Highlander Winter 2019

WINTER 2019

Academic Vigor Through Choice and Relevance

Q&A With New Board of Trustees President

How the New Schedule Benefits Students

The Importance of an Arts Education

Striking a Healthy Balance With Technology

CONT E N T S DEPARTMENTS

2 TA R TA N SNA P SH OTS Learn the latest news happening around St. Margaret’s, from Preschool to Upper School.

FE AT U R E S

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17 P E R SP ECT IVE Darcy Rice, director of the arts, shares insight on the importance of an arts education at St. Margaret’s.

24 A LUMNI P R O FILE Alfredo “Freddy” Valencia ’10 is pursuing his doctorate at Harvard University and helping the next generation of scholars reach their educational goals.

26 C L A SS NOT ES AN D ALU M NI U PDATES Learn the latest from your classmates, including travels, career changes, weddings and babies!

32 LO O KING FO R WARD A Q&A with Paul Westhead, the new President of the Board of Trustees, about his vision for the future of St. Margaret’s

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34 TA R TA N SCENES What’s happening in the St. Margaret’s community? Check out photos from the latest events on and off campus.

36 LO O KING B ACK St. Margaret’s welcomed home and honored Faculty Emeriti at a very special St. Margaret’s Day in November.

On the cover Honors Research Methods in Life Science students use micropipettes when performing gel electrophoresis to separate and visualize their own amplified DNA as part of a lab to assess their genotypes for a bitter taste receptor gene.

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Academic Vigor Through Choice and Relevance Take a journey through the preschool to grade 12 education at St. Margaret’s and learn how choice and relevance are fueling its academic vigor.

12 Students Validate Health and Academic Benefits of New Schedule

St. Margaret’s redesigned school schedule is serving a multitude of benefits for student health and wellness.

14 Striking a Healthy Balance With Technology

Through programs, initiatives and partnerships, St. Margaret’s is promoting a healthy relationship with technology in a device-centered world.

18 Lower School Outdoor Classroom Take a closer look at the Lower School Outdoor Classroom, which opened this year as an expansive learning space for kindergarten and grade 1 students.

20 Nurturing Life Skills and Stoking Personal Passions

The Upper School’s Innovation Block answers student interests outside core academic areas.

22 College Applications: A Culminating Learning Experience Students develop skills throughout their time at St. Margaret’s that are applied toward the next chapter of their educational journeys.

GUIDEPOSTS

WINTER 2019

ST. MARGARET’S EPISCOPAL SCHOOL HEAD OF SCHOOL Will Moseley EDITORIAL DIRECTOR Anne Dahlem

Message from the Head of School Dear Friends, It is always a source of joy to introduce each new issue of the Highlander Magazine, which shares the advancements we are making at St. Margaret’s and the incredible accomplishments and experiences of our students across the school. This issue certainly stands out as it focuses on the primary purpose of who we are: an academic institution always striving to grow—just like our students. While there are many important aspects of the St. Margaret’s experience, we must always stay intently attuned to innovating the academic program to meet the needs of our students today and tomorrow.

Our cover story will take you on the Preschool through Upper School academic journey, demonstrating how we engage students and cultivate their intellectual vitality and scholarly pursuit through curriculum that provides student choice in many forms and makes meaning of their learning.

This leads to a range of academic paths and inspires students to command their own interests and learning. Read about the impact of the new school schedule and Innovation Block, which are supporting student academic success, wellness and personal growth.

This issue also spotlights our intentional focus on responsible digital citizenship and healthy use of technology. We tour the new Lower School Outdoor Classroom, an immersive experiential learning space. Director of the Arts Darcy Rice reminds us of the importance of arts education in the development of the whole child. Associate Director of College Counseling Amy Warren explains how the college application process is a culminating learning experience for seniors as they reflect on their passions and values and formalize plans for their time after St. Margaret’s. Catch up with alumnus Alfredo “Freddy” Valencia ’10, who is pursuing a doctorate at Harvard University while helping younger students on a path to higher education. Finally, meet new Board of Trustees President Paul Westhead who shares his vision for St. Margaret’s.

We are immensely excited and committed to all that is happening at St. Margaret’s: a vigorous academic program meeting student interests and needs, engaged students charting their unique paths, a focus on student well-being, and graduates who know what matters to them and go into the world making a positive impact on all those around them. As these stories come together in this issue, so does the long view of the lifelong impact a St. Margaret’s education has on our young people.

MANAGING EDITOR Ryan Wood GRAPHIC DESIGN Sarah Kustera COPY EDITOR Jennifer Perez EDITORIAL BOARD Jeannine Clarke, Victor Cota, Anne Dahlem, Ryan Dahlem, Jeneen Graham, Will Moseley, Ryan Wood CONTRIBUTORS Maile Bellosi, Jennifer Blount, Jeannine Clarke, Anne Dahlem, Ryan Dahlem, Jeneen Graham, Jillian Gray, Cris Lozon, Angela Mackenzie, Will Moseley, Darcy Rice, Jonathan Tufo, Alfredo Valencia, Amy Warren, Ryan Wood Highlander Magazine is published biannually by the Communications Office as a St. Margaret’s Episcopal School community magazine.

St. Margaret’s publishes responsibly. Highlander Magazine is printed on Forest Stewardship Council certified paper, using soy-based inks, made from renewable resources such as natural pigments and vegetable oils.

St. Margaret's Episcopal School does not discriminate on the basis of gender, race, color, religion, sexual orientation or national and ethnic origin in the administration of its educational, admission, financial aid, hiring and athletic policies or in other school-administered programs.

ST. MARGARET’S EPISCOPAL SCHOOL 31641 La Novia San Juan Capistrano, CA 92675 949.661.0108 www.smes.org

Sincerely,

Will Moseley Head of School HIGHLANDER

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Tartan Snapshots

GRADE 4 TARTANS CREATE STEAM SHELTER PROJECTS

Campus Upgrades Reimagine Learning Spaces St. Margaret’s completed several facility upgrades in time for the 2018-2019 school year, as spaces were reimagined to further enhance the student learning experience. The Lower School Outdoor Classroom captivated kindergarten and grade 1 Tartans (see page 18 for more), while the Lower School STEAM Center was created with a floor plan that allows for open flow between spaces and new furnishings, fixtures and equipment.

Elsewhere, Upper School science classrooms were remodeled and upgraded with state-of-the-art lab equipment, and a new science lab designed for physics and engineering was completed.

ST. MARGARET ’S BRINGS INNOVATIVE READING AND WRITING CURRICULUM TO GRADE 6 St. Margaret’s Middle School rolled out a new reading and writing curriculum for grade 6 students this year, implementing the innovative Columbia University Teachers College Reading and Writing Workshop. The disciplines were split into separate full-year classes taken by all grade 6 students, with Owen Beitner teaching writing and Rebecca Tufo teaching reading.

“We recognized that using the grade 6 year to further strengthen reading and writing skills would serve our students well across all disciplines as they move into reading and writing at increasing levels of complexity over the next seven years at St. Margaret’s,” Middle School Principal Jeannine Clarke said.

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Students in the grade 4 STEAM block utilized the free-flowing space of the new Lower School STEAM Center as they worked on a project that blended visual arts, science and engineering. The unit progressed from an art history lesson around the famous 1925 Edward Hopper painting “House by the Railroad.” The students created their own house inspired by the painting, then applied additional STEAM concepts like electrical lighting and engineering to make it a multifaceted project.

7-YEAR ACCREDITATION AWARDED BY CAIS & WASC The California Association of Independent Schools and the Western Association of Schools and Colleges awarded St. Margaret’s a seven-year accreditation, following the completion of a multi-year accreditation process that included a self-study and visit from peer educators.

“Receiving a seven-year accreditation term validates and recognizes the extraordinary St. Margaret’s program that strives for academic excellence, ongoing innovation and a truly transformative experience for our students.

This important milestone is a testament to our amazing faculty and staff, our strong leadership team, our visionary Board of Trustees, and many parent volunteers, all of whom are tremendously dedicated to their work with students and our St. Margaret’s mission, core values and vision for the future,” Head of School Will Moseley said.

EXPANDED RED RIBBON WEEK EDUCATES STUDENTS ON MENTAL HEALTH St. Margaret’s expanded its annual Red Ribbon Week to include conversations between students and outside health experts about mental health and how stress increases the risk of substance use in young people.

Tartans Conduct College-Level Research at UC Irvine Under the guidance of professors and graduate researchers at the University of California, Irvine, eight St. Margaret’s students spent last summer working on science and engineering projects and research in an intense college environment.

“The response was enormously positive from students, who thought the topics were very relatable,” All-School Counselor Janice Avalone said.

Parents are encouraged to keep the 24hour Orange County CAT Hotline in their contacts: 866.830.6011

St. Margaret’s has partnered with the UCI Samueli School of Engineering for 14 years, matching engineering and science students with UCI faculty members in a research area that aligns with the students’ interests. The Tartans spend at least six weeks at UCI, gaining experience and knowledge while also receiving college credit for their work. To view a video about the experience, visit www.smes.org/uciengineering.

ST. MARGARET ’S DEVOTES DAY TO SERVICE LEARNING IN MIDDLE AND LOWER SCHOOL St. Margaret’s devoted a day to service learning in October, as Middle School students left campus to lend time and effort to help the local community, while Lower School students learned more about service and its importance to the St. Margaret’s experience.

Middle School students visited Camp Pendleton as part of Operation Help a Hero, as well as spent time serving local organizations like Laura’s House, Project Linus, Brookdale Senior Living and Family Assistance Ministries.

ECDC DIRECTOR CRIS LOZON PRESENTS AT NATIONAL CONFERENCES St. Margaret’s Early Childhood Development Center Director Cris Lozon shared her expertise at two national conventions this fall. At the Association for Constructivist Teaching annual conference in Columbia, S.C., Dr. Lozon joined constructivist educator Dr. Jacqueline Brooks to present on enhancing science and engineering practices within children’s play.

Dr. Lozon also presented at the National Association for the Education of Young Children’s annual conference in Washington, D.C., on documenting mathematics and literacy while keeping play in the early childhood classroom.

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Tartan Snapshots ST. MARGARET’S WELL-REPRESENTED AT PEOPLE OF COLOR CONFERENCE Fifteen members of the St. Margaret’s community attended the National Association of Independent Schools People of Color Conference and the NAIS Student Diversity Leadership Conference in Nashville, Tenn. In addition to the Tartan delegation participating in workshops and attending speaker events over four days, Director of Equity and Inclusion Victor Cota and Breakthrough SJC Director Alex Serna shared their expertise on guiding first-generation low-income Latinx students to college during a presentation to independent-school leaders from around the country at the event.

The trip was part of ongoing strategic work around fostering an inclusive school community and developing cultural competency skills to effectively engage across cultures, perspectives and backgrounds.

21 STUDENTS COMMENDED IN NATIONAL MERIT SCHOLARSHIP PROGRAM St. Margaret’s had 21 students honored by the National Merit Scholarship program, including four — Matthew Colglazier, Grant Kinsey, Anne Weston and Natalie Yee — who were named National Merit Scholar semifinalists.

The students, all current seniors, were honored based on their performance on the PSAT taken as juniors. Of 1.6 million National Merit Scholarship entrants nationwide, the top 3 percent receive commendation, and the top 1 percent are named semifinalists.

Tartan Entrepreneurs Develop Ideas at UCI Wayfinder Incubator Eight St. Margaret’s students spent last summer working as entrepreneurs to develop their own start-up businesses at the University of California, Irvine's Applied Innovation Wayfinder Incubator, a highly selective strategic resources program typically reserved for the university’s most promising innovators and entrepreneurs.

The Tartans were invited to the Wayfinder Incubator through a St. Margaret’s-UCI Applied Innovation partnership to further develop their winning inventions and business ideas they initiated last year in the grade 8 science Tartan Tank unit. At summer’s end, the students presented their start-ups to mentors, family members and the Applied Innovation community in a special showcase at UCI.

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UPPER SCHOOL WELCOMES OVER 150 COLLEGES AND UNIVERSITIES TO CAMPUS More than 150 colleges and universities visited St. Margaret’s this fall to meet with Upper School students interested in learning more about college opportunities across the country and around the world. Director of College Counseling Roland Allen said students benefit from these visits because they offer a small-group setting to meet with representatives for personal, one-onone conversations to help students make more informed college decisions.

Athletics THE ARTS

TARTANS PERFORM NATIONAL ANTHEM AT ANGELS GAME

CROSS COUNTRY FINISHES HISTORIC SEASON WITH CIF CHAMPIONSHIPS St. Margaret’s cross country team had a season to remember, claiming a CIF state title, two CIF-Southern Section team titles and a CIF-Southern Section individual title.

St. Margaret’s band students played “The Star-Spangled Banner” in front of tens of thousands of fans to open a Los Angeles Angels game at Angel Stadium. The rendition featured St. Margaret’s grade 6 band, grade 7 band, the grade 8-12 concert band and the Upper School jazz ensemble.

EMPTY PLATES PROJECT SERVES COMMUNITY THROUGH VISUAL ARTS Visual arts students preschool through grade 12 made more than 200 ceramic plates, which were used to serve the local community during St. Margaret’s annual Empty Plates event.

The plates were sold for $20 at the event, and attendees could then fill their purchased plate with food catered from local restaurants and enjoy a dinner alongside fellow Tartans. All funds raised at Empty Plates were donated to Father Serra’s Pantry.

To read more St. Margaret’s news, visit Tartan Today online at W W W. S M E S . O R G / TA R TA N T O DAY

The boys team won the Division V state title in Fresno, led by sophomore Jackson Adelman’s runner-up finish. The state title came a week after the boys team won the CIF-Southern Section title, led

by Jackson’s individual CIF win.

The girls team, meanwhile, capped a great season with a runner-up finish at the Division V state meet, one week after winning the CIFSouthern Section title.

8 TARTANS COMMIT TO PLAY DIVISION-I ATHLETICS St. Margaret’s senior student-athletes Maddie Barkate (Harvard University, lacrosse), Gracyn Benck (The College of the Holy Cross, volleyball), Kevin Groeninger (Bryant University, lacrosse), Ethan Hill (University of California, Los Angeles, volleyball), Niki Miles (University of Pennsylvania, lacrosse), Kelly Ramm (Stanford University, gymnastics), Alex Smith (United States Naval Academy, baseball) and Katie Stephens (University of Virginia, rowing) committed to continue their academic pursuits and play their respective sport at an impressive group of colleges and universities during the first signing period in November. Read more at www.smes.org/signingday.

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Academic Vigor Through Choice Relevance

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BY ANNE DAHLEM & RYAN WOOD

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t. Margaret’s Episcopal School has a longstanding reputation as a leading academic institution and is always striving for improvement. Synergizing and innovating its exceptional academic program has been an ongoing priority to make learning more exciting, more engaging and more impactful to every student, preschool through grade 12.

Continuously driven by a passion for excellence in education and commitment to deliver the best experience and learning environment for students, St. Margaret’s leaders and faculty have analyzed student performance data, delved into research and the academic landscape for leading pedagogy, listened to student and alumni feedback and interests, and created original curricula and programs.

Prevailing themes emerged and are threaded through the St. Margaret’s academic program. A focus on student choice and making learning relevant to students — shattering the age-old question, “Why am I learning this?” — nurtures a vigorous academic program and the intellectual vitality of its students.

“With current brain research and understanding of learning, new technologies and models for teaching and connecting with students, this is perhaps the most

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transformational period in the history of education.

And, our professional community is excited by the myriad new opportunities to meet students where they are, engage their talents, nurture their passions and challenge them to their fullest potential,” Head of School Will Moseley said.

“You will see student choice and relevance at all ages of a St. Margaret’s education. It is a very intentional aspect of our program as we educate students to be lifelong learners. Allowing for choice reinforces students' agency in their academic journey.

“An academic institution that stands still, especially today, is already falling behind in serving its students,” Mr. Moseley said. “Our faculty are driven as professionals to be the best they can be and to advance education. Yet, our ultimate focus is growing and evolving a vigorous academic program for our students and families. We deliver the best learning experience for our students so they will be challenged and engaged in their learning every day, and will always seek knowledge and personal growth throughout their lives … that is what drives us, and what our mission is about.”

Take a journey through the preschool to grade 12 education at St. Margaret’s and learn how choice and relevance are fueling its academic vigor.

You will see student choice and relevance at all ages of a St. Margaret’s education. It is a very intentional aspect of our program as we educate students to be lifelong learners.

Allowing for choice reinforces the notion that our students have agency in their academic journey.

Preschool

Establishing a Love of Learning St. Margaret’s Preschool curriculum emphasizes literacy, science and math in a play-based, research-based program that is aligned with constructivism and the world-renowned Reggio Emilia approach to early childhood education.

Throughout a typical day, St. Margaret’s youngest students are engaged in purposeful play of their choosing, with expert faculty carefully observing and prompting the children’s interests, curiosities and choice of activities.

The program is child-centered. Students engage in learning about the world through their choice of play, while faculty progresses that learning through the introduction of crosscutting concepts. A self-guided, play-based curriculum is the most relevant learning a preschool-aged child can have.

“There is more than 100 years of research supporting play as a primary vehicle for children’s mental growth,” Preschool Director Cris Lozon said. “We value preschoolers taking charge of their own learning and choosing the activities and opportunities they wish to pursue. Their engagement, interest and attention increases, and our expert faculty are there to extend the learning through conversations and provocations.”

P R O V O C AT I O N S After watching students working together to figure out how to transport several pumpkins on their tricycles to the other side of the Ingrid S. Andrews Outdoor Classroom, Preschool faculty members strategically placed boxes near the tricycles the next morning. They then allowed the students to find the boxes themselves and decide what to do with them. The boxes are examples of intentional provocations the teachers introduce and allow students to choose if and how to engage with them.

The children were immediately interested in using the boxes and eventually figured out which ones would work best for their mission. They determined the best approach to maximize the amount of pumpkins they could transport on one trip, and got to work.

Provocations, which faculty are continuously implementing, introduce cross-cutting concepts while respecting the integrity of the play-based structure of the curriculum. The seven concepts that form the foundation of St. Margaret’s child-based learning are: »» »» »» »»

Patterns Cause and effect Scale, proportion and quantity System and system models

»» Energy and matter »» Structure and function »» Stability and change

LITER ACY CONCEP T S A group of children recently was in a playhouse.

The children imagined they were a family working through daily chores. Dramatic play benefits children by building social-emotional skills, creativity and imagination, vocabulary, listening skills, self-regulation and problem-solving.

While the play progressed, Preschool teachers noticed that the children wanted to make a grocery list. Recognizing an opportunity to introduce literacy to their dramatic play, the teachers placed paper and pencils inside the playhouse the following day, and the students immediately used the supplies. With that, the children had the opportunity to practice or develop their emerging literacy skills in a meaningful, genuine and functional way.

Literacy is a cornerstone of the Preschool program at St. Margaret’s. Books are read to children each day at group time and one-on-one, both inside classrooms and outdoors.

Children make individual or class books to document experiences and celebrate their imagination. And through play, group activities and casual conversations, children begin to identify the alphabet, learn that letters make up words and words make up sentences, represent their own ideas through drawing or dictation, and experiment with writing to communicate ideas.

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Lower School

Building a Strong Foundation Aspects of St. Margaret’s Preschool blend into the Lower School curriculum — namely, the interactive Lower School Outdoor Classroom for kindergarten and grade 1 students to learn in an outdoor setting (see page 18). There, students can choose from a number of activities that explore concepts in engineering, physics, biology, reading and visual arts.

Overall, Tartans in the Lower School thrive in a curriculum that is data-driven, diligently planned and innovative. Through assessments and close student-teacher relationships, St. Margaret’s expert faculty is able to meet students where they are and help them blossom through whole and smallgroup instruction — which often includes student choice.

"Anything your child needs, we have it here."

D I F F E R E N T I AT I O N Data-driven teaching leads to differentiated instruction in language arts and math through specially designed curriculum as well as heterogeneous and homogeneous groups.

Carefully reviewed data from standardized tests, along with strategically timed assessments, progress reports and parent-teacher conferences, together form a deep understanding of each individual student. Data is balanced with St. Margaret’s dedication to knowing and loving every child.

The progress of all students is evaluated and documented with an online progress report. Student feedback and progress reporting are aligned with grade-level learning targets and specific curricular benchmarks. These reports are the evidence of achievement gathered through assessment data collection, portfolios and rubrics.

In addition, classroom teachers compose narrative comments recorded on each student’s report throughout the year. These comments consist of objective observation of the student’s social-emotional development as well as academic progress.

The data and assessment drive learning in the Lower School.

Math instruction, using The University of Chicago’s Every Math curriculum, features a mini-lesson with the whole class, before classes are broken into groups for more detailed instruction targeted to each student’s learning needs.

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St. Margaret’s also has a full-time reading specialist for small group instruction, and Lower School students have access to the Learning and Enrichment Center, which can provide additional assessment and educational therapy for students with learning differences.

“Anything your child needs,” Lower School Principal Jennifer Blount said, “we have it here.”

ASSIGNMENT CHOICES Like all divisions at St. Margaret’s, choice is a valued component of the learning experience. That is especially evident in the Columbia University Teachers College Reading and Writing Project, a curriculum that is implemented with fidelity throughout the Lower School, where students have blocks for both reading and writing.

The blocks start with a mini-lesson, no more than 10 minutes long, which covers a deliberate sequence of skill development that progresses day-after-day, year-over-year in the curriculum.

The rest of the block is for individual time to read and write. In reading, students get to choose books from a set collection of titles relevant to the unit, from nonfiction to biographies to fiction.

In writing, students are able to pursue topics of their choosing during units ranging from nonfiction to research reports to personal memoir.

Having choice allows reading and writing assignments to be relevant to a student’s personal tastes and passions.

School leaders have noticed a positive increase in engagement as a result.

“The motivation and enthusiasm that students have toward the writing topics and reading materials of their choice has been noticeable now that we’ve had this curriculum for several years,” Mrs. Blount said. “This research-based approach to teaching and instilling a love of reading and writing has had a profound impact on our students."

Elsewhere, the Lower School STEAM Center merges the Science Lab, ICE Lab and CUBE Maker Space to allow for open flow between science, computer science, design and fabrication classes. Recognizing all the relevant ways science, technology and art intersect, those special subjects collaborate in a two-hour STEAM block for grades 4 and 5 which meet weekly.

The curriculum for the STEAM block centers around independent projects with STEAM elements and often allows student choice. For example, a grade 5 project on human body systems allowed students to choose projects ranging from 3D-printing a replica human heart, writing a children’s picture book or constructing a circulatory system model with functioning tubes and pumps.

Middle School Developing Scholars

A new academic journey begins for students in grade 6 for which they are well prepared after Lower School. In the Middle School years, St. Margaret’s intentionally focuses on student growth at this age to provide a program that works holistically to nurture their development and scholarship through increased responsibility, deepening course offerings and increased levels of academic choice.

New experiences and responsibilities are incorporated into the program to cultivate their personal academic interests and provide challenges they are ready to take on.

Self-management and increased independence are a focus through a school-day structure with class blocks, multiple teachers, changing composition of classes and the advisory program. Expanded opportunities in team sports, performing arts, student leadership, activities and clubs help students deepen their talents and social connections.

“It is exciting to witness the student transition to Middle School because it is a different school environment for them. They enjoy and lean into a new sense of autonomy. At the same time, we know it can be a bit daunting to feel on your own to navigate campus, get to each class on time, manage studying and homework, and keep track of an individual schedule,” Middle School Principal Jeannine Clarke said. “We build a tremendous support system around our middle schoolers, so they can feel their newfound independence, take ownership of it and successfully begin to develop habits and skills for managing increasing demands and responsibilities.”

D E E P E N I N G S U B J EC T S A N D P R O J EC T- B A S E D LEARNING Introducing new and more specialized courses is an important part of the Middle School curriculum, as it hones academic interests and engagement.

Continuing the success of the Reader’s and Writer’s Workshop in the Lower School, grade 6 English has been divided into two yearlong classes to cultivate academic readers and writers, strengthening the critical thinking skills needed for the courses to come in Upper School

Grade 7 then begins to stretch students academically with extended project-based learning in the curriculum, specifically with debate and Tartan Tank units.

In both cases, students apply learning in class to an extensive real-world project that taps research and analytical skills and draws on expertise from adults.

In the debate unit, grade 7 students bring together and hone research, nonfiction reading, writing, analytical, communication and public-speaking skills focusing on a relevant government policy issue of national interest. In the past few years, the students have tackled public education funding, gender wage gap and, this year, government regulation of sugar.

Each student researches the subject, consults experts, writes essays and forms both affirmative and negative arguments.

What St. Margaret’s Measures St. Margaret’s data-driven decision-making is annually tracked through standardized testing that measures student growth and achievement in many areas, including math, quantitative reasoning, reading comprehension, verbal reasoning and writing. School leaders emphasize that such standardized tests are “guard rails, not goal posts.” The short-term and long-term data gleaned from such assessments help identify areas of opportunity and provide insight into student learning trends.

AC A D EM I C A S S E S S M EN T TO O L S: • Educational Records Bureau (ERB): grades 3-8.

• Writing Assessment Program (WrAP): grades 3-8 • Brigance: preschool • Tessera: grades 6-8 • Amplify: grades K-3 • Advanced Placement: grades 9-12 • PreACT: grade 9 • PSAT: grades 10-11

• SAT: grades 11-12 “Students acquire and implement • ACT: grades 11-12 research skills for independent investigation, including source literacy and evaluation, note-taking methods, and critical thinking,” grade 7 English teacher Christie McMahon said. “As students progress through the research process, they also learn to outline, create an annotated bibliography and compose evidence-supported arguments.

Finally, students cultivate public speaking and teamwork skills in preparation for their debate.”

Tartan Tank is an interdisciplinary unit combining science, technology, engineering and entrepreneurship that builds innovation and entrepreneurial skills and encourages the creation of problem-solving ideas through the engineering design thinking process. Students create products that solve real-world problems they identified and pitch them to expert entrepreneurs who serve as guest mentors and judges.

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“It is inspiring to see our students not only come up with these innovative solutions to everyday problems, but to pursue and develop their idea, to articulate their innovation in front of an audience and answer pointed questions from expert judges,” said Middle School science teacher Eric Harrington, who started and oversees Tartan Tank. “The students’ creativity and problem-solving skills really shine in this unit. The relevance comes from students recognizing that they have the power to solve problems and make a difference in the world.”

E L EC T I V E S A N D S T U D E N T C H O I C E To infuse more student choice into the curriculum, the Middle School academic team assessed and revamped the elective options over the past few years.

A four-course enrichment rotation by quarter through computer science, studio art, faith and spirituality, and health and wellness in grade 6 introduces students to broadening academic offerings.

The elective program grows each year and allows students to begin choosing courses that appeal to their interests.

Upper School

Pursuit of Scholarship BRE ADTH AND DEP TH OF PROGR AM Student opportunities intentionally broaden in the Upper School to support emerging self-awareness of their own academic preferences and areas of interest and skills. A true breadth and depth of more than 115 course offerings are available across 10 academic departments, including 26 AP courses and several post-AP courses for students to choose from over four years.

“We are able to serve student interest like no other school can. If you take all our course offerings and opportunities to advance learning in areas of interest, and analyze the paths our students can follow, there are literally thousands of potential journeys students can design,” Upper School Principal Jeneen Graham says. “We are continually assessing our program, listening to feedback from students and recent graduates who are in college, and making additions and revisions to our curriculum to support student interest in areas of study."

... every student is unique, and St. Margaret’s has the breadth and depth for every academic experience to be unique as a result."

At grade 7, semester electives are offered in film production, studio art, computer coding and robotics, design and fabrication, creative writing, and a host of music and performing arts electives. Students have semester electives again in grade 8 where they can continue in an area of study or choose something new.

Grade 8 elective courses are aligned with continuing discipline studies in grade 9. This provides a seamless transition to the Upper School curriculum where grade 8 electives can count toward graduation requirements and the elective options expand further.

“Through choice, our electives allow students to either pursue passions they’ve already cultivated, or find new interests,” Mrs. Clarke said. “We want them to know their education can and should be what they want it to be.

Electives nurture subjects that get them excited, allow them room to try new things, and help them figure out what is important to them.”

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M A K I N G L E A R N I N G R E L E VA N T Research shows what St. Margaret’s has been supporting for a long time: making learning relevant to students deepens its lifelong impact. This is the magic space that allows for a shift from a focus on grade-point averages and college application resumes to understanding a bigger connection and enjoying the process of learning. The result? An elevated intellectual pursuit that produces sophisticated scholars eager and ready to continue their learning well beyond their years at St. Margaret’s.

Nothing, St. Margaret’s has found, is more successful at nurturing relevance in learning than student choice. If students are able to select what interests them from an array of offerings, where there is something for every student, they already have a stronger connection and conviction to the work ahead.

Graduation requirements ensure that every student has a broad liberal arts education, yet the depth of the academic program also allows students to advance their studies to college-level work to nurture personal interests and passions.

St. Margaret’s does not expect students to take advantage of every course or program offering, nor is that possible. Rather, school leaders recognize that every student is unique, and St. Margaret’s has the breadth and depth for every academic experience to be unique as a result.

NEW COURSES Under the direction of academic department chairs, each academic discipline routinely analyzes its curriculum that includes feedback from students and alumni on interests and areas of needed study to support college preparation. Each year, faculty and department chairs research, write and propose new curriculum to the academic leadership team that expands existing offerings for the next school year. In recent years, St. Margaret’s has added new courses in entrepreneurship, virtual reality programing, artificial intelligence programming, architecture, advanced scientific research methods, advanced historical research methods, seminar English courses, study abroad courses, and film production.

“It is incredibly rewarding as educators to know our students so well and apply our own subject expertise toward new curricula that meets their intellectual curiosity and vitality,” Dr. Graham said.

In addition, based on direct student feedback for relevant learning experiences to nurture their transition to adulthood, juniors and seniors are taking life-skills mini-courses through the new Innovation Block in the school schedule. Students choose from areas of interest, and courses are taught outside the traditional classroom framework. (Read more on page 20.)

“We often pilot new curriculum within existing and related courses and will use the Innovation Block as a test space as well.

The student feedback has been overwhelmingly positive to these curriculum advancements because it nurtures their curiosity and extends their interests to go further in their studies,” Ryan Dahlem, assistant head of school for strategic initiatives, said.

INTERDISCIPLINARY S T UDIES Recently, St. Margaret’s has been implementing new teaching methods to deepen relevance of learning through merging the study of different disciplines at natural connection points in interdisciplinary units. Teachers have collaborated across various disciplines—European history and studio art, geometry and physics, physiology and athletics, and science and religion—to help students draw academic connections and recognize broader application of their learning. If lunar tides influenced military

strategy in World War II, as students discovered in a science and history unit, then the learning in both classes takes on higher meaning. Often these units are project-based and naturally allow students to engage in hands-on or experiential learning.

Service learning is another opportunity for students to bring together their learning in the classroom and apply it in an experiential learning opportunity, especially as the Upper School has revamped the service-learning program to take place during the school day. The new school schedule allows a dedicated block when students work within advisory groups and choose a local service organization with which to partner. Students go off campus to support their partner organization throughout the school year.

An important part of the experience is reflecting on the work they have done within their advisory groups and individually.

I N D E P E N D E N T S E N I O R P R O J EC T S The Independent Senior Project is a capstone experiential-learning program conducted at the end of senior year. Through ISPs, seniors apply their St. Margaret’s education and collection of self-designed experiences to the outside world through professional internships, creative projects, service trips, field studies and outdoor self-sustaining expeditions.

Last year’s seniors conducted a wide array of projects. Business internships included real estate development, sports management and entertainment. Some took students abroad. One student worked as a graduate researcher in Seoul, South Korea, while her classmate worked in the field of speech pathology in Lisbon, Portugal. Some students served in government, including for the governor of Nevada, while others served in nonprofits. Ten Tartans went on a wilderness backpacking adventure in Sequoia National Forest.

“The Independent Senior Project is a culminating learning experience that nurtures their budding adulthood, provides a taste of independence and how they might wish to dedicate their future professional lives, and prepares them for the transition to college,” Dr. Graham said.

HIGHLANDER

11

S

NEW SCHEDULE FORMAT

t. Margaret’s implemented an innovative new school schedule in the 2018-2019 school year that focuses on nurturing student health and wellness. The new schedule serves a multitude of student health benefits and optimizes the learning environment, taking into account important factors of sleep, time management, balance and nutrition. It increases daily and weekly predictability and productivity, including a reduction of classes per day, consistent class lengths, more breaks and a later start time every day. The schedule also prioritizes time for service learning and innovative new student programs in the school day.

8:15 A.M. TO 3:10 P.M. PRESCHOOL END TIME 2:40 P.M .

1

SCHEDULE BENEFITS & FEATURES

W

Daily morning faculty collaboration and professional development time

T

7:30 - 8:10

Faculty Collaboration & Preparation

8:15 - 9:15

Class Time

90% 9:20 - 10:20

Class Time

10:20 - 10:35

77% Break

10:35 - 11:15

Convo.

Advisory

Tutorial/ Innovation

Chapel

Class Time/Innovation Block

12:20 - 1:00

Lunch

2:10 - 3:10

F

Class Meeting 54%

Tutorial

Class Time

Tutorial

NEW Innovation Block supports divisional and school-wide opportunities in service learning, interdisciplinary studies, experiential learning, entrepreneurship projects, health and wellness programming and personal goal setting curriculum during the school day Consistent daily schedule with class time, community time, additional breaks and lunch at same time each day

Class Time Class Time

8:15 a.m. start time supports student sleep

Consistent class times, lengths and few class-to-class transitions improve quality and productivity of teaching and learning

95%

11:20 - 12:20

1:05 - 2:05

3-WEEK

- WILL MOSELEY, Head of School

Middle and Upper School Schedule Structure*

T

3

“Very intentionally, we placed our students, their feedback and needs at the center of this important work. The resulting new schedule clearly demonstrates our commitment to student health and wellness and their needs for optimal development and learning, as well as prioritizes our values and strategic vision for St. Margaret’s.”

“As we think about our mission, establishing healthy habits for lifelong wellness is an important aspect of our work with students. The benefits derived from the new schedule support this development and position our students for enhanced performance in their academic and co-curricular pursuits,” said Assistant Head of School for Strategic Initiatives Ryan Dahlem.

M

2

ROTATING SCHEDULE WITH CONSISTENT DAILY & WEEKLY FORMAT

Based on a substantial body of research around the importance of quality sleep and childhood sleep patterns, particularly in middle and high school students, St. Margaret’s moved the start time of school to 8:15 a.m. to allow students to sleep later. According to the American Academy of Pediatrics, delaying school start times is an effective countermeasure to chronic sleep debt in teens and has wide-ranging benefits to physical and mental health, safety and academic achievement.

DAY/ TIME

+30

MINUTES

Class Time

Only 4 or 5 classes for Upper and Middle School supports balance and reduces nightly homework and studying *Lower School schedule shares many similar benefits

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

NEW STUDENT DATA Students are telling the school already of the myriad benefits they are experiencing with the new schedule. To measure the impact of the change, last month Upper School students completed a survey about their feedback on the new schedule. St. Margaret’s is comparing the results to baseline data collected through the same survey administered exactly one year earlier in September 2017. Comparison results show significant improvements in student perception of the school schedule and its impact on their health and academic needs.

1. The schedule supports my overall health and wellness, including getting enough sleep, eating regularly and managing stress.

21%

September 2017

September 2018

90%

77% 95%

3. The schedule supports my ability to participate in activities outside the classroom, like performing arts, athletics, clubs, etc.

+1

HOUR

“It’s been great. I love [having] fewer classes. I like the consistent schedule. School is a much more manageable, enjoyable experience.”

- Grade 12 student

“I feel much more prepared for each class, and am able to learn more each class.”

- Grade 11 student

2. The schedule supports my academic needs.

96% 91%

WHAT STUDENTS ARE SAYING...

54% 82%

OF S TUDENTS AGREE THE NEW SCHEDULE IS AN IMPROVEMENT OVER THE PRE VIOUS SCHEDULE AGREE THE NEW S TART TIME (8:1 5 A . M .) WORKS WELL FOR THEM .

(2017 COMPARISON AT 7:45 A .M. START: 25%)

• With the later start time, students are sleeping in an average of 33 MINUTES later each morning.

• Students are also going to bed earlier by an average of 39 MINUTES, for a total net sleep gain of OVER AN HOUR A NIGHT.

2017 Average Sleep

2018 Average Sleep

Increase

Freshmen

6 hrs. 55 mins.

7 hrs. 51 mins.

+ 56 mins.

Sophomores

6 hrs. 35 mins.

7 hrs. 23 mins.

+ 48 mins.

Juniors

5 hrs. 30 mins.

7 hrs. 24 mins.

+ 114 mins.

Seniors

6 hrs. 15 mins.

7 hrs. 25 mins.

+ 70 mins.

“I love the schedule. As a new student I had my fears about being able to make it to classes on time, being at school on time, and having enough time for after-school activities. I have found that the schedule provides enough time for all of these things. I also have enough time to finish my homework each night after practice and I have enough time during the day with tutorials and study blocks."

- Grade 9 student

“I am now having less homework and stress at night.

I am able to study for the ACT and other classes with my free blocks and break. I am able to go to sleep earlier than last year."

- Grade 12 student

“Super effective in creating a positive learning experience and having a good sleep schedule.”

- Grade 10 student

“The new schedule has made daily life for me at school a lot more manageable and stress free.”

- Grade 11 student

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Helping Students Strike a Healthy Balance With Technology and Mobile Devices Through programs, initiatives and partnerships, St. Margaret’s is promoting a healthy relationship with technology in an increasingly web-based, devicecentered world.

BY ANNE DAHLEM & RYAN WOOD

S

t. Margaret’s current students are a part of the first generation to spend their entire adolescence with smartphones and mobile devices, which software engineers reveal are designed to keep users engaged for as long as possible. Psychologists, parents and educators are increasingly concerned with the potential downside for children, and researchers have begun studying the impact of prolonged screen time, video games, mobile apps and social media use on childhood brain development and social-emotional health.

This year, the National Institutes of Health began studying the impact of screen time on the physical structure of a child’s brain, their emotional development and mental health in The Adolescent Brain Cognitive Development (ABCD) study. The director of the study, neurobiologist Gayathri Dowling, said in a recent CBS News report, “Clearly, kids spend so much time on screens. And they're very engaging, very interactive. The likelihood that they have an impact on brain, and cognition, and social development is pretty high.”

At St. Margaret’s, educators are following the research and trends too, and are proactively working to help students make informed choices, find balance and better manage the personal use of smartphones and tablet devices for their overall well-being.

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

“That’s why we must refine how we raise our children, and their relationship to technology.

Because social media isn’t going away, we must empower, equip and listen to our kids, rather than scare, restrict and ignore them.”

- Laura Tierney, The Social Institute

Using technology for learning or work — for example, writing, computer programming, notetaking or online research — versus spending hours of free time interacting solely with a smartphone or tablet screen for entertainment and social media use is very different. The latter removes personal human interaction and pulls the user into the solitude of a twodimensional world.

“Technology tools are positively infused into many aspects of our learning environments and afford us incredible capabilities and teaching opportunities that didn’t exist just a few years ago,” Angela Mackenzie, St. Margaret’s director of library and digital literacy, said. “We also place an emphasis on teaching STEAM, computer science and engineering to expose our students to the incredible human advances and future possibilities fueled by technology. We are also focused on educating our students on a healthy balance of personal technology use outside the classroom.”

To foster what St. Margaret’s educators call “a healthy relationship with technology,” the school is implementing educational programs that use a thoughtful approach to personal technology use, that meets students where they are in their digital culture. St. Margaret’s has prioritized these initiatives as a part of its strategic focus on student health and wellness, with age-appropriate

- Laura Tierney, The Social Institute

learning for students in every division, as well as professional-development opportunities for faculty and staff to further embrace the digital world and be equipped to lead students down the right paths.

Programs start in Lower School, often before students even have a digital presence. Younger Tartans are introduced to terminology around digital citizenship, and they learn that character traits such as responsibility, respect and trustworthiness advance beyond face-to-face interactions and into online interactions as well.

presentation titled “Coach Your Child to Win at Social Media,” which was well attended.

Rather than focus on a long list of possible social media pitfalls, The Social Institute presented a positive approach that reinforces leadership strengths and the benefits of social media platforms, and teaches students to champion high character online (do cyber-back, don’t cyberbully) and emphasizes how screen time should be just one part of a well-balanced life.

While some of these students are too young to apply these lessons immediately, school leaders believe it is important to start educating early.

When they begin using devices, the lessons about good digital citizenship already have been introduced.

Ms. Proctor led engaging, interactive lessons about how online actions can be portrayed — both positively and negatively — among peers, parents, teachers and even colleges and future employers, which research shows are increasingly eyeing the digital footprint of prospective students and employees for both positive and negative signs.

For older students, St. Margaret’s prioritizes teaching the do’s of digital interactions and not just the don’ts, which is more effective with adolescents. This year, the school partnered with The Social Institute, an organization of former Duke University students and athletes that aims to empower students to win at social media.

The Institute’s social media coach, EJ Proctor, visited St. Margaret’s over two days in November to conduct workshops with Upper School and Middle School students and also lead a parent

“Students see social media and technology as some of the most empowering tools they will ever have. And make no mistake: Social media is now one of the greatest influences on our health, happiness and future success,” Laura Tierney, cofounder of The Social Institute, wrote on Thrive Global. “That’s why we must refine how we raise our children, and their relationship to technology.

Because social media isn’t going away, we must empower, equip and listen to our kids, rather than scare, restrict and ignore them.”

HIGHLANDER

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Earlier this school year, St. Margaret’s attained a certification as a Common Sense School by Common Sense Media, a leading nonprofit provider of education and advocacy to schools and families to promote safe technology and media use for children. The recognition was a result of St. Margaret’s ongoing initiatives, which include professional-learning opportunities for faculty and education programs for students and their families, including The Social Institute’s visit.

In October, San Diego State University psychology professor and adolescent technology-use expert Jean Twenge spoke with St. Margaret’s students and parents through the PTF Parent Up Speaker Series. Dr. Twenge, the author of the book iGen, detailed the rise of excessive screen time in today’s youth, specifically with smartphones, and how it has overlapped with a steep rise in adolescent depression, anxiety and unhappiness.

As part of its alignment with Common Sense Media and its own ambition to be a leader in these initiatives, St. Margaret’s will welcome educators from across Southern California to campus in February for the Common Sense Media/Eduscape SoCal Digital Citizenship Symposium. Participants, including many members of St. Margaret’s faculty and staff, will learn more about essential elements and best practices for safeguarding students’ digital lives.

That includes exploration of digital citizenship and its ties to social-emotional development, how to maintain a balance and teach students self-awareness regarding the amount of time spent in front of screens, how to build a culture of digital citizenship and more.

Dr. Twenge showed the strong correlational evidence that the two trends go hand-in-hand with students also suffering a loss of important sleep and life balance, and an increase in social isolation. Yet taking away a young person’s technology altogether is not the easy or realistic answer. Dr. Twenge noted that students who have no screen time are more unhappy than those with one to two hours of personal screen time a day. There, she says, is the sweet spot of personal daily screen time.

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“We believe giving our students helpful information and proactive tools to utilize, in tandem with other intentional conversations we are having with them around their personal

"It is important for us to foster in them what it means to be a good digital citizen, to find balance in their lives with personal technology use and offer space for students to reflect on the relationship they want to have with technology..."

- Angela Mackenzie, Director of Library and Digital Literacy

physical and social and emotional health and wellness, is powerful,” Ryan Dahlem, assistant head of school for strategic initiatives, said.

“Our students are very wise. They recognize the stresses many teens experience, and they care about their personal health and success in academics and life. They want to make good choices for their well-being.”

Mrs. Mackenzie added, “We cannot get around the fact that technology is a vital part of our students’ lives, both academically and socially. It is important for us to foster in them what it means to be a good digital citizen, to find balance in their lives with personal technology use, and offer space for students to reflect on the relationship they want to have with technology and how it affects the health of their learning, growth, relationships and lives.”

Perspective

The Importance of Arts Education at St. Margaret’s “The arts are among society’s most compelling and effective paths for developing 21st century skills in our students. … The arts promote work habits that cultivate curiosity, imagination, creativity, and evaluation skills. Students who possess these skills are better able to tolerate ambiguity, explore new realms of possibility, express their own thoughts and feelings and understand the perspectives of others. … Study of the arts can help produce globally aware, collaborative, and responsible citizens.”

— From The Partnership for 21st Century Skills

W

hen visitors tour our campus and see the resources the school has devoted to the arts, they often ask: Is St. Margaret’s an arts school?

This certainly is a reasonable question. The 6,000-square-foot Johnson Wallis Visual Arts Center features beautiful gallery space and five classroom studios dedicated to studio art, 3D art, photography, digital media and film. The 45,000-square-foot Performing Arts Center is home to two theaters, three large music ensemble rooms, 11 private practice rooms and a dance studio, as well as costume, prop and scenic shops.

These state-of-the-art facilities are staffed with a dedicated and talented group of arts educators who teach students from kindergarten to grade 12 in all artistic disciplines.

However, in spite of this wealth of resources devoted to the arts, when I am asked, “Is St. Margaret’s an arts school?” my answer is, no, we are not a school built around those few students who identify primarily and exclusively as artists.

Rather, St. Margaret’s is an academically vigorous school devoted to teaching the whole child, and that certainly includes a broad and deep liberal arts education and a strong commitment to the arts. At St. Margaret’s, we are committed to every student having a significant experience in the arts.

This is not because we aspire to raise up professional artists, though we have the expertise and resources to do just that. Rather, we believe that the arts support and enhance learning in all areas.

Neuroscientists find training in the arts improves

cognitive development: critical thinking, problem solving, concept understanding, information processing and overall intelligence. Research shows music training enhances fine motor skills, prepares the brain for achievement, fosters superior working memory and vocabulary, and cultivates critical thinking skills. Training in theater improves reading, memory and public-speaking skills and builds self-confidence. Research by The College Board and the Center for Fine Arts Education demonstrated that students who participate in the arts outperform their peers in many academic measures, including grade-point average and standardized testing.

BY DARCY RICE, DIRECTOR OF THE ARTS

a technique from 25,000 BC connects students to human history in an experiential, meaningful and accessible way.

Just as the arts help build understanding of others, the arts are a crucial way that students come to understand themselves. One of our most important aspects of a St. Margaret’s education is the emphasis on students developing personal voice and vision. We strive to provide opportunities for exploration and personal growth for every student as they progress through their time at St. Margaret’s. Classroom studies, advisory relationships, athletic participation and spiritual reflection all help students explore their personal identities, perspectives and voices. The arts provide an opportunity for students to discover who they are, what they value and who they might become. Some students may explore multiple disciplines, singing in the choir one year, creating in the 3D art studio the next. Some will develop a single passionate interest that they wish to follow as far as they can. Both of these paths offer the chance for students to understand themselves and others better.

Even more important than the measurable positive benefits of the arts on overall learning and development, we believe that participation in the arts helps build better human beings. Arts education is a significant way to help students develop empathy for others. As Thornton Wilder said, “I regard the theater as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being.”

This development of personal voice and vision leads naturally to self-expression through the arts. Students use the skills they have developed in dance, music, theater and the visual arts to express their thoughts and feelings on issues of relevance to their own lives. At St. Margaret’s, we recognize that communication is one of the most important skills we can teach our students.

We want our students to speak and write clearly and thoughtfully. We want them to be able to engage effectively with others in a culturally competent manner. Arts education equips students with a different set of tools to add to their communication toolbox.

Beyond empathy, participation in the arts provides significant ways to build skills of cultural competency. Experiencing art created by those who differ from us in race, ethnicity, gender, religion, sexual orientation, age, ability and socioeconomic level opens the door to a better understanding of our world. The arts build bridges across cultures and even across time. Playing music written hundreds of years ago, or creating ceramics using

So, is St. Margaret’s an arts school? Ultimately, our mission is to educate the hearts and minds of our students for lives of learning, leadership and service. Our arts curriculum is a key part of that mission. It equips our students to touch the hearts and minds of their friends and families in a positive and meaningful way, and ultimately, as they move forward in their lives, all those they encounter beyond St. Margaret’s.

HIGHLANDER

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LOWER SCHOOL OUtdoor Classroom

A WORLD OF EXPERIENTIAL LEARNING OPPORTUNITIES THROUGH NATURE

BY ANNE DAHLEM, ILLUSTRATION BY SARAH KUSTERA Opened in August 2018, the Lower School Outdoor Classroom is an expansive learning space for students to engage, explore and play in a well-equipped outdoor environment with endless nature-based provocations. Adjacent to the classrooms for kindergarten and grade 1 students it serves, the Outdoor Classroom features an edible growing garden, a sand pit, water tables, art stations, small and large building areas, a tricycle loop, reading nooks, an outdoor performance stage, mature trees for climbing, an enchanted fairy garden and large playground equipment, including swings, tires, and a hexagon dome climber. Students are able to explore the Outdoor Classroom during unstructured time throughout the day, and teachers utilize the space as a living laboratory for class time.

The Outdoor Classroom nurtures learning in our youngest Lower School students in unique ways.

Faculty members incorporate the Outdoor Classroom to provide hands-on learning opportunities in the curriculum for traditional subjects—science, math, reading and social studies. Ample unstructured time in outside environments throughout the student’s day also nurtures kinesthetic, creative, problem solving, interpersonal and critical thinking skills. The Outdoor Classroom fosters gross and fine motor development, and engages multiple senses in the learning process at once, which increases permanence. Time spent in nature, itself, is proven to reduce stress, anxiety, improve observation and causation skills and cognitive focus.

The Outdoor Classroom was designed by St. Margaret’s faculty in partnership with the Outdoor Classroom Project, the leader in outdoor education research and innovation for young children which also supported St. Margaret’s development of the renowned Early Childhood Development Center Outdoor Classroom. The creators envisioned a vibrant, welcoming, thoughtful environment that supports student choice through high-quality, experiential spaces, numerous and varied activities to best optimize the meaningful benefits and facilitate the kind of learning and healthy development in young children that only takes place outdoors.

Through the partnership with the Outdoor Classroom Project, St. Margaret’s engages outdoor education experts in ongoing faculty professional development.

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

“We created the Outdoor Classroom to be as richly and thoughtfully equipped as all our learning environments. The Outdoor Classroom and corresponding curriculum for grade K and 1 students reflects St. Margaret’s commitment to the countless and proven benefits of student learning and healthy development through ample time in outdoor, experiential spaces.”

G R AD E

JENNIFER BLOUNT, LOWER SCHOOL PRINCIPAL

SMALL & LARGE BUILDING AREAS

1 CLAS

SWINGS SWINGS

CLIMBING CLIMBINGTREES TREES TRICYCLE TRICYCLELOOP LOOP

CSLSARSOSRO OMOSMS

CLIMBER CLIMBER KinKdinerdgerg artaernten CLACSLSARSOSRO OMOSMS

PERFORMANCE PERFORMANCESTAGE STAGE edible ediblegarden garden

STATIONS ARTARTSTATIONS

Water WaterTables Tables Reading ReadingNOOKS NOOKS

Sand SandPiTPiT

HIGHLANDER

19

Nurturing Life Skills & Stoking

Personal Passions

S

tudent interest was the spark that lit an engaging, skills-based block of mini-courses that is baked into the new school schedule.

In one class, students were introduced to personal finance life skills, learning about credit scores, budgets, tax returns, savings accounts and even the basics of the stock market.

In another classroom, students were applying their math skills to the sports world in an introductory mini-course dedicated to statistical analysis and its growing influence in the enormous business of professional sports.

Elsewhere, students gathered around guest teacher Jessica Drew de Paz, a University of California, Irvine environmental health and safety psychologist, who was introducing the class to mindfulness and meditation, their benefits and different ways to develop the practice in their own lives.

In all, 14 topics were offered as part of the Upper School’s new Innovation Block. The block was developed after hearing student feedback that asked

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

Upper School Innovation Block Mini-Courses Answer Student Interests Outside Academics

BY RYAN WOOD

St. Margaret’s to make learning more relevant and to nurture personal growth and life skills that will serve them well in school and beyond.

As a part of the new schedule designed to support student health and wellness, St. Margaret’s carved out time dedicated to learning experiences consistent with that feedback. The hour-and-45-minute Innovation Block will occur nine times this school year for juniors and seniors and provide rich opportunities for students to delve into topics and activities that are of interest to them outside the normal structure of class.

Students looking ahead to college and their own nutritional know-how could sign up for dorm-room cooking, where they were taught how to make filling, tasty and nutritious options using ingredients and tools limited to what a typical college freshman would have access to. Or they could take a college 101 course that touched on several aspects of independence, including personal safety. One session took place at a taekwondo studio in the Ortega Village Center, where students participated in a self-defense class.

it opens up a whole new dimension of things we learn. Much of what we learn is centered around coRE academic areas, but in reality, it’s about learning in every aspect of your life."

- Matthew Colglazier, Grade 12

The learning experiences fit into one of three buckets:

S K I L L S- B A S E D O F F E R I N G S : An entrepreneurial-focused minicourse brought in business professionals, including St. Margaret’s alumnus Ian Thomas ’09, to lead a popular session that examined best practices for launching a start-up business. Other mini-courses include resume and career-development life hacks, and graphic design.

H E A LT H A N D W E L L N E S S O F F E R I N G S : These courses aimed to improve physical and mental health and better connect students to the natural world. In one such course, students signed up for a hiking class, which takes place in outdoor spaces around San Juan Capistrano. Other options on campus include yoga and positive psychology.

PA S S I O N C L A S S E S : Students also had the option to apply their creativity in new ways. In a DIY handcrafts class, students could work with their hands to make art pieces, jewelry and even practical items like pillows using a sewing machine. Other classes included eSports and film art.

t

wo sessions of mini-courses will run during the Innovation Block throughout the year and tap experiential opportunities to get students practicing and applying their newly learned skills and include personal reflection.

Student excitement was palpable for the new program.

Senior Matthew Colglazier added: “The most powerful part is, it opens up a whole new dimension of things we learn. Much of what we learn is centered around core academic areas, but in reality, it’s about learning in every aspect of your life.”

The notion of choice also resonated with students.

“The fact that I was able to choose increases my anticipation and excitement for what we get to do,” senior Will Reinkensmeyer said.

Added senior Emily Sun: “I am excited about the freedom to do something at school you might not normally do, and bond with classmates with a common interest.”

The Innovation Block supports Strategic Plan goals around expanding experiential learning, developing student health and wellness programs and cultivating important life skills. Through ethnographic research with students as a part of the design-thinking process, students told school leaders that they wanted more relevance to their learning, connection with others and better use of time.

“We created the Innovation Block in response to clear messages from students and in alignment with our strategic goals,” Assistant Head of School for Strategic Initiatives Ryan Dahlem said. “School schedules often restrict innovation, but in this case our new schedule is driving it.”

“We have the opportunity to learn things that will be useful in life that don’t fall into a typical classroom environment,” senior Matthew Margason said.

HIGHLANDER

21

College APPLICATIONS: A Culminating Learning Experience

BY AMY WARREN, ASSOCIATE DIRECTOR OF COLLEGE COUNSELING

W

hile college enrollment is one expected outcome of St. Margaret’s vibrant educational program, the college application process itself is a learning experience for St. Margaret’s students. Throughout their time at St. Margaret’s, students develop skills that they use to research, evaluate, communicate and reflect — all of which serve them as they look to the next chapter of their educational lives.

From setting and reflecting on weekly goals in grade 4 to leading parent-teacher conferences in Middle School, St. Margaret’s students learn how to evaluate their strengths as well as their areas for growth from a young age. At the same time, they understand how they learn best, which can lead their initial research on colleges. They may reflect on many different questions. Do I thrive when I can form close relationships with my teachers? Do I enjoy experiential or more traditional learning? Do I like to stand out? All of the answers to these types of questions can have important implications for the type of college experience the student chooses to pursue.

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< St. Margaret's students tour Tufts University (left) and Sewanee: University of the South (right)

universities visit our campus annually to recruit our students. We hear over and over again from those admission officers how much they enjoy interacting with St. Margaret’s students and how comfortable and poised St. Margaret’s students are when speaking with adults. By working with students throughout their time in Upper School to self-advocate through programs like tutorial and Advisory, students are able to connect quickly and genuinely with adults, and this benefits students in the admission process.

"...college acceptance is not a prize to be won, but rather a match to be made. In an era when colleges are inundated with well-qualified applicants, they truly are looking for that match."

One of the many wonderful things about St. Margaret’s is that students can explore many passions — including arts and athletics, STEAM fields and humanities research. Having varied experiences allows our students to evaluate and prioritize what is most important to them. As they research colleges, this translates to students selecting what they value most in their own college experience, such as academic program, location, campus ethos or family tradition, which ultimately leads them to develop a thoughtful college list that reflects their values.

Among college counselors, there is a saying that a college acceptance is not a prize to be won, but rather a match to be made. In an era when colleges are inundated with well-qualified applicants, they truly are looking for that match.

When a student has used their skills of selfreflection and evaluation as they decide where to apply, colleges can see the fit and are more apt to offer admission.

In addition to finding the right college fit, St. Margaret’s educational experience allows students to more seamlessly navigate new settings and interact with new peers. As expressed in the Strategic Plan, cultural competency is an important skill we strive for all graduates of St. Margaret’s to develop during their time here. Developing cultural competency affords students the opportunities

to think globally while interacting with and understanding difference.

For years, colleges have aimed to bring diverse groups of students to their campuses, understanding that diverse learning environments create a rich atmosphere for all students. As colleges admit a class of students with ethnic, racial, religious, socioeconomic, gender and sexuality diversity, they want to make sure that they are admitting students who also value diversity and have the skills to interact successfully across differences. Over the years, we have seen colleges ask specific essay questions about diversity in their applications.

For example, the University of Colorado at Boulder asks students to write about a time they interacted with someone who was different than they are.

Of course, when students apply to college, they are communicating their thoughts to those colleges, both orally and in writing. In the application itself, colleges ask students to write essays about who they are and why they see that fit in the college. They use the writing skills they have developed over their time at St. Margaret’s to express themselves authentically and be clear, concise and convincing in their essays.

Additionally, students have the opportunity to interact with admission officers during their junior and senior years as more than 150 colleges and

The whole application experience is an opportunity for students to show the independence and personal voice that they have developed at St. Margaret’s by taking ownership of their school experience. The application itself is meant to be a snapshot of the student’s life, and how they curate their experiences in the application speaks best to who they are as they highlight what is most important to them.

At the same time, applying to college can be a confusing process, because each school asks for different things and at different times during the senior year. Following directions, adhering to deadlines and managing the entire process are major parts of exhibiting the ability to be a successful college student. Throughout Upper School, we ask students to manage their academic experience — meet with their teachers, be proactive when they need to miss class and do what is asked. When the stakes are higher, St. Margaret’s students are ready and able to perform.

Once students have applied to colleges and been accepted, they are asked to analyze their choices in a thoughtful way. They ask themselves: Where will I be challenged? Where will I be most successful academically and socially? What makes the most financial sense? Just as St. Margaret’s ask students to make informed choices about courses and activities, students use those skills in evaluating their college choices.

Students utilize the skills that they have developed through their time at St. Margaret’s during the entire college application experience.

From researching colleges to the final college choice, they demonstrate that they are informed, reflective and able to communicate as they become independent in college and beyond.

HIGHLANDER

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Freddy Valencia ‘10

Paving the Way While he pursues his doctorate at Harvard University, Alfredo “Freddy” Valencia ’10 also pursues his passion of helping students reach their potential as scholars.

By Ryan Wood

Alfredo “Freddy” Valencia ’10 does not hesitate to acknowledge that his ambition, intellect and work ethic truly blossomed with the help of lifechanging mentors throughout his educational journey.

He is currently pursuing his doctorate in chemical biology at Harvard University and conducting groundbreaking research at the Dana-Farber Cancer Institute in Boston. He hopes eventually to become an academic researcher running his own lab and teaching at a university.

Looking back at his journey and the mentors who helped him along the way, Mr. Valencia is determined to be one of those mentors himself, to make sure the next generation of motivated scholars has a clear path toward reaching their dreams.

“I’m passionate about giving back to other students who have an interest, but maybe not the knowledge, in navigating and reaching their educational goals,” he said.

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Alumni Profile “I’m passionate about giving back to other students who have an interest, but maybe not the knowledge, in navigating and reaching their educational goals."

April 2018

The GSAS Bulletin @HarvardGSAS

V O L U M E X L V I I , No. 7

“I truly can’t imagine what my life would be like if it weren’t for all the opportunities that St. Margaret’s provided me,” he told the participants.

Growing up in Santa Ana as the youngest of five children, Mr. Valencia was recognized as a student with great potential

by Maria Colmenares, a guidance counselor at his local middle school. He was encouraged to apply to St. Margaret’s through A Better Chance, an organization that helps academically talented students of color gain access to the nation’s top independent schools.

He recognizes his counselor’s support and encouragement as a pivotal moment in his life. Upon enrolling as a freshman at St. Margaret’s in 2006, Mr. Valencia thrived. He was an Honor Committee member, volunteered with Breakthrough SJC, and played football, baseball and soccer and participated in track for the Tartans.

“He received overwhelming support from his peers when he sought a position on the Honor Committee because they perceived him as trustworthy, fair and honorable,” St. Margaret’s Director of College Counseling Roland Allen said.

“I admired his idealism, tenacity, engagement and willingness to take risks. But most importantly, he was genuinely kind. He brought gifts to St. Margaret’s that enriched our community in so many ways.”

After graduating, Mr. Valencia enrolled at Pitzer College in 2010 and overcame his own self-doubts about studying the sciences. In 2014, he completed his biochemistry degree with honors.

“Science seemed like a daunting task for someone who didn’t have scientists in their family,” he said. “The efforts of mentors and role models at St. Margaret’s motivated me and made me feel confident in my ability to pursue the sciences in college.”

Mr. Valencia was the first in his family to earn a bachelor’s degree, but he was interested in continuing his studies.

He was accepted into Harvard’s chemical biology graduate program, where he currently is researching the underlying epigenetic mechanisms implicated in the development of disorders and diseases such as cancer. His work at the Dana-Farber Cancer Institute has led to contributions

TONY RINALDO

on papers published in scientific journals such as Nature Genetics, Nature Cell Biology and Cell. In 2017, he was awarded the prestigious Howard Hughes Medical Institute (HHMI) Gilliam Fellowship as well as the Ford Foundation Predoctoral Fellowship.

In addition to his biochemistry work, Mr. Valencia cherishes his role in helping other motivated and underrepresented students reach their academic potential. He has served as co-president of the Minority Biomedical Scientists of Harvard organization, which aims to foster a community of diverse scholars. He also serves as Diversity and Inclusion Fellow for Harvard’s Graduate School of Arts and Sciences.

He was a mentor and academic advisor to first-generation college students at Pitzer and served as a volunteer, teaching fellow and advisor for Breakthrough SJC.

Union Vote on April 18 & 19



The notion of giving back brought Mr. Valencia to St. Margaret’s this fall, when he took a brief break from his graduate research. His visit centered around the opportunity to speak at the Tartan Tee-Off, the annual golf tournament that benefits St. Margaret’s Financial Aid program. As a former financial-aid recipient, he spoke graciously and eloquently about how support of the Financial Aid program at St. Margaret’s changes lives — including his own.

A second election to determine if students in certain teaching and research positions wish the Harvard Graduate Students Union–United Auto Workers (HGSU-UAW) to serve as their exclusive bargaining representative will be held Wednesday, April 18, 2018, and Thursday, April 19, 2018.

The secret ballot election, which will be run by the National Labor Relations Board, will take place at locations easily accessible to graduate students.

More information about voting will be sent directly to graduate students who are members of the bargaining unit.

Everyone who is eligible to vote should vote, because the election will be decided only by those who cast ballots, just like any political election. That means that union representation for people who don’t vote will be determined by those who do vote.

If a majority of those voting support union representation, then all those eligible to vote—including those who did not vote and those who voted against unionization—will be represented exclusively by the United Auto Workers through the HGSU-UAW on matters concerning pay, benefits, and other “terms and conditions of employment.” There is no “opt-out” process.

To learn more, visit provost. harvard.edu/studentvote.

HARVARD HORIZONS

Valencia and Hernandez will connect with students of color at GSAS.

Emboldening Student Voices Alyssa Hernandez and Freddy Valencia Named First Diversity and Inclusion Fellows By Anna Fisher-Pinkert Getting an acceptance letter from Harvard University brings with it a rush of joy, excitement, and sometimes more than a little bit of anxiety. For Freddy Valencia, a PhD student in chemical biology, the rigors of Harvard’s academics weren’t as intimidating as the sense that he might not fit in.

“In deciding to come to Harvard, I had this feeling that I would have to fit the ‘Harvard mold,�” he says. Valencia was concerned that as a Latino—and a first-generation college student—he wouldn’t be able to connect with faculty and fellow students.

Alyssa Hernandez, a PhD student in the Department of Organismic and Evolutionary Biology, had the same fears, until she found, via GSAS student groups, peers at Harvard who offered her a chance to talk about her own experiences as an LGBT woman of color in the sciences. “You need someplace to go talk to people about what you’re experiencing, and you

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need a safe place to do that,” she says.

Valencia and Hernandez are the inaugural diversity and inclusion fellows in the GSAS Office of Diversity and Minority Affairs. These yearlong, paid positions are designed to improve communication between students and administrators at GSAS.

An Unvarnished View Dean for Academic Programs and Diversity Sheila Thomas says that this role is crucial in helping administrators provide better support to students. While the Office of Diversity and Minority Affairs meets with student groups to hear their concerns about academic and student life, Thomas hopes Hernandez and Valencia will provide unvarnished views of the student experience.

“If I go out to students as an administrator and say ‘tell me your thoughts,’ I’m not going to hear the same continued on page 3

COMMENCEMENT

Yes, You Can!

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Before the Tartan Tee-Off in October, Mr. Valencia visited St. Margaret’s campus. He met with several St. Margaret’s students who are part of the Tartan Support Group and Breakthrough programs. During that time, he shared his journey, offered his advice and answered questions about high school, college admissions, graduate school and STEAM fields.

He also met separately with St. Margaret’s Director of Equity and Inclusion Victor Cota, Breakthrough SJC Director Alex Serna and members of the Breakthrough staff, asking questions about St. Margaret’s cultural-competency initiatives and the Breakthrough program, sharing his story and giving feedback and insight based on his own academic journey.

“Freddy is a glimpse into the future for Breakthrough students.

As the first in their families, charting their pathway to and through college carries so much uncertainty,” Mr. Serna said. “By getting to hear from and feeling a connection with Freddy’s story and journey makes that path through college a bit more certain, more real and more possible.”

After finishing his doctorate, Mr. Valencia plans to pursue a post-doctoral research position on the West Coast, where he hopes to continue studying epigenetics through a biochemical and bioinformatics perspective. His ultimate goal is to run his own lab and teach the next generation of scientists at a university.

His career goals are a nod to the road he has already paved, and those who helped him along the way. “I am aspiring to become an academic research professor in an effort to emulate my excellent mentors and to serve as a role model and agent of change for underrepresented students in science and higher education.”

HIGHLANDER

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A LU M N I U P DAT E S L E T T ER FR O M T H E TA R TA N A LU M N I A S S O CI AT I O N P R E S I D EN T

Dear Fellow Alumni, Every Tartan alumna/us remembers fondly many school traditions. I recently attended one, St. Margaret’s Day. This annual Eucharist brings together every student from preschool through grade 12, faculty from every division, and every staff member at our school. The Pasternack Field House was packed! Truly a time of celebration for both Queen Margaret, the patron saint of our great school, and for every member of the school community.

This year, a special group was honored: 10 faculty emeriti who each made a lasting impact on our school and in many cases on us students directly. Ingrid Andrews (mother of Nels Andrews ’90; Patrick Andrews ’95), Jody Prichard, Margy Risner (me!), Barbara Nelson, Robyn Hamilton (Ryan Hamilton ’93; Tommy Hamilton ’95), Kathy Leedom (Kelsey Leedom Nunziata ’05), Marilynn Boyle (Michael Boyle ’02), Penny Tacquard (Wendy Tacquard McCaffery ’91 and Ian Tacquard ’02) and Anne Kemp each earned the honor of faculty emeritus upon their retirement, having served a combined total of more than 300 years at St. Margaret’s!

Also honored in absentia were David Boyle, Lisa Merryman (Mark Merryman ’92) and Margaret Thornton. This amazing group was rounded out by the presence of former headmasters, Mark Campaigne (Mark Campaigne ’87, Dann Campaigne ’90, Sarah Campaigne Zell ’00 and Deborah Campaigne ’02) and Marcus Hurlbut.

The influence these educational leaders had on hundreds of students is immeasurable! Their teaching tenure spanned from purple-ink mimeographed worksheets to iPads, coffee in the staff room to a Starbucks run on the way to work.

I am one of the lucky ones who had a teacher for a parent. Whether you did or not, you did have those one or two teachers at St. Margaret’s who made a lasting impact. Take a minute and reflect on those memories. What made that teacher special? What are you doing (or not doing) today because of that teacher?

Should you decide to give your time, talent and treasure to your alma mater, please keep your favorite teacher in mind. They will be justly proud!

In Tartan Spirit,

Mark T. Risner ’86 Tartan Alumni Association President and Trustee

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Get involved with the Tartan Alumni Association: •

Join the Alumni Council

•

Participate as a career mentor or ISP host for students

•

Hire a Tartan!

•

Host a summer internship

•

Recommend your family, friends, neighbors and colleagues to St. Margaret’s

•

Speak at the Alumni Career Forum

•

Join the Tartan Tee-Off Committee

Look out for these upcoming Alumni events USC/SMES ALUMNI EVENT

Winter INTO THE WOODS CAST REUNION & PA RENT S O F A LUMNI E V ENT

March 23 ALUMNI CAREER FORUM

April 12 ALUMNI WEEKEND

May 10-11

Connect With Us Follow, like and post to enjoy the latest alumni and campus news, events and nostalgic flashbacks!

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Alumni Association

 

Make a Donation: @tartanalumni @TartanAlumni

Class Notes C O M P I L E D B Y J I L L I A N G R AY

'86

The ’86s send their sincerest condolences to Amy Strauch Kappelman and her sister Kate Strauch Sullivan ’90 on the sudden passing of their mother, Nan Strauch, in November. Nan was an early supporter and former trustee of St. Margaret’s and shared her love of education at numerous institutions throughout the country. Elsewhere, Deanna Ruck Emsley gave alumni a peek into her post-SMES days in the “Tartan Snippets” series – check it out on Instagram @tartanalumni.

'91

Congratulations to new Tartan mom Jennifer Wolfe and her partner, Edwin Duerte, who recently welcomed into the world baby Nathan. Nathan was born on August 16.

They are excited about what the future holds for their new family of three!

'94

25TH REUNION: A number of ’94s visit St. Margaret’s daily as current parents.

Now it’s time for the rest of the class to return to campus and celebrate with a 25th reunion – May 10-11! Registration and event details coming this winter.

'98

20TH-ish REUNION: Ashlea Scott Meggers and Adam Blumberg are putting the finishing touches on reunion plans for this spring. Be sure to tune into the class Facebook group — St. Margaret’s Episcopal School Class of 1998 — for registration and celebration details!

'88

30TH-ish REUNION: The Class of ’88 always did march to the beat of its own drum, so it’s only fitting that we gather for a reunion on our own timeframe. And so we are pleased to announce the Class of ’88 will celebrate our 30th-ish reunion, May 10-11.

We will gather, reminisce, definitely laugh and possibly cry. More details to follow from us.

See you all soon – Kathleen Neely Macomber and Mark Flather.

'99

20TH REUNION: Two decades – it’s surreal to think how quickly time passes! Have no fear, Trevor Connon and Megan Canright have it all under control as they devise a memorable experience worthy of this milestone.

Make those travel plans now for May 10-11 and be on the lookout (updated contact info required!) for registration information in February. Meanwhile, here’s a shout-out to Lucas Nagy and Jimmy Freeman, who have joined St. Margaret’s Tartan Tee-Off committee. Both have played in the tournament in the past, and Jimmy also sponsored the effort aimed at raising funds for student financial aid with his company, Blue Sky.

'89

30TH REUNION: John Norton has kicked off the ’89 outreach for a memorable 30th celebration May 10-11! Be sure to join the conversation on Facebook for all the latest reunion news and walks down memory lane.

We are so proud to share the Tartan Alumni Legacy Endowment – T.A.L.E. has reached the $500,000 D O N AT E T L C : T A R T A N S L Omilestone, V E T O Cmaking O N N EitCone T . of the largest endowment  smes.org/t ale funds at St. Margaret’s. @tartanalum What’s second-best to some tender, loving ni We are calling on all alumni, parents of alumni – and 949.661.0 108 care from family or friends while you’re away at especially those of you who work at a matching gift college? How about a nice meal and some Tartan company to join this movement! swag from your first alma mater? In its pilot debut • Be some a part cheer of helping fund a St. Margaret’s education. year, the TLC effort brought to San • Be a change maker in the world by fueling a young mind with Diego and San Francisco. ingenuity, leadership and vigor.

Want us to visit your campus?

Have five or more • Be #proudinplaid by giving back to St. Margaret’s and help T.A.L.E. Tartans at your school? Post your visitthreshold! cross thecollege $1 million request on Instagram with the #TLCxSMES.

Tartan Alumni Association

HELP US RE ACH OUR 2018-2019 ALUMNI GIVING GOALS: • Participation Rate: 12% (20% by 2020) • Number of Members in the 1979 Club (Consecutive Giving): 200 • Alumni Leadership Circle Donors (Gifts of $2,500 or more): 10 • Number of new donors: 125

HIGHLANDER

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N O TA B L E : E M I LY P A R K E R ' 0 2

'01

Ligaya Lange is living in Los Angeles, enjoying a career at 20th Century Fox since graduating from University of California, Berkeley, and University of Southern California.

She’s grateful for her time at St. Margaret’s, especially running cross country and track. In 2010, she co-founded the Fox Triathlon Team that has helped raise almost $1 million for pediatric cancer research at Children’s Hospital of Los Angeles. On May 19, 2018, Ligaya married William Sevilla, whom she met at Fox, at Casa Romantica Cultural Center and Gardens in San Clemente surrounded by family and close friends, including classmate Jordana Ripp. A honeymoon in Italy immediately followed. Ligaya was featured in the Tartan Alumni Association’s “Tartan Snippets” series on Instagram – check it out @tartanalumni.

'02

Shout-out to the winning foursome of the 2018 Tartan Tee-Off golf tournament, Scott McEwan, Kolin Ozonian, Ryan Ozonian ’05 and Lynn Ozonian with an overall score of 58 on the links at Monarch Beach Golf Resort (see page 34 for more).

'03

Jacqueline Sutro wed husband Rohin Bhasin in a two-day wedding May 26-27, 2018 in Malibu. The first day was a traditional Hindu ceremony and celebration, and the second day a traditional Christian ceremony, which brothers J.P. Sutro ’05 and Max Sutro ’08 officiated, followed by a reception. The couple is living in Venice, where Jacqueline works in mergers and acquisitions at Deloitte Consulting, and Rohin is a principal at BCG Digital Ventures.

Along with J.P. and Max, other Tartans attending the celebration included Brooke Birtcher

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Greg Ramar

BEATLES ‘LOVE’ IN VEGAS METROGIVEAWAYS.COM

2018

gift N OV E M B E R 2 1 -2 7, 2 0 1 8 | V O L . 3 4 , N O . 3 8 | S I L I C O N VA L L E Y, C A | F R E E

Artisan and maker Emily Parker ’02 has traveled the globe fine-tuning and developing her leather-making craft, a huge departure from her previous career as a civil servant. Her journey, business creation from her Silicon Valley garage and her “why” was recently featured in Metro Silicon Valley, landing Emily on the front cover.

As she expands her business from an online presence of hand-crafted leather goods – shoes, clutches and the like – to include a storefront location on the grounds of the Allied Arts Guild in Menlo Park, her dedication to learning and serving thrives. You can read more about Emily’s story and view her quality, made-with-passion leather goods at www.emparker.com.

today that he met in preschool at St. Margaret’s!

Joining the parenthood ranks is Nicole Hughes and her fiancé Jason Zillman. Nicole gave birth to a beautiful baby girl, Xena Katherine, on October 3, 2018.

guide Boutiques p14 Art p19 Music p19 Tech p19 Books p20 Sweets & Drinks p23 Experiences p23 cannabis p24

LEATHER ARTISAN EMILY PARKER

Gustafson, Parisa Jassim, Nicole Lindstrom Krouse, Corey Christine Raney, Polly Bendush Erickson, Jen Hart, Michelle Ichinose Cirigliano, Derek Steffien ’05 and Caitlin Andrews Steffien, Brett Norton and family, Hunter Steffien ’08, Daniel Morrison ’08 and family, Giancarlo Silva ’05 and family, Patty Canright, Dr. Lionel and Mrs. Hilary Powell, Jeff and Devon Allen, Dorine and Brandy Birtcher, Lori Christine, Shahin and Esmail Jassim.

'04

15TH REUNION: Fifteen years ago, the ’04s walked that commencement stage. Let’s see where our walks take us these days and come home to St. Margaret’s for Alumni Weekend – May 10-11. Be on the lookout for updates about registration and other reunion tidbits!

Nicole Hughes '05

'07

Congratulations to Christina Avalone, who tied the knot with Casey Dunn on October 14, 2018, at Quail Ranch in Simi Valley. Fellow Tartans joining in the celebration included Catherine Avalone ’09, Danielle Mirand, Katie McGraw Childs, Jane McGraw Adler ’09, Tamara Malas and Caroline Brenes Weiler. Post-wedding, the newlyweds are living in San Juan Capistrano. Christina shared, “I’m working at Mission Hospital as an emergency room nurse, and my husband, Casey, works for the Los Angeles city fire department.” It was in the emergency room where the happy couple first met.

'05

The Class of 2005 has been busy celebrating many of life’s amazing milestones from weddings to births, and the Tartan family is delighted to share in your joy — you’ll catch a few here. Everyone else is encouraged to send their info to alumni@smes. org for the next Highlander issue! First up is J.P. Sutro, who married Jill Harper on October 27, 2018, in Santa Barbara. The newlyweds are living in New York City, where J.P. is a commercial real estate broker at Lee & Associates, and Jill works for Google. Joining in their nuptials included Tartans Max Sutro ’08, Jacqueline Sutro ’03, Derek Steffien, Caitlin Andrews Steffien ’03, Michael Tedori ’04, Chrissy Allen ’08, Hunter Steffien ’08, Daniel Morrison ’08, Patty Canright, Giancarlo Silva and Justin Inman, the latter being J.P.’s two best friends

ALUMNI CHRIS TM A S PART Y

More than 125 alumni kicked off their holiday break with fellow Tartans and faculty underneath the stars (s’mores and live band included!). Check out the photos at http://bit.ly/tartanpix

Class Notes

'09

10TH REUNION: Volunteer to help us plan the most unforgettable celebration. Be on the lookout for 10th reunion plans from our planning committee and star May 10-11 on your calendar now. In other class news Mary-Rachel Walsh wed Josh Ritter on Sept. 8, 2018, in Healdsburg. Fellow Tartan alumni attending the festivities included Katie Stewart, Valerie Busichio, Kendall Atkins, Anna Maria Carabini, Melanie Hess, Keaton McCalla '10, Mack Santora, Alexander Brolick and current Tartan Tessa Grosshans ’22! MaryRachel shared, “We live in San Francisco, and I work as a marketing manager at Old Navy.

Josh is a project manager for Performance Contracting Inc.” Christopher Guichet is also living in the Bay Area and enjoying his work as a mechanical product design engineer at Apple. His latest technical endeavor included designing the electrocardiogram circuits with his teammates in the latest Apple Watch. In his spare time, he is making educational videos to share design and engineering stories about his hobby projects. Valerie Gilmore was married to Frankie Busichio at Roche Harbor Resort in Washington. Joining in the festivities included Mary-Rachel Walsh Ritter and Kendall Gilmore Atkins, who were bridesmaids, along with Anna Maria Carabini. The newlyweds are living in Park City, Utah, where Valerie is persuing an MBA at the University of Utah with an emphasis in human resources.

Happily Ever After....

TA R TA N W E D D I N G S

Jacqueline Sutro '03

Ligaya Lange '01

Christina Avalone '07

J.P. Sutro '05

Mary-Rachel Walsh '09

Christopher Guichet '09

Did you have a personal or professional milestone this year?

Send your update to alumni@smes.org for the next Highlander.

Valerie Gilmore '09

Andrew Torok '13

HIGHLANDER

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# TA R TA N T I D B I T S W I T H B L A K E LY C O L L I E R ‘ 1 1

We want to hear all about your studyabroad experiences!

If you are studying abroad, tag @tartanalumni for a chance to win a $100 Delta Airlines gift card and be included in the next issue of the Highlander!

'13

Andrew Torok celebrated his first wedding anniversary this summer to Jacqueline Torok. The couple met his first day at Wheaton College, in calculus class. Today, the two are living in Chicago, where Andrew is working at Invesco as an internal sales consultant for the northeastern United States. Gianni Carson was featured recently in the Tartan Alumni Association’s “Tartan Snippets” series on Instagram. He is living in New York City and recently joined the Guild of Television Camera Professionals. Learn more about Gianni’s life today on Instagram at @tartanalumni.

'14

5TH REUNION: May 10-11 is when all the ’14s need to make their way home to St. Margaret’s for our fifth reunion. More to come from Julianna Coleman, Brooks Robinson and the rest of the 5th reunion committee. Be on the lookout in February for registration details.

'15

In her senior year, Samantha Gellar is currently a Gluck Equine Research Center & UK Ag Equine Programs communications intern at the University of Kentucky. The Maxwell H. Gluck Equine Research Center is the only scientific institute in the United States with nearly all faculty conducting full-time research in equine health and diseases. Recently some of her work written for the Bluegrass Equine Digest was published on The Horse Media Group LLC’s website.

'16

Dane Lind was named athlete of the week at Amherst College this fall after being a leading factor in Amherst College men’s soccer’s strong start to the season. Nick Shanks, currently a member of the NCAA Div. III Tufts University men's lacrosse program, spent some time this summer with The Capistrano Dispatch sports reporter Zach Cavanagh discussing his All-America selection and his St. Margaret's athletic experience.

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Blakely Collier ’11 has gone from being deemed “Most Likely to Sew her Fingers Together” by classmates her senior year to working as a fashion stylist dressing and accessorizing A-list celebrities, musicians and athletes from coast to coast. Be it the celebrity’s everyday wear or red carpet appearances, Blakely has put her fashion stamp on the world after earning her degree in costume design from New York University’s Tisch School of the Arts. Get a glimpse of her fashion muses and learn more about her career journey on Instagram @blakelyecollier.

Moving to NYU from Orange County must have been a big change...and then on to Nashville – tell us about that experience. What drew you to each of those places?

After my time at St. Margaret’s, I knew I wanted a change and New York just seemed to check all the boxes for me. It was definitely a huge change and took awhile to get used to, but overall a great experience. When my time in New York was ending, I knew I wanted another change, and life in Tennessee was about as different as it could get.

What’s the draw to working in Nashville today compared to Los Angeles for your line of work?

Nashville is an unbelievably creative place with so much going on. My work mostly focuses on musicians and athletes, so being a music town with multiple professional sports teams, there are so many opportunities (and Atlanta is just a couple hours away!)

Any insight for other Tartans who might want to pursue your line of work?

Meet as many people as you can and be willing to work hard.

Do you have a mentor?

I have been incredibly lucky to get to work for not only talented people, but also great leaders who took the time to help me learn about all aspects of this business and really train me to go out on my own.

Was there anyone in the St. Margaret’s community growing up who’s style you totally admired?

The person whose words I go back to more often than not about style from St. Margaret’s is Rocky Parker. You had to show up fully dressed in proper formal uniform when you walked in his door and I always remember that. You should always be prepared and dressed for the job at hand.

What about tips to let your fashion flair show in uniform? Any fashion advice for the rest of us?

I think the most important thing about style is being true to yourself and your look, and embracing that.

Speaking of St. Margaret’s – is there a particular fond memory or experience from your time here that still makes you smile today when you think of it?

I loved my time at St. Margaret’s. Hands down, the best part about it was the people. I have some SMES friendships that I've now had for 20 years.

Class Notes

'17

Shara Famili and McKinley McQuaide ’16 were spotted back on campus over Thanksgiving break and were awesome enough to help Mrs. Allison and ASB with Friendsgiving clean-up. It’s like riding a bike when you return home to your first alma mater, and when you do, it’s so much fun.

'18

Check out some ’18s who got together at the recent TLC: Tartans Love to Connect event back East this fall under notable.

Roger Penske hit the ground running as a freshman goalkeeper for the University of Rhode Island men's soccer team. Penske was named rookie of the week by the Atlantic 10 Conference twice as well as defensive player of the week once. Be sure to share with Danielle Drislane and Parker Ryan the latest happenings in your world for the next issue of the Highlander by May 1.

N OTA B L E: YO U N G A LU M N I EN J OY ED A L I T T L E T LC

This fall saw the official kickoff of our TLC young alumni program. College alumni in Boston and New York met in their respective cities with Alumni Director Jillian Gray and enjoyed the opportunity to learn more about SMES happenings, like the new schedule and introduction of the Innovation Block (see page 20 for more). This, coupled with the comfort of connecting with friendly faces and good eats, left the alumni attending to suggest a name change to the program to TLC – Tartans Loving Care. Feedback post-event from alumni and parents of alumni alike said the events did just that.

Want a little TLC at your campus like Alex Choi ’17, Will Fournier ’17, Michael Chew ’18, Ali Morin ’18, Ryan Wilson ’17, Evette Chung ’18, Miki Xu ’17, Hannah Shin ’15, Nick Williams ’16, Hailey Hageman ’17, Bryce Victor ’18, Grace Miyamoto ’18 and Tyler Genevay ’16? Connect with the Alumni Office to suggest a visit to your neck of the woods – email alumni@smes.org.

PAL (PARENTS OF ALUMNI) CORNER

It was wonderful having so many Parents of Alumni back on campus see “The Sleep Doctor” - Dr. Michael J. Breus, a featured PTF Parent Up Speaker and take a tour of the new Lower School Outdoor Classroom. Special thanks to Janet Mitchell and Kathy Victor for helping host the event.

Look for more Parents of Alumni (PAL) activities in 2019 and check out the PAL Facebook Group — St. Margaret’s Episcopal School Parents of Alumni page — to interact and connect with PAL from all years!

19 MA Y 10-11 All alumni are welcome at Alumni Weekend 2019! Be on the lookout for all the event details from Alumni Weekend Chair Anna Remsberg Marquez ’02.

On the heels of hosting the ‘02s for their 15th-ish Reunion at her home last year, Anna is putting her experience into action and forming her planning committee now (alumni from all years are invited to participate) so send her a DM on Instagram to @MarquezPartyof6 and be a part of shaping the experience for your fellow alumni and their families!

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Q&A With New Board of Trustees President Paul Westhead

BY J ONAT HAN T U FO, E XECU T IVE D IREC TOR OF ADVAN CEMEN T

"We are firm believers that education is the greatest gift that we can give to our children and to the children in our community... we want to be supportive of the school and our community by giving our time, treasure and talent."

Paul Westhead was named President of St. Margaret’s Board of Trustees in 2018 after having previously served as the Board’s vice president and treasurer. Mr. Westhead first joined the Board of Trustees in 2011 and has since chaired numerous Board committees, including advancement, finance, investment and long-range planning. Mr. Westhead and his wife, Kia, are St. Margaret’s parents and the parents of an alumnus.

Mr. Westhead is a Managing Director and CEO at Rimrock Capital Management. He joined the firm in 2004, and he is responsible for the overall management of the business, as well as the strategic development, marketing and investor relations efforts of the firm. He received a bachelor’s degree in history from Fordham University and his MBA in finance and accounting from the J.L. Kellogg Graduate School of Management at Northwestern University.

Mr. Westhead was kind enough to share some background about himself, his family, his vision for his tenure as President of the Board and his thoughts about St. Margaret’s of today and tomorrow.

Q: How did your relationship with St. Margaret’s begin?

A: Our family’s relationship with St. Margaret’s started in 2008.

Kia and I both graduated from Chadwick School in Palos Verdes, which is a K-12 school that shares many of the same values and attributes as St. Margaret’s. We both enjoyed the school’s focus on experiential learning and our ability to participate in multiple extracurricular activities, including sports, the arts and student government.

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We were living in Newport Beach at the time, and when we reached out to the Head of School at Chadwick for his school recommendations, he told us that St. Margaret’s was far and away the best choice in Orange County.

Our son, Jack, entered grade 4 in 2008, and a year later, our daughter Abby started kindergarten at St. Margaret’s.

Ten years later, we moved from Newport Beach to San Juan Capistrano, in part to be closer to school.

Q: Why do you choose to spend your volunteer time with St. Margaret’s?

A: We are firm believers that education is the greatest gift that we can give to our children and to the children in our community. We also believe in the school’s mission and core values, so we want to be supportive of the school and our community by giving our time, treasure and talent.

Q: Have you served in leadership roles at other schools too?

A: Prior to being asked to serve on the Board at St. Margaret’s, I served on the Board at St. Thomas the Apostle School in Los Angeles, and Chadwick School. Those experiences gave me a deeper understanding of some of the issues that independent schools and their communities are facing.

Q: What do you want the St. Margaret’s community to know about the work of the Board of Trustees?

A: The Board of Trustees is an amazing group of people who all share

2018-2019 Board of Trustees The Board of Trustees is the guardian of the school’s mission.

In partnership with the Head of School, the Board sets the vision and strategy for the school and ensures sound financial management and proper stewardship of resources.

The Rt. Rev. John H. Taylor, Chairman

Susan E. Brown

Paul C. Heeschen

Fariborz Maseeh

Paul C. Westhead, President

Kelly M. Jacobs

David Perry

Jason A. Weiss, Secretary

The Reverend Canon Robert D. Edwards

Curt G. Johnson

Jeff Pintar

Bernard E. Schneider, Treasurer

Laura S. Freese

John E. Kao

Mark Risner ‘86

Wyatt E. Malcolm, Bishop’s Representative

Jill H. Golubow

William Lutz

Cathleen Stahl

Joyce C. Lee, Vice President

William N. Moseley, Head of School (ex officio)

a common belief in the school’s mission and core values. The Board is comprised of people with a variety of relationships to the school and church, including current and past parents, alumni, and church members.

Each of us brings a different skill set, expertise and perspective that help advance the school.

The Board’s work is strategic in nature, as we are charged with 1) establishing a strategic plan; 2) oversight of the school’s financial resources; and 3) supporting the Head of School in pursuit of the school’s mission and strategic plan.

We spend most of our time working on issues or projects that may impact the school in the long term, including financial sustainability, facilities and the campus footprint, as well as ongoing analysis and review of the strategic plan.

Q: What do you think can be too easily overlooked about St. Margaret’s?

A: Hmm … I’m sure there are several things, but two pop to mind.

Q: Could you share some important opportunities that lie ahead for St. Margaret’s?

A: There are a number of opportunities in the near term that will help us achieve our strategic plan, including the development of a space on campus that is dedicated to the health and wellness of our students, which would be transformational for our community and something that can be accomplished in a few years’ time.

I think the most impactful opportunity for our community is the continued growth of the endowment.

Long-term financial sustainability is not the most exciting topic, but it is something that our Board focuses on at every meeting. We are mindful of how yearly tuition increases can impact our community, and we work diligently to keep the increases to a minimum while maintaining our highlevel education experience. The endowment is a permanent pool of capital that provides a reliable source of income to help moderate future tuition increases and provide financial aid to those families who would otherwise not be able to send their students to St. Margaret’s.

First, our maintenance and security teams keep St. Margaret’s safe and looking great around the clock. All throughout the day, and long after our students and teachers go home, we have a group of people who keep our school safe, secure and in tip-top shape. Many of these folks have been here for decades and have a deep connection with the school. While they don’t seek the spotlight, I would encourage everyone to express their gratitude when they get a chance.

The Board began focusing on the endowment a few years ago by making changes to our fundraising policies, so that 20 percent of all fundraising goes to the endowment. In just a short period of time, we have been able to grow the endowment from $3 million to almost $12 million. We still have a ways to go before the endowment can provide a significant offset to increases in tuition, but as the saying goes … the best time to plant a tree was 20 years ago, and the next best time is today!

Another area that I believe is overlooked is our school’s partnership with Breakthrough.

All of us at St. Margaret’s have benefited from the generosity of those who came before us and provided so much of the campus and community that our children enjoy today. It is now up to us to continue to pay it forward so that St. Margaret’s can provide the same great education to our grandchildren, great-grandchildren and our community.

Breakthrough San Juan Capistrano is an organization that supports students in our local community, from middle school to college graduation. Most of the students in the program come from lower-income backgrounds and will be the first in their families to graduate from college. And while there are a small number of Breakthrough students who attend St. Margaret’s, most of the kids in the program attend the local public schools.

The combination of our school’s mission and our Episcopal tradition compels us to play an active role in educating the hearts and minds of young people (and not just those at St. Margaret’s) for lives of learning, leadership and service.

Many of our faculty, staff, students and parents spend their free time and lend their talents to help support Breakthrough, both here on campus and in our community.

Q: How will you know if you have had in impact when you complete your term as president?

A: If everyone in our community starts using the word “endowment” at least three times a day (laughter). But seriously, we have been working hard over the last few years to build the endowment and increase the awareness in our community of its importance. As our school matures, having a robust endowment that provides a perpetual source of funding for current and future generations of Tartans is an impactful aspiration that cannot be overstated.

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TARTAN S C E N E S Tartan Tee-Off The Tartan Tee-Off welcomed more than 120 players, volunteers, staff and committee members to a full day of events at Monarch Beach Golf Links. The annual St. Margaret’s golf tournament raised more than $120,000 in support of needbased student financial aid. The event included a lunch, a $10,000 putting challenge, 18 holes of golf, a 19th-hole networking reception, dinner and an awards presentation featuring remarks

by Freddy Valencia ’10, who spoke about his experience at St. Margaret’s as a financial aid recipient (see page 24 for more).

PTF Welcome Back Coffee The PTF played host to a packed Welcome Back Coffee event in August, as parents reconnected with friends, met new families, mingled with school administrators and explored different volunteer opportunities within the PTF.

Bishop of Puerto Rico Visits St. Margaret’s The Right Reverend Rafael Morales, Bishop of the Episcopal Diocese of Puerto Rico, traveled to San Juan Capistrano to visit St. Margaret’s and meet with school and church leaders in September. As part of an official Episcopal visitation to Los Angeles, Bishop Morales visited several diocesan institutions and organizations over four days in Southern California, including St. Margaret’s.

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Saturday, March 9, 2019

Fa s h ion I s l a n d Ho t e l , Ne w p ort B e ac h

PTF Tartan Family BBQ More than 825 members of the St. Margaret’s community filled the Lower School field to enjoy delicious food, great music, and fun with friends and family. The annual PTF Tartan Family BBQ highlighted a night full of school spirit at St. Margaret’s, which also included a home volleyball match and a home football game.

PTF Parent Up Speaker Series The PTF Parent Up Speaker Series spotlighted health and wellness with a lineup of speakers with expertise in various topics. Dr. Jean Twenge spoke to parents in October on the growing issue of children and their relationship with technology. Dr. Michael J. Breus spoke to parents in December about sleep cycles in children and adults, and Dr. Michael Thompson spoke in January of the complex emotional journey children undergo during their school years.

PTF Tree Lighting Ceremony The Tartan community came together to kick off the holiday season at the 12th annual PTF Tree Lighting Ceremony. The event featured beautiful carols by the St. Margaret’s choir, greetings from Head of School Will Moseley, blessings from Father Earl Gibson, delicious homemade cookies and hot chocolate, the festive lighting of the St. Margaret’s tree and a joyous arrival of Santa and his elves.

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Most-Honored Faculty Celebrated at St. Margaret’s Day

“W

e are in the presence of greatness!” Head of School Will Moseley exclaimed, as St. Margaret’s celebrated and honored some of its most esteemed Tartans during the annual St. Margaret’s Day All-School Eucharist in November.

St. Margaret’s welcomed home and honored Faculty Emeriti, the highest honor St. Margaret’s bestows on a faculty member or administrator with a historic record of exceptional, meritorious service. Only 13 faculty members have been named Faculty Emeritus in school history.

Mr. Moseley told the audience, “As we approach our school’s 40th birthday, we wanted to honor not only our namesake, Queen Margaret, and our founder, Father Sillers, but also those very special faculty members who have given decades of their life to our school. We would not be the school that we are today without our amazing Faculty Emeriti, many of whom were here from the very beginning.

INGRID ANDREWS began her 35year career at St. Margaret’s in 1981 as one of the school’s founding faculty members. She was an Early Childhood Development Center teacher until 2006, when she became the school’s second ECDC Director. She created the current preschool Outdoor Classroom, which was named in her honor upon her retirement.

Honored in 2016

“The group before you is truly grace and love personified,” he added. “They have modeled our namesake Queen Margaret of Scotland’s life of service and fulfilled our mission to educate the hearts and minds of young people for lives of learning, leadership and service.

"May we learn from all of these incredible individuals and their lifetime of commitment, character, grace and unconditional love for the Tartan and the Cross.”

Faculty Emeriti in Memoriam DAVID BOYLE began his 32-year career at St. Margaret’s in 1980 as one of the school’s founding faculty members. He held the positions of Middle School Principal, Upper School Principal and Associate Headmaster.

Each year a member of the senior class is selected as the recipient of the David G. Boyle Lifetime Service Award. Honored in 2012 LISA MERRYMAN began her 26-year career at St. Margaret’s in 1979 as one of the school’s founding faculty members. She taught anthropology, English, geography, history, journalism, science, values and yearbook to students in grades 6 through 12. Upon retirement, Lisa became the school’s first part-time archivist. She also wrote the words of the St. Margaret’s alma mater. Honored in 2005 MARGARET THORNTON began her 26-year career at St. Margaret’s in 1981 after a chance meeting with the school’s founder, The Reverend Canon Ernest D. Sillers. She was a beloved kindergarten teacher for her entire tenure at St. Margaret’s and was best known for her creative teaching methods and her ability to engage the minds and hearts of her students. Honored in 2007

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MARILYNN BOYLE began her 24-year career at St. Margaret’s in 1980 alongside her husband, David. They were founding faculty members and spent their entire careers in education at St. Margaret’s. Marilynn was the school’s first grade 2 teacher and girls volleyball coach, and went on to teach Middle School English and Latin.

Honored in 2004

Looking Back ROBYN HAMILTON

ANNE KEMP

began her 24year career at St. Margaret’s in 1987 as a grade 1 teacher. She later became a grade 2 teacher and reading specialist for kindergarten and grade 1. She led her colleagues in important curricular initiatives with her professional development and technology expertise.

began her 24year career at St. Margaret’s in 1993 as a kindergarten teacher. She has been described as the “quintessential kindergarten teacher.” Anne shared her professional experiences with her colleagues and helped refine and revise the kindergarten curriculum.

Honored in 2013

Honored in 2017

BARBARA NELSON began her 31year career at St. Margaret’s in 1985 and was a founding member of the St. Margaret’s visual arts department.

She taught in the Upper, Middle and Lower schools and was the Upper School yearbook advisor for 24 years. Upon her retirement, the annual school art show was named in her honor.

MARGY RISNER began her 23year career at St. Margaret’s in 1981 as a grade 2 teacher in the Lower School.

She went on to teach grade 3 as well. Her son Mark Risner was in the school’s first graduating class of 1986 and is now President of the Tartan Alumni Association.

Honored in 2005

Honored in 2016

DIANE HAWKINS began her career at St. Margaret’s in 1982 teaching preschool in the mornings and Upper School music in the afternoons.

Diane moved on to the Lower School, where she taught grades 3 and 4, and became director of the Pipers Choir.

Honored in 2014

KATHY LEEDOM began her 31year career at St. Margaret’s in 1983 in the Lower School, where she taught grade 5. Kathy moved on to the Middle School to teach grade 6 math and coach girls basketball. She embraced 21st-century learning, including significant curricular changes in the math sequence during her tenure.

Honored in 2014

JODY PRICHARD began her 25year career at St. Margaret’s in 1980 as a kindergarten teacher and one of the school’s founding faculty members. She soon became the school’s first Director of the Early Childhood Development Center and made the ECDC a model for early childhood education.

Honored in 2005

PENNY TACQUARD began at St. Margaret’s in 1985 and worked in the Early Childhood Development Center for more than 32 years. Her portfolios documenting curriculum and assessment were commended by the National Association for the Education of Young Children.

Honored in 2018

St. Margaret’s Episcopal School 31641 La Novia San Juan Capistrano, CA 92675-2752 Change Service Requested

Tartan Traditions…

UPCOMING EVENTS

MARCH 9: PTF Forever Plaid All-School Fundraiser MARCH 23: SJC Swallows Day APRIL 1-5: Spring Break APRIL 12: Alumni Career Forum APRIL 19: Good Friday MAY 3: 38th Annual PTF Library Luncheon MAY 10-11: Alumni Weekend MAY 24: Grandparents and Special Friends Day MAY 27: Memorial Day JUNE 5: Last Day of Classes JUNE 8: 34th Commencement Exercises JUNE 10: St. Margaret’s Summer Begins

The Coffee House Cabaret players are still performing to sold-out audiences after 16 years! This year, Upper School students performed more than 30 musical, dance and theatrical pieces that they chose, produced and choreographed on their own, and accompanied by the Coffee House Cabaret House Band. Retaining its intimate café setting, audience goers are dazzled by the acts while enjoying specialty coffee drinks and delicious treats. Still a fan favorite after so many years, it is the talent, skill and dedication of the St. Margaret’s students that still pack the “House” each winter!