Priorities #2: Spring 1996

PRI RITIES A Magazine of Woodside Priory School

March1996

What's Up

AHEAD? (see page 5)

Values Centered Education for the Leaders of the New Century

From the Prior

W

"St. Benedict taught that, to live fully, an individual must commit to a community... must influence and be influenced."

arm greetings! Is it possible that graduation for the Class of 1996 is just ahead? As you look through this issue, I hope you will be impressed, as I am, with the energy and vitality of this exciting year. College acceptances are coming in. Our Annual Fund drive is progressing well, thanks to Chairperson Mary Jane Kelly and all of you who have given your support. We are at our enrollment capacity and in fact are bringing in temporary classrooms soon, so that we can honor the faculty’s desire to keep average class size at 15.

As these exciting times go forward, I want to share with you some important work being done by Brother Edward, our director of academic affairs. It involves maintaining the Benedictine values unique to our school.

Brother Edward is coordinating for the Priory a series of drop-in discussions about the characteristics of Benedictine communities, teachers and students.

Each discussion is led by a different faculty member or administrator. We have some recommended readings but the real point, as Brother Edward will explain in the following paragraphs, is what each participant brings to the discussion.

Research shows that the most successful schools know who they are. They are clear about their values and their goals.

The purpose of education, as communicated by St. Benedict, is not simply to achieve one’s highest academic potential. It is also to master an approach to living and learning that will guide one through a productive life and ultimately to God and heaven.

St. Benedict taught that, to live fully, an individual must commit to a community. He/she must interact — allow him/herself both to influence and to be influenced by community members. We are studying this statement and practicing it in our discussions.

St. Benedict was most concerned with the way people

Brother Edward Englund

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in a community treated each other. He spoke of honoring the other person’s humanity, respecting their individuality, accepting who they are (without the necessity for either party to be like the other). Attributes of a good community member include careful listening, reflection, action. The action he spoke of includes serving where needed and respectfully challenging others to become their best selves. It means allowing others to respectfully challenge us. He advised that community members relate as equal to equal, even while acknowledging differences in abilities or responsibilities.

In our highly educated, highly technical, highly multicultural corner of this democratic country — how can we do all that? Hopefully, we can first understand it ourselves, then teach it and model it. By looking at our daily behavior, we are trying to understand the ways we model, or don’t model, the Benedictine values that we wish to have as our guide.

In our first discussion, teachers reflected, for example, that they can feel comfortable saying to students “I didn’t know that” or “I’ve never thought of it that way,” and allowing capable students to lead the way. They are modeling careful listening, respect, and relating as equals (without relinquishing their responsibility as teachers).

Another example comes from earlier in the year, when a group of students wishing to pursue a social activity talked through and rejected the idea of including other students “by invitation only.” Possibly unconsciously, they realized the conflict with community values and chose instead to include any interested student.

If you have an interest in the discussions, please let us know. We will try to devise a way to share them with you — perhaps over the Internet.

Sincerely,

(Very Rev.) William Sullivan, O.S.B., Prior

From the Headmaster

O

ne obvious question, after my months of work on the Carnegie Commission (see article on page 6), is how the report applies to our campus.

The concept of the learning community envisioned by the commission already exists here at the Priory. The integrated curriculum and complex problem-solving emphasis the commission discusses are in process here. We have some experience with this approach, and we are now building on that experience. The concept of student individuality, which requires the teacher to be flexible in his/her instruction, is already a strength here, but we can provide our faculty with new skills and tools now becoming available.

At a four-day workshop next fall, we will focus intensively on how to strengthen our student-centered approach and how to increase the higher-level thinking challenges to our students. We will learn to use some of the burgeoning tools available to our teachers, such as the vast information resources nearly instantly accessible on the Internet. At Thanksgiving, we will meet again to reflect on how these skills are working for us.

Let me review with you four areas of the commission’s recommendations as they apply in our particular setting: Rigorous college preparatory curriculum: The commission recommends that schools give graduates tools to succeed in the next stage of their lives. For us, that means enabling capable students to meet the standards of the most demanding universities on the globe. One measure of our achievement is our students’ advanced placement success rate. It is very high, having risen from an acceptable rate a few years ago.

Meaningful co-curricular activities: The Priory provides a wide variety of faculty-sponsored student activities intended to foster academic and non-academic growth. We are reviewing these opportunities to be sure all curricular areas are adequately represented (we may need more opportunities in speech, for example). We are also evaluating the quality of each activity.

Understanding and supporting individuality: Currently, students are able to choose their own faculty advisor. Faculty have eight or fewer advisees, so that they can become well acquainted with each student. Soon, students will be able to keep the same advisor throughout their academic career here.

Faculty are learning how to use in understanding each student such testing information as study skills profiles, preferred learning style profiles, and standardized test scores. These tools add to their capabilities but do not in any way replace the cornerstone, which is their personal acquaintance and ongoing relationship with each of their advisees.

Modeling and transmitting values: Our values are rooted in the Benedictine community with which we are connected, which provides a strong beacon of moral and transcendent values. We are turning a special focus on this area (see Father William and Brother Edward’s letter) because these values are the cornerstone to everything we do with and for our students. We have added this year an eleventh grade course in morality, which I am fortunate to teach.

The emphasis is on the Christian interpretation of morality, but we expand beyond that to find the common ground we share with other interpretations.

We apply reasoning to moral decision-making in personal and social issues. This rootedness in moral understanding is essential to lifelong learning, I believe.

Denis Hennesey, one of our chapel speakers, talked recently about the importance of a joyful outlook as we go about our tasks. St. Benedict advised that sadness, by which he meant a pessimistic and grouchy attitude, was a poisoning influence to good work. I invite you to come to the campus to share the joy we try to maintain here and I wish you joy in your own endeavors at the moment.

"At a four-day workshop next fall we will focus intensively on how to strengthen our student-centered approach and how to increase the higher-level thinking challenges to our students."

Yours truly,

Frank J. Cody, Headmaster

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FALL '95 AT A GLANCE

Who in this group once played guitar for

the Iron Marshmallow? Yep, the one with the white hair, who is now a regular with

informal music-makers after school.

Joining Father Martin here are Ben

Hurlbut, Grant Rosenquist and Dan Lee.

AUGUST

New Student Orientation • Middle School Barbecue and Swim Party • ASB New Students Party • Parent Orientation and Barbecue • Mass of the Holy Spirit • Used Book Sale nets $2,000.

SEPTEMBER

Each grade’s Parent Coffee with Headmaster • All-School Field Day • Back-To-School Night • ASB and class elections • Activities sign-ups • Sports Rally • Soccer and Volleyball begin • Shakespeare On Tour Assembly • Middle School testing • Parent Luncheons • Family-Community Picnic • Home Page launched on Internet • EX-PAN (advanced computerized college research tool) installed in Counseling Office • Annual Fund Committees named • Magazine sale nets $5,000.

The entire school, including the Board of

Trustees, celebrated Dias De Los Muertos (Days of the Dead) with traditional foods

and activities. Nora Alvarez adds a flag to the altar, which in the Hispanic tradition

OCTOBER

Science Dept. Star Party • Flag football begins • Freshmen and Sophomore Class Retreats to Marin Headlands • Feast Of St. Francis and Blessing of the

is loaded with little offerings in memory of departed loved ones.

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Pets • High School testing • Middle School gift wrap sale nets $1,000 • Parent-Teacher-Student conferences • Middle School Family Sports Night • End of First Quarter; Honors lists announced • First High School dance • Halloween Dance • Halloween Costume Contest • AP History field trip to UC Berkeley • Literature in Film class field trip to Dashiell Hammett sites in San Francisco • College Nights at local schools • Grandparents’ Day • Brunch Break: Human Pyramid Contest (won by Seniors and 6th Grade teams) • Apple-bobbing (won

by Junior Class rep.) • Faculty in-service training day • Students meet individually with advisors • Ski trip sign-ups begin • College and university reps visit from Bowdoin, Brown, Seattle, Claremont McKenna, Santa Clara, Colgate, Whittier, San Diego, Whitman, Menlo, Sarah Lawrence.

NOVEMBER

All Saints Day Mass • All-school celebration of Dias De Los Muertos (Days of the Dead) holiday • College Sweatshirt Day every Friday • Annual Fund Appreciation Dinner • Dedication of Dave Foresti Memorial Grove • Seventh and Ninth Grade science field trips to Exploratorium • Brunch Break Limbo Contest (won by Senior and Seventh Grade reps) • First Middle School dance • Spirit banner design and construction • Basketball practice begins • Guadalajara trip sign-ups begin • Junior class retreat to Marin Headlands • Canned food drive begins • Choir-Orchestra-Instrumental Ensemble wreath sale • Sixth Grade field trip to IMAX Theatre and Tech Museum • Junior Dan Weinstock is Headmaster For A Day • Science class contest winners are (for egg drop) Pernilla Schweitzer and Matt Wise, and (for bridge-building) Laura Nowell, Pernilla Schweitzer, Andy Asadorian, Tina Campbell, and Laura Hurlbut • College and university reps visit from Holy Cross, St. Mary’s, Regis, Redlands • First admissions open house attracts a record number of prospective students.

Some Priory Singers show off the

chorus’s new gold sequin vests at the Fall-Winter Concert. Choir and

orchestra students will participate in a music performance tour to San Diego this spring.

DECEMBER

Christmas Caroling Party at Sharon Heights Convalescent Hospital • Music Department Winter Concert • Feast of Immaculate Conception Mass • Advent Vespers • Senior Parent Luncheon • Priory Players present “Scared Scriptless” improvisational theater • Senior Class Retreat • Canned food drive • Middle School Choir students appear at Allied Arts Guild • Brunch Break: “Chester the Calf” roping contest (won by Junior Class rep). • Winter Formal bids go on sale • First issue of “Global Village” bilingual newspaper • Middle School Secret Santas and Giving Tree for homeless teens • Millard Fillmore Trivia Contest Team formed • Fall Sports Awards Ceremony • Stanford Driving School sign-ups • Christmas Assembly and Sing-Along • Final exams week.

Halloween treats in

the costume line-up.

Watermelon Splash-Down feels great

during a warm All-School Field Day, an action-filled Friday away from classes last fall.

On the cover: What’s on ahead for students this spring? The San Diego music festival. A language and culture week in Guadalajara. Skiing, team sports, the final pages of the Yearbook (note the classy digital camera). The prom, Mardi Gras, the Middle School Arts Festival. Christmas in April home renovation for the needy. Shakespeare’s Birthday Bash.

Priory Players’ spring production. Maybe an Improvisational Theater Invitational. Spring concerts and, yes, even classes.

Is it hard to tell from the cover headgear who is doing what?

Perhaps it’s because at the Priory everyone wears many hats!

Silk top hat in photo provided courtesy of President Tuxedo, Stanford Shopping Center.

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A conversation with

FRANK CODY Dr.

Think back to high school. Do you recall a special teacher who brought inspiration to the subject and self-confidence to the students? Now, do you also remember long, boring class “discussions” and the forgettable assignments that were probably never even read?

Most of us remember both If Dr. Frank Cody has his way, high school students of the future will experience more of the former and none of the latter. Schools can do more than just hope for magically inspirational teachers — they can set the stage for inspired learning, he believes. And he has the recent report of the prestigious Carnegie Commission behind him.

In some ways, Woodside Priory School is already a model for what Dr. Cody would prescribe. When he first arrived last summer, Dr. Cody commented on the unique quality of the “learning community” that he found — a small school with time for individual attention; awareness of social, moral and academic growth; and a vigorous approach to learning in which teachers strive to be participants, coaches and models.

As a member of the national Carnegie Commission on the Restructuring of the American High School, Dr. Cody found significant support for his ideas —- and not a few challenges to them — among the other 16 commission members. Coming from a wide variety of backgrounds and perspectives, this team of highly regarded educators met over a period of 20 months with the goal of isolating what is important in high school education and proposing changes that any school system — large or small, rich or poor — could consider in its quest for improvement. Dr. Cody is the only representative of the private school community.

In their report, which was issued with much media fanfare in February, the commissioners urge their colleagues in education to break with tradition.

Let go of the megacampus with the single-subject, fifty-minute-period, memorize-and-repeat approach to school, they advise.

"Make the “learning communities” smaller and the intellectual challenges bigger, Carnegie commissioners advise their peers."

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Key to their vision of the future are high schools with:

• A conscious plan to assure every student at least one meaningful relationship with an adult who really knows that youngster. This individual most likely will be a teacher/advisor who would move with the student through his/her high school years.

• Small schools of 500 to 600 students.

Alternatively, within large schools, small “clusters” or “houses” of teachers and students who can develop a community feeling by being together over four years. Teachers should handle no more than 90 students a day.

• Assignments that require students to think across subject boundaries. More complex problems, and more work that moves students away from simple pencil-paper answers. Time and flexibility for activities that do not fit inside a 50-minute class period or, necessarily, take place inside a classroom.

• Individual learning plans for everybody in education. Students will write them with their mentor-advisors. Faculty, administrators and staff will write them as part of their career requirements.

• A conscious plan to teach and model the values of a democratic society.

The Carnegie Commissioners are now working with the National Association of Secondary School Principals to provide regional meetings at which local educators can discuss the specifics of this report. Dr. Cody will be speaking this spring at communities in the Western region.

Teaching is more than subject matter Dr. Cody’s training is Jesuit. But he has a Benedictine inclination to look at essentials when he talks about education. The essential element in successful education is the individuality of each student, he says.

To really teach, the instructor has to start where the student is, and each new student is a puzzle.

What does the youngster already know about the subject? How does he/she learn best? Some students are natural listeners, others learn by observing, others by working hands-on, and so forth. What are the student’s academic skills? That is, what are his/her techniques for memorizing, analyzing, organizing papers and thoughts? How about this young person’s interests, cultural background, family life, personal goals, personality type (shy? leader? top-down thinker? start-with-specifics thinker?), special skills?

The better a teacher is at knowing and using this information, the more the student will learn, Dr. Cody believes.

“Educators have a variety of good tools that help assess these facets of student learning, but we have tended to think of them as the counselor’s tools. In the future, I hope counselors will be training teachers to use this information directly. We know a variety of good ways to teach that address these specifics about an individual,” he says.

Forgettable assignments are too common One study of ninth and tenth graders (in another state) indicated that they forgot within two weeks eighty-five percent of what they learned in their literature class. In another study, an individual student was shown to be discussing the course material only about one minute out of a fifty-minute period.

A relationship exists, and it is the key to finding more time for education, Dr. Cody says. Often, a teacher thinks the class is “discussing” but from the student’s point of view they are just “reciting” — repeating back what they read, saying what they know the teacher wants to hear. Replace that “down

time” with assignments that require students’ brains to be actively in gear and schools may be able to accomplish all those goals the Carnegie Commission set forth, Dr. Cody says.

The new assignments may take kids out of classrooms, away from books, encourage them to compare Shakespeare with Pearl Jam or do multi-media spectaculars as well as term papers. The basics will still be in there and schools still have to monitor them, Dr. Cody says.

“I might sound like a back-to-basics educator sometimes because I think certain skills are essential — the ability to write and speak well, for example.

But the cultural literacy tests that ask students for knowledge of tons of random facts are measuring the wrong thing.

“Personally, I think all students need an internal time line of history, a sort of framework into which they can insert knowledge as they collect it. Then, they need an excellent grasp of where and how to find specific information, and how to evaluate it. That is the basic skill, not the facts themselves."

One outcome Dr. Cody is hoping will result from his months on the commission is greater appreciation of the diversity in the nation’s educational system.

There is room under the umbrella of “good education”, as the commission defines it, for many kinds of schools — religious and private schools among them, he emphasizes.

He takes as a positive sign the commission’s decision, after much debate, to say nothing on the subject of voucher plans or tax relief for families paying private school tuition.

A private school educator who has long maintained ties to and an interest in the U.S. public schools, Dr. Cody believes that most have more in common than they know. He would like to see more sharing of ideas and resources on both sides.

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"To really teach, the instructor has to start where the student is, and each new student is a puzzle."

“I’m not talking about people that have made a conscious choice to retreat from the national educational community. I am speaking of the people — and I think it is most of us — who have an overriding concern for the good education of all the children. We have much to gain by working together towards that common goal,” he says.

—C. Dobervich

A measure of quality The Commission says high schools should strive to provide for every student:

•

“We (the public and private school

communities) have

•

much to gain by

working together..."

•

•

•

•

•

•

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Academic achievement for every student in accord with nationally recognized standards The underpinnings for good citizenship and participation in this society Attention to non-academic aspects of teens’ growth towards adulthood Ability to continue learning throughout their life Preparation to enter, upon graduation, the next stage of their lives, with the understanding that everyone ultimately must earn a living Comfort with technology and ability to stay abreast of changes.

Awareness of the world’s interdependent nature and ability to function in a world culture Additionally, schools as an institution “must unabashedly advocate in behalf of young people.”

Serving on the Carnegie Commission It isn’t all long lunches and dips in the hotel pool. Long, intense meetings requiring iron control over one’s impulse to interrupt would be a better description, Dr. Cody reports with a wry smile.

Crashing headaches were common by the end of the day. “(The commissioners) weren’t selected for their retiring personalities or because they all shared the same views. They are articulate, very able people trying to reach consensus on a subject they care about passionately..

“It was invigorating, but a real workout. By the end, speaking for myself at least, I didn’t feel I owned the whole document but I am reasonably satisfied with my input,” he said.

Unlike many educational commissions, the Carnegie did not detail what’s wrong with high schools.

Instead, it notes that while some schools are in dire need of improvement, even the best schools are not all they could be.

TRIVIA COMPETITION: W

hat is more intense, more detailed and more exhausting than working on the O.J. Simpson legal team?

Here’s a clue: the activity indirectly teaches teamwork, strategic planning, persistence, patience, selfcontrol under pressure and, above all, the process of building a community, Father Martin Mager pointed out at chapel.

Father William Sullivan and Dr. Frank Cody commemorate Board of Trustees President Carl Larson’s retirement with a

lighthearted gift — a sommalier’s medallion to acknowledge

Carl’s generosity with his wine cellar for the Priory’s events.

Carl is taking on new responsibilities for the board of California Polytechnic Institute (Cal Poly). Father William also thanked member Sharon Carlock, who left the board recently.

Trustees Pat Adams Scott Carey Jeff Congdon Louise Davies, Emer.

Les Dewitt Fran Dempsey Rick Ellinger J. Michael Gullard David Lewis Kathie Maxfield Sandra McCarthy

Bill McGlashan* Donald McMullen R. Bruce Mosbacher Keith Patten Sharon Sheehan Art Schultz William Stewart Francesca Turbok (Pres.)

Joanne Vidinski* Kim Walters Robert Ward*

*New member since August issue

This Fact Finding Frenzy was a Community Effort It’s the Millard Fillmore Trivia Contest — student teams from 12 high schools competing against each other to find and document answers to a long list of minute and comBen Hurlbut and Peter Adams defend pletely unpredictable questions. an answer with documentation at the From the 6 p.m. Friday start time, the 15-member judge’s table.

Priory team worked frantically without a stop until the 7 p.m. Sunday deadline. At the school library “home base,” team members were supported by many faculty, friends, the Internet, cell phones, a fax machine and a lot of Father Martin’s homemade pizza.

Even a roadblock in the form of a huge and impassable tree across the road as they raced — literally — to the finish line didn’t deter the team, although it did cost them a substantial penalty for being seven minutes late.

“Finding the answers isn’t the hard part. It’s finding the documentation. We have to bring proof for each part of each answer, two proofs if we have a difA weary Jeanine Yost fuels up ferent answer than the official one,” commented with a piece of Millard Jeanine Yost.

Fillmore’s birthday cake. The On one question, team captain Ben Hurlbut tried Priory team won the cake in a to convince the judge that a direct call to George Lucas preliminary round. should be acceptable proof for a question concerning the San Francisco landmark building in a Star Wars movie. The judge didn’t buy it — not sufficiently documented, he said. No points. In the end, Woodside Priory's team finished ninth; first among the three school teams competing for the first time.

The competition has been sponsored by Carlmont High School in Belmont for more than two decades and the larger schools on the Peninsula tend to be the more consistent competitors. Woodside Priory last competed in 1988. However, the majority of the 1996 team are sophomores and juniors. They learned from this year’s experience and seem eager for another go next year, says Paul Trudelle, team advisor.

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An Evening of Merriment and Treasures

W

ait! Before party time, do this exercise: Sit down. Relax. Let yourself imagine.

It’s you, schussing down a perfect, snowy slope, wind in your hair.

It’s you, lifting a hand-painted glass of France’s best bubbly, feeling the waves gently rock beneath your yacht, watching the city lights fade slowly into the distance.

It’s you, kicking back in your family room with a new CD and the world’s greatest surround-sound permeating your pores.

Or, maybe not. You couldn’t schuss down a sofa pillow? Imagine a muscle-building stairmaster with your name on it! Would you be happy just to get a few social obligations paid back? Try imagining a few relaxing dinners out, where you can really enjoy your friends. Maybe you are thinking, “Please, just get my finances in order?” How about a great little computer that will organize everything?

The 1996 Auction, Mardi Gras, has something for everybody’s dream — and by doing something good for yourself, you will be doing something good for Woodside Priory as well, commented Carol Roberts, who heads this year’s event. The ultimate goal is to see a wonderful evening result in funds to enrich WPS’s student and faculty programs, she added.

“As with nearly all private schools, our tuition doesn’t cover the cost of the education. The Auction and the Annual Fund make up most of the difference,” said Father William Sullivan, prior.

Scholarships, faculty professional development, additional classroom space, and performing arts

Parent Connie Le Beau

Sixth-grade WPS student Taylor Eigsti, a frequent performer with jazz professionals, will entertain at Mardi Gras. His personal auction item, his music at your event, is listed, simply, as “priceless.”

facilities (still on the wish list) will feel the direct impact of Auction and Annual Fund success.

Friends of the Priory have donated hundreds of items valued at thousands of dollars, ranging from treats suitable for the limited budget to luscious, dream-come-true delights.

“Sun River was absolutely fabulous,” said Scott Immel, who was the successful bidder for the family vacation site last year. “Every detail, every amenity you could think of, was at the house...If we had wanted to, we could have skied in the morning, gone golfing or fishing in the afternoon, biked on nature trails in the evening, and then hit the hot tub. But we’re skiers — we just skied our brains out!” he reported.

The Sun River vacation is available again, as is a terrific three-day vacation on the beach at Pajaro Dunes in a 4-bedroom, 4-bath townhouse that comfortably sleeps eight. Party-goers will find lots of getaway packages to bid on.

Among other tempting auction items:

joined forces with Rich Greer of The Audible

Difference in creating a

sumptuous Mardi Gras package of top quality audio electronics.

This piece, “Arch” by Marantz, won an

award for its compact design and its engineering.

Dane Stark, vintner of Page Mill Wineries, bottled only six of these Pinot Noir magnums, each intended for someone’s very special occasion.

• Dinners fit for a Mardi Gras King at Stars, Julius’ Castle, Carpaccio’s, and many other sites.

• Compaq Prolinea 486/100 MHZ, 8 MB RAM, 420 MB hard drive, 14” color monitor. Translated from computerese, this is a quality, reliable machine that will easily handle word processing, spreadsheet and money management programs.

• The 12th in Father Martin Mager’s hand-crafted “Grand Father Clock” series. They are showstoppers; last year’s model brought $13,000.

• A fascinating harbor scene, said to be painted by Winston Churchill’s art instructor, sold for about $1,500 in the 1940s. WPS Librarian Peter Reinhardt, who is quite taken with the work, is looking for additional information.

“Extravaganzza,” now cruising the Caribbean, is the ultimate in a luxury bay cruise.

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Athletics W Micki with Coach Nate Bray last year and in #33 jersey this year at University of New England.

oodside Priory School kicked off the basketball season this year by retiring the jersey number of last year’s League MVP, Micki Oyler. This is the only time in the school’s 30-year history that an athletic number has been pulled from the list.

One of the best point guards on the Peninsula, Micki maintained a 29-point average in his senior year and received at graduation both the Athlete of the Year and the St. Benedict awards.

Athletic Director Bill August termed Micki “the epitome of the student-athlete,” an individual with “character and commitment.” Micki set a model for Priory athletes as they entered the very competitive PSAL league and he was outspoken in encouraging his classmates to support the teams, his coach said.

This year, Micki wears the same Number 33 as a starting point guard at the University of New England, where he is majoring in physical therapy.

AWARDS PSAL - All League Athletes Girls JV Volleyball MVP Jennifer Upjohn 1st Team All League Soccer MIP Susie Le Beau Ramiro Arredondo Coaches: Kelly Immel Boys Soccer Honorable Mention Ryohei Akiyama Phil Dauchy Tim Gerrish Chester Congdon Girls Volleyball Honorable Mention Michelle Floyd Brianne Baker Vicki Groom Jennifer Upjohn Gladys Martin

School Honors Boys Varsity Soccer MVP Ramiro Arredondo MIP Phil Dauchey Ben Hurlbut Coaches: Chester Congdon Boys JV Soccer MVP Mike Bower MIP Henry Herrern Coaches: Justin Park Girls Varsity Volleyball MVP Brianne Baker MIP Michelle Floyd Coaches: Vicki Groom

At mid-season, girls and boys varsity and junior varsity basketball teams have a mix of wins and losses. “It’s a tough season, the games are exciting because of that, and we will come out stronger because we have a young team with players who can return next year,” said one observer.

Seventh-Eighth Grade Flag Football MVP David Lando MIP James Corning Coaches: Bryce Larsen Sixth Grade Flag Football MVP Hugh Robinson MIP Brandon Amdahl Coaches: Josh Rado Eighth Grade Volleyball MVP Brittany Ladrech MIP Emily Cohen Michelle Ogren Coaches: Linda Zhang Seventh Grade Volleyball MVP Erin Trish MIP Tina Campbell Gina Budde Coaches: Claire Waterman Sixth-Seventh Grade Volleyball MVP Monica Olsson MIP Kylie Hepper Alison Schmidt Coaches: Laura Nowell

What’s Up With Spring Sports?

Coaches comment: “Girls soccer is going to be unbelievable.

We had a 7 (win)-1(tie)-1(loss) record last year. This year we still have a young team and almost everyone returning. We are building the team experience we need to be tough competitors in the PSAL next winter.

“It’s exhilarating that women’s soccer is just exploding at college level. These Priory players can be ready for it. For one thing, the school has the best soccer facilities on the Peninsula.” ‘Coachin’ Joe’ Montero (Priory Class of ‘76), Girls Soccer Coach.

“Last year, the girls’ positive attitude and hard work paid off. Their head coach, Joe Montero, is a key reason why they did so well....” Chris Scott, Girls Soccer Coach “We are seeing competent frosh soccer players moving up from the Middle School tournament program. This experience is doing what it’s supposed to do for the players. (Athletic Director) Bill August is working to get more games.”

Joe Montero, Middle School Soccer Coach “I think people will see us turn a corner this year in tennis. We have returning players, strong new players, and I expect us to be a competitive challenger in a strong league. People who come out are going to see some exciting tennis.”

Chip Culleson, Tennis Coach

Freshman Carlos Gonzales brings serious tennis experience to the Priory. A regular at the practice sessions with top-five ranked division players in the Northern California league, he will be playing in tournaments all over the state this year as well as for the Priory team. At the 1994 Key Biscayne International Open, his first international tournament, Carlos’ strong showing upset many expectations. Carlos was the only American player to make the finals in the Key Biscayne, finally losing to Argentina’s number two player, who later won third place in the highly competitive Orange Bowl International.

Sports are a Gonzales family affair. Carlos’ mother, Stella, originally taught him the game. She has played college tennis, volleyball, basketball and golf. She coached all the sports, including, this year, her twin daughters’ winning soccer team. Rafael, Carlos’ father, played football and baseball in college, coached college basketball and high school varsity sports, and worked with the Chicago Cubs during the last winter league. Carlos practices tennis 2-3 hours a day, 5-6 days a week.

“Short term, I’m looking forward to playing on the Priory team and I just want to play well. Long term, for myself, I hope to place in the top five in the Northern California League 16 to 18 year old division,” he said.

C. Dobervich

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“I look for the boys volleyball team to continue to improve this year. With eleven returning players from last year’s team, we will have more than twice as much experience as last year’s team. The Priory and the volleyball program will also be hosting our second annual Priory Volleyball Classic, March 22-23. All the players and coaches look forward to success in this season, only the third year of the volleyball program’s existence.”

Chris Miller, Boys Volleyball Coach

Academics Recognizing U issues of

nfortunately, the popular Nintendo product, “Gameboy” is appropriately named — by fifth grade, girls are already losing interest in technology and by high school and college are underrepresented in computer science classes, according to “The Harvard Education Letter (July-August 1995).

Girls’ lack of confidence in math and science, unfortunately, is also documented. In fact, emerging womanhood is too often marked by what writer Petty Orenstein calls “a blossoming sense of personal inadequacy.” Her book, “School Girls,” written in association with the American Association of University Women, is a commentary on the AAUW’s well-researched report on the lack of gender equity in education.

Although most girls blame themselves rather than the world around them, a culture that devalues a girl’s physical self as well as her personal abilities is the root of the problem, says psychologist and author Dr. Mary Pipher in her book, “Reviving Ophelia.”

The level of public concern with these serious findings is illustrated by the number who turned out to hear Pipher speak in Palo Alto recently. The hall holds 950 and another several hundred people were reportedly waiting outside.

Educators are acutely concerned with this information. We do not control mass culture but we influence school culture and particularly the culture of our classrooms. Happily, at Woodside Priory School we have concrete evidence of gender equity in leadership and scholarship. Certainly, we have taken care to see that we have strong faculty leadership from both genders in all divisions. Nevertheless, we take the issue seriously. Dr. Sherry Matteo of Stanford University’s Institute of Women and Gender Research was our consultant through the Priory’s early years of co-education. Recently, we asked her to meet with us again.

At a professional development workshop for all faculty, Dr. Matteo discussed some simple classroom behaviors that can have a big effect.

• What do we reward? If a girl is praised for being

gender equity

Deborah Whalen

"Educators are acutely concerned with this information.

We do not control mass culture but we influence school culture and particularly the culture of our classrooms. Happily, at Woodside Priory School we have concrete evidence of gender equity in leadership and scholarship."

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quiet and neat, she should also be praised for other, more assertive qualities such as insightful thinking or creativity. Generally, studies show boys are more often praised for abilities and accomplishments, girls for passive qualities or for unspecific “good work.”

• How do we regard verbal conduct? When a

woman is interrupted, she probably will stop talking; a man will probably talk over the interruption. This could mean female students do not get their fair share of “air time” in classroom discussions.

• What do we ask? Girls tend to be asked factual

questions, boys higher-level thinking questions.

Girls are more often “helped” by someone telling or showing them the answer, while boys are more often encouraged and coached until they get it themselves.

In small groups, the faculty devised strategies to avoid such unconscious behaviors. One strategy will be to visit each other’s classrooms and monitor these specific points — not as part of a formal review but as colleague support. Nearly every administrator at the Priory also teaches, so presumably we will all be involved in ongoing discussion.

Marianne Stoner, director of the middle school, made two pertinent observations about the state of our school culture. First, we have the ability in small classes to know and respect each student as an individual. Second, we have a tradition of respect in the treatment of both ideas and people. Faculty members model respectful behavior and take a pro-active approach in teaching it to students.

Our ongoing attention to gender equity is only one element of staff development — actually not even a major element, because we are working at many levels to adjust and improve our educational program — but it is an important one that benefits us all.

—D. Whalen

Counseling ExPAN doesn’t replace the personal college counseling assistance Father Martin provides. But this computer software package from the College Entrance Examination Board, Inc., adds a new focus, a wealth of well-organized information, and the option to send and receive college-related materials electronically.

From the data bases, students can search • Career information on 237 occupations, including employment, salary potential and educational requirements • What it is like to major in 150 popular college majors • Profiles of more than 3,200 colleges and universities and application forms for about 800 schools • Descriptions of more than 3,300 sources of private and public scholarships, internships and loans.

The package is designed as a network, so students can start at any point of interest and move in any direction.

Modules are what make the data bases a personal tool, Father Martin explains.

Rather than search through hundreds and thousands of pages of facts, the modules help a student to quickly hone in on information that will be of personal use.

Each student can create an electronic personal file that includes all the information colleges will require.

These days, when students often apply to six or more schools, the personal file is an invaluable planning tool and time-saver, Father Martin says.

Woodside Priory’s college planning process begins in the sophomore year and involves several personal planning sessions as well as individual help in preparing and filing applications. That process is likely to be more efficient with electronic data. Within a few years, students will probably be filing nearly all their college materials electronically, Father Martin says.

J.J. Saunders tries out the multi-faceted ExPAN college planning and search program in the College Counseling Office.

Academic and Leadership Recognition Early acceptances to college: Peter Adams, Williams College • Jason Chang, Saint Mary’s College • Philip Dauchy, Puget Sound Christian College • Michael Ferrari, Colorado • Tim Gerrish, Loras College, Muskingum College • Ben Hurlbut, Stanford University • Gladys Martin, Stanford University • Pedro Miqueo, CSU, San Jose • George Postich, CSU Fullerton • J.J. Saunders, Johnson and Wales University • Clare Van Dalsem, CSU at Sonoma, Humboldt and Chico • Nathan Williams, Wesleyan • Jeanine Yost, Scripps College and Wellesley (also early notification of scholarship awards).

(Students who have received acceptances have not necessarily responded; they may be waiting for information on other applications. Also, other students who have received early acceptances may not be listed.)

San Mateo County Youth Advisory Commission: Mark Lewis • J.J. Saunders Congresswoman Anna Eshoo’s Youth Advisory Board: Brooke Barry Hugh Livingston Student Leadership Conference this spring: Anne Mecham U.C. Santa Barbara Math-Science Semifinalists: Alexandra Gray, chemistry and biology • Lambert Lui, math • Jeanine Yost, Peter Adams • Ben Hurlbut, biology • Brian Sullivan will have a poem published in a national anthology, Voyage of Discovery.

National Merit Semifinalists: Peter Adams (who scored a perfect 800 on both parts of the PSAT) Alexandra Gray; Commended Scholars: Jeanine Yost • Benjamin Hurlbut.

WPS Middle School Spelling Bee: Laura Nowell • Monica Olsson (first runner-up) The San Francisco Chronicle hosts the next level of the competition in March.

WPS’s Geography Bee for Eighth Graders: Jonathan Morgan • Jon Haase (first runner-up) Sponsored by National Geographics American Junior High Math Exam: First place: Joe Daly Second place: Jesse Dienner, Jerome Mayer-Cantu and Daniel Riveong.

Community Service

S

tudents in the National Honor Society and the new Community Service Club are leading the way in volunteer activities this year. By January, students had contacted about 20 local agencies for individual projects. Through the new club, groups of students raised funds and served food to the needy. The traditional activities made available through chapel, middle and high school are as popular as ever. Faculty are evaluating the curricular aspects of community service efforts this spring and new guidelines may be forthcoming in the fall.

Students talk about their projects: The program was originally called ‘big kids helping little kids.’ They depend on the older dancers to help the younger ones put on their show.

Anne Mecham, volunteer with the Palo Alto YWCA dance program It’s a 1940’s barracks, still in its original condition but really deteriorated. I’m on a volunteer list to help scrape floors and put up drywall....

Ian Kotchian, volunteer at U.S. Forest Service’s Ft. Cronkite I like to try out different situations. I’ve volunteered at a Boys and Girls Club party, St. Anthony’s Dining Room, the Adopt a Family program.... Mark Lewis

In my sophomore year, we all did our community service work alone, and it was hard to do. With the club, we work as a group, we’re better organized...

Gladys Martin, founder of WPS Community Service Club.

Oops — a package bound for Daybreak Shelter for teens nearly got away.

Middle School students bought and wrapped gifts, each chosen specially to fill the wish of an individual teen.

Middle school students from Priory Singers entertained at Allied Arts Guild restaurant, which benefits Lucile Packard Children’s Hospital. Members of the choir or instrumental groups are invited in the spring.

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We served about 50 families and single people, poor people....We are aware that this sort of poverty exists in the real world but I had never actually seen it. Now I think I have a more realistic understanding.

Dan Lee, volunteer at St. Agnes soup kitchen.

Award-Winning Effort Woodside Priory was honored in February with a Silver Award from Second Harvest.

Some 16,800 cans of food collected by students went into the bus and off to Second Harvest. About $3,000 in cash donations was divided among nine local charities. The Seniors won the class competition with a monster pyramid made of canned food that reached the rooftop.

It takes a lot of dirty cars to support a good cause. National Honor Society

members also fielded bake sales and provided their very popular campus

Valentine candy and flowers delivery service. Members voted their first donation this year to Red Cross disaster relief. In addition to group fund-raising, each

member contributes at least 20 hours of community service, on and off campus.

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Alumni check in from colleges East and West, from work in

engineering to venture capital, from homes in Alaska to the Philippines.

Alumni are invited to share their careers with a graduating senior during Woodside Priory Shadow Day in March. Students have asked to visit grads now working in computer science, medicine and related medical fields, engineering, marketing, music, accounting, broadcasting, law and psychology. Development Coordinator Cathy Molak will help participants make the arrangements — you can reach her at 415-851-6193. Who knows — today’s shadow student could be tomorrow’s summer intern!

Tom Marsh, Class of 1984, is in his first year at Stanford Business School.

Amy Schnatz said YES on New Year’s Eve when Mike Ra, Class of 1986 popped the question.

Wedding date isn’t set yet.

Jim Campbell, Class of 1972, and wife, Maria, have moved back to Portola Valley after 22 years in Portland, Oregon. Jim sold his construction business and is semi-retired; Maria still travels extensively with international sales.

Jim Dugoni, Class of 1982, is Associate Director of Development with Stanford University, his college alma mater (Master’s in Higher Education Administration, 1993). Jim lives in San Jose with his wife, Lisa, and two preschool-aged sons.

Kris Kasenchak, Class of 1991 plans a May wedding to fiancee, Lisa.

Gilbert M. Cecchettini, Class of 1979, dropped by the Priory recently to reminisce with Fathers Pius and Maurus. Gilbert went into the Marine Corps following graduation, served in the Gulf War, and has been leading an active life since leaving the Marines.

He lives in Agoura, Calif., with his wife and two daughters.

Mehrdad Azari, Class of 1979, lives in Dublin, Calif., with his wife, Elisabeth, and two daughters. He is a project engineer with Lam Research in Fremont.

Martin Sullivan, Class of 1987, and his bride of just a few months, Michelle Howard, are living in Sharon Heights, Menlo Park. Martin is working with the family insurance business.

Enrique Montilla, Class of 1976, visited the Priory recently from Manila, the Philippines, where he owns and operates a palm oil and sugar planta-

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tion.

David LaChapelle, Class of 1969, checked in from Juneau, Alaska, where he is an artist and writer.

He has written five books — three fables, a commentary on the I. Ching, and a humorous commentary.

Feel like having a party? The Classes of 1976, 1986 and 1991 all need reunion organizers.

Party suggestions tossed out by classmates include a beach party that begins at the Priory, a barbecue by the Priory’s pool, and a banquet. Please call Cathy Molak at 415- 851-6193 to offer an idea or lend a hand.

Alumni Phon-a-thon night is coming soon. To avoid a call from the kindly volunteer who will remind you about the importance of the Annual Fund, simply send in your contribution now! Seriously, we know that many alumni are still in school or at the beginning of their careers, and the intent is not to pressure anyone. But many people are unaware that even a very small contribution makes a difference to other donors, such as foundations. When we are asked what percentage of our graduates and their families support the Priory, it is great to be able to give high percentages.

Directory Coming Soon A copy of the new Alumni Directory could be headed your way by summer if you send in your directory information this spring.

Please Call: (415) 851-6193, or Write: 302 Portola Road, Portola Valley, CA 94028, or E-Mail: mdobervich@aol.com, or Return: Annual Fund envelope has space for directory information We need your name, address, phone; we welcome any information you want to share.

Visitors to the Priory Class of 1995 holiday get-together: Brian

Patten, now at St. Anselm College; Kevin Visconti, Notre Dame University; Elaine Middleman, UC San Diego; Nick

Osborne, Claremont McKenna; Jim DeCarion, University of Arizona.

Class of 1994: Tyson Trish,

now at George Washington University, and classmate Justin Mouren.

Class of 1994: Eric Bambury visits from St. Mary’s College

Greg Hampton, Class of 1963, reunites with his former

German Teacher, Father Pius.

Son John is finishing his Shadow Day.

Simon Wong, Class of 1994, home from UC Santa Barbara, chats with Elaine Middleman, Class of ‘95.

Alan Liang, Class of 1991 and now a graduate of Bowdoin College,

catches up on the news with Dean of Students Tim Molak.

Priorities Editor: Carolyn Dobervich Design/Production: J. Ennis Kirkland Photos: Jim Kirkland, Carolyn Dobervich, Cathy Molak, Father Martin Mager, Coco Oyler, WPS St. Stephen Chapter of National Honor Society. Contributors: Father William Sullivan, Brother Edward Englund, Dr. Frank J. Cody, Tim Molak, Carolyn Dobervich, Deborah Whalen, Cathy Molak Priorities is published biannually by Woodside Priory School for its alumni, parents, students, neighbors and friends.

Woodside Priory School 302 Portola Road Portola Valley, CA 94028 (415) 851-8221 fax (415) 851-2839 Address Correction Requested

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