance, share information, or say the final prayer. Led by student council with a presentation each week by an individual homeroom or advisory, the community gathering provides real-life experiences that, in addition to proficiency in public speaking, develop leadership and organizational skills and teach students to be active and respectful listeners. The eighth-grade student council members set a good example. Their confidence and presence make it look easy, and they are generous in their comfort and knowledge, helping with pronunciation or deftly fixing a microphone angle when needed.

Presentation and Leadership

Public speaking doesn’t always happen at a podium or on stage. Class presentations, assemblies, video, and club meetings all challenge students to share their ideas with clarity and emphasis. Beginning in kindergarten, the consistent practice of standing in front of classmates to speak as Class Helpers, with daily rotating roles such as meteorologist, schedule keeper, and prayer leader, begins to build early skills such as pronunciation, eye contact, and grace. Third graders host a Native Peoples Mini Museum, sharing their knowledge of North American tribes while demonstrating their projects, and second graders practice speaking with clarity, making informational videos for their Read Across America program. In middle school, students are active participants in their learning, with many presentations as individuals or in groups. Sixth-grade Humanities students practice diplomatic argument and self-awareness in Socratic Seminars, and seventh graders seeking election to student council challenge themselves to deliver engaging speeches before the entire middle school.

In eighth grade, students have many opportunities to build upon and polish their speaking and presentation skills. Many take on the responsibilities of student council officers. The student body president, secretary, and commissioners of religion all regularly speak before large groups, whether leading Morning Prayer, closing Morning Prayer with a quote, or opening a play or performance in prayer. The president also speaks on behalf of the class at graduation. In eighth grade humanities, a mock trial project following their study of the Bill of Rights and

reading The Outsiders pushes them out of their comfort zone to stand up as either defendant, witness, or counsel. Latin students design and present architectural renderings incorporating their understanding of classical style and expression with feedback from real life experts.

Maker Faires

Students in nearly all grade levels celebrate invention and creativity at Maker Faires. They also gain experience speaking and presenting to different age groups and answering questions on their process and results. Unique with a fast-paced, casual setup, the Maker Faires have a spontaneous quality that requires presenters to engage their audience, think on their feet, and improvise if necessary.

Performance

The power of creative expression to encourage intellectual and spiritual development also inspires confidence in performance. As learning and growth come from experience, at Mayfield, every grade level performs in at least one play or concert performance each year. The lessons of stage presence, voice projection, tone, and interpretation begin in kindergarten with the Nativity Play. Students build on and add to these skills in a second-grade “Halloween Variety Show”, the fourth-grade student-written and produced “Three Little Pigs” production, a fifth-grade musical, and a seventh-grade dramatic production such as this year’s “Shuddersome: Tales of Poe.” Vocal and instrumental music performances such as the Christmas Concert, Spring

Concert, and Mass Choir also provide opportunities for public speaking and performance experience. In addition, sixth graders participate in an immersive public speaking unit as part of their drama curriculum, learning the basics such as speechwriting, impromptu speaking, pace, articulation, and using a microphone. They begin to understand the difference between talking and speaking with conviction and emotion. This unit leads up to their Stations of the Cross presentation on Holy Thursday, which combines expressive staging of each Station with narration and spoken personal reflection.

As students experience collaborative and solo performances, they explore and discover their unique potential through creativity and possibility. This learning culminates in the eighth-grade play. By their last year at Mayfield, students have a solid foundation in performance and are able to put their skills to use in the production of a full-scale musical. With an expectation of professionalism, the audition process includes a vocal audition, a short dance routine performed in small groups, and an acting audition, in which students are asked to prepare a short monologue. This final performance provides a meaningful combination of bonding experience and achievement.

The Lower School Public Speaking Workshop

The art of storytelling is cultivated in this after-school workshop for third and fourth graders. Led by third-grade teacher

Laura Garcia, students learn in an encouraging, self-directed atmosphere to relate a story or poem aloud in a style unique to the individual and character portrayed. Mrs. Garcia holds all participants to a high standard of commitment requiring mandatory attendance at each session and memorization of a chosen poem or story of no less than 500 words. Voice projection and intonation are practiced, as well as eye contact, expression, and movement. Students demonstrate their skill at the end of the workshop in a performance for parents and friends.

Laura Garcia, Third Grade Teacher Lower School Elocution

While still a young student, I learned that public speaking is an art practiced and revered throughout history. My teachers wanted us to experience the benefits of honing effective public speaking skills through various means. My classmates and I studied the influential speeches of great leaders, struggled through presentations at school, and faced our fears to brave a few Speech and Debate contests. Through it all came the understanding that the ability to communicate effectively with an audience holds the immense power to boost communication skills, build confidence, and inspire others.

Today, as a schoolteacher, I want my students to know that mastering the art of public speaking can make a lasting impression on how they present a story, an argument, or a simple poem. I have found over the years that some children are natural-born public speakers. They have confident personalities, love attention and being in the spotlight, and feel at ease speaking in front of any size group. For other children, the thought of speaking in public is enough to rocket them into the stratosphere of anxiety and nerves.

At Mayfield Junior School, our students participate in performances all the time. It's often the enthusiastic reception they get that encourages them and lowers the incidents of nervousness. Of course, children with speaking anxiety are not alone. In fact, many adults experience some level of fear regarding public speaking. Even with the amount of public speaking experience I have had, my heart will start to race. As a freshman in college, I took an elective course for public speaking and failed my first assignment. I could not get the words I had practiced repeatedly to fall from my lips! Years later, I managed to overcome my fear by giving impromptu speeches as a Toast Master, marketing presentations in both Spanish and English as a benefits coordinator in the public sector of managed health care and hosting the Animals & You Show at the Los Angeles Zoo where I led weekend tours as a docent for over 25-years.

Experience is the key! In fact, a child exposed to public speaking through an appropriate grade level workshop for kids can help improve – even eliminate – speaking anxiety. I have seen how a public speaking workshop can help build confidence, improve communication skills, and give students practice thinking on their feet.

Ultimately, that is the best part of leading the public speaking workshop for lower school students. It is a genuinely good feeling to see my students build their self-assurance and resilience as they continue to tackle the challenges of public speaking with a newfound belief in their ability to communicate effectively. Creating a supportive and understanding environment allows even the shyest student to find their voice.

Pasadena Museum of HistoryDocent Program

The Junior Docent program at the Pasadena Museum of History’s Fenyes Mansion has been a unique opportunity for groups of Mayfield seventh and eighth grade students for several years. Docents gain experience in public speaking and teaching while learning about Pasadena History, specifically life in the Fenyes Mansion during the early 1900s. Docents are trained to lead third and fourth grade visitors on an interactive tour through the mansion highlighting the carefully preserved historical rooms and artifacts. The docents really enjoy engaging with the young students during the tours, sharing their knowledge and answering questions.

Middle School Debate

The benefits of debate are profound. Along with confidence in public speaking, debaters develop critical thinking skills, research and planning proficiency, writing and note-taking ability, and levels of eloquence and persuasion that prove useful throughout their education and future careers.

The debate team has been an extra-curricular option for students in grades 7-8 at Mayfield for several years. In the spring, sixth graders are invited to participate as trainees for the new school year and compete in a novice tournament. The team competes in the parliamentary debate style in three Saturday tournaments during the year. There are strict rules regarding individual and team preparation set by head coach Bridget Kelley-Lossada. Ms. Kelley-Lossada meets with team members on Fridays after school each week to do research, prepare, and hold practice scrimmages. The tournaments can be intense, with topics drawn from current news, global issues, and research. Mayfield team members are quick to share that joining debate has increased their confidence and comfort in public speaking and expressing ideas from different perspectives. They also feel the tournament dynamic and pace have taught them so much about listening and mental flexibility alongside personal responsibility, team relationships, and self-advocacy. So far this year, the team has gained valuable experience while competing against schools with advanced programs. In every tournament, either a team or individual speaker has placed in the top 20, including a team taking 14th and an individual speaker achieving 9th place.

Over the last few years, interest in debate continues when team members graduate. Several alumni have continued competing in high school and beyond with great success. Students graduating this year are so invested in the program that they are training as intern coaches with Ms. Kelley-Lossada to return next year when in high school as assistant coaches for the Mayfield team.

Debate helps build a toolbox of skills and strengths for the students to use in every facet of their lives. As the Debate Team mission states - We compete to learn.

Middle School Speech Team

Speech Coach Juan Garcia knows firsthand how participation in co-curricular activities like Speech can inspire young minds. He truly believes the opportunity changed his life and has worked hard to create a safe and encouraging dynamic around the afterschool activity for any middle school students curious to give Speech a try. Over a dozen students in grades 5-8 are active on the team with two divisions (Middle School Grades 6-8 and Elementary Grade 5) to accommodate league rules. They compete in several tournaments each year in a variety of categories, including Informational, Duo, SPAR (Spontaneous Argumentation), StoryTelling, or Impromptu. The team has been successful, with many members often placing in the top five. This year, fifth grader Sage Yaokasin won League Champion in her division multiple times.

Adrian Lossada ’18

La Salle College Preparatory

St. Mary’s College of California – Recipient of the SMC Forensics Honors Scholarship

Next Level

In 6th grade, Adrian Lossada ’18 signed up for debate as something interesting to do after school instead of homework. It was one of the best decisions he ever made. Debate appealed to Adrian’s competitive nature early on. Although he didn’t really think about a future in debate while in middle school at Mayfield, he really enjoyed it and decided to join both debate and speech in high school. The onset of the pandemic in the middle of his sophomore year brought with it some tough decisions. Debate in a remote setting just didn’t feel the same, so Adrian set it aside in favor of speech, continuing with competitive speech for his junior and senior years. And while he really learned to love competitive speech, a return to debate was in the cards. Adrian applied and was accepted to St. Mary’s College with a 4-year debate scholarship. His choices while in high school were valuable.

Juan hopes to expand the program moving forward and perhaps host a tournament at Mayfield. “There are so many benefits for students who participate in speech,” he explains. “There are the given, such as confidence in public speaking and presentation. Speech also gives students a voice. They have a choice in their speech topics, including interpretation and perspective. They can advocate for issues that are important to them.”

“Taking those two years off [from debate] during the end of high school and then coming back to the activity was a good thing.” he reflected, “I instantly found a lot of success in debate; our team went to the Nationals placing 19th in the country my first year.”

Debate on the college level has an energy Adrian appreciates. “I’ve done several categories of debate; my favorite is parliamentary. The unpredictable nature of it – you get the topic 20 minutes before you debate that’s all the time you get to prepare. I see the most creativity and skill in parliamentary because you just can’t gather all the evidence in your 20-minute prep, so you have to be smart about it.”

As a psychology major, he has gained a little insight into causality, which has been helpful at times. Mostly, however, he feels debate is a lot like chess. “On the National level, a debate becomes less about the argument’s truth and more about the persuasive skill. Like chess – it is all about your strategy, about making the other team mess up and using any type of argument in your arsenal to win the round.”

While a competitive spirit and confidence in speaking are important, Adrian feels the skill can be learned. “I think anyone can be good at debate – I have seen many debaters overcome major obstacles and succeed.” He is also grateful for his start at Mayfield. “My initial success was accelerated by the opportunities I had at Mayfield, especially public speaking. I could move past the fear barrier of public speaking and instantly immerse myself in the more technical side of debate.”

At press time for this article, we learned Adrian and the St. Mary's College Debate Team competed in the National Parliamentary Debate Tournament of Excellence (only the top 36 teams in the country are invited) and took 9th place after getting to the Octofinals.

PILGRIMAGE: Journey to the Stations of the Cross

For more than two decades, Holy Week at Mayfield has included a live presentation of the Stations of the Cross by the sixth grade. Always reverent and expressive, the presentation is significant by a special focus placed on personal experience and understanding. To begin, guided by Jill Frazee, sixth grade religion teacher, students study the Scriptural Stations of the Cross researching the path Jesus walked and his relationships with those he encountered on the way. They find and share different artists’ depictions of each station in religion class, then look deeper to find a connection with one that resonates with their lives. Finally, students write personal reflections of gratitude, hope and humility to be read as part of the narrative.

As the study and research happens in religion class, Performing Arts department chair, Lisa Byrne and music director, Sierra Dee Rankin, cast each role, begin to stage the individual Stations in drama class and introduce the songs that mark the moments as Jesus’ journey progresses. Groups of students work

collaboratively for weeks to set each actor’s placement in each of the Stations, to convey the action and emotion in each scene, and practice gestures that invite the assembly to participate. Knowing many classes have experienced this sixth-grade rite of passage before them, the students also take time to watch a prior performance on video finding inspiration and confidence as their Holy Thursday performance draws closer. In the week before the performance, costumes are fitted, and the sixth graders move to the gymnasium for rehearsal with the third-grade sacred dancers who stand on the outer border of the performance area enhancing the prayer with graceful movement.

More than a play or other performance, Stations of the Cross is immersive and challenging. The hands-on student involvement, and evolving deeper connection make it a worthy challenge. It is in essence a prayer. A prayer uniquely shared from within the lives of the sixth graders who bring the journey to life each year.

They placed Jesus' corpse in the shroud, sealed the cave by rolling the stone in place, and left melancholy…You will always be revived from the “dead.” God, may we pray for the poor and the hurt, for in time they will heal and experience valuable moments to savor and remember.

Richard, 6th Grade

Even the most intelligent or strongest people need someone to teach them. Lord, may we have more people who teach and help those less fortunate than us.

Ryen, 6th Grade

Jesus, help us and give us strength throughout rough and hard times, as we might not have the courage to do so.

Nicholas, 6th Grade

Mustang Spirit

Alumni Stories

Mayfield alums go on to live incredible lives! Whether seeking enriching experiences, making a difference in service, or pursuing careers, we are proud of the passion and commitment they show in all they do. Hear their stories, and learn how Mayfield prepared them and influenced who they've become.

Olivia Bohanec ’20

2024 Tournament of Roses Princess La Salle College Preparatory

Attending Santa Clara University this fall

Myexperiences at Mayfield, such as Morning Prayer and performing in plays, musicals, and concerts, allowed me to develop a confidence that has undoubtedly helped facilitate my ability to speak in public. These tasks encouraged me to practice skills that would ultimately assist me in my interview process and, eventually, my role as a Princess for the Tournament of Roses 2024 Rose Court. While I still get nervous before public speaking engagements, the skills I learned at Mayfield gave me the base I needed to accept the nerves and eventually allowed me to speak with confidence and authenticity.

The most exciting part of my role has been the connections and relationships I have made. Through this journey, I have had the opportunity to meet experts in a great deal of professions, including doctors, scientists, politicians, performers, lawyers, and athletes. I have been able to see up close how and why these people have become successful, and I have learned about their journeys. I have also had the honor of becoming extremely close with six amazing young women who have inspired me in different ways. Our relationship has blossomed into a sisterhood that I will, without a doubt, be forever grateful. While this role came with many exciting adventures, I did experience obstacles.

EXPERIENCE SERVICE

Would you like to be a featured in our Alumni Stories series? Contact Adrianna Schuster, Associate Director of Alumni Relations at alumni@mayfieldjs.org.

Like any teenager, I am guilty of procrastination. With my newfound role, there was no time to let things fall through the cracks. When work was assigned, I would have to finish it as soon as possible. This was a learning curve for me, and it definitely did not come easy, but it was a lesson I am glad I learned.

Before the last round of interviews, I talked with my family and teachers about how I would navigate all the responsibilities if selected. When talking to my teachers, they were extremely supportive of the possibility, which helped put my mind at ease, but I was nervous about my ability to succeed. Throughout my time in this role, I learned to trust myself and found a new sense of confidence. I became more confident in my abilities to succeed but was aware that there was a lot for me to learn from people who believed in me as well.

Teachers at Mayfield would always tell students about how public speaking will be a part of life, and they were not wrong. The four months I spent on the court is one example of this. We went to over 150 events, and I spoke at most. The experience I gained from a young age at Mayfield and now as a princess for the Rose Court has helped me tremendously.

Kayla Yokoyama Dodge ’03

Entrepreneur Regis University

University of Southern California

SERVICE

Jack Reid ’01

Peace Corps Volunteer Gonzaga University

Marquette University Law School

Attending

Mayfield was a key part of the foundation for my career as an attorney and currently as a Peace Corps Volunteer in The Gambia (a super small country in Western Africa). Whether it be in school or professional settings, my time at Mayfield helped me prepare for the challenges and triumphs that I would face. The motto “Actions not Words” always stuck with me, and in deciding to join the Peace Corps, I feel that I was pushed to live up to that ideal. It’s been an amazing experience working to improve environmental sustainability and improving agroforestry systems (watermelons are a big deal here). I’ve gained amazing new experiences and met new people throughout my service, and I look forward to bringing all these things back with me when I return to the States.

I am currently living in a village with a host family. I have a host mom and dad, six host brothers, and one host sister. It is one of the highlights of my service for sure. I decided to join the Peace Corps because it was a once-in-a-lifetime opportunity. My good friend from college served in the Peace Corps Cameroon, and when talking about his service, I was drawn to the idea of living abroad, gaining a new perspective on the world, and helping where I was needed most. The Peace Corps has three goals: to help countries by training people in skills, promoting a better understanding of Americans, and promoting a better understanding of the people whom volunteers serve. Following my ten years of practicing law, these goals, along with the opportunity to challenge myself in a completely new way, led me to join the Peace Corps and start a new path for myself.

I am an Agriculture/Environmental Volunteer. My main work consists of helping my village and local communities develop sustainable practices regarding agroforestry, gardening, and environmental concerns, including climate change. I work alongside members of the community, local organizations, and schools to help promote different techniques and ideas regarding agriculture, from tree planting to community garden development and gardening techniques. From my experience, when you are in your village, the world can seem quite small, as you are isolated from most everything else. In a broader sense, after traveling around the country and interacting with the people here I see the world as such a bigger place than I had before joining the Peace Corps.

This experience has taught me a lot about the importance of community and how people work together to solve issues and support each other under harsh conditions. I have gained perspective on how people support themselves outside of the normal ways we have in the United States. Living with a host family and spending time with them, from local celebrations to daily meals, has been a wonderful experience. The kindness and support they have given to me during my service will be something that I will remember forever.

Following my service, I would like to continue to work in a role where I can aid organizations that strive to help throughout the world. I plan to move to Washington, DC, to be closer to family and hopefully find a job where I can continue the work that I have learned here. I also took the Foreign Service Exam during my service, so continuing my career in an official position at an embassy is also something that I would be interested in doing.

Volunteering and giving back has been something I’ve done since MJS and have continued with great passion to this day. I am a mom and realize that it’s important to have a village. Over time, I've learned how South Central LAMP is that village for many women. They empower moms in their program with education and resources while their kids are in the LAMP licensed preschool. It’s a holistic approach whereby empowering mothers and their children, you are helping the family and uplifting the community.

I have been volunteering or giving to South Central LAMP for at least four years now, and I've been on the Board for a year. I

love that South Central LAMP is guided by the community they are serving. It was all started by women religious 30 years ago who went door to door in South Central LA asking what people needed in the community. This practice of asking what is needed continues to this day, which has taught me that you can have great ideas, but if you don’t get input from the stakeholders and the community, it could be a fix no one will use. Bringing it back to the community really grounds all the work and ensures it is meaningful to the mothers and their families. I have also realized that making a difference begins on a small scale — just as a large tree comes from a small seed — and that investing in our local communities is the key to building a brighter future for everyone.

SERVICE

Michael Mennis ’02

Theology Teacher

Loyola University Maryland

Loyola Marymount University

Aftergraduating from Loyola University Maryland, I spent two years in volunteer service, the first with the Jesuit Volunteer Corps (JVC) and the second with the Jesuit Volunteer Corps: Northwest (JVC: NW).

Through those two years of full-time service, I came to know that no matter what career path I took, it needed to be one in which I felt I was serving others. After serving, though, I didn’t fully know what I wanted to do next, whether law, social work, or teaching. My family suggested teaching, and my mother even mentioned that a few teachers at MJS thought I might one day be a good teacher. I applied for the 2014 cohort of Partners in Los Angeles Catholic Education (PLACE) Corps at Loyola Marymount University. The master’s in education program supported me with more than a degree in teaching but also with an intentional community, spiritual development, and placement in an under-resourced Catholic School. I was placed at Precious Blood School (PBS) in Koreatown, Los Angeles, now Precious Blood Microschool. Through the support of PLACE Corps, the PBS community, and staff, I fell in love with teaching. I enjoyed teaching middle school social studies and religion for eight years.

In 2021, I went back to Loyola Marymount University to earn a Master of Theology. One year into the program, I applied and was accepted as a theology teacher at Verbum Dei Jesuit High School, where I’m now in my second year of teaching. I continue to explore how I can achieve my goal of service as an educator and find enjoyment in working with and for others inside and outside the classroom.

CAREER

Kathleen Floyd ’10 Senior Publicist

George Washington University

My approach to teaching begins with building a rapport and relationship with the students I teach. I meet students where they are to get to know what interests them and how to help them see that theology is the most practical subject they will be taking. It is the most practical as no matter what theology or faith you hold; it asks the most fundamental questions concerning one’s experience and reality while also developing the lens through which you come to understand that experience and reality. The best way to do that is to recognize how each student sees and understands their world, then work with them to ask those questions and help them make informed conclusions.

I think the most fulfilling part of my job is working directly with students, either in the classroom setting, on a service immersion trip, or other event. Students make the job interesting and different every day. It’s a privilege to be able to walk with them through this time of their lives and help open up new ideas and possibilities for all of us to learn and grow.

The most challenging part of my job is finding a work/life balance. There is always another amazing lesson to create, another resource to find, another paper to grade, another meeting to discuss how best to support student success, and another professional development opportunity that expands my knowledge base or skills. There is always something more encouraging me to keep working to be the best I can be for my students. The only way I can be a good teacher is to support myself, which means making sure I am present for my family, developing my joys, talents, and hobbies, and finding that balance between being the teacher and being my own person.

I really hope that over the next ten years, I can take my training and, with my peers, continue to evolve our theology curriculum and formation at Verbum Dei Jesuit. The goal is to help my students develop a relationship with God and grow confident in their ability to be voices for change or prophets within their community.

I'mso thankful to have had the ability to learn at Mayfield. The curriculum, the friendships, the sports, and the overall atmosphere allowed me to become the person I am today. I've used the skills that I learned and was able to grow at MJS in many aspects of my life, and Mr. Perry's class always stands out in how it prepared me for the future. I entered high school and college with better grammar skills than my peers allowing me to prosper in the fast-paced world of journalism and the news.

My career journey started at The George Washington University, where I was fortunate to experience eight different internships. I knew I was interested in communications, so the internships included the Motion Picture Association of America (MPAA), the office of U.S. Representative Adam Schiff, and public relations for CNN, where I fell in love with promoting the news. At the end of my senior year, I applied to The Washington Post, and in April marked six years with the paper. I started

Asa Chemical Engineering major, throughout college I interned at various engineering companies, including a respiratory diagnostic disease startup and a toilet paper manufacturing plant (you’d be amazed the effort that goes into making 2 ply – I’ll never look at it the same way again!). But I didn't love the feeling of working in a lab or a plant around machinery all day—I wanted to interact more with people—so I took a job at Deloitte as a cyber risk consultant.

CAREER

Charlotte Anderson ’08

Cyber Security Sales Engineer University of Notre Dame

I was brand new to the cyber field, which is why I would say to anyone looking to get into cyber security—we need you, and don't be intimidated by lack of experience. A curious mind and a willingness to be humble and work hard will get you far!

Deloitte gave me a great foundation for my next role, building cyber risk models for the insurance industry at a fast-paced tech startup called CyberCube, based in downtown San Francisco. I loved the challenge of building new products and working with smart and fun people in our brick building with all the startup vibes of bean bag chairs, office cornhole tournaments, and hackathons. It was a creative and exciting time, traveling to London to meet with customers. I reveled in the opportunity to bring new ideas to the insurance industry around how to model financial risk for cyber catastrophes like electrical grid outages and ransomware attacks, and predicting probabilities that companies would succumb to the targeting of a rapidly growing cohort of cyber criminals, real issues that companies around the globe are grappling with every day. After a few years, I became lead of product development for cyber risk modeling and got my first experience managing a team of five full-time employees and four amazing interns.

As Covid hit, our small company experienced financial road bumps and I decided to take on an exciting opportunity to work at the premiere cyber security firm – widely considered the Apple or Google of the cyber industry – a rocket ship company called CrowdStrike.

In my role, I am a Sales Engineer for our West Enterprise customers - I work with cyber security and IT teams at medium

as a communications coordinator, then was promoted to publicist, and am now a senior publicist working with the climate, tech, and business sections as well as the opinion department of the paper.

My everyday work consists of talking with reporters and columnists to see what news they might be breaking that day, and then I am responsible for promoting those stories through radio and TV news outlets like KRCW and KPCC in Los Angeles, as well as nationally and internationally with CNN, NBC, and BBC. I also work behind the scenes when our reporters go on the air with those media outlets - setting them up in our studios to make sure the earpiece works, and everything looks good. Fostering relationships and making connections are the bulk of my job as I work to build the brand of the Post and of individual reporters – I meet for a lot of coffees with producers and other reporters to talk up what the Post is focusing on.

I have also become very involved with the Post's union over the last few years. I never imagined I would be in this role

to large-sized companies across the West Coast to help them solve technical and organizational challenges with CrowdStrike's 28+ products with the common goal of stopping breaches.

My favorite part of my job is that I get to use the left and right sides of my brain every day - meeting with people and building meaningful relationships, as well as solving technical challenges. Switching between the two keeps it interesting!

As for challenges, learning the ins and outs of new products is always a fun challenge, especially as CrowdStrike is constantly developing and integrating new features - it's a lot to keep up with! I also know that trust is earned, not given, and I relish the challenge of demonstrating to prospects that we can solve technical and financial problems they have been struggling with for years. It's a great feeling when a previously skeptical customer finds value in what we offer and trusts us to start a new journey.

If you had asked me as an 8th grader at MJS what cybersecurity or engineering was, I would have had no clue! But the strong social and study skills (thank you, Ms. Frazee!) that I developed at MJS have been essential as I switch my brain all day between "technical" and "people" tasks. As a woman in tech, the fundamental self-confidence that I developed at Mayfield has helped me in daily situations where I am often the only woman in the room! Most of all, MJS taught me that love, connection, gratitude, and grace sustain a fulfilling and meaningful life.

Charlotte spoke to middle school students about online security during our Digital Citizenship Week.

when I was learning about social justice and the importance of standing up for others while at Mayfield. Yet here I am, co-chair for The Washington Post Guild and on the executive council of the Washington-Baltimore News Guild, advocating for better workplace standards. Last December I oversaw the planning for a one-day strike, the biggest workplace action in the D.C. area in 50 years, which was very successful.

My favorite part of the job is talking to reporters and having the opportunity to learn from them. Being surrounded by some of the most intelligent people with so much insight into any topic imaginable, I am always learning. I also love living in Washington, DC, where I have lived for almost ten years. There is so much history! The most challenging part of my job is the pace - the news is 24/7 and hard to turn off. It is incredibly dynamic, with major events happening so often and quickly. There is never a dull moment, and I can't imagine doing anything else!

Phase 1A: New Expanded Parking Complex and Mayfield Mustangs Playing Field

Exciting news! Progress on the Expanded Parking Complex and Mayfield Mustangs Playing Field has been significant and is now moving quickly. The construction crew has worked hard to keep the project on track, even with all the rainy weather we have had this winter. The pedestrian ramp from the garage to the Holy Child Courtyard area has been defined and concrete

poured, the first section of the deck, which will serve as the ceiling to the new parking garage and the base of the new field, is nearly complete, the second section of the deck has been formed and rebar installed, and the entrance connecting the original south lot and new section was blasted and shored. Currently we are on schedule to complete the expanded parking complex and Mustangs Playing Field for the start of the 2024-2025 academic year!

Phase one Continues: The Center for Teaching and Learning & Arts and Media Annex

Imagine. Explore. Create. Thrive.

The Center for Teaching and Learning and Arts and Media Annex will provide Mayfield Junior School with two new stateof-the-art teaching and learning resources it needs to prepare students to thrive. The Center for Teaching and Learning includes technology-rich classrooms, open-learning commons, and Lower and Middle School Libraries over two levels. The Arts and Media Annex will be housed under the outdoor basketball court, providing new spaces for choral and instrumental music, a middle school design lab, and our Digital Maker Space.

New Morning Prayer Gathering Space

The tradition of Morning Prayer illustrates the strength of our faithbased community. The daily gathering, open to all, is unique and profound. Morning Prayer encourages connection across grade levels and provides opportunity to build on public speaking skills. To honor and celebrate this beloved Mayfield tradition, a larger and wellequipped, all-community outdoor space will be created adjacent to The Center for Teaching and Learning.

The Center for Teaching and Learning & Arts and Media Annex

$15 – $18 MILLION PROJECT INVESTMENT

THE CENTER FOR TEACHING AND LEARNING

A New Building/Two Levels

The Center will span 23,000 square feet over two-levels, doubling the innovative teaching and learning space currently offered by the Pike Center and Hodgins Library.

Two School Libraries

The new Middle School Library will span nearly 2,300 square feet and include an open concept Living Room, Quiet Study Spaces, Workroom and space for digital resources and our extensive collection of books for our students to explore. The new Lower School Library will span nearly 2,700 square feet and include a new Reading Cave and right-sized furniture for elementary students.

Multiple Opening Learning Spaces

The Center will add flexible and open, formal and informal learning spaces for students and teachers to discover and explore.

Multiple Lower and Middle School Science Laboratories

In the quest to ask and answer the most engaging questions in science, The Center will provide a home for a new Lower School Science Lab and three new Middle School Science Labs.

A Food Service Hub

The Center will provide an attractive food service hub for students and the entire community in the heart of the campus.

Multiple Student Study Spaces

The Center will offer new and expanded open spaces for independent and informal reading, research, and study.

A Space for the Extended Care Program

New, attractive and expanded space for our important Extended Care Program will be part of the project.

A Space for Student Services

Our plans also elevate the importance of our Student Support Services including counseling and academic support—improving their prominence and providing a central location for ease of access for students, teachers and families.

ARTS & MEDIA ANNEX

The new 5,357 square foot Arts & Media Annex will be housed under the outdoor basketball court and provide new classroom spaces for choral and instrumental music, the middle school design lab as well as our media lab.

Choral and Instrumental Music

This new classroom space for choral and instrumental music will provide practice and performance spaces for individual work as well as small and large ensembles.

Middle School Design Lab

With two new design labs available, our STEAM and robotics programs will expand, serving class-based and independent student projects.

Media Lab

A technology-rich lab space will support computer coding, gaming, audio/video production and broadcast capabilities.

To learn more about our expansive campus-wide plan and/or discuss giving options, please scan the QR code or contact us directly. We look forward to sharing our vision for Mayfield’s future with you.

Anna Longstaff, Director of Advancement 626-229-2105 alongstaff@mayfieldjs.org

A Welcome to All Who Enter The Holy Child Chapel Cross

The newest addition to our renovated Holy Child Chapel is a beautiful recreation of the Romanesque cross in the Chapel of San Damiano outside Assisi, Italy, painted by artist Sr. France White, SHCJ.

Sr. France was integral in the planning of the Chapel renovation. When asked to design a crucifix for behind the altar, she chose to paint a resurrection cross in the style of the medieval crucifix that spoke to young St. Francis of Assisi hundreds of years ago, calling him to rebuild the church.

As several sections of the original cross are blurred and the identities of those depicted unrecognizable, Sr. France personalized this recreation with figures and faces familiar and significant to the school. She added the image of Cornelia Connelly, as well as those of the saints who influenced her life such as St. Teresa of Avila, and in honor of Sr. Mary Joel Scully, SHCJ to whom the cross is dedicated, she added St. Cosmas. Sr. France painted a cluster of angels at the top of the cross with faces representing the children at Mayfield.

To learn more about the figures in the work, her process, and her inspiration, please scan the QR code for a video created by the Society of the Holy Child Jesus.

In Memoriam

So much about Mayfield, from the longevity and tradition to the joyful spirit that fills the campus, is made possible through the actions and commitment of so many remarkable people over our 90+ years. Many of these individuals helped shape our school, giving of themselves and sharing their passions in support of our mission. That is made possible through the actions and commitment of so many remarkable people. Uplifting, defining relationships, that only made us better. Our community mourns the loss of former administrator and faculty member, Stephen Bloodworth, former faculty member Pam Danni, and long-time neighbor and friend, Marty Coleman.

StephenBloodworth arrived at Mayfield in 1979, a young educator who took immediately to the principles of Holy Child education and teaching to the whole child. Steadfast and committed, his impact on the lives of students and colleagues was extraordinary. He served as teacher, administrator, mentor, and friend; working closely with former head of school, Stephanie Griffin as the school navigated capital campaigns, campus construction, and growth.

Stephen also served as a site director for the Skills Enrichment Program, now called Partnership for Success, a collaboration between Pasadena area independent schools and Pasadena Unified. In 2005, Stephen accepted the position of Head of School at the Hollywood School where he stayed until 2016. Caring and wise, a true educator. His life and time at Mayfield were a blessing to us all.

Stephen Bloodworth

Pam Danni

Theimpact of a Mayfield teacher is best understood through the eyes of their students. Years of MJS graduates remember Mrs. Danni as advocate, guide, mentor, and sometimes conscience, shepherding them through their last year at Mayfield, empowering them with the skills to be strong and compassionate leaders, and inspiring them to recognize injustice and strive for change.

In her 31 years at Mayfield, Mrs. Danni was committed to Holy Child ideals and the success of her students. Her passion for the eighth-grade experience and building community across grade levels led to the inception of School Families, a beloved tradition that endures today. As a religion teacher she enlightened minds to social justice causes and the importance of service. Pam learned to trust her instincts and expect the unexpected, especially when it came to turning a group of eighth-grade students into school leaders. Harvest Festivals, Love Grams, Reach Out – from the first planning stages to the end, these eighth-grade activities will forever carry her spirit.

The eighth-grade memories many alums share are the best way to remember and honor Pam’s legacy: sitting wide-eyed as she rationed donuts in a lesson on inequality, finding refuge in the somehow welcoming chaos of her classroom whether covered in Love Gram preparations or set up for sandwich-making for St. Francis Center, sharing stories about first experiences with School Families, the prayer circle before Blue and White Day festivities, the hugs and compliments on graduation day, and so much more.

Without fail, Mrs. Danni was there when we needed her – offering a shoulder to cry on, keeping you on task, reminding you to make good choices, celebrating your success, and never losing sight of teaching, guiding, and believing in all that is Holy Child.

Marty Coleman

Mrs. Coleman shared her garden with Mayfield Junior School students for nearly 15 years. While her home was only a quick stroll down Euclid Avenue, it was a paradise for exploration and wonder, a sacred space, and a peaceful retreat. Whether celebrating Mass on the back patio, learning about composting and earthworms, or exploring the wonder of bulbs, everyone looked forward to the lessons and inspiration this welcoming garden and its owner so graciously offered.

This long relationship began with a chance encounter and the allure of one gorgeous berry. Mrs. Marie Rizzi, former kindergarten teacher at Mayfield, passed Mrs. Coleman’s home every day on her walk to school and never missed an opportunity to soak up the garden’s beauty, even if only for a moment. One morning, Mrs. Rizzi had brought a cake to leave as a symbol of her appreciation for the garden, and as she prepared to turn up the front walk, she noticed not only the incredible berry but also a smiling woman standing amidst the plants watering. The two became fast friends, sharing an interest in everything from food and gardening to a deep commitment to preserving the earth. Perhaps most fortunate for the students of Mayfield, they shared an optimism for the future in educating children about the wonders of the natural world.

The rest, as they say, is history. Almost immediately, the two began planning seasonal visits to the garden by the kindergarten class, which then led to students of all grade levels joyfully participating in Earth Day activities, art projects, and more. Mrs. Coleman was an amazing friend to our school. With grace and passion, she widened our sense of community and opened a new world of experiences for Mayfield students with just a quick walk down Euclid Avenue.

In addition to longtime neighbor and friend of Mayfield, Marty Coleman was the grandmother of current faculty member, James Edwards and former faculty member, Amanda Edwards.

MAYFIELD JUNIOR SCHOOL OF THE HOLY CHILD JESUS

405 South Euclid Avenue • Pasadena, CA 91101

www.mayfieldjs.org

Parents of Alumni

Please forward this publication. If your child no longer maintains a permanent address at your home, please notify the Advancement Office of their new mailing address at 626-229-2138 or email alumni@mayfieldjs.org.

Goals for Schools of the Holy Child Jesus

Revised in 2023 by the Holy Child Network of Schools

Goal 1

Holy Child Schools foster a faith commitment that leads to a joyous personal relationship with God in addressing the realities of the world.

Goal 2

Holy Child Schools live, learn, and worship as a dynamic Catholic community.

Goal 3

Holy Child Schools offer an intellectually challenging, innovative, and creative program of study that develops academic excellence, encourages curiosity, and instills the joy of learning.

Goal 4

Holy Child Schools promote Catholic social teaching in every facet of life as we carry out our motto, “Actions not Words.”

Goal 5

Holy Child Schools create a learning climate based on trust and reverence for the dignity and uniqueness of each person.

Goal 6

Holy Child Schools promote the personal growth and development of all who participate in the life of the school.

Goal 7

Holy Child Schools ensure the continuation and growth of Holy Child mission and philosophy in the school.

Art by Max Lafaille ’26