Mirman School Meridian 2018-2019

16180 Mulholland Drive Los Angeles, CA 90049

the Annual Magazine of Mirman School

www.mirman.org

2018 – 2019

meridian

table of contents

Despite living in an era when the level of connectivity in our society seems unprecedented, I’d still argue that, at times, we can find ourselves a bit disconnected from compadres and community. I’ll leave it to sociologists and scholars to decide whether that disconnection results from our unique geographic and transportational challenges (the realities of Los Angeles, like it or not, will installs a tunnel or two), the sometimes divisive nature of modern political

It’s not hard to find good things to say about being a part of the

AN INTEGRATED CURRICULUM

2

THE 2018-2021 STRATEGIC PLAN

6

TEACHER'S PETS

8

A NEW NAME FOR THE MASCOT

12

AFFINITY GROUPS

14

ASSISTANT TEACHERS

18

ALUMNI Q&A

23

able to gather together not only in honor of our achievements — as

ALUMNI NEWS

25

challenges that await her arrival at an East Coast boarding school.

with our upcoming Volunteer Appreciation Luncheon, the Annual

COMING UP THIS SUMMER

28

As you know, however, life at Mirman goes much deeper than what one might

also to combine our voices in answer to questions about what’s

rhetoric, or the fact that we treat the easy access to digital communication to be synonymous with the obsolescence of face-to-face conversation. In any case, from my limited perspective here on campus, as well as my alliance with the greater

Mirman School community. On any given day, I get to engage with other passionate parents, committed volunteers, and a faculty

Los Angeles community, I am left pondering this regularly.

and administration dedicated to the specific needs and passions

It is, therefore, no coincidence that this issue of Mirman’s “Meridian” centers around

particularly exciting time to be on campus.

the concepts of connection and connectivity in many forms. In these pages, you’ll find stories about how we foster connections on our campus — a relatively small space that contains many metaphorical and real-life pathways. I don’t think it’s too far off to say that some of those pathways might be seen as somewhat divergent.

After all, the concerns of a Kindergarten student negotiating his first foray into integrated technology may be a world away from a Senior steeling herself for the

see at first glance. Woven into our educational philosophy — indeed, into the accepted best practices for teaching gifted learners — is this notion of connection, of integration across interpersonal contact, time, and traditional subject matter. To remain agile in our swiftly changing world, educators have to travel further outside of what has been often referred to as one’s “lane.” To be most relevant today, an art curriculum must merge with its counterparts in engineering. World history cannot be taught without the infusion of contemporary practices related to inclusivity and equity. Music is steeped in history and culture. And yes, there’s a reason why, even with unprecedented computing power available in our pockets or on our wrists, we’re still asking students to think about how to tackle that geometry proof.

And this is to say nothing of the social connections fostered on our campus in our classrooms, fields, and shared spaces.

Please join me in celebrating and exploring Mirman School — our connected community.

of our talented students. I do think, however, that lately it’s been a In this, the first year of our 2018-2021 Strategic Plan, Mirman is at an exciting intersection between preparation and opportunity.

All of the work that we’ve done, all the ground we’ve traveled side by side, has brought us to a beautiful point in time where we’re

Giving Celebration earlier this spring, and more to come — but next for Mirman.

The Board of Trustees is proud to support the recent Strategic Plan, the product of many diverse constituencies putting their hearts and minds together to steer us forward. We remain confident in the ongoing administration as they continue to guide our ever-evolving campus into its next iteration — from moving forward with our plans to create the learning spaces of tomorrow to recruiting and supporting a faculty committed to shaping a curriculum calibrated precisely to serve our kids and prepare them for the complex world they’ll soon inherit. Finally, we are thankful to have our community as ever-present partners as we continue to hold Mirman School’s mission in trust.

With gratitude,

Respectfully, Modi Wiczyk Chair, Board of Trustees Dan Vorenberg Head of School

THE MAGAZINE OF MIRMAN SCHOOL

continue to inform various aspects of our relational lives, at least until Mr. Musk

What does it mean to have an integrated curriculum for gifted students?

It’s tempting to think of schooling as inherently divided into discrete subjects.

Memories of getting Trapper Keepers organized by class morph into majors and minors and eventually specialized (or even sub-specialized) careers. In practice, however, education — and life — is a little more fluid. You’ll hear, for example, a concert pianist wax poetic about the mathematical patterns beneath her latest composition. A scientific illustrator will harken back to his experience in anatomy class in his rendering of a new species unearthed from the fossil layer.

According to Tessa McKeown, a former First Grade teacher who now holds the position of Director of Curriculum and Instruction, this is far more than an incidental reality on Mirman’s campus. An integrated curriculum — the notion that subjects should be encouraged to meld together, with core concepts stacking like building blocks as a student progresses through the Mirman journey — is not only sound educational philosophy, but also best practice when it comes to gifted education.

“Our gifted students are capable of making connections in ways that more typical learners might not be,” said McKeown. “They find unique and novel relationships in places, and this is coupled with the fact that they can make these connections at an

Director of Music Programs Nicolás Kello brings mathematics into his music class using manipulatives.

traditional curriculum drawing from textbooks and old-

Mary. Mirman’s themes were codified after assessing

school reading lists. I think with [Head of School Dan

what was already being taught at the various grade

Vorenberg’s] leadership, we started zeroing in on what

levels and examining potential connections across

would specifically address the needs of our learners,

subjects — even, and perhaps most importantly

REVIEWING AND REGROUPING

and started to really move the needle in that direction.”

when one considers the holistic journey of a student,

McKeown started in her official capacity overseeing curriculum in July 2018. She

McKeown, the Curriculum Committee, and others

described her first few months in the position as focused mainly around data

sorted through the literature to decide which

“When we talk about our grade level themes, it’s

collection, looking at what was going on in the various classrooms, grade levels, and

integrated curriculum model might fit best for

important to note that we aren’t just setting themes

across the two major divisions. She spent numerous hours dropping in on lessons,

Mirman’s faculty and learners, eventually settling

for a grade to center lessons around. We want to

in discussions with teaching teams, and assessing the synergies — and sometimes

on a thematic framework developed by Dr. Joyce

look at themes which are really broad and can be

gaps — between mission and practice.

VanTassel-Baska, the founding director of the Center

connected across subjects,” said McKeown. “So looking

for Gifted Education at the College of William and

at the idea of change in First Grade, they can talk

accelerated pace. They’re ready for deeper thinking, for problem solving.”

“I think that the landscape of gifted education has seen a lot of shifts,” she observed.

“With all that goes on in the classroom, it can be easy to fall back on a more

the dots

between grades.

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Connecting

about ways that matter changes in science. They can

curricular engagement like the Room 5 Mythcade

observe ways that numbers change in math. Students

project, where students combine their studies of

can see how notable people throughout history have

art, mythology, design thinking, and coding to create

changed our lives in the present. And the goal of the

miniature arcade games (“Zeus on the Loose,” “Medusa

integrated curriculum is not for teachers to ask these

Maze,” etc.). In the fall of 2018, several Upper School

questions of the students, but to ask really thoughtful

departments combined to host Mirman’s first Under

questions which would get students to make these

the Stars gathering, marrying a convivial pizza party

connections on their own.”

with an evening of genuinely inclusive astronomy.

Having a theory in place is one thing, but the practice of rolling out a curricular model is a different animal.

While McKeown and her colleagues at least know which direction they’ll need to have their compasses trained, there are practical considerations when effecting change.

“I think this is definitely a way that we can make our faculty’s jobs easier once we get over the initial hurdle of the planning and preparation,” she

4

said. “And the outcomes for students are going to be so much richer.”

Curricular Themes

by Grade Level Kindergarten Identity First Grade Change Second Grade Origins

Tessa McKeown, Director of Curriculum and Instruction

Apart from simple stargazing, the students, faculty, staff, and parents in attendance learned concepts in science, Latin, math, and technology.

“These are the types of moments that we’re trying to create over and over again, all across campus,” said McKeown.

In addition to offering support through in-service workshops and mapping and documenting scope and

a superficial level of study and understanding of a

sequence in a universally accessible way, McKeown is

subject,” said Molero.

working to build a common language within the faculty

“As curriculum designers, we have to address

by using tools such as the depth and complexity

the needs of our students, and we can do this by

icons developed by Dr. Sandra Kaplan at USC. Folded

integrating and unifying experiences and different

into the classroom environments in different ways,

fields of study,” she said.

In addition to the ongoing work

these icons are visual prompts used to push students

inherent in this type of coordination

further into their studies and passions, undergirding a

What’s more, it turns out that what’s best for gifted

across subjects and classrooms,

self-strengthening neural network of sorts that flows

students is equally beneficial for gifted practitioners,

there’s a startup cost when it comes

through classroom conversation during a lesson.

who find themselves working in concert and breaking

to everyone’s most wanted (and often scarcest) resource: time. Teachers need time to come together and plan the kind of overarching, connected lessons

down previously siloed departments for the

“There are so many benefits for students who learn

betterment of all.

this way,” said Director of STEM Jeffery Flagg, who also sits on the Curriculum Committee. “It sticks with the student for a while, for one. They don’t just lose

Upper School science students bridge research, data science, and design as they work in the ID Lab building weather station devices.

language and landscape around his field — moving

“As we’re building these programs, we’re collaborating

from strictly STEM to STEAM in programs like

more as a faculty between disciplines. We’re modeling

MirmanX, the school’s startup accelerator.

how that collaboration looks to students," said Flagg.

World Language Department Chair Gian Molero (who

“I think it’s been very advantageous for our educators,”

also sits on the Curriculum Committee) readily gave

agreed Head of Upper School Ron Simmons. “It’s

various examples of integration in her department.

created a conversation where teachers can learn more

Upper School Mandarin collaborates with technology

about what their colleagues are doing, and to make

Room 4 Systems

that can make a splash and eventually

Room 5 Perspectives

Administrators need to carve out time

US1 Transitions

been claimed by the logistical matters

US2 Connections

to implement these ideas within an

Particularly where the STEM disciplines are concerned,

and science to have students present weather

space for students to really apply the knowledge

already crowded calendar can be

said Flagg, an old assumption still tends to linger that

forecasts against a green screen in the language, while

they’re learning in ways that make that knowledge

US3 Evolutions

daunting.

subjects like math and science belong in silos apart

Molero’s Spanish classes use simple vocabulary (i.e.

more meaningful.”

from the creative fields. And as Mirman looks to

architectural components of a house) to delve deeper

further interweave subjects once seen as disparate

(how cultural differences inform the architecture

on the curricular spectrum, he welcomes the shifting

of dwelling places in different countries). “It’s really

US4 Impact

turn into a signature experience. which has already, in many cases, of running a school. And finding time

But when it works, proponents say, it really works. In the Lower School, McKeown gave examples of cross-

the skills and the knowledge when they leave the classroom, because they’ve got that connection, and the way they’re seeing the world is shifting. They’re living in a full bloom of educational space that isn’t relegated to a single book, or classroom, or even a lab.”

about adding that complexity and moving beyond

THE MAGAZINE OF MIRMAN SCHOOL

INTEGRATION IN PRACTICE

“...we started zeroing in on what would specifically address the needs of our learners, and started to really move the needle in that direction.”

Mission & Philosophy Develop strategies to ensure we live and communicate our mission and philosophy.

The 2018–2021 Strategic Plan There’s never any shortage of institutional priorities

Gavin spearheaded a Strategic Planning Task Force

Vorenberg evoked Dr. Norman and Mrs. Beverly

and possibilities in a place as dynamic as Mirman

made up of administrators, faculty, Trustees, and

Mirman’s initial intentions to serve the needs of

School. However, the same can’t be said of more

current Mirman parents. The group then put their

finite resources such as money, individual talents,

heads together to brainstorm external factors

Community & Inclusivity

highly gifted children. No matter if that learning takes

and that seemingly ever-dwindling metric we call

which might be germane to the school’s growth

time. Balancing the possibilities with the parameters

and plans over the next three years, such as shifts

is the unenviable job of the school’s leadership, in

in demographics and economics. With that step

Articulate clear objectives and implement strategies to ensure an inclusive, equitable, diverse, vibrant, and connected community of learners, families, alumni, faculty, and staff.

particular its Board of Trustees and Head of School,

complete, their focus turned inward.

Dan Vorenberg.

place in a residential home, as it did in 1962, or on a significantly expanded campus, as it now does now on Mulholland Drive, the ingredients for success are much the same.

“I’m very excited about this current plan because

“We examined documents such as our previous

as we approach our 60th year, this really identifies

If this sounds like a big undertaking, it’s because it is.

strategic plan, employee engagement and parent

some of the strongest, most relevant issues in

Of course, we’ve all got our favorite platitudes about

surveys, the NAIS Assessment of Inclusivity and

contemporary gifted education,” said Vorenberg.

how one might begin to eat an elephant or start

Multiculturalism, and our recent California Association

on a journey of a thousand miles. Fortunately, the

of Independent Schools accreditation report,” said

school has a more concrete and significant lifeline as

Gavin. “We also analyzed comparison data from other

it ventures forward into the future: the 2018-2021

schools in our category — how were we stacking up

Strategic Plan.

in terms of factors like admission, tuition, financial aid,

and talent to make sure we can live to our founding

class size, and so on.”

concept of making sure each student gets what

“It’s not lost on me that one of the first concepts that I learned as an educator was the lesson plan,” said

A SWOT (strengths, weaknesses, opportunities, and

Vorenberg. “A lesson doesn’t happen serendipitously, it

threats) analysis followed, and, eventually, the plan’s

comes from planning.”

focus was narrowed to six specific areas: mission and

Whereas a lesson might have a concrete beginning, middle, and end, a school’s strategic plan might feel a little more open-ended. Not unlike a classroom lesson, though, these plans are meant to build from one to the next: “scaffolding,” in pedagogical-speak. Vorenberg said that “great independent schools are not product oriented, they’re process oriented” — meaning that the iterative envisioning and execution of a strategic plan is how Mirman will move forward.

philosophy, community and inclusivity, program and curriculum, faculty and staff, financial sustainability and advancement, and campus and facilities. During

with the plan’s architecture. “It appealed to me,” said Gavin when asked why she jumped at the job. “I enjoy global and strategic planning to help organizations realize their vision.”

amount of ongoing planning, resource management,

they need.”

If the past is any indication of future progress, Mirman is in a unique sweet spot in time. During its last

Faculty & Staff

strategic planning phase, the campus itself doubled in

Continue to recruit, recognize, develop, and retain a highly qualified and diverse faculty and staff.

size, as did the athletics program. Specialist positions were created in STEM, mathematics, choral arts, awareness of and alignment with issues of inclusivity

and faculty constituencies, group leads took notes.

and equity are allowing for a more progressive,

The plan was further finessed and condensed by Gavin, eventually gaining full board approval in the fall of 2018. “The process proceeded quite smoothly,” said Gavin of the undertaking. “And as a parent, it’s what our team created, and it lays out a great direction

chaired the planning subcommittee and was charged

substantially since then, and it takes a significant

idea of individualization speaks for itself. We’ve grown

current parent, past parent, Trustee, administration,

It’s no small thing to distill competing priorities,

that process started with Trustee Sharon Gavin, who

Develop and deliver an inspirational, innovative, and integrated curriculum for highly gifted students.

Mandarin, and technology integration. And growing

gratifying to read the finished plan. I really believe in

diverse group of constituencies. For Mirman’s Board,

“When you start with nine kids in a living room, the

a day-long retreat involving voices from the alumni,

PLANNING THE WORK

institutional momentum, and the ambitious goals of a

Program & Curriculum

Financial Sustainability & Advancement Commit to a vigorous fiscal strategy and comprehensive fundraising plan.

With the first school year of the plan almost complete, Mirman’s leadership looks to this strategic document to guide the school forward, both as a continuation of the previous strategic plan and of the vision held by the school’s founders. When speaking of the plan as a connective bridge spanning past to present to future,

to leave “the Mirman bubble” ready to interact with a society that is growing more complex by the minute.

“I’m incredibly impressed by how quickly we’ve been able to grow,” said Vorenberg. “And I think this next phase of strategic growth will have a lot to do with

for us to go.”

WORKING THE PLAN

connected curriculum in a time where students need

deepening the mission we’ve always had. We’re committed to keep driving the school

Campus & Facilities

toward true north — its best iteration

Expand the creation of contemporary learning spaces both on and beyond our physical campus.

but in the future.”

for gifted learners, not only today

Visit mirman.org/plan to read the full report

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Mirman now » Mirman next

Lessons we’ve learned from our four-legged friends

It started with Waffles.

Waffles became an integral part of the Lower School community when he came to rule the roost (or habitrail, as it were) in Room 5Z. Students took their persuasive technique lessons to heart and set out

When they took the idea to their teacher, Lisa Barba,

LESSON #2

she was skeptical. “I wasn’t against the idea,” she said,

Lizards don’t care if they are on layaway

“but I wasn’t going to do it on my own. So we went

Hudson admitted that despite the class’s fundraising,

through the whole process and put a list together of

they were slightly in debt to their parents after all

what they’d need to do.”

equipment and food purchases were accounted for.

to convince teacher Suzanna Zifkin that harboring

That list included but wasn’t limited to: raising

And while Elliott Geico Bowba began to acclimate to

a hamster would be a good idea. Zifkin eventually

funds, sticking to a budget, buying the appropriate

his new environment, the class geared up for a bake

agreed, and took on the trials and tribulations of her

equipment, coming up with a care schedule for

sale, clearing the event with Head of Lower School

latest classroom charge with aplomb, even presenting

weekends and breaks, and making sure allergies were

Stephanie Leung and sticking up posters to advertise

at a regional conference on the process she required

accounted for.

for their cause.

of her students as they worked to obtain their furry friend.

There was one additional wrinkle, though. When the

LESSON #1

A hypoallergenic hamster isn’t actually hypoallergenic

day of the bake sale came, the star of the show had

acquisition can be a slippery slope.

“We thought we were going to get a hamster,” said

“Above all, in addition to persuasive writing, I think

“A few years ago, we had siblings in 5Z,” explained

just in the fur. They’re in the skin!”

said Barba. “Here we were, trying to have a bake sale

Not to be deterred, the self-proclaimed ”Committee

had to face this challenge. How could we solve this

However, as any parent who has entertained the oftpleaded phrase “Can we keep him?” will tell you, pet

Hudson P. as he sat alongside co-conspirators Sabrina N. and Vivi A. “So we wanted a class pet.”

Not yet in possession of the persuasive rhetoric of their elders, the then-Second Graders had to settle for a Venus flytrap. “It died,” Hudson said.

problem? It turned into trying to think like a lizard.

like the next natural candidate (there’s precedent

We know they’re cold-blooded, so he doesn’t want

on campus in the form of Kindergarten F’s elder

to run outside in the rain. We know they don’t need

stateswoman, Murtle the Turtle the Tortoise), but

recalcitrant teacher in Room 4 famously did not like

wanted was an underwater turtle. “It’s too hard to take

animals (“That’s fair,” said Brad Barry, former well-loved

care of an underwater turtle,” Vivi said. “And the next

but recalcitrant Room 4 teacher and now Director of

turtle we wanted was too expensive.”

Admission and Enrollment Management), and so the

Sabrina, however, had a lead on a lizard elsewhere in

became one half of “the Seniors of the Lower School.”

for this gecko that we didn’t even have anymore. We

of Three” had to huddle up again. A turtle seemed

they were disappointed to find out that the turtle they

chance in another year when Hudson and his peers

this gecko has really taught them about resilience,”

Hudson. “But we found out that the allergens aren’t

Hudson explained that a certain well-loved but

group’s hopes were dashed. But then came a new

gone missing.

to eat every day, so he’s not trying to go look for food outside. We know that he’ll want to seek warmth.”

LESSON #3

Binders are not just for homework “Ultimately,” said Barba, “Devon G. found him, because

the shop. “The person working there directed us to the

she was able to think like a lizard.”

crested gecko. They make really great class pets, and

When Devon located Elliott, he was tucked in repose

they are easy to take care of. And,” she added, “they

underneath a loosely crumpled piece of paper in

gave us a discount.”

ILLUSTRATIONS BY RYAN BERKLEY

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The Crested Gecko was once thought to be entirely extinct, until it was rediscovered in 1994. They’re good at hiding.

there was undeniable excitement in the reunion of the

caper that ended similarly, but it’s been relatively

two old friends.

smooth sailing otherwise. “He brings a lot of joy to the students,” said Barba, whose room now draws a wide crowd of visitors. The students are negotiating how to take care of him on weekends, and they take turns bringing in his preferred cuisine: live crickets. This is supplemented by “powdery stuff, mixed with water to a ketchup consistency,” according to Vivi.

“She’s been part of our community for such a long time,” said Fiore. “I remember during Trustee Visitation Day, Anessa Karney ‘77-‘82 came into the room and saw her. She was like, ‘Oh my gosh! This is the same turtle that was here when my son [Justin Goldstein ‘09-‘16] was in this room!’ And occasionally an Upper

Schooler will walk by and stop to say hi to Murtle, too.”

When asked what was next for Elliott after his caretakers graduate to Upper School, Barba turned

LESSON #5

pensive. “That’s a very good question,” she said. “The

Zen and the art of tortoise maintenance

future of Elliott Geico Bowba is undetermined.”

LESSON #4

Respect your elders

Like Elliott in 5B, Murtle has taught the kids in Kindergarten F a great deal about responsibility. Their classroom chore wheel includes the venerated job of Murtle feeder. “They always want to know what she’s

Kindergarten teacher Stephanie Fiore first met

doing,” said Fiore. “They are really in tune to what’s

Murtle the Turtle the Tortoise when she started at

happening with her.”

Mirman as an Assistant Teacher in 2008. A common padloper tortoise, Murtle had been ensconced in early childhood education for a while already as she belonged to the room’s lead teacher, who in turn had met Murtle’s acquaintance from an Upper School colleague, Nancy Dean. Dean’s daughter had surrendered Murtle when she went off to college.

“Murtle is about thirty years old,” guessed Fiore. “When the lead teacher left, she offered Murtle to me, and I accepted, not really thinking very much about the

Fiore added that empathy was another Core Value that Murtle has helped the students grasp. Being in a room of twenty-something active five- and six-yearolds can be a lot for an old soul, and Fiore tries to remind the kids about this. “We talk about how Murtle might feel when we’re loud,” she said, “and we try to keep the noise level down for her. We also know that we can’t knock on the tank.”

If the Room 5 students of the future are to truly care for the charges that seem to regularly come out of

to be “not very picky.” But other than Fiore, the most

their persuasive writing units, it’s important that they

detailed view might come from Liam A., who has been

When you’re playing the long game, like Murtle, you’re

grasp the ins and outs of tending to a living thing. As

friends with Murtle “for a long time.”

bound to have more than a few old friends. In a tight-

they all have their specific needs and routines, so too

knit community like Mirman’s, which sees its smallest

On Thanksgiving break, assigned to tortoise care,

do their animal counterparts. Some are relatable —

students move through their childhood and early

Liam saw a slightly more active side of the usually

tortoises need their claws filed. Some needs are more

adolescence only to come back as parents or, at the

staid Murtle.

exotic (beak clipping). “It’s basic tortoise maintenance,”

very least, visiting alums, graduations and goodbyes

said Fiore.

future. I think they live to be about a hundred.”

come with an implied “see you later!” rather than a “so long.” Two years ago, Fiore recalled, student Joanna D., then a kindergartener in Daniel Gibbs’ class,

walked by with her mother — Nancy Dean’s daughter.

Murtle plays her cards close to the vest, of course, but

Life lessons aside, more than halfway through the school year, Murtle is a fixture of life in Kindergarten F. Various students describe her personality as “fun,” noting that she likes to “play in the water” and eat “veggies and dead crickets.” She’s also been known

“I fed her, we played in the grass, she dug a hole,” he said. “She’s nice to me.”

“He really likes to eat his food,” chimed in one eager student, rising on her tiptoes and spreading her arms wide to indicate the enormity of Murtle’s appetite.

“He’s a girl,” deadpanned another.

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10

Barba’s grading binder. Since then, Elliott’s had another

The Common Padloper Tortoise typically lives to be about 100 years old. That’s a lot of school days.

After a student-centered contest melds Core Values with school spirit, Mirman reintroduces its mustang: Rider.

was revealed with much aplomb at an

the pride on their faces.”

all-school assembly, with Rider trotting

Finally, everyone could don uniforms featuring their own names writ large.

Everyone except, of course, the horse.

4L students Victoria A. and Amelie S., who soon revealed that they had a

nameless mustang trotted out for the

little help from their friends, specifically

occasional assembly or championship

former Room 4L co-teacher and current

bout — but nobody really knew the

Librarian Allison Sparks.

mascot.

“We had just had a community circle

What if the students could help change

in class talking about the Core Values,”

that?

said Sparks. “This was something new

Last fall, Brown and her colleagues in

In a school where more than half of the student

entries, assessing them on an unwritten

expansion created pristine courts and fields upon which one can cheer on several teams on any given day, Brown saw an opportunity and sensed a desire to elevate the program. After working with Jenn Salcido, Director of Marketing and Communications, and Noah Kaufman, Director of Advancement, the school’s branding was expanded to include a strong, confident steed. New uniforms, sweatsuits, and swag followed suit.

“It’s a truly exciting time for athletics at Mirman,” said Brown. “There’s a sense of pride that you can see and feel. It’s almost like we’ve arrived. You could have taken a snapshot of the students in their old uniforms, and then in their new ones with the names on the back, and you would see a clear

The winning entry belonged to Room

a mascot — people would see the

The judges carefully considered the

athletics, and on a campus where a significant

personalized jersey.

The school community knew it had

After the school rebranded a few years ago, Athletic Director Angela Brown felt that something was missing. New uniforms were donned for the first day of school, new signs were hung around campus, and a new website was launched to accompany refreshed marketing materials. But the updated design left something to be desired when it came to truly raising team spirit to the power of Mirman. body participates in some form of competitive

out on stage to show off a newly-minted

the Physical Education department introduced a contest at an all-school assembly. The objective: not only to name the mustang, but to tell its story.

to me as a new member of the Mirman community. When I asked the class out loud if they’d considered Rider for the name, a few of the students wanted to suggest it.”

You may know him as Coach Allen Foster, but read on to find out this faculty member’s interesting nickname.

KIDS’ CHOICE Like any ballot box, this one was not without its curiosities once opened up.

Over a six-day cycle, ballots were

“I laughed it off and dismissed the idea,”

collected from every grade level in both

Sparks admitted. “I thought that since

divisions. With Salcido’s help, Brown and

it had come from an adult, it wouldn’t

» More than a few students wanted to

Assistant to the Athletic Director Alyssa

count. But when I saw how excited they

name the mustang after themselves

Woods tallied the results.

were when they submitted it, I knew the

or their classmates.

name rang true. It really came out of an ‘aha’ moment we had together as a class.“

rubric including points for overall

“It relates so much to our school and

catchiness, gender-neutrality,

Core Values and helps us make sure

universal appeal, and

we’re always doing the right thing,” said

other considerations.

Victoria A. of the new name.

As the dust settled, one clear winner emerged: Rider. In

“It’s amazing to be part of our school history,” added Amelie S.

Here are some of the voting trends:

» One entry suggested “vegan” » “Uncle Grandpa” popped up more than a few times, much to the confusion of one judge. It was revealed upon further investigation that this is in fact an affectionate nickname for Coach Allen Foster. » Regarding “The Mysterious Moose"

retrospect, it seemed

The two girls, who themselves represent

— decidedly not a horse, but good

rather obvious. The

Mirman on the basketball court and

alliteration.

school had only recently

soccer field as part of the Room 4 teams,

unveiled its Core Values

admitted that, like many great ideas,

(Responsibility, Integrity,

their first idea might not have been their

Discovery, Empathy, and

best. “I think we wanted to do Mustard,”

Resilience). And as equine

said Victoria.

monikers go, Rider makes

“Or Mayonnaise,” said Amelie.

a certain degree of sense. The name

As it turns out, most things do get better with teamwork.

THE MAGAZINE OF MIRMAN SCHOOL

12

A HORSE WITH NO NAME NO MORE

difference. It’s a rallying cry. You can see

Mirman launches affinity groups for students, families, and faculty For some, the idea of an affinity group — an

ourselves out by race signals to them that the work

intentional space where people with a shared

we’ve done in multiculturalism has failed in some

identity, anything from race to left-handedness,

way,” said Chiu. “And that causes a lot of anxiety.”

gather together — seems counterintuitive. We’ve been told the analogies of the melting pot and the salad bowl; we’ve seen the election of a black president in a country whose infrastructure was built by slave labor from Africa. Given all that we’ve

finding common ground

worked for to increase diversity among peer groups, in schools, and in the workplaces, why might we still need separate spaces to reflect on who we are?

To discuss racial identity is anxiety-provoking in and of itself, said Chiu. There’s fear around saying the wrong thing, causing offense, and being misinterpreted. It’s an emotionally-charged issue which, much like politics at a family gathering, can feel better off avoided. But the reality is that for people of color — 35% of Mirman’s student body — this prevents being seen, heard, and bringing one’s

When Director of Inclusivity and Equity Connie

whole self to school. And affinity groups, Chiu said,

Chiu announced that Mirman School would be

are meant as much to affirm identity as they are to

launching affinity groups for faculty/staff, families,

confront uncomfortable truths.

and Upper School students in the 2018-2019 school year, she was faced with this and other questions from interested parents. There was, admittedly, some anxiety around the topic from parents who were unsure what affinity groups would entail. The groups were a culmination of identity work that Chiu had put in place in recent years, including anti-bias training with the faculty and staff, bringing in speakers for parent education events, and collaborating on lessons with classroom teachers to discuss aspects of identity at a developmentally-appropriate level. Still, though, some questions remained.

She recalled a speaker on a panel at neighboring Westland School who brought up the point that, for entirely well-intentioned reasons, race-based affinity groups may be fundamentally hard to accept for many white parents in particular. “Breaking

Parent Kelli Kirkland, who chairs the Families of African Ancestry at Mirman (FAAM) affinity group, which was originated by parents a few years ago, spoke to this when discussing how she came to understand the power of affinity groups despite her initial discomfort with talking about race. “I inherently appreciated the value of my son being surrounded by and deeply connected with other gifted students when I enrolled him at Mirman,” she said, noting that by this definition, Mirman is an ‘affinity school.’ “I asked myself, if I could joyfully embrace and celebrate my son’s intellectual differences, why would I hesitate to place that same value on his rich and vibrant ethnic background?”

Through her involvement with FAAM as well as the affinity group for families of color, Kirkland said the value of these groups has far outstripped any fears that were initially holding her back. “Having an

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14

Currently, there are 14 affinity groups meeting in the Mirman community — and counting.

– DORIAN W., US4

BEGINNING IN THE 2018-2019 SCHOOL YEAR, Mirman offered several voluntary affinity groups for faculty/staff, families, and students in the Upper School.

Below, you’ll find descriptions of the current offerings in

affinity community where one can feel safe asking

me to speak to them mindfully about differences in

Mirman's Upper School.

remembers all too well what it was like growing up

some of life’s toughest questions has been a life-

a way that creates compassion and understanding,

Common Ground is facilitated by trained faculty and

black in a predominantly white, upper-middle-class

affirming experience,” she said. “Watching my son

and perhaps the opportunity for real change.”

administration. Students choose the affinity group(s) that

neighborhood in Palos Verdes. The sting of being

In Common Ground, those adults are faculty

speak to their identities with a focus on self-discovery,

called the “n-word” in kindergarten has perhaps

self-nurturing, and self-affirmation. Next year, Lower School

dulled with time, but will never disappear. “I know

students in Room 5 and 4 will have the opportunity to

what it’s like to be the only black kid in school,” he said. “I know what it’s like to be singled out by

learn more about himself and feeling welcome to celebrate the fullness of his heritage on campus has been a beautiful journey to witness.”

and staff who self-identify with the group they’re leading. Taking a curriculum-based approach,

This bears out what renowned speaker, author,

all of the facilitators have undergone trainings

participate in affinity group(s) of their choosing.

and educator Elizabeth Denevi said when she

with Denevi and Chiu, and have mapped a scope

In Kaleidoscope, students connect over experiences and

came to campus to speak to parents and students

and sequence as well as mission statements for

conversations about unique family structures, celebrating

Foster largely credited his parents with helping

in the early stage of the affinity group rollout. If

each group. Beginning in the late winter, each

the beautiful and complex aspects of each family.

him work through the struggles that were inherent

there’s an idea that children are being protected by

group began to meet once per cycle during Upper

overlooking or intentionally not discussing matters

School lunch periods. Catching up with some of

of identity in affirming spaces, she said, programs

the facilitators, the buzz has been overwhelmingly

like Common Ground provide living proof to the

positive.

contrary. Herself a parent, Denevi admitted that the instinct to “make childrens’ paths easier” is tempting, however, “we forget sometimes that

Alphabet Soup is a confidential, inclusive, and welcoming

space for LGBTQ+ students and allies. This group is an alliance, meaning that students can simply “come as they are” in support of the LGBTQ+ community. This group

Black at Mirman co-facilitator Allen Foster, a

appreciates differences, practices self-love and celebration,

physical education teacher and athletics coach,

asks questions, and works to make Mirman’s campus a safer place for LGBTQ+ students and their allies.

children do need to have the space and time to

teachers.”

to his racial identity, as well as opening him up to other cultures from an early age. In this way, he wanted to help Mirman students navigate those same waters. “I felt like I could bring something to these kids, that I could really relate to them,” he said. “And middle schoolers are at the age where they’re trying to navigate their identity on multiple levels, wondering where they fit in. Any way I can be

navigate their path on their own. They may face

Students of Color Collective is an

a part of something that will support all of our kids,

challenges along the way. This kind of identity

umbrella affinity space that brings all

I’m all for it.”

work gives them the tools to do that in a safe space

students of color and multiracial students

guided by adults.”

together, and occasionally splits out into specific groups such as Black at Mirman.

According to Chiu and Denevi, the research shows

This group makes visible the racial and

that students begin to understand identity at a

ethnic diversity on Mirman’s campus

very early age. “By the time the students hit third

by affirming individual and collective

grade, differences, social circles, relationships,

identities.

understanding stereotypes, all of that really starts

And although the pre-teen years can rightfully cause even the most experienced parent (or educator) to wince, it’s not all an uphill battle. “The really cool thing about kids is that they’re naturally more open,” said School Counselor Lauren Curnyn, who leads the Shades of White affinity group.

“They’re going to bring their questions in a more

to solidify,” says Chiu. “They’re understanding

Shades of White is a space for

their identity and seeing differences, and that’s

recognizing, discussing, and understanding

great. But we need to help them understand those

what being white means for oneself and

differences and counteract negative stereotypes

others through an activist lens.

and associations before they form.”

Jew Wanna Talk? is an affinity space to

without nuance. The truth is far from this, of

“If we are trying to help our kids navigate a

share experiences, concerns, and further

course, and in order for white students to feel

complicated future, the ability to understand the

develop identities as Jewish people. This

comfortable moving forward in discussions around

experiences and perspectives of others is essential,”

group is open to people who identify as

race, that identity work needs to be done. “I think

echoed Trustee Karen Sherwood, a participant in

culturally, ethnically, and/or religiously

it was really eye-opening for our students to

the white family affinity group and a member of

Jewish.

talk about,” said Curnyn. “As soon as you do this

the Board Committee on Inclusivity. “My sons are

People of Faith is an affinity space to

identity work, you can’t unsee it. It starts changing

naturally curious about the world and why things are the way they are. Even after just a few sessions, the experiences in Common Ground have enabled

share experiences as a person of faith.

Mathematics Teacher Alyssa Wray and members of the Kaleidoscope affinity group get together to look at old family photographs and share stories.

vulnerable, genuine way.”

This is particularly important for the white affinity group, said Curnyn, because often whiteness is looked at as a lack of race, sort of a default option

how you relate to people. And if we’re going to be the community we aspire to be, this is the kind of work we need to be doing.”

THE MAGAZINE OF MIRMAN SCHOOL

16

Affinity groups give space for students to feel safe within the Mirman community, and to voice their concerns and perspectives.

In the Upper School, a smaller group of specialized ATs offer assistance and leadership in some of the division’s larger programs, such as performing and visual arts, science, and yearbook. Head of Upper School Ron Simmons also observed that, particularly in a middle school environment, having supportive and engaged role models who are just beginning their careers creates a valuable example for the young minds they’re shaping. “To have talented examples of young professionals, that have had their passions nurtured and model constructive, lifelong learning, brings a tangibility to our mission for our students,” Simmons said.

CLASSROOM PARTNERSHIP OFFERS TANGIBLE OPPORTUNITIES FOR GROWTH, SKILLS

Unsung Heroes Assistant Teachers round out the faculty and bring their own passions and talents to campus

It would be unfair to categorize the Assistant Teaching (AT) faculty at Mirman as being “behind the scenes.” After all, from the moment students’ feet hit the pavement at morning drop off to reminding the last student left at Annex not to forget his lunch box, chances are an Assistant Teacher isn’t too far out of frame.

Still, by nature of their title, and, at times, due to a comparatively less of experience in the field than lead teachers, they’re seen in more of a supportive role rather than a position of leadership. But even the briefest moments spent speaking with the ATs at Mirman paints a more intricately involved picture — and an equally varied breadth and depth of experience, interests, and talents.

“Our Assistant Teachers really understand the pulse and passions of our students,” said Head of Lower School Stephanie Leung , whose division houses most of the teachers in the AT program. “They have so many opportunities to connect with kids outside the classroom, and this gives them a different and valuable perspective.”

Assistant Teacher and Yearbook Coordinator Justin Granados helps one of his US4 editors solve a layout snag.

Speaking to the ATs, it’s clear that the teaching partnership forged between themselves and their lead teachers is critical to not only a good training experience, but a smooth life for all in the classroom.

First-year lead teacher Katy Carroll and first-year Assistant Teacher Kevin Lynch both joined shortly before the 2018-2019 school year began and only had a short time to acclimate as a team. Still, they got off to a strong start, and one can see this in their classroom dynamic.

“Katy allows me to be proactive in the classroom, both in behavioral aspects and in academic lessons,” said Lynch, whose duties run the gamut from counseling friends through kerfuffles on the playground to running math lessons in front of one of the grade level’s larger groups. “And we’re both new, so we’re learning the rhythms here together. It’s been really helpful to work with her.”

“I think that Mirman is such a unique place, and to have an opportunity to learn about our population with the educators here is a very cool concept.

Nothing taught me more about being an educator than what my mentor teacher taught me,” she said.

“So many of the things that I do today are things that she helped me develop — from the way I organize a lesson plan to the way I lay out my curriculum. I don’t think a classroom lesson can ever teach you as much as actually doing that work with another person,” she said of her experience as a co-teacher in a special education program prior to Mirman.

Feder’s experience has certainly informed her desire to mentor the following generation of teachers.

Speaking of her assistant in Upper School science, Micah Stimson, she mentioned making an effort to play to and develop Stimson’s strengths as a budding educator interested in writing. “For example, if there’s ever an MLA citation that we need to talk about in class, or formatting issue for reporting and experiments, I let her set the stage for that piece of the lesson. It’s a training exercise for her.”

By approaching her relationship with her assistants as a true partnership, Feder said, involving those teachers in the planning and execution of lessons happens naturally. And the benefits are far from onesided. “It’s always nice to have someone to bounce things off of, to let you know if something doesn’t

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18

Though she’s a lead classroom teacher now in both the Lower and Upper School, it wasn’t too long ago that Mathematics and Science Teacher Stephanie Feder was in an assistant’s shoes at the beginning of her teaching career. And although she holds a master’s degree in education, Feder, who also serves on the Faculty Advisory Council, credits her own mentor teacher with providing an indispensable education that went well beyond books and best practices.

make sense or you need to rework something,” added Feder. “And the students very much recognize the effect their Assistant Teachers have in their classrooms.”

Now almost at the close of the school year, Lynch seems comfortable with the ebb and flow of the academic calendar along with the “unique, wonderful, and challenging” gifted population he’s charged with steering throughout the day. All of this has been a “great learning experience” for him, he said, adding that though he has worked with children for a while, much of his experience has been in camp settings and outdoor education. Lithe, upbeat, and with a warm and open personality, it’s not hard to imagine him soothing a scared pre-teen out of paralysis on a ropes course. “I’m a bit of a performer, naturally,” said Lynch, “and you have to be a bit of a performer in a first grade classroom.”

Assistant Teacher Kevin Lynch leads a First Grade math lesson on a smartboard.

TAKING CENTER STAGE As can be expected, particularly in a small school setting, sometimes growing an educator’s career means saying goodbye as they move on to other institutions. But sometimes opportunities present themselves within Mirman’s campus, as one did for Karissa Royster when Room 4 lead teacher Julie Leavitt needed to take maternity leave earlier this year. Royster was able to step into a co-teaching role with Leavitt’s long-term sub, and retained those responsibilities after Leavitt’s return in the second half of the school year.

Aguilar herself fell in love with ceramics late, having studied graphic design for much of her undergraduate career. Shortly before graduating, she realized that the art form had a hold on her. Fortunately for Aguilar (and for Hellstrom and Zelaya), the art department spent a good deal of time this year building out its burgeoning ceramics program.

“I really love working with the kids in the studio,” said Aguilar. “They may not remember me in ten years, but hopefully they’ll be able to remember this skill that I taught them.”

“I’ve always considered becoming a teacher,” said Royster, who came to Mirman after spending years freelancing as a performer and educator in the dance world, including a stint on Broadway. “I really enjoy working with kids, particularly in the classroom setting, but I’m also interested in educational theory and systemic issues in education as well.”

Royster herself grew up in a gifted magnet program, and was drawn to Mirman in part to experience that educational environment once more as an adult.

Third grade (Room 4) was a great fit for her, she found. “The students are definitely still kids at this age; they’re easily entertained,” she said. “But they’re at a level where they are really starting to think for themselves, starting to find their voice and becoming more confident in who they are. I’m really enjoying the rich discussions we have together.”

Royster’s classroom life, which she describes as a mix of “leading lessons, entertaining everyone, and helping the students with transitions,” is only part of her day-to-day story. She also sits on the Lower School Student Advisory Council, where she works with students on various internal and external community initiatives such as book drives, assemblies, service learning activities, and more.

“It’s great to get to see the students in those different spaces,” she said.

LEADERS, LEARNERS, AND MORE The one-on-one interactions during lessons and outside on the playing fields are one thing, but for Royster, those “different spaces” also include one of the largest on Mirman’s campus — the Jacquelyn Michelle Ross Auditorium. Naturally building on her partnership with Theatre Director and Department Chair Jeff Maynard, who has hired Royster to help with theater intensives over the summer at UCLA, Royster is now choreographing this spring’s musical.

A dancer by training (and, outside of her time in Mirman classrooms, by profession) Royster has a wealth of experience on stage. It’s the first time she’ll be fusing these two talents of hers on campus, something she describes as “exciting but a little nerve-wracking.”

“I feel like my whole life, I’ve been compartmentalizing dance and education,” she said. “I don’t know if it’s society’s emphasis on math and science versus arts as a profession, but I’ve always kept those passions separate — I’ve always felt like I had to pick one or the other. I’ve tried to split into these two people, but didn’t realize until now that I could be the same person, just simultaneously. It’s really cool to be at a point where I can explore this, and work further with the theatre department and the music department at Mirman.”

One of Royster’s counterparts is Olivia Aguilar, the AT in Sarah Moore ’s Second Grade class. Though she spends most of her time training (and teaching) in the classroom, her responsibilities growing alongside her abilities, there’s a natural fit for Aguilar that fell outside of her initial job description. Encouraged

by Art Teacher Patter Hellstrom, who learned that Aguilar had a passion for pottery, Aguilar has been joining Hellstrom and Assistant Art Teacher Giovanni Zelaya to help with ceramics lessons for Upper Schoolers.

“My initial experience was not in teaching, so there was a learning curve,” explained Aguilar, who has a B.A. in studio art from Cal State Long Beach. “And

Karissa Royster, a co-teacher in Room 4 and a professional dancer, rehearses her choreography for "Shrek," the spring musical.

Aguilar said that her long-term plan entails opening up a ceramics studio and going back for her master’s in the form, eventually returning to the classroom and the studio as a teacher herself. The skills she’s learning at Mirman — leading classrooms, planning lessons, impacting the young children in her care — will more than serve her well wherever she lands next. For that, she said, she’s grateful to Stephanie Leung and her lead teachers in Second Grade for “encouraging [the Assistant Teachers] to grow and step outside of their comfort zone.”

“We’re learning right alongside the kids,” she said.

NEW TEACHERS, NEW TRICKS Second Grade Assistant Teacher and artist Olivia Aguilar only recently discovered her love of ceramics; she’s now sharing her favorite art form with Upper Schoolers in the art studio.

Although he’s one of only two Assistant Teachers dedicated entirely to the Upper School classrooms, Yearbook Coordinator Justin Granados has a pretty high level of visibility on campus. When he’s not filling in for Mirman’s veritable institution in the front office, Toy Kelly, you’ll probably find him

dashing from place to place capturing the various happenings on campus. Like Lynch, Granados worked with children in nonprofit spaces — the Youth Policy Institute’s afterschool program was his latest gig — but stepping into the classroom was a challenge that attracted him.

With plenty of graphic design and media/film experience, Granados said that he’d never worked on a yearbook or similar publication in his educational career, save for a stint critiquing work for Moorpark College’s literary magazine. Still, he was excited when he got the call to co-lead Mirman’s yearbook program, an intense three-times-per-cycle elective with a strong following and a slew of awards in its history. Admittedly, though, that rich history presented challenges for Granados and yearbook teammate Upper School English Teacher Simon Darcy, who had to hit the ground running together, not stopping to rest until their spring deadline finally passed.

“Problem-solving has always been my favorite thing to do,” said Granados. “And problem-solving was the way that we worked through the various challenges that we dealt with. I loved how it always kept us on our toes.”

Between Darcy, Granados, and the eleven students enrolled in the yearbook elective, the atmosphere was a lively one. “It kind of feels like we’re part of a ragtag newsgroup working in this newsroom,” said Granados with palpable affection. “Everybody’s doing something. Everybody’s talking about something.”

As if the adrenaline rush of producing the yearbook weren’t enough, Granados has found himself involved in other multidisciplinary pursuits. “Part of what attracted me to Mirman was the philosophy of an integrated curriculum,” he said, adding that one of his goals is to eventually be a media studies professor. These interests and skills have served him well as he’s found himself more involved with the art department, making films for Latinx/Hispanic Heritage Month alongside Zelaya, running open studios for Upper Schoolers in the art room, and collaborating with Upper School Integrationist Sean Lueder on media literacy lessons.

“I wanted to stretch my wings when I came here, to see if I could teach things from what I knew, or if I didn’t know something, learn from someone else,” said Granados. “There are definitely a lot of collaborators here; I really like that in a workplace.”

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20

teaching ceramics has been a wonderful learning experience to have in my back pocket — helping these students grow as ceramicists and artists.”

When it came time to fulfill a service learning requirement at his new school, Futterman didn’t want to settle for the bare minimum. In particular, he saw a natural opportunity to connect with an organization he’d cared about for a while through his aunt — Ethiopia Health Aid, a California nonprofit which has conducted medical and educational missions and has built hospital and school facilities in Ethiopia for the past decade. After fundraising and spending most of spring 2018 developing weeklong curricula for a robotics camp, he traveled to Gode, a rural village in the Oromia region of Ethiopia. It wasn’t long after Futterman arrived that he realized that the distance to travel was greater than a simple transAtlantic flight.

A young alum shares his passion for robotics with peers in Ethiopia

MERIDIAN: This being your first time in Ethiopia — was

it what you expected?

JAKE FUTTERMAN: It’s about a seven hour flight from Addis Ababa, the capital of Ethiopia, to Gode. It’s beautiful country, and the weather is perfect. But as we were driving along the highway, all I could see was farmland. I remember starting to think, “This isn’t going to work.”

M: Why is that?

JF: I knew that going in there would be some

challenges to face. Ethiopia is the third poorest country in the world. The drop-out rate for rural high schools is 90%.

THE MAGAZINE OF MIRMAN SCHOOL

22

Since he was young — well, younger than he still is at this early point in his life — Jake Futterman ’10-’17 hasn’t been afraid to go beyond his comfort zone. He remembers learning advanced mathematical concepts in pre-school. In elementary school, he would ask for more homework. It wasn’t until he enrolled at Mirman that he found the opportunities he was looking for — which is to say the chance to push further, be it in a classroom environment or on his own time. An interest in computer programming combined with LEGO Mindstorms robotics blossomed alongside other adventures in social justice, student leadership, and yearbook.

When he couldn’t simultaneously take robotics and yearbook electives due to scheduling, Futterman spent time outside of school hours pursuing more advanced robotics work using VEX EDR technology with the help of Jeffery Flagg, Mirman’s Director of STEM. After moving on to Harvard-Westlake for high school, he looked for ways to push his knowledge further — and, as it turns out, farther, too.

M: Did you get the sense that they were really

Well, Mustang fam, it’s been another

Another Mirman mom on a mission,

excited about learning this new skill set?

jam-packed year since we last wrote

Rachel Lily Campbell (White)

JF: Definitely. As soon as we arrived, there were so

to our readers in the “Meridian,” and,

’93-’97 is living in Austin, Texas and

as expected, your updates did not

running a business called Fit4MOM.

disappoint! From politics to passion

“It’s essentially a bootcamp for moms

projects, our alumni community is

who are looking to get their bodies

out there changing the world for the

back,” she explained, “but it really is a

better.

community and a village for moms in

many kids looking to join the team. We originally set the number of students to only 12 or 16, but every morning there were kids who were trying to sneak into the class, or others peering in through the windows. We ended up having about twice the number of students we had planned for.

M: What do you think the students took away from

24

the experience? Beyond how to build a working robot, of course.

As soon as we arrived, there

were so many kids looking to join the team. We had kids trying to sneak into the class, peering through the windows.

There were also a lot of problems on the ground — I didn’t speak Oromiffa [a language spoken in Ethiopia], and many of the kids I would be teaching knew very little English. Most of the students had never even seen or heard of a computer or a LEGO before, because this was a very rural part of the country. I knew I would have to face the challenge of trying to teach highly technical ideas across a language barrier. However, all of my doubts were quickly put to rest. The students in Gode greatly surpassed any expectation I had — and more.

M: Once you’d arrived and gotten a sense of those

challenges, how did you work to overcome them?

JF: Though the kids had never experienced almost

all of the technology I brought, they were able to pick up a lot of important ideas right away and were able to accomplish some major tasks in less than half the time I expected. As the week progressed, the other volunteers and I began to better understand some of the road-blocks and how to solve them. I had my curriculum plan, but each day we had to continuously adapt to the problems and solutions we encountered. Over time, I got better at tailoring my lessons. At the end of five days, the students were able to take brand new technology and ideas and complete a complicated final mission.

M: How old were the students you were teaching?

JF: Originally, we planned to teach middle school

students. As it turns out, they were in middle school, but they were actually 15- to 18-year-olds.

However, they didn’t really care that I was younger.

I think being a little older helped them grasp the concepts a little easier, too. I remember I had

JF: Robotics and programming are the future. And

of course, what I taught was more than just building and programming — robotics is just a medium for vital skills like teamwork, logic skills, and problem solving. Having a chance to work with the most upto-date technology and learn countless new skills will hopefully impact their lives for the better.

One Mustang in particular caught our attention, though — possibly because she’s been around campus so often lately! So before we get too far into our submissions we want to give a special shout out to alumna Ashley Felts ’92-’96, who began the new year by joining Mirman’s administrative staff as the Interim Director of Alumni Relations. Ashley has been no stranger to the Mirman community since she graduated and moved on to Harvard-Westlake, then to University of Michigan Ann Arbor,

is in her fourth year of business in addition to balancing homeschooling her five-year-old son. Meanwhile, back on the left coast, classmate Rachel Valente Ramsay ’89-’98 just this October welcomed a baby girl, Blake Evelyn Ramsay, with her years working in private wealth

3

management with J.P. Morgan and Wells Fargo Advisors, and now she is enjoying the opportunity to spend time at home with Blake.

Josh Resnik ’75-’82 knows more than a thing or two about the world of

Most recently, you may have heard

finance. Josh, who currently resides

Once we’d seen what the students accomplished we knew there was no way that we could just come in and be done after one session. So I created an after school program for the kids in Gode, complete with a 70-page workbook. We sent them two robotics kits. They meet once a month to complete missions that I give them. This summer, the idea is to expand the program and come back and teach more kids with a larger team of teachers.

from her in her capacity as a member

in Washington, D.C., recently joined

of the Alumni Council and the

the tech company FiscalNote as Chief

MirmanX Advisory Board! Apart from

Content Officer and SVP/Publisher.

her interim position, she now leads

FiscalNote’s investors include Mark

the digital division at Murphy O’Brien,

Cuban, Yahoo! founder Jerry Yang,

a LA-based PR and digital firm that

and Steve Case’s Revolution Fund.

works with luxury hotel, real estate,

In his role he oversees publications

and lifestyle brands. Prior to Murphy

“CQ” and “Roll Call”, which cover U.S.

O’Brien, Ashley directed the digital

government policy and politics. He’ll

strategy and launched the first-ever

also be involved in building out new

global influencer program for Land

TV and podcasting studios for the

M: Do you think any of the experiences you had at

Rover and Jaguar. The highly-gifted

company. Another mover and shaker

Mirman prepared you for your work with EHA?

force is strong with the Felts family

among tech types is Chris Yeh ’82-

JF: Yes, definitely. Student Advisory Council,

— Ashley’s sister Lauren Felts Chen

’86, an author, investor, entrepreneur,

’92-’98 also wrote in to share that she

and mentor in Silicon Valley. His most

is happily living in Boulder, Colo. and

recent book, “Blitzscaling,” which he

working as a nutritionist specializing in

co-authored with Reid Hoffman, the

pregnancy nutrition and postpartum

co-founder of LinkedIn, was named

care. She and her husband brought

one of Amazon’s best business books

a mini Mustang into the world — say

of 2018. “Blitzscaling” analyzes and

hi to their one-year-old son, Bodhi,

explains how companies like Amazon,

seen on the right in some brand new

Alibaba, and Airbnb went from humble

Mirman swag! Be sure to drop Ashley

garages to global giants in record

a line if you want one of these bibs for

time. Also in the technology space, we

your baby genius.

were pleased to hear from Matthew

Student Diversity Leadership Council (SDLC)...I’ve always been told I’m kind of a natural leader, and I think those activities helped me grow that skill. The leadership skills I developed at Mirman were really helpful in leading such a large class of older students. Running Peace and Social Justice Day for the Lower School with my fellow Upper School SDLC cohort helped me want to give back and teach curious kids who really want to learn and challenge themselves. Taking those experiences to Ethiopia was so fulfilling.

4

husband Tyson. Rachel spent several

marketing at Northwestern University.

JF: Well, we knew we needed to continue the work.

2

every stage of motherhood.” Rachel

and finally to study international

M: What’s next for the program?

1

Kopald ’75-’82, who currently works

5

7

6

1. Ashley Felts ’92-’96 2. F uture Mirman Mustang Bodhi Chen 3. Rachel Lily Campbell ’93-’97 4. R achel Valente ’89-’98 5. J osh Resnick ’75-’82 6. C hris Yeh ’82-’86 7. Matthew Kopald ’75-’82

THE MAGAZINE OF MIRMAN SCHOOL

allotted them two days to start working with the LEGOs, but once they’d been introduced to the pieces, even though they’d never seen it before, they built the robots in about two hours.

alumni class notes

Operandi, Net-a-Porter, Saks Fifth

management and analytics company

Avenue, among other stores.

outside of San Jose. He works remotely from Illinois, where he lives 1

with his wife and three daughters.

2 3

5

4

’89-’95, as a partner at Dykema Gossett, LLP, she practices intellectual

Mirman’s recently coined Core Values),

property litigation. In addition to

curiosity, and scholarship — all things

her career, she is actively involved

you need to succeed in pursuing the

in volunteering with the Alliance for

life of a scribe. So it’s no coincidence

Children’s Rights helping advocate

that more than a few of you Mustangs

for children in foster care. She lives

have turned out to be quite the

in Los Angeles with her husband and

writers and academics. Take John

nine-month-old son. Also rocking

Ghazvinian ’85-’88 for example. An

the world one cause at a time is

author, historian, and former journalist,

classmate Julia Silbergeld ’89-’95,

John became the new associate

the Chief of People and Organizational

director of UPenn’s Middle East Center

Development at MoveOn, a national

in 2018. He was formerly a senior

progressive political and advocacy

Charles Matthau ’71-’76 has been spotted readying to finish the indie feature “The Book of Leah” with Armande

fellow at the Center for Programs in

nonprofit. She lives in Oakland, a few

Contemporary Writing and a research

minutes away from her sister Diana

Assante.

associate at the McNeil Center for

’86-’92!

history books for general audiences, and taught modern Middle East history at several universities.

8

1. John Ghazvinian ’85-’88 2.Diana Arnold ’90-’95 3. Katie Dolle ’93-’99 4. Abi Desigan ’89-’95 5. Julia Silbergeld ’89-’95 6. Sage Shurman ’11-’17 7. Sydney Banner ’03-’08 8. Michael Libby ’89-’96

example of this is Abi Desigan

values qualities like discovery (one of

Early American Studies. He has also

7

we Mustangs hold dear, and a fine

It’s no secret that your alma mater

worked as a journalist, written two

6

Empathy is another Core Value

The younger generations of Mustangs

Mighty Mustangs, we see you on social media!

We hope you take a second to follow our feeds on Facebook and Instagram, because we certainly enjoy following you! Here are some updates that we’ve gleaned in the recent past — we felt they merited some celebration.

Alex Cohen Dean ’78-’86 has been gracing the airwaves of Spectrum News as a political analyst.

Proud Mirman mom Anne Korban announced that daughter Chloe ’97-’06 passed the California bar on her first try!

are turning out to be activists in their

Christian Lanz ’83-’89 garnered five Voice Arts Award nominations from the Society of Voice Arts and

own right. Recently, Sage Shurman

Sciences for his work on “Spy Kids: Mission Critical” for Netflix, “Coco” for Disney/Pixar, Marvel Studios

’11-’17 returned to campus to talk with Room 4 and 5 about her website, Kids

"Thor: Ragnarok” and Melissa McCarthy’s box office sidesplitter “Life of the Party.”

Diana Arnold ’90-’95 pens works of

Contribute, which she developed at

David Dorfman ’00-’07, who serves as legal counsel to the ranking member of the U.S. House of

a different flavor. After studying acting

her current school, Flintridge Prep.

Representatives Foreign Affairs Subcommittee on Asia, was named to "Forbes" 2019 Law & Policy

at NYU’s Tisch School and creative

The website makes it easier for kids

30 Under 30 list.

writing at The New School, she began

to connect to charities and make a

working closely with some of the city’s

difference through donations and

best chefs while running the front of

awareness. Though slightly before

house in a few restaurants. After 15

Sage’s time, Sydney Banner ’03-’08

years in the restaurant industry, she

also returned to her alma mater during

has written an original one-woman

the final weeks leading up to winter

show running off Broadway called “On

break to help prepare students for the

Evan Nicole Brown ’99-’08 penned an article for “Chicago" magazine titled “Chicago: the

The Table.” She credits her experiences

annual Winter Program as well as to

hosting the Poetry Festival in the

substitute teach in a few Lower School

Typeface” about the iconic font of the early Apple user interface. Talk about #TBT!

Lower School, her dialogue with

classes. Sydney, a senior at American

Harrison Schaen ’90-’94 was officially inducted into the Central San Diego Black Chamber of

Mirman’s teachers, and the various

University, was indispensable! We owe

Commerce last fall.

performing arts opportunities

another similar sentiment of gratitude

Mirman provided with making her the

to experience designer Michael

confident creator she is today!

Libby ’89-’96, who recently held

Turnout Project in Minnesota’s 2nd Congressional District.

a four-part LEAP course for Upper

And this final update comes to you from the original social media platform —

Alumna Katie Dolle ’93-’99 has taken her creativity to the silver screen, and recently her short film, “We’ll Never Make It,” premiered at the Valley Film Festival, taking home the Audience Award. And we’re willing to bet that more than a few stars of stage and screen have been spotted around town sporting handbags designed by Carolina Santo Domingo ’91-’98, whose wares can be found at Moda

Schoolers. After talking about his exciting experience designing worlds for theme parks around the globe, Libby lead our students in building

David Wienir’s ’79-’85 memoir “Amsterdam Exposed” was featured in Columbia University’s fall 2018

issue of "Columbia College Today."

Devin Sidell ’85-’92 turned heads and earned praise from critics for her role as Emily in the Sacred

Fools production of “The Value of Moscow” last November.

Mattias Lehman ’94-’03 accepted a position as a field representative with the Progressive

the Mombook. Current and alumni parent Deb Stark writes that the Mirman Class of 2015 had a great showing in National Merit this year with five semifinalists!

Congratulations to Ben Beckman, Jason Goodman, Edie Graber, Sinclaire Ledahl,

their own universes. While he was

Hannah Sherwindt ’06-’11, Nate Tausik, Emma Wang, and Anthony Weinraub

on campus, he shared that his sister,

’06-’12.

Anne ’92-’99, had an art opening at the end of 2018 at the Magenta Plains Gallery in New York.

THE MAGAZINE OF MIRMAN SCHOOL

26

at Skybox Security, a cybersecurity

@

That’s all for this round!

Be sure to write to alumni@mirman.org with your updates to be featured in our next edition.

What’s in store at Mirman and beyond

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