Highlander Summer 2021

SUMMER 2021

Celebrating Our Everyday Heroes

The Importance of Belonging for Health & Well-Being

Commencement 2021 in Photos

Message From the Board of Trustees President

Meet the New Director of College Counseling

CONT E N T S DEPARTMENTS

2 TA R TA N SNA PS H OTS 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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26 P ER SP ECT IVE All-School Counselor Janice Avalone explains why it’s so important for students to feel a sense of belonging and how St. Margaret’s addresses this through DEI and wellness initiatives.

30 A LUMNI P R O FILE St. Margaret’s Alumni Council is a group of 13 Tartan alumni who lead the vital link between St. Margaret’s and its 2,600 alumni.

32 CL A SS NOT E S AN D ALU M NI UP DAT ES Learn the latest from your classmates, including travels, career changes, weddings and more!

36 P R O FE SSIO NAL COM M U N IT Y NOT E S Get the latest news from St. Margaret’s professional community, from awards to retirements to anniversaries.

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

40 LO O KING B AC K Look back at the remarkable life of The Rt. Rev. J. Jon Bruno, former Bishop of the Episcopal Diocese of .

Los Angeles and chair of the St. Margaret’s Board of Trustees.

On the Cover A small sample of our 'Everyday Heroes'—the professional community members who made this year possible and to whom this issue is dedicated.

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Everyday Heroes St. Margaret’s professional community made an improbable school year a success under challenging and evolving circumstances. Here’s a look at how they got the job done.

12 Play Ball!

Through preparation, protocols and a passion for playing, St. Margaret’s found a way to pull off an unusual year in high school athletics.

14 The Show Must Go On

Performing arts at St. Margaret’s had a different look in 2020-2021, but innovative solutions and creative ideas allowed classroom learning and a robust production schedule to continue.

17 40+1 Forward: What’s Next for St. Margaret’s

St. Margaret’s is looking toward an exciting future, with a shared, forward-looking vision for the school and the ability and agility to adapt, create, innovate and rise to any challenge.

20 Message From the Board of Trustees President

Board of Trustees President Paul Westhead updates the St. Margaret’s community on major strategic and financial priorities of the Board heading into the 2021-2022 school year.

22 Supporting Our Community

St. Margaret’s and The Ecology Center partnered to serve San Juan Capistrano neighbors hit hardest by the pandemic.

24 Introducing the New Director of College Counseling

Elise Rodriguez shared her philosophy and outlook on college admissions as she starts her new role leading St. Margaret’s College Counseling Office.

27 Commencement 2021 Relive the festivities for the Class of 2021, as well as important milestones for the classes of 2025 and 2028.

GUIDEPOSTS

Message from the Head of School

Dear Friends,

ST. MARGARET’S EPISCOPAL SCHOOL

Reflecting on the past 18 months, I have realized that the St. Margaret’s community has yet to discover what we cannot accomplish together. Everything this school of 40-plus years, 2,600 alumni and more than 1,200 current students, professional community and family members, has set out to do, big and small, it has accomplished. That is truly a remarkable testament and distinguishing quality for which St. Margaret’s, and each of us, stand.

A year ago, we did not accept the foregone conclusion that we conduct the upcoming school year in a remote learning model, physically distanced from our students, and them from each other. Today, with the lingering presence of the global health crisis in our lives, we recognize that our St. Margaret’s community came together in true Tartan can-do fashion, overcame hurdles and paved new roads to keep our mission moving forward—which at its center is nurturing the learning, growth and well-being, the hearts and minds, of our 1,234 students. Our professional community, in particular, demonstrated ingenuity, grit and persistence at heroic levels, and we are exceedingly proud to dedicate this Highlander Magazine to them, our “Everyday Heroes.”

Discover the myriad creative and resourceful ways our professional community delivered the unparalleled St. Margaret’s experience to our students in a highly improbable year. Also, enjoy news from the classroom and around the school community, hear from School Counselor Janice Avalone on the importance of belonging to health and well-being, meet new Director of College Counseling Elise Rodriguez, and catch up with St. Margaret’s alumni.

We also present our schoolwide goals for the coming year, which strive to enhance the academic excellence and transformative experience for our students through our unique Innovation Strategy.

Central to our focus this year is the health of our students—mind, body and spirit. Late summer and early fall is a time to renew our hopes and ambitions fueled by the unlimited possibilities and opportunities of a new school year.

Dave Mochel, renowned author and expert on mindfulness, well-being, leadership and culture, visited with our professional community in August to kick off our year. He shared that life’s challenges are not obstacles to growth, rather they are catalysts to growth. He also spoke about the power of acceptance, the courage to practice skills that bring us peace, and the power of self-compassion and how it is the key to loving and caring for others.

So many things have changed since the beginning of the pandemic. Yet, the most important things at St. Margaret’s have not changed, particularly our love and care for each other and the way we create community. As we embark on a new year, we encourage all Tartans everywhere to embrace the strength and capacity within this mighty St. Margaret’s community. As we do, let’s also reflect on Dave’s guidance on the importance of self-care and the power of compassion and love as we build vibrant and positive communities in learning, leadership and service here in San Juan Capistrano and wherever there are Tartans in the world.

Sincerely,

SUMMER 2021

HEAD OF SCHOOL Will Moseley 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, Jonathan Tufo, Ryan Wood CONTRIBUTORS Janice Avalone, Patrick Bendzick, Jennifer Blount, Jeannine Clarke, Victor Cota, Anne Dahlem, Ryan Dahlem, Jeneen Graham, Cris Lozon, Mattingly Messina, Chris Nordstrom, Rian Otto, Darcy Rice, Elise Rodriguez, Michele Silverman, Tupper Spring, Jonathan Tufo, Paul Westhead, Bob Williams, Ryan Wood Highlander Magazine is published biannually by the Communications Office as a St. Margaret’s Episcopal School community magazine.

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

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

Our mission at St. Margaret's Episcopal School is to educate the hearts and minds of young people for lives of learning, leadership and service.

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

Will Moseley, Head of School HIGHLANDER

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Tartan Snapshots Scan here to read more St. Margaret’s news and watch films at www.smes.org/tartantoday

St. Margaret’s Receives AP Computer Science Female Diversity Award

Early Childhood WOW Night Showcases Breadth and Depth of Learning The Early Childhood School’s year of exploration and projects large and small were celebrated and showcased at the school’s 3rd annual WOW Night, with parents welcomed on campus to attend alongside students. WOW, or Works of Wonder, shows student projects completed during the course of the school year.

St. Margaret’s was recognized for its work toward equal gender representation in computer science, when it was awarded the AP Computer Science Female Diversity Award for the second consecutive year. St. Margaret’s is one of 1,119 schools nationwide to receive the AP Computer Science Female Diversity Award, and one of only 288 schools to meet the criteria in AP computer science A.

“The Works of Wonder Night makes children’s learning visible,” said Dr. Cris Lozon, director of the Early Childhood School. “The projects emerged from children’s play, where they experimented, questioned and created while teachers listened and facilitated.”

Middle School Students Become Historians Documenting the Events of 2020 Students in grade 7 world history applied their studies—and their experience living through a pandemic—to serve as historians themselves. The time capsule project followed a unit in Middle School history teacher Katie Harris’ class on the plague pandemic of the Middle Ages. Students completed a wide range of historical projects documenting 2020, including podcasts, scrapbooks, digital animations, documentary films, and physical and digital time capsules. “My hope is that they will see themselves as active creators and archivists of history, while also connecting with others as they process the events we are living through,” Mrs. Harris said.

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Upper School Celebrates Pride Week Through Educational Panels and Fundraisers Through a variety of activities meant to educate, build empathy and raise funds for an organization that helps LGBTQ+ youth, St. Margaret’s Upper School recognized Pride Week in April through activities made possible by the Upper School’s LGBTQ+ Club in partnership with the professional community’s LGBTQ+ affinity group and Equity Team’s LGBTQ+ advocacy committee.

Marine Science Field Study Engages Upper School Students St. Margaret’s Upper School marine science students moved their classroom to the ocean in March, taking various tools and guides to the Dana Point tide pools for a valuable field study.

The students tested the water’s pH, dissolved oxygen, temperature and salinity, searched for different organisms such as hermit crabs in the intertidal zone, and collected data on what they observed. Organized by Upper School science teacher Jennifer Ross-Viola, the field study is an annual springtime trip for the class, which requires flexible scheduling to coincide with a weekday low tide.

Early Childhood School Leaders Present at NAES Leadership Day St. Margaret’s Early Childhood School Director Cris Lozon and Outdoor Classroom teacher Jennifer Hardison were featured presenters at the National Association of Episcopal Schools’ Early Childhood Education Leadership Day. The virtual workshop brought together directors, division heads, rectors and school board chairs from NAES-member schools. Dr. Lozon and Dr. Hardison were the day’s main presenters, speaking on research-based early childhood practices as an opportunity for schools to distinguish their programs.

TIDE Leadership Group Leads Black History Month Celebration

Grade 5 Students Recreate Colonial Times With ‘A Revolutionary Experience’ St. Margaret’s grade 5 students took part in “A Revolutionary Experience,” recreating life in 18th-century America through colonial-themed costumes, performances and a tavern experience. The annual culminating event of grade 5’s American Revolution unit was highlighted by students performing key historical moments in a tableau format, while parents watched remotely.

St. Margaret’s Tartan Inclusion and Diversity Education student leadership group led a variety of educational touchpoints to celebrate Black History Month, including a panel discussion for Upper School and Middle School students with Upper School senior Kaelyn Dunnell and head football coach Kory Minor, moderated by Director of Equity and Inclusion Victor Cota.

“Black History Month means a lot to me,” Kaelyn said. “It’s a time to learn about how Black people and Black creators have been instrumental to American culture. It’s also a time of intense pride. It’s so great to see Black people uplifted by each other and by allies. It makes me really proud to be a part of the Black community.”

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Tartan Snapshots Photography and English IV Collaborate on Storytelling Project Students in the Upper School’s introduction to photography and English IV: Latin America short stories classes came together for an interdisciplinary storytelling project that brought a compelling visual element to student writing.

The collaboration was led by photography teacher Amanda Albanese and English teacher Kimberly Kim. The writers worked on a short story based off the writing styles of Latin American writers such as Jorge Luis Borges and Juan Bosch. After their stories were completed, the photography students created layout designs and imagery through a desktop publishing program.

Girls in STEAM Demonstrates Power, Promise and Influence of Females in STEAM Girls and young women from across Southern California formed an impressive cohort of STEAM enthusiasts engaged in conversation about the future and hands-on activities during the 5th annual Girls in STEAM Symposium hosted by St. Margaret’s. The event merged the possibilities of STEAM fields—science, technology, engineering, arts and math—with championing the power and potential of girls and women.

Tartan Writers and Artists Honored With Scholastic Awards Six of St. Margaret’s talented artists and writers received national medals in the 2021 Scholastic Art and Writing Awards, representing less than 1 percent of the 230,000 works of art and writing submitted by students across the United States.

Kindergarten Students Experience Natural World at Carlsbad Flower Fields St. Margaret’s kindergarten students experienced the wonders of nature and some of its most vibrant plants, when they took a field trip to the Carlsbad Flower Fields. Students learned about composting, planting, and the various bugs—some good, some bad—that frequent Southern California’s plants.

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The honors included special recognition for St. Margaret’s grade 8 student Jessica Zhu for her short story “Bloom.”

In addition to winning a national gold medal, Jessica won the Best-inGrade Award for grade 8 writers. Other Tartan winners were Tina Mai (gold), Ryan Krall (silver), Gianna Montesano (silver), Katelyn Saiki (silver) and Simon Valle (silver).

Athletics THE ARTS

Virtual Visiting Artist Inspires Love-Themed Student Projects Working off the prompt “I was born to love, not to hate,” St. Margaret’s visual arts students created projects under the guidance of professional artist Alexandra Grant, who served as a virtual artist-in-residence and worked with Tartans from the Lower School through the Upper School.

Each visual arts discipline worked remotely with Ms. Grant and explored the concept of love-inspired art. The projects included a 2D mural with an augmented reality component, ceramics with a theme of love, a collaborative “Love Box” with photography, and film animations of a love-themed logo.

Talented Tartan Filmmakers Showcased at Spring Film Festival St. Margaret’s cinematic arts program showcased 44 student films created during the school year at the annual Spring Film Festival.

The films ranged from one minute long to more than seven minutes, and all were conceptualized, filmed and edited by Middle School and Upper School students.

This year’s Spring Film Festival was virtual, with viewers able to browse at their leisure and vote for the Audience Choice Awards, which went to sophomore Emmy Perry and grade 7 student Mac Ullem.

To read more about performing arts during the 2020-2021 school year, see page 14.

Class of 2021 Student-Athletes Commit to Top Colleges Six student-athletes from the Class of 2021 committed to continue their academic careers while playing intercollegiate athletics during two signing periods this school year.

The list includes Jackson Adelman (Williams College, cross country/ track and field), Bryce Chan (New York University, soccer), Nick Ostlund (University of Pennsylvania, football), Shane Dzwilewski (Bellarmine University, lacrosse), Calvin Capelle (Bates College, cross country/track and field) and Claire Mullen (University of Puget Sound, cross country/track and field).

SPORTS HIGHLIGHTS • The Tartan track and field program had nine athletes advance to the CIF-SS finals. Senior Jackson Adelman was also named Academy League Athlete of the Year.

• The girls soccer team won three games in the postseason by a combined score of 7-1, making a deep run to the CIF-SS Division-IV semifinals.

• Seychelle Balog won the San Joaquin League singles championship for the third consecutive year. She was undefeated in league play during that three-year run.

To read more about athletics during the 2020-2021 school year, see page 12.

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OUR EVERYDAY

How the professional community made an improbable school year not only happen, but exceed all expectations under incredible circumstances and amid unforeseeable and continually evolving challenges.

BY A N N E DA H L EM A N D RYA N WO O D

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y the summer of 2021, the deep impact of a global pandemic had been widely documented and felt by all—an exceptionally rare shared human experience. How often in one’s lifetime can it be said that every person on the globe, young and old, experienced the multifaceted impact of the same event on themselves and their families?

We witnessed unprecedented changes to our daily lives, well-being and the national economic climate. Businesses and their workforces were turned upside down in an instant and grappled with how to keep their doors open. Organizations, from health care to food banks, were beset with serving the growing need around them.

Schools quickly shuttered their campuses, and students were sent home, with no return date in sight. Educators across the globe began the extraordinary undertaking of teaching their students, all of them, from a distance and from their own homes—often with other family members, including their own children, in tow.

Many of our fellow citizens set aside their own personal health and well-being considerations to take care of others. There are countless heroes of the past 18 months: doctors, nurses, scientists, transportation operators, supply chain and frontline workers who deserve our praise and gratitude.

This distinction of honor is also owed to our own frontline workers and heroes—our teachers, nurses, and the entire professional community of St. Margaret’s.

Undoubtedly, St. Margaret’s most challenging

school year yet, 2020-2021 was flooded with new health and safety considerations, regulations and practices, not to mention continual pandemic-related uncertainty and change. It put St. Margaret’s professional community’s talent, creativity, ingenuity, nimbleness and unwavering commitment to the mission and their students to the test.

How do you redesign use and retrofit a 25-acre campus with new functionality, furnishings, equipment, sanitization and technologies so that 1,250 students and nearly 200 educators can attend school every day, all day, all at once?

How do you ensure that everyone on campus is healthy and reduce the opportunity for virus transmission while local case rates are on the rise? How do you teach concert band when wind and brass instruments spread particulate matter into the air far more than breathing and talking? How do you preserve the important student body hallmarks, like weekly Convo and Chapel, while large gatherings are prohibited?

How do you ensure student safety while they exercise and practice their sports at the highest level? How do you teach in the Socratic method when some of your students are in a classroom down the hall Zooming in on a screen? How do you corral a dozen squirrely young learners in a play-based cohort, keeping them reasonably apart, masks on, touching everything safely, while protecting yourself and your preexisting condition? How do you do all this and maintain the vibrant excellence of the St. Margaret’s educational experience for an entire school year so that students are able to continue to learn, grow and thrive?

“When I think about the professional community, I think about a herculean lift of mythical proportions,” Head of School Will Moseley reflected. “I have on many occasions referred to them as superheroes. They don’t have a cape or a magic ring or the ability to leap tall buildings in a single bound. But they do have the ability to change the trajectory and the lives of young people each and every day. The extraordinary effort they put forth every day is nothing short of miraculous. I am in awe and feel incredibly blessed to be in their presence.”

The work of St. Margaret’s professional community allowed a school year like no other to play out on campus, and for most students, in person. They bought into the school’s necessary health and safety protocols, reimagined curriculum and pedagogy and took extra steps, every single day, to provide students the transformative Tartan experience they cherish.

There are many heroes of the past 18 months who deserve our praise, gratitude and to have their stories be told. This is the true story of how St. Margaret’s remarkable professional community showed up, dug deep, persisted, stayed true to the school mission, never faltered and got the job done…and far exceeded even our own high expectations. These are our “everyday” heroes.

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A L L H A N D S O N D EC K Across campus, everyone stepped up. The needs were vast, and the willingness of the professional community—even some who work in offices typically away from students­—to meet those needs and have continuous on-campus learning available to students was inspiring.

In the Lower School, particularly, all hands were on deck to give younger students an environment to learn and thrive.

Each homeroom had two teachers to allow for an effective cohort structure with appropriate spacing between work areas, so additional professional community members were needed to take on co-teacher roles. Specialsubject classrooms like the ICE Lab and science classroom were used as Campus Flex spaces, so special-subject teachers traveled to each homeroom for lessons, like nomads. More substitute teachers were required as well, as were more supervisors for pick-up and drop-off times, which had an added component of health check screenings. Recess time was staggered to keep cohorts separated, so more supervisors were needed for the 46 recesses on the daily schedule.

Some Lower School families opted for the Concurrent Learning model, which allowed for home learning for their unique situations.

After trying various strategies for Concurrent Learning in an elementary-school setting, the Lower School shifted and assigned two teachers exclusively to concurrent learners—Gabriela Lopez for kindergarten, grade 1 and grade 2, and Lauren Johnson for grades 3, 4 and 5.

“They are phenomenal, and made the year so amazing for these at-home learners,” Lower School Principal Jennifer Blount said. “They were responsible for planning and teaching multiple grades the core curriculum and required more preparation than any teacher on campus.”

The work of the professional community put Lower School students in a position to not only have that transformative Tartan experience they cherish, but also thrive academically.

“We’ve had steady improvement with our formative, summative and normative assessments, and our early ERB data shows some pretty amazing growth,” Mrs. Blount said. “Being in person has really allowed us to detect some learning loss that took place during the pandemic, and come up with immediate interventions. They

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have been implemented, and I’m happy to say the students have done really well.”

Such work transcended divisions, of course. The classroom size limitations in Middle School and Upper School often led to overflow Campus Flex rooms, a huge administrative puzzle for division leaders to piece together and for teachers to effectively lead—often while also teaching students learning concurrently through advanced videoconferencing cameras set up in each classroom.

“Their creativity, innovation and incredible hard work in rethinking lessons, curriculum and pedagogy was extraordinary,” Middle School Principal Jeannine Clarke said. “Our students thrived under their care.”

T EC H N O LO G Y S P U R S C L A S S OPPORTUNITIES According to Upper School Principal Jeneen Graham, the faculty saw another opportunity with the classroom video conferencing technology, too. “While campus was closed to visitors, the system became a gateway to the world,” said Dr. Graham. “Our teachers tapped colleagues and connections in the field and utilized technology as a portal to bring experiential learning and expertise into the classroom with some remarkable connections and discoveries that otherwise might not have happened.”

Saint Mary’s College of California professor of ethnic studies and world languages and cultures Alvaro Ramirez joined Upper School students in advanced study Spanish class, taught by World Languages Department Chair Bryan Cristóbal Sullivan, for a timely conversation about MexicoUnited States socio-political relations.

In Upper School English I classes taught by Peter Clark, students read about the history of housing discrimination in Chicago spotlighted in the classic text A Raisin in the Sun. Mr. Clark connected with Melvin Sims, a Chicago landlordtenant and real estate attorney who led an engaging talk on themes of racial discrimination and the importance of family from the literary classic. “His discussion was insightful and specific, relating historical context to individual lines of the play,” Mr. Clark said.

Guest speakers were common in other classrooms. Middle School teacher Owen Beitner invited experts from a variety of fields

into his classroom, and grade 6 writing students heard from professionals in television, law, entrepreneurship and technology throughout the year. “My goal is for our guest speakers to join our students to share how writing is important to the work they do,” Mr. Beitner said.

In the Early Childhood School, video technology allowed teachers to maintain the important class-parent partnership in the students’ learning.

Parents often joined classes via Zoom to lead story time, or lend their expertise during activities such as yoga. The Early School also continued supporting student teachers from local colleges, who joined classes via Zoom to lead lessons and play activities.

REIMAGINING LE ADERSHIP PROGR AMS St. Margaret’s beloved Peer Counselors program also needed a major shift for 2020-2021. The program, which involves the careful selection of Upper School students to serve as one-on-one mentors to younger Tartans, could not utilize the face-to-face interactions that make Peer Counselors so popular. So All-School Counselors Janice Avalone and Jeremy Dailey worked with Upper School students to brainstorm ways to keep the program going, even if pausing it for a year might have been the simpler option.

The 68 Upper School Peer Counselors instead connected with their “peer pals” through video messages on the online platform FlipGrid and, even more impactful, through hand-written letters delivered to the younger students by the counselors. “It was incredible to see their faces light up upon seeing that they received special hand-written letters from their peer pal,” Dr. Avalone said. “Through this very difficult time we saw the silver linings as we undercover some of our old-fashioned ways of doing things. Who would think, in this technology age, that a handwritten letter would bring so much joy?”

“Their creativity, innovation and incredible hard work in rethinking lessons, curriculum and pedagogy was extraordinary....Our students thrived under their care.”

Student cohorts in the Lower School limited the inter-classroom interactions, which posed a challenge for the grade 5 student committees— the Core Council, Green Team and PAWSITIVE Character Committee.

Those chalk marks were often simple messages from students who were saying hello to a sibling or a friend in another classroom, which would be read later in the day when it was their turn outside.

The committees, led by Lower School Director of Community Life Tupper Spring, were reimagined to meet health and safety guidelines. In lieu of those three separate committees, students instead were divided by classrooms, and those groups fulfilled elements of all three of the committees.

In another instance, a group of 3- and 4-year-old learners climbed on top of the wood tables in the sandbox to peek over the Early Childhood School wall, where Middle School students were walking around the perimeter of Chalmers Field.

“Students expressed their excitement to take on leadership roles in multiple areas, as opposed to choosing just one,” Ms. Spring said.

For the 27 students taking part, their duties were numerous. They created the weekly Lower School video played in the Monday Chapel, which was broadcast remotely into classrooms.

They led monthly student homilies, selected and taught Lower School rules of the week, and took a large role in the 2021 all-school service project (see page 22 for more).

The new parameters proved to be favorable and more efficient, and the leadership committees will continue in this format going forward.

M A I N TA I N I N G A C O N N EC T E D SCHOOL COMMUNIT Y Had you stepped out into the Early Childhood School Outdoor Classroom on a typical day during the 2020-2021 school year, you might have seen a message written in chalk on the sidewalk, or on the black tarp fence set up so multiple cohorts could play outside at once.

“Physically distanced, the young learners asked the big kids what they were doing outside, how old they were, and if they could come in to play,” Early Childhood Director Dr. Cris Lozon said. “The older students happily entertained their questions and promised to come see them again one day.”

The joy and creativity of St. Margaret’s youngest learners yearning to connect to the broader community was both important and inspiring, and it was work that St. Margaret’s professional community prioritized in every division as the school year progressed.

Some ideas were simple enough—Lower School art teacher Mary Mayer-Grubb, for example, brought dog treats to the car line each day.

Accidentally, the gesture led to an increase in Lower School families bringing their dogs along for drop-off, to the delight of students, parents and professional community members alike. “It made everyone more cheerful in the morning,” Mrs. Blount said.

Other community-building ideas were more intentional. The traditional off-campus retreats for students grades 5-12 were canceled, but Upper School leadership was adamant in HIGHLANDER

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Behind the Scenes, St. Margaret’s Professional Community Made the School Year Possible

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any members of the St. Margaret’s professional community working outside the classrooms took on an enormous task to keep the campus as healthy and safe as possible during a complex, challenging school year.

When St. Margaret’s made the decision to close the campus in March 2020 and send home all students and employees for remote learning, few people knew that a small group of St. Margaret’s employees who comprise the security and maintenance teams continued to show up every day to keep campus safe and secure.

“Throughout those early months of the pandemic when it was not well understood how the virus was transmitting, how it affects those who contracted it, and access to testing was very limited, many of us were able to simply stay home to keep safe,” Head of School Will Moseley said. “Those teams, meanwhile, were here holding down the fort. I will never forget that they did that for all of us. We owe them our sincere gratitude.”

As early as February 2020, the maintenance team quickly began researching, acquiring and adopting new state-ofthe-art cleaning and sanitization tools, like electrostatic disinfecting sprayers, and protocols that would protect against the novel antigen.

The security team reported that it was eerily quiet and calm on campus, in the early days as it maintained its daily rounds and checks to campus and its perimeter. As members of the professional community began returning in the summer of 2020, the security team took on added roles of campus hosts and guides, in addition to being the first line of defense as friendly enforcers of new campus protocols and early health monitoring for every person on campus.

The facilities team oversaw an enormous effort to prepare classrooms and campus spaces for the reopening of campus to students and faculty, and continued safe daily use. In just a few months, the team repurposed spaces to adhere to the Campus Flex model, installed guards and partitions in high-traffic areas, installed new awnings and shade tents, created segmented outdoor areas, installed handwashing and bottle filling stations around campus, upgraded existing sinks and toilets with touchless fixtures, installed new semi-permanent bathrooms, and implemented more aggressive cleaning and disinfectant measures each day to keep the campus safe. The team worked with the school’s HVAC partner to secure and install professional medical-grade air purification systems in each

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building on campus, and learned the inner workings of the systems to ensure accurate operation each day.

No one was more essential behind the scenes than the St. Margaret’s technology team, which simultaneously identified new tech resources and expanded systems to allow the school to run the academic program and quickly transition to a remote learning model. In addition, the team researched and installed new technology capabilities in every academic space across campus for the new school year, led professional development training for the faculty, provided troubleshooting and created a “Genius Bar” style tech support program available daily to all students and adults on campus and at home.

Working the front line of campus health were St. Margaret’s nurses, who nimbly innovated and took on an extensive effort to keep diligent track of the novel virus and its impact on the school community. The team researched, organized and implemented a daily health check system, led a robust symptomatic and surveillance testing program for the school community, took on extensive contact-tracing responsibilities throughout the year, tracked vaccination records, trained the professional community in numerous new health protocols, and worked closely with parents, students and the Orange County Health Care Agency to monitor campus health every day—all while continuing to manage the more typical duties of a school nurses’ office.

In true Tartan style, all of these teams— technology, facilities and the Health Center— came together in partnership to research, identify, acquire and implement the thermal camera temperature screening systems, Health Check app, and QR code campus access system that is at the heart of the daily health screening to help keep the virus off campus.

There were sleepless nights poring over every detail, with many long weekends and after-hours spent making it all come together.

“The resulting positive impact to the community from these ‘everyday heroes’ is immeasurable,” Mr. Moseley said. “I’m inspired by the tireless dedication, care and love these Tartans showed. This school year could not have happened without their efforts.”

replicating the experience and all the benefits it brings—character education, team building, personal challenge and reflection—for the Class of 2021 in what would be its final retreat.

School administrators collaborated with Camp Stevens, where the annual senior retreat typically is held in the fall, to bring the experience to St. Margaret’s campus instead. In a day of surprise activities that highlighted relevant life skills, including resilience, problem-solving, integrity and communication, St. Margaret’s seniors unplugged and reflected with their classmates in a fun and fulfilling day run by Camp Stevens counselors and St. Margaret’s Upper School leaders.

“Retreats are a cherished part of the student experience, and it was important to us that the Class of 2021 was able to have its senior retreat while still adhering to our health and safety guidelines,” Upper School Director of Community Life Lora Allison said. “It was a great success. Camp Stevens was an incredible partner in putting together programming and working within school guidelines, and the students had a wonderful time. The day encompassed all that we hoped it would, and more.”

It was one of many efforts by the professional community to safely create community connections in multiple divisions. Lower School organized a dodgeball tournament for grade 5 students, matching cohorts against each other for fun competition during recess with their peers joyfully cheering them on. Middle School student leaders also prioritized end-of-year fun away from the classroom, organizing an all-Middle School movie night, a grade 8 capture the flag night, and a grade 8 beach day in May. “It’s wonderful,” Middle School Director of Community Life Kylie Middlebrook said, “to have these memorable moments after such a challenging year.”

T H E PA N D E M I C A S A L E A R N I N G OPPORTUNIT Y Sometimes, teaching moments are found from something as challenging as a global pandemic.

In the Upper School’s research methods of life science honors class, teacher Jennifer RossViola saw the most urgent scientific challenge of our time as a relevant learning opportunity for her students. She led a reading of early New England Journal of Medicine literature about the novel coronavirus and also conducted a hands-

on simulated lab test to determine the presence of antibodies to the SARSCoV-2 virus, using micropipetors to test samples from two hypothetical patients and recording their observations.

At the time, about half of the students in her class were on-campus and half were learning remotely. Dr. Ross-Viola, like all St. Margaret’s teachers, seamlessly went back and forth attending to in-class learners and positioning in front of the camera to engage and answer questions from remote learners.

Elsewhere, grade 5 students embraced the challenge of continuing a beloved holiday tradition while adhering to physical distancing guidelines. Led by Lower School science teacher David Beshk, students put their engineering creativity to work, using simple machines such as pulleys, incline planes/ramps, wheels and axles, and levers to create a machine that safely distributed Halloween candy to trick or treaters standing six feet away. It was a relevant way to practice engineering concepts for grade 5 science and STEAM, which include defining simple design problems reflecting a need or a want, generating multiple possible solutions, planning and carrying out tests of a prototype, and seeking ways to improve on it.

In grade 7, world history teacher Katie Harris wanted her students to understand themselves as active creators and archivists of history, applying their studies and their experience living through a pandemic to serve as historians themselves.

Reading an Italian primary text about the bubonic plague pandemic of the 14th century, students recognized the parallels between that text and what they are living through, and went to work doing their own documentation of the year 2020. Their projects included podcasts, scrapbooks, digital animations, documentary films, physical and digital time capsules, and transforming existing journals from 2020 into mixed media keepsakes with photos, newspaper headlines, and other memorabilia.

“The events of 2020 will undoubtedly be researched and looked at by future generations,” Mrs. Harris said. “Hopefully students will keep these projects and can look back upon them in years to come as they remember this time they lived through.”

S I LV E R L I N I N G S It was an extraordinary year—difficult, yes, but one that revealed the character of the St. Margaret’s community. The Tartan way of “getting things done” led to new approaches to learning, service, school spirit and more—some ideas that may stick around even after the health climate improves and operations start settling in to a new normal.

“We aren’t going to do everything the way we used to,” Mrs. Blount said. “We’ve discovered new and exciting ways to engage our students and some of those upgrades will become permanent going forward.”

Whatever lessons have been learned and whatever best practices are adopted from this school year like no other, it was made possible by the character, devotion, dedication and spirit of the Tartan community that made it all come together—a culture of can-do that has been more than four decades in the making.

“Crisis reveals character,” Mr. Moseley said.

“And the character that I have seen from our professional community members is nothing short of uplifting. Their work has been a tremendous blessing and a grace that’s been bestowed upon this community that will last for years to come.”

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O U R E V E RY D AY H E R O E S

Play Ball!

How Tartan Athletics Successfully Completed a Season Like No Other High school athletics returned in the spring with a condensed schedule and all seasons competing at the same time. Through preparation, protocols and a passion for playing, St. Margaret’s found a way to pull off the unusual sports year.

BY RYAN WOOD

A

quick February update from the California Department of Public Health set the wheels in motion, simply by stating that “interscholastic competition” for outdoors sports were, at long last, allowed to resume. Indoor sports received the goahead soon after.

health and safety guidelines of California and the CIF implemented swiftly and smoothly, allowing St. Margaret’s student-athletes to immediately return to play and enjoy what had been missing for so long? How did nearly 20 sports play a full season, all at the same time, with an athlete pool totaling just a few hundred Upper School students?

What followed at St. Margaret’s was joy, camaraderie, competitive spirit and In short, it was months of preparation and training, a precise knowledge a busy after-school campus, as all three traditional seasons of high schoolof where the school stood from a health standpoint, a sel-ess mentality of athletics competed concurrently throughout the spring. A condensed collaboration and cooperation from members of the school community, season and game schedule, requiring safety provisions Tartan Athletics and simply continuing many health and safety guidelines that St. Margaret’s was ready to implement, started almost immediately. Even with all the new had already implemented, from symptom screening to temperature checks, challenges, the 2021 athletics season at St. Margaret’s was a great success.long before the CIF issued such mandates.

“Our small school provided every sport that we traditionally would have “ The heart of St. Margaret’s is looking for possible outcomes, searching for oflered,” Upper School Athletic Director Chris Nordstrom said. “ This was ways to get things done,” Mr. Nordstrom said. “ The ability to do this was no small feat, considering the need to share practice ffelds, manage made possible because this is how our community works. We will ffnd a the workloads of multi-sport athletes, and maintain the high academic way…and we found a way.” standards of St. Margaret’s. A huge eflort from the entire school community made this work.”

S TAY I N G I N S H A P E In total, 253 contests were played between March 2 and May 27, both on St. Margaret’s campus and across Southern California. It was a sel-ess The growing pandemic restricted cocurricular activities for much of the endeavor for coaches, student-athletes and their families, yet the entire school year, so St. Margaret’s athletic department and the school’s Every school community committed to the sacriffces in earnest to see through Tartan, the Every Day task force closely monitored what was and wasn’t ultimate goal of athletics—which was noticeable from the ffrst competition,permitted even as sports competition was at a standstill. a cross country meet against Laguna Beach.

One of the ffrst steps was making sure Tartan student-athletes could stay in “It was so pure—student-athletes enjoying the camaraderie of sports, peak physical condition. enjoying each other and working hard to achieve something together,” said “ There were a lot of restrictions. We couldn’t be indoors, so we took all of Patrick Bendzick, director of student wellness and head cross country coach. our indoor activities and moved them outside,” Mr. Nordstrom said. “ We “ We saw all the important lessons we hope students learn from participating built up our outdoor weight space, we opened up Chalmers Field for in scholastic athletics at that ffrst meet, and in the months that followed.” athletes, we opened Tartan Field. Anywhere we could go outside to train or So how did it come together so quickly for Tartan athletics? How were the practice, that’s where we went.”

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Coaches also got creative. They had to—preparing for a season with no concrete schedule for when the season might start required a nimbleness that tested the entire department, from administrators to strength and conditioning coaches to the coaches of each team.

For example, girls soccer coaches Jenny Anderson-Hammond and Makenna Henry approached the girls lacrosse and girls basketball coaches to collaborate on a training plan designed for an extended offseason that would be beneficial to the physical movements and demands of all three sports. The result was two days a week in the weight room and one day a week of conditioning, with student-athletes from all three sports working together.

Such programs were only possible, of course, because most of St. Margaret’s students were on campus every day starting in late September.

The academic benefits of on-campus learning were clear, but it was a huge boost to athletics in many ways as well.

“Not every school was able to do this,” Mr. Nordstrom said. “We’ve been on campus every day, so we’ve had our athletes training every single day. They were preparing to be ready to play once the time came.”

IMPLEMENTING PROTOCOL S The season had many unusual realities in place this year, ranging from individual travel to road games, a ban on sharing personal items (basketball players needed their own basketballs early in the season, as an example), and physical distancing whenever possible.

There also was a CIF surveillance testing requirement for indoor sports and some high-contact outdoor sports like football. Student-athletes were tested weekly on campus to be cleared to play.

“One of the biggest advantages we had in restarting athletics was that our COVID testing program had been in place for months with our general all-school surveillance program,” Mr. Bendzick said. “Opening school in September, being on campus five days a week, and having a firm understanding of the state requirements allowed us to beta test a number of different systems to work out the kinks. The youth sports guidance was announced (in February) at 8 p.m., and by noon the next day we had our athletic testing program in place and ready to launch so we could start practice immediately.”

It was one of several challenges that St. Margaret’s overcame. With a smaller Upper School student body, school leaders nonetheless were determined to offer every sport the school normally offers, even as the concurrent seasons put a strain on athlete availability. St. Margaret’s has long prided itself on accommodating multi-sport athletes who also have vigorous academic commitments and other cocurricular interests. It was even more challenging in 2021, but the ingrained willingness to work with students’ diverse interests shined through.

“Playing two sports at the same time is definitely a challenge,” said sophomore Lauren Lam, who played lacrosse and basketball this spring. “I’m passionate about both. I wanted to be on the court and wanted to be on the field, and also do well in academics. Balancing it all takes communicating with my family about what my schedule is, communicating with my coaches about what my schedule is, and informing my teachers each week as well.”

Rosters were dynamic, as many student-athletes juggled multiple sports at one time. Coaches and administrators diligently monitored student schedules, even holding them out of practices if there were concerns

about workload. Coaches provided healthy snacks and electrolytes, and constantly had one-on-one conversations to gauge studentathletes’ wellness.

“Every day the coaches asked their athletes, ‘Are you okay? Are you balancing everything? How can we help you?’” Mr. Nordstrom said. “It was really amazing to watch everyone work together to give these students this opportunity. It was a team effort in every sense.”

P L AY B A L L !

And through it all, the excellence of Tartan athletics was clear even in a season like no other.

St. Margaret’s girls soccer team, despite the abbreviated season, advanced to the CIF-SS Division IV semifinals, winning three postseason matches by a combined score of 7-1.

The track and field team advanced nine student-athletes to the CIF-SS Division IV finals, with senior Jackson Adelman winning the CIF title in the 1,600 meters to cap a decorated high school career.

Kang

Even multi-sport athletes found success while juggling commitments. Senior Nick Ostlund was named the San Joaquin League boys field athlete of the year after winning the league title in the shot put, while also playing football. Junior Amelia Kang was a key contributor to Tartan league titles in both girls swimming and track and field, while Olosky junior Julia Olosky was a top scorer on the soccer team and a key contributor on the swim team. They were among many student-athletes who split their commitments and excelled nonetheless.

Beyond the accomplishments, though, are the integral life lessons picked up in sports, and the ultimate reason so many students consider athletics an integral part of their high school experience.

“Just being with my teammates and being able to play,” said senior basketball player Charlie Wohlgemuth. “Sports is such a big part of our school and people love it so much. It was a big piece missing, and it felt amazing to be back.”

“It took the efforts of so many to make athletics happen this year— our school administration, our health center, our teaching staff and everyone in the athletics department,” Mr. Nordstrom said.

“Our student-athletes and our families took on this challenge and were more than willing to adjust to this unusual season. We are so thankful for everyone’s hard work.

Ostlund

“The true spirit of Tartan athletics was on display this year. As we move into the 2021-22 school year, I look forward to the bright future that lies ahead for our school and our athletic program.”

> Scan here to view the full film on the Tartans' return to athletic competition.

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St. Margaret’s performing arts had a different look this year, but the importance of student creativity in music, film, dance and drama was never more clear.

B Y R YA N W O O D

I

t was never a question of “should we?” among St. Margaret’s performing arts faculty as the 2020-2021 school year started with such uncertainty.

Rather, it was always the pursuit of answers to a simple question: “How will we?”

Theaters and concert halls around the world went dark in 2020, but St. Margaret’s performing arts department understood the importance of its work to the student experience. It was clear to all Tartans: The show must go on.

“The transforming power of the performing arts thrives during challenging times,” St. Margaret’s Director of the Arts Darcy Rice said. “In fact, creative pieces in music, film, dance and drama help us endure and inspire us along difficult paths. More than ever, we believed we needed to provide as full an arts experience to our students as possible.”

The health and safety guidelines that touched every aspect of performing arts in 2020-2021 were not show-stoppers, but rather steered the possibilities in new and exciting directions. The Arts at St. Margaret’s forged onward with important school-day classroom learning with appropriate adjustments, a robust production schedule and all the usual outlets for student creativity and self-expression.

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Ashley Shanahan and Nic Jacome perform in Songs for a New World

Dan Pacheco directs You're a Good Man, Charlie Brown via Zoom; Callie Maciariello as Sally in You're a Good Man, Charlie Brown; Nic Jacome and Tatiana Cloobeck perform in the Coffee House Cabaret.

Performing arts teacher Zach Hanna, for example, taught his Lower School music class in 32 locations throughout the division, as student cohorts were created and special subjects teachers left their custom labs and studios and traveled to homerooms for instruction. At each grade level, students learned about various genres of music, note reading, rhythm and more.

In addition to physical distancing in music rooms, concert band students in Middle School and Upper School began the school year learning and practicing with percussion instruments only, as the winds and brass instruments were stored away as a risk-mitigation effort. Students embraced the challenge, with Band Director Chris Carbajal remarking, “We still learned music and had fun. It was loud, but fun.”

The choir program remained active this year, as well. In class, Middle School and Upper School choir students learned music reading and music theory. Class assignments that required singing were recorded by the students at home or in individual practice rooms, then presented in class for feedback.

And the typically ambitious production schedule went forward as well, with faculty and staff figuring out the best practices as the school year—and health and safety guidelines—evolved.

“Broadway may be dark, but the lights are on here at The Arts at St. Margaret’s,” drama teacher Dan Pacheco said throughout the year.

It was clear in November, with the groundbreaking productions of the Upper School play All in the Timing and the Middle School musical You’re a Good Man, Charlie Brown, that the performing arts team and eager students would pull out every trick in the bag to make the productions memorable, successful and safe.

You’re a Good Man, Charlie Brown, for example, featured 28 students in grades 6-8 telling the hilarious and endearing tales of the beloved Peanuts gang. Students performed the four shows 100 percent live, and

the audience viewed them remotely via livestream. Students, after two months rehearsing from home, came to campus and broadcast separately and alone from rooms throughout the Performing Arts Center, which were equipped with a computer, green screens, a Ring light, and requisite chargers, cables, cords and plugs. Musical theater heavily relies on live interaction with other performers, which makes a Zoom-based production all the more challenging. Every aspect of the production strictly followed health and safety guidelines, and resulted in a delightfully entertaining, well-choreographed and well-executed show like nothing St. Margaret’s had ever tried before.

“The cast members worked diligently, and showed dedication to the process and to each other and persistence to overcome new challenges,” said Mr. Pacheco, the director and choreographer of the show. “They were well-prepared for their performances, and pulled it off with great skill and professionalism.”

Other fall and winter productions were broadcast similarly on campus to an eager audience watching at home, with the department investing in high-quality video equipment to make productions top-notch. Tartan Jam shows in the Upper School and Middle School went on as scheduled, and traditional winter concerts in December were filmed both on campus and, to ensure that concurrent learners were included, from individual homes.

The Winter Dance Concert, for example, was filmed outdoors all around campus, with performances on Chalmers Field, the PAC parking lot, and other locations. Two of the student performances were later viewed by a panel of professional performers and educators, and selected for the California Dances Festival in April.

“Our students and professional community took innovative steps to put together creative dance works in new environments in a short amount of time,” said Director of Dance Kirsten Harvey. “It was quite an undertaking, and I’m proud of everyone’s hard work and adaptability to keep dance alive for themselves and our community.”

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Students perform Songs for a New World (left) and A Wrinkle in Time (right) in the Nolet Amphitheater.

The Coffee House Cabaret in February went virtual, as well, with 17 acts of singing, dancing, instrumental and spoken word. The professionally filmed and edited performances were viewed online by a captivated audience of friends, family and arts lovers tuning in from eight states. Having members of the Coffee House Cabaret House Band perform together despite not being in the same room required an extensive process of creating and editing. Mr. Carbajal made custom arrangements of the music, students recorded their part in PAC practice rooms or at home, and Mr. Carbajal then edited the clips together which sometimes required stretching or cutting off notes to sync with their peers. After that, he filmed each person “lip-syncing” their recording for a video to go with the music. It was a similar process he used for band classes throughout the year to safely create musical collaborations.

It seemed the production strategy was a successful one that could be replicated throughout the school year to similar success. Yet as local health numbers improved and permissible activities slowly started to increase in the spring, the performing arts team continued to creatively examine all its possibilities.

As a March production of the Upper School musical Songs for a New World neared, Mr. Pacheco had an idea for the theater space.

What about the Nolet Amphitheater?

The outdoor stage and seating space has been a centerpiece of the Maseeh Middle School campus since its opening in 2015. It often is used for Middle School division meetings, outdoor presentations for the Middle School student body, student downtime and occasional classes throughout the day.

It had never been used to mount a major theatrical performance, though.

Yet, its outdoor setting complied with campus guidelines and allowed inperson full cast interaction and a cohesive live presentation. The exciting idea had an immediate buy-in from all corners of the campus, especially the opportunity to invite a limited live audience of parents to campus for the performances. Maintenance and facilities, along with Technical Director and Resident Designer Gordon Richins and PAC Production Assistant Spencer Keane, installed new electrical wiring, the Middle School accommodated the installation of lights and equipment, and all aspects of The Arts—theater, music, band, dance, even film—worked together to make the show a success.

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The importance of performing arts never felt stronger, and the development of students’ creativity, personal voice and self-expression through the arts endured and even thrived as an unforgettable school year played out.

Twenty-four students, including one concurrent dancer, performed an unforgettable show in front of a small in-person crowd and a larger audience watching virtually. The singing, staging and projections made for an incredible experience, and the final performance took place with a full moon rising over the stage.

With the stage set, so to speak, the Nolet Amphitheater was used again a month later for the Middle School play A Wrinkle in Time, which provided 27 performers (including three concurrent learners) a chance to experientially learn the elements and structure of Greek theater and the importance of a Greek chorus and voice projection in outdoor storytelling. It was a learning opportunity that may never have happened had circumstances not required an innovative, can-do approach to productions.

The importance of performing arts never felt stronger, and the development of students’ creativity, personal voice and self-expression through the arts endured and even thrived as an unforgettable school year played out.

“At St. Margaret’s, the arts are an integral and essential component of every student’s education, and we hope a lifelong source of personal expression and human understanding in one form or another,” Mr. Rice said. “Our purpose is to further the students on their artistic journeys. This year proved our deep dedication to this goal, and we will continue, no matter the challenges or the hurdles, to introduce them to the fundamentals of the art forms and guide them as they view their work in the arts as a life journey, not a destination.”

O U R E V E RY D AY H E R O E S

40+1 FORWARD WHAT’S NEXT FOR ST. MARGARET’S THIS YEAR AND BEYOND

BY ANNE DAHLEM

S

t. Margaret’s Episcopal School always has been and aspires to be an institution that is continually growing, innovating around complex challenges and reaching higher. It is somewhat fitting, then, that the school community was celebrating a 40th anniversary when the pandemic hit in the middle of the 2019-2020 school year— bringing with it many new challenges to overcome and also new opportunities for innovation—needed skills right from St. Margaret’s longestablished wheelhouse.

Founded by Episcopal priest The Rev. Canon Ernest D. Sillers and a group of supportive families attending the new St. Margaret’s Episcopal Church founded the previous year, St. Margaret’s Episcopal School opened on October 1, 1979 to 79 students in grades K–6. Incredible when you learn they held the first major public community interest meeting at the historic El Adobe Restaurant in San Juan Capistrano only months earlier in March 1979.

Father Sillers, who had a deep passion for education, was certain in his vision: a college-preparatory school that nurtures a student's mind, body, spirit and social and moral development, establishing the foundation for a happy, healthy and meaningful life.

St. Margaret’s extraordinary growth and student success that followed, including expanding to add the Early Childhood School, Middle and Upper Schools within the first decade, are legendary and the direct fruits

of a longstanding Tartan spirit, shared values, Episcopal identity and unity in mission.

As Faculty Emeritus Susan Remsberg, who joined St. Margaret’s in 1979, eloquently articulated upon the school’s 40th anniversary, “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.”

To commemorate the milestone anniversary, St. Margaret’s held spirited birthday celebrations with students and families. Leaders chose to commemorate the anniversary with the theme of “40 Forward,” which honored the Tartan spirit of continually striving for growth, excellence, innovation and progress. The theme was also emblematic of the 40-yearold institution’s enterprising and exciting initiatives and plans ahead.

Head of School Will Moseley expressed reverence to the school’s remarkable history and responsibility to uphold this excellence for today and the future. “The Tartan spirit born in 1979 remains today, motivating us to do our part in our remarkable history and propelling St. Margaret’s forward in extraordinary ways to serve students. Together, we have come so far and done great things to advance St. Margaret’s to best serve our students, and last year amid the pandemic was no exception. We did what Tartans do. I am incredibly grateful for all those who came before us, and blessed and inspired to be a part of St. Margaret’s today.

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“The pandemic showed us that we must always remain one step ahead with a shared, forward-looking vision for our school, and with the ability and agility to adapt, create, innovate and rise to any challenge,” Mr. Moseley said. “It took our entire community, yet we didn’t stop innovating and growing last year. Now, there is no going back to our pre-pandemic ‘normal.’ We are a better school today for it. We are on a continuum to always move forward, and there is still exciting work to achieve ahead.”

For the 2021-2022 school year, St. Margaret’s will continue on its exciting journey, with the top priority to navigate the next chapter of the pandemic in the best interest of students utilizing its unique Innovation Strategy approach. The new school year already has a refined daily schedule designed with professional community and student input for increased community connection, tutorial support and experiential learning opportunities.

Campus facilities repurposed last year as Campus Flex spaces to accommodate physical distancing measures have been restored to their intended purpose and are accessible for classes and students in this school year, including the Library, Robotics Lab, the Upper School Tartan Center, and the Lower School STEAM Center composed of the LS Science Lab, LS ICE Lab and LS Maker Space. Faculty members across the school created new interdisciplinary and experiential curricula in areas of strategic focus over the summer through the Innovation Grant program that will be incorporated into classes this fall. The academic program will also welcome new academic electives, including Upper School advanced course offerings:

“The past year is a testament to all we can accomplish as a Tartan community. I have reflected on this past year a lot, and one of my strongest takeaways is that the St. Margaret’s school community has yet to find out what we cannot do." advanced acting and cinematic arts, race and racism in United States history, and solving STEAM problems with computer science.

St. Margaret’s will also move forward and ideate in continuing areas of strategic priorities outlined by the school mission, detailed below. The professional community will seek student input on needs, and incorporate new lessons learned and considerations created by the pandemic as well as input from the school’s most recent CAIS/WASC accreditation selfstudy. While last year, much of the professional community’s strategic planning time was focused on the immediacy of the pandemic, the entire team will engage in dedicated in-service days to work through needfinding and ideating around these priority areas. Additionally, academic and administrative leadership teams will dedicate time monthly for innovation strategy planning and work.

EMPATHIZE

St. Margaret’s Innovation Strategy St. Margaret’s created its own model for strategic planning, called the Innovation Strategy approach, by tapping the empathy-driven design thinking methodology that came out of Stanford University. Also called human-centered design, it is most often used in innovation sectors like technology and design and puts its “end users,” or St. Margaret’s students, at the heart of the planning and design process.

School leaders found that when they stepped away from a traditional operations-based strategic planning model and leveraged the inherent skills, expertise, dedication and talents of the professional community in a values-based direction, planning shifted to more precisely home in on the evolving needs of today’s students. St. Margaret’s Innovation Strategy approach has been recognized as a leader by the National Association of Independent Schools. Most important, the results have been transformational to both St. Margaret’s students and the institution.

In the past few years, this fundamental shift in strategic planning outlook uncovered authentic student needs for deeper connection, relevance in learning experiences and a holistic approach to student health and wellness. These insights led to exciting and inventive new academic and student programs as a result. The approach also yielded an important and enduring byproduct—an entirely new way of thinking and approaching challenges and opportunities at St. Margaret’s, a renewed energy, enthusiasm and collaboration for school planning and change, and a schoolwide culture of innovation among the entire professional community.

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IDEATE DEFINE

PROTOTYPE & TEST ITERATE

St. Margaret’s has cemented this approach as its signature Innovation Strategy, which is similar to design thinking, yet has unique characteristics to St. Margaret’s: • Guided by an ongoing, replicable process to continually design and actualize the future of the school • Student-centered and heavily influenced by principles of design thinking (empathize, define, ideate, prototype, test, iterate) • Relies on the educational expertise of the professional community and fiscal expertise of the Board of Trustees • Results in the identification of aspirational strategic priorities within the school’s Core Values (Character, Community, Balance and Breadth, High Expectations and Equity and Inclusion) and institutional sustainability • Relies on diverse teams from across the school collaborating to generate creative solutions • Embraces piloting to test action steps at small scale before full implementation • Evolves beyond traditional “Strategic Plan” name and approach, and moves toward continuous “strategic thinking” mode

St. Margaret’s 2021-2022 Goals Organized

by St. Margaret’s Mission

1.

I N L E A R N I N G , S T. M A R G A R E T ’ S W I L L L E V E R A G E N E W S K I L L S I N N E W WAY S .

The pandemic catalyzed rapid innovation across every aspect of the school program, requiring extraordinary flexibility and resilience amid a dynamic and often unpredictable landscape. The professional community, as well as students, quickly developed new skills, mindsets and strategies in pedagogy, curriculum, technology, co-curricular activities and community events.

St. Margaret’s will challenge itself to leverage this new institutional capacity to continue elevating the academic program and enhancing the school experience of students, families and the professional community moving forward.

2.

I N L E A D E R S H I P, S T U D E N T H E A LT H A N D W E L LB E I N G R E M A I N T H E H I G H E S T P R I O R I T Y.

St. Margaret's played a leadership role in safeguarding the health and safety of the school community throughout the pandemic, and will continue a forward-thinking approach in the post-pandemic phase. Building on strategic health and wellness initiatives of the last several years, the school will invest in addressing mental health implications of the pandemic as well as prioritize moving forward with the Student Commons facilities and program planning.

St. Margaret’s will also continue to advance its diversity, equity and inclusion work to foster and deepen a sense of belonging among all Tartans, essential for health and well-being and reflective of the school's Episcopal identity that celebrates the unique worth and beauty of all human beings. (Read AllSchool Counselor Janice Avalone’s perspective on belonging on page 26).

3.

I N S E R V I C E , S T. M A R G A R E T ’ S W I L L R E E N G A G E R E L AT I O N S H I P S W I T H I N T H E S C H O O L A N D LO C A L C O M M U N I T I E S .

In part by creating opportunities once again for in-person connections on campus, St. Margaret’s will come together and rekindle and nourish our vital community relationships. St. Margaret’s has never seen itself as an insular entity, and it will reconnect with community partner organizations through the service learning program in the important work of supporting and participating in the local community. St. Margaret’s will also continue to pursue understanding, empathy and action around the impact of the pandemic across the local community.

“The past year is a testament to all we can accomplish as a Tartan community,” Mr. Moseley said. “I have reflected on this past year a lot, and one of my strongest takeaways is that the St. Margaret’s school community has yet to find out what we cannot do. That’s pretty powerful as we look forward.

“Now, we hold the reins of this hallowed institution and our sacred mission.

It is the responsibility entrusted to us by those who came before. And, we will share in the commitment to continue on this upward trajectory for the next 40 years and beyond and for generations of Tartans to come.”

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MESSAGE FROM THE BOARD PRESIDENT

BY PAUL WESTHEAD

After years of prudent financial planning, we had the ability to dip into our cash reserves to keep things going, and we will be working on rebuilding that important piece of our financial sustainability over the next few years, so I appreciate your ongoing support for the Annual Fund.

Despite all the challenges, St. Margaret’s Episcopal School is in an enviable position compared to many independent schools.

We are fully enrolled with an extensive waiting list and a record number of applications across all divisions.

I know…I get it…everyone is tired of it.

We are all tired of talking about the pandemic.

We are tired of speculating about what the environment may look like in the future and what restrictions may or may not be in place in this ever-evolving landscape.

Over it…finished…done…kaput…

How I wish it were that easy.

I know we are all tired of it, but we have come so far and done so well due to the love, patience, grace, and flexibility that everyone has demonstrated across the entire community.

Let’s keep those traits and momentum going in our effort to return to “normal” …whatever that may look like.

When I think back to last year and the impact of the pandemic, the Board spent more time than usual focusing on the here and now, making sure that Will Moseley and his team had the necessary resources available to achieve what so very few other schools were able to do, which is to have the opportunity for all our students, from the Early School through grade 12, to be on campus, FIVE FULL DAYS per week…in the classroom…with their teachers.

On behalf of the Board, I want to thank Will, all the division leaders and, most importantly, the entire professional community for giving our children their very best effort all year long (and it was a loooong year) delivering an excellent educational experience in what can only be described as less than ideal circumstances.

Not unexpectedly, our community recognized the amazing effort of our teachers and the needs of the school and our families who were impacted by the pandemic.

We raised over $500,000 for emergency financial aid so that we could keep our community together, and we raised over $1.2 million in our Annual Fund that helped offset some of the extraordinary costs related to getting back on campus in the fall and staying on campus all year long.

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Our endowment has benefited from ongoing donations and strong performance in the capital markets and now stands at over $18 million compared to $3 million a few years ago. 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, but we are making great progress and future generations of Tartans will be tremendously grateful for the good work our community is doing today.

We raised over

$500k in emergency financial aid &

$1.2M in our Annual Fund The Endowment has grown from

$3M $18M to more than

since 2013

Of course, not all of the Board’s work was focused on the pandemic or near-term finances, as our primary role is to be looking further down the road and supporting our Head of School in pursuit of our mission and core values.

It feels like about 10 years ago, but waaaay back when in the fall of 2019, the Board of Trustees adopted a fifth core value for the school, which is emblematic of our Episcopal identity. Equity and Inclusion are an essential component of the Episcopal faith and we felt it was important to reflect that equally alongside our other core values of Character, Community, Balance and Breadth, and High Expectations.

With Equity and Inclusion, we embrace and celebrate the identity of EVERY human being, and advocate for equity, inclusion and justice.

Not only did the addition of this fifth core value better express what is meant by the third word in our school’s name, but our alumni have been consistently asking that we better prepare our students for a lifetime of interaction with people from many different walks of life outside of San Juan Capistrano and Orange County.

Next, I am pleased to announce that we were successful in working with the Archdiocese to create a Trustee Emeritus position, which allows the school to recognize former members of the Board of Trustees for their exceptional service to the school and allows them to continue serving the school as a recognized ambassador.

Sarah Chester was posthumously elected as the school’s first Trustee Emeritus following the tragic accident that claimed her and her daughter, Payton (Class of 2024), along with seven others back in January 2020.

Jeff Stoddard— Mr. Stoddard was a member of the St. Margaret’s Board of Trustees from 2001 through 2007, serving as the President of the Board during the second half of his tenure. During this time Mr. Stoddard was instrumental in a series of land acquisitions near the St. Margaret’s campus, allowing the school’s footprint to grow significantly, and through his family’s philanthropy, the Stoddard Family building was established in the Upper School. Jeff and his wife, Kris, have two children, who are St. Margaret’s alumni, Rachael '02 and Zack '11. Rachael served on the school’s alumni council for six years and Zack is a reunion chair for his class.

Thank you, Stacey and Jeff, for your continued work on behalf of the Tartan community!

All of our current students, professional community members, and families stand on the shoulders of those who came before us and helped make St. Margaret’s what it is today, and it is our collective responsibility to continue that tradition and leave St. Margaret’s better for the future generations of Tartans.

Our next greatest improvement for St. Margaret’s will come from our focus on the health and wellness of our students.

As it says in our mission, we are here to educate both the HEARTS and MINDS of young people for lives of learning, leadership and service.

Stacey Nicholas and her children at the Performing Arts Center (2010), Stoddard Family at the Stoddard Humanities Building Dedication (2008).

Sarah will not be able to serve as an ambassador, but we will always remember and be inspired by her loving spirit and passion for education.

At our last Board meeting in June, we elected two new additional members to become Trustee Emeritus: Stacey Nicholas— Ms. Nicholas was one of the longest-serving members of the Board of Trustees, where she was a member of almost every committee during her time on the Board. In addition, Ms. Nicholas was an active member of the St. Margaret's Parent Teacher Fellowship, held numerous volunteer positions at St. Margaret's and is an active supporter of the performing arts and Breakthrough SJC. Her three children, Brett '11, Matthew '15 and Shelby '16, are all alumni of St. Margaret’s.

The Board and administration are also considering the appropriate timing to move forward with the next strategic priority of our campus master plan to construct the Student Commons building in the heart of the campus next to Chalmers Field, which we announced in fall of 2019.

This facility will be focused on the HEARTS side of our mission statement, and it will allow us to better serve the health and wellness needs of our students during their time at St. Margaret’s and better prepare them for their long and healthy lives of learning, leadership and service after they have gone on from this place. We’ve come a long way, and while we don’t know what the immediate future may hold, I am supremely confident in the love, patience, grace and flexibility of our Tartan community, and I know that we will conquer any challenges that come our way.

In the words of my favorite optimist, Ted Lasso, who can be seen in eponymously named Apple TV show… …Onward...Forward.

We are #TartanStrong, and we are #BetterTogether.

2021-2022 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 Paul C. Westhead, President Joyce C. Lee, Vice President Jason A. Weiss, Secretary

Amy H. Ainsworth

Victoria L. Otterbein

Suad Elias-Atala

Mark Risner ‘86

Susan E. Brown

Cathleen Stahl

The Reverend Canon Robert D. Edwards

Michael Tomeo

Laura S. Freese

Bernard E. Schneider, Treasurer

Paul C. Heeschen

Wyatt E. Malcolm, Bishop’s Representative

William Lutz

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

Alethea Monge

Roger Yang TRUSTEE EMERITI

Sarah E. Chester (1976-2020) Stacey Nicholas Jeffry Stoddard

HIGHLANDER

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SUPPORTING OUR

$15K IN DIRECT DONATIONS FUNDED

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St. Margaret’s and The Ecology Center Partner to Serve SJC Neighbors Hit Hardest by Pandemic

BY A N N E DA H L EM

E

ach year, St. Margaret’s engages all students and members of the community in teaching and learning and active support of an authentic need in the community in partnership with a local organization. This annual all-school service learning project demonstrates and effectuates the school’s mission centered around learning, leadership and service in the education of young people, and specific core values of community, character, and equity and inclusion. Service learning educates students in underlining factors that contribute to societal issues and inequities, and builds skills through hands-on experiences.

“At St. Margaret’s we are wholly in service to our community in every way, every day, through educating the hearts and minds of young people to go out into the world in service, learning and leadership, and in doing so lifting up those around us,” said Head of School Will Moseley. “To quote one of my personal heroes Muhammad Ali: 'Service to others is the rent you pay for your room here on Earth.'

“We all have a responsibility to contribute and nurture the health and well-being of our entire community of which we are a part and live and exist in together. When one suffers or has need, we all hurt and have a responsibility to take care of each other,” Mr. Moseley said.

Service learning at St. Margaret’s aims to create better understanding of societal issues and systemic causes, engender empathy for others, meet authentic versus perceived needs, build life skills through experiential projects and

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nurture deeper connection, engagement and responsibility to serve the community. Past projects include a shoe drive and creating hope boxes of pantry and hygiene supplies for Family Assistance Ministries, and a relief fund with the Episcopal Church for those impacted by the 2018 Camp Fire in Northern California and the Woolsey Fire in Southern California.

This spring, St. Margaret’s partnered with The Ecology Center in San Juan Capistrano for the 2021 all-school service learning project, to support the 28-acre regenerative farm and ecological center’s Nourishing Neighbors food donation program that grew out of needs in the local community compounded by the pandemic. The Ecology Center began Nourishing Neighbors to donate 20 percent of the organic, high-quality produce it grows to feed food-insecure families in San Juan Capistrano through weekly Farm Share Harvest Boxes containing fruits, vegetables, herbs and pantry staples.

Lora Allison, Upper School Director of Community Life and member of the school's service learning leadership team, has been an instrumental leader in cultivating the strong partnership between the school and the center over the past decade. “We were in communication with The Ecology Center about ways we could help grow its expanding Nourishing Neighbors program. Knowing the significant and unforeseeable impact to the health and welfare of so many in our local community hardest hit by the pandemic, we were eager for St. Margaret’s to get involved and to help through our all-school service learning project,” Mrs. Allison said.

NOURISHING NEIGHBORS BOXES SUPPORTING

13

FAMILIES WEEKLY IN 2021

250

ADDITIONAL HOUSEHOLD ITEMS DONATED

The project included a schoolwide donation drive for needed household supplies of Nourishing Neighbors families, identified in partnership with The Ecology Center, to be added to the Harvest Boxes in April.

Each school division, led by the directors of community life, organized a drive for specific items to support different recipients’ expressed needs, often related to the family’s composition from those with young children to senior citizens.

The Early Childhood School and Lower School collected items for families with young children, including new garden discovery tools and art supplies. Middle School collected basic household kitchen and cooking tools, while the Upper School collected stationery, journals and sketchbooks for local senior citizens who are also served by the Nourishing Neighbors program. St. Margaret’s professional community also organized to donate new children’s backpacks.

St. Margaret’s also encouraged community members to purchase a one-time Harvest Box of Ecology Center produce for their family with a portion of the cost funding the Nourishing

Neighbors program. Additionally, families could make direct donations to the program through St. Margaret’s—100 percent of these donations funded the Nourishing Neighbors program.

In total, more than 250 household items, more than $15,000 in direct funds and proceeds from 90 Ecology Center Harvest Boxes purchased by St. Margaret’s families were donated to support local families in San Juan Capistrano.

The Ecology Center community engagement leader Colleen Culhane, who worked directly with St. Margaret’s leaders to develop the project, said, “On behalf of The Ecology Center, we would like to share our gratitude with the St. Margaret's community for the success of the partnership through the spring service learning project. It was wonderful to see how all of the elements of this project came together and sparked inspiration, generosity, and collaboration. Through direct donations and Harvest Box sales, we were able to fund 340 Nourishing Neighbors boxes, which means that 13 more families will receive a weekly box, nourishing and sustaining them for the duration of 2021. Additionally, families received generous gifts of science kits, art supplies, cooking supplies and backpacks through the school drive, bringing joy and smiles to many.

“The educational impact of this partnership was also very inspiring. Highlighting some of the core values of The Ecology Center, like Give More than You Take, and Collaborate for Change, these will likely become seeds planted that will flourish in the children as healthy ideals for years to come. The project culminated in a visit to The Ecology Center for the fifth graders, where they were able to experience the abundance of the farm and directly contribute to the Nourishing Neighbors program, bagging rice and beans for the boxes.

They bagged about two weeks' worth!”

The Ecology Center’s Nourishing Neighbors program currently serves 100 local families weekly, and continues to grow toward the goal of 150 families per week by the end of 2021. “The generosity of the St. Margaret's community has helped us to get closer to our goal. Thank you,” said Ms. Culhane.

St. Margaret’s service learning leaders from the four divisions also worked with faculty to develop age-appropriate educational opportunities for students of all grades about The Ecology Center’s purpose and the needs it serves within the community, including

nutrition, farm-to-table models, food insecurity and pandemic-related inequities.

This included hands-on experiences for Lower School and Early Childhood School students planting seedlings provided by The Ecology Center and the grade 5 field trip.

For many years, The Ecology Center has been a site of St. Margaret’s field trips, student engagement and service, sustainability education and celebrations, and is a key partner in the development of St. Margaret’s school garden program.

“We highly value the vital role and significant contributions of The Ecology Center in our community, and we are grateful to continue our partnership with their dedicated and visionary team. We were honored to partner

with The Ecology Center in support of their deeply impactful work in San Juan Capistrano, and we share their commitment to supporting our neighbors,” said Assistant Head of School for Strategic Initiatives Ryan Dahlem, who leads the service learning leadership team. “We strive to create sustainable and meaningful ways for our students to connect with the local community and support authentic needs, particularly this year amid the pandemic, just as The Ecology Center does through its programs every day.”

The Ecology Center goes well beyond providing food to families, as education and engagement are also part of its greater goal.

This summer, eight Nourishing Neighbors recipients received full scholarships to the center’s summer camp, and three groups of middle-school-aged students from the Boys & Girls Club and Unidos were invited to attend the Feast Verde program—a seed-

to-plate experience over four visits to The Ecology Center.

“We know our mission and core values to be in service to others lives in the hearts of all Tartans, and we are grateful to our entire community for joining in this effort to lift up and care for our San Juan Capistrano neighbors. A special thank you to our dedicated St. Margaret’s service learning team who organized and led this effort across our school,” said Mr. Dahlem. The service learning leadership team includes Director of Equity and Inclusion Victor Cota, Early Childhood School Pedagogista Diane Fletcher, Lower School Director of Community Life Tupper Spring, Middle School Director of Community Life Kylie Middlebrook, and Mrs. Allison.

The Ecology Center Founder and Executive Director Evan Marks said, “Recognizing that we are only healthy when we all have health, is what motivates us to grow and provide access to quality ingredients that support healthy lifestyles. As one of the last organic farms in the county, we believe in a food culture that gives more than it takes. We put this belief into action by donating 20 percent of what we grow to food-insecure families in our neighborhood, and we are grateful for St. Margaret’s partnership, support and commitment in this effort.”

> Scan here to watch the 2021 All-School Service Project Film HIGHLANDER

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MeeT Elise Rodriguez, ST. MARGARET'S NEW DIRECTOR OF COLLEGE COUNSELING

BY RYA N WO O D

F

rom a young age, Elise Rodriguez saw firsthand the transformative power of the college experience.

“My father was a dean of admission. Growing up, my brother and I were raised with the awareness that education, and more specifically a college education, had the power to change not only an individual’s life, but also the greater community as well,” Ms. Rodriguez said.

“For me, sharing in the journey of the college search and admission process is one of great privilege. That’s why I love doing this work.”

Ms. Rodriguez was named St. Margaret’s Director of College Counseling earlier this year after an extensive national search and comprehensive hiring process that attracted a competitive pool of high-caliber candidates.

She brings an impressive resume from nearly 20 years as a college counselor and college admissions officer, including successful tenures at independent schools like Dalton School and Chapin School in New York, Marymount High in Los Angeles, and at the college level at the University of Portland.

Long before her hiring, St. Margaret’s college counseling team knew about Ms. Rodriguez and her stellar reputation. In addition to her roles at top independent schools, Ms. Rodriguez has held several leadership posts in college admission organizations. She recently completed a three-year term as a National Board Director of the National Association of College Admission Counseling, and previous roles include Admission Practice Chair with the Western Association of College Admission Counseling, and various leadership committee chair positions with The College Board.

“One of the components of her experience that sets her apart in her field is

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her commitment to professional organizations and her leadership in those organizations,” Upper School Principal Jeneen Graham said. “She doesn’t simply have a pulse on the world of college counseling, she is at the heart of creating that pulse.

“We were also impressed and inspired by Ms. Rodriguez’s deep commitment to students that came through as she shared her passion and enthusiasm for supporting their individual and unique pursuits; equity, justice and access in college admission; and her student-centered approach to college counseling that provides a clear pathway to college and incorporates joy, self-exploration and demystifies the process and reduces stress. She possesses both the authentic, warm interpersonal skills to partner with and support every individual student and family on their journey, and the expertise, knowledge and acumen of the college admission landscape and conversation to well represent and continue to present St. Margaret’s and our students in the national arena.”

Ms. Rodriguez officially started at St. Margaret’s in June, though she often joined meetings with Upper School leadership and the college counseling team throughout the spring to make the transition smoother. She replaces Roland Allen, who retired this summer after 17 years directing St. Margaret’s College Counseling Office.

As Ms. Rodriguez settled into her space in the Upper School administrative offices, she took time to share her philosophy and outlook on college counseling, and in particular her role assisting St. Margaret’s students through the college admissions process alongside Senior Associate Director of College Counseling Amy Warren and Associate Director of College Counseling Erica Huerta.

"Success does not come from our matriculation list having the most selective schools displayed, but rather in student and family experience... Success comes from each and every student feeling that support from our whole team."

ELISE RODRIGUEZ

First off, what attracted you to this role at St. Margaret’s?

I am originally from the West Coast, and I have family here in Southern California. I was so excited to see an opportunity at St. Margaret’s, not only because of location, but because I had heard the most wonderful things about the community. The reputation of the St. Margaret’s community as one that is warm, welcoming and thoughtful caught my attention, as these were priorities to me as I thought about relocating. With each experience or conversation that I had with a member of the St. Margaret’s community, I knew that the reputation that I had heard was the absolute truth. The care that the community has for its students, professional community and surrounding local communities is authentic and is at the heart of decisions and actions. That is powerful, and rare. I feel very lucky that the stars aligned for me to become a member of the St. Margaret’s community.

Outside of the normal school-year schedule and all that entails for your office, what is one of your first priorities as the new director?

First and foremost, getting to know the students, families and the community! I am really looking forward to building relationships and spending time on campus at various events.

How well does your college counseling philosophy align with St. Margaret’s existing approach?

I think my approach aligns well. The College Counseling Office here has been incredibly student-centric and emphasized the importance of fit between student and college community. All of that remains our office’s focus. We care most deeply that students are able to find a living-learning community where they can continue to grow, explore and be challenged both academically and personally. At the heart of what we do, we want to support students and families!

What makes the College Counseling Office successful in your eyes?

The College Counseling Office can be a place of great joy, tough conversations, introspection, laughter, exploration and yes, sometimes a tear or two. Success does not come from our matriculation list having the most selective schools displayed, but rather in student and family experience. The most important thing we do is support the students as they navigate the journey of their life after high school. Success comes from each and every student feeling that support from our whole team. Now, this does not mean that students receive acceptances to every college they apply to, but that they know that they have unconditional allies, who will walk beside them during this process and provide them reliable, trusted guidance.

Looking at the landscape of college admissions here in 2021, what are some of the shortterm and long-term challenges that your office will need to stay on top of?

Short term, I think this is going to be another interesting year in college admissions as the ripple effect of the pandemic persists. With so many schools removing standardized testing requirements, potential issues with international students obtaining visas, fluctuating gap year numbers, and other institutional priorities, I expect that colleges will have another banner year of increased applications. What that means for our office is going to be helping students and families explore a wider variety of schools, exposing them to schools that they might be less familiar with but that are great school options. I find this to be a wonderful part of our job!

In many ways, the longer-term challenges are a result of the short-term.

I think that the global pandemic has potentially shifted the landscape of college admissions in terms of how colleges and universities think about how they recruit their incoming students, as well as the on-campus experience of their communities. It will be very interesting to see how many of the changes that colleges made as a reaction to COVID remain in effect over the next few admission cycles (virtual events, standardized testing requirements, less in-person travel by admissions officers to name a few).

I think that it will be difficult for colleges to return to “business as usual”– which is exciting to think about, but at the same time, means that we in the College Counseling Office will be learning alongside our colleagues as they reinvent our profession.

Any other insights or perspectives or anything else you want St. Margaret’s students and families to know?

I think that it is important for students and families to keep the college search and application process in perspective. This is a moment in a student’s life, an important moment, but life is full of big moments, so remembering that this step is about helping young people find their next home, where they can be happy and healthy as they continue to explore and learn is crucial. A student’s success in life is not defined during this moment or process, nor is a college acceptance a reflection on one’s parenting. If our students can finish their time at St. Margaret’s ready for their next educational adventure feeling secure, happy and confident, that is the biggest win for all involved.

HIGHLANDER

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Perspective

The Importance of Belonging for Health and Well-Being

F

ostering a sense of belonging for every student on our campus is one of St. Margaret’s highest priorities. We strive to create a positive school culture so that students learn acceptance of self and others, inclusivity, and empathy.

Belonging is essential to our psychological and physical health, and influences our thoughts and the way we interact with the world.

Belonging is part of our biology from the moment we are born. We are dependent on our attachment figures for survival, which supports the need to belong. According to the Mayo Clinic, a sense of belonging is a fundamental way that we organize ourselves in our social groups. The social ties that we develop at a young age serve as a protective factor of managing stress and help us cope in our everyday life. The absence of socialization creates isolation and in some cases a loss of belonging. Exclusion and social isolation can affect psychosocial development during childhood and adolescence, according to research by Psychology Today.

This was never more evident than during the pandemic. A Harvard University study found that due to physical distancing, teens were hit hardest during the pandemic, triggering a “loneliness epidemic.”

On the contrary, research indicates having a sense of belonging is positively associated with academic success and motivation as well. In a 2017 study, the more students felt a sense of belonging, the more they valued required academic work and reported a higher self-belief that they would be successful. Additional studies linked school campus belonging to positive psychological outcomes, including social acceptance, positive emotions and self-worth. Harvard psychologist Dr. Weissbourd, states that creating a “robust social infrastructure,” like we strive to create at St. Margaret’s, can foster belonging and conversely ward off social isolation.

It makes sense, too. We all recognize the desire in ourselves to be included, valued, heard and understood by others, especially among those who are most important to us. When we feel surrounded by people who love, respect and support us, it nurtures our confidence, willingness to try something new, to share thoughts and ideas, strive for our goals and engage in the world.

At St. Margaret’s, we define belonging as: I am

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able to bring my full self every single day to my community. I don’t need to take any part of me off, leave it behind, or put anything on to fit in. When I walk onto St. Margaret’s campus, and I am my full self, I can belong.

We nurture belonging in our students through a variety of intentional efforts that begin with developing and investing in meaningful relationships to know and build trust with our students.

Another critical aspect of fostering belonging is an inclusive institutional lens that recognizes and celebrates the diversity in our community. Being known and loved for the beautiful, unique person you are, directly and positively impacts health, personal performance and success, and overall well-being. This is especially important for young people who are growing and developing, which makes it vital work to us, says Director of Equity and Inclusion Victor Cota.

BY DR. JANICE AVALONE ALL-SCHOOL COUNSELOR

day more enjoyable for everyone. It makes us a healthier community.”

Rooted in our Episcopal identity, the institutional outlook on belonging is realized in part through multilayers of student programs and support in each division that help foster an inclusive and supportive environment.

Faculty members partner with parents and each other to ensure that every student is known and has one or more adults to connect with on campus.

Student programs and groups such as Chapel, arts, athletics, Lower School Buddy Program, Middle and Upper School Advisory, Peer Counseling, Tartan Inclusivity and Diversity Education (TIDE), student affinity groups and clubs, and of course the instructional classroom itself, serve the purpose of increasing belonging and connectedness on our campus.

We also recognize the power of peer programs and the positive outcomes for all students involved,

"At St. Margaret’s, we define belonging as: I am able to bring my full self every single day to my community. I don’t need to take any part of me off, leave it behind, or put anything on to fit in. When I walk onto St. Margaret’s campus, and I am my full self, I can belong.”

Mr. Cota shares, “Being seen, valued and loved for who you are by nurturing adults and peers is the rich soil in which a young person flourishes and thrives. We have a wonderfully diverse community made up of people who come from many cultures, backgrounds and experiences. We want every member to feel they belong here. At its most fundamental level, DEI (diversity, equity and inclusion) work is about ensuring that every member of our community can belong, and as a result be healthy and well during their time at St. Margaret’s and beyond.”

St. Margaret’s Director of Student Wellness Patrick Bendzick also reminds us that when all members of our community are comfortable being their authentic selves every day on our campus, it increases the wellness, positivity and outlook of our entire community. “Feeling a sense of belonging improves the way we think as a community, reinforces others’ confidence in being themselves, provides a better understanding of different experiences and the world around us, and makes the

including increased self-awareness and confidence, personal growth, trust, role modeling, leadership skills and, of course, belongingness.

In 2021-2022, St. Margaret’s also aims to resume the full experience of our service learning program in partnership with our local community. We will continue professional development around culturally responsive teaching­­—understanding one’s own backgrounds and experiences and those of students, to create a welcoming and inclusive classroom environment. Other school DEI efforts that nurture belonging include developing cultural competency skills in our students and language justice within our community.

As we look toward the new school year, we will continue our focus on student health and wellness as well as rebuilding community connections, with belonging at the center. Fundamentally, no one can truly belong and be fully themselves, seen and valued, until everyone is able to be fully themselves, seen and valued.

CO M M EN CEM EN T 202 1

CL ASS OF

2028

Students in the Class of 2028 officially completed their time in the Lower School with a ceremonial tossing of their Lower School red sweaters. The students were led out to Chalmers Field by younger Lower School students, who created a pathway and clapped them out of the Lower School and on to their new home.

Congratulations CL ASS OF

2025

Students in the Class of 2025 officially finished their time in the Middle School and were promoted to the Upper School during a ceremony on Chalmers Field in June. The ceremony featured remarks from Middle School Principal Jeannine Clarke and Assistant Principal Mike Allison, a speech by Middle School student council president Coco Johnson, and a presentation of certificates to the 115 members of the grade 8 class.

HIGHLANDER

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CO M M EN CEM EN T 202 1

THE CLASS OF

2021

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98 CLASS OF 2021 GRADUATES

100% ARE AT TENDING

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COLLEGES AND UNIVERSITIES IN

24 STATES + WASHINGTON D.C. AND

1 COLLEGE ABROAD (FRANCE)

Scan here for complete speeches and photo galleries from Commencement 2021

HIGHLANDER

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Tartan Alumni Council

Serving the Alumni Community

2021-2022 Tartan Alumni Council Natalie Barbaresi ‘12 Josiah Edwards ‘09 Deanna Ruck Emsley ‘86 Shara Famili ‘17 Colter Fleming ’02

The 13-member Tartan Alumni Council is tasked with leading the vital link between St. Margaret’s and its 2,600 alumni.

David Larsen ‘16

By Jonathan Tufo

Mattingly Messina ’13

F

rom its founding in 1979, St. Margaret’s has been a school that has grown and succeeded in large part due to the active engagement of community members. One group that has shown incredible value and insight to the organization is the Tartan Alumni Council, comprised of alumni leaders ranging from the Class of 1986 to the Class of 2017. The Tartan Alumni Council is the volunteer leadership body of the Tartan Alumni Association. The council’s purpose is to foster a spirit of fellowship and loyalty among alumni and to promote the mission, interest and well-being of St. Margaret’s Episcopal School.

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Francelia Lievanos ‘16 Anna Remsberg Marquez ‘02 McCaully Patch ‘12 Olivia Santora ‘13 Ian Thomas ’09 Andrew Wood ’03 Marina Goffredo (ex officio)

Alumni Profile In other words, the Tartan Alumni Council is a vital link between St. Margaret’s and its 2,600 alumni, many of whom are active supporters of the school. As the alumni base grows each year—98 students in the Class of 2021 joined the illustrious ranks in June—so too has the Tartan Alumni Council. The 2021-2022 council roster is made up of a record-high 13 alumni, located in Southern California and far away.

These professionals with careers ranging from technology and law to health care and hospitality, navigate their busy careers and personal schedules with quarterly council meetings, leading subcommittee gatherings and enlisting other alumni to be involved, school event participation, alumni programs and event planning.

“The members of the Tartan Alumni Council are outstanding representatives of our alumni base,” Tartan Alumni Association President and councilmember Mattingly Messina ’13 said. “They play a huge role in strengthening the crucial connection between the school and its graduates. We have a busy year ahead and all of us are eager to get to work.”

The council provides input and direction to the school on reunion planning, events and gatherings, the Tartan Alumni Legacy Endowment, and career programming opportunities like helping current students with Independent Senior Projects and the Alumni Career Forum. The council helps the school solicit and gather feedback from alumni on their educational and student experience at St. Margaret’s to help advance the school program.

The council has five subcommittees, which meet monthly to further explore alumni interests: ENDOWMENT: To support the long-term financial health of St. Margaret’s through grassroots fundraising among alumni.

EQUITY & INCLUSION: To view the Tartan Alumni Council’s goals and strategies through the lens of equity and inclusion, and to ensure the needs of underrepresented alumni are being met.

EVENTS & COMMUNICATION: To keep alumni up to date on the issues that matter most to them, and to provide opportunities for alumni to come together throughout the year in celebration.

PROFESSIONAL DEVELOPMENT: To provide alumni with opportunities to advance their careers through professional development events and institutional support.

RECRUITMENT & NOMINATIONS: To ensure the Tartan Alumni Council is composed of alumni leaders that represent all interests of the larger alumni body, and to cultivate future alumni leaders.

The last 18 months have been challenging for the Tartan Alumni Association with the need to postpone in-person events and activities, like reunions.

Yet, building community and nurturing connection between the school and alumni continues to be an important focus and the council.

Significant efforts over the past year, in addition to expanding the council’s subcommittee scope and focus, included several alumni virtual forums for alumni to learn and give feedback on important school initiatives, including independent senior projects, recruitment and expansion of the council volunteer leadership, and diversity, equity and inclusion work.

“It’s important that we receive feedback from our alumni and use this dialogue to confirm and enhance our current programming on campus.

Our alumni have a unique perspective on the St. Margaret’s experience, one that can inform our work throughout the school as we continue to evolve,” said Victor Cota, Director of Equty and Inclusion and the ISP program.

Amid the pandemic, it was even more important to tap into the alumni community to provide meaningful professional, creative and field experiences for seniors through the ISPs program in partnership with businesses and organizations. More than 80 St. Margaret’s alumni offered their help to coach/mentor or host ISP students. The council is looking forward to developing that program further this year. The council also helped facilitate alumni participation and input to the school’s innovation strategy process around the development of Upper School affinity group spaces for students.

The school’s Equity Team engaged in ethnographic interviews with students, parents, professional community members, and alumni, and those inputs will meaningfully inform the roll-out of student affinity groups this fall. The voice and perspective of alumni are important to the Board of Trustees of the school as well, and it appoints and ensures alumni representation through a dedicated Tartan Alumni Association seat on the Board for a full threeyear term. The current St. Margaret’s alumni representative on the Board of Trustees Mark Risner ‘86, who also previously served as the Tartan Alumni Council president from 2017 to 2020.

It is just the latest progress for St. Margaret’s vibrant, forward-thinking alumni organization. The Tartan Alumni Association was established in 2001, when there were just 16 graduating classes and 660 alumni. The TAA’s executive committee, the precursor to the Tartan Alumni Council, started the same year as a four-person committee tasked with supporting St. Margaret’s and planning relevant programs that promote relations between the alumni and the school.

The Alumni Council looks considerably different 20 years later, much like St. Margaret’s itself. All in-person Alumni Council meetings are broadcast online (and have been since long before the COVID-19 pandemic made such technology necessary) as a way to have representation from alumni outside of Southern California. The council has more than tripled in size (as has the alumni base) and the scope of alumni-driven activities has expanded greatly.

If you are interested in getting involved with the Tartan Alumni Council, its subcommittees and the St. Margaret’s alumni community, please visit www.smes.org/alumni to learn more.

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

Dear Tartan Alumni, The events of the past year and a half have allowed our alumni community to consider what really matters: connection with one another, unwavering support in the face of challenges, and a common bond that unites us as Tartans.

As a new school year begins, the Tartan Alumni Association (TAA) remains committed to representing all alumni (and their families) and ensuring our bond with St. Margaret’s remains stronger than ever.

In this issue of the Highlander, you’ll read about the work of the Tartan Alumni Council, which we both have the privilege of serving on, in addition to updates from fellow alumni in the following pages. Our goal at the TAA is to show you the multitude of ways to become involved in the work of St. Margaret’s: from planning our annual social gatherings, to supporting Upper School students in their career goals, to engaging in service work with fellow alumni around the country. Our hope is that you’ll consider joining us in any one of these. There is no better time than now.

This year, the TAA is focusing on strengthening our relationship with an important segment of the alumni family: Parents of Alumni. We know that a thriving alumni community doesn’t focus exclusively on students, but also includes the families that provided the support and encouragement during their St. Margaret’s journey and contributed to the life of our campus. Be on the lookout this year for programming announcements aimed at bringing our Parents of Alumni into the fold even more.

Even in the most uncertain of times, our alumni community continues to rise to the occasion. The Tartan Alumni Legacy Endowment (T.A.L.E.) continues to grow, supporting the overall mission of St. Margaret’s and giving alumni an opportunity to continue their own family legacies at the school. Speaking of legacies—we would like to thank Jennifer Ramsey Risner ’87 for her recent gift to the Sillers Legacy Society from her estate. Tartans like her are inspiring to us all. You can read more about the Sillers Legacy Society in the following section.

We hope to see you around. Wherever alumni are, the Tartan Alumni Association will be there, too.

Tartans Forever, Mattingly Messina ’13 President, Tartan Alumni Association Marina Goffredo Parent of Alumni

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Ways to get involved with the Tartan Alumni Association •

Join the Alumni Council

•

Participate as a career mentor or ISP host for students

•

Hire a Tartan!

•

Host a summer internship

•

Support T.A.L.E.: Give on Venmo @tartanalumni

•

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

Upcoming Alumni Events Please note that due to the pandemic, all events and dates are subject to change.

For the most updated list of alumni events, reunions and more, visit www.smes.org/ alumni or email alumni@smes.org.

HOMECOMING October 15, 2021 FOREVER PLAID ALLSCHOOL FUNDRAISER November 13, 2021 ALUMNI CHRISTMAS PARTY December 17, 2021 TARTAN OPEN May 2, 2022

Connect With Us! 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

Class Notes

'86

David Westendorf and his wife, Mishelle, recently opened the Jettywave Distillery in Half Moon Bay and invites all Tartans to check it out. David also works as a Stanford Research Institute entrepreneur, co-founding the foodintelligence company Passio.

'05

Kristina Hoopis Taylor and her husband, Michael, welcomed their third child, Betty, who was born June 8, 2020. Betty joins her big siblings Lois (6) and Gavin (11), who are both students at St. Margaret’s.

Courtesy jettywave.com

'91

Stephanie Scott lives in Irvine and works for Salesforce as its Global Alliance Director.

'92

Jeffrey Flores lives in Mission Viejo with his wife and three daughters, and is the CEO of Rancho Dental Studio.

'08

Tain Lee placed 14th at the PGA Palmetto Championship in June at Congaree Golf Club in Ridgeland, S.C. Lee, a week-of qualifier for the event, finished 7-under in his third career PGA Tour start.

N OTA B L E: S I L L E R S L EG A C Y S O C I E T Y

Named after our founder, the Ernest D. Sillers Legacy Society has been established to recognize those whose commitment to St. Margaret’s extends into the future. Members of the society have made provisions for the school in their estate planning. We are very grateful to this special group of people for their commitment, vision and generosity.

If you are interested in learning more about this legacy society, or for sample bequest language, please contact Jonathan Tufo in the Office of Advancement at (949) 661-0108 ext. 1318. If you have already arranged for a planned gift to St. Margaret’s, please notify us to include you in the Ernest D. Sillers Legacy Society.

'01

Maggie Shipstead is an author whose latest book, Great Circle, was a New York Times bestseller and the May 2021 selection for the book club of Jenna Bush Hager, host of the Today show and the daughter of president George W. Bush. Great Circle was also named the “#1 Best Book of the Year So Far” by Amazon editors in June.

'09

Kira Cahill launched BeBoldBox, a company which offers a solution for busy individuals to incorporate a sustainable lifestyle into their everyday habits. Check it out at beboldbox.com!

Parents of Alumni!

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

'02

Anna Remsberg Marquez works as a senior coordinator for The Global Center for Women and Justice, a nonprofit which equips students to address the global status of women and vulnerable populations.

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'10

Freddy Valencia was awarded a 2021 Ford Foundation Postdoctoral Fellowship to continue his postdoctoral research at Stanford University, investigating the chromatin regulatory mechanisms underlying neurodevelopmental disorders.

#TA R TA N T I D B I T S W I T H YA M I L I B U R G O S ‘ 14

Frontline medical workers have had a challenging and sometimes exhausting job as the COVID-19 pandemic filled up hospital beds while it rapidly spread around the globe.

Yamili Burgos ’14 just finished up her Bachelor of Science in nursing from Biola University and started a new job as a registered nurse in the telemetry sepsis unit at Mission Hospital in Mission Viejo when the pandemic’s devastating wave hit Southern California. While taking some muchdeserved downtime this summer, she shared some insight into her first year in a hospital setting.

As the pandemic took hold, what were some of your roles and responsibilities as it related to COVID response? Did you have to work extra shifts or anything like that to care for the surge in patients? What else changed compared to your traditional role at Mission?

'12

Cole Gennrich lives in New York City, where he works as an associate for Cohen & Steers Capital Management. Brian Vail also lives in New York City, where he works for EquityMultiple in asset and portfolio management. Eden Frost Dougher and Michael Dougher ‘11 celebrate their second wedding anniversary this fall. Eden graduated from the University of San Diego in 2016. The couple lives in Orange County with their two rescue pups.

When I was hired last September, I knew I would have to work on the COVID floor. I accepted the responsibility that came with the job knowing that there was a tremendous need for nurses at this time. My first two months of training as a new graduate nurse were hard and overwhelming.

In fact, my training ended earlier than expected, right before the second surge of patients filled my unit.

On my last day of training, my preceptor and I had to separate to care for two COVID admissions at the same time. I was nervous for a moment, but I had been trained well.

Obviously it was a difficult year for many people, including frontline medical workers. What did you learn about yourself through all this?

Caring for COVID patients was tough. There was only so much I could do for my patients. Some recovered quickly and others were there for weeks. The environment in my unit was stressful and emotionally and physically exhausting. However, I am so grateful for my coworkers who are not only exceptional nurses but also supportive team players.

What did you learn about frontline medical workers and specifically your coworkers?

Nurses truly are superheroes. They care for the physical needs while simultaneously caring for the emotional, psychological, and spiritual needs of multiple patients AND their families. I am honored to have played a small role in my patients’ lives so far and I thank my friends and family for supporting me through this.

Take me back to your initial interest in nursing…did that start at St. Margaret’s?

Who were some of your St. Margaret’s teachers that may have inspired you down your path?

Eden Frost and Michael Dougher

'16

Shelby Nicholas presented to St. Margaret’s visual arts students last spring on her experience at an art school and her plans to pursue a career in animation. Shelby is a student in the Brown University/Rhode Island School of Design dual-degree program.

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The exact moment I knew I wanted to be a nurse was when St. Margaret’s had a career day.

I attended a nurse’s presentation and when she said, “Nursing is not just a profession, it is a lifestyle,” I knew exactly what she meant. In that moment, I had found my calling.

All of my St. Margaret’s teachers had an influence on my career, but to name a few, Mrs. Bouchard played a crucial role in my love for science and biology. And, Mrs. Linaweaver inspired my love for human anatomy!

Class Notes

'17

Cameron Manor finished her fourth year on the West Point women’s lacrosse team, tallying 16 goals and a team-high 12 assists as a senior. She has 52 goals and 19 assists in 43 career games for the Cadets.

great! Sahar Khashayar spoke to St. Margaret’s English IV: postcolonial science fiction and fantasy class last spring and shared their work as a webcomic creator. Sahar, currently studying physics at Harvard University, created a post-apocalyptic sci-fi webcomic “End Behavior” that the English IV students, taught by Jamie Bunch, read in class as part of their comic/webcomic unit.

Katherine Collier

'19

Koa Todd, who is playing lacrosse at the University of Utah, was named to the Pac-12 Conference’s Spring 2021 Academic Honor Roll.

'18

Daisy Sellas is studying at Belmont University in Nashville, Tenn. As a singer-songwriter, she recently performed some of her music at St. Margaret’s during a professional community gathering, and did

'20

Brayden Windes, currently a student at Brown University, shared his expertise in Native American culture with students at St. Margaret’s this spring, creating a video presentation for grade 3 students as part of their annual San Juan Capistrano Day educational activities, and leading a lesson for a grade 6 class on Native American spirituality traditions.

Sarah Pence

'21

A big congratulations to the Class of 2021 as they join the alumni ranks!

Katherine Collier, Sarah Pence and Logan Wojcik are serving as alumni class agents, partnering with the alumni relations office to ensure their classmates’ connection to St. Margaret’s.

Logan Wojcik

N OTA B L E: I N C A S E YO U M I S S E D I T

Ahead of the 2019-2020 school year, several alumni who are professional community members shared their experiences at St. Margaret’s as both a student and a member of the professional community as part of the school’s 40th anniversary celebration.

Alumni/professional community members included: Jennifer Blount ’87, Jeannine Clarke ’87, Jillian Taylor ’90, Dave Tomlinson ’95, James Harris ’96, Lindsay Eres ’00, Mara Balak ’03, Kristina Taylor ’05, Spencer Keane ’10, Clementine Marcus ’12, and Marina Morales Gonzalez ’12.

> Scan here to read the full story on smeshighlander.org

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PROFESSIONAL COMMUNITY NOTES Professional Community Emeritus N A N C Y LIN AWE AV ER

A pillar of the Upper School as well as St. Margaret’s athletic department, Nancy Linaweaver retired at the end of the 2020-2021 school year after 27 years at St. Margaret’s.

At the All-School Closing Ceremony in June, Head of School Will Moseley bestowed the status of Professional Community Emeritus to Mrs. Linaweaver for her historic record of exceptional meritorious service to St. Margaret’s.

Mrs. Linaweaver wore many hats during her time at St. Margaret’s. She was a teacher of both science and personal fitness and wellness, leading classes in physiology in the Upper School as well as health in Upper School and Middle School. She was the department chair in physical education for 15 years, and served as an Advisor for Upper School girls.

In addition, she was a longtime coach in the Upper School and Middle School, leading the Tartan softball program for 12 years, serving as a coach for the varsity girls basketball team for 20 years, and coaching various Middle School athletic teams, including volleyball, track and field, basketball, cross country, soccer and golf.

“We will certainly miss her versatility in athletics,” Middle School Athletic

Director Lori Fava said. “She was always game to coach anything we needed, and she jumped into all of her roles with such enthusiasm.”

Mrs. Linaweaver received an emeritus certificate as well as the traditional college chair with the St. Margaret’s crest and engraved with her years of service. She was celebrated with a standing ovation inside Hurlbut Theater.

Retirements

Honors and Accolades

ROL AND ALLEN

T UPPER SPRING RECEIVE S SUSAN A . REMSBERG AWARD

St. Margaret’s celebrated the career of Roland Allen, longtime director of college counseling, who retired in June after 17 years at the school.

Lower School Director of Community Life Tupper Spring received the Susan A. Remsberg Award, given to a member of the St. Margaret’s professional community for outstanding contributions that have had significant impact on the school community.

Mr. Allen joined St. Margaret’s in the summer of 2004. He designed and built St. Margaret’s comprehensive college counseling program that is in place today, supporting every Tartan. He created the personal, five-year college counseling path for St. Margaret’s students that begins in grade 8 and carries through to college matriculation.

“Through his tenure, Mr. Allen has always been highly focused on the individual needs, skills and aspirations of students first, and connecting them with college options that best fit their unique personalities, strengths, interests and goals,” Head of School Will Moseley said.

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Ms. Spring was one of many nominations for the award, now in its second year. She was chosen by Head of School Will Moseley with input from the academic and administrative leadership teams.

The Susan A. Remsberg Award was created in 2019 upon the retirement of Mrs. Remsberg after 40 years of exemplary and loyal professional service to St. Margaret’s.

In Memoriam BARBAR A DEUBERT

Beloved longtime St. Margaret’s educator Barbara Deubert passed away on April 2, 2021.

Barbara was the Lower School Principal at St. Margaret’s for 18 years, from 1988 to 2006. With a strong background in education, English and history, Barbara brought so much to her role as the leader of the Lower School. At her retirement, former Head of School Marcus Hurlbut stated that the school was so blessed to have had Barbara among those members of the professional community to make St. Margaret’s Episcopal School an almost two-decade career. Her commitment and loyalty served as an inspiration to the entire school community.

C A R O LY N F R A N C K

Longtime St. Margaret’s faculty member Carolyn Franck passed away on April 13, 2021.

Carolyn was a beloved grade 2 teacher in St. Margaret’s Lower School for 23 years, from December 1988 to June 2011. She also served as a Lower School substitute teacher after her retirement. She loved all of her students and worked tirelessly to make sure their individual needs were met, helping them to grow as learners and to meet their full potential.

Tartan Transitions

2020-2021 Anniversaries 30 YEARS Jeannine Clarke, Middle School 25 YEARS Melissa Norwood, Business Office 20 YEARS Lore Fredette, Early Childhood School Todd Clarke, Lower School Mario Granados, Building & Grounds Victor Garcia, Building & Grounds Claire Frahm, Head of School Office Bryan Harney, IT 15 YEARS William Feige, Early Childhood School Colleen Beshk, Lower School Stephanie Windes, Middle School Lori Fava, Athletics Darla Magana, Education Technology & Library Ryan Dahlem, Assistant Head of School for Strategic Initiatives

5 YEARS Cris Lozon, Early Childhood School Erika Garcia, Early Childhood School Courtney Beckwith, Lower School Penny Mateer, Lower School Staciana Winfield, Athletics Chelsea Runge, Upper School Cheryl Cragun, Upper School Kristina Taylor, Upper School Michelle Amaral, Upper School Abby Castillo, Advancement Stephanie Hoback, Advancement Adela Kwan, Arts Jeannette Miller, Arts Phillip Griswold, Arts Dan Berman, Athletics Heidi Rojo-Sanchez, Business Office Ryan Wood, Communications Sarah Kustera, Communications Angela Mackenzie, Educational Technology & Library

PROFESSIONAL COMMUNIT Y EMERITUS Nancy Linaweaver, Upper School (27 years) RETIREMENTS Roland Allen, Upper School (17 years) FA R E W EL L S Stacey Miles, Arts (17 years) Kate Cunningham, Upper School (17 years) PJ Elliott, Substitute Program (15 years) Mel Taylor, Athletics (14 years) Alex Serna, Breakthrough SJC (7 years) Ashley Ricart, Middle School (7 years) Jeff Jablonski, Upper School (5 years) Skylar Chaput, Lower School (2 years) Emily Hart, Upper School (1 year) Madison Tanos, Lower School (1 year) Fabiola Hernandez, Lower School (1 year) Amber Gant, Lower School (1 year) Carly Taberski, Early Childhood School (1 year)

10 YE ARS Casey Comeau, Admissions Noreen Filippi, Advancement Andrew Hammond, Extensions James Livingston, Church

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TARTAN S C E N E S

PTF Library Luncheon With a theme of Wanderlust: California Dreamin’, St. Margaret’s parent community continued one of the school’s longest-held traditions, as more than 180 attendees came together virtually on April 29 for the 39th PTF Library Luncheon in friendship, community and generous support of the school and its students. The event was headlined by an appearance by social media influencer and author of That Cheese Plate, Marissa Mullen, who led attendees through an hour-long demonstration on creating the perfect charcuterie board display, while parents worked on their own at home.

2021 Tartan Open St. Margaret’s welcomed more than 100 golfers on May 10 to El Niguel Country Club in Laguna Niguel for the Tartan Open, a cherished annual fundraiser for the school’s Financial Aid program.

It was one of the first in-person community events of the school year, and the excitement was noticeable as parents and other school supporters gathered to enjoy friendships and 18 holes on a beautiful Southern California day.

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THE 2021-2022 PTF PARENT UP SPEAKER SERIES will feature experts in fields relevant to the mental health and well-being of children. Here is a look at this year’s speakers: OCTOBER 8: Dr. Lisa Damour, clinical psychologist, columnist and author of two best-selling books: Untangled: Guiding Teenage Girls Through the Seven Transitions Into Adulthood, and Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls.

2020-2021 PTF Parent Up Speaker Series Dr. Wendy Mogel contributed the final installment of the 2020-2021 school year's PTF Parent Up Speaker Series focused on community wellness and connection, in a conversation about communication and connection between parents and their children as they navigate their journey toward adulthood.

In a conversation with PTF Parent Up Chair Kristen Olosky, Dr. Mogel spoke in-depth about that topic to St. Margaret’s parents. She noted that students in high-achieving schools or from high-achieving families often struggle with expectations and stress, and gave tips on how to counter that pressure.

JANUARY 28: Dr. Wendy Suzuki, professor of neural science and psychology at New York University, author of Good Anxiety and Healthy Brain, Happy Life, and recently named one of 10 women changing the way we see the world by Good Housekeeping.

MARCH 18: Dr. Drew Ramsey, clinical psychologist and professor at Columbia University, co-creator of the Antidepressant Food Scale and author whose books explore the connection between mental health and nutrition.

PTF New Board Installation The PTF celebrated a successful year amid unprecedented challenges during the 2021 New Board/Old Board Recognition. The PTF celebrated its work during the 2020-2021 school year under the leadership of outgoing president Dana Melsom, including more than $140,000 raised for the PTF Grants Enrichment program through fundraising activities. The event then looked ahead to next year with the installation of the new board, led by 2021-2022 PTF President Amy Ainsworth and presidentelect Jess Klausner.

“Thank you to this year’s PTF Executive Board and General Membership Board. Your hard work has allowed the PTF to thrive this year,” Head of School Will Moseley said.

“Each of you has made what could have been a very quiet year for PTF activities into a year full of connections and programming for all parents. Your theme was community and connection, and you certainly brought this theme to life! You did not miss a beat!”

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I N M EM O R I A M

Requiescat in Pace – The Rt. Rev. J. Jon Bruno Below is the Episcopal Diocese of Los Angeles obituary of The Rt. Rev. J. Jon Bruno, former bishop of the Diocese and chair of the St. Margaret’s Board of Trustees, who died on April 23. St. Margaret’s Head of School Will Moseley said, “Bishop Bruno was a generous and gregarious person who emanated love and grace for all people. He was a dear friend, a faithful supporter and trusted counselor to the St. Margaret’s Episcopal Church and School community, serving as the school’s Chairman of the Board of Trustees from 2002 to 2017.

He believed deeply in the promise of and investment in young people and was very proud of our school and the education we provide our students in the Episcopal school tradition.

Please join our entire Episcopal community in prayers for the Bruno family and reverent remembrance of the extraordinary life and legacy of Bishop Bruno.”

BY BOB WILLIA MS

T

he Rt. Rev. J. Jon Bruno – who as bishop of the six-county Episcopal Diocese of Los Angeles from 2002 to 2017 widened the church’s welcome of all people by prophetically narrowing gaps created by race, gender, sexual orientation, and economic disadvantage – died April 23 at his home in La Quinta, Calif. He was 74, and Mary, his wife of 35 years, was at his side as he suddenly succumbed to natural causes, a family statement said.

“Our family and the many others who knew and loved Jon have been blessed with his magnificent life,” Mary Bruno said in the statement. “We are gladdened to know that he has been greeted by St. Peter and is in the loving hands of God. We ask that our family is included in your prayers and our privacy respected in this time of grief.”

Survivors also include Bruno’s daughter, Jonelle; his son, Philip, and his wife, Mary; his stepson, Brent Woodrich, and his wife, Andrea; nine grandchildren; and many friends. He is predeceased by his sister, Toni Rae Bruno Taix, a Los Angeles attorney.

“I know I speak for hundreds of lay and ordained folk all over our diocese when I say that the sudden loss of our friend, mentor, counselor, teacher, and advocate triggers a grief too deep for words,” Bishop John Harvey Taylor said. “Most of all, I remember Jon’s encouragement, his love, his smile, his twinkle, and his everlasting ‘yes.’ His legacy will continue to light us along the way. These early days and weeks, I know we’ll pray hardest for Mary and their family, who feel this loss most of all.”

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Joseph Jon Bruno was born November 17, 1946 in Los Angeles and grew up, in a close-knit Roman Catholic family, in the Echo Park and Maravilla sections of Los Angeles. He graduated from L.A.’s Garfield High School, then from Cal State L.A. with a bachelor’s degree in physical education – having trained for a career in professional football – and the Virginia Theological Seminary, from which he later received an honorary doctorate. He held a certificate in criminology from Cal State Long Beach and served as a police officer in Burbank, California.

During his youth, Bruno entered the Episcopal Church through the parish of Epiphany, Lincoln Heights, and decided to pursue the priesthood, having been influenced by his father’s own interest in himself becoming a Jesuit.

Ordained to the priesthood by Bishop Robert C. Rusack in the Diocese of Los Angeles in 1978, Bruno served churches in Thousand Oaks and Pomona, Calif., and Eugene, Oregon, before beginning ministry as rector of St. Athanasius Church in Echo Park in 1986. There he conceived of the idea to build, on that site, the Cathedral Center of St. Paul and was installed as its first provost in 1994 by Bishop Frederick H. Borsch.

He succeeded Borsch in 2002 as sixth bishop of Los Angeles, having been elected bishop coadjutor in 1999. Bruno was ordained and consecrated to the episcopate on April 29, 2000 at the Los Angeles Convention Center with a congregation of some 4,000 attending from across the diocese.

Looking Back Bruno first served St. Athanasius Church on a part-time basis while also employed as general manager of nearby Taix restaurant, of which his brother-in-law, Raymond Taix, was principal owner.

Elected by Diocesan Convention as a petition candidate from the floor, Bruno chose for his episcopate the theme “Hands in Healing” as a means of inspiring others to mend effects of violence, discrimination, and loss.

“The more we join our hands and hearts together, the harder it is to pull us apart,” Bruno often said, fingers interlaced, notably at his Feb. 9, 2002 investiture when members of the diocese joined hands in solidarity around the full perimeter of Echo Park Lake.

In the wake of the Sept. 11 terrorist attacks, Bruno launched his first year as diocesan bishop with a series of county-based forums involving elected officials, law enforcement officers, and community leaders in efforts to reduce violence and crime.

The series preceded a 2002 nationwide “Hands in Healing” pilgrimage of diocesan youth leaders whom Bruno and colleagues led to sites including New York’s Ground Zero; the Oklahoma City bombing memorial; the Wyoming fence where Matthew Shepard was left to die; the Islamic center in Dearborn, Mich.; the National Civil Rights Museum in Memphis; and in Washington D.C. the Pentagon, the National Cathedral, and a private meeting at the Supreme Court with Justice Stephen Breyer.

Soon after, Bruno expanded the Hands in Healing mission to focus on peacemaking in the Middle East, establishing a series of youth and adult pilgrimages anchored at St. George’s Cathedral and Guest House in Jerusalem. His collaboration with Jerusalem’s Archbishop Suheil Dawani brought about a companion diocese relationship that continues with Los Angeles at present, and Mary Bruno launched the “Educate for Hope” initiative raising funds for school students in Zababdeh, a West Bank township.

During his episcopate, Bruno served in consultation with a succession of three presiding bishops: Frank Griswold, Katharine Jefferts Schori, and Michael Curry. He was aided in ministry by Los Angeles’s assisting bishops Robert Anderson, retired after leading the Diocese of Minnesota, and Sergio Carranza, a previous bishop of the Diocese of Mexico.

Throughout these years Bruno remained a champion for LGBTQ+ advancement and marriage equality. In 2004 he drew headlines by blessing, during public rites at the Cathedral Center, the union of the late Rev. Canon Malcolm Boyd and the late Mark Thompson before the couple went on to wed legally in 2013 when allowed by California law. Boyd and Bruno were close friends and colleagues, and Bruno said his decision to stand for election as bishop was prompted by Boyd’s affirmation during a phone conversation.

Bruno was similarly passionate in advocacy for immigrant rights and dignity. He joined in solidarity with numerous organizations seeking reforms and provisions for DACA youth and decried conditions in border detention facilities, speaking out with religious leaders including Roman Catholic Archbishop Jose Gomez. Bruno was named a “Giant of Justice”

by CLUE, Clergy and Laity United for Economic Justice.

Bruno’s faith sustained him through two major health crises, a 2005 foot-and-lower-leg amputation necessitated by an infection, and a 2012

diagnosis of acute monostatic leukemia, from which he recovered through care at the City of Hope. While healing, he set into motion plans to launch the diocesan Seeds of Hope ministry to provide food security and wellness training in communities across Southern California. He also bolstered the study of climate change and environmental care at Studio City’s Campbell Hall Episcopal School.

While bishop he was honorary chair of the boards of the diocese’s several affiliated institutions, including Good Samaritan Hospital and Pasadena’s Hillsides network of services for at-risk children, and leading schools Harvard-Westlake, Campbell Hall, and St. Margaret’s. He welcomed as one of the diocese’s newest institutions the formerly Roman Catholic Holy Family Services adoption agency, and saved one of its oldest, Neighborhood Youth Association, from financial collapse.

Bishop Bruno's visits to St. Margaret's in 2015, 2016 and 2017

Marking the 150th year of Episcopal parish ministry in Southern California, Bruno presided at 2015 celebratory events including the “Horizons and Heritage” concert that filled the Music Center’s Walt Disney Hall to capacity with clergy and parishioners from across the diocese.

Both he and Mary Bruno enjoyed Sunday visitations to the diocese’s parishes and missions. “In each and every congregation we have visited, I have found people who are excited about possibilities,” he said shortly after his consecration as bishop coadjutor. “Even when the reason for my being there has not been the most pleasant or anxiety-free, the people of God are willing to roll up their sleeves and work for the needs of their community. I am blessed to serve in a diocese that is committed to evangelism, growth and reconciliation. It is clear to me that Jesus the Christ dwells in the heart of this body that is our Diocese of Los Angeles.”

— Robert Williams serves the Diocese of Los Angeles as its canon for common life and historian-archivist.

> Scan here to read the full article on Bishop J. Jon Bruno from the Episcopal Diocese of Los Angeles.

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

Tartan Traditions…

UPCOMING EVENTS

OCT. 1: Admission Application Available OCT. 25-26: Fall Break NOV. 6: MS/US Admission Open House* NOV. 11: St. Margaret’s Day NOV. 13: PTF Forever Plaid All-School Fundraiser NOV. 24-26: Thanksgiving Break DEC. 20-31: Christmas Break JAN. 4: School Resumes FEB. 1: Admission Application Deadline

* ES/LS Admission Open House date TBA. See full events calendar on www.smes.org.

Summer at St. Margaret’s was back on campus in 2021 with longtime summer favorites like Carb-B-Q, where Band Director Chris Carbajal taught the basics and safety of grilling delicious food to hungry students. Read more about this summer’s fun slate of activities at www.smes.org/tartan-today, and stay tuned as registration for Summer at St. Margaret’s 2022 opens this winter!