TA B L E O F C O N T E N T S
OUR MISSION Convent & Stuart Hall educates mind, Heart and body, animating a zeal for discovery, inspiring a passion for justice and nurturing the strength to transform.
FRONT COVER: Convent Elementary Lower Form girls enjoy the renovated Shea Court at recess. LEFT TO RIGHT: The high school cast of “A Chorus Line” rehearses in Syufy Theatre. Stuart Hall Middle Form students attend science class in the modernized science labs. President Ann Marie Krejcarek talks with Convent High School students.
Message from the President
Augmenting Intelligence and Inspiring Readiness for an Evolving Future
Living Sacred Heart Today: Bicentennial Reflections
Key West Literary Seminar Reflection
A Visit from Man Booker Prize Winner, Author George Saunders
Performing Arts Program and Vision
Expansion of the Beaux Arts Program
Our K-12 Curriculum: A Strategic Imperative
By the Numbers
Did You Know?
Celebrating a Graceful Life
Our Board of Trustees
Message from the Board Chair
Watch the President’s Report video for reflections from Dr. Krejcarek on our continued progress and exciting opportunities for next year and beyond. sacredsf.org/presidents-report
The everyday successes of our student body, faculty and administrators are wonderful to behold. When we take the time to aggregate the highlights from a year, the exceptional work we are doing comes into sharp and exciting focus.
M ES S A G E F R O M
President Ann Marie Krejcarek Dear Convent & Stuart Hall Community, The process of gathering the information, video, artwork and photography featured each year in my report to you on the state of our school offers the opportunity to measure the work of the year. The everyday successes of our student body, faculty and administrators are wonderful to behold. When we take the time to aggregate the highlights from a year, the exceptional work we are doing comes into sharp and exciting focus. As you will see from the articles in this report, we had multiple opportunities for self study through both the CAIS/WASC accreditation and the Sacred Heart Commission on Goals (SHCOG) reflection. A major recommendation from the accreditation visit was to create and adopt a mission statement for the Convent & Stuart Hall community that concisely encompasses the aim of a Sacred Heart education today. The following is a response to that charge: Convent & Stuart Hall educates mind, Heart and body, animating a zeal for discovery, inspiring a passion for justice and nurturing the strength to transform.
The stories in the following pages embody and highlight the way we are living into this mission through the Goals & Criteria. Looking Ahead with 2020 Vision has led us to examine our curriculum and its delivery with a K-12 lens, celebrate the 200 years of international Sacred Heart heritage and bring student performance, on the stage and on the field, to the forefront. In March, we were honored to host a 100th birthday celebration for Mary Mardel, RSCJ, and to share the love and joy with alumni and friends that resonated in our community. This year, we created a video to accompany the Presidentâ€™s Report to animate the people behind the stories in the report and to provide context for where we hope our current strategic plan takes us. We have accomplished much and have set our sights high. These next three years hold opportunities for Convent & Stuart Hall to chart a course for the dynamic world in which we are now living and bring to the educational journey the knowledge and skills of most worth. We are excited for all that the future holds for our students. Sincerely,
President Ann Marie Krejcarek meets with Convent & Stuart Hall High School students.
Dr. Ann Marie Krejcarek President Convent & Stuart Hall
AUGMENTING INTELLIGENCE AND INSPIRING READINESS FOR AN EVOLVING FUTURE KATHLEEN ESLING
Convent & Stuart Hall is committed to providing an environment in which students will seek various forms of information, make connections and engage purposefully in their studies as well as in the world. Following the launch of a new strategic plan in April 2017, the school is focusing particularly on cultivating “an education of mind, Heart and body that realizes the best in students so each may live with grace and intellect, preparing them to shape their present and future and to be a positive force, locally and globally, in their rapidly changing world.” One way the school is pursuing this education is through the augmentation of intelligence with technology. Technology has always had a place in the classroom. With the development of HTML in the early 1990s and the possibility of more commercial uses for the internet shortly thereafter, the educational uses of the internet and related technologies increased immensely.1 As technology has become more affordable and more a part of everyday life, education has shifted to make the most of these new technological possibilities in the classroom. As the digital landscape evolves, it offers glimpses of the future. The educational world finds itself with many rich opportunities to enhance students’ learning
experiences and help those students to learn and hone new skills: What can virtual or augmented reality do in the classroom? In what ways could artificial intelligence be beneficial for educational purposes? This is an era of change, to be sure; much like how the availability of the internet transformed access to information for students of the 1990s, the technological possibilities today are calling for a change in educational practices. In what ways has technology affected how students today communicate? What practices are students already familiar with in order to find, create and share information? Stuart Hall Lower Form boys test their creations in the Unkefer Spark Studio.
PARTNERSHIP FOR THE FUTURE Convent & Stuart Hall is excited to embrace the new possibilities open to our students. As we explore these new opportunities, we are preparing to guide students to develop the skills they need to handle technology appropriately. As social media has cemented its place in everyday life, so too have the unintended consequences of ubiquitous, untethered social engagement. As we encourage students to immerse themselves in the world of technology and the new opportunities technology affords, we are also determined to support our students as they devise strategies for overcoming new challenges posed by the world. As a school, we seek to enhance not only cognitive strengths but also critically important social and emotional skills. We see technology as a tool that can help with both.
In June 2017, President Ann Marie Krejcarek met with the founders of Atlas, an artificial intelligence platform designed to foster collaborative cognitive behavioral practices and help individuals develop a frame for mental wellness. Impacted by statistical reports of anxiety and depression in colleges and high schools, Atlas founders Michael Dworsky, Justin Lai and Max Savage decided to use their backgrounds in artificial intelligence and symbolic systems to combine technology and research-proven practices that leverage mental wellness with the social access of app-based technology. In order to partner with Atlas to design and activate a wellness element of the collaborative cognitive behavioral therapy suite of the app’s interface, the school applied for a $100,000 challenge grant from the Edward E. Ford Foundation. In December 2017, the grant was awarded and quickly matched. This opportunity provides a synergetic forum for co-creating with students, faculty, health professionals and Atlas programmers to develop this promising new approach.
THINK TANK This past fall, an ad-hoc Technology and Innovation Committee of the Board of Trustees was formed to think forward on how the Information/Digital Age might provide and demand new teaching and learning practices and how to best equip students to safely explore new technology and become creators of information. The committee includes Convent & Stuart Hall Trustees Sameer Gandhi and Roger Wu, parents
John Villasenor, Michael Wolfe and Ted Ullyot, and administrators President Ann Marie Krejcarek, Head of Convent High School Rachel Simpson, and Director of Educational Innovation and Information Services Howard Levin. As each member has different expertise in the worlds of technology, innovation and education, the group will provide invaluable insight into the question of how we may prepare students to use technology in thoughtful, healthy and creative ways throughout their lives. In their work, the committee will consider how innovations such as artificial intelligence, virtual and augmented reality and massive sources and aggregates of data may reshape education. The committee also considers topics related to information privacy with regards to identity, reputation, currency and safety. What tools and skills can we provide our students so they are able to mindfully navigate and thrive in a digital world?
LEFT TO RIGHT: Convent High School students using mobile technology in daily life. The Redefining Readiness Workshop in action.
The examination of new digital frontiers opens up enormous possibilities within education. In order to form leaders who are positive forces in the world, we must give students the chance to explore. The partnership with Atlas will help build critical social and emotional skills in our students, and the Technology and Innovation Committee’s insight into the digital world will help chart a course for our students to navigate. These initial steps illustrate how we frame our approach to education for today and tomorrow.
“A Brief History of NSF and the Internet.” NSF, 13 Aug. 2003, www.nsf.gov/news/news_summ.jsp?cntn_id=103050, accessed 16 April 2018.
REDEFINING READINESS For two days in late January, forward-thinking educators from around the country took their seats in the Mother Williams Library. The room became a design lab for exploring a framework to shape K-12 readiness for work and life in an emerging future, not just five or 10 years from now, but in 2040. “The idea behind the workshop was to bring together independent school leaders to sort through the hype about digital automation and its impact on work so that schools can focus on what’s important for student success and well-being in the future,” said Andrea Saveri, the creator and leader of the workshop, which she calls Redefining Readiness from the Inside Out. The workshop had three goals: to help educators understand how digital automation will reshape the workplace and create new opportunities for uniquely
human skills; to illustrate the role of social-emotional learning in developing empathy, perspective, emotional regulation and deep self-knowledge — all critical skills for entrepreneurs; and to help schools evaluate their strategic priorities to see how they are contributing to a learning environment focused on human development rather than job-centered skills. President Ann Marie Krejcarek, Board Chair Gabriela Parcella, high school division heads Rachel Simpson and Tony Farrell, and Director of Educational Innovation and Information Services Howard Levin represented Convent & Stuart Hall at the workshop. To school leaders, Ms. Saveri suggests: “Focus on developing the best human beings possible who are confident, healthy and excited about taking the helm at shaping their own unique lives.”
B ICENTEN N IAL R EF LECTION S
LIVING SACRED HEART TODAY:
BICENTENNIAL REFLECTIONS KATHLEEN ESLING
This year has been filled with opportunities for Convent & Stuart Hall to reflect on our identity as a school, as well as how we live our Goals & Criteria. The school is both Catholic and catholic, with “catholic” referring to our school’s goal of being universally welcoming to all students and faculty. As Goal 1 calls for “a personal and active faith in God,” the school seeks to find ways to support this interiority for all of our community members regardless of faith background. If we as a community are to live as St. Madeleine Sophie Barat wanted her students to live, we must find ways to actively bring Sacred Heart to life within our community. When St. Rose Philippine Duchesne received Madeleine Sophie’s blessing and boarded the Rebecca 200 years ago with four other Religious of the Sacred Heart, she introduced the Sacred Heart traditions to the New World. Those traditions are ones we observe today, and while they were brought to us by that voyage two centuries ago, they remain intensely relevant. President Ann Marie Krejcarek spoke to this when she addressed the Sacred Heart Network’s Spirituality Forum this past July in St. Louis: “Our founders are very near and dear to us. They are alive in their writings and their sharings that are timely and timeless.” Bringing our founders’ charges alive in 2018 allows us to better serve our students and help them to be prepared to serve the world. “We want our children to live fully into their gifts and beyond so they can be good and do good for the world,” said Ann Marie. In the hopes of inspiring our students to do and be good, Convent & Stuart Hall has infused the Sacred Heart charism throughout campus in many ways this school year. In the fall, the school completed phase one of the Sacred Heart Commission on Goals (SHCOG) process. The SHCOG visit takes place every five years, allowing network schools the chance to self-reflect and evaluate how well they embody the Goals & Criteria and live as a Sacred Heart school. During this process, school trustees and a visiting committee review the school’s self-study. The school responds with an action plan that is sent to the Commission, led by Ann Taylor, RSCJ, for review by the Society of the Sacred Heart for their approval.
LEFT TO RIGHT: Detail of the Rebecca from “Welcome Home” by Caleb Duarte. Students take part in lighting candles for Sr. Mardel’s 100th birthday celebration.
B ICENTEN N IAL R EF LECTION S
One way in which the school has actively worked to remain alert during an “epoch of transition” is the way in which the school evaluated itself during this SHCOG cycle in particular, namely, as one K-12 institution. During previous accreditations, the school was still four separate entities. According to Ann Marie, “It’s a monumental change. While our four schools once held separate meetings and reflected individually, now we’re meeting as one entity and producing a single report. Although this new approach has its own challenges, overall it has been hugely beneficial for understanding how the community feels as a whole.”
T H E FOUR CALLS I N C L U D E : Being able to evaluate the school as one entity with four divisions rather than four separate schools has given the community a chance to dive deeply into what makes the school both Catholic and catholic, as well as how we live out our religious foundation today. “During a SHCOG visit in Chicago I came across a phrase used to describe the experience – ‘A Catholic school for families of all faiths.’ That seems to ring true in every Sacred Heart School. Inspired by her Catholic faith, our founder believed that the world could be a better place if the spirit of transformation was instilled in children, along with a rigorous education informed by a belief in something bigger than themselves. Reflecting on how we accomplish that today is at the core of the SHCOG process,” said Ann Marie. She elaborated in her keynote to Network members, “Whether our children come from Catholic families or not, this belief that these children are spiritual beings is fundamental.” How as a school does our community support our students’ development as spiritual beings? “Everyone owns the mission,” Ann Marie added. “It’s a call to responsibility.”
TO REACH NEW FRONTIERS
TO CREATE SILENCE
LEFT: Convent Middle Form artists use collage to create pieces inspired by the school-year theme “We belong to each other.”
Part of this responsibility involves providing students the chance to explore their faith as well as the history, traditions and current work of the Society. In January, Juliet Mousseau, RSCJ, spent two days speaking with students across all divisions of the school. During her time with students, Sr. Mousseau focused particularly on how the Society’s mission is alive and relevant today. She is in a unique position to speak to this topic; at age 39, Sr. Mousseau is the youngest Religious of the Sacred Heart (RSCJ) in the United States and Canada. In discussing her age and the Society’s active work today, Sr. Mousseau said, “I’m more in touch with changes in the world — I have a different perspective because of when and how I grew up.” In addition to describing what her life is like as a member of the Society, Sr. Mousseau spoke with students about the Society’s four calls, renewed every eight years by RSCJ delegates. “The goal is to try and articulate what our role in the world is now,” said Sr. Mousseau. By visiting the school and spending time with our students, Sr. Mousseau gave our community a clear view into the active, powerful work of the Society and the Network.
TO LIVE MORE HUMANLY
TO BE AND ACT AS ONE BODY
B ICENTEN N IAL R EF LECTION S
This evaluation and collaboration process is a critical element of being part of the Sacred Heart Network. “When we don’t take time to revisit our values, they can easily be forgotten or taken for granted. SHCOG is the built-in system that ensures our Sacred Heart community is constantly re-engaging with what makes us who we are,” said Paul Pryor Lorentz, SHCOG Self-Study Committee Chair. Periodically reevaluating how we live our Goals & Criteria allows the community a chance to see how well we are keeping up with changes in the world around us. As Ann Marie said in her keynote at the Spirituality Forum, “We’ve been charged by Janet Erskine Stuart: ‘Epochs of transition must keep us on the alert. They ask us to keep our eyes open upon the distant horizons, our minds listening to seize every indication that can enlighten us; reading, reflection, searching, must never stop; the mind must keep flexible in order to lose nothing...so let us not rest on our beautiful past.’” Our traditions and our history are powerful, and we must also ensure that we are doing the work of changing with the world around us to keep our Goals & Criteria alive today.
B ICENTEN N IAL R EF LECTION S
that unites us all,” said Talbot Moore, Stuart Hall Middle Form Dean. “Showing students at an early age that they all share the same traditions that originated in St. Charles — that’s very powerful.” This message resonated with the students. “It was really cool to learn from everyone about how each school is different but also the same,” said Cole. “We all have Prize Day. We all have Congé. And St. Philippine wanted that — she wanted different schools but the same traditions.” These traditions are an integral part of the student experience.
During the SHCOG process and visit, it became clear that the school’s traditions, history and Goals & Criteria are things that students cherish about the community. After students met with the SHCOG self-study team and discussed how they see the Goals & Criteria at work in the school, Paul Pryor Lorentz noted that “Another big takeaway was that students love it here.” The visiting committee heard the same message from students. In meeting with the Parents Association, “They shared that they were impressed with the kids — with their composure and how they handled themselves,” said Sheree Pirie, President of the Parents Association. Students appreciate how the put my hand where school’s commitment to living Madeleine Sophie’s St. Philippine received communion. This idea of a living and active mission has shaped and That was really inspiring. history gave our Network’s continues to influence their -Cooper, Grade 7 traditions more meaning for lives, and they acknowledge our students. “This conference the positive power that this speaks to Goal 4 — the building I enjoyed seeing where St. Philippine commitment has within of community as a Christian the school as well as how used to teach and live. I also value — which starts with liked comparing how it was back then it anchors Convent & Stuart revealing the common ground Hall’s identity as an institution.
This love for the school and its work does not end when students graduate, as many saw when the 100th birthday of Mary Mardel, RSCJ, was celebrated on campus this March. Hundreds of alumni, faculty and current students gathered to celebrate with Sr. Mardel, who joined the Society of the Sacred Heart at age 19 and has been affiliated with our school for over 60 years. She taught elementary school girls, became Dean of Students at Convent High School and then served as Superior (this title later changed to Director of Schools and currently President) in 1966. Sr. Mardel is a beloved champion of Sacred Heart traditions and was also an agent of change who propelled the school toward contemporary management models. Among many other contributions, she oversaw important curricular changes, such as the establishment of computer programming classes, and was the driving force behind helping the school administration grow with a Board of Trustees and formal management.
with how it is today.
-Cole, Grade 7 LEFT TO RIGHT: Stuart Hall seventh graders Cooper and Cole visiting St. Philippine’s home and school. Stuart Hall Middle Form Chapel assembly. Sr. Mardel and her 100th birthday cake by Kara’s Cupcakes.
Sr. Mardel has been called “the heart and soul of Broadway,” and the community’s love for her and gratitude for her years of work at the school were evident at the celebration. “There is so much love in this room that it’s tangible,” said Sr. Mardel. “Now it’s up to us to go out and give that love to others.” Sr. Mardel continued: “I want to leave you with one of my favorite quotations from Saint John of the Cross. He said, ‘In the evening of life, we will be judged on love.’” Love — whether it be for the school’s traditions, the community or for the Network as a whole — is a critical part of living Sacred Heart today. As we encourage our students to strive to live our Goals & Criteria, ultimately we are asking them to be people who love our world and who will work to serve it.
B ICENTEN N IAL R EF LECTION S
Students have also had the opportunity this year to visit sites that are significant to the Network’s history. This past November, two Stuart Hall seventh graders attended the Roots for Middle School Students Conference in St. Charles, a new event launched to celebrate the rich history of Sacred Heart education as the institution enters its bicentennial year. Cole and Cooper visited the original school, as well as St. Ferdinand, the second academy that opened in a more populous area. The Network’s history came to life for our students at the conference. “I actually got to put my hand where St. Philippine received communion. That was really inspiring,” said Cooper. “I enjoyed seeing where St. Philippine used to teach and live. I also liked comparing how it was back then with how it is today,” Cole added. Kristin Monfredini, Spiritual L.I.F.E. Director, noted,“It’s a rare experience to walk in the footsteps of a saint. Students were invited to reflect deeply on what that means.” While our students are familiar with our history, having the chance to see where Philippine lived and worked allowed students to reframe our school’s history not simply as something that happened 200 years ago but also as work that they themselves continue I actually got to to actively perform today.
B ICENTEN N IAL R EF LECTION S
KEY WEST REFLECTION The 36th annual Key West Literary Seminar was held in early January 2018, and over four days, readers from around the world had the opportunity to learn from some of the best writers of today. In keeping with Convent & Stuart Hall’s commitment to connecting great texts and ideas, a few faculty and administrators had the opportunity to attend, and they brought back exciting insights and programmatic developments.
You come as you are and are cared for with great love.
A LY S O N B A R R E T T LIBRARIAN AND ARCHIVIST
- “Life at the Sacred Heart,” 1985
Considering the school’s mission to be Catholic and catholic, President Ann Marie Krejcarek sparked a vision when she commissioned artist Caleb Duarte to create an image specific to San Francisco to welcome and identify the school as a School of the Sacred Heart. The final sculptural painting hangs at the entrance of the Flood Mansion to greet all in the promise of “You come as you are and are cared for with great love.” The piece entitled “Welcome Home” incorporates the Sacred Heart Goals & Criteria as well as narratives of the school’s foundress, sacred moments and the history of the global student body. Furthermore, the painting braids together our school’s history with that of schools around the globe, highlighting the catholic nature of our Catholic school.
Sr. Mardel visits the school to see the ”Welcome Home” art installation.
Doing the work of keeping the mission of Sacred Heart strong throughout all aspects of school life is an active, ongoing commitment. This year, the community has been able to reflect, engage and celebrate both its Catholic and catholic foundations. When students collaborate to help one another, organize events to assist our larger community during times of natural disaster or turmoil, celebrate their faith and simply study and work on campus, they bring the Goals & Criteria alive each day. We look forward to the future and how we can continue to navigate epochs of transition while remaining active, living embodiments of the Sacred Heart.
As a librarian, attending the Key West Literary Seminar was a gift of inspiration, imagination and expansion. This year’s theme, Writers of the Caribbean, crystallized a canon of Caribbean literature and authors, placing the region at the heart of the modern world. Key West 2018 authors demonstrated that Caribbean history is a force that writes itself from within. The cultural pluralism and constant displacement typical to Caribbean life, woven from the complex inheritance of slavery, was a leitmotif throughout our sessions. Seminar authors resurrected the work of 20th century Caribbean historian C.L.R. James. Written in 1963, James’s words resonate nearly sixty years later: “The West Indian writers have discovered the West Indies and West Indians, a people of the middle of our disturbed century, concerned with the discovery of themselves, determined to discover themselves, but without hatred or malice toward the foreigner, even the bitter imperialist past … The West Indians have brought something new … Passion not spent but turned inward.” (James, The Black Jacobins, 417-418). Through this lens, authors explored the impact of history on their own identity (as individuals and as a collective of “Caribbean” writers). Reflecting on their lived experience constructing identity within a postcolonial
system, they illuminated the unique convergence of race and class in the region. Drawing from African, European and other influences, the Writers of the Caribbean offered a world literature: expanded ideology, disruption of literary canon and a question as to the nature of history itself. The inheritance of magical realism in Caribbean literature also shaped the seminar. Immersed in a glittering paradise, we were inspired by poets and writers of fiction as they tested the fluidity of space and time. In their metaphysical explorations, authors examined the notion of paradise as “home” – what it means to be from a place seen as paradise by outsiders and the rootless experience of imagining home after leaving. I was reminded by the Key West Literary Seminar of literature’s power – to elevate our conversations, to explore uncomfortable truths, to expand our perspectives. As a librarian with an ear to the classroom and an eye on resources, this sort of expansion will shape my work guiding student research, rejuvenating collections and helping colleagues as we steward our most treasured intellectual spaces together. James, C.L.R. The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution. New York: Vintage, 1963.
MAN BOOKER PRIZE-WINNING AUTHOR GEORGE SAUNDERS VISITS CONVENT & STUART HALL 16
n November 16, 2017 the winner of the Man Booker Prize, one of the most prestigious global awards in literature, spent the day on campus engaging with high school students and faculty. He ended his visit with an evening reception and presentation for the entire Convent & Stuart Hall community.
LEFT TO RIGHT: Students interview George Saunders. George Saunders and Library Department Chair Amanda Walker.
The 2017 Man Booker Prize for fiction was awarded to George Saunders for his first novel, “Lincoln in the Bardo,” though the author has long been celebrated for his widely lauded short stories. His work regularly appears in publications such as The New Yorker, Harper’s and McSweeney’s and has earned him four National Magazine Awards for fiction and a MacArthur Fellowship (a “Genius Grant”). His story collection, “Tenth of December,” was a National Book Award Finalist and winner of the 2014 Folio Prize.
in January 2017 that President Ann Marie Krejcarek and other faculty in attendance recognized the opportunity for learning and engagement that his visit would provide our community. Stuart Hall for Boys faculty member Dennis Estrada, who also attended the seminar, framed possibilities of this engagement: “Through the many ghostly characters’ tales in ‘Lincoln in the Bardo,’ Saunders is providing us with the opportunity to examine our own attachments and narratives that we hold on to so dearly. In essence, he asks us, ‘What do you need to let go of? What is keeping you from moving on to the next stage of your life?’ These are fundamental questions that we eventually need to turn to, and his latest work gives us yet another opportunity to explore our own depths.”
While we celebrated the announcement of Mr. Saunders’ Booker Prize, it was not the reason we invited him to campus (we had planned his visit months before the award was announced). Rather, it was upon hearing Mr. Saunders present at the Key West Literary Seminar
Mr. Saunders’ day on the Convent & Stuart Hall campus exceeded our high expectations. Cece Giarman, Grade 11, was inspired by his presentation. “Mr. Saunders really changed some of my perspectives on not only creative writing but life. He talked about how creative writing should
allow readers to see past the curtain that often conceals reality so a greater truth can be found,” said Cece. Mr. Saunders’ visit was the culmination of the school’s week-long book fair, celebrating a “culture of reading,” which has at its heart the Great Texts Canon — a critically evaluated list of titles and mentor authors that invites students to read widely and rigorously across the K-12 curriculum. In her introduction of George Saunders, Library Department Chair Amanda Walker CES‘91 stated, “Our Great Texts Canon and culture of reading here at school are based in our belief in the essential ability — the power — of the written word to reveal, and to
Mr. Saunders really changed some of my perspectives on not only creative writing but life. - Cece Giarman, Grade 11 connect us, through both windows and mirrors; to curiosity and to questions; to content and curriculum; to the realities and experiences of others; to beauty; to joy.” The school is invested in continuing to develop and
deepen our culture of reading, in part by inviting serious, scholarly thinkers and writers into conversation with us and our students here on campus. In the past few years, these conversations have included former U.S. Poet Laureate Billy Collins, acclaimed Palestinian-American writer Naomi Shihab Nye, Newbery Medal winners Jacqueline Woodson and Matt de la Peña, and Caldecott Honor recipient Mac Barnett, among others. Authors have engaged in presentations to groups of students and adults, writing workshops, classroom visits, and preparation and deliberation for the Prix Barat writing competition. We look forward to furthering opportunities to expand our understanding, compassion, use of language and voice through the experience of reading in community, as well as from authors about their writing processes, their reading processes, and the deep and vital connection between the two.
PERFORMING ARTS PROGRAM AND VISION
LEFT TO RIGHT: Performing Arts Director Bonnie Fraenza provides instruction to a group of young musicians. Theater Manager Chris Miller works the lighting board.
Bonnie Fraenza Bonnie has been teaching music at Convent & Stuart Hall for 27 years and became the Performing Arts Director in 2017. A gifted musician, she also plays with local performing groups as a “professional sub,” performing on woodwinds and backup vocals. Bonnie has a degree in K-12 music education with an instrumental music focus. She has spent her teaching career starting instrumental music programs in both public and private schools. She is the proud recipient of the 2018 Fusco Family Award in honor of Millie Fusco. What is your area of focus in the department, and what drew you to Convent & Stuart Hall? What drew me here was luck. One day I was hanging out with my family at the pool in New Jersey, and the next day I was in San Francisco teaching general music to grades K, 1 and 2. What keeps me here are the kids, my colleagues, my love of music education and the ever growing program. I want to help create opportunities to
get kids excited to learn music through playing an instrument. What do you hope performing arts exposure will spark in your students? I hope it will kindle their love of music and performing arts. I want it to encourage them to learn on their own and to take musical risks with their ideas. I want them to want to create, to have the desire to find out more and to be motivated to learn on their own. What are your hopes for the department or your discipline in the next five years? How do you plan to expand and enhance the program for all students? My hopes and dreams for the department are to have more students involved in the performing arts and to expand class offerings in our Conservatory to include musical theater, dance, lessons on woodwinds, brass, strings and percussion, and an elite coed choir. I would also like to help create a dance program and theater classes and to add grades 6-8 instrumental music during the school day. In the after school Conservatory, I would like to add more instrumental music lessons on all instruments.
Chris Miller Chris has been building things, connecting things and taking things apart since he was a small child. His background in fine arts and media technology led him to the theater, where everything can happen all at once. Chris has been with Convent & Stuart Hall since 2005, spending the last 13 years working with dedicated groups of students eager to explore the endless possibilities of creating new worlds. What is your area of focus in the department, and what drew you to Convent & Stuart Hall? My focus in the department is technical theater and extended forms. Convent & Stuart Hall gave me the opportunity to build a technical theater program from the ground up, in a community that stressed spiritual values. What do you hope performing arts exposure will spark in your students? I hope this exposure will give our kids experience in large scale making that draws from multiple disciplines (design, fabrication, lighting, sound, video and electronics) and in being part of a team that knows how to cooperate, change course when necessary, and use any and all resources to achieve an objective. These are all exercises in thinking
broadly about how to tackle almost anything in life. Knowing when to ask for help, being willing to improvise, having the right skill set and being prepared to abandon a plan and go a different direction if circumstances so dictate are all part of our crew experience. What are your hopes for the department or your discipline in the next five years? I would like to see our program evolve towards more utilization of technology to give our students a performative experience that goes beyond the confines of the stage. I believe our school can lead in innovative approaches to staging that draw on disciplines outside of typical “stagecraft.” Robotics, telepresence, social media and site-specific staging are all opportunities to think about how “theater” might interact with areas we don’t typically think of as theatrical. How do you plan to expand and enhance the program for all students? We are discussing adding entirely student-driven one act plays to our season, performed in whatever venue is deemed suitable. The hope is to provide a lab experience where ideas can be quickly iterated without the overhead of a larger production.
PERFORMING ARTS PROGRAM AND VISION
LEFT TO RIGHT: Performing Arts and Music Faculty Miranda Mallard joins in the xylophone symphony. Performing Arts and Music Faculty Patrick Galvin holds a private violin lesson.
Miranda Mallard Miranda joined Convent Elementary in 2017 after teaching K-12 music, grades 4 and 5 band, after school music programs and even music classes for babies! She loves to share her passion for music, from vocal to instrumental, performance to composition and the many things in between. She holds performance degrees in voice and dance from the University of Iowa and still performs frequently as a professional choral singer and with her indie classical band, Dagmar. What is your area of focus in the department, and what drew you to Convent & Stuart Hall? My area of focus here is girls’ vocal and general music. I also lead an after school chorus for girls in grades 3-6. I build my curriculum based on a diverse range of songs and exercises to learn music notation, build up ear skills and proper vocal technique, and explore various instruments. It is also my mission to lead the girls into songwriting and finding their own creativity within music. What do you hope performing arts exposure will spark in your students? I hope performing arts exposure sparks a love of music and the ability to express themselves. Music can be a
catalyst for healing and growth, including social-emotional learning. I wish for them to find inspiration and an interest in pursuing music at home and in the classroom. I can also see the connection between strengthening their singing voice and the resulting increase in confidence with their ability to speak and lead in a group. What are your hopes for the department or your discipline in the next five years? I hope that we continue to learn from and inspire each other based on our experience and specific expertise within the department. It feels great to be part of such a talented team of musicians and educators. I hope we continue to find the best way to support our students, by creating curriculum and programs that create joy and interest, as well as challenge them to grow. How do you plan to expand and enhance the program for all students? I would love to see more intersection between the school’s divisions so that some of our high school students can mentor and inspire the elementary students with their abilities, while the elementary students can share their joy and natural connection to creativity. I also plan to support the students in their curiosity and exploration of vocal and instrumental music.
Patrick Galvin Patrick SHB‘03 began playing the violin after a trip to the symphony at age five as a student with his Stuart Hall for Boys kindergarten class. Patrick brings his experience from the finest training programs — the San Francisco Youth Symphony, the Peabody Conservatory, Prayner Konservatorium Vienna and the San Francisco Conservatory — to his teaching at Convent & Stuart Hall. Patrick is also a performing artist who continues to learn more with every new performance, bringing this insight into his music instruction. What is your area of focus in the department, and what drew you to Convent & Stuart Hall? I teach coed fifth grade strings. I started teaching violin lessons at Convent & Stuart Hall in the Music Conservatory after school program three years ago. I’m glad to now be a part of the daytime music staff. What do you hope performing arts exposure will spark in your students? There is nothing more enriching than exposure to and experience in the arts. The arts bring together intellect, intuition and personal expression. This benefits every
student in our program regardless of how far they ultimately pursue music. I hope this exposure will spark a love of music and a curiosity to keep learning about the history of music. What are your hopes for the department or your discipline in the next five years? I really hope our department can meet or exceed one of President Krejcarek’s goals, that of making ours the best elementary music program in the city. I think our recent meetings aimed at coordinating the different music curriculums have been a crucial first step in that direction. How do you plan to expand and enhance the program for all students? I was lucky to have excellent music teachers and professors my whole life. I find myself drawing upon many of the lessons of my teachers when preparing instruction for the students here. I hope to teach not only first-rate instrumental technique but to also impart a reverence for the history and research involved in being a great artist. Students shouldn’t only be good players — they should be strong overall musicians, which involves knowing the background of one’s instrument and repertoire, being able to read multiple clefs, singing, and of course good musical communication in a group setting.
Today, when young students are spending large amounts of time on screens and interacting in cyberspace, the mind-bodyspirit aspects of dance are more relevant than ever. -Susan Thomasson
For the past three years, second grade boys at Stuart Hall have participated in a spring performance workshop made possible by the Hudson/Gibson Endowed Fund to support the Beaux Arts Artist-inResidence Program. Thanks to a generous donation, this year Convent Elementary second grade girls are also engaged in the workshop. Beginning their experience first on May 7, 2018, these girls will participate in an immersive educational experience led by guest artist Susan Thomasson, an accomplished dancer, choreographer and educator with Lincoln Center Education in New York. The boys’ workshop is the following week. Throughout the program, students learn how to speak the language of expressive movement using elements of theater, dance and the visual arts. As in prior years, the first day of the workshop begins with the girls and boys respectively learning basic building blocks of dance. Gradually, students cultivate the skill of making their own choreographic choices, as well as problem-solve with improvised movements in order to communicate a story with their whole bodies. The progressive nature of the workshop provides a satisfying invitation to build mastery and confidence. “Invariably, students’ strengths and distinctive individual imaginations are more and more apparent as the week goes on,” says Ms. Thomasson.
Teaching students about the power of movement — how it can be just as potent as the written word in its range, power and nuance — is a worthy goal on its own. However, Ms. Thomasson’s vision for the workshop extends beyond that single notion. “It is my goal to create an imaginative space where students can be connected in an ensemble, where they learn what it means to be a part of something larger than themselves.”
LEFT TO RIGHT: Stuart Hall for Boys Head of School Jaime Dominguez, Beaux Arts guest artist-in-residence Susan Thomasson and President Ann Marie Krejcarek. Stuart Hall Lower Form boys perform “The Rainbow Crow” and “The Great Kapok Tree.”
During a teaching career that spans several decades, Ms. Thomasson has found that how the workshop’s goals are achieved can vary depending on which individual group she is addressing. “There are some distinct advantages to working with boys and girls separately,” she says. “Many girls find it easier to engage expressively in an all-girls setting. I really appreciate how they are interested in creating detailed movement sequences, as well as their capacity to refine and revise their movements. Whereas, when I’m working with boys, I enjoy tapping into their physicality.”
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EXPANSION OF THE
BEAUX ARTS PROGRAM
The story that students work on each year is based on a theme derived from the second grade curriculum. Ms. Thomasson partners with Convent Elementary and Stuart Hall faculty to select something that provides a rich foundation for inquiry and exploration. In previous years, themes have centered on Native American pourquoi tales, which explain the “why” and the “how” of the mysteries of the earth, and “The Great Kapok Tree,” a picture book with an environmental message about the importance of preserving rainforest ecology. This year the boys are working with an immigration theme while the girls are performing a dance based on the book “Stellaluna.”
Performances based on these stories have seen students physically working together to achieve natural effects, like the rolling of the ocean and the twirling of a sand storm. One year, Stuart Hall boys performed the Navajo legend “How the Stars Fell Into the Sky.” Fifth grader Hans recalls his role: “I played a twinkling star. All of the stars had flashlights, and we moved around the stage, waving them and flicking them off and on.”
The physical and tactile nature of the workshop often remains with students long after the experience. When asked about what he remembers, fifth grader Hans described his discovery of spatial awareness: “Ms. Susan taught us how to run around without running into people. I can still do that today.”
At the end of the workshop, students will invite parents, friends and fellow students to the Syufy Theatre where they will share their learning processes on the stage in a culminating performance that many will remember years later. Jonathan, a fifth grader, still recalls the experience: “The performance is really fun at the end.”
In addition to teaching, Ms. Thomasson has performed a wide variety of modern dance styles with several notable companies, including those of Kathryn Posin, Bill T. Jones and Rosalind Newman. During the course of her impressive career she has only grown more convinced of the importance and transformative power of dance. “Dance and movement can help us feel the commonalities that connect us all in a time we are often more focused on differences…Today, when young students are spending large amounts of time on screens and interacting in cyberspace, the mind-body-spirit aspects of dance are more relevant than ever.”
Ms. Susan taught us how to run around without running into people. I can still do that today. -Hans, Grade 5
OUR K-12 CURRICULUM: A STRATEGIC IMPERATIVE
We recognize the importance of educating students to fluently navigate new frontiers both geographic and experiential, to engage all they encounter with confidence and curiosity. To build this fluency, the curricular experience must be the product of faculty collaboration from the Lower Form through the High School level. The curriculum a school claims must inspire and engage its students. As we respond to the charge of our new strategic plan, the engagement of our students is critical; the first Area of Impact therefore targets the student experience: “Educating to stretch human capacity – now and for the future.”
Acting on this strategic objective, we are approaching the development of curriculum differently than we have in the past. At Convent & Stuart Hall, the “curriculum” has historically been articulated by each school division independently of the others. While this approach did not lack passion and inspiration, we recognize that a curriculum for the school’s future – a curriculum that will support and guide mission – needs to be constructed with a K-12 shared intention and expertise.
WHAT WE MEAN BY “CURRICULUM” At Convent & Stuart Hall, our operational definition of curriculum is “the knowledge and skills” intentionally taught and determined to be of most worth now and in the future. The techniques and tools our teachers employ to introduce, engage, immerse and assess our students in those areas of knowledge and skill is our pedagogy. We are able to engage both the study and design of curriculum and pedagogy through rich avenues of collaboration transcending early learning to collegiate level expertise and delivering 13 years of educationally cohesive programming. Students catching up on classwork and with each other in the Carroll Learning Commons.
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ANN MARIE KREJCAREK, PRESIDENT
In Cathy Davidson’s 2017 “The New Education,” an imperative is levied to colleges to reflect on how deeply the current design and methodologies of education were based on the needs of the Industrial Revolution and formally brought forward by Charles W. Eliot in the 1880s to make a college education relevant to the future of its students, the future being the early 20th century. She challenges educators to follow the innovation of Charles W. Eliot but for a new age, the Information Age launched in the 1990s with access to the world wide web through the internet and progressing through the “post-Internet age” and the current and future impact of our now ubiquitous access to the digital world and all impacts on our future life and work.1 As an elementary and secondary school, we also seek to deliver a relevant education for the future of our students and take to heart the imperative offered by Davidson and other education thought leaders.
Our relationship to information has rapidly evolved, and the future holds even greater access to ever more information. Digital tools have opened the floodgates of information, and students benefit immensely from practice exploring this repository of data of varying formats. (Please see page 31 for our Information Philosophy.) What has not changed in our curriculum, and will be needed even more in the future, is our emphasis on curiosity, empathy, perspective-taking, problem-solving, self-knowledge, collaboration and the ability to effectively communicate as well as execute work plans.
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Where are we going? We are engaged in a thorough and comprehensive review of the longitudinal K-12 sequence and scope to develop an experience in each discipline that builds and expands the interest, curiosity and proficiency each student has in each subject. Across disciplines, we share the belief that discovery is at the heart of learning, that students must be equipped to assess and evaluate information and that they be empowered to create products that have authentic relevance and worth. Convent & Stuart Hall is uniquely positioned to bring together educational expertise across grade levels and to engage this expertise in the thorough and thoughtful articulation of an expansive curriculum. An educational philosophy focused on heuristic learning and a theory of knowledge connecting all “systems of knowing” in an expanding web of interdisciplinary thought and patterns means that students are equipped from early in their careers to think broadly, globally and creatively. Assessment as pedagogy: How do we know what they know? A philosophy of assessment drives the teaching and learning experience. Beyond assigning a “grade” to define achievement, the school has espoused an approach to grading that builds mastery and is based on mastery standards rather than calculated mathematical percentages. Students are called to show what they know and to apply skills and content knowledge in novel settings, creating products that demonstrate mastery and creativity. This approach focuses less on “right answer” thinking, asking instead that students bring forward all their content knowledge and skills to sift information, to ask “to what extent” a position might be claimed or disclaimed, and to develop ultimately the intellectual competence and confidence to ask their own questions. In essence, an “assessment as pedagogy” approach invites us to focus less on asking students to get the “right answer” but rather to ask the right questions. As our faculty collaborate and design new pathways for students, we look forward to the rich journeys of discovery, exploration and creation.
CU R R ICU L AR AR EAS U N DER R EVI EW ENGLISH LANGUAGE AND LITERATURE MODERN AND CLASSICAL LANGUAGES DIGITAL LITERACY AND DESIGN SCIENCE MATHEMATICS HISTORY AND SOCIAL SCIENCES
RELIGION, THEOLOGY AND SPIRITUALITY VISUAL ARTS PERFORMING ARTS PHYSICAL EDUCATION LIBRARY AND INFORMATION LITERACY
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What’s new; what’s not? Knowledge, information and what we want our students to know used to be positioned in the expertise of a teacher and was very often accompanied by a textbook with a shelf life of five to 10 years. A significant change has since taken place, namely, the variety and number of resources now available to everyone all the time with a few keystrokes or voice requests. Rather than relying on textbooks and each educator’s sole knowledge, our teachers must now have the capacity and agility to access and curate essential sources of information to support and inspire the curriculum. The school’s Great Texts Philosophy and Canon articulates our commitment to working “beyond the textbook” and to delivering a curriculum rich in intentionally curated primary and secondary source material. This curation includes not only finding text resources in print or online, but also making use of learning experiences where students are actively participating, whether they be meeting with guest speakers to discuss writing, designing and making in Unkefer Spark Studio, creating art throughout campus or discovering through experimentation in the science labs. In widening our definition of “information” in this way, we may equip students with the skills they will need as they become creators of information themselves.
FIRST IBDP COHORT HIGHLIGHTS: 2016 WELCOMED THE IBDP, 2018 SEES IT COME TO FRUITION
Subject Area: Environmental Systems and Societies Research Question: To what extent does the potential release of methane gases in the subsurfaces of the coastal region of the Earth’s continents impact climate change? Essay Title: Climate Change and the Potential Release of Methane Gases
Mary Crawford Subject Area: Music
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Research Question: What compositional techniques were employed in the Civil War songs “When Johnny Comes Marching Home,” “Battle Hymn of the Republic” and the “Battle Cry of Freedom”? Essay Title: The Effect of Compositional Techniques on Unity in the American Civil War songs “The Battle Cry of Freedom,” “The Battle Hymn of the Republic” and “When Johnny Comes Marching Home”
Seth Eislund Subject Area: World Religions
Research Question: To what extent do Salafi-Jihadi and Wahhabi interpretations of Islam influence the perception of the Yazidis as apostates? Essay Title: What Makes an Apostate? Islamic Fundamentalism and the Yazidis
Damian Fong Subject Area: Philosophy
Research Question: To what extent does Rorschach’s character in “Watchmen” follow Immanuel Kant’s Categorical Imperative? Essay Title: Exploring Immanuel Kant’s Categorical Imperative Through Graphic Novels
THE EXTENDED ESSAY:
Becoming International Baccalaureate Diploma Programme Learners
The International Baccalaureate Diploma Programme aims to inspire students to become curious and open-minded scholars who care deeply for others, work to improve their communities, seek information from multiple perspectives, take risks in the name of innovation and remain resilient in the face of obstacles.2 The Extended Essay allows students to develop these traits. From selecting their topics, crafting research questions, performing research appropriate to the field of the essay topic, and writing their essays per the programme’s subject area requirements, students found themselves thinking more globally, altering their research questions when required by their findings, and continuing to persevere even when the writing journey was difficult. Convent & Stuart Hall seniors submitted their Extended Essays earlier this year with wide-ranging topics sampled here:
Freddy Kiaie Subject Area: Visual Arts
Research Question: How did the introduction of synchronized audio to film in the 1920s affect the approach of composing cinematography in the 1930s? Essay Title: A Visual Arts Investigation
Claire Kosewic Subject Area: History
Research Question: An examination of civil disobedience: To what extent did Henry David Thoreau’s concept of civil disobedience shape Martin Luther King Jr.’s work in the American Civil Rights Movement of 1954-1968? Essay Title: Practical and Philosophical Influences on Martin Luther King During the American Civil Rights Movement
Katie Thomis Subject Area: History
Research Question: To what extent was Catholicism influential in Cesar Chavez’s creation and organization of the pilgrimage to Sacramento in 1966? Essay Title: The Importance of Catholicism in Cesar Chavez’s Agricultural Movement
High school students studying in the Mother Williams Library.
JUNIOR AND SENIOR YEAR
How much experience do the students have with searching for information?
How can we integrate Information Philosophy concepts and research methods into curriculum in meaningful and interesting ways?
What questions do all students need to explore as information creators and consumers in our society?
This level of the Information Philosophy strategy helps students build basic skills. Students also gain familiarity with the library space and its resources, both print and digital.
1. Use all information resources available (library books, databases, the open internet, spaces and people) for strategic exploration.
The second tier of our Information Philosophy Program consists of collaborative lessons embedded within other classes, such as our “Integrated History & Information Labs.” Openended searching and primary source analysis are the focal points of these Labs where historical methods, introduction to basic archival processing (identifying authorship, date and context, for example), and reading with an eye for absences and silences in resources could all work into the curriculum.
2. Effectively and efficiently organize and categorize information.
Strategies of Information Philosophy for sophomores:
3. Apply a critical lens to research in both directed (the teacher determines research topics) and open-ended (students choose their own research topics) settings.
1. Demonstrate a thorough understanding of academic integrity within the greater context of the transmission of information; demonstrate a thorough understanding of Convent & Stuart Hall’s Academic Integrity Policy (and why it is important).
4. Distinguish between primary and secondary sources.
2. Distinguish source type and format with a focus on identifying scholarly literature, or the use of non-scholarly sources to support scholarly research.
Strategies of Information Philosophy for freshmen:
5. Distinguish between open access and proprietary information. 6. Understand academic integrity within the greater context of the transmission of information on a basic level.
3. Critically evaluate sources, including web sources; create thorough annotations that are specific to student’s research.
7. Actively pursue extracurricular reading.
4. Capably read scholarly sources, extract information, construct unique meaning and synthesize scholarly ideas within his/her research. 5. Understand, on a basic level, that creating and consuming information is a process underscored by political, socioeconomic, psychological and cultural forces.
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GOING FORWARD: TEACHING LIBRARIANS DEVELOP INFORMATION PHILOSOPHY CURRICULUM MAP AND LEARNING OUTCOMES FOR THE HIGH SCHOOL
The final component of Information Philosophy, Information and Justice, serves as stand-alone lessons within other classes. Examples of potential topics include: • Information Commerce: Who creates, exchanges, has access to and is excluded from information cycles? How is exclusion perpetuated? • Ethics and the Online Self: Agency, accountability, anonymity and autobiography in the context of the digital age. How do we curate our online image, how does our online presence align (or not) with our real self? How do companies sell our curated selves back to us?
• History and Information: In the course of history, who made decisions about saving, storing and sharing information? Who makes those decisions now? Who is excluded? We continue to emphasize extracurricular reading as a foundational part of the Sacred Heart experience junior and senior years.
INFORMATION PHILOSOPHY PROGRAM AT A GLANCE Developed by the Convent & Stuart Hall Library Department As faculty, our understanding and teaching of Information Literacy typically varies greatly by institution, discipline and curricular focus. As a department that works with all students on a regular basis, the library faculty have the unique opportunity to ask how a student’s experiences in weekly kindergarten visits can eventually prepare that child for the research that student will perform senior year.
Libraries and archives should be seen as Information Labs where digital and material objects are offered for exploration; where collaboration and independent reflection are complementary modes of production; and where Information Philosophy expands upon Information Literacy and draws from Sacred Heart Goals & Criteria to guide students’ engagement with sources, whether the sources are digital, print or people.
6. Actively pursue extracurricular reading. Davidson, Cathy M. “The New Education: How to Revolutionize the University to Prepare Students for a World in Flux.” New York: Basic Books, 2017. “IB Learner Profile.” International Baccalaureate Organization, 2013. 3 Association of College and Research Libraries. “Framework for Information Literacy for Higher Education.” Adopted by the Association of College and Research Libraries Board, 2016. Web. Accessed 6 May 2018: http://www.ala.org/acrl/standards/ilframework
Stuart Hall High School varsity basketball captured its first-ever NorCal title, advancing to the Division IV CIF State Finals at the Golden 1 Center in Sacramento.
STUART HALL SPORTS
Stuart Hall High School varsity soccer charged into the NCS tournament and won two postseason games before closing out the best season in program history.
SPRING 2017-SPRING 2018
After setting school records at every distance from the 800-meter run to the 5K, Eli Horwitz ‘17 continues his running career at UC San Diego. After leading Stuart Hall to the state finals, Charley Johnson received The San Francisco Examiner men’s basketball Coach 33 of the Year award.
Miles Amos was named Junior of the Year, while Nigel Burris was honored as Freshman of the Year. The Gr. 6 basketball team won Sophomore Dinh Tran CYO and BAIAL championship won a silver medal in the games in the same week and junior men’s division at finished with a dominant 19-1 the U.S. Figure Skating overall record in the top division. Championships in San Jose. As the No. 1 seed in the top CYO division, the Gr. 5 soccer team made an exciting run to a league title. The 6-2 team clinched a playoff berth with late-season wins and then claimed a championship of their own as the No. 4 seed. The Stuart Hall track & field team claimed its fifth straight BCL West title. Senior Hunter Mainzer set a new BCL West record in the discus throw, unleashing a mighty heave of 144'10". Hunter’s throw is also a new school record.
Stuart Hall High School baseball continued its tradition of excellence by winning a seventh straight league title.
A year after its top player Daniel Connolly ‘16 took his talents to the Division I college ranks, Stuart Hall golf won its first-ever league title.
CO NVE NT SPORTS
Convent fencing outdueled every opponent to capture the CIF San Francisco Section title and finish with a perfect 8-0 team record in league matches. College-bound fencer Erika Wong claimed the All-State Championship, notching a 9-0 record in state tournament bouts and a near perfect 29-1 overall mark.
SPRING 2017-SPRING 2018
Convent High School students now have two more sports to be excited about. Lacrosse made its debut, using a win in its only game as a springboard for next year, when the team will enter the BCL West as a varsity sport. Beach volleyball, which was added as a club sport this spring, takes six to eight players to compete in weekend tournaments. Last spring, the school added track & field to its athletics program for Convent Elementary students in grades 5-8. Now in its second season, the team has 30 enthusiastic student-athletes.
The Gr. 8 soccer team outscored opponents 41-3 and finished an undefeated season with its third CYO title in the last four years.
With USRowing national team experience and the Marin Rowing Association Varsity Athlete of the Year award in her possession, Coco Dana ‘17 set off to continue rowing at Duke University.
The Gr. 6 volleyball team ended a one-loss season with a thrilling win in the BAIAL finals, while the Gr. 7 CYO team snuck into the playoffs and then won two close matches to claim the title.
Kayla Man ’17’13 finished her high school badminton career by winning the first BCL West Tournament singles title in school history.
Gia Monachino ‘17 set a BCL West record in the discus throw at 111'0" and went on to become the Bay Area Conference champion in the discus and shot put. Bea Williams ‘17 was the BCL West and NCS Class A champion in the high jump and set a school record at 4'10".
2017 - 2018
GIVEN IN FINANCIAL AID
In the past five years, we have seen tremendous growth in our programming, faculty benefits, financial planning and improvements campus-wide. As we conclude this first year of our current Strategic Plan, Looking Ahead with 2020 Vision, we have identified financial goals to benefit our students’ total development academically, spiritually and physically.
2013 2014 2015 2014 - 2018 Endowment increased almost 30% over four years to
2015 - 2018 Faculty salaries increased on average
$24 18% million
2013 - 2018 42% of campus space enhanced/renovated, 9,005 renovated square footage is outdoor play space
Parent Participation in
showcasing program success:
24 in class of ‘18 59 in class of ‘19 60 in class of ‘20
$2.5 MILLION in ANNUAL FUND GIFTS
2016 2017 2018 all while keeping tuition increases to an average of 3-5% each year during 2013-2018
2017 - 2020: 2020 STRATEGIC PLAN:
SO WE CAN:
INCREASING THE ANNUAL FUND BY
PROVIDE COMPETITIVE FACULTY SALARIES TO ATTRACT AND RETAIN EXCELLENT FACULTY
30% OF K-12
2016 - 2018
Financial goals to support the
BY THE NUMBERS
each year to reach
15 $ M 5
LEFT TO RIGHT: Recess fun on Shea Court, one of the recently renovated outdoor play spaces. Convent High School history teacher Anne Porter assists a student in class. IBDP math students work on the day’s lesson with teacher Jordan Lewis.
M in Annual Fund donations
for space enhancements
ENHANCE OUR ALREADY-ROBUST SIGNATURE PROGRAMS
RENOVATE THE REMAINING 58% OF CAMPUS
2018 Awards and Recipients Esther Rossi Excellence Award:
Paul Pryor Lorentz, Religion, Theology and
Spirituality Department Chair and Faculty
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LEFT TO RIGHT: Anne Paolini-Mori, Eric Gordon, Rachel McIntire, Bonnie Fraenza, Amanda Walker, Shannon Halkyard, Paul Pryor Lorentz, Ann Marie Krejcarek
The Esther Rossi Excellence 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 & 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 grand-aunt. She was a devoted alumna of the San Francisco College for Women at Lone Mountain.
The Ellie Fusco Heart of an Educator Award:
The Niehaus Family President’s Excellence Award:
Sister Mary Mardel Fund:
Amanda Walker CES’91, Library Department Chair The Niehaus Family 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 that the President could select a recipient each year who exemplifies excellence in his or her work for the school. Karen Niehaus presented the award to Amanda.
The Fusco Family Awards in Support of Educational Excellence 2 0 1 8 YEAR OF THE DOG
On February 7, 2018 during the President’s New Year assembly, faculty and staff celebrated the Year of the Dog, and some were honored with awards that allow them to pursue professional development or that recognize their contributions to the community. What began decades ago with the awarding of two honors now includes seven awards, all of which are supported by endowed gifts.
A friend of Ellie’s and the trustee of her estate, Anne Paolini-Mori ‘85’81, was able to attend the awards celebration and help honor the following faculty:
In November 2015, the school received a gift from the estate of Elvera “Ellie” Fusco, a beloved friend of the school. Her bequest established an endowed fund to support faculty salary and benefits. President Ann Marie 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.
Rachel McIntire, Visual Arts Department Chair and Faculty
The Fusco Family Award in honor of Millie Fusco:
Bonnie Fraenza, Performing Arts Director and Faculty The Fusco Family Award in honor of Larry Fusco: Geoff De Santis, Director of Physical Plant
Professional Development Awards Eric Gordon, Stuart Hall for Boys History and Social Sciences 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. Eric was honored with the award, which he will use to explore Turkey. He plans to take an architectural tour of Istanbul, participate in a workshop on Islamic design and art, and visit Catal Hüyük, one of the earliest permanent human settlements. “As a social studies teacher, the country’s history is crucial to my curriculum,” he wrote. Sister Ann Conroy Award:
Shannon Halkyard, Stuart Hall High School Science 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. This year’s award recipient is Shannon, who plans to travel to Paris, France this summer to delve into the connection between chemistry and French cuisine. “The classes I teach focus on chemistry from historical and culinary perspectives, as well as traditional scientific ones,” he wrote.
“Tina and I met in the summer of 1959 when attending the Big Sister Little Sister luncheon. Her exuberance and zany humor was a bit of a shock to the rather timid 13 year old that I was at the time. Tina took me under her wing and forever made my life more colorful, exciting and adventurous. Over the course of these many years I was honored to have been a part of her many transitions from being a dancer, a religious, a midwife, a teacher, a respected spiritual director and a beloved wife to her Larry Matthews. She has left an indelible mark on all of those lives which she touched. She now rests in the arms of God Whom she so dearly loved and served.” – Brenda MacLean ‘63
DID YOU KNOW?
Christina Lynn Bernal, who founded the movement for liturgical dance in the United States and created a system to rehabilitate injured dancers, died of natural causes on December 31, 2016.
Born in San Francisco in 1945, Bernal became the youngest dancer to join San Francisco Ballet when she was 14 and a half. She was accompanied
In 1893 at the World’s Columbian Exposition, also known as the Chicago World’s Fair, the Academy of the Sacred Heart (our original name in San Francisco) presented an informative and historical exhibit related to the school. A delegation of students and religious sisters displayed uniforms, course books, photographs, student art work and regalia.
CELEBRATING A GRACEFUL LIFE on tour by a chaperone who insured that the underage dancer completed homework sent from her high school, the Convent of the Sacred Heart.
Bernal’s deep spirituality manifested at an early age. While studying at the Royal Ballet School in London she celebrated her eighteenth birthday and, against her parents’ wishes, decided to join the Society of the Sacred Heart. After returning to California to perform in The Nutcracker, Bernal took her vows in 1966. The Sacred Heart order understood Bernal’s great talent and allowed her to dance the psalms; she gained the support of the National Theology Convention, and went on to dance the Mass and found the movement for liturgical dance in the United States. In 1968, Time magazine dubbed Bernal “The Dancing Nun.”
Did you know the evolution of our school name since coming to San Francisco? 1887 - Founded as the Academy of the Sacred Heart 1946 - Changed to Convent of the Sacred Heart 2002 - Became our current name, Schools of the Sacred Heart San Francisco - Articles of Incorporation, 1887
TINA BERNAL ‘63’59
LEFT TO RIGHT: Academy of the Sacred Heart’s exhibition stand in the 1893 Chicago World’s Fair. The Catalogue of Exhibits from the 1893 Chicago World’s Fair. Classmates at the Academy of the Sacred Heart, 1893. The Academy of the Sacred Heart building on Jackson Street in San Francisco. Photos courtesy of the Convent & Stuart Hall Archives.
In 1970, Post Vatican II eliminated semi-cloistered orders. Encouraged by the great Rudolf Nureyev, Bernal went back to dancing. She married ballet dancer Laurence Matthews, whose contract with New York City Ballet took the couple to New York in 1974. Bernal began teaching in 1981 while continuing to perform until 1990 with Pennsylvania Ballet, Garden State Ballet, Stars of American Ballet, and others. Partnering with doctors and therapists associated with NYCB, Bernal created a system to rehabilitate injured dancers. Her method was so successful that she was
Dancer and Convent of the Sacred Heart alumna Tina Bernal teaching class. Photo credit: Laurence Matthews.
the only non-medical panel member of the first Dance Medicine Seminar in New York. Throughout her life, Bernal remained deeply faithful, doing liturgical dance, working with nutrition, midwifery and spiritual practice. She told Time magazine that religious dance emphasizes the sacredness of the human body, saying, “Sacred dance is the unity of man in action before God. I am a community when I dance.” Excerpted with permission from Dance Magazine. Written by Suki John, as seen on dancemagazine.com, July 7, 2017.
OUR BOARD OF TRUSTEES
Ann Marie Krejcarek, President
Gabriela Parcella, Board Chair
Lokelani Devone ‘74’70
Geoffrey Dillon, SJ
Mark Farrell SHB’88
Mary Finlayson, RSCJ
Nora Gibson CES’80
Nancy Morris, RSCJ
Paula Toner, RSCJ
M E S S AG E F ROM TH E B OA R D C H A I R Dear Convent & Stuart Hall Community: This has been a busy and fulfilling year. The Board’s primary focus is our strategic plan, which calls for creating Students, Place & Experience and a School of the future. Perhaps the Sacred Heart Commission on Goals Visiting Committee provided the most succinct summary of our recent Board work: “The Visiting Committee witnessed and heard numerous examples of resources that the Board has allocated to support the Goals and Criteria evidenced in the numerous and generous professional development opportunities, increases to the financial aid program, a breadth of student-centered initiatives and the innovative, refurbished and redesigned learning spaces. We commend the Board of Trustees on the work and dedication that produced the new strategic plan.” The Board does the majority of its work through its committees, and I’d like to highlight the work of two of them. First, the Advancement Committee (chaired by Nora Gibson) has continued to exceed our expectations, working with Chief Advancement Officer Sarah Leffert and her team. Due to your support, we surpassed our Annual Fund goal, continue to build our endowment and have received numerous other Major Gifts. Your generous hearts are enabling us to realize the vision called forth in the strategic plan, and we would like to thank you in advance for your continued support.
Second, the Investments Sub-Committee (chaired by Lisa Zuckerman) finalized an updated investment policy that will guide our oversight of the School’s financial assets. As our endowment and other assets grow, a thoughtful investment policy is critical to meeting our long-term financial goals. As we near the close of the school year, I’d like to thank Lisa Wendt, who is concluding her sixth year on the Board. Lisa has been a valuable member of the Board, having previously served as Vice Chair of the Board as well as contributing to the Investments Sub-Committee, Committee on Trustees and other committees. Lisa will be celebrated at our end-of-year Board dinner. We will miss her passion and dedication to Convent & Stuart Hall. Thank you for the opportunity to serve as your Board Chair. I am fortunate to work in partnership with our amazing President, Dr. Ann Marie Krejcarek, who brings unlimited enthusiasm and passion to every day. She encourages all of us, the Board, students, administration, faculty and staff to realize the best in students and in ourselves. If you are interested in exploring ways that you can help support our strategic plan, please feel free to contact Ann Marie. With gratitude, Board Chair Gabriela Parcella discusses books with students in the Hoffman Learning Commons.
Gabriela Franco Parcella
Your generous hearts are enabling us to realize the vision called forth in the strategic plan...
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sacredsf.org This is a publication from the President’s Office at Convent & Stuart Hall. We are grateful to our many contributors. Special thanks to the following: Editorial Contributors: Alyson Barrett, Geoff De Santis, Arianna Dogil, Kathleen Esling, Elias Feldman, Sarah Leffert, Karen Lenardi, Rachel McIntire, Reba Sell, Rachel Simpson, Samantha Tabarez, Amanda Walker CES’91, Robyn Wilkinson and Lisa Wong. Photo Contributors: Dana Family, Simon Dannhauer, Michel Edens, Elias Feldman, Cody Lee Fusco, Ken Harrington, Paul Harvey, Erik Hom, Michael Hong, Anna Jurkovska, Peter Locke, Lindsay MacGarva, Laurence Matthews, Karl Mondon, Angel Padilla ‘18, Redstone Calligraphy, Jemima Scott ‘18, Lisa Sze and Nano Visser. Design: Peter Locke
Stuart Hall Lower Form art room.