View From The Ridge: Winter 2019

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Making Meaningful Connections Through Language

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We Are Firebirds

FROM THE RIDGE | WINTER 2019

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BE BOLD: Fostering Intellectual Courage in Today’s Students

6 Clubs

Scientific Progress: Envisioning a Dream Curriculum

13 Alumni Highlight

12 Annual Fund 16 GLOBAL TRAVEL 2019

College Wise

BE BOLD: Fostering Intellectual Courage in Today’s Students Dr. Bob Ogle, Head of School A purposeful life requires constructive risk taking and school can be an excellent environment in which to practice it.

At Pacific Ridge, we are a community of practice; we build opportunities for risk taking into our program and our students constantly amaze us with their willingness to “lean in” to these experiences.

In the pages that follow, you will read about the importance of promoting intellectual risk taking, how we leverage our unique global programming to enhance world language learning and the launch of our new core science curriculum for grades 7-10. We’ve also included key advice from our College Guidance team and highlights from our Clubs program. Finally, you can read about the character-building principles of our athletic program and what they mean to our athletes.

We hope reading The VIEW will give you a glimpse of how our students take risks, challenge themselves, learn and grow.

Tim Betzala Dean of Faculty

To thrive in a world and workplace defined by constant change, self-directed, continual learning is essential. This kind of learning requires a bold mindset that welcomes the unknown and values the benefits of taking risks.

By risk taking, I mean intellectual risk taking: the willingness to try new things, productively struggle and learn by trial and error.

While research supports the theory that intellectual risk taking is beneficial to learning, the American educational system and college preparatory education continue to be slow to shift from fact-based to skills-based knowledge building. In many settings, students are essentially taught the “correct” approach to solving a problem and are rewarded when they repeat it. As a result, students can succeed in these environments without really learning how to solve problems for themselves. What’s more, they can become conditioned to avoid taking on challenges unless they already know the precise actions needed to meet them.

This risk-averse mindset can be especially prevalent in college preparatory settings with high performing and academically aspiring students. For students who hope to follow a path of achievement to the college of their choice, taking risks in the classroom can feel, well, too risky.

Academic preparation marked by playing it safe and getting good grades might result in a solid college transcript, but today’s students need something more. Young people need to be ready to thrive in a world we adults can’t quite predict, so they need the courage to try things that make them a little uncomfortable.

How do we talk about the importance of an intellectual risktaking mindset and how do we cultivate it in our students?

A term that can be helpful in understanding how risk taking and self-directed learning converge is “intellectual entrepreneurship.” Originally coined at the University of Texas at Austin, the expression lends its name to a successful graduate program structured to help students think beyond the silos of their chosen disciplines, engage their academic learning in the world and use an entrepreneur’s mindset to guide their careers and help their communities.

2 VIEW FROM THE RIDGE

According to the program’s director, Professor Richard Cherwitz, intellectual entrepreneurs “take risks and seize opportunities, discover and create knowledge, innovate, collaborate, and solve problems in any number of social realms: corporate, non-profit, government and education.” That’s what we have been striving for at Pacific Ridge for more than a decade.

Words familiar to us constantly crop up when reading about intellectual entrepreneurship: integration, self-discovery, problem solving, collaboration, leadership, passion, purpose.

Fortunately for students at Pacific Ridge, these qualities and concepts are built into the fabric of our school and the unique structure of our program positions us to do even more.

to tackle unfamiliar puzzles, think creatively and embrace making mistakes as part of discovery. Immersion in the language classroom similarly teaches the value of learning through constant experimentation, error and correction.

A new avenue for promoting intellectual entrepreneurship that I am particularly excited about is the restructuring of our science curriculum for grades 7-10. Prompted by a desire to incorporate more computer science and engineering into our core science program, the new curriculum, with its integrated, hands-on approach, cultivates self-directed learning skills and creative problem solving. You can read more about the genesis of the new curriculum on page 4.

Outside the classroom, our co-curricular program is full of entrepreneurial opportunities, from the upper school service learning program and its student-initiated and led service groups, to the global travel program in which “leaning into discomfort” yields profound moments of growth. These learning opportunities are becoming more and more essential to an education that prepares students for the future.

RISK

REWARD

To see intellectual risk-taking, one need only visit a Harkness classroom. For a teenager, steering an academic lesson through discussion with peers involves risk. Bringing authentic voice to the table, sharing knowledge and ignorance, opening up to feedback – all of that involves risk and courage.

Harkness is a way that students can become comfortable with and celebrate risk taking day in and day out.

Beyond a school’s program, its intellectual culture also matters. In my English class this year, we have all realized that our conversations are better when students stretch their ideas and respectfully disagree with one another.

One student even jokingly asked, “Can we get extra credit for disagreeing?” I laughed, but the idea is not far off. We do want to incentivize young people to think boldly, take stands and learn from different opinions and perspectives.

For educators, even at forward-looking schools like Pacific Ridge, adjusting time-honored approaches to better suit today’s needs can itself require courage. However, our students deserve it. When it comes to educating young people today, taking intellectual risks is not a risk – it is a necessity.

In addition, risk taking and productive struggle happen daily in our math and world language programs. Problembased learning in the math curriculum teaches students

Winter 2019 3

SCIENTIFIC PROGRESS:

Envisioning a Dream Curriculum Science teachers are a passionate bunch.

They are also curious and persistent problem solvers.

science program, especially in regard to the interconnectedness of science disciplines, which is very exciting.”

So, when Dr. Ogle challenged the science department last year to bring more computer science into the curriculum, teachers jumped at the chance to reimagine the science program.

Like good scientists, they immediately rolled up their sleeves and got to work.

“We’ve had programming and engineering in our curriculum for some time through middle school and upper school STEAM classes, upper school electives and activities teachers build into their lessons,” noted Science Department Coordinator Todd Burckin.

“However, Dr. Ogle’s request prompted us to think bigger and re-envision our whole

“Our program has plenty of opportunities for engineering and computer science, but in large part they are classes students opt into,” said Brooks Park, who teaches physics and coordinates the school’s Instructional Technology program.

“We observed that this structure has mostly drawn students who already know they have an interest. Since coding is becoming a basic literacy and the problem-solving skills promoted by engineering are equally valuable, we want

We knew we could design a complete, vertically-aligned program that emphasizes real-world applications and the integrated aspect of science as it is practiced. In essence, we were envisioning our dream curriculum.

- Middle school science teacher Tristan Green 4 VIEW FROM THE RIDGE

all of our students to get a foundational experience with them,” he added.

Initial research introduced the teachers to Project GUTS (Growing Up Thinking Scientifically). Developed by MIT and Code.org, the program integrates computer science into classrooms through computer modeling and simulation.

Among its stable of terrific tools is Starlogo Nova, which combines a programming language with a powerful simulation engine and 3D renderer.

Teachers immediately saw Starlogo’s potential as a multi-grade teaching device starting in 7th grade.

Further explorations included an in-depth analysis of the Next Generation Science Standards (NGSS). Launched by the National Academy of Sciences, NGSS focuses on science and engineering practices and emphasizes the interrelationships between the four domains of science: Physical Science, Life Science, Earth and Space Science, and Engineering Design. Pacific Ridge’s existing science program shares the NGSS philosophy, and teachers were eager to see how the best parts of the framework

Learning about epidemiology using Starlogo Nova

Starlogo’s simple programming interface and simulator

could augment the new curriculum.

Plans include expanding the inquiry and project-based parts of the program and shifting to a more interdisciplinary form of study. This means that students will encounter multiple science disciplines in each grade, 7-10, rather than just one each year, as is typically taught. This interdisciplinary approach to science allows students to analyze and design solutions for complex, real-world problems while building a more robust appreciation for and understanding of the interconnectedness of science.

When asked about the increased benefits of the redesigned curriculum, Dr. Burckin’s team reels off an impressive list: solid exposure to computer science as a problem-solving tool, increased familiarity with science and engineering practices, understanding the interdisciplinary nature of real-life science and increased design and problem-solving skills. Students will be better equipped to make choices about higher-level science classes and future college and career paths.

“One of the best aspects of the new curriculum is how iterative it is,” said Mr.

Park. ”Since the computer science and engineering concepts are embedded in the curriculum, students will get continuous exposure to them, rather than learning them in an isolated environment.”

After planning over the spring and summer, the 7th-grade science teachers rolled out the new curriculum, replacing the Life Science syllabus with more interdisciplinary content. Eighth-grade science is transitioning from Conceptual Physics to Phenomenon-Based Science this year, with the fully adjusted, interdisciplinary curriculum launching next year. Plans for 9th and 10th-grade are underway.

Examples of curricular projects conducted so far in 7th grade include a solar car design and build exercise and an epidemic disease simulation using StarLogo Nova. Eighth graders have brought new learning to their annual Rube Goldberg projects by initially designing and troubleshooting them in a CAD program called Algodoo.

teachers have noticed an increased interest in programming already.

“It has surprised me who has latched onto Algodoo and really run with it,” noted Mr. Park about the Rube Goldberg project.

According to Dr. Burckin, the program is already showing value in another way.

“Creating more room for students to practice pushing themselves, to imagine, design, try and fail, and take risks, has benefits beyond the science lab. It makes them better problem solvers and less afraid to try something even though it might not work. That’s real science.”

CAD-designed Rube Goldberg projects are ready to test!

Students are taking to the new curriculum enthusiastically, and

Winter 2019 5

Clubs:

FOLLOW YOUR PASSION, LEARN SOMETHING NEW Once a week, Pacific Ridge turns into a beehive of club activity.

With over 40 clubs to choose from and the ability to create new ones, students can dive into an interest and pursue it all year long without taking time away from after-school activities, studying or family time. Here are just a few examples of the wide range of clubs available this year.

< WOODWORKING CLUB

Students in the middle and upper school woodworking clubs get comfortable using the Fabrication Studio’s tools and learn to use them to solve problems. Upper school students also learn basic wiring, plumbing, wall repair, and more. Emerson Casola ‘22 thinks “it’s very cool that we’re allowed to do something so hands-on and build skills that are pretty important. I’d like to know how to fix things in my apartment some day instead of having to call someone.”

<

FIRELABS

Firelabs club members work on independent research or group projects, such as collecting soil samples and sequencing the DNA of bacteriophages found within. Sophie Uchitel ‘22 enjoys Firelabs because “it allows you to explore realms of science that aren’t normally taught in the classroom. The advisors (Dr. Burckin and Dr. McCabe) are so knowledgeable, you can explore things you might not have known about before or known you were interested in.”

<

APPAREL DESIGN

Students interested in graphic design use software, die-cutting machines and heat presses to create designs for t-shirts and other apparel. The club offers its design and production services to other clubs and service learning groups. Like club leader Ethan Loofbourrow ‘19, students also work on their own projects. Ethan enjoys creating designs he can sell in his online store.

6 VIEW FROM THE RIDGE

<

EAPERCH UNDERWATER S ROBOTICS

SURF CLUB

<

Middle school club members build underwater remotely operated vehicles (ROVs). After soldering circuit boards and wiring motors, they test their ROVs for buoyancy and maneuverability. Student teams compete in San Diego’s Regional SeaPerch Competition, seeking a trip to the national competition. This year’s SeaPerch challenge includes a rescue-recovery mission inspired by the recent Thailand

Surf Club members ride the waves once a week during a combined lunch and clubs period, and compete in local meets. According to Mr. Kelso, who supervises the club along with Mr. Webber, “The kids getting to do this during the academic day means so much to them. When we’re out in the water they can refocus their energy. If we could bottle up how they feel and drink it, it would be like drinking the fountain of youth!”

soccer team cave rescue!

<

M IDDLE SCHOOL INSTRUMENTAL MUSIC CLUB

<

AVIATION CLUB

Mateo Parker ‘21 loves flying and is pursuing a private pilot’s license at Palomar Airport. “I thought It would be nice to bring flying to people who don’t know much about it,” he said. Mateo leads the club along with Jake Sager ‘20. Students use flight simulation software and controllers to experiment, learn and develop good flying habits. “It’s a different kind of STEM learning experience.”

Students in what is affectionately known as the “Pizza Band” (due to monthly pizza lunches) can pursue their passion for music in an ensemble setting. The club’s repertoire includes mostly popular movie scores, but may soon include classical pieces. According to Kylie Martindale ‘24, playing her flute in the ensemble is fun. “I like that it is small, so I can really be heard.” The club performs twice each year.

Winter 2019 7

MAKING MEANINGFUL CONNECTIONS

through language

By Meredith Brady, World Coordinator

Languages Department

When most of us think back to our secondary school language classes, we recall an uninspiring combination of translating sentences out of a textbook and endless rote verb conjugations.

Completing these activities might earn us an “A” in class, but on our first visit to a country where our studied language was spoken, we received a generous dose of humble pie. We weren’t prepared to use the language in context and our limited skills and confidence impeded our ability to connect with the people and We scrolled through Instagram places we were exploring.

trying to find memes to show our Taiwanese exchange guest.

Then he would Google Translate what they meant and we tried to explain them. It was really funny and showed how close Taiwanese and American cultures can be.

– Hayden Shoemake ‘21

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Yet it is precisely this context and connection with others that makes learning a second language meaningful.

Thankfully for today’s students, the traditional ways of teaching language have been largely replaced by immersion instruction, wherein most if not all classroom instruction and activities take place in the target language.

Linguistic theory posits that true, secondary language ‘acquisition’ is similar to how children learn their first language -- by reading stories, singing songs and routinely taking risks with language. Most importantly, they learn by being active participants in an allaround barrage of language in context.

Today, by mimicking the way children naturally learn language and replicating real-world context, we can create a more valuable experience for students.

Immersion learning can initially feel daunting. Considerable risk-taking is required to navigate an 80-minute class without hearing or speaking any English.

However, there is value in leaning into that discomfort and, when scaffolded properly, immersion becomes a deeply engaging and effective way to learn. In

Expanding French palates with SoCal cuisine

The basketball clinics really opened my eyes to a community that is so different from the one we live in, but at the same time is only 50 miles away.

Exploring Disneyland with Taiwanese exchange students

– Alex Nalbandian ‘19

Saying goodbye to Costa Rican homestay families

Site-seeing with Paris homestay sisters

higher level classes, students can debate topics, write persuasive essays and tackle an array of complex tasks, almost forgetting they are using a different language.

At Pacific Ridge, immersion is just one step toward a grander goal. Speaking another language is a vehicle for connecting with the world on a deeper, more profound level, making meaningful connections with others and discovering our shared humanity.

Running yearly Varsity Basketball team clinics in Tijuana

Achieving that goal requires more than a classroom.

To help students make their learning more purposeful, we offer a variety of immersion opportunities with members of both local and global communities.

Students take part in exchange programs with sister schools as both hosts and guests and we incorporate homestays into many of our year-end global trips. By the time they graduate, most students have participated in a number of these language experiences, and through them have connected with

people across borders, broken down stereotypes, learned about cultures and, sometimes, completely changed their outlook on life.

By blending our curricular and cocurricular programming and taking advantage of the school’s global focus, students get a unique language learning experience that touches them both intellectually and emotionally.

That’s the essence of learning world languages here at Pacific Ridge.

They invited all of the Costa Rican host families over to play a huge game of soccer with us and other people in the community. In that moment it wasn’t about who spoke what language or where we were from – it was about coming together and sharing our love of soccer.

– Holland Morris ‘19

Winter 2019 9

COLLEGE WISE

By Rachel Petrella, Director of College Guidance

How to be the best college applicant you can be – starting well before you apply The concept of a ”best fit” college search is one that most families are familiar with, but what that really means can often be difficult for them to define. Based on our experience guiding students through the college process, we have come to learn that understanding fit is a deep and iterative enterprise that not only yields a good list of colleges to apply to, but more importantly, creates a strong and compelling candidate who will thrive in college. In a nutshell, understanding fit depends on understanding yourself.

At Pacific Ridge, we guide students toward this objective starting in 9th grade, because self-discovery happens over time. The most successful students we see in our office are those who have focused on understanding themselves and exploring what high school has to offer, rather than worrying about what colleges want from them. Our advice to students can be summed up in three maxims: Know Yourself, Challenge Yourself and Trust Yourself.

KNOW YOURSELF.

Most parents can agree that their 9th grader doesn’t have the selfknowledge to discern which colleges would be right for them. The primary message we give freshmen when we meet with them is to engage in the high school years as a way to learn about themselves.

Building self-knowledge is an incremental process and is not work someone else can do for you. You might not even realize when it is happening.

Knowing yourself takes time, but is essential to developing the personal priorities that eventually guide a healthy college search.

We encourage students to explore classes and programs, listen to what other students are doing and talk to their teachers. In a small environment like Pacific Ridge, teachers know their students well and notice what topics interest them. Active participation in service learning, signature projects and clubs can also help students learn what they enjoy, such as entrepreneurship, research or public service.

Experience and self-reflection are important elements of a successful college search process.

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Colleges are looking for qualified applicants for their programs who show true intellectual curiosity and are pursuing true interests. The irony is that many of the things students are persuaded they should focus on to get into a good college – specializing in one thing or being a Jack of all trades -- can make their application look like everyone else’s. Rather, colleges are looking for students who can speak authentically about meaningful and impactful experiences, which inform their interests and future goals.

King’s LEWIS AND CLEMSON CollegeCLARK COLLEGE GEORGETOWN LondonYALE CAL TECH BERKELEY PURDUE BROWN Tufts Rhodes BOSTON UNIVERSITY USC COLLEGECollege

UCLA

OF ARIZONA UNIVERSITY OF OREGON

UNIVERSITY OF

ST. ANDREWS JOHNS HOPKINS UNIVERSITY

PURDUE

CHALLENGE YOURSELF.

Colleges like to see candidates who challenge themselves.

However, challenge is most meaningful when it is personal.

Our message to students is as follows: What challenges you should be different from what challenges the person next to you, and doesn’t mean taking the hardest classes no matter what. Challenging yourself to rigor is important, but showing an authentic love of learning is what makes students stand out beyond what can be tallied in APs or specific kinds of courses.

Build yourself as a student as if nobody’s keeping score. It’s about YOU. What interests you?

As for co-curriculars, Pacific Ridge gives you almost endless opportunities to develop your interests and challenge yourself outside of class. Your emerging interests can guide the challenges you choose. Be willing to explore – it’s not a failure if you peel off from things.

Learning you don’t like something is just as valuable as discovering something you like. Once you find something that resonates with you, consider digging deeper by starting a service project or forming a new club around that interest.

Students, parents and College Guidance counselors form a strong team by senior year.

COLLEGE WISDOM Pacific Ridge College Guidance Team

44 years

collective experience

Students can stop by College Guidance whenever they have a question or just want to talk.

TRUST YOURSELF.

Becoming self-aware and building a personal filter helps you figure out the information you need vs. the information you don’t need. The challenge for students and parents is: How to turn down the “noise” of the college universe? Misguided messages of “to get into a good college you need to do this,” or “you are behind if you haven’t done that,” are so pervasive, the noise can be convincing.

Trusting their children to lead the process can also be difficult for parents. In keeping with the “purposeful life” pillar of Pacific Ridge’s mission, students who take the lead in building their high school experience are equipped to lead their college process with parents in an important supporting role. We rely on our partnership with parents, who obviously know their children best, to encourage an ongoing conversation at home like we have at school. Understanding what they are thinking and routinely checking in to keep things moving along are ways to buffer the outside noise.

In addition, parents can keep children on the path of self-discovery and avoid undue anxiety by focusing on some important questions. What do they really want from the college experience? What would make college a personally satisfying and enriching journey? It might be that the answers to these questions won’t align with the schools you see as desirable according to external college rankings; listen to that difference. It is your inner work as a family, not the outside noise, that will lead your child to the right place.

The most important part of the college process happens after parents deliver their child to campus, help set up their dorm room and say goodbye. Students who understand that preparing for college is a holistic and introspective experience will be off to an excellent start, no matter where they earn their degree.

29 years

independent school

15 years

college admissions Winter 2019 11

PACIFIC RIDGE SCHOOL PACIFIC RIDGE SCHOOL

We're not whole without you!

Help us reach 100% Parent Participation THE PACIFIC RIDGE SCHOOL ANNUAL FUND HELPS: - bridge the gap between tuition and the actual cost of educating each student - support the people and programs that make Pacific Ridge outstanding - moderate tuition increases

Visit www.pacificridge.org/AnnualGiving for more information and to contribute.

12 VIEW FROM THE RIDGE

ALUMNI HIGHLIGHT Three entrepreneurial alumni share current experiences and reflect on how their time at Pacific Ridge still influences them today.

Amelia Coomber ‘14

Charlie Olafsson ‘17 & Andrew Duca ‘17

COLLEGE: University of Denver,

COLLEGE:

B.S. in Computer Science

Charlie - George Washington University, majoring in

CEO: BB & Co.

International Affairs with a concentration in International

Program Coordinator, University of Denver Project X-ITE

The Venture: BB & Co. creates breast care skin products to encourage women to conduct self-exams and provides information about detecting abnormalities. A new product helps women who have had mastectomies reduce scar tissue. The company aims to de-stigmatize an essential health ritual for women.

How did BB & Co. come about? Breast cancer is the leading cancer among women in the US. But, with early detection, there’s a 98% survival rate. The idea started with a lotion my PRS classmate Kelsey Maloney (‘14) made for a friend. I’ve always wanted to run my own company, so when I got to college I thought I might try it. I found Project X-ITE, a platform and curriculum at Denver that helps students start companies. It’s had a big influence on BB & Co.’s ability to get traction and grow.

What have been your biggest challenges? The team dynamic is something I took for granted. It’s easy to have an idea and get started, but it’s harder to get the right people to help implement it. You need to make sure you and your team are rowing in the same direction, that day-to-day things are getting done and everyone knows what everyone else is doing. I’ve learned a lot about managing and delegating.

How did Pacific Ridge prepare you? Harkness changed my life. I know I have something to say and am confident about that, but I can do it in a respectful way.

With my work, I walk into rooms with a dozen 40-yr-old men. If I felt timid, which I might have, I wouldn’t ever get my voice heard.

Economics and a minor in Communications; Andrew - Brown University, majoring in Computer Science

The Venture: Roster is a software platform that enables groups of people to collect money online, while automatically populating spreadsheets with other relevant data, such as event registration information. The product is currently in beta testing.

How did Roster come about? Charlie: The idea came to us when we were at PRS, setting up a conference for Model UN. The available ways of collecting money made it really tedious to do the accounting and finance. We realized we could create a better way to do it. The goal of Roster is to make it easy for people to raise money for events. By putting payment info into a spreadsheet that provides all the other information about that attendee, the organization can spend more time focusing on other important things.

What have been your biggest challenges? Andrew: In the beginning, we weren’t doing enough market research. To create a product that people want to use there are two key parts. First, it needs to be super simple. Second is building for the customer. That’s’ something everyone always says, but when you are actually developing software it can be difficult not to just guess and keep building.

How did Pacific Ridge prepare you? Charlie: A big way PRS encouraged me to take risks is through global travel - at such a young age, being able to step away from your parents and journey halfway across the world – I learned that getting out of your comfort zone can produce really big rewards.

Andrew: The biggest thing for me is work ethic. Through my classes, homework, tests and the culture at PRS I learned a really strong work ethic and that’s helping me now.

Winter 2019 13

WE ARE FIREBIRDS! Being a Firebird means more than just playing to win. The core principles of Pacific Ridge athletics teach essential life skills, build character in our student-athletes and bring pride to the school community.

ACCOUNTABILITY COMMITMENT CO M M U N IT Y INTEGRIT Y PA S S I O N RESPEC T

14 VIEW FROM THE RIDGE

IN IT FOR THE LONG RUN

Not only are many Pacific Ridge coaches also teachers, service learning advisors, club supervisors and global trip leaders, but many are involved with both our middle and upper school sports teams. Because of this, coaches have a hand in developing and mentoring student-athletes from their first middle school practice to their final, senior year game. Here, some Firebirds reflect on these long-term relationships and the core principles that inspire our program.

Eva: I like Coach Neptune’s determination to help players be the best they can be. I’ve learned a lot from her already.

COMMUNITY: I think of sports teams as smaller communities within a bigger one.

It’s important because you get to know each other really well, you go through losses and wins together. Your teammates know what you are going through, support you and help you get better.

GIRLS LACROSSE COACH: Liza Neptune ATHLETES: Mia McCarthy ‘20, Eva Cohen ‘23

Mia: The confidence that a coach can give to a middle school player is invaluable. To extend that bond and connection through high school is critical in the formation of strong team chemistry.

ACCOUNTABILITY: I value the sense of reality that Coach Neptune brings to the field. She teaches independence and selfadvocacy and she urges players to take

Aidan: What I like the most about Coach Burman is that he will always believe in you as a player. Whether you have a bad or good day he will always keep pushing you to become the best player you can be.

RESPECT: Whether I am playing an actual game or just scrimmaging I have the same respect for everyone. It’s important to me.

BOYS BASKETBALL COACH: Chris Burman ATHLETES: Aidan Delange ‘23 Tommy Rogers ‘19

Tommy: Since I’ve played for Coach Burman for many years, he really understands me both as a player and as a person, and he is able to help me, both off and on the court.

Our relationship goes far beyond basketball.

PASSION: Our love for the game as a team and as a basketball program drives us to take every opportunity we can to play basketball, be it coaching a camp in Tijuana or suiting up for open gym every Sunday night.

Coach Burman: There is a level of intensity and connection in coaching at PRS that can’t be matched elsewhere. By connecting our middle and upper school programs, we can begin instilling basic expectations and

responsibility for their actions and learn from their mistakes.

Coach Neptune: I love coaching both middle and upper school because I absolutely love the girls! By coaching both levels, you can get a feel for each player.

You develop a rapport with them early on so by the time they get to varsity you know what to expect from each other.

INTEGRITY: Integrity defines who you are. Coaching gives you a tremendous opportunity to provide situations where choices need to be made by an athlete.

In those moments you can give advice as to how best make those decisions or let them choose on their own and then later discuss the outcome. It’s a part of coaching that lets us really help our athletes grow as individuals.

team values from their very first season.

Additionally, the foundation of our offense and defense at both levels are the same. As students transition from middle to upper school, we build on a foundation already in place. This is a huge advantage for our program. The middle school players can attend varsity games and see the team running the same plays they were running that morning in practice.

COMMITMENT: Basketball has a long season and we require much of our players, be it holiday practices, travel to distant tournaments, or many latenight games. We want the players to commit to working hard for each other, for the common good of the team. The commitment is intense, but at the end of the day we hope our players look back at their time and remember it as one of their top experiences in high school.

Winter 2019 15

6269 El Fuerte Street Carlsbad, CA 92009

SAVE THE DATE!

April 24, 2019

IMPORTANT DATES MARCH 30 – APRIL 7 SPRING BREAK APRIL 11 NEW MIDDLE SCHOOL STUDENT ENROLLMENT CELEBRATION APRIL 12 NEW UPPER SCHOOL STUDENT ENROLLMENT CELEBRATION APRIL 24 GRANDPARENTS DAY APRIL 27 PROM MAY 8 NEW PARENT WELCOME & ORIENTATION MAY 18 FOUNDERS HALL DEDICATION MAY 25 – JUNE 8 SCHOOL-WIDE GLOBAL TRAVEL JUNE 11 AWARDS CEREMONIES AND GLOBAL REWIND JUNE 13 COMMENCEMENT

GLOBAL TRAVEL 2019

7th GRADE Outdoor Leadership in Big Bear

8th GRADE Understanding U.S. Government in Washington, D.C. 9th GRADE Cultural Exploration in The People’s Republic of China 10th GRADE Teamwork and Leadership in the Northern Sierras

11th & 12th GRADE Austin, TX: Entrepreneurship; Colombia: El Camino hacia la Paz; Iceland: Trekking in the Land of Fire & Ice; Italy: Ancient Civilization, Modern Challenges; Kenya: Empowerment Through Education; South Africa: Post-Colonialism; Galapagos Islands: Biological Wonderland; Vienna & Prague: European Cultural Hubs; Vietnam: Life After Colonialism

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