Convent & Stuart Hall educates mind, Heart and body, animating a zeal for discovery, inspiring a passion for justice and nurturing the strength to transform.
Dear Convent & Stuart Hall Community,
Welcome to the 2024 President’s Report. Within these pages, I hope you feel the invitation to immerse yourself in our community of students, alumni, faculty and staff.
With Exploration (2023–2024) and Discover (2024–2025) as the guiding themes at the time of these stories, we found a renewed rhetorical frame for our students and teachers, an invitation to delve even more fully into the promise of a Sacred Heart education. This educational promise is anchored in a belief in the unique talent and potential of each child and a commitment to developing in each child the core skills that allow them to realize and live fully into those gifts.
Exploration ignites the drive for people to follow their curiosity and investigate ideas, those they find attractive and agreeable, as well as those they find challenging. Exploration ignites a desire to visit places and cultures that are unfamiliar and lays a foundation for asking questions and an openness to unexpected answers and outcomes.
“A moment’s insight is sometimes worth a life’s experience.”
— Oliver Wendell Holmes, Sr.
Currently, in the field of education, we are exploring the impact that Artificial Intelligence (AI) may have on the process of teaching and learning, as well as how our students’ future lives and future work may be changed. Critically important today and in the future will be the art of asking questions fueled by deep curiosity. Factual information will be quickly available, but the discernment to assess and evaluate that information will be an even more necessary core skill.
While AI’s capacity to generate information and compose language and images advances at an unimaginable pace, the core human experience of engaging in the world with wonder and critical analysis remains. As you explore the articles in this report, I hope you will appreciate the depth of the human experience that cannot be replaced. Enjoy!
Sincerely,
Dr. Ann Marie Krejcarek
President | Convent & Stuart Hall
President Ann Marie Krejcarek reflects on items in her office that provide daily inspiration.
RACHEL SIMPSON Chief Academic Officer and Convent High School Division Head
At Convent & Stuart Hall, we prepare students for their future life and future work. To this end, we embrace the importance of providing students access to skills and experiences that fall outside the bounds of a traditional curriculum.
Through the high school grade chair structure, we continuously engage students in one-on-one conversations in support of both their academic and personal growth. A component of these meetings is highlighting the importance of focused job experience and exploration during their high school years. Many students pursue volunteer roles, community service work and part-time jobs. Students report that these experiences help them develop valuable skills, from navigating interactions with difficult customers to demonstrating courageous empathy while addressing the needs of the communities they serve.
Our commitment to fostering early and expansive career exploration is enriched by robust ancillary programming. Among these offerings are alumni career panels, where students hear from graduates about their chosen field of work, their professional path and the essential preparation their Convent & Stuart Hall education provided. The valuable insights offered by alumni are also made accessible to students through Alumni Connect, a networking platform introduced to students in their junior year. This resource gives students an early start in professional networking, equipping them with the tools and opportunities to connect with graduates across generations and industries. Across these engagements, alumni report that their education instilled a sense of confidence and self-initiative, empowering them to navigate their careers with purpose and determination.
Within Convent & Stuart Hall’s K–12 community, students benefit from an array of paid work opportunities. Throughout the school year, high school students support the operation of the After School Program (ASP), including leading ASP activities and student pick-up procedures, significant responsibilities on behalf of the program. In the summer months, students can apply to be counselors for the school’s Summer Program. A paid internship in the technology department is another popular and well-regarded summer opportunity among students. In this role, student professionals
support the tech team’s intensive summer work, including installing new hardware and software in preparation for the next academic year.
In November 2024, we took a significant step toward enhancing our career preparation efforts with the launch of CareerStart. This initiative, a collaboration between parent volunteer leaders and the Convent & Stuart Hall College Counseling team, offers students valuable early exposure to the professional world. Through CareerStart, sophomores and juniors can apply to 1–4 week internships hosted by Convent & Stuart Hall parents across the Bay Area. Building on the school’s existing resources, the program provides students with hands-on experiences that allow them to explore careers, learn about the job application process and develop foundational workplace skills.
Across all these platforms and opportunities, our students consistently showcase remarkable selfadvocacy, confidently articulating their interests, talents and ambitions. By embedding these skills and values into our career programming, we work to ensure that our students are not only prepared to face the challenges of life after graduation but are also empowered to adapt, grow and excel throughout their professional lives.
In the fall of 2024, a group of faculty presenters and student delegates traveled to Chicago to attend the first-ever Sacred Heart Summit. We joined over 500 students, teachers, alumni and Religious of the Sacred Heart (RSCJ) from across the United States and Canada to reflect on our Sacred Heart experiences.
Suzanne Cooke, RSCJ, Provincial of the U.S. and Canada, opened the Summit with an invitation to explore how we can share the transformative experiences of Sacred Heart education with the wider world. Sr. Cooke also emphasized the importance of embracing a wholly contemplative way of being. A core tenet of Sacred Heart education, this approach calls us to engage in inward reflection that informs and inspires purposeful action.
The Summit programming featured workshops, keynotes and faculty presentations, along with dedicated moments to recenter and reflect on our personal faiths through group prayers and space for
individual contemplation. Convent & Stuart Hall was well represented, with seven faculty-led presentations. Each presentation was distinct, collectively highlighting the power of collaborative, intergenerational activism in empowering young people through an exploration of the past, present and future.
Our student delegates included eighth graders from Convent Elementary and Stuart Hall for Boys and seniors from Convent High School and Stuart Hall High School. Stuart Hall eighth grader Ezekiel G. expressed gratitude for “a chance to meet Sacred Heart students, teachers and RSCJ from around the world.”
Throughout the Summit, our student delegates connected with fellow Sacred Heart students, engaging in discussions and making friendship bracelets and school spirit items. These bonds will help shape the “future of the Sacred Heart community,” stated Convent senior Amrita Rajpal. She also reflected on the Summit’s impact, noting that from “Sophie’s Farm in
the Philippines to Zanmi Beni in Haiti, the Sacred Heart Community is deeply committed to serving others and supporting communities.”
The Summit was a reminder of the strength of the Sacred Heart Network. Through workshops, presentations and personal reflection, we deepened our understanding of Sacred Heart education and its
impact. Faculty and students alike answered the call to action in service, lifelong learning and personal growth, strengthening connections that will continue beyond the Summit. In returning to Convent & Stuart Hall, we carry forward the inspiration and continued commitment to the five Goals and Criteria of Sacred Heart education.
High School Mathematics and Computer Science Faculty
Thien Chau’s presentation focused on the importance of gender diversity in computing and addressing the underrepresentation of women in programming. Mr. Chau emphasized the need for early interventions, prior to college, to counter cultural biases and showcased Convent & Stuart Hall’s initiatives, including inclusive computing courses and discussions on equitable early internship opportunities. He highlighted how early exposure to these fields encourages students to explore career possibilities in technology, as demonstrated by alumni success stories that underscore the program’s impact.
Chief Academic Officer and Convent High School Division Head
Rachel Simpson explored the enduring legacy of Madeleine Sophie Barat’s vision for Sacred Heart education, rooted in intellectual excellence and the pursuit of truth, love and freedom. In this interactive presentation, Mrs. Simpson engaged faculty, RSCJ and students in reflecting on how these foundational values continue to guide 21st-century education, inviting participants to consider how they can address today’s challenges through the lens of Sacred Heart principles.
High School History Faculty
Pete Valceschini’s session examined the crucial role of context in shaping policy and societal narratives. Is context the key to an empathetic understanding of problems and their solutions? Mr. Valceschini prompted participants to reflect on the issue of poverty, using a contextualizing exercise that challenged them to consider broader societal factors and the impact of shallow narratives on resource distribution and justice.
Library Department Chair and History Department Co-Chair
High School Religion, Theology & Spirituality Faculty
Teaching Colonial Encounters: Our Sacred Heart Story with the Potawatomi
Alyson Barrett and Elaina Jo LeGault presented on the process of developing and teaching an interdisciplinary workshop that explores the story and history of the RSCJ and the Potawatomi, the Indigenous people of the Great Lakes region. The talk included the primary sources of both Indigenous and RSCJ resources that inspired Ms. Barrett and Ms. LeGault to take action in the way these topics are taught. The session demonstrated how the study of historical events and perspectives can encourage students to develop a more expansive understanding of the past.
ALYSON BARRETT Library Department Chair and History Department Co-Chair NATHAN CROWE K–12 Library
Our 2024 Cor Unum Authors inspired work and ideas that transcended beyond their respective visits. Embodying our Cor Unum calling to recognize “the world within us and the world outside of us,” our 2024 authors offered reflections on art, the Asian American experience and internal spiritual growth that is shaped by travel, personal loss and the value of silence. While these themes may seem disparate, they connected through reading and curricular programming to our Cor Unum values of deep intellectual sympathy, curiosity and recognition of our shared humanity. We continue to recall, experience and explore the wisdom and work of our Cor Unum guests as their writing and experiences offer us guiding wisdom and inspiration in ways we might not anticipate.
March 4, 2024
Minh Lê is an award-winning author of picture books, including Drawn Together, The Blur, Real to Me and Lift. In addition to his work as a writer, he is a faculty member of the Hamline MFA in Writing for Children and Young Adults, serves on the board of We Need Diverse Books and contributes to various national publications.
During his visit, Minh Lê presented to our lower and middle form communities by sharing several of his picture books, offering insights into each story and discussing his creative process. His work beautifully illustrated how storytelling can bridge cultural and generational divides. Through his presentations, students explored themes of mentorship and friendship, drawing inspiration from both elders and peers. They had the opportunity to express their own creativity in workshops where they crafted their own stories. Students also got a sneak peek of his upcoming book with Dan Santat, Built to Last. Throughout his time with us, Minh Lê’s warm and engaging presence resonated with both students and faculty, making his visit a special opportunity to learn, create and connect through storytelling.
Maxine Hong Kingston is an eminent and critically acclaimed author of The Woman Warrior, China Men, Tripmaster Monkey and I Love a Broad Margin to My Life, among other works. A longtime faculty member at the University of California, Berkeley, she currently serves as a Senior Lecturer in Creative Writing. She has received numerous honors, including the National Book Award, the National Book Critics Circle Award, the F. Scott Fitzgerald Award and the presidentially conferred National Humanities Medal and National Medal of Arts.
Maxine Hong Kingston’s visit was extraordinarily impactful for the Convent & Stuart Hall community. There was a particularly strong resonance for our sophomore students, whose curriculum includes an interdisciplinary unit on the Asian American experience culminating in a pilgrimage to the United States Immigration Station on Angel Island. Ms. Kingston’s time on campus allowed students to consider historical events, their own ancestry and how these factors impact their relationships with one another and their understanding of themselves. Her dreamlike prose allows many of these elements to coalesce in a beautiful and powerful way. Students were thus graced by a revered literary presence, as Ms. Kingston read her works aloud to the high school community. She shared her immediate thoughts and reflections on extraordinary struggles and a lifetime of spiritual growth, which resonated with students and employees. When asked whether it feels hopeless to have protested so many societal and political ills that still exist, she replied with a proverb from her grandparent: “a good deed done this morning may save a life on a battlefield 1000 years from now.”
Pico Iyer is an author and essayist known for his reflections on travel, culture and spirituality. His works include The Art of Stillness, The Open Road, Video Night in Kathmandu, and A Beginner’s Guide to Japan, which explore the intersections of the inner and outer worlds. Since 1992, Mr. Iyer has spent much of his time at a Benedictine hermitage in Big Sur, California, and in suburban Japan.
In preparation for his visit, students in Grades 11 and 12 read excerpts from Mr. Iyer’s recent book, The Half Known Life: In Search of Paradise. These passages invited students to consider their personal perceptions of faith and to contemplate when, where or how spiritual paradise might be experienced. Mr. Iyer’s work also provoked deep thinking about the ways in which place can embody conflicting histories and ideas.
During his visit, Mr. Iyer led a small class session to explore the excerpts and encourage open dialogue, giving students the opportunity to engage deeply with both the text and its author.
Throughout his visit, Mr. Iyer charmed and enriched our community. Connecting directly with our Cor Unum values, Mr. Iyer demonstrated how effectively he sees the deep personhood of each individual through his astonishing adventures as a world traveler. Mr. Iyer’s travel writing was beautifully juxtaposed against his book The Art of Stillness, calling readers to contemplate the value of silence in cultivating a rich and vibrant interior world. Mr. Iyer’s time on campus became increasingly impactful. As faculty, students and parents gathered in the Merlone Family Little Theater in the evening, Mr. Iyer embarked with Religion, Theology, & Spirituality faculty member Michael Campos on an exploratory journey in conversation, touching on contemplation, living as a traveler of the world and the ongoing quest to enliven and enlighten the soul.
December 9–18, 2024
Jennifer De Leon is an author and educator whose works include Borderless, Don’t Ask Me Where I’m From and White Space: Essays on Culture, Race, & Writing. She is an Associate Professor of Creative Writing at Framingham State University and a faculty member for the Newport MFA Program. Her prose has been published in over a dozen literary journals, and she is also the editor of the award-winning anthology Wise Latinas: Writers on Higher Education
At the end of 2024, Jennifer De Leon returned to Convent & Stuart Hall for the school’s second author residency. This marked her second visit to our community, following a day-long presentation in the spring of 2023. Throughout her extended residency, Ms. De Leon uplifted and pushed our students to creativity and excellence in their writing. Grades 7, 8 and 9 had the opportunity to workshop their writing with Ms. De Leon, honing skills focused on sharing identity through creative nonfiction, story development in fiction, the impact of precise prose, and participating in collaborative group writing workshops.
During Ms. De Leon’s residency, Grade 7 English classes participated in workshops focused on short works of realistic fiction. In these sessions, students developed unique characters made real by tangible or
intangible desires, whether an object, a goal or an accomplishment. With Ms. De Leon’s clear feedback and positive support, students learned how to develop compelling narratives around their characters’ motivations.
In Grade 9, students attended two workshops dedicated to developing creative nonfiction essays. At the conclusion of Ms. De Leon’s residency, many of these students chose to present their works to the class, sharing excerpts or full readings of their essays. Guided by Ms. De Leon, students supported one another as their peers took the stage; through both writing and presenting their work, those who performed demonstrated courage and confidence.
Alongside the recurring workshops for Grades 7 and 9, Ms. De Leon also connected with other members of the community. Grade 8 students who applied had the chance to attend a short writing workshop, while Grade 10 students took part in a presentation on writing, research and her new book, Borderless. Additionally, Ms. De Leon led two inspiring and energetic writing workshops for employees, offering our adult community the opportunity to share their work, dedicate time to writing, set goals for their individual projects and inquire about the publishing industry.
ANTONY REYES
High School Modern & Classical Languages Faculty
In January of 2024, 10 Convent & Stuart Hall juniors and seniors embarked on an inaugural Spanish immersion trip to Colombia led by faculty members Antony Reyes and Diana Bolaños. While every global trip requires careful and detailed planning, this one was marked by an especially long and eagerly anticipated lead-up; it was years in the making. Here, Antony Reyes reflects on the inaugural trip and the journey that brought this remarkable experience to life.
Nearly four years ago, I taught my first HL International Baccalaureate Spanish class at Convent & Stuart Hall. This group of students was enthusiastic and dedicated, embracing everything I threw at them, including Colombian literature. They were eager to explore the historical context of these stories and how they factored into the Colombia they had heard about, often defined by the narcoterrorism of the 1980s and ’90s. Even more, they were curious to understand how the Colombia I described — vibrant, artistic, innovative and welcoming — could exist given the violence that seemed to pervade everything they knew about the country.
all accounts, it was an unforgettable experience. Students danced through the streets of Medellín, visited the famous Museo Botero and experienced the stateof-the-art transportation system that succeeded in integrating once-isolated sects of the city’s population. The coffee farm, a couple of hours outside of Medellín in the mountains near the town of Jericó, didn’t disappoint either. Students participated in every phase
Their curiosity quickly turned into action. They took it upon themselves to design a trip to Colombia, mapping out an itinerary that included a day or two in Medellín to explore the city’s cultural and infrastructural revolution that replaced violence with community integration and art. They also planned to spend several days on a coffee farm, learning how a small, family-run operation preserved the tradition of coffee cultivation and education. I was impressed. For the first time, I found myself seriously considering taking students abroad. But I had one condition: full immersion. From the moment we arrived at the airport all the way to touch down upon return, Spanish would be our only language.
The COVID-19 pandemic delayed those initial plans, but last year we were able to make it happen — and by
of the coffee growing process, from picking the beans to roasting and tasting the coffee. They also enjoyed a zip line, hikes, river swims and connecting with the locals in the nearby town. Throughout the trip, students felt the warmth of Colombia’s people and culture every step of the way — and they spoke Spanish “sin parar” (without stopping)!
I had the privilege of leading the second edition of this trip in January 2025, and I feel immense gratitude for the original class that dreamed this trip into existence. The impact of the trip on my students’ language skills is undeniable, but its value reaches far beyond that — it opened their eyes to the richness of Colombia’s history and culture and inspired a deeper connection to the world around them.
DAN RAFFA
High School Sciences Faculty
In the spring of 2024, a group of Convent & Stuart Hall students set out on the first-of-its-kind trip to Japan as part of an experiential learning program. Our adventure began in Kyoto, which served as Japan’s capital for over 1,000 years. There, students immersed themselves in the study of Japan’s two primary religions, Shintoism and Buddhism, visiting numerous temples and shrines. They also participated in a traditional tea ceremony, where they learned the intricate preparation process and experienced a mindfulness practice.
Next, we traveled to Hiroshima, spending a night on the island of Miyajima. Early the following morning, students hiked to the Itsukushima Shrine, where they listened to the serene prayers being recited. The day continued with a sobering visit to the Hiroshima Peace Memorial Museum and Park. Students gained a deep
understanding of the devastating consequences of nuclear warfare and reflected on the importance of peace and reconciliation.
The final days of the trip were spent in Tokyo. A highlight was our visit to the International School of the Sacred Heart, where students had the chance to engage with fellow Sacred Heart students across grade levels. They read with first graders, created art with sixth graders, discussed social studies with sophomores and shared poetry with seniors. Over lunch, they exchanged personal stories, discovering common threads in their Sacred Heart experiences that transcended national borders. To conclude the trip, students explored Tokyo’s unique art and vibrant culture, including a visit to the teamLab museum, broadening their perspectives on the blend of tradition and modernity in one of the world’s most dynamic cities.
This cross-disciplinary trip brought students the opportunity to deepen their knowledge of Japanese history, religion and culture while also developing a global awareness and a profound appreciation for peace and connection.
TALBOT MOORE
Assistant Division Head, K–8
The eighth grade Channel Islands overnight trip was a highlight of the year’s K–8 experiential learning curriculum, showcasing how we utilize the diverse learning environments of San Francisco and California to develop essential life skills.
For eighth graders, the Channel Islands trip caps years of exploration across California’s landscapes. Convent Elementary and Stuart Hall for Boys students each embark on separate four-day, three-night trips, where they delve into the ecological and historical significance of Channel Islands National Park through activities that integrate science, history and environmental stewardship. These experiences not only reinforce academic concepts but also foster personal growth and a stronger sense of community responsibility. Importantly, this exploration of the Santa Barbara Channel immerses students in a landscape and history shaped by millennia of human presence, as the ancestral homeland of the Chumash, who have lived in the region for over 13,000 years.
Leadership is central to the trip, as students collaborate, solve problems and take initiative. Whether kayaking along the coast, helping peers with campsite duties or discussing California coastal conservation efforts, they refine their ability to lead and inspire others. Resilience is cultivated as students tackle physical challenges and navigate shared living dynamics. Hiking scenic trails, observing unique wildlife (like the island fox) and ground sleeping in tents push them beyond their comfort zones, fostering confidence and adaptability.
By the trip’s end, students return with more than memories; they carry enhanced skills and a renewed sense of purpose. This transformative experience reinforces the values instilled throughout their K–8 journey, ensuring they leave our program ready to face future challenges with confidence.
Since its founding in 1887, Schools of the Sacred Heart San Francisco has undertaken ambitious building and construction projects, each in an effort to uphold and enrich its mission of providing a Sacred Heart education to the children of San Francisco.
1887: The nearly 140-year story of the school’s space and place began in 1887, when Mother Mary Keating and four fellow Religious of the Sacred Heart rented twin Victorians on Bush and Octavia, establishing the first Sacred Heart school west of the Rockies. In its inaugural year, the school enrolled 30 young women, with a tuition of $50 for elementary school and $75 for high school. This modest space, though only a brief residence, marked the foundation of an institution that would grow, evolve and endure for generations to come.
1888 and 1909: The following year, in 1888, the school purchased a larger building at Franklin and Ellis Street for $10 in gold coin to accommodate growing enrollment. This location remained home to the school for nearly 18 years before sustaining heavy damage in the 1906 earthquake. Forced to relocate, the school leased a Victorian home at Washington and Octavia Street and became one of the first institutions in the city to reopen after the earthquake. By 1909, the Society hoped for a permanent home and, in June of that year, purchased 2700 Jackson Street for $145,000. This purchase marked the first of many long-term investments in ensuring a stable and inspiring learning environment.
1939: Three decades later, in 1939, Maud Lee Fritz Flood offered to donate her residence at 2222 Broadway to the Society so that the home might serve a greater purpose. Ninety-seven students, 27 RSCJ and seven lay faculty moved into the mansion in 1940 following some renovations, including converting the music room into a chapel. Among them was Mary “Be” Mardel, RSCJ, who later became Superior of the school. Sr. Mardel recalled moving furniture from the Jackson Street building to the Flood Mansion in these early years of her time with the Society.
1950: After praying that the family home on the corner of Broadway and Webster might be an answer to the growing need for space, the Grant family sold their home to the Society for $150,000. The following year, in 1951, Grades 1–8 moved into the building named Grant House.
1956: During the war years of the 1940s, Schools of the Sacred Heart San Francisco began educating boys through the second grade, and in 1956, the school enacted a permanent plan to enroll boys. The Society purchased the home to the west of the Flood Mansion for $165,000 from the Hammond family and opened Stuart Hall for Boys with 42 students in kindergarten through Grade 5 in what became known as Hammond House
1985: Nearly three decades later, in 1985, and after launching the school’s first capital campaign, the school purchased the building on the southwest corner of Broadway and Webster for $1,075,000 and named it Herbst House after the largest donor to the campaign. Among those congratulating the school for the historic campaign were alumna and San Francisco Mayor Dianne Feinstein ’51 and President Ronald Regan.
1991: A second capital campaign, launched in 1991, funded the construction of the school’s first new facility, the Herbert Center Gymnasium. Completed in 1993, the $3.4 million project was named in recognition of lead donors Cecilia and James Herbert.
2000: A landmark expansion followed in 2000 with the establishment of Stuart Hall High School at Pine and Octavia Streets. Before this, Schools of the Sacred Heart San Francisco only offered high school education to young women, making this development a transformative moment in the school’s history. A blend of new construction and historic preservation, the campus incorporates the original Morning Star School building alongside renovated former residences and now stands as a shared space for all high school students.
This expansion was funded through the school’s third capital campaign, which raised a total of $17.2 million, and also supported the construction of the Siboni Center for Arts and Sciences, named for its benefactors. The Siboni Center houses 42,000 square feet of art studios, music practice spaces, science labs and exhibit galleries, as well as the 355-seat Syufy Theatre named by a generous donation from the Syufy family.
Architectural renderings of the Pine-Octavia campus.
Architectural renderings of the Siboni Center for Arts and Sciences from the 2001 groundbreaking celebration.
Early architectural renderings of the aquatics and wellness center on Geary Boulevard.
2012: The most recent and fourth capital campaign funded significant renovations to the Hammond House, the primary building for Stuart Hall for Boys, as well as upgrades to the kitchen and cafeteria on Broadway. Notably, the Hammond House project included the installation of a new perimeter foundation anchored to subsurface bedrock, along with several sustainability improvements. These efforts underscore the school’s commitment not just to expansion, but to thoughtful, future-facing stewardship of its historic buildings.
2022: In support of strategic work detailed in the school’s Looking Forward with 2020 Vision Plan, the school raised nearly $14 million to grow the endowment and fund extensive renovations to both the Pine-Octavia and Broadway campuses. With a generous gift of $2 million, the Merlone Family named the newly reimagined Little Theater space in honor and memory of Valerie Hessen Merlone. The Merlone Family Little Theater has become a vibrant hub for the community, hosting performing arts concerts, practices, community gatherings and much more.
Today: Since 2013, President Ann Marie Krejcarek has overseen the investment of over $60 million into the school’s facilities, revitalizing existing spaces to creatively and strategically serve students. As these improvements brought the current campuses to their fullest potential, a longstanding vision remained in view: to expand offerings in physical education, athletics and wellness. In the summer of 2024, the school acquired property on Geary Boulevard, situated between Laurel Heights and Lone Mountain. Plans are underway to develop a wellness, athletics and aquatics center, which, once funded, will fulfill Dr. Krejcarek’s vision to enhance the school’s commitment to the education of the whole person — including physical well-being. This latest endeavor continues the school’s 138-year tradition of investing in spaces that support our students’ educational experiences.
We look forward to offering updates as this exciting project unfolds and sharing ways the community can help shape the school’s history through their support.
From its earliest days, Schools of the Sacred Heart San Francisco has continually undertaken what can seem like monumental transformations and expansions of space. Looking back, we can see how each of these efforts has ensured that the school’s facilities reflect and support a dynamic and comprehensive Sacred Heart education. This story of space and place demonstrates a keen attention to the growing needs of the present and, just as importantly, a vision for the future.
We honor and celebrate the dedicated faculty who retired in 2024. Through their years of service at Convent & Stuart Hall, generations of students have benefited from the care and commitment of these valued Sacred Heart educators.
Andrea DeVille
Andrea began teaching at
1997.
Brenda began teaching
began teaching
Convent kindergarteners play on the Shea Court playscape.
From September 24–27, 2024, Convent & Stuart Hall had the privilege of hosting Lydia Collado, RSCJ, Isidoro “Syd” Baradi and Gerard Acibar on campus before they traveled to the Sacred Heart Summit in Chicago to present their work on Sophie’s Farm in the Philippines.
As Executive Director of the Sacred Heart Institute for Transformative Education (SHIFT Foundation) based in Sophie’s Farm, Sr. Lydia has devoted more than 20 years to community development work among the people of Mondragón, Northern Samar. Gerard and Syd, both RSCJ Mission Partners, serve as the Farm’s Human Resources Officer and Program Officer of the Agricultural Extension Service, respectively.
Convent & Stuart Hall first visited Sophie’s Farm in 2022 with 24 students and faculty, and a second group of 25 volunteered there in February 2025. The partnership between both communities continues to thrive, supported by other initiatives like the annual Christmas Bake Sales and the Walk-for-Sophie event, which raise funds for Sophie’s Farm.
To explore the origins of this cross-continental Sacred Heart connection and learn more about the inaugural student trip to Sophie’s Farm, read the opening article in the 2023 President’s Report, “Bridging Borders and Sacred Hearts in the Philippines.” Scan the QR code to access the full story.
If you walked into my classroom, you might be surprised to see beans scattered across the desks. But these beans serve an important purpose — they’re a hands-on tool helping my seventh-grade students grasp an essential yet often challenging life skill: financial literacy.
The beans represent their salary, and students must decide how to allocate their money. Should they spend four beans to rent their own apartment or three to share with roommates? What about furniture — should they spend four beans on new pieces or buy used furniture for two? This basic yet engaging activity introduces students to the financial concept of budgeting and is part of the seventh-grade financial literacy curriculum, integrated into their lessons every few weeks throughout the school year.
It was during the global financial crisis in 2008 that I became motivated to lean on the economics side of my credential and begin incorporating financial literacy lessons into my teaching at Convent & Stuart Hall. The uncertainty at that time led to some difficult conversations with students, parents and colleagues about the stress they were feeling both at home and school. It was a distressing time and one that ultimately added to the student experience and curriculum.
I believe financial literacy can help soften the blow during unexpected financial events no matter what form they take, and will have a positive impact on students’ future financial habits. A study I recently read made the point that you wouldn’t allow a young person to drive a car without proper training, so why should they be expected to navigate a complex financial world without some amount of related education? I couldn’t agree more.
In the words of famed investor Warren Buffet, “The chains of habit are too light to be felt until they are too heavy to be broken.” Helping students develop healthy
financial habits has been a guiding goal of mine for the last 16 years. Themes and topics such as thinking economically, income, money management, saving, spending, credit, loans, insurance, interest, taxes and investing are just some of what we focus on throughout the year. Engaging these topics with my students also provides excellent opportunities for the conversations to continue at home, enabling parents to support and nurture their child’s financial well-being both now and in the future.
A recent shopping experience with my teenage daughter gave me hope that the lessons I have been trying to impress upon young minds might actually be sticking. While searching for a birthday gift for her friend, she carefully considered the price of one option, then looked at me and said, “I can’t afford this; I’m on a budget.” In that moment, I couldn’t have been more pleased.
In the traditional sense, a sabbatical is thought of in academic terms: A period of leave from the classroom devoted to research, writing and scholarly activities — essentially, to the promotion of one’s professional growth. This understanding of sabbatical presented itself often over the course of my six-month time away from campus. People would ask: “So what are you doing?” Reading between the lines, I sensed their primary interest lay in understanding the productive work I was undertaking. Was it further research on leadership? Exploring the development of boys and mature masculinity? Or perhaps adding a few more chapters to my ongoing memoir?
All of the above have certainly been interests of mine, but none of them was the reason for taking a six-month leave that began in July of 2024. Rather, it was more about two words that kept surfacing with regularity over the past year: Rest and Pause
The root word of sabbatical is the Hebrew word “Shabbat” meaning rest. In the Jewish tradition, the Sabbath is a day of pause. After 40 years in education and over 25 years at Convent & Stuart Hall, I felt the time for “Shabbat” was at hand. And so I answered the call.
As I reflect on the past six months, I see how each way station offered its own lesson in rest, contributing to a deeply restorative journey of rejuvenation and spiritual reconnection.
My long-standing relationship with Paris began in the spring of 1980 when it was just one of the many stops along my European sojourn after graduating from college. Since then, I’ve spent ample time in the City of Light during summer months studying the language, getting to know well-known and hidden corners of the capital’s approximately forty-one square miles and simply whiling away the days with long-time Parisian friends.
After three weeks of traveling Brittany, the Basque Country, and Italy’s Puglia region, I decided a solo
return to the City of Light in autumn would be a perfect next step. My month-long stay began on the very first day of October and didn’t end until the very last. I kept my agenda of must-sees and dos brief, choosing instead to let experiences emerge along the way.
Early mornings were spent seated at the desk next to one of the apartment windows with a cup of coffee in hand and the biography Madeleine Sophie Barat: A Life by Phil Kilroy, RSCJ. The book captured my imagination and became my steady companion on Metro rides, walkabouts and stays at cafés and parks. Having been a Sacred Heart educator for 27 years and an Associate
of the Religious of the Sacred Heart for almost a decade, I was steeped in our foundress’s words and legacy. Delving into the biography, I gained a deeply felt appreciation for the human side of this extraordinary woman.
Knowing of St. Madeleine Sophie’s devotion to Notre Dame de Bonne Délivrance, the Black Madonna to whom she prayed unceasingly while anxiously awaiting papal approval of her society’s charter, I felt drawn to sit in the Madonna’s presence as well. The Black Madonnas of Europe are a fascinating and mysterious aspect of Christian devotion and art that have held deep spiritual significance for me over the years. To sit in silence before the same sacred image that St. Madeleine Sophie once revered was a profoundly moving experience. Pilgrimages to the Chapel of Notre Dame de Bonne Délivrance in Neuilly-sur-Seine, where the statue now resides, became one of my weekly rituals.
La Source Guérristante, or Healing Spring, is a small monastery in the French countryside founded by the late Vietnamese Buddhist teacher, Thich Nhat Hanh. I became familiar with the writings of Brother Thay, as he was known by his community and students, in the early ’90s and was so moved by his book Peace Is Every Step (1990) that in the spring of 1993, I arranged for a stay at Plum Village, the monastery in the Dordogne region of France which the monk had established in 1982. Unfortunately, due to unforeseen circumstances,
I wasn’t able to make the visit. Thirty-one years later, though, I was finally able to retreat to one of Thay’s monasteries, and it would be to La Source Guérristante at Verdelot in the French department of Seine-et-Marne.
Living the daily monastic routine with the seven monks who reside at the monastery and the fourteen other retreatants from around Europe was a lesson in simplicity and mindfulness. Life took on a gentler pace, breathing found a natural ease, and the desire to listen rather than speak had a way of settling into the body. The regularity of resounding bells throughout the day served as reminders to come back to the present moment.
In between the travel periods, time spent at home found its own rhythm and pace. Six a.m. swims at the Koret Center. Long leisurely walks along Lake Street, Mountain Lake Park and into the Presidio. Bike rides to Rodeo Beach in the Marin Headlands. The luxury of afternoon siestas. Experimenting with new dinner recipes.
Home provided a familiar resting place to evoke a sense of renewal, growth and reflection.
Inherent in a sabbatical is the understanding that it eventually leads to a return to where the leave began. Well-rested and rejuvenated, I returned to campus in January eager to resume the meaningful work of supervising teachers, contributing to the efforts of the school’s leadership team and fostering professional development opportunities within the community.
The six-month journey was an incredible gift of time, and for this, I will always be grateful.
The curricular overviews below showcase a vibrant K–12 science program rooted in curiosity and inquiry. They also illustrate how permanent investments, through endowed funds, travel with students from their earliest years through graduation and beyond, enriching each stage of learning. Established in 2018 by Dr. Monica Lopez and Mr. Sameer Gandhi, the Chandrashekhar L. Pradhan Endowed Fund for Science fuels a wide range of projects and programs that foster authentic scientific inquiry and connect classroom learning to real-world applications. Working in concert, the President’s Scientific Inquiry Fund was established in 2020 by the DaSilva and Roberts Family and supports the formative eighth-grade research projects. These endowed funds are a transformative resource that advance Convent & Stuart Hall’s mission to educate students not just to understand the world, but to question and reimagine it.
PETER KREJCAREK
Grade 5 Sciences Faculty and K–4 Science Lead
At Convent & Stuart Hall, the natural knowing and curiosity innate in all children is honored and recognized. Starting in kindergarten and moving through fourth grade, our science curriculum focuses on developing ways to capture the keen observations and deep questions these learners have about the world around them. We view these students as young scientists and engineers who are developing their scientific knowledge through discovery.
Recently, Convent & Stuart Hall launched a separate laboratory space dedicated to our youngest learners. Thoughtfully designed for this age group and stocked with science equipment, this space allows students to explore their world through hands-on activities and experiments using microscopes, beakers, scales, test tubes, an outdoor garden and more.
The K–4 curriculum challenges students to engage in a scientific exploration each year, guiding them through the process of posing a question, conducting an experiment, collecting and evaluating data and ultimately formulating conclusions or learnings. In addition, classroom teachers explore specific topics in the classic fields of biology, chemistry, physics, weather and environmental science. A highlight of this hands-on approach is the Grade 2 marine mammal project, where students not only learn about marine animals but also craft
3D projects related to their chosen species in the Unkefer Spark Studio.
A fundamental principle guiding our K–4 science curriculum is the belief that science is not just a standalone subject but an interconnected discipline that weaves together design principles, data collection and analysis, research skills and expository writing. This integrated approach works towards our driving curricular goal: providing our youngest students with the skills needed to follow their own curiosities and make sense of the world around them.
As students move into Grades 5–8, they enter a departmental structure led by specialized science faculty and begin a more formal and structured exploration of scientific disciplines. The curriculum follows a chronological path that mirrors the historical development of scientific knowledge, guiding students through physics in Grade 5, chemistry in Grade 6 and biology in Grade 7. At each grade level, the curriculum emphasizes core concepts in each scientific discipline, brought to life through immersive, hands-on lab activities.
Our students’ scientific journey continues and expands in their eighth grade, as studies hone in on human biology, completing the high school-level biology curriculum that began in seventh grade. A key highlight of this year is the dissection lab, where students make direct connections between anatomical structure and function. The year concludes with a research-based final quarter, allowing students to apply their knowledge through independent inquiry. A full overview of this culminating project follows.
The eighth grade independent research project invites students to take an area of science they have enjoyed and explore it in greater depth. Each year, students investigate an impressive range of topics — a reflection of the breadth of student interest and scientific curiosity. We encourage them to be ambitious yet realistic, ensuring their projects are achievable, engaging and, above all, safe. Using these parameters, students have undertaken projects such as building a pizza oven, examining how pH affects shrimp hatching and investigating the impact of acid rain on plant growth. To prepare for their research project, students first produce a written background summary, similar to an academic abstract. With guidance from our librarians, they learn to synthesize scientific material and properly cite sources — lifelong skills they will take into high school and college. A key and rewarding part of this process is students’ development of confidence and resilience. Through each stage of the project and any accompanying setbacks, students learn to navigate challenges and problem-solve. By the end, students become architects of their own learning, developing their skills in independent thought and critical reasoning.
RODERICK MOBLEY
High School Sciences Department
Chair and Faculty
Our high school science curriculum is built on the principle of learning through doing. In ninth and tenth grade, our core physics and chemistry courses introduce students to the fundamental principles of the physical sciences through a carefully curated practical scheme of demonstrations, simulations, modeling activities, and laboratory investigations. These experiments teach students to make careful
observations, record and evaluate relevant data and explain the observed phenomena with fundamental laws of chemistry and physics. This deeper understanding of chemistry and physics lays the foundation for studying the chemistry of macromolecules and their interactions in biology.
Our high school science program benefits from a faculty that collaborates across scientific disciplines. Regular meetings between teachers foster thoughtful discussions on how concepts overlap between courses and how to bridge differences in terminology across subjects. These discussions are further enriched through intradepartmental classroom visits, where faculty observe practical work and listen in on topics that straddle different courses such as the formation of peptides and esters in our International Baccalaureate (IB) Chemistry and Biology classes.
As students progress into Advanced Placement (AP) courses or the International Baccalaureate Diploma Programme (IBDP), they are challenged to think more critically about the nature and complexities of scientific inquiry. They explore how altering variables impacts experimental outcomes, using their coursework to form hypotheses and refine their analytical skills. Through this process, students gradually refine their inquiries into research questions. For our IB students, these inquiries become the basis of their IB internal assessment.
The rigorous analysis developed through the IB Programme, as well as our AP science courses, equips students with the skills needed to make claims about things they see in their everyday lives, and, more importantly, how to support those claims with reasoning firmly rooted in principles gleaned from their classroom experiences.
The study of science and its related fields is fundamental to a complete and practical education for the 21st century. The critical thinking, analytical reasoning and research skills developed through our science curriculum prepare students not only for the demands of college-level science but also for life beyond the classroom, where scientific literacy is increasingly valuable across all career fields.
The Stuart Hall 8-man football team dominated once again in the fall 2024 season, completing their third straight undefeated league season and securing the Coastal Mountain Conference Championship title with a flawless 5-0 record. They capped off their powerhouse run as North Coast Section runners-up.
Seniors Rhett Sypult and Geno Putt were honored as the Coastal Mountain Conference Offensive and Defensive MVPs, respectively.
The Stuart Hall Varsity Basketball team battled their way to a strong second-place finish in the BCL West league, showcasing determination and skill against tough competition.
During the Spring 2024 season, then-freshman Thomas Jorgensen made waves by breaking school records in the 100- and 200-yard freestyle events, earning his spot at the North Coast Section (NCS) Swimming Championships.
This standout individual performance was echoed by the team’s collective strength, as Convent & Stuart Hall closed out the season with a strong 6-2 record.
Alex Heinicke Named Pitcher of the Year
Then-junior Alex Heinicke was named Pitcher of the Year in the BCL West Conference, posting a 3-1 record with 27 innings pitched, 36 strikeouts and a 2.85 ERA. Recovering from an ACL injury, his triumphant comeback featured a 6 2/3-inning, 12-strikeout gem against Marin Academy and a one-hitter through six innings against Lick-Wilmerding.
Siena Bianchi Makes Convent & Stuart Hall Wrestling History As a junior in 2024, Siena Bianchi made history as the first-ever Convent wrestler to place at the North Coast Section (NCS) Tournament. She raised the bar in her senior season, finishing in the top three at every tournament, winning the Contest of Champions tournament, and securing an impressive third-place finish at the 2025 NCS Tournament — earning her a spot at the CIF State Wrestling Tournament. Siena capped off her stellar high school career with a top16 finish at the CIF State Wrestling Tournament, a historic achievement for the program.
Isabel Schmidt Shines in Fencing
Then-freshman Isabel Schmidt took second place at the AAA/SFUSD All-City Fencing Tournament. With this impressive silver medal finish, she earned a spot in the All-State Tournament. Isabel then took her talent to the international stage, representing Team USA in the Cadet Women’s Saber event at the European Fencing Circuit — where she placed second out of 206 fencers.
The Convent & Stuart Hall track team dominated the BCL West League Championships, with the Knights taking first place and the Cubs securing second.
The Knights claimed the NCS Class A Championship, edging out University High School by one point for their fifth Class A title in team history. The Cubs also had a strong performance, finishing fourth with 39 points, just six points shy of second place.
High School Sports: badminton, baseball, basketball, beach volleyball, cross country, fencing, field hockey, football, golf, lacrosse, sailing, soccer, swimming, tennis, track & field, volleyball, wrestling
Grade 4–8 Sports: baseball, basketball, cross country, golf, soccer, track & field, volleyball
Charlotte Lyon ’20’24 made a standout performance at the Meet of Champions Tournament (CIF State Final), placing fifth in the 100-meter hurdles with a new personal best and school record of 15.46. In the 300-meter final, Charlotte finished third with a time of 45.26, securing her second consecutive state meet berth.
Malcolm Oakes ’24 made his third appearance at the Meet of Champions Tournament 3200-meter final, where he steadily and confidently advanced with each lap before making a gritty final push to finish fourth with a time of 9:07.62.
The Convent Elementary varsity soccer team triumphed over Head Royce to claim the BAIAL Championship. Plus, the JV team secured their own BAIAL title, winning in overtime against Hamlin.
The Stuart Hall for Boys golf team won the Convent & Stuart Hall Invitational Tournament, defeating Town School for Boys and Cathedral School for Boys by an impressive 13 strokes.
The Convent Elementary varsity basketball team capped off an undefeated regular season with a win against Burkes, claiming the BAIAL Championship.
The Convent Elementary and Stuart Hall for Boys CYO soccer teams dominated the season, bringing home a total of six CYO championships — one for Convent and five for Stuart Hall — the most ever in a single season.
The Convent Elementary Grade 6 volleyball team took home the BAIAL Championship title with an impressive win against International.
During the President’s New Year Assembly on February 7, 2024, seven faculty and staff members were recognized for their exceptional contributions in the classroom and broader community. Additionally, awards were given to support faculty and staff in pursuing professional development opportunities. President Ann Marie Krejcarek, alongside the Faculty Staff Development Committee (FSDC), announced the 2024 award recipients, whose honors are made possible through named endowed funds.
Esther Rossi Award
Daniel Fishman
Grade 7 Literature &
English Language Faculty
The Esther Rossi Award is given each year to an employee of the school who has made outstanding contributions to our tradition of excellence, focused particularly on Goal 4 of the Goals and Criteria: the building of community as a Christian value. The award was established and continues to grow thanks to the support of members of the Rossi family, in honor of their beloved mother, grandmother, aunt and grandaunt. Esther was a devoted alumna of the Sacred Heart and generously supported the San Francisco College for Women at Lone Mountain, which was founded by the Religious of the Sacred Heart.
The President’s Excellence Award
Eric Gordon, Middle Form Chair, Grades 3–5
The President’s Excellence Award was established in 2013 by Joe and Karen Niehaus, longtime supporters of Convent & Stuart Hall whose children attended the school. Additionally, Joe served on the Board of Trustees for seven years, with one term as Chair. The Niehaus family established the fund so the President could select a recipient each year who exemplifies excellence in his or her work for the school.
Maria Oliveros
Convent Elementary
Grade 3 Faculty
The Sister Mary Mardel Fund for Faculty Excellence was established in 1997 by gifts to an endowed fund, in honor of the beloved Sacred Heart educator. Each year, elementary faculty apply for the award in pursuit of a specific professional development opportunity or personal enrichment.
Sister Ann Conroy Award
Elaina Jo LeGault, High School Religion, Theology & Spirituality Faculty
The Sister Ann Conroy Fund for Faculty Excellence was established in 2013 in honor of another longtime Sacred Heart educator. This award application process is open to all high school faculty and Central Services staff for pursuits of personal enrichment.
In November 2015, the school received a gift from the estate of Elvera “Ellie” Fusco, a beloved friend of the school and a graduate of the San Francisco College for Women at Lone Mountain. Her bequest established an endowed fund to support faculty salaries and benefits. Dr. Krejcarek, in collaboration with the estate trustees, wanted to honor Ellie’s passion for education through the establishment of three awards presented each year in honor of Ellie, her sister Mildred (Millie) and their brother Lorenzo (Larry).
The Fusco Family Award in honor of Ellie Fusco is presented to a faculty or staff member who has the true “heart of an educator,” someone who gives his or her all in the classroom while making sure the hearts and minds of students are activated and engaged. The award in honor of Millie is presented to a faculty or staff member whose work with students inspires passion and aspiration. The award in Larry’s honor is presented to a staff person who shines in his or her work with students as a coach or service learning mentor.
The following faculty members received this year’s Fusco Family Awards:
Bianca Halter
Stuart Hall for Boys
Grade 1 Faculty
Sarah Garlinghouse
Grade 9 Chair and High
School History Faculty
We remember and honor those from our Convent & Stuart Hall community who have gone before us in the past few years.
KEREN ABRA Former Employee
MARGUERITE GOGIN AGUILAR ’54’50
FRANCESCA APPLEGARTH Parent of Alumni
MARY ASHE ’48 Former Employee
CONNIE BERTRAND Friend
RICHARD CAHILL Parent of Student
MAJOR CORNEILLE CHURCH Former Employee
SALLYANNE O’BRIEN DAVALOS ’56 Parent of Alumni
NANCY KENTZEL DICE ’64
CINDY EWING ’68’64
JEANNE FITZPATRICK GLENNON ’59
JENNY GO Grandparent of Alumni
RYAN GREELEY Parent of Alumni
PENNY GREEN Former Employee and Parent of Alumni
RAUL GUERRERO ’04
MARY GAFFEY HUTCHINGS ’46
JUNE QUIRK ISOLA ’64’60
JOHN LADD, JR. Parent of Alumni
JAMES LEE, JR. Parent of Alumni
MARK LUI Parent of Alumni
KATHRYN MILLER Employee and Parent of Student
GLADYNE MITCHELL ’59
THERESA MOSER, RSCJ Former Trustee
MARY O’KEEFFE O’SHEA ’59
HORACIO RODRIGUEZ Grandparent and Parent of Alumni
RANDY SARGEANT Former Employee and Parent of Alumni
ANNE MARIE SULLIVAN SCHLESSELMANN ’48’44
KATHLEEN SPADARO Parent of Alumni
MAUREEN SULLIVAN Former Trustee, Grandparent of Alumni and Parent of Alumni
MICHAEL SULLIVAN Parent of Alumni
CAROL MUNSTERMANN WILLIAMSON ’58 Former Employee
ANDREW ZINZUVADIA SHB’93
NOTE: This list includes updates submitted by family members and friends. We send our heartfelt condolences to families in our greater community who have lost loved ones.
11. What has your journey been since graduating from Convent & Stuart Hall? How did you transition into your current career?
I like to think that Convent shaped me into the learner, worker and person that I am today. Upon my graduation in 2020, I continued my academic journey at Georgetown University, where I majored in U.S. Public Policy and Business Management. I knew a career in public service was my calling relatively early — as my extracurriculars and academic endeavors during my time at Convent reflect — but it was the wholehearted support of the faculty, peers and mentors in this community that helped me realize those ambitions into a reality.
My Sacred Heart education positioned me to thrive in college: I was not afraid to ask questions, seek support and think deeply and interdisciplinarily about how all of my coursework and club experiences intersected. I was no stranger to the tight deadline and the daunting 20–30
Arianna Nassiri ’20
For Arianna Nassiri ’20, public service was a calling she recognized long before entering the workforce — or even graduating high school. This passion took root in middle school and became a reality during her time at Convent High School when she served three terms as a San Francisco Youth Commissioner, appointed by Mayor London Breed. Today, as a Government Relations Director at the American Red Cross, she continues to advocate for meaningful change. In this Q&A, Arianna reflects on how her Sacred Heart education fostered her love of learning, drive to serve and commitment to building a better world.
page research assignment (thanks to the rigorous coursework of the IB program), and most importantly, I had an inherent, fundamental interest in learning. Convent & Stuart Hall fosters a hunger for knowledge and a thirst for personal betterment, and I believe those are attributes that separate a good student from a lifelong learner. Thanks to the foundation laid in me by this institution, I was able to graduate with Latin Honors from Georgetown whilst balancing a Division 1 athletic commitment and working an internship throughout my junior and senior years of college. Upon my graduation, I took a much-needed break to travel and visit some family across the globe, and it was during that time that I encountered an opening to serve as the California representative for the Government Relations team at the Red Cross — an organization that wholly embodies the goals and values of the Sacred Heart. I saw an opportunity to use my education as a means to better my community, and I could not say no.
2. What is one accomplishment in your career that you are especially proud of, and why?
There have been a few key points in my career that come to mind as moments I take particular pride in, but I think the turning point in my career — and the moment I am the most proud of in retrospect — actually took place during my time as a student at Convent. In 2017, I was sworn in as a City Commissioner in San Francisco, serving as the youth voice on various committees and chambers in City Hall, an opportunity only made possible thanks to the support and advocacy of Convent & Stuart Hall faculty and staff. In the summer of 2019, as my third term and my senior year approached, I was asked to support Speaker Nancy Pelosi’s team in introducing a House Resolution that later became known as H.R.1 - The For the People Act. I was given a tight turnaround to draft an address that I was to read live on national news standing beside the Speaker, who had long been one of my professional role models. The address aired across national news outlets, serving as an example to young people that civic engagement is not an agerestricted space. That address kickstarted my career in national politics, and it would not have been possible without the communication, research and leadership skills instilled in me through my Sacred Heart education.
We were reminded consistently that what we learned in the classroom was only as valuable as how we used that knowledge beyond the walls of campus.
3. How did your experience at Convent & Stuart Hall shape your values, ambitions or approach to life after graduation?
The goal-oriented education at Convent has clear and defining impacts on the work ethics and intelligence of its students, but one of the more implicit values that I gained from my time at Convent was an orientation towards service. We were reminded consistently that what we learned in the classroom was only as valuable as how we used that knowledge beyond the walls of campus. Thinking of an education this way helped me thrive in college because I always found ways to identify relevance and utility in what I was learning.
4. What advice would you give to current students aspiring to enter your field or industry?
Politics is public service first, so I would advise students who want to enter this space to do their best to get involved and engaged with their local community beyond Convent & Stuart Hall. Use your service hour requirement as a means to work directly with members of your local community who are most in need. Speak with them, and understand what systems, challenges and obstacles have positioned them this way, and try to work backwards to see where and how you can fit into these processes as an agent of change. Empathy is rare in politics, but it is one of the strongest catalysts of reform, so use these years to build a foundation of empathy and build a career of public service upon that.
5. What general advice would you give to current students about navigating life, finding purpose or pursuing happiness?
Don’t be afraid to ask for the things you want. If I had not sought out opportunities simply because I thought I was not old or qualified enough to have them, I would not be in the position I am today. The worst-case scenario is that someone says no, but more often than not, the barriers between us and opportunities are permeable. And if you are looking to identify what it is exactly that you want, I’d suggest trial and error — seek out opportunities in different industries and subjects. If you enjoyed chemistry class, perhaps take a lab-based summer camp or internship. You are not racing against the clock at this point, so don’t feel pressured to identify that spike now. College is exploratory, so use your time at Convent & Stuart Hall to build a solid foundation for yourself as a person before entering into the “real world.” Find the things that make you happy, build good habits, surround yourself with people who uplift you and your ambitions, and find ways to help those around you who could use your support.
When all was said and done, the Convent & Stuart Hall Class of 2024 had much to celebrate. As each student walked the stage at the May 2024 Commencement, they entered into the next phase of their lives, and they did so with a confidence shaped by a unique resilience and outlook on life developed during their high school years.
For this cohort of young people, the start of high school was defined by the challenges of the COVID-19 pandemic, which not only fundamentally altered their high school experience but also transformed the college admissions landscape. Over the course of four years, the Class of 2024 faced hurdles that no generation before them had encountered. Yet, despite these challenges, this class demonstrated remarkable resilience and adaptability, gaining a deeper understanding of themselves and setting a powerful and promising foundation for their futures beyond Convent & Stuart Hall.
In the fall of 2020, amidst the global pandemic, the Class of 2024 began their high school careers. As freshmen, they faced a world filled with uncertainty, and while they were among the first and few students in San Francisco to attend in person, the excitement of high school was dampened by an inability to proceed with normal ways of engagement. Beyond academics, socializing and making new friends had to be done in creative ways — but the class managed to meet this challenge and adjust accordingly.
Fortunately, from their sophomore year onward, the Class of 2024 reestablished clubs, resumed athletics and returned to the stage. In the transition from virtual to in-person experiences, they also took the initiative to strengthen their resumes. Many demonstrated a spirit of service by tutoring children virtually across cities and countries and then transitioning to in-person support for our own Convent & Stuart Hall elementary students. Others pursued online courses or internships, not just to gain a competitive edge in college admissions, but to fuel their desire for intellectual growth. These thoughtful choices highlighted the class’s leadership potential and adaptability.
Their college admission landscape was riddled with uncertainties. Standardized testing — long considered a cornerstone of the admissions process — was canceled, postponed or completely optional. However, the college counseling team continued to assure students that the uncertainty around testing offered them the opportunity to highlight their continuing efforts in and out of the classroom. While this was a challenge for students and their families to navigate, the college
counseling team prepared students strategically through weekly classes that focused on refining critical artifacts like their college essays and college lists while, most importantly, tending to their well-being.
In the end, what we know remains true: The partnership between dedicated students and a committed college counselor is key to guiding them to the place where their college journey is meant to unfold. In parallel with our ambitious goals for our students’ college journey is a commitment to ensuring they understand that their college acceptances do not define their worth, nor are they the sole measure of the value of their experience at Convent & Stuart Hall. The lessons learned from a devoted faculty, the guidance of a committed leadership team, and their own personal growth through challenging moments hold immeasurable value.
These components — character, commitment and resilience — will be the signature of the Class of 2024. We have full confidence that when they return to tell their story, it will be full of meaningful opportunities and successes, wherever their paths may lead.
Note: Tom Roberts, Barbara Rogers, RSCJ, and Don St. Pierre (not pictured) are former members of the Board of Trustees who completed their term of service on June 30, 2024.
Dear Convent & Stuart Hall Community,
Serving on the Board of Trustees over the past two years has been an invigorating and humbling experience. The community’s collective commitment to our children is unlike anything I have ever been a part of. I’ve also had the privilege of witnessing the impact of visionary leadership, curriculum design and faculty excellence — rooted in Sacred Heart education. This President’s Report is a reflection of our thriving community.
In October, I had the opportunity to attend the Schools of the Sacred Heart Trustee Education to Mission Conference in St. Louis. The event emphasized the Sacred Heart foundational precept of Cor Unum (one heart), which promotes an inclusive culture founded on diversity, openness and mutual respect. As Trustees, we are committed to this principle. And as an International Baccalaureate World School, our students’ international focus and experiential curriculum, brought together by the excellence of our teachers, foster intercultural understanding.
Following in the footsteps of Tom Roberts, Holden Spaht and Gabby Parcella, among many others, the Board of Trustees will continue to support Ann Marie, her leadership team and talented faculty. Over the past five years, enrollment has grown alongside increased financial aid budgeting. We currently offer financial assistance to 34% of our K–12 student body, the total of which represents 30% of our gross tuition. The Annual Fund has grown by 40% since before the pandemic, and the endowment has also seen meaningful growth — both of which are areas we will continue to focus on for further progress.
We are incredibly excited to concentrate our work and the community’s commitment toward transformational change. A world-class wellness, athletics and aquatics center will become the center of gravity for students in kindergarten through Grade 12. With each of these areas of investment and growth, we continue to move forward as a unified institution with “one heart.”
Chair, Board of Trustees
This is a publication of the President’s Office at Convent & Stuart Hall.
Special thanks to our many contributors:
Editorial contributors: Claire Carlander, Dr. Ann Marie Krejcarek, Sarah Leffert, Cara Patterson and Rachel Simpson.
Photo contributors: Michel Edens Photography, Reba Sell, Ryan Magee, Claire Carlander, Antony Reyes, Diana Bolanos, Eric Gordon, Adam Moreno, Convent & Stuart Hall Archives, Jennifer Schwartz, MugsyClicks Photography, Dennis Estrada, Abraham Fuentes, Matteo Calzolai, David Bianchi, Steve Abernethy, Garrett Hoffman, Roxanne Rentschler, Dana Kuwahara, Scott Chernis and Arianna Nassiri.
Design: Peter Locke SCHOOLS