Highlander Summer 2019

SUMMER 2019

The Magic of an Early Childhood Through Grade 12 School

How Service Learning Evolved in the Upper School

Message From the Board President & Strategic Plan: Year 3 Update

Commencement 2019 in Photos

Susan Remsberg: A Tartan Pioneer for 40 Years

CONT E N T S DEPARTMENTS

2 TA R TA N SNA P SHOTS Learn the latest news happening around St. Margaret’s, from Early Childhood School to Upper School.

FE AT U R E S

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22 R EP O R T CA R D Message from the Board President An update on major strategic and financial priorities of the Board heading into the 20192020 school year.

Strategic Plan: Year 3 Update A summary of achievements on strategic initiatives during the 2018-2019 school year and a preview of next steps.

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31 A LUMNI P R O FILE Claire Kraft ’14 is in Botswana on a two-year Peace Corps mission, fulfilling a calling to empower vulnerable children around the world.

33 C L A SS NOT ES & ALU M N I U PDATES Learn the latest from your classmates, including travels, career changes, weddings and reunion recaps!

40 P R O FE SSIO NA L COM M U N IT Y NOTES St. Margaret’s professional community annual highlights, from awards to retirements to anniversaries.

41 LO O KING B ACK Susan Remsberg, St. Margaret’s last remaining founding faculty member, is retiring after 40 years. A look back at her extraordinary tenure at St. Margaret's.

44 TA R TA N SCE NE S What’s happening in the school community?

Check out photos from the latest events on and off campus.

20 6 The Magic of an Early Childhood Through Grade 12 School St. Margaret’s early childhood through grade 12 learning environment is a valuable aspect of the student experience.

13 Collaborating With Outside Experts St. Margaret’s academic program is enhanced by collaborations with top academic minds who visit campus and work with the school’s renowned professional community.

16 Sharing St. Margaret’s With the Nation

St. Margaret’s innovative learning environment and experiences have captured the attention of educators near and far, and members of St. Margaret’s professional community have been invited to present at conferences and workshops nationwide.

18 Service Learning in St. Margaret’s Upper School

On the cover An Upper School peer counselor plays in the Lower School Outdoor Classroom. The Peer Counseling program is one of many ways St. Margaret’s early childhood through grade 12 program brings unique benefits to students.

The redesigned Upper School service-learning program moves beyond volunteering to create connections and deeper meaning with specific learning goals.

20 Girls in STEAM Symposium

A full day of activities brought together girls from across Southern California interested in a future in STEAM fields.

26 Commencement 2019 Relive the festivities for the Class of 2019, as well as important milestones for the classes of 2023 and 2026.

GUIDEPOSTS

SUMMER 2019 ST. MARGARET’S EPISCOPAL SCHOOL HEAD OF SCHOOL Will Moseley

Message from the Head of School Dear Friends, The Reverend Canon Ernest D. Sillers, a visionary educator with a group of dedicated supporters, founded St. Margaret’s Episcopal School in 1979. Their can-do Tartan spirit led to the opening of St. Margaret’s on October 1, 1979, and it has persevered through four decades to grow our school into the leading institution it is today. As we commemorate our 40th anniversary this year, we believe the best way to honor our founders and all Tartans is to celebrate our distinctive spirit of growing, innovating, leading and always moving forward.

One unique strength of St. Margaret’s that we continue to lean into is our early childhood through grade 12 student program and all the benefits that it provides our Tartans—the focus of the cover story in this issue of the Highlander.

Notably, our school model allows us to provide an exceptional sequential, coordinated curriculum beginning in the play-based Early Childhood School and remaining developmentally appropriate and vigorous, to nurture and challenge every student to their fullest potential through Upper School.

There are also tangible and intentional benefits of being in a community of students much older and much younger than yourself and your peers. Students have told us they treasure the times they are able to interact with students from other divisions, and these moments best nurture their character, values, sense of self and belonging. This feedback has fueled our efforts to further deepen crossdivisional and school-wide initiatives to enhance the Tartan experience for every child.

This Highlander features many important programs and new initiatives, including our revamped Upper School service-learning program and the expanded Girls in STEAM Symposium. Learn how St. Margaret’s professional community is sharing its expertise across the nation and collaborating with outside thought leaders. We also provide a report on Year 3 of the Strategic Plan and an important message from Board of Trustees President Paul Westhead. Finally, we pay tribute to the legacy of one of our most esteemed Tartans, Susan Remsberg, who is retiring after 40 years of exemplary service to St. Margaret’s.

We are well-poised to continue our extraordinary trajectory of growth and success as we look out to the next 40 years and beyond. It is Mrs. Remsberg who said it best: The uniqueness of these 40 years of St. Margaret’s is that we’ve never been stuck in our glory. We’ve always been striving to do better, to hold onto our best, while realizing the importance of preparing for and embracing the future.

EDITORIAL DIRECTOR Anne Dahlem 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 Lora Allison, Janice Avalone, Patrick Bendzick, Jennifer Blount, Anne Dahlem, Ryan Dahlem, Robert Edwards, Jeneen Graham, Jillian Gray, Bryan Harney, Claire Kraft, Cris Lozon, Will Moseley, Susan Remsberg, Darcy Rice, Mark Risner, Jennifer RossViola, Jesse Standlea, Jonathan Tufo, Paul Westhead, 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 schooladministered programs.

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

Happy Birthday to all Tartans…40 Forward!

Will Moseley Head of School

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Tartan Snapshots

Early Childhood School Spotlights Student Learning During Works of Wonder Exhibit St. Margaret’s Early Childhood School presented the Works of Wonder exhibit, a showcase of student projects and the school’s dynamic learning environment. Faculty and students transformed classrooms into multimedia exhibits, including “The Atelier of Light and Motion,” “The Circle of Life” and “The Language of Photography.”

“In Reggio Emilia-inspired schools like ours, there is a design of openness to community, a willingness to take risks and share ideas with peers as well as new people in the community. The WOW exhibit did just that with our young learners,” Director Cris Lozon said.

SpaceX Engineer and Tartan Alumnus Gives Lesson on Rockets to Grade 3 SpaceX propulsion engineer and St. Margaret’s alumnus Charles Cox ’11 visited with grade 3 students and gave a lesson on space rockets.

The grade 3 students were working on a project that explores and solves the challenges of feeding astronauts in space, in particular for long missions like a trip to Mars.

Grade 8 Students Preserve Stories of U.S. Veterans for History Project The stories of more than 60 United States veterans were preserved and honored by St. Margaret’s grade 8 students for a U.S. history project. The students contacted veterans and interviewed them about their experiences in the military, with some service dating as far back as World War II. The students then transcribed the interviews and presented them to the veterans, in addition to giving personalized gifts that had meaning in the veterans’ lives. The unit built interview, research and documentation skills and allowed students to learn about U.S. history in a personal way, especially before a trip in May to Washington, D.C., where they visited numerous war memorials.

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St. Margaret’s Inducts 25 Into Cum Laude Society St. Margaret’s inducted 15 seniors and 10 juniors into the prestigious Cum Laude Society, an international organization which recognizes and celebrates academic achievement. The inductees joined more than 300 St. Margaret’s students who have been inducted since 1986.

St. Margaret’s is one of just 382 chapters of the Cum Laude Society around the world and the only one in Orange County.

Grade 7 Students Pitch ‘Tartan Tank’ Idea to Long Beach Mayor Middle School students Sophia Bunnell and Maya Reddy met with Long Beach Mayor Robert Garcia to present their grade 7 “Tartan Tank” entrepreneurial project, a service that alleviates poverty and hardship among the homeless community by installing vending machines that provide free necessities.

Their project was one of dozens conceptualized by grade 7 students during the Tartan Tank unit, which combines science, technology, engineering and entrepreneurship and encourages problem-solving through the design thinking process.

Portable VR Platform Brings Virtual Worlds to Classrooms St. Margaret’s introduced the school’s new Google Expeditions virtual reality cart to classrooms across campus this spring. It is a portable platform that makes its home in the Library, but can be set up in any classroom for endless learning possibilities. The cart holds 30 devices which connect via a closed Wi-Fi network to a tablet the teacher controls. It was funded through supporters of the PTF Library Luncheon and PTF Book Fair and has already been used in Middle School computer science and Lower School science classes.

Early Childhood School Students Lead Efforts to Build Ramp in Outdoor Classroom Early Childhood School students expressed a desire to have a tricycle ramp in the Outdoor Classroom, and the question led to a learning experience that manifested the child-centered curriculum and philosophy of the Early Childhood School. The students wrote proposals, met with school leaders, measured space, voted on colors, calculated costs and assisted with the ramp’s construction with help from Tartan alumnus and parent Ryan Downey ’98.

“Taking the students on a problem-solving journey to make the ramp was such a valuable learning experience for them,” Director Cris Lozon said. “The students learned so much about turning an idea into a reality and what it often entails.”

Business Day Brings Entrepreneurial Spirit to Grade 3 Grade 3 students brought their best ideas to the classroom during Business Day, an energetic introduction to entrepreneurship that takes place twice a year. Students set up a variety of businesses, including a popcorn stand, a raffle-ticket table, an origami shop and a paper-airplane business.

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Tartan Snapshots Upper School Student Recognition • Parisa Khashayar was featured in the March 2019 issue of MagPi, the official Raspberry Pi magazine, about her awardwinning Tartan Tank project that monitors the vital signs of first responders. Read the article at magpi.cc/kGsnNh. • Evan Lee qualified to compete in the USA Junior Math Olympiad. He was one of just 230 students invited to the elite math competition.

• Nate Kang represented St. Margaret’s in the National History Bee and Bowl in Washington, D.C., placing in the top 10 in three events.

• Joey Westendorf’s research paper on the Nuremberg Trials was a winner in the National History Day Orange County competition.

Nate Kang

• Espen Garner was named a 20182019 Dean’s List Finalist by FIRST, a nonprofit that inspires young science and technology innovators.

Lower School STEAM Night Celebrates Student Programs and Projects The eighth annual Lower School STEAM Night served as a showcase of student STEAM projects combined with popular activities and hands-on exhibits. Attendees could view student work; hold and touch different animals; try out robots, virtual reality and underwater remotely operated vehicles; and sample vegetables harvested from the Lower School Outdoor Classroom garden.

Grade 5 Re-Creates Colonial America During ‘Revolutionary Experience’ St. Margaret’s Hosts Symposium on Digital Citizenship and Technology Use More than 40 educators from across Southern California came to St. Margaret’s for the Common Sense Media/Eduscape SoCal Digital Citizenship Symposium. The guests included school teachers, district superintendents and technology coaches, joined by 13 St. Margaret’s professional community members from all divisions and departments. The educators participated in workshops and discussions around properly educating responsible technology use and citizenship to a generation of students growing up in a digital world.

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Dressed in colonial costumes from the era, grade 5 students participated in “A Revolutionary Experience,” which re-created both everyday life and the extraordinary events in the United States during colonial times. Each of the classrooms represented a different experience, including a playhouse, a tavern and a museum showing many revolutionary artifacts.

The Arts

Athletics

Spring Film Festival Spotlights Student Creations

Lacrosse Programs Crowned Southern Section Champions

Upper and Middle School students showcased their original films during St. Margaret’s inaugural Spring Film Festival in Hurlbut Theater. A total of 26 short films, varying from a few seconds to more than four minutes in length, were shown. The Audience Choice Award was presented to Robbie Graham for his film “Running Towards a Dream.” Read more at www.smes.org/filmfestival.

World Dance Series Introduces Cultures and Styles St. Margaret’s dance students experienced dance forms from around the globe, learning from master guest artists who specialize in various world dance customs. The students learned Arabian belly dancing, Irish, Bollywood and African styles during four single-day classes.

ARTS HONORS • Three Tartans won four national medals in the Scholastic Art & Writing Awards.

• Students received 11 honors at the MACY Awards for the Upper School production of Into the Woods.

• Five Tartans were recognized as finalists or semifinalists for Artist of the Year by OC Varsity Arts.

• Elena Plumb won a CAPPIE award for best senior critic.

St. Margaret’s claimed the U.S. Lacrosse Southern Section championship in both boys and girls lacrosse, sweeping an exciting doubleheader of games in May. The girls beat Palos Verdes, 20-9, to win the title for the second consecutive year, while the boys won the Southern Section for the first time since 2015 in a 13-4 victory over Loyola.

SPORTS HIGHLIGHTS • St. Margaret’s girls soccer team won the SoCal Soccer Regional title in a hard-fought 2-1 victory over La Salle College Prep. The Tartans finished the season with a 23-2-4 record.

• Nathan Soto won the Division IV pole vault competition at the CIF-SS Finals, clearing 14 feet.

• St. Margaret’s boys track and field team was named the 2018-2019 CIF Southern Section-FORD Academic Award Team Champion with a cumulative GPA of 3.87, the second straight year the team won the award.

• St. Margaret’s had 21 scholar-athletes from the Class of 2019 commit to play college sports. Visit www.smes. org/signingday to learn more about them.

• The Tartans won six team CIF-SS or state titles, along with two individual CIF champions in 2018-2019, the most in school history for one year.

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

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&MAGIC THE DIFFERENCE OF AN EARLY CHILDHOOD THROUGH GRADE 12 SCHOOL Every day, St. Margaret’s students interact and collaborate with students of different ages across campus. The school intentionally leans into the unique quality of its early childhood through grade 12 program, and the benefits are meaningful and endless.

BY RYAN WOOD

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lthough there are four distinct divisions of St. Margaret’s Episcopal School to serve the unique learning and developmental stages of its students, from early childhood through grade 12, it is not four separate schools.

The boundaries between divisions, both physical and philosophical, are intentionally not rigid. Often, some of the most enduring learning, growth and magic happen and special memories form when students branch out beyond their divisions and interact with older and younger Tartans elsewhere in the school.

School leaders, educators, parents and students themselves identify this vibrant, early childhood through grade 12 learning environment as a uniquely valuable aspect of the student experience and a key strength that cannot be replicated elsewhere. Through the Strategic Plan process, students of all ages told school leaders that they sought more opportunities, not fewer, to work with younger and older students across divisions.

St. Margaret’s set out to further advance and empower student programming around this unique differentiator in the Strategic Plan, with a goal to embrace the unique early childhood through grade 12 school, as well as the physical campus, as a classroom and opportunity for learning, community connection and service.

“We seek every opportunity to bring students of all ages together at St. Margaret’s because we know the intrinsic benefits — role modeling, character development, inspiration, aspiration, community and joy, to name a few — that it nurtures,” Head of School Will Moseley said. “Our students, younger and older, have told us that they cherish these connections as a part of their St. Margaret’s experience.

“Our educators intentionally cultivate and design classroom partnerships, all-school service-learning projects and community rally points — even the design of our campus — to inspire organic student interactions to embrace and promote student connections, sense of community and shared purpose, and individual student learning and growth.”

Over in the Lower School Outdoor Classroom, an Upper School senior playfully rides tricycles with grade 1 students. His long legs may look a little out of place on a Lower School tricycle, yet his presence is a fulfilling school experience for everyone involved. He is a peer counselor, establishing a yearlong relationship with a younger Tartan as a way to promote health and wellness, mentorship and leadership.

In the Performing Arts Center’s orchestra room, meanwhile, Upper School students are supervising as Preschool students try a variety of instruments for the first time. The room is filled with the sounds of violins, cellos, pianos, percussion and joy. A newfound love of music is born, as are connections with the older students they look up to.

Cross-divisional opportunities are everywhere — and it’s a differentiator of the Tartan student experience made possible by St. Margaret’s vibrant early childhood through grade 12 program. Many opportunities are academic, ranging from two classes in different divisions meeting for an activity to the ability for grade 8 students to accelerate their learning by enrolling in Upper School classes and completing electives that count toward graduation requirements.

Others are scheduled all-school events, like the annual Literacy Day and the Homecoming pep rally, where the energy is high and the intensity is low. And some are simply spontaneous run-ins on campus — a high-five in the Hot Lunch line, or a conversation in the Library. Some places, like the Johnson Wallis Visual Arts Center, encourage crossdivisional interactions simply by how they are designed.

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ACADEMIC OPPORTUNITIES The benefit of cross-divisional interactions from a community standpoint is a rewarding aspect of St. Margaret’s student life. Yet, having students ages 3 to 18 on campus also provides tremendous academic benefits that are hard to replicate elsewhere.

Last fall, students in Jennifer Hardison’s Early Childhood School class expressed a deep interest in learning more about kites. Aligned with the division’s approach of extending learning through children’s own interests, Mrs. Hardison helped her students research different types of kites, how to construct them and what purpose they’ve served throughout history.

Word of the class’s interest in kites made its way to Upper School history teacher Kristina Taylor, whose son is in the class.

At the time, Mrs. Taylor was leading a grade 9 world history unit on the Knowledge Revolution.

Mrs. Taylor saw an opportunity. Bringing the classes together was a perfect way to make the learning more meaningful for both groups of students, and Mrs. Hardison agreed. So the kite project in the Early Childhood School became a crossdivisional activity with Upper School history students.

The collaboration was highly engaging, as many crossdivisional interactions are, yet it also enhanced the learning of both the Early Childhood School students figuring out how the world works, and Upper School students learning more about the acquisition of knowledge.

“My grade 9 students expressed an understanding of how young children learn,” Mrs. Taylor said, “and then connected it to how the majority of Europe’s population was learning in a similar way during the Knowledge Revolution.”

The learning benefits of these connections are inspiring even more to take place. Grade 8 geometry honors students collaborated with the Lower School to apply their learning of deductive reasoning and the Law of Syllogism to teach grade 4 students new writing skills. Inspired by the children’s book If You Give a Mouse a Cookie, the two classes worked together to apply deductive reasoning to a written story, introducing conditional statements that lead to a cascade of requirements (similar to, “If you give a mouse a cookie, he will ask for a glass of milk. If you give him a glass of milk … ”).

Each year, Upper School English teacher Meredith Schumacher realizes the value of her English IV students interacting with the Early Childhood School to collaborate on poetry and short stories. The young Tartans learn about elements of storytelling while older students serve as mentors and share their love of writing with students who are just starting out.

“It nurtures the Upper School students’ personal values, like community and kindness, as well as their leadership skills, while it inspires our younger students to develop their ideas and a love of writing,” Mrs. Schumacher said.

Older students also visit the Early Childhood School throughout the year to learn and observe. Upper School AP psychology students studying early-childhood development theories have observed young children learning in their constructivist setting, and Middle School science and technology students have created specially designed garden tools for young children and have taken prototypes to the Early Childhood School for younger Tartans to try.

Upper School students and Early Childhood students fly kites on Chalmers Field; Upper School English students write poetry with Early Childhood students.

The students met several times throughout the school year to expand their learning and form new bonds. The older students helped the young children create simple kites, mentored them on how to fly them, and observed closely as the young Tartans tested different additions to their kites, like a Lego figurine, and expressed their conclusions on how they impacted the kites’ ability to fly.

“This adhered to the Early Childhood School’s focus on crosscutting science concepts of both cause and effect, and form and function,” Mrs. Hardison said. “The children worked with their older peers to investigate forces such as wind and gravity, as well as speed, as they ran as fast as they could to get their kites to fly.”

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“These interactions definitely have an academic benefit for the older Tartans who are seeing firsthand how early-childhood development takes place. At the same time, our youngest Tartans always look forward to the older students coming to visit,” Early Childhood School Director Cris Lozon said. “They love sharing their newfound knowledge with their older peers, which helps them to practice and strengthen cognitive skills.

The older peers also model the core values of character and community, which helps young learners develop socially. It is always wonderful to see these connections take place.”

ALL-SCHOOL PROGR AMS One of St. Margaret’s most cherished cross-divisional programs is Peer Counseling, a program that involves Upper School students serving as one-on-one mentors and friends

to students from younger divisions for an entire school year. It is overseen by all-school counselors Janice Avalone and Jeremy Dailey.

The older students are trained by the school counselors and outside experts to serve as active listeners capable of navigating different topics their younger pals may be interested in sharing when they meet once a week. Younger pals are initially identified by a teacher or parent as someone who would benefit from having an older mentor and often choose to stay in the program for several years.

The relationship is rewarding and long-lasting. The younger students have a trusted buddy on campus who offers support and companionship and helps with possible social-emotional challenges they may be facing. The older students build skills in leadership and get a deeper sense of empathy, patience, understanding, responsibility and love.

The St. Margaret’s community grows even closer as these connections build over time. Years after their peer pal relationship officially ends, students are often excited to see their buddies on campus.

“For the younger students, it’s like having a big sister or big brother that comes to see you every week,” Dr. Avalone said.

“For the older students, I think they truly are grateful for having the responsibility and rewards of caring for someone younger.

They are giving their time, and the outcomes are immeasurable.

There’s just something authentic about it.”

In addition to the one-on-one relationships, Upper School peer counselors also meet with Early Childhood and kindergarten classes, as well as grade 9 advisories and Middle School students, to help ease the transitions taking place in their lives.

The Peer Counseling program is more popular than ever at St. Margaret’s, which is consistent with student feedback.

Overwhelmingly, students have made it clear that they love connecting with peers from other divisions, whether academically, socially or for co-curricular activities. This has St. Margaret’s exploring other ways to tap into this valuable aspect of an early childhood-grade 12 campus.

An Upper School peer counselor works with kindergarten students; Upper School students sit with Lower School partner classes at this year's Spring Eucharist.

Throughout the year, several all-school events bring the entire student body together for high-energy, intentional gatherings.

Some, like the Homecoming pep rally, ramp up school spirit through fun cross-divisional activities and cheers.

Others, like the annual Literacy Day, bring students together around all-school learning opportunities and collaborating on school-wide service initiatives.

This spring, Upper School students went by advisory groups to classrooms across campus on Literacy Day to read the children’s book A Chair for my Mother, about a young girl who collects coins to replace valuables lost in a fire. The older students discussed the themes and lessons of the book, which served as an inspiration for St. Margaret’s own all-school coin drive to help California wildfire victims.

Throughout the drive, the older advisories met with their younger partner classrooms to gather coins and brainstorm ways to raise even more. At the spring All-School Eucharist, the students sat together and presented their final collection of donated coins. More than $8,000 was raised to help California wildfire relief efforts of the L.A. Episcopal Diocese and the Northern California Episcopal Diocese.

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Sometimes, the activities don’t have to be face-toface to bring value. At the grade 12 retreat at Camp Stevens at the beginning of each school year, seniors write letters of advice and encouragement to grade 6 students as they begin Middle School and look ahead to the next seven years of their academic and social journeys. The grade 6 students read the letters when they visit Camp Stevens for their retreat a few weeks later.

Upper School cheerleaders lead a Lower School cheer clinic; students from different divisions work together on the production team for the Lower School Grades 1-3 Musical Magic Tree House: Pirates Past Noon.

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“Through these programs, our Upper School students are establishing relationships with younger Tartans, and all the while, they are picking up skills that will benefit them for the rest of their lives,” Upper School Principal Jeneen Graham said. “They are reaching out to students at different life stages, establishing leadership qualities, being a role model, and improving empathy skills.

clubs, participate in the arts and train for athletic competition.

Often, they’re doing so alongside Tartans from other divisions.

The Lower School and Middle School performing arts productions are always highly acclaimed, and behind the scenes they are made possible with the help of older students who work to mentor and assist the younger Tartans while picking up priceless experience of their own.

St. Margaret’s Upper School and Middle School dancers rehearse for two big concerts each school year — one in the winter and one in the spring. These concerts bring dancers grades 6-12 together for an unforgettable show in Hurlbut Theater. Behind the scenes, the younger dancers have Upper School mentors to hone choreography, learn moves and perfect their performance.

Elsewhere, the Lower School grades 3-5 musical Peter Pan Jr. and grades 1-3 musical Magic Tree House: Pirates Past Noon were memorable productions of well-known literary classics, with more than 80 Lower School students participating in each as part of the cast and crew. Their experience was enhanced by several Upper and Middle School students filling roles such as stage manager, light-board operator, wardrobe assistant and makeup assistant.

CO-CURRICULAR OPPORTUNITIES

“For example, the student stage manager comes to every rehearsal, helping both the director and the younger students prepare for the upcoming performance,” Director of the Arts Darcy Rice said. “When it comes time for tech rehearsal and performances, the stage manager is in the booth on headset calling all cues to the running crew, light and sound operators.

It’s one of many roles where we have valuable support from older students.”

The opportunities are not just limited to the school day.

Co-curricular activities keep the campus busy well into the evening, as St. Margaret’s students engage in after-school

The athletic department also leverages the early childhoodgrade 12 program, allowing for mentorship, inspiration and teamwork between student-athletes of all ages.

“These interactions are valuable for all those reasons, but being around the younger students also brings a true sense of joy and wonder to their school day. It is something that Upper School students say they always look forward to.”

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Each fall, the Upper School cheerleading squads lead a Lower School cheer clinic that is as popular as ever. Younger students are mentored by the cheerleaders, learning cheers, stunts and a dance routine before eating a pizza dinner with the older Tartans.

Then, the older and younger cheerleaders together cheer on the sidelines at a Tartan varsity football game and perform a halftime dance in front of a packed crowd at Tartan Field.

In the spring, the track and field team mentors more than 100 Lower and Middle School students in preparation for a Lower School track meet. The older students visit their younger buddies earlier in the week to help them learn specific events and then assist them throughout the Saturday meet, leading the warmup, escorting the young athletes to their events and cheering them on.

Upper School student-athletes also connect frequently with younger students throughout the year, greeting them at the vehicle drop-off line, mentoring in Lower School physical education classes and attending Middle School athletic events.

“These are great opportunities to nurture community, learning and school spirit at St. Margaret’s,” Director of Athletics Patrick Bendzick said. “Our older and younger students love spending time together, and our older students cherish the opportunity to be leaders and role models.”

After-school clubs and summer camps also bring together students from different divisions. St. Margaret’s FTC Robotics team is made up of 11 students from both the Upper School and Middle School and competes in robotics competitions throughout the school year. During Summer at St. Margaret’s, many of the Lower School-aged summer camps are run with heavy involvement of both Upper School students and recent graduates who serve as junior counselors.

PHYSICAL CAMPUS The Johnson Wallis Visual Arts Center was completed in 2017, centralizing St. Margaret’s vibrant visual arts program on the second floor of the Gateway Building.

The center brought together all visual arts classrooms for the first time, which logistically made sense for many reasons.

One of the main ones was a chance to improve the visual arts experience at St. Margaret’s by bringing artists of all ages together in a comfortable and dedicated space and introducing new opportunities for collaboration, exposure to other ideas, and mentorship between older and younger students.

“The Johnson Wallis Visual Arts Center offers so many opportunities for interaction between divisions,” said Jesse Standlea, chair of the visual arts department. “The younger students have been able to watch the older artists at work and have seen demonstrations by other students in the corridor. All of our art students walk by the displayed works of their talented peers each time they enter the center. There is inspiration everywhere.”

St. Margaret’s campus master plan is a strategic short-term and long-term plan for campusimprovement projects that serve to upgrade and enhance the school’s 22-acre campus.

Each aspect of the plan is carefully considered, and numerous factors are weighed when considering the development and prioritization of capital projects. The potential for cross-divisional interaction is one strong consideration, as its benefits and student input show it brings tremendous value to each Tartan’s school experience.

Recent campus improvements like Chalmers Field and Highland Quads, the Performing Arts Center and the Johnson Wallis Visual Arts Center have benefited students of all ages on campus — and often simultaneously during cross-divisional interactions and projects.

“We see the magic of this campus come to life when older students interact with younger students in these spaces,” Mr. Moseley said. “It improves the student experience in myriad ways, and we will keep considering these cross-divisional connections as the campus master plan continues to be realized in future projects.”

Lower School students look on as Upper School students work in the Johnson Wallis Visual Arts Center; students celebrate Lower School buddy lunch on Chalmers Field.

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“We see the magic of this campus come to life when older students interact with younger students in these spaces. It improves the student experience in myriad ways, and we will keep considering these cross-divisional connections as the campus master plan continues to be realized in future projects.”

- Will Moseley, Head of School

Some of the approved curricula for the 2019-2020 school year include: • Upper School Latin and history students collaborating with Middle School and Lower School choir students to provide historical context and translation for the performance of a Gregorian chant at a Chapel service.

THE FUTURE

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Over the last three years, a team of professional community members dedicated to this goal has frequently met to discuss new ways to nurture and build on the already-vibrant opportunities in place to tap into this advantage.

Grade 8 history students curating resources on the American Revolution, including primary sources, art, historical fiction and poetry to share with grade 5 students and enrich the study of this topic in both grade levels.

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These conversations go in several directions. Through ethnographic interviews with students, the goal team realized how much these connections are desired by both younger and older students. The physical campus also makes interactions between older and younger students more natural, so how can St. Margaret’s factor that into future enhancements? And how can St. Margaret’s take existing successes and advance them?

Upper School art students working with students in the Middle School design and fabrication and life science classes on a unit about biomimicry that includes a visit to the Huntington Library Conservatory for Botanical Science.

Whether through academic curriculum, after-school interactions or just fun and energetic events around campus, St. Margaret’s students find the transformative Tartan experience isn’t constrained by peers of their own age.

Cross-divisional connections have happened for a long time at St. Margaret’s. The benefits of bringing divisions together for interactions, academic opportunities and even just highenergy all-school events are numerous, and fueled by the work of the Strategic Plan goal team, school leaders are carefully determining how to expand those interactions in a thoughtful and valuable way.

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It’s much bigger than that.

One path to expanding cross-divisional opportunities is simply to have faculty from different divisions connect as much as possible. Ideas are born this way.

“Our unique early childhood through grade 12 structure creates a visible 15-year continuum of child development,” Assistant Head of School for Strategic Initiatives Ryan Dahlem said. “The special connections between students across age groups are similar to siblings within a family and create authentic opportunities for role modeling, inspiration, shared inquiry, nostalgia and joy. Leveraging these relationships for collaborative learning experiences deepens and enhances our educational program in significant ways.”

This summer, school leaders once again offered innovation grants for teachers interested in developing new curricula to introduce in the classroom. In the past, such grants were focused on interdisciplinary curricula, with teachers from different subjects coming together. This year, though, the interdisciplinary grants were expanded to encourage teachers from different divisions to collaborate and write curricula that connects students across multiple age groups through shared learning experiences.

Recent graduate Grant Kinsey '19 said of his Tartan experience, “I have really enjoyed the preschool through grade 12 aspect.

It’s really neat to be surrounded by younger kids at the allschool assemblies and different events like Literacy Day that unite the whole school. It’s evident how much the younger kids look up to the Upper School students. They want to be like us, and it really gives us the unique opportunity to be role models to them and to set a good example and help them along their path.”

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COL LAB ORA TING F WITH OUTSIDE EXPERTS St. Margaret’s academic program is enhanced by collaborations with top academic minds who visit campus and work with the school’s renowned faculty, bringing a fresh perspective to the school’s vibrant learning environment.

BY RYAN WOOD

or one week this spring, St. Margaret’s students experienced how visual arts is taught at the worldrenowned Rhode Island School of Design.

Under the direction of RISD professor Ken Takashi Horii, Middle School and Upper School students were tasked with using cardboard to create functional art. The different directions each student took led to lively discussions that dissected the form-versusfunction approach to art and design in which Mr. Horii is an expert.

Mr. Horii frequently incorporates cardboard in his RISD classes.

During his week as artist-in-residence at St. Margaret’s, Tartans were introduced to the assignment with which top art students at RISD are so familiar.

“An expert like Ken enriches the learning environment here at St. Margaret’s in so many ways,” St. Margaret’s visual arts chair Jesse Standlea said. “His lessons were exciting and thought-provoking and touched on concepts our faculty is teaching from a fresh perspective.

In addition, our faculty loved collaborating and bouncing ideas off him both formally and informally throughout the week.”

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Throughout the school year, faculty collaborations with outside experts play an influential role in St. Margaret’s academic program. Whether they are one-day professional-development guests or weeklong scholars-inresidence like Mr. Horii, world-renowned educational minds are frequently visiting St. Margaret’s, observing teachers and students and affirming and enhancing the Tartan learning experience.

“This is what great institutions do,” Head of School Will Moseley said. “As a vibrant learning environment, it is deeply impactful for the development of both our students and our professional community to collaborate with outside experts in a variety of disciplines and bring their perspectives to our campus.

“Such partnerships inspire faculty, they energize students, and they support academic excellence, growth and innovation here at St. Margaret’s.”

SCHOLARS IN RESIDENCE Mr. Horii’s weeklong visit was the latest in a line of outside experts who embed in the St. Margaret’s community for a residency, allowing for an extended sharing of ideas with students and the professional community.

Under Mr. Horii’s direction, St. Margaret’s students explored art concepts through a single 48-by-48-inch sheet of cardboard. For example, Upper School classes could use the cardboard to design either a “visually compelling” form or a “structurally strong” form, which led to a discussion led by Mr. Horii on different strategies that students pursued from those two choices.

“Mr. Horii stands out because he brings a fresh perspective to teaching skills we feel are important to impart to all art students no matter their path, including visual-spatial abilities, reflection, self-criticism and willingness to experiment,” Mr. Standlea said.

St. Margaret’s visual arts department has a budding relationship with RISD that has grown over several years. Tartan alumna Shelby Nicholas ’16 is a student at RISD and has actively forged connections between faculty at both schools. RISD leaders visited St. Margaret’s in 2016, and Mr. Standlea visited RISD in 2017 to observe art and design innovation and

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interdisciplinary studies in action at the prestigious school. Conversations during those visits eventually led to Mr. Horii’s weeklong residency in March, and a team of St. Margaret’s visual arts faculty will visit RISD this fall.

It was the second consecutive year the visual arts department hosted a residency. A year earlier, Jesse Colin Jackson also served as artist-inresidence at St. Margaret’s — albeit with a different approach.

Mr. Jackson, a visual artist and assistant professor at the University of California, Irvine, brought to St. Margaret’s his interactive “Marching Cubes” project, consisting of hundreds of 3D-printed magnetic shapes that allow for endless creative possibilities. Students had the chance to build with the cubes, while Mr. Jackson used the shapes along with a computer algorithm to create art in a weeklong project.

“It was insightful to see a professional artist at work here at St. Margaret’s,” Mr. Standlea said. “Mr. Jackson’s artistic process often meant he did not know how his work was going to turn out when he started it. It was great for our students to see how an artist’s creations developed as the week went along.”

This residency approach at St. Margaret’s was first started in 2017, when Rosetta Lee spent a week on campus as a cultural-competency scholar-inresidence. Ms. Lee, a Seattle-based thought leader and outreach specialist in cultural-competency skills, met with students, parents, the professional community and the Board of Trustees to discuss cultural competency and implementing inclusive practices in and out of the classroom.

Ms. Lee’s visit and insight enhanced cultural-competency education at St. Margaret’s. That work is now led by Victor Cota, who was hired for the newly created role of director of equity and inclusion in 2018.

School leaders continue to explore more possibilities for residencies that could advance the education and pedagogy at St. Margaret’s.

“We have discussed a number of different possibilities for future residencies here on campus, including the potential for authors, scientists or entrepreneurs having a residency at St. Margaret’s,” Assistant Head of School for Strategic Initiatives Ryan Dahlem said. “We find a real value in outside experts embedding in our community and offering a more extended sharing of their ideas and perspectives. It has elevated our pedagogy and been a rewarding experience for our students.”

From left to right: artist in residence, Ken Horii; artist in residence, Jesse Colin Jackson; Reggio Emilia art education expert, Daniela Arbizzi; outdoor-education expert, Ellen Veselack.

PROFESSIONAL DEVELOPMENT ON CAMPUS When the Lower School Outdoor Classroom opened in 2018, school leaders brought in outdoor-education expert Ellen Veselack for a day of faculty professional development, parent presentations, and student and teacher observation of the new space. Ms. Veselack is the associate director of the Outdoor Classroom Project, an initiative of the Child Educational Center (CEC) in La Cañada Flintridge, and has been an early-childhood educator for more than 40 years.

St. Margaret’s worked closely with the Outdoor Classroom Project in designing both the Lower School Outdoor Classroom as well as the Ingrid S. Andrews Outdoor Classroom in the Early Childhood School, making Ms. Veselack’s expertise especially relevant.

“We wanted Ms. Veselack to share her knowledge on outdoor curriculum and instruction as we incorporated this incredible space into our everyday teaching and learning,” Lower School Principal Jennifer Blount said.

Ms. Veselack is one of several external experts who have recently visited St. Margaret’s to observe the school’s academic program firsthand and offer important takeaways for faculty and administrators.

Daniela Arbizzi spent several days in the Early Childhood School sharing her expertise in art education at Reggio Emilia-inspired schools like St. Margaret’s. A native of Reggio Emilia, Italy, Ms. Arbizzi observed students, conducted demonstration lessons, organized meetings and led multiple faculty in-service days, all designed to enhance the role of art in St. Margaret’s research-based, play-based curriculum.

Ms. Arbizzi is one of several experts to visit St. Margaret’s Early Childhood School in recent years, a professional-development strategy director Cris Lozon has long embraced. Dr. Lozon has also brought in constructivist experts like Dr. Jacqueline Brooks and Dr. Beth Van Meeteren to lead sessions focused on specific aspects of STEAM education.

In the Lower School, St. Margaret’s has brought in Ryan Candelario, an expert in the Columbia University Teachers College Reading & Writing Project curriculum. Over several days, he ran demo lessons, led engaging sessions with faculty and ultimately enhanced the teaching of the innovative reading and writing curriculum that St. Margaret’s has implemented with

“As a vibrant learning environment, it is deeply impactful for the development of both our students and our professional community to collaborate with outside experts in a variety of disciplines and bring their perspectives to our campus."

—Will Moseley, Head of School

fidelity from kindergarten through grade 6.

The English department also welcomed Sheridan Blau, a professor of practice at the Columbia University Teachers College and a well-known thought leader in English-education strategy, for a day of professional development. Mr. Blau discussed strategies for teaching students to be better readers of text and writing about texts more intuitively and thoughtfully.

Meanwhile, during a faculty in-service in October, Middle and Upper School faculty enhanced their skills centered around the school’s highly valued Advisory program by participating in a session led by Steve Barrett of the Wildwood Outreach Center. Faculty members spent time building their advisor “toolbox” by engaging in Advisory and classroom-ready protocols, investigating research on connectedness and relationships and their role in Advisory, and introducing and discussing strategies for leveraging students’ strengths to build relationships.

“It was so valuable to be able to dedicate a day to strengthening our skill set around Advisory,” Middle School Principal Jeannine Clarke said. “It is such an important program here at St. Margaret’s, and Mr. Barrett did a wonderful job of sharing research and perspectives about this part of the school experience. Our faculty left with ideas and skills that we are eager to implement in our essential role as advisors going forward.”

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Sharing St. Margaret’s With the Nation St. Margaret’s innovative learning environment and experiences have captured the attention of educators from across the country, making Tartan experts in demand for outsiders interested in learning more about St. Margaret’s approach to educating students.

Members of St. Margaret’s professional community have been invited to present at conferences and workshops across the United States, sharing insight and strategy behind St. Margaret’s program from the Early Childhood School to the Upper School, as well as strategic insights from school administrators.

Here’s a look at where St. Margaret’s professional community presented during the 2018-2019 school year:

LA84 Foundation Clinic | Walnut, Calif.

PATRICK BENDZICK, director of athletics and head cross country coach, presented an advanced session on how an investment in building team culture can pay dividends in high school cross country.

California School Library Association City of Industry, Calif.

Western Association of College Admission Counseling | Phoenix, Ariz.

DAVID BESHK, Lower School science teacher, and MELISSA FISHER, Lower School Library teacher, presented on collaborations between Lower School science and the Library, including a grade 3 “Mission to Mars” project.

JEFF JABLONSKI, associate director of college counseling, and ALEX SERNA, director of Breakthrough SJC, presented on the partnership and collaboration between St. Margaret’s and Breakthrough SJC.

NAIS Conference | Long Beach, Calif.

WILL MOSELEY, head of school, and RYAN DAHLEM, assistant head of school for strategic initiatives, led two presentations centered around St. Margaret’s innovative use of the design thinking methodology in schools, putting student needs at the center of the process to conceptualize and implement strategic initiatives. The conference committee identified St. Margaret's as one of the 10 most innovative schools in the nation.

JENEEN GRAHAM, Upper School principal, shared St. Margaret’s approach to datadriven decision-making as part of the California Association of Independent Schools Assessment Think Tank.

UCI History Project Summer Institute | Irvine, Calif.

SIMON FELLOWES, Upper School history teacher and department chair, worked as a teacher leader and presented on teaching citizenship and identity and visual source strategies.

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Spring ComputerUsing Educators (CUE) Conference Palm Springs, Calif.

ANGELA MACKENZIE, director of library and digital literacy, and MARY MAYER and LAURA REDMAN, Lower School STEAM teachers, presented on the implementation of the Lower School STEAM block and shared details on grade 5’s waterconsumption project.

International Society for Technology in Education Chicago, Ill. LYNN OZONIAN, director of technology and innovation, ANGELA MACKENZIE, director of library and digital literacy, and MARY MAYER and LAURA REDMAN, STEAM teachers, presented on how St. Margaret’s embeds coding throughout their K-12 curriculum to develop and grow an interest in computer science. They also led a presentation on the grade 5 STEAM block and the water-consumption project.

Association for the Study of Play Harrisonburg, Va. CRIS LOZON, Early Childhood School director, and LORE FREDETTE, Early Childhood School teacher, presented current research on play in early-childhood education, and shared insight from a play-based ramp project.

National Association for the Education of Young Children | Washington, D.C. CRIS LOZON, Early Childhood School director, shared insight on documenting mathematics and literacy while keeping play in the early-childhood classroom.

NAIS People of Color Conference | Nashville, Tenn.

VICTOR COTA, director of equity and inclusion, and ALEX SERNA, director of Breakthrough SJC, shared expertise on guiding firstgeneration, low-income Latinx students to college.

Association for Constructivist Teaching | Columbia, S.C. College Board Forum | Dallas, Texas ROLAND ALLEN, director of college counseling, organized a panel and presented “An Untold, but True, Story: First Generation Counseling Professionals.”

CRIS LOZON, Early Childhood School director, presented on enhancing science and engineering practices within children’s play alongside constructivist educator Dr. Jacqueline Brooks.

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INTEGRATING SERVICE LEARNING INTO THE Everyday UPPER SCHOOL EXPERIENCE

BY ANNE DAHLEM

O

ver the past several years, St. Margaret’s analyzed and evolved its service-learning program outcomes to ensure a modern reflection of two aspects of the school’s mission and core values: service and community. School leaders asked how St. Margaret’s program cultivates the value of community and the propensity for service and leadership in its students that the school intends.

They reviewed school-wide service projects, the service graduation requirement and listened to students’ input on their experience.

"As we analyzed the effectiveness in delivering our full mission, we challenged ourselves to review how we dedicate time within the school program for service,” said Head of School Will Moseley.

“Through our Strategic Plan work, we charged our service-learning team to seek new ways to incorporate service into the student experience and align the program across the school, especially as we had made great strides toward evolving to a service-learning model.”

Service learning moves beyond volunteering to create connections and deeper meaning with specific learning goals. In St. Margaret’s case, those goals include developing a deeper understanding of societal issues and systemic causes behind community needs, fostering empathy for others, identifying real-versusperceived needs, cultivating life skills through experiential projects, reflecting on and identifying what matters to one’s self, and cultivating a personal motivation and responsibility to contribute meaningfully to one’s community.

The Upper School redesigned its service-learning program, teaming students together in advisory groups to serve in areas of common interest and concern. Additionally, the students conduct their service work during the school day, similar to

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how service-learning projects are done in the other three divisions, further incorporating it into the student-learning experience. Previously, students would fulfill their service requirement independent of the school day.

In spring 2017, the Upper School designed a pilot program with a group of senior and junior students with high interest in service.

The students would leave campus during the school day several times over the course of the semester to perform service projects with a local school partner, Family Assistance Ministries.

They had to arrange class absences with their teachers and make up their missed work on their own time. Though the students had to manage the added workload, the feedback was overwhelmingly positive.

They developed a deeper understanding for the organization’s purpose, the complexities of the situations that generated a community need and the people the organization serves. They also enjoyed a more meaningful integration of service into their school experience, including coming together with peers to serve, generating opportunities to talk about their experiences and share their personal reflections.

In the fall of 2017 after the success of the initial pilot, the team scaled the program to a revamped service-learning requirement for the new freshman class, the Class of 2021. Instead of logging hours each year (totaling 70 hours by graduation), the students would work within their advisory groups to forge a partnership with a local community organization and provide ongoing support in areas of need over the course of the school year. These relationships have the possibility to endure for the advisory’s four years in the Upper School.

“Sustained relationships with our community partners nurture in our students better learning outcomes, deeper investment and ultimately more meaningful contributions to important community needs,” said Lora Allison, Upper School director of community life, who led the creation of the new service-learning program.

Through a creative use of Friday activities and lunch periods and tremendous commitment of all Upper School faculty to readjust classes to make the grade 9 pilot work, advisories left campus to visit their nonprofit partners five times throughout the school year for a half day of service.

The program kicked off in the first days of the school year at the freshman retreat, with advisories brainstorming potential service organizations and the kinds of projects and needs in the community they were interested in serving. Allowing students to have input and choice, especially in experiential and hands-on projects, leads to increased engagement, meaning, connection, relevance and permanence in their learning.

Next, each advisory organized a plan to contact organizations, explain what they hoped to do, learn the real needs of the organization and explore working for the organization during the time periods allotted over the coming nine months. Through this process each advisory group developed a partnership with a local community organization, including Family

approximately every three weeks for service.

“How we spend our time as a school reflects our values and what is important, and the new schedule was the opportunity to formalize consistent time for service in the Upper School student experience,” said Mr. Moseley.

Last year, the Upper School moved the program out of the pilot phase and officially changed the service graduation requirement for all incoming classes of students, with the Class of 2022 beginning the program with the launch of the new schedule, and the Class of 2021 continuing into year two. Last school year, students forged partnerships with 21 local organizations, including San Juan Capistrano Library, Laura’s House, Friendship Shelter, San Juan Elementary School, Kids Around the World, Casa de Amma and Del Obispo Elementary School.

For the 2019-2020 school year, all Upper School students, including the classes of 2023 and 2020, will embark on extended advisory service projects with community organizations, with older and younger advisories sharing the same partner.

“Sustained relationships with our community partners nurture in our students better learning outcomes, deeper investment and ultimately more meaningful contributions to important community needs” —Lora Allison, Upper School director of community life Assistance Ministries, Brookdale San Juan Capistrano, HomeAid Orange County and the J.F. Shea Therapeutic Riding Center.

“Understanding and meeting authentic needs is a major focal point of St. Margaret’s servicelearning program,” Mrs. Allison says. “Feedback from community organizations is that often well-intended volunteers come with preconceived ideas of how they want to serve and what the organization might need and subsequently miss the mark. This can cause frustration and even extra work for these often under-resourced organizations.”

Cultural-competency skills development and understanding how to work across differences are also important learning goals of St. Margaret’s service-learning program. Mrs. Allison and Victor Cota, St. Margaret’s director of equity and inclusion, organized a panel presentation with nonprofit leaders and a cultural-competency skills workshop for students to understand the

role of a strong volunteer and to nurture effective relationship-building skills as they support an organization’s purpose and true needs.

“In switching to a program where students are going to make a sustained commitment to a single organization, we want to make sure they are equipped with skills to reach out to these organizations and effectively serve unique communities. These conversations give students a better understanding of the nonprofit sector and the skills organizations value in volunteers,” said Mrs. Allison.

Additional outcomes of a focused commitment to one organization are the benefits of building trusted relationships, breaking down common barriers and the discomfort of stepping into an unknown environment, leading to breakthrough realizations and deeper understanding.

When the new Upper School schedule was minted last year, so too was a dedicated block

“Our students have developed a greater sense of purpose and meaning through developing authentic relationships with partner organizations.

They are empowered to choose an organization that is serving needs of great relevance to them and their advisory peers, and they are engaged by the hands-on work and relationship building that happens during these extended blocks of time,” said Jeneen Graham, Upper School principal.

“This year, we will continue to strengthen partnerships and make connections between two groups of students from different grade levels through their shared interests. Service is part of our DNA. It is a meaningful privilege, and its true value cannot or should not be quantified by a log of hours, rather a strong relationship and shared understanding.”

Mrs. Allison added, “When we focused on logging hours, we would sometimes hear students express joy and relief when they had finished their hours requirements. This was not the outcome we were trying to achieve. Today the feedback is, ‘I wish we had done this sooner,’ ‘I am enjoying and learning so much from my service and the relationships I’ve formed,’ ‘I’m understanding my community better,’ and ‘I wish we could do more.’ That is the reward of service and value for community we are trying to instill in our students…today and for the rest of their lives.”

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GIRLS IN S TE A M

SYMPOSIUM:

EXCITING, INSPIRING, INFORMATIVE A full day of activities brought together girls from across Southern California interested in a future in STEAM. B Y R YA N W O O D

S

t. Margaret’s launched its Girls in STEAM Symposium in 2017, addressing a challenge in the science, technology, engineering, arts and math fields of how to boost female interest and representation in male-dominated industries. It was a 90-minute weeknight session that featured a keynote speaker, an activity for students and presentations by three St. Margaret’s teachers with STEAM backgrounds.

The night was undoubtedly a success. Yet as school leaders pondered the event’s future, they envisioned a symposium with an abundance of activity choices, expert women from a greater variety of professions and the inclusion of more girls across Southern California to expose them to the vast career paths in STEAM fields.

Fast-forward to this spring, where the Girls in STEAM Symposium further realized its potential as a can’t-miss event for girls interested in discovering a future in STEAM. Organized by St. Margaret’s STEAM Fellow Jennifer Ross-Viola, the event was expanded to a full day and welcomed students grades 4-12 from across the region. Participants came from as far away as Brentwood and San Diego.

Even as the event grows, the goal stays the same.

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“We hope the girls who attend are more excited, inspired and informed about the possibilities that await them,” Dr. Ross-Viola said. “We want them to see that they are needed in these fields, that their voices are important and that their passion for STEAM can make a difference in this world.”

The activities at this year’s Girls in STEAM Symposium were plentiful and made for a Saturday full of inspiration and interaction.

More than 175 attendees took part in fun workshops, listened to successful women share their stories from a variety of STEAM careers and connected with other girls with similar interests.

The day started with a riveting presentation by spotlight speaker Dr. Andrea Fidgett, director of nutritional services for San Diego Zoo Global.

She shared insight into her work formulating scientific-based diets and leading the fight against extinction through nutritional research.

She also spoke of the future need for girls in STEAM fields and particularly in environmental fields like her own.

where participants and their parents could hear from professionals in various STEAM fields about opportunities, educational paths and general advice. Medical professionals, engineers, scientists, entrepreneurs, educators, technology professionals, designers and researchers spoke openly of their career paths and answered questions from curious girls and their parents. Attendees could choose from five panels featuring more than 20 female professionals. The panelists included three St. Margaret’s alumnae: aerospace engineer Taylore McClurg ’02, software engineer Paige Selby ’08 and civil engineer Patricia Kharazmi ’10.

In addition to the panels, a mentor lunch allowed girls to sit alongside the professionals for informal conversations

“We want [girls] to see that they are needed in these fields, that their voices are important and that their passion for STEAM can make a difference in this world.” —Jennifer Ross-Viola, STEAM Fellow “Mother Nature,” she told the attendees, “needs her daughters.”

Also presenting were four incredible young women from the University of California, Irvine, all graduate students who shared their “Grad Slam” research presentations in fields like chemistry, medicine and engineering.

Their research topics: nicotine and the brain, proteins in human eyes, precision medicine, and materials science techniques to prevent contamination in hospitals.

After the opening presentations, attendees could make the day what they wanted it to be. There were two “Be a STEMinist” sessions consisting of exciting hands-on activities in various STEAM disciplines. Attendees could program robots, solve an escape-room challenge, create DNA art, experiment with virtual reality and try cyanotype photography, among other workshops of their choice.

about school, careers and STEAM interests. For some, it was the highlight of the day.

“Hearing the women from industry speak during the panels and having lunch with them were such invaluable experiences for the girls. The engineers and scientists were so personable and relatable,” one parent said afterward.

Overall, feedback was extremely positive for the symposium and the many activities girls were able to take part in. As many of the girls continue to ponder their future in fields like engineering, medicine, computer science and entrepreneurship, the Girls in STEAM Symposium served as an informational and inspirational boost down that path.

“For our attendees to see women who have succeeded in these valuable industries and share their educational and professional path makes a future in STEAM that much more realistic for them,” Dr. Ross-Viola said.

There were also breakout panel discussions,

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BY PAUL WESTHEAD

The 2019-2020 academic year marks the 40th anniversary and celebration of St. Margaret’s Episcopal School. That is still young compared to our peer schools across the nation, many of which have been around for more than 100 years. However, when you just look at some of our school’s accomplishments from this past year, including many featured on the pages of this issue of the Highlander magazine, it would suggest that we are punching above our weight.

From top: Class of 2019 National Merit commendees; St. Margaret’s boys and girls cross country CIF-Southern Section championship teams; “Lost in California”

by Claire Ahn, 2019 Scholastic Regional Gold Key winner.

•

21 members of the Class of 2019 commended in the National Merit Scholarship program, the highest in school history.

•

Six athletics team CIF-Southern Section and state championships, and two individual CIF championships, the most in school history for one year.

•

Continued national and regional recognition for more than 100 Upper and Middle School student artists through the Scholastic Art & Writing Awards, the CAPPIES and MACY Awards, and OC Varsity Arts.

When I think about Father Sillers and his small band of believers who gathered at the El Adobe restaurant in downtown San Juan Capistrano and decided to build a school, I can’t help but wonder what they would think of St. Margaret’s today.

Or how about those families who had the courage and faith to send their 79 children to a school that consisted of little more than two trailers in a field off Ortega Highway in the fall of 1979 … would they even recognize the campus?

I’m sure they would all be proud of how far we’ve come.

Of course, it’s much easier today for our community to see St. Margaret’s for the leading independent school it has become and appreciate the school’s campus and facilities, but we should never forget all the gifts of time, treasure and talent that have brought us to where we are today.

Everyone at St. Margaret’s stands on the shoulders of those who came before us. Future generations will appreciate the bold steps we will take in the coming years in our ongoing effort to make St. Margaret’s even more vibrant and successful. We will always strive to increase the value of a St. Margaret’s diploma for all students making their way to college and our alumni making their way in the world.

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Report Card On behalf of the Board of Trustees, we are thrilled to celebrate all that has been accomplished over the last 40 years. However, our primary focus continues to be on the work that helps sets the stage for the next 40 years … and beyond.

The Board’s work is long-term oriented, as we are charged with 1) establishing the 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.

Importantly, our Board is composed of people with a variety of relationships to the school, including current and past parents, alumni, and church members, all of whom share a common belief in the school’s mission and core values. Additionally, each Board member brings a different skill set, expertise and perspective that helps advance the school.

We are currently working on a number of exciting opportunities that will help advance the school’s mission and Strategic Plan, including the development of a space on campus that is dedicated to the health and wellness of our students, and an effort to increase our campus footprint, which will allow us to better secure our current operations as well as prepare for the future needs of the school. In fact, most of the construction projects over the last two summers have been related to the necessary changes and improvements that will allow the school to move forward.

More to come on those initiatives in the coming months.

Next, I am pleased to report that our school is in good financial shape, but there is always room for improvement.

On the plus side, we are fully enrolled with a lengthy waiting list, and we have been able to keep tuition increases below 5% while still being able to attract and retain a world-class faculty.

Two ongoing opportunities where we can impact both today and tomorrow are the Annual Fund and the Endowment.

Like most independent schools, our Annual Fund allows families to pay for a portion of their children’s education through a charitable donation.

We purposefully set the tuition amount below the actual cost of education to give families the opportunity to take advantage of this potential tax savings. Keeping our tuition lower also allows us to attract a more socioeconomically diverse student body. Today, the “gap” between the actual cost and the tuition amount is approximately $1,250 per student.

their own, but we hope that everyone will participate at some level, and we encourage those who can to consider being more generous to the Annual Fund.

A school of our size and maturity should have a participation rate that is approaching 100%. This is something we can accomplish this year.

Let’s get there!

Another area where we can continue to improve is with our school’s Endowment.

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

A few years ago, the Board made a critical change to our fundraising policies so that 20% of all fundraising goes to the Endowment. Since that time, the Endowment has grown from $3 million to more than $12 million, which is fantastic.

However, we still have a long way to go before the Endowment can provide a more meaningful offset to increases in tuition, which would be somewhere in the $70 to $100 million range. We are off to a great start, and the future generations of Tartans will be grateful for the good work our community is doing now.

The Endowment has grown from

$3M $12M to more than

since 2013

Forty years ago, St. Margaret’s was a small group of pioneers seeking to create an educational experience grounded in the Episcopal identity. Today, our school is a shining example of what can be accomplished over time through the love and support of parents, teachers, students, friends and families — when you have a clear mission and the will to see it through.

We educate the hearts and minds of young people for lives of learning, leadership and service.

Here’s to the next 40 years of Tartans!

We certainly don’t expect everyone to cover the entire difference on

2019-2020 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 Right Reverend John Harvey Taylor, Chairman

Susan E. Brown

William Lutz

Paul C. Westhead, President

Sarah E. Chester

Victoria L. Otterbein

Joyce C. Lee, Vice President

The Reverend Canon Robert D. Edwards

David Perry

Jason A. Weiss, Secretary Bernard E. Schneider, Treasurer

Laura S. Freese

Mark Risner ‘86

Wyatt E. Malcolm, Bishop’s Representative

Paul C. Heeschen

Cathleen Stahl

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

Curt G. Johnson

Dana Sullivan

Jeff Pintar

HIGHLANDER

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Report Card

2018-2019 ACHIEVEMENTS AND NEXT STEPS

BY RYAN DAHLEM, ASSISTANT HEAD OF SCHOOL FOR STRATEGIC INITIATIVES

St. Margaret’s aspirational Strategic Plan continued to guide innovation across all areas of campus in the 2018-2019 school year. The professional community executed action steps created through the design thinking process to achieve larger Strategic Plan goals identified by the Board of Trustees. Now in its third full year of implementation, the Strategic Plan remains as alive as ever and is driven by the engagement and creativity of the professional community.

The following is a summary of achievements on strategic initiatives during 2018-2019 and a preview of next steps in each of these important areas.

HEALTH AND WELLNESS • The redesigned school schedule launched with overwhelmingly positive feedback and measurable improvements in student sleep habits and perception about the schedule’s impact on academic and co-curricular pursuits.

• The Social Institute was brought to campus to engage students and parents in positive uses of technology, particularly social media.

NEXT STEPS: New courses approved for 20192020 in architecture, artificial intelligence, advanced engineering, and research methods in American studies and social movements; Innovation Grants 3.0 expanded to include funding for the creation of interdisciplinary, cross-divisional and experiential curriculum; Innovation Block mini-courses expanded to grades 9 and 10.

• The physical education program expanded to personal fitness and wellness.

• A nutrition education pilot was conducted in the Upper School featuring healthy advisory snacks and nutritionist presentations.

• Red Ribbon Week was expanded to include mental health challenges.

• The Assessment, Intervention and Care Committee (AICC) was formed to identify and support students with significant social and emotional needs.

• The Magnus Health System data was used to identify student health trends.

• Artist in Residence Ken Horii visits from Rhode Island School of Design. See page 13 for more.

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

• Reggio Emilia implementation deepened in Early Childhood School.

• Debut of WOW Night in Early Childhood School to showcase student learning.

ELEVATING CURRICULUM AND PEDAGOGY

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• Lower School STEAM Block expanded to grade 4.

• Parent education was aligned with the health and wellness initiative. The PTF Parent Up Speaker Series presented visiting experts in sleep, technology use and mental health.

NEXT STEPS: Student engagement survey selected through Stanford University’s Challenge Success program to better understand daily experience of students and measure progress in health and wellness initiatives; formal partnership entered with The Social Institute to expand social media education; homework analysis conducted to assess volume and relevancy; programming developed in purpose, meaning and personal goal setting to help students pursue larger intentions around purposeful lives and their impact on the world.

Grade 6 Reader's and Writer's Workshop

• Innovation Block mini-courses launched in grades 11 and 12 based on student interest and choice.

• Reader’s and Writer’s Workshop expanded to Middle School program in Grade 6.

• Innovation Grants 2.0 featured development of new interdisciplinary learning experiences.

STEAM AND ENTREPRENEURSHIP • Girls in STEAM Symposium expanded to a full-day event with more than 100 students attending from throughout Southern California. See page 20 for more.

• St. Margaret’s earned Common Sense Media School designation and hosted the Digital Citizenship Symposium for local educators.

• Virtual reality experiences expanded through acquisition of a Google Expeditions set of viewers and devices.

• Tartan Tank Incubator Pilot provided guidance for students interested in taking next steps with innovative solutions beyond class requirements.

• Innovation Block mini-courses were offered on start-ups and personal finance.

NEXT STEPS: VR programming class offered in grade 7; robotics programs expanded and supported through dedicated robotics space in Library; STEAM curriculum developed for Lower School Outdoor Classroom; mySMES implemented to consolidate and enhance student user experience with learning management systems.

Upper School students celebrate Language and Culture Day; professional community in-service day; Lower School Outdoor Classroom.

CULTURAL COMPETENCY AND GLOBAL EDUCATION

Schools Experiential Education Network (ISEEN).

• Director of Equity and Inclusion Victor Cota concluded a highly successful first year in new position.

• 21 seniors participated in the outdoors Independent Senior Project (ISP), a Colorado River canoe experience.

• The Equity Team was formed with subcommittees focused on an early childhood-grade 12 cultural-competency framework, professional development, culturally responsive teaching, hiring and retention, and data and measurement.

• “A Revolutionary Experience” was created in grade 5.

• A survey was administered to professional community to assess areas of strength and pathways for growth.

• Language and Culture Day was expanded to include opportunities for celebrating all cultures including and beyond Spanish, Chinese and Latin in the world languages department.

NEXT STEPS: Upper School service-learning model expands to grades 11 and 12; annual all-school service-learning project formalized with culmination at spring Eucharist; many Innovation Grants funded to support development of experiential lessons and activities where students are learning by doing.

PROFESSIONAL DEVELOPMENT • Professional development funding was aligned with Strategic Plan goals.

• World Leadership School educator pilot ran in Costa Rica in summer 2019.

• In-service days were split between all-school and divisions based on feedback from the professional community.

• Initial discussions held regarding St. Margaret's international partnership or campus.

• Professional community office staff were included during in-service days.

NEXT STEPS: Develop and implement action plans from Equity Team subcommittees; Spanish III course in Salamanca, Spain, planned for summer 2020.

• The professional development budget increased a sustainable 3.2 percent.

EXPERIENTIAL AND SERVICE LEARNING • New Upper School service-learning model based on consistent relationships expanded to grade 10. See page 18 for more.

• All-school California wildfire relief initiative raised more than $8,000 for L.A. and Northern California Dioceses wildfire relief efforts.

• Celebration of WE event hosted on campus.

• Professional development with Independent

• Feedback trajectory regarding relevance and application of content is positive across the two divisional in-service days.

NEXT STEPS: On-site professional development through Stanley H. King Institute for Middle and Upper School advisors; enhanced professional development resources.

• Construction of new Lower School Outdoor Classroom completed fall 2018.

• Construction of new Upper School science lab completed fall 2018.

• Creation of Lower School STEAM Center including remodeled science classroom, ICE Lab and CUBE completed fall 2018.

• Significant Endowment growth to $12.7 million.

• Communications strategy prioritized on strategic initiatives.

NEXT STEPS: Renovation of Early Childhood School; relocation of Wee Tartan Center to Early Childhood School; remodel of Library space including construction of dedicated robotics lab; construction of front entrance monument; construction of maintenance and transportation center.

ADDITIONAL HIGHLIGHTS • Strategic Plan goal teams reconvened to iterate action steps created through the Design Thinking process.

• St. Margaret’s selected to present on Strategic Plan at National Association of Independent Schools (NAIS) Annual Conference.

• St. Margaret’s one of 10 schools selected nationally to participate in Speed Innovation session at NAIS Annual Conference.

• St. Margaret’s selected to participate in NAIS Strategy Lab and offered to host the NAIS Innovation Sandbox.

INSTITUTIONAL ADVANCEMENT Campus Master Plan 2018-2019 Achievements: • Second phase of Upper School renovation completed fall 2018.

HIGHLANDER

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CO M M EN CEM EN T 201 9

THE CLASS OF

2019

For complete speeches and photo galleries from Commencement 2019, visit www.smes.org/commencement

118 CLASS OF 2019 GRADUATES

100% ARE AT TENDING

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COLLEGES AND UNIVERSITIES IN

26 STATES + WASHINGTON D.C. AND

2 COLLEGES ABROAD

21 PLAN TO PARTICIPATE IN INTERCOLLEGIATE ATHLETICS

COM M EN CEM EN T 201 9

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CLASS OF 2019 HIGHLANDER

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CO M M EN CEM EN T 201 9

CL ASS OF

2026

As their time in the Lower School came to an end, students in the Class of 2026 took a symbolic walk to the Middle School with a pathway of Tartans cheering them on. The students then tossed their Lower School red sweaters in the air after wearing them for the final time.

Congratulations CL ASS OF

2023

Students in the Class of 2023 officially finished their time in the Middle School and were promoted to the Upper School during a Chapel ceremony in June. The ceremony featured musical performances by the Middle School orchestra and by student Emmy Perry, remarks from Middle School Principal Jeannine Clarke, a speech by Middle School student council president Devin Thomas and a presentation of certificates to the 109 members of the class.

HIGHLANDER

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Claire Kraft '14 A Call to Serve Claire Kraft ’14 felt a calling to help vulnerable children around the world, which led her to Botswana for a twoyear commitment with the Peace Corps.

By Ryan Wood Like nearly every college graduate, St. Margaret’s alumna Claire Kraft ’14 started figuring out the next step after she completed her bachelor’s degree at New York University in 2018.

In her case, the next step was a dramatic change: leaving New York, one of the largest cities in the world, to live in a small village in Botswana as part of a two-year Peace Corps mission. It is a step Ms. Kraft had pondered since she was a sophomore at St. Margaret’s and first learned about the Peace Corps, a global volunteer organization run by the United States government with a mission to promote world peace and friendship through service.

HIGHLANDER

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Alumni Profile “I will forever be grateful for every St. Margaret’s teacher who encouraged me... pushing me to become an independent thinker capable of handling the tough questions life has posed to me.”

“The more I looked into it, the more I thought it was an amazing opportunity,” she recalled.

Ms. Kraft’s work in Botswana primarily centers around educating village residents about HIV/AIDS prevention, fighting an epidemic that has hit the southern African country hard. She teaches at a school several days a week and also spends time at a local health clinic assisting doctors in distributing drugs and educating local residents living with HIV/AIDS. In addition, she teaches life skills to older students and has spent time working with community leaders to bring a library to her village, which does not have access to books, computers or the internet.

“There is no typical day in Botswana,” she said. “Things are constantly changing, and I have to be ready at any time to go with the flow.”

After growing up in Orange County and spending her college days in New York City, Ms. Kraft had to adjust to the experience of moving to a small village in Botswana. She has violated cultural norms without even realizing it, has had to work through a language barrier and has become accustomed to being socially uncomfortable in certain situations.

“That being said, the most exciting part has been getting to know my new neighbors,” she said. “Being the only white foreigner here, I am well-known throughout the village. People have helped me through my confusion more times than I can count and have shown compassion toward me.”

Her love of service started while enrolled as an Upper School student at St. Margaret’s. She served for five summers as a counselor and senior counselor at Special Camp, the summer day camp at St. Margaret’s for children and teens with disabilities.

That experience, she said, “prepared me immensely” for her work in the Peace Corps.

“Claire was a dedicated member of the Special Camp family,” said Lindsay Eres ’00, executive director of Special Camp. “She was a wonderful role model and friend to our campers and counselors, and she demonstrated a genuine desire to provide a positive experience for our participants.”

Ms. Kraft continued serving during her time at NYU, interning for two years with an advocacy group that fostered relationships with at-risk adolescent girls. Through those experiences, she said, “I found a great compassion and love for children who are vulnerable.”

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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 love drove her decision to join the Peace Corps and specifically to apply for the Youth in Development sector of the organization. She was interested in southern Africa and found an opening in Botswana that was a perfect fit for her. After going through the lengthy application process, she passed the medical and legal clearances and boarded a plane for Botswana in the summer of 2018, just weeks after graduating with an applied psychology degree from NYU. Now serving as an educator, she often thinks back to her time at St. Margaret’s and how teachers embraced her independence and outgoing nature in class. It has shaped how she works with the next generation of young people.

“At every turn, my teachers at St. Margaret’s gave me the space to push and attempted to answer the tough questions I put to them,” she recalled.

“Working in a school now, I find myself trying to emulate that, as I see the value in encouraging individual thought and exploration in my students.

“I will forever be grateful for every St. Margaret’s teacher who encouraged me and labeled me as inquisitive instead of disruptive, pushing me to become an independent thinker capable of handling the tough questions life has posed to me.”

Ms. Kraft will finish her service in the Peace Corps in the summer of 2020, and she’s not sure where life will take her from there. She is interested in getting an advanced degree in forensic psychology specializing in adolescents. She would like to do more community outreach similar to her internship at NYU. But she still has time before she has to make her next move.

“Whatever I do, I want it to be in line with my passion for empowering youth that society has pushed aside,” she said.

In the meantime, she has reflected on how the Peace Corps and her time in Africa will impact her for the rest of her life. She thinks about the different lives she has lived in Orange County, New York City and now in a small village in Botswana and realizes that all three places have become home for her, despite their enormous differences.

“I have come to a place with no sidewalks, no running water, semi-reliable transportation, no restaurants, no beach, no fancy cars, and I’ve made it my home simply by being me,” she said. “I haven’t done anything heroic. I’ve just attempted to be myself and connect with people who have a different lived reality than I do. And while there are ups and downs, making a home has really been as simple as that.”

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 Tartans – To the Class of 2019, welcome to the Tartan Alumni Association (TAA)! You have joined a group of incredible individuals — Tartan alumni leading lives of learning, leadership and service. Looking to the future, I hope each of you will embrace this charge as you enter college and prepare for your journey beyond.

This year’s graduation saw the addition of two new legacies, Jordan Westendorf ’19, daughter of Ryan Westendorf ’91 and Kim Maxey Westendorf ’91, as well as Isabella Blount ’19, daughter of Jennifer Bourguignon Blount ’87. A special thank you goes to Annalee Gunderson ’19 and Grant Kinsey ’19, who have agreed to serve as class agents for the Class of 2019.

Father Sillers, who once stood in an empty field holding architectural plans for a place of education, spirituality and grace, would be proud as our alumni body has surpassed 2,400. Now, as St. Margaret’s begins preparation for the school’s 40th anniversary, the TAA will play a key role in this milestone celebration.

Save the date now for the production of the Alumni Review on Saturday, May 9, 2020, which will draw upon those Tartan Alumni with special talents in the performing and visual arts.

It’s St. Margaret’s 40th Anniversary Celebration in 2019-2020! Check out these marquee events to attend and enjoy.

P T F TA R TA N F A M I LY B B Q

September 6, 2019 HOMECOMING

October 11, 2019 FO RE V E R PL A ID : RU BY A NN I V E RS A RY

November 16, 2019 (New Date!)

A LUM N I CO U N CIL A PPLI C AT I O N S D U E

December 2, 2019 PTF TREE LIGHTING CEREMONY

December 8, 2019 A LU M N I C H R I S TM A S PA R T Y

As we look forward to our 40th anniversary celebration, this is a great time to reflect on just how much St. Margaret’s has changed and grown, from a humble cluster of four portable classrooms to construction of Sillers Hall, Campaigne Center, Pasternack Field House and the Performing Arts Center—not to mention development of one of the most technologically advanced learning environments for independent schools in Southern California.

December 20, 2019

In spite of all these physical changes, Father Sillers’ philosophy of educating the whole person endures. Indeed, moral development and vigorous academic preparation informed by our Episcopal identity has been and will be a key defining characteristic of the St. Margaret’s experience.

Since opening October 1, 1979, the school has positively impacted countless lives in a number of intangible ways. Programs like Special Camp, Breakthrough SJC and the Alumni Career Forum are pillars of the St. Margaret’s community. All the while, Tartan Alumni remain committed and deeply involved.

A LU M N I W E E K E N D May 8-9, 2020

Now more than ever is your time to engage with the TAA. Apply to serve on the Alumni Council or a TAA Council Committee. Participate in the Alumni Review. Chair an event. Support the Tartan Alumni Legacy Endowment (T.A.L.E.). Ask yourself, “What can I do for my school?” The time is now!

Together as alumni we have achieved amazing things and will continue to do so as we advance St. Margaret’s mission.

In Tartan Pride,

A LU M N I C A R E E R F O R U M

March 13, 2020 TA R TA N T E E- O F F

March 30, 2020 (New Date!)

Choose Your Connection.

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

 @TartanAlumni  Tartan Alumni Association  St. Margaret's Tartan

Alumni Association

 

Make a Donation: @tartanalumni @TartanAlumni

Mark Risner ’86 Tartan Alumni Association President and Trustee HIGHLANDER

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

'87

St. Margaret’s Lower School Principal Jennifer Bourguignon Blount wore a second cap at this year’s graduation ceremony — that of parent, when her daughter Bella Blount ’19 graduated. Check out Jennifer’s original birth announcement for Bella from a 2001 Highlander!

More and more alumni keep taking a stance for their first alma mater!

ALUMNI WEEKEND 2019: 30TH REUNIONS

FINAL 2018-2019 GIVING STATS:

Thank you to all our donors.

Please continue the tradition of supporting T.A.L.E. and your alma mater. Our aim is to increase alumni giving participation to 20% by 2020 during St. Margaret’s 40th anniversary.

The ’88s persisted and had a memorable 30th-ish Reunion celebration jointly with the Class of ’89. Huge thanks to Kathleen Neely Macomber; her husband, Will; and all the ’88 registrants, including Eric Westendorf, Mark Flather and Matt Durham.

'88

Giving Participation: 8% # of New Donors: 80 Total Alumni Giving: $55,369 (new record!)

Highest Participation: Class of ’09

'89

Learn more and donate now: www.smes.org/tale

Huge shout-out to John Norton and Peter McGraw for organizing and hosting the ’89 30th Reunion. Festivities included a meet and greet with ’88 at Bad to the Bone, followed by a private campus tour with new alumna Layla Shakerin ’19. The festivities then carried on at the McGraw family home per ’89 tradition. Participants included: Chris Allen, Shawn Brazeau, Kevin Clampitt and Minyao Chen, Darren Fancher and Tamara, Kristy Khachigian, Robert Lazar, Kevin McWayne, Don Nawrocki, John Norton and Erica, Shelly Ward, and Peter McGraw.

'90

30TH REUNION: Yes, the 30th Reunion meets the 90s! Be prepared to hear from Dann Campaigne and Jeff Hilgers soon with all the details for this memorable milestone.

In the meantime, save the date for May 8-9, 2020!

'91

St. Margaret’s first double legacy crossed the stage at graduation in June. Kim Maxey Westendorf and Ryan Westendorf cheered proudly for their daughter, Jordan Westendorf ’19.

Jordan is living in Washington, D.C., this summer for her ISP-turned-internship thanks to the Tartan network and Cody Tucker ’05.

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'94

Trevor’s at the Tracks in San Juan Capistrano was the backdrop for the ’94s’ 25th Reunion celebration! Enjoying a night of reminiscing and farm-to-table eats included Alec Bethurum and Lindsey, Lupe Brookhart and Krystal, Katie Karelius, Mitch Kelley and Maria, Dean Kim and Randa, Jason Loewen, Steve Mehr and Shabnam, and Travis Shirley.

ALUMNI WEEKEND 2019: 25TH & 20TH REUNIONS

'95

25TH REUNION May 8-9, 2020, should be starred, circled and highlighted for what Emily Hallenbeck Maxey, Kristin Helms McDaniel and Trisha Benjamin-Heppenstall promise to be the best reunion yet. Start making your plans to return home to St. Margaret’s with your family for an unforgettable celebration!

'98

Two decades would not be complete without a proper reunion! Ashlea Scott Meggers and Adam Blumberg delivered with an authentic ’98 experience at El Adobe. Joining Ashlea was husband Albert, as well as Tamara Mortensen, Jack and Aaron, Yohana SandovalFitz and Aaron Pacillio, Camille Davenport and Ryan, Chelsea Maclean, Brandon Wolff and Kazuya, Kelly Brewer, Ling Hsu, Natalie Jarudi, Peter Nelmes, and Sydney Head.

'99

From reunion co-chair to bride to auntie — Megan Canright Racicot was grinning from ear to ear at the ’99s celebration at Sky Ranch, perched just across from the historic San Juan Mission.

After celebrating her nuptials to Chris Racicot on Jan. 19 with a lovely ceremony at St. Margaret’s Episcopal Church, Megan joined forces with Trevor Connon to rally the ’99s to partake in this year’s reunion. Attending along with the chairs included: Anna Brower, Emily Evans, Jimmy Freeman, Lucas Nagy, Cas Sevelle, Mindy Kozel and Molly McDonald, as well as former faculty member Eric Lehtonen.

'00

20TH REUNION Tiffany Neale Boccieri is back living in Orange County and looking forward to helping lead the way for the 20th! Are you interested in joining the team? Email alumni@smes.org. Stay tuned for all the details and be sure to mark May 8-9, 2020, for the Reunion and Alumni Weekend!

N OTA B L E: WA S H I N G TO N , D.C . , TA R TA N P O P- I N

The nation’s capital was filled with Tartan pride on June 26 as Cody Tucker ’05 hosted Head of School Will Moseley and Director of College Counseling Roland Allen at Mission-Dupont Circle. Huge thank you to Cody for his leadership in hosting the event.

Tartans joining in the pop-in included: Mark Adams ’07, Chris Benderev ’05, Elizabeth Chen ’12, Dylan Gilbert ’98, Sarah Greenberg ’11, Christopher Knight ’05, David Larsen ’16, Meghan Moore ’02, George Schoeffel ’11, Jordan Westendorf ’19 and Geoffrey Wilson ’06.

HIGHLANDER

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'01

Monique Kettler Siebenthal is keeping busy in Colorado. She and her husband, Kurt, along with their three children, Peyton (5), Colton (3) and Jarret (1), live just outside of Denver. Monique attended the University of Portland, where she was a four-year starter on the volleyball team and spent two summers playing volleyball in Italy and studying in Spain. She was awarded a Bachelor of Science degree in biology and a Bachelor of Arts in Spanish in 2006. After graduation, Monique completed an internship program with Providence Health Services and in 2007 began her doctorate work at the University of Colorado physical therapy program, completing her degree in 2010. Today she works with patients, providing early intervention, sports medicine and general orthopedics. Monique and her family continue to be active in various sports and family activities.

Alumni Review 2020 – 40th Anniversary Tribute!

S AV E T H E D AT E : M AY 9, 2 0 2 0

Calling all performing and visual artists! Are you ready to warm up your singing, acting, dance and artistic chops? We are inviting those interested alumni to participate in the 2020 edition of the Alumni Review and Art Showcase. The TAA is partnering with the Performing Arts team led by Darcy Rice to bring the night alive with Tartan talent. Stay tuned for more details this fall!

G R O W I N G T H E TA R TA N FA M I LY

'02

Wedding bells were ringing for Deborah Campaigne on July 7, 2018, when she wed Christine Gibbs in a lovely ceremony at St. Margaret’s Episcopal Church, followed by a reception at the Dana Point Yacht Club. The newlyweds, who just celebrated their one-year anniversary, live in South Carolina. Congratulations to Allie Powell Dupont on the birth of her daughter, Kennedy Jones Adeline Dupont, with husband, Dan. Baby Kennedy was born on June 28, coming in at 8 pounds, 2 ounces. Shout out to Colter Fleming, the newest member of the Tartan Alumni Association’s Alumni Council. Colter brings with him a wealth of event and business knowledge and has already started leading the way for Tartans. Colter is settling back into Orange County after his move from Texas. He works at hotelbeds as a key account manager.

Deborah Campaigne '02 Monique Kettler Siebenthal '01

'04

Congrats to Paul Janczyk and his wife, Libby, who recently welcomed their second son, Liam. In June, they also celebrated the second birthday of their elder son, Jack.

They live in Irvine and enjoy hiking and going to parks and beaches.

Paul Janczyk '04 Allie Powell Dupont '02

'05

15TH REUNION Congratulations to Laura Canright Western and her husband, David, who welcomed their daughter, Olivia, on April 29. The happy family lives in Texas. Nicole Hughes married Jason Zillman, accompanied by their daughter, Xena, in a Midwest-meets-Southern California wedding in South Dakota. The May 11 nuptials at Joy Ranch were followed by a honeymoon at Sandals Grand Antigua. The Zillmans live in Newport Coast.

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Laura Canright Western '05

Nicole Hughes Zillman '05

Class Notes

'09

Docent Brewery was hopping on Saturday, May 11, for the ’09s’ big reunion! A huge shout-out to reunion co-chairs Georgina Lean, Jessica Roe and Ian Thomas, who helped pull off not one, but two, reunion gatherings for the class, with both a West Coast and East Coast celebration! Celebrating in San Juan Capistrano included the co-chairs, CeCe Bratton, Courtney Butkus, Kira Cahill, Alexandra Davis, Lauren Dy, Ashley Edman, Josiah Edwards, Jenna Engstrom, Jessica Friedman, Harland Frost, Christopher Gay, Chris Guichet, Austin Holden, Clara Karger, Kristian Kiraly, Amanda Lim, Paul Mayer, Katelyn Murray, Jose Nevarez, Natasha Pavlovich, Lauren Reiterman, Rowley Rice, Christopher Saladino, Desiree Staples, Kevin Strong, Christopher Waller, Tiffany Young, Arek Melkonian, Nikka Kanani, Jackie Marloe, Jackie Pena and Evelyn Morton.

The New York City celebration hosted by Jessica and Georgina also saw Colfax Selby, Phillip Guichet, David Mothander, Krishna Kaliannan, Ryan Jong, Mack Santora and Aaron Victorson.

Lastly, congrats to Josiah Edwards, who became a member of the TAA Alumni Council in May. Josiah is excited to lend an educator’s perspective to the organization, along with relevant program ideas!

IN MEMORIAM

Margaret Ariane “Megan” Brynjolfsson ‘13 The Tartan family is deeply saddened by the unexpected passing of alumna Margaret Ariane “Megan” Brynjolfsson on July 24, 2019 due to complications related to endocarditis. Megan is survived by her parents John and Peggy, her brother William ’11, and sisters Alexis ’17 and Nicole ’17.

Megan was a member of the St. Margaret’s community for over 20 years. She was a “lifer” who enrolled in the Early Childhood Development Center in 1998. She had a joyful, outgoing personality, an aptitude for science and a love of the arts, especially choir. She was very involved in theater and choir, performing in many St. Margaret’s productions, including a memorable role as “Sister Margaretta” in the 2012 inaugural Performing Arts Center all-school production of “The Sound of Music.” She also represented the Tartans as a member of the girls varsity golf and swim teams. Additionally, she worked as a tutor in Breakthrough San Juan Capistrano.

Megan was a full-time student at Chapman University studying health sciences while working part-time as a certified emergency medical technician and licensed phlebotomist for Freedom Village in Lake Forest and Quest Diagnosis in Orange. Megan will be truly missed by the Tartan community, and our hearts go out to the entire Brynjolfsson family.

'10

10TH REUNION That’s right, 10 years have passed since your St. Margaret’s days! Mark your calendar now for May 8-9, 2020, and start making travel plans to come celebrate!

More details coming this fall.

ALUMNI WEEKEND 2019: 10TH & 5TH REUNIONS

'14

New memories were made at Hennessey’s Tavern in San Juan Capistrano, for the ’14s’ first-ever reunion. Thanks to Brooks Robinson and Kian Shakerin for their leadership. Kian even did so from afar, as he completed his master’s degree at St. Andrews and graduated in May. Those enjoying the spring night out included: Yamili Burgos Pacheco, Joshua Davis, Tessa Hurr, Christian Rafla, Eri Takada, Josh Nallathambi, Alex Kamgar, Michael Busch and Brant Miller. Also, Tiffany Choe received an “Encouragement Award” at this year’s Metropolitan Opera National Council auditions. Way to go, Tiffany!

HIGHLANDER

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'15

5TH REUNION Start making those travel plans to return to Orange County May 8-9, 2020 to celebrate your 5th Reunion during Alumni Weekend! Plan on hearing from your class agents, Sam Gellar, Emily Miller, Phoebe Miller, Connor Parks and Trent Sorenson, soon.

Sabine Scott graduated from Pomona College with her degree in psychology and will be working in Seattle at the University of Washington as a research assistant in a lab conducting autism research. Sabine will be managing a new study on improving access to early intervention for children with autism in under-resourced communities.

Fernando Delgado competed in the inaugural Big East Startup Challenge, pitching a technology venture and placing third at the event. Fernando and his partner’s project, Savvy, is billed as the world’s first live dating game app, connecting users in a live game with three rounds of thoughtprovoking questions that are designed to get the conversation started. Shiva Shabak is living in San Francisco after her graduation from the University of California, Berkeley with her bachelor’s in environmental economics and policy. She started a new job right after commencement at JMP Securities, an investment banking and asset management firm. And ’15s: Be sure to update your post-college addresses at http:// bit.ly/yaupdate.

'16

Ginna Byun, who’s studying at UC Berkeley, spent her spring semester abroad in Denmark and enjoyed traveling throughout Europe. Erik Suh was named a semifinalist for the prestigious Arthur Ashe Jr. Male Athlete of the Year Award, as announced by Diverse magazine this spring semester.

Erik will start his senior year this fall at St. John’s in the College of Business doing a joint B.S./M.B.A. in finance.

He is a lacrosse faceoff specialist and has been a member of the Big East All-Academic Team each year. Lexi Vollero left behind the Northwestern winter for Los Angeles to spend the spring semester interning with Entertainment Weekly as part of her co-op program. Lexi was also spotted back on campus at St. Margaret’s for the graduation of her younger brother Drew Vollero ’19.

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N OTA B L E: A LU M N I C A R EER F O R U M

Offering their insight on life after St. Margaret’s, from college choices to career paths, 11 Tartan alumni returned to campus to take part in the eighth annual Alumni Career Forum. The alumni participated in two lively panels in Hurlbut Theater for Upper School and Middle School students.

In a discussion moderated by Ian Thomas ’09 and Georgina Lean ’09, the Upper School panel discussed choosing a college, selecting a major, picking a class schedule, transferring to new schools and various aspects of student life. The panel featured four recent graduates currently studying in college: Oscar Gomez Jr. ’15, San Diego State University; Ashley Lee ’16, Saddleback College; Luke Desforges ’17, Saint Mary’s College of California; and Lucy Kamgar ’17, University of California, Los Angeles The Middle School panel focused on careers, as alumni discussed how they carved out their career path and how it differed from their vision as St. Margaret’s students and also shared advice for current Middle School students on their future goals. The Middle School panel included Chris Allen ’89, senior advisor of employee and leadership development at Southern California Edison; Iliana Guadalupe ’13, medical assistant at Infertility to Fertility; Brian Dapelo ’02, managing director at Monarch Point Consulting Group; Andrew de Burgh ’08, producer and founder of Sacred Ember Films; Colter Fleming ’02, business sales manager; and Georgina Lean ’09, technical consultant at Huntley-Fenner Advisors.

A L U M N I W E E K E N D 2 0 1 9 : A L L- A L U M N I R E U N I O N

Anna Marquez Remsberg ’02 and Colter Fleming ’02 did a stellar job organizing this year’s All-Alumni Reunion at Docent Brewing Company in San Juan Capistrano. The evening included delicious eats and drinks from Docent, and Las Golondrinas for good measure. From the photo booth to yearbooks to the tunes, the evening evoked loads of Tartan networking and memories for new and old alike!

Class Notes

'17

Madison Golledge found her bliss over the summer when she spent a week in Botswana and Zambia exploring and serving with her family, including sister, Lauren Golledge ’14. She then spent three weeks solo doing an African wildlife internship in South Africa. Madison is currently a student at the University of Sydney studying animal and veterinary bioscience.

#TA R TA N T I D B I T S W I T H N ATA L I E M C A L EER ' 1 8

Most college freshmen long for that summer back home to catch up with friends and go to the beach. Yet, Natalie McAleer ’18 had other plans. After leaving the University of North Carolina at Chapel Hill for the break, much of her summer was spent in Vietnam, working and volunteering.

Read on to find out about her adventures, along with her sage advice for Tartans young and old alike.

You just finished your freshman year at UNCChapel Hill. How was that transition?

It’s definitely very different, but in all the best ways. The North Carolinian lifestyle feels a lot more casual, and people are very friendly and nice (Southern hospitality really does exist!).

There are definitely foods from home that I miss, but I’ve gotten to know an entire new cuisine in Southern cooking.

It really does feel like another country over there, but I feel like I’m encouraged to be the most authentic version of myself at UNC.

What are you studying? What drew you to that discipline?

I’m studying toward a Bachelor of Science in psychology at the moment, while considering a double major in neuroscience or anthropology. I’m fascinated about the biological and sociocultural factors that led us to be the people we are today. I knew I needed to further pursue psychology when I started picking up my AP psychology textbook and reading it for fun.

Tell us about what you’ve been doing with your work, volunteerism and travel abroad …

'19

Huge congrats to the Class of 2019 as you join the alumni ranks! Be sure to send your latest college news and info to your amazing class agents — Annalee Gunderson and Grant Kinsey by December 1.

I have been in a medical program in a hospital in Ho Chi Minh City, Vietnam, shadowing doctors in the orthopedic surgery unit and helping with treatments in the pediatric physiotherapy unit. I specifically worked with victims of Agent Orange and children born with birth defects into impoverished families. I then transferred to the National Pediatric Hospital in Hanoi to support families living in the nephrology, oncology, urology and hematology wards by opening a playroom for the patients and distracting them from their treatments while allowing parents time to rest. I used the weekends to explore the area as a backpacker, immersing myself in the culture from a local’s perspective and meeting other backpackers from around the world.

How did service learning at St. Margaret’s help inspire your pursuits?

I think St. Margaret’s showed us that service can start anywhere and be made fun in the process. I think that service leads you to find people with similar interests, who want the world to be a better place, and creates a special bond around all those involved.

What would you tell your 16-year-old self in hindsight?

Parents of Alumni!

If your Tartan Alumni are no longer maintaining an address at your home, please notify the Office of Alumni Relations at 949.661.0108, ext. 1247 or alumni@smes.org of their new address. Thank you!

You don’t even know how exciting life will get or the experiences you’ll be able to have once you start to take more risks and be spontaneous. Even if it’s just hanging out with a new group of people or taking on a new hobby, becoming comfortable getting out of your comfort zone is an incredible skill to learn early and will lead you to many memorable experiences.

Why do you think it’s important for others to see the world? Where do you want to go next?

Traveling really helps us to put privilege into perspective, seeing how little people can live off of and how they can live even happier lives by prioritizing differently than we do. Solo traveling has allowed me time for tremendous introspection and helped me to become increasingly independent, confident and enlightened to the beauties of our world. I would love to finish my tour of Southeast Asia by exploring Malaysia, Cambodia and Thailand. Since I now have friends all over the world, I most look forward to visiting New Zealand, Scotland, Ireland, Croatia, Korea and Israel.

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PROFESSIONAL COMMUNITY NOTES Faculty Emeritus GERRY M ANNING

A mainstay in the Lower School physical education department as well as in Tartan athletics, Gerry Manning retired at the end of the 2018-2019 school year after 25 years at St. Margaret’s.

At the All-School Closing Ceremony in June, Head of School Will Moseley bestowed the status of Faculty Emeritus to Mr. Manning for his historic record of exceptional, meritorious service to St. Margaret’s.

Mr. Manning took on many roles during his time at St. Margaret’s. He worked as a Lower School aide before transitioning into his role as Lower School physical education teacher, a position he held until his retirement. Mr. Manning also coached Middle School lacrosse, football and basketball during his time at St. Margaret’s.

He is responsible for starting the St. Margaret’s boys lacrosse program in the spring of 2001, taking it to great heights in his 12 years in charge. He was 123-54 during his tenure as head coach, winning the Orange County Lacrosse Association and State Club Championship in 2005, and winning eight consecutive league titles between 2005 and 2012.

More than 20 Tartan lacrosse players under Mr. Manning went on to play college lacrosse.

“Gerry always understood that the boys he coaches are sons, with mothers and fathers, and they are people who will one day grow up to be brothers, friends, husbands and fathers themselves,” Upper School English teacher and former lacrosse assistant Pete Clark said. “I know his hope is to inspire them to be the best person they can be and learn lessons about using their talent and finishing when the job is done, while playing a great game together.”

Mr. Manning was inducted into the Orange County chapter of the United States Lacrosse Hall of Fame in 2015.

Honors and Accolades LOR A ALLISON NA MED OR ANG E COUNT Y SCHOOL HERO

For her commitment to service learning and student growth at St. Margaret’s, Upper School Director of Community Life Lora Allison was named to Parenting OC Magazine’s 2019 list of “School Heroes.” She was designated the 2019 School Community Action Leader by the publication.

Mrs. Allison was honored for her work revamping and innovating the school’s long-established service-learning graduation requirement, enhancing the program to deepen connection with real-world matters, relationships with communities and understanding authentic needs.

D R . E R I C T R U M B A U E R H O N O R E D B Y S A M P E F O U N D AT I O N

St. Margaret’s Upper School AP physics and introduction to engineering teacher Eric Trumbauer was awarded the William Dahlgren Teacher of Excellence Award by the Society for the Advancement of Material and Process Engineering Foundation. The award is given to “teachers who inspire students in the math, science and engineering fields.”

He was nominated by Upper School Principal Jeneen Graham, who wrote that Dr. Trumbauer “is incredibly enthusiastic and knowledgeable and motivates each and every student to believe they are capable of being successful in his class.”

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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

2018-2019 Anniversaries 35 YEARS Kellie Paul, Middle School 25 YEARS Nancy Linaweaver, Upper School/Athletics Pilar Corral, Building & Grounds Lynn Ozonian, Technology Andrea Siracusa, Campus Services Wendy Romagnino-Perry, Technology 20 YEARS Lora Allison, Upper School 15 YEARS Debbie Herrera, Early Childhood School Gina Moorman, Early Childhood School Roland Allen, Upper School Kate Cunningham, Upper School Michele Silverman, Arts Stacey Miles, Arts David Bush, Business Office 10 YE ARS Lisa Murphy, Wee Tartans Vicente Morales, Building & Grounds Ramon Cruz-Camacho, Building & Grounds 5 YEARS Liz Cheney, Lower School Brooke Nelson, Lower School Zach Hanna, Arts Veronica Johns-Richardson, Middle School Kylie Middlebrook, Middle School Elizabeth O’Shea, Upper School Masami Stahr, Upper School Rick Freeman, Security Richard Metcalfe, Security Denise Karlsen, Admission Alex Serna, Breakthrough SJC Jonathan Tufo, Advancement

Tartan Transitions RETIREMENTS Peggy Beemer, Upper School (19 years) FA R E W EL L S Johnny Marmelstein, Upper School (19 years) Jeni Hoggan, Middle School (13 years) Ashley Pelissier, Lower School (9 years) Lisl Gapinski, Early Childhood School (6 years) Mother Linda Ahron, Church (5 years) Pam Fikse, Lower School (2 years) James Lincoln, Upper School (1 year)

Looking Back

Susan Remsberg: A Tartan Pioneer for 40 Years

BY ANNE DAHLEM

W

hen I met with Susan Remsberg in June 2019, her mind was very much still engrossed in her school work. She was actively running through a growing to-do list of things not to slip through the cracks. Holding notes and project folders, she was focused on ensuring student programs of the past year are well-documented and taking note of new ideas and areas of opportunity for next year.

“I still have a lot to do. I want to leave this (school) year as strong as possible,” she said.

This is often the outlook and perspective of a dedicated St. Margaret’s teacher closing another school year in June before heading out for a much-deserved summer break. In many ways, Mrs. Remsberg set the bar for Tartan dedication — always striving, always looking ahead, always innovating to improve the educational experience for her students.

The difference between Mrs. Remsberg and her 140-plus St. Margaret’s faculty colleagues is that she is not returning to the classroom in the fall.

Rather, she is retiring after 40 years of remarkable service to St. Margaret’s, a school she not only has loved and cared for, but which she helped build from day one.

It was the spring of 1979 when then-Susan LaRue, the daughter of an Episcopal priest and an experienced school teacher who had taught students with special needs and low-income backgrounds, took a call from a man who was starting a new school in south Orange County.

The Rev. Canon Ernest D. Sillers was the man on the phone, and he was opening St. Margaret’s Episcopal School in a few short months. In

the course of the call, he offered a teaching position, and she accepted. The fact that the school was operating out of family homes and was scheduled to open in September in the overgrown field of weeds she found on a visit to the area in July, might have caused her to wonder, “What have I gotten myself into?” Yet she didn’t waver in her decision. You see, Mrs. Remsberg is quite unflappable.

Mrs. Remsberg had always wanted to be a teacher, and she had considered at one point studying in seminary to dive deeper into her Episcopal faith. When the opportunity to merge her passions into one career presented, she jumped, with faith, and did not look back.

“Something pulled me to this place. It was an opportunity to use all of the things I love to do, to combine my interests and serve children,” Mrs. Remsberg said.

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She was no stranger to the inventive, resourceful, figure-it-out-as-you-go type of work involved in the fledgling start-up of a school. In many ways, the challenges she faced were much more straightforward than past experiences she had mastered on her own.

Previously, Mrs. Remsberg had taken on a teaching position to start the first staterequired preschool special education class in Illinois. She created a program despite having had no direct experience, no supplies, no manual— and she left Illinois with the program thriving and recognized for setting new standards for preschool special needs education. Later in Ontario, Calif., Mrs. Remsberg was charged with creating a headstart program, building it into a thriving head-start center with local volunteers. Her characteristic patience, warmth and grace make it easy to know how she served these roles so well through endless energy, perseverance and love of children.

As a new grade 3 teacher at St. Margaret’s, Mrs. Remsberg, along with the other new teachers, was not handed a curriculum to follow. They had to create it on their own. What today would be labeled innovative interdisciplinary pedagogy and experiential learning — the merging of multiple subjects into teaching methods and models of learning through doing — she thought was just good teaching. She formulated curriculum and units designed to best open students’ minds to learning. She combined history with reading and writing. She incorporated measurement and math … and always music. She had a piano in her class, because as a lifelong musician, it made sense to her to use it as a teaching tool.

Mrs. Remsberg’s familiarity and comfort with the necessity to create as she went led to the invention of some of St. Margaret’s most treasured learning experiences for countless Tartans. “I didn’t know other schools were doing similar type things. I just created lessons and units I thought would excite students for learning,” she said.

She designed themed, hands-on experiences for students to connect personally with their learning by walking in the shoes of others.

There were special units on the study of Native Americans and immigrants. The study of the Oregon Trail produced “Pioneer Day,” a tradition that continues today as San Juan History Day. The beloved American Girl doll club she created came out of her love for history and her belief in the importance for human connection through understanding the stories and experiences of others.

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Grown out of her leadership of the Lower School Chapel music program, perhaps her most celebrated and lasting contribution is the tradition of the Lower School Christmas service: Lessons and Carols. It is a program she began in 1979. The content and structure have not changed much in 40 years — the story of Christmas told through lessons and songs that thousands of Tartans have celebrated. While she credits many others, Mrs. Remsberg has been a constant at the helm over 40 years of Lessons and Carols, seated at the piano overseeing and performing the music at every service.

“That is dedication that truly only few know,” Lower School Principal Jennifer Blount said. “She is understated, yet persistent. She is faithful, yet visionary. She is grace, yet meticulous. I have learned so much from Susan. Mostly, I am inspired and amazed by the lengths she goes to uphold her faithful commitment to students and our school.

She possesses a deep sense of personal purpose in her work and as a result lives the St. Margaret’s mission and spirit in ways for us all to aspire.”

Mrs. Blount was among dozens of St. Margaret’s alumni and students who gathered at the last Lessons and Carols this past December to pay a surprise tribute to Mrs. Remsberg’s legacy in a moving processional, which included the presentation of a traditional St. Margaret’s flower arch typically reserved for Commencement.

After 30 years of teaching grade 3, Mrs. Remsberg chose to transition to teaching Lower School music. She led the early musical experiences for students in kindergarten through grade 3 — singing, exploring percussion and rhythm instruments and learning songs. She also led music in the Early Childhood School and the infant and toddler Wee Tartan Center.

Simultaneous to teaching at the school, Mrs. Remsberg also had roles leading the children’s catechism education program and music programs at St. Margaret’s Episcopal Church. Mrs. Remsberg is a talented musician who has been an unassuming fixture at Church and Chapel services for the past 40 years, providing the soundtrack of many Tartans’ spiritual lives. She chooses music, accompanies other performers and plays the piano and the organ. Even in retirement, she remains the Church organist today.

“Susan has played such a big role in both organizations, perhaps because Susan has never had a job, she’s had a vocation. If you call her, she will drop everything and be there. I believe it stems from her tremendous commitment to

T H E S U S A N A . R E M S B E RG AWA R D

1981

Susan Remsberg is honored at 2018 Lessons and Carols with faculty alumnae Jeannine Clarke '87 and Jennifer Blount '87; Lessons and Carols now (2018) and then (1981).

"[Susan] possesses a deep sense of personal purpose in her work and as a result lives the St. Margaret’s mission and spirit in ways for us all to aspire.”

honors Faculty Emeritus Mrs. Remsberg and her 40 years of exemplary and loyal professional service to St. Margaret’s Episcopal School, 1979-2019. This award is given annually at the All-School Closing Ceremony to a member of the St. Margaret’s professional community for outstanding contributions, singular in focus or a collective body of work, that have had significant impact on the school community in the past year or recent years. Embodying qualities that emulate Mrs. Remsberg’s dedication to and unconditional love for students and St. Margaret’s, the awardee exemplifies a profound commitment to St. Margaret’s mission and core values, and demonstrates personal joy, enthusiasm and vision for their unique role within the organization in making a positive impact to the student learning experience and the school community.

Created by Head of School Will Moseley on June 5, 2019

—Jennifer Blount, Lower School Principal

and love for children,” said The Reverend Canon Robert Edwards, Rector of the Church. “She has an amazing gift for connecting with children. I think of her like Mother Teresa. She has that same heart. Whatever child is in front of her, it is all about serving that child’s needs. She is always giving, always thinking about children.”

For the past five years, Mrs. Remsberg’s journey at St. Margaret’s came full circle as she taught the Lower School Good Shepherd spirituality classes, once again directly merging her love of teaching with her Episcopal faith.

“Every opportunity I could have ever wanted to experience in a career has been possible (at St. Margaret’s),” she said. “From having my own class, to religious formation, Chapel, sacred and secular music, children’s choir, musicals, concerts, piano students, experiential learning …

“Being given the opportunity to passionately love my job for more than half my life is beyond anything I could have imagined. But the journey has been possible and rewarding because so

many people have helped. And, the good in these endeavors has been because of this community’s loving spirit and dedicated work as a team.”

Head of School Will Moseley remarked, “Susan’s remarkable contributions to St. Margaret’s represent a life of faithful and tireless service to a higher mission in which she believed wholeheartedly. We should all find such purpose in our lives, hold her up as a beacon among Tartans, and as a community we owe her and the entire Remsberg family so much honor and gratitude.”

At the All-School Closing Ceremony in June, Mr. Moseley awarded Mrs. Remsberg Faculty Emeritus status, the highest honor St. Margaret’s bestows on a faculty member or administrator with a historic record of exceptional, meritorious service. She joins the ranks of only 14 others, though she stands alone as the last of the original employees who were here on day one, Oct. 1, 1979. Mr. Moseley also announced the creation of the Susan A. Remsberg Award to honor her extraordinary and unique legacy.

After 40 years and on the eve of a new chapter in her life — retirement — the longest-serving faculty member in St. Margaret’s history and the last remaining founding faculty member retains an enthusiastic and engaged outlook for St. Margaret’s and its future.

“Wherever we are in our lives, I hope that we always remember that we can keep growing the mission of St. Margaret’s school, embracing opportunities for learning, leadership and service, while being surrounded by and guided

by God’s love,” she offered as advice to the St. Margaret’s community.

She reflected, “The uniqueness of these 40 years of St. Margaret’s is that we’ve never been stuck in our glory. We’ve always been striving to do better, to hold onto our best, while realizing the importance of preparing for and embracing the future. Embracing the love and power of God in everything we do — that is such a gift.”

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TARTAN S C E N E S

Forever Plaid: Mountainside Hundreds of St. Margaret’s community members came together for a night of fun, friendship and generous support of the school at the Fashion Island Hotel in Newport Beach.

The Fund A Need portion of the evening raised more than $230,000 for St. Margaret’s Annual Fund. The event was chaired by Margo Gunderson.

PTF Library Luncheon With the theme of “Printed Page to Silver Screen,” more than 400 parents and friends celebrated and generously supported St. Margaret’s during the 38th annual PTF Library Luncheon in May. The cherished Tartan tradition was co-chaired by Dana Melsom and Meghan Mitchell and supports the PTF Grant program and St. Margaret’s Library.

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Grandparents and Special Friends Day St. Margaret’s welcomed nearly 500 grandparents and special friends for a morning of Lower School activities, performances and classroom visits during Grandparents and Special Friends Day in May. The event is an opportunity for guests to see the Lower School and for students to share their Tartan experience with their loved ones.

Swallows Day Parade More than 100 St. Margaret’s students, faculty and staff participated in the 61st annual Swallows Day Parade in downtown San Juan Capistrano in March. St. Margaret’s has sponsored the beloved community tradition for many years.

SAVE THE DATE

NOVEMBER 16, 2019 PTF New Board/Old Board

B A L B OA B AY C L U B | N E W P O R T B E AC H

St. Margaret’s PTF Executive Board celebrated another successful school year and installed the 2019-2020 board during the PTF New Board/Old Board brunch in May. The 2019-2020 executive board will be led by PTF President Dana Sullivan, who was sworn in by 2018-2019 president Jill Golubow.

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Tartan Traditions…

UPCOMING EVENTS

AUG. 21 First Day of School Grades K-12 AUG. 26 First Day of Early Childhood School AUG. 27 PTF Welcome Back Coffee SEP. 6 PTF Tartan Family BBQ OCT. 1 40th Anniversary of Opening of St. Margaret’s Episcopal School OCT. 1 Admission Applications Available OCT. 11 Homecoming OCT. 21-22 Fall Break OCT. 26 K-12 Admission Open House NOV. 14 St. Margaret’s Day NOV. 16 PTF Forever Plaid: Ruby Anniversary NOV. 27-29 Thanksgiving Break DEC. 3 Early Childhood Admission Open House DEC. 23-31 Christmas Break JAN. 1-6 New Year’s Break FEB.1 Admission Application Deadline

Founder of St. Margaret’s Episcopal School, The Reverend Canon Ernest D. Sillers, shares design plans for the school’s future campus in the spring of 1979.

St. Margaret’s Episcopal School celebrates its 40th anniversary in the 2019-2020 school year and will commemorate and honor 40 years of the unique Tartan Is there a future Supreme Court Justice among this group? The Class of 2022 visited the United States Supreme Court in May as part of the time-honored annual spirit fueled by shared values and a unifying vision to continuously strive higher, move the school forward and best serve the learning and growing of students.

St. Margaret’s grade 8 trip to Washington D.C. and Philadelphia. Students immerse in United States history and civics visiting American landmarks, monuments Do you have an important piece of Tartan history to share? We welcome all Tartans to explore and contribute memories to St. Margaret’s history and archive. and museums including the White House, National Mall, Arlington National Cemetery, National Museum of African American History and Culture, Independence Visit our dedicated 40th anniversary web page: www.smes.org/40th, and follow us on Instagram, Facebook and Twitter to stay informed of all 40th happenings.

Hall and the Liberty Bell. The trip is also a class rite of passage as students conclude their Middle School years and begin the transition to Upper School.