Highlander Summer 2013

summer 2013

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Celebrating

The Ubiquitous Tartan

Issue Headmaster Marcus

“. . . to educate the hearts and minds of young people for lives of learning, leadership and service.”

PRSRT STD U.S. POSTAGE

Commemorative

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

D. Hurlbut

departments

volume 25, number 1 summer 2013

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Guideposts

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Headmaster Marcus D. Hurlbut bids farewell

By the Numbers A glimpse at the new Upper School EDGE Lab

to St. Margaret’s Episcopal School

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News & Notes

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Faculty Profiles Acquaint yourself with two of St. Margaret’s

Get the scoop on what’s been happening at

exceptional and gifted faculty members

St. Margaret’s lately

Side by Side

Class Notes and Alumni Updates

Headmaster Marcus D. Hurlbut and Director

Learn about the lives of your classmates and

of Community Life Lora Allison, along with

updates from the Tartan Alumni Association

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two seniors, recap the journey of traveling to New York to provide assistance to Hurricane Sandy victims

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Looking Back A tribute to retiring Associate Headmaster David Boyle, Upper School Science teachers

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Open Spaces: Student Short Story and Artwork

Joe and Carol Ann Ingalls, and Middle School Geography teacher Chriss Bonhall

Showcasing award-winning student writing and visual arts talent 62

Looking Forward St. Margaret’s welcomes Head of School

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A Day in the Life Of . . . an ISP

Mr. William N. Moseley

Experience a day in the life of a Class of 2012 senior’s Independent Senior Project

features

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Marcus D. Hurlbut: The Ubiquitous Tartan A look back at Headmaster Marcus D. Hurlbut’s decade of commitment and service to St. Margaret’s

St. Margaret’s Episcopal School Marcus D. Hurlbut, Headmaster

Early Childhood Education – Creating Lifelong Learners

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Academic Dean Dr. Jeneen Graham discusses St. Margaret’s

carefully considered and expertly executed early childhood development experience

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A look at the elements that make St. Margaret’s athletic program the success that it is

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Fostering Lead Learners through Professional Development

Professional development experiences of faculty and staff during the 2011-2012 school year

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Thriving in College Alumni from the Class of 2012 reflect on their first year of college

Anne Dahlem Managing Editor

Nicole Peddy Copy Editor

Jennifer Perez Jeannine Clarke, Anne Dahlem, Dr. Jeneen Graham, Marcus D. Hurlbut, Nicole Peddy Contributors

Roland Allen, Lora Allison, Jennifer Abbate, Chriss Bonhall, Mary Marjorie Bethea, Jessica Bissontz, Theresa Bouchard, David Boyle, Adam Blumberg, Peter Clark, Anne Dahlem, Anik Dang, Sarah Engel, Claire Frahm, Austin Foley, Lore Fredette, Jacob Garrett, Dr. Jeneen Graham, James Harris, Marcus D. Hurlbut, Liam Lasting, Sonya Lee, Susie Maga, Mattingly Messina, Lisa Merryman, Lynn Ozonian, Rocky Parker, Jennifer Perez, Tess Posvistak, Blake Reemtsma, Darcy Rice, Savanna Riley, Camille Sheets, Steve Sherman, Desiree Staples, Ian Tacquard, Ashley Torok, Pam Virk, Nathan Wheeler, Stephanie Windes, Heather Zusman Please send comments, questions, and content ideas to:

Highlander magazine St. Margaret’s Episcopal School 31641 La Novia San Juan Capistrano, CA 92675-2752 (949) 661-0108 communications@smes.org; www.smes.org Please include your name, address, e-mail address and phone number with your letter or submission.

Letters and “Open Spaces” may be edited for content and grammar.

St. Margaret’s publishes responsibly. Highlander magazine is printed on Forest Stewardship Council certified paper that contains 25 percent postconsumer recycled content, using soy-based inks made from renewable resources such as natural pigments and vegetable oils.

Highlander, Volume 25, Number 1. Summer 2013.

A Life in the Arts

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Four alumni represent graduates that have gone on to

pursue careers in the visual and performing arts

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Editorial Director

Editorial Board

The Championship Byproduct

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Highlander magazine is published by the Communications Office as a St. Margaret’s Episcopal School community magazine.

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 or hiring policies, admissions policies, financial aid, athletic or other school-administered programs.

ON THE COVER

Headmaster Marcus D. Hurlbut and students at the 2006 All-School Pep Rally. Inside front: The Performing Arts Center foyer. Inside back: The friendship of two Lower School students.

G U I D E P O S T S

By Marcus D. Hurlbut, Headmaster t is with great pride and enormous appreciation for the privilege of serving St. Margaret’s Episcopal School these past 10 years that I write the forward to this special edition of the Highlander magazine. When we made the decision in 2003 to leave family behind and head West, we did so with the belief that this was a very special opportunity and the hope that our time on the West Coast would be meaningful. Little did we know how special and how meaningful our time at St. Margaret’s would be!

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As I have said many times in the past 10 years, this is an awesome time to be a Tartan and our future could not be brighter. I have been honored to be part of this school community and I thank each and every one of you for your friendship, your support and your presence in my life. Most of all, I thank you for your children and for the priceless gift they have given to me.

The past 10 years have flown by and I am deeply proud of the school we are today. It has been a joy to watch the school grow and thrive, to see new buildings rise from the ground and to witness the continued strengthening of all our programs.

I have loved beginning each day in Lower School Chapel, and I have been rewarded beyond words by talented students who have deeply and profoundly enriched my life with their intellect, their curiosity, their passions and their kindness.

This issue of the Highlander magazine illustrates not only the school’s success over the past decade, but also features our commitment to the professional development of our faculty, the remarkable growth and success of our athletic program, and the talent and accomplishments of our students through our “News & Notes” section. We also cover our alumni and look at how last year’s graduates fared in their first year in college, and how four St. Margaret’s graduates have excelled at “a life in the arts.”

“The past 10 years have flown by and I am deeply proud of the school we are today.

It has been a joy to watch the school grow and thrive, to see new buildings rise from the ground and to witness the continued strengthening of all our programs.”

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Winners of Candy Palace Writing Contest Publish Book to Help Other Children

St. Margaret’s Students Win in International Academic Decathlon

Red Rocker’s Hairy Day, written by students, Laurel Smith, Katherine Weaver and Alexandra Zalewski is the final product of a writing contest, sponsored by The Candy Palace program, a biennial writing contest for children who want to use their creativity to help other children. Alexandra, Katie and Laurel heard about the writing contest in seventh grade. They wrote the story in tutorial based on a song they used to sing and were able to transform their story into a published book last October to be sold to benefit the Second Harvest Food Bank.

For the first time in school history, a St. Margaret’s team of grade 9 and 10 students participated in an academic decathlon in late September, and placed fifth overall, out of nearly 50 schools, in the 9th/10th grade international school division.

The inaugural International da Vinci Decathlon places emphasis on higher order thinking skills, problem solving and creativity with the purpose of providing a stimulating, inter-disciplinary academic challenge for students. Students work collaboratively to compete in tasks that encompass engineering, mathematics, philosophy, code breaking, games of strategy, art and poetry, science, English, and science and creative producers.

In December, St. Margaret’s came together as a community to raise money and awareness for the victims of Hurricane Sandy. The results of these generous efforts helped raise more than $10,000 for Hurricane Sandy Episcopal Relief and Development. Then in January, a group of 11 Upper School students, along with four adults including Headmaster Marcus D. Hurlbut and former Associate Headmaster David Boyle, traveled to the East Coast and teamed up with Operation Blessing, a nonprofit that has a strong and prolonged presence in Breezy Point – a community densely populated with first responders that was hit hard by the hurricane destroying more than 136 homes. The group was honored to be a small part of a rebuild that brought signs of hope and renewal to the Breezy Point community.

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To read more St. Margaret’s news, visit Tartan Today online at tartantoday.org.

St. Margaret’s Raises More Than $10,000 for Hurricane Sandy Victims and Travels to New York to Aid in Relief Efforts

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A Magical Night at the Opera – 2013 All-School Spring Fundraiser This year’s St. Margaret’s Annual Spring Fundraiser “Music of the Night” at the Island Hotel in Newport Beach had more than 400 guests who enjoyed the magic of a Broadwaythemed production. The evening included two Broadway singers who performed Andrew Lloyd Weber’s “Music of the Night.” Guests pledged a record amount – more than $700,000 in underwriting, sponsorships, donations, auction sales and Fund-A-Need. Fund-A-Need alone raised more than $250,000 benefiting the new Library and Learning Commons. A tremendous amount of gratitude goes to all donors, volunteers and event chair Jennifer-Lawson Wagner.

Headmaster Marcus D. Hurlbut Recognized for Longtime Contributions to San Juan Capistrano At San Juan Capistrano Mayor John Taylor’s 2013 State of the City address in March, St. Margaret’s Headmaster Marcus D. Hurlbut was presented the San Juan Capistrano Chamber of Commerce’s 2013 Arts & Culture Award. According to award presenter, Councilman Sam Allevato, Mr. Hurlbut was chosen for his significant contributions to making the city a more vibrant, well-rounded and culturally aware community.

St. Margaret’s 2012-2013 Parent-Up Speaker Series Features All-Star Line Up The 2012-2013 St. Margaret’s Parent Teacher Fellowship Parent-Up Speakers Series featured nationally-renowned speakers Joe Ehrmann, Dr. Carol Dweck, Marc Elliot, Dr. Tony Wagner and Dr. Barry Sears. Joe Ehrmann, author of the book “Inside Out Coaching,” talked about raising morally healthy and socially responsible children in today’s world. Dr. Carol Dweck, an acclaimed Stanford University psychologist, presented research on why students succeed and how to foster their success as well as how one’s mindset can dictate our perception of our achievements. Through a Skype presentation, Dr. Tony Wagner shared his vision for a new set of education goals that will equip learners with survival skills for the 21st century learner. Marc Elliot discussed the fundamental lesson of teaching tolerance and how to live with our own differences, and those of others. Dr. Barry 6

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Sears, author of “The Zone Diet,” discussed “Retake Your Family’s Health Through Anti-Inflammatory Nutrition.”

His message focused on the dangerous health issues we face with the American diet, food as a powerful tool to prevent heart disease, cancer and major illness, and overall healthy family nutrition.

Lower School Battle of the Books Wins First Place

Presenting the Class of 2013

The St. Margaret’s Battle of the Books grade 4 and 5 reading team, earned first place at the Orange County Battle of the Books Competition in late March. The BOB program combines good books, competition and lots of fun activities to motivate and challenge readers.

Upper School Students Sign Letters of Intent St. Margaret’s had three athletes sign letters of intent in November as part of National Letter of Intent signing day. Regan Anderson will play lacrosse for University of Michigan, Zoe Oedekerk will play tennis for Cal Poly San Luis Obispo and Alexis Leon will play soccer for the University of California, San Diego. St. Margaret’s also had a number of students who verbally committed to their colleges or universities: Stefanie Brunswick, soccer at Tufts University; Macey Davis, cheerleading at University of Oklahoma; Shelby Deck, volleyball at Trinity College; Robert Deng, golf at Harvard University; Sebastian Luna, cross country at Claremont McKenna College; McKenna Marmelstein, soccer at Biola University; Scott McGowan, lacrosse at University of Denver; Gabriela Morally, volleyball at New York University; Sager Moritzky, basketball at Macalester College; Brandon Price, cross country/track and field at Harvard University; Mary Raymund, equestrian at Baylor University; Harrison White, baseball at Yale University; Chase Williams, lacrosse at Haverford College. summer 2013

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To read more St. Margaret’s news, visit Tartan Today online at tartantoday.org.

ATHLETICS

Graduates of the Class of 2013 will attend 60 colleges and universities in 17 states and the District of Columbia, including Boston College, Columbia University, Cornell University, Drexel University, Harvard University, Johns Hopkins University, New York University, Stanford University, Tufts University, University of Notre Dame, University of Southern California, University of Pennsylvania and Yale University.

In total, the 103 new Tartan alumni received 552 acceptance letters from more than 235 colleges and universities.

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ATHLETICS

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Middle School Cross-Country Team Shines in Nationally Known Race In October, the Middle School Tartan cross country team performed incredibly well at the Mt. SAC Invitational. Grade 6 girls, who were running in their first big invitational, finished in third place out of 38 schools. Grade 8 girls finished in third place with Greer Jacobs winning the race, while the grade 8 boys’ team was led by standout Nicolas Gitter who finished fifth overall.

SMES Athletics Excel with CIF Championships and League Titles

During the 2012-2013 fall season, the girls’ varsity volleyball team captured its sixth CIF-SS Division 3A title in the finals for the third time, and the boys’ cross country team won the CIF Championship title for the third year in a row. Boys’ lacrosse also brought home a championship winning the U.S. Lacrosse Southern Section title. The win capped a spectacular 21-4 season for the Tartans, winning 19 straight to finish the season. The St. Margaret's boys’ golf team also advanced for the first time in school history to the Southern California Golf Championship.

St. Margaret’s Wins Top CAPPIES Awards Senior Mattingly Messina received the CAPPIE Award for Best Supporting Actor in a Play for his role as Big Daddy Pollit in Cat on a Hot Tin Roof at the 2013 CAPPIES awards ceremony honoring the best high school theater work in Orange County. The 2012 CAPPIES awards yielded St. Margaret’s with Best Play for The Servant of Two Masters, Best Song in a Musical for “All About Ruprecht” from Dirty Rotten Scoundrels, Best Comic Actor in a Musical for Saba Saghafi in Dirty Rotten Scoundrels and Best Featured Actress in a Musical for Morgan Higgins in Dirty Rotten Scoundrels.

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THE ARTS Performing Arts Center Ribbon Cutting and Inaugural Student Performance in Hurlbut Theater

The 2012-2013 St. Margaret’s school year welcomed a record enrollment to open the 34th year in the history of the school.

This historic day was celebrated with the student body gathered on the Chalmers Field, along with the school leadership, faculty, staff, parents and San Juan Capistrano dignitaries to officially open the school’s new Performing Arts Center with a jubilant building blessing and ribbon cutting. The St. Margaret’s community then gathered in October for the long-awaited inaugural opening night performance in the Marcus D. Hurlbut Theater of the Performing Arts Center. Students from three divisions of the school performed The Sound of Music to a sold-out crowd of 450 officially opening a new era of performing arts at St. Margaret’s.

To read more St. Margaret’s news, visit Tartan Today online at tartantoday.org.

Tartans Win 69 Awards from Country’s Most Prestigious Visual Arts Competition In February, the 90th Annual Scholastic Art Competition, the country’s most prestigious visual arts competition, awarded 69 state-level Gold Key, Silver Key, and honorable mention awards to 35 St. Margaret’s artists, grades 8-12. Students submitted 147 entries in the categories of drawing, ceramics, sculpture, digital art and photography. Scholastic announced the national gold and silver medal winners in March. Only the top one percent of entries garnered national medals. St. Margaret’s junior Liam Lasting is amongst this select group of national medal winners and will be recognized at the world-famous Carnegie Hall in New York City. He is the only junior in California to be awarded a national medal in the ceramics/glass category this year.

Expressions of the Soul – A Visual and Performing Arts Spectacular A first in St. Margaret’s history, and the first of its kind in Orange County, the Performing Arts Center’s Hurlbut Theater played host to Expressions of the Soul, a visual and performing arts spectacular including classical music performances by five outstanding community choir and orchestra groups comprising 210 performers.

This was the debut performance of the recently formed Orchestra of St. Margaret’s, under the direction of Gene Wie, St. Margaret’s orchestra director, which included student, faculty and professional musicians.

10th Annual Coffee House Cabaret Showcases Four Sold-Out Shows in new McGregor Theater The 10th Annual Coffee House Cabaret, the first housed in the Performing Arts Center’s new McGregor Theater, featured four sold-out shows during the last week in January. The theater was transformed into a Parisian cabaret-style show showcasing St Margaret’s finest dance, vocal, instrumental, dramatic and visual artists. While more than 100 students auditioned, only 34 acts were chosen to perform in this year’s cabaret.

St. Margaret’s Comes Alive with Pacific Symphony Special Performance and Receives All-Steinway School Distinction In September, St. Margaret’s was honored to host a special appreciation opening night performance by the Pacific Symphony, which was led by renowned Music Director Carl St.Clair, who brought musical life into the new St. Margaret’s Episcopal School Performing Arts Center Hurlbut Theater, which he called an “acoustical jewel.”

Later that month, President of Steinway & Sons, Mr. Ron Losby, builders of the finest pianos in the world, presented the All-Steinway School designation to St. Margaret’s and its new Performing Arts Center. The designation was followed by a special performance on the Steinway Concert Grand by renowned pianist John Perry, professor of piano at the Colburn Conservatory of Music and professor emeritus at the University of Southern California Thornton School of Music. summer 2013

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Marcus D. Hurlbut:

The Ubiquitous Tartan

By Anne Dahlem

On the beautiful morning of August 29, 2012 in San Juan Capistrano, Calif., more than 1,500 members of the tight-knit St. Margaret’s Episcopal School community were gathered under the sun on the glistening Chalmers Field. Moments earlier the school administration, faculty, chaplains and students had ceremoniously and with gusto opened the 34th school year in the Pasternack Field House.

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In their crisp new school uniforms of Tartan plaid, crimson and blue, fresh-faced students shared laughter and smiles that exuded enthusiasm and promise for the school year ahead.

Faculty and staff, in their school-best and eager to start a new year, held their heads a bit higher. Supportive parents embraced each other as they saw familiar faces with hugs and exchanged similar comments: “Can you believe this day is here?”

He could not deny though that he was already taken with this mighty upstart school with an ambitious outlook rooted in California history and a western inventive spirit. What he did not know then is that the school of the Tartan and the Cross would become his greatest professional love and when his tenure ended after a decade, it would have gone by much too fast.

Newly retired Associate Headmaster David Boyle looked on the spirited scene with marvel. This gathering was unlike the 33 preceding first days of school he had experienced. This day, St. Margaret’s would cut the ribbon on its new, stateof-the-art, 45,000 square-foot Performing Arts Center, its construction the single largest undertaking of any kind in the history of the school.

St. Margaret’s called for a new leader to match its high aspirations and found its match in its third headmaster.

For Mr. Boyle, it was a day that connected the storied history of the school with its bright future. With tremendous sense of pride and reverence, he listened as his friend and esteemed colleague Headmaster Marcus D. Hurlbut opened the building with these words, “Soon this transformational facility will be an integral part of who we are and how we do things… as if it were always here, but, those of us who are here now, and came before us, will always remember how it came to be.”

Mr. Boyle reflected on Marc’s nearly decade-long vision to take St. Margaret’s from great to exceptional in every area of the school and thought, “we did it…he did it.”

Headed West When Marc came to Southern California in the summer of 2003 he and his wife Pat were comfortable in the realization that this period in their life would close Marc’s career and that it would be a somewhat limited stay. They would be here five years, they thought, maybe seven, tops! Marc already had a celebrated career as a leader of fine independent schools on the East Coast. Their entire family, children and grandchildren, were there too, so they looked west to St. Margaret’s Episcopal School as an exciting adventure that would eventually end and then they could return to family and home.

Shared Mission The St. Margaret’s Board of Trustees, Marc’s new bosses, shared his perception that this was a young emerging school with a bright future. The Board asked Marc to get to know the school, its people, its culture and its history, and take it to the next level of excellence.

Former Board of Trustees President Jeffry Stoddard said, “Marc brought a career of experience in first-rate private schools and a sophisticated perspective and goals that helped engineer the move of St. Margaret’s to a higher level in the private school universe. His collaborative approach encourages others to work with him in improving the school. The warmth he generates makes it a pleasure to spend time working with him to benefit the students.”

Marc spent much of his first year getting to know the faculty and staff, students and parents in meetings, large and small, attending classes and in what would come to be Marc’s most cherished characteristic, he was simply and ubiquitously visible and present. He built relationships and knew this was paramount in developing trust and shared vision for the work ahead. Marc asked the community for what he thought was the most important feedback: What at St. Margaret’s were they most proud of, and what aspects of St. Margaret’s should never be changed?

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Middle School Principal Jeannine Clarke said, “Marc showed our community that he cared about each of us and wanted to get to know us as a community and individually. He moved the Headmaster’s Office to a central location where he could be available to everyone. From the beginning he was in the parking lot every morning welcoming students and waving to parents. His approach and leadership style were sincere and he naturally earned trust and engendered confidence.”

Veteran Middle School teacher Kathy Leedom said, “Within that first year he knew the names of almost every faculty and staff member and never hesitated to say ‘hi’ and call us by name. Marc has successfully guided and nurtured our school through his visionary leadership. I know I am a better teacher and person because of his support and guidance.”

History and tradition have always been extremely important to Marc, and he recognized early that the school needed new clarity and unity on its mission and Episcopal identity.

“Marc understood the importance of our Episcopal identity as an enduring guidepost,” said Mr. Boyle. “He also solidified the importance of our past and our traditions. It is not that these things were not important to us before. I am just not sure we were paying attention to them in the same way as we were working to build the school. Marc saw that honoring our history and our Episcopal identity would bring our community together in new ways and make it that much easier to set goals and build for the future if together we knew who we were.”

Marc had many ideas for St. Margaret’s that he had accumulated throughout his career. “It was an interesting exercise to take stock of where St. Margaret’s was and what might work well here. Of course, not everything that works well in one school works well in another and this requires lots of thought, discussion and assessment.

“I had a passion for continuing to bring further clarity to what it means to be an Episcopal school. My prior experience

in a Quaker school prepared me to know that our religious foundation was a true blessing, but one that would inevitably need further clarification. This in turn relates directly to our commitment to be a welcoming place for all, a diverse community of families.”

One School, One Vision “I wanted to help make St. Margaret’s the very best it could be in everything as a classic liberal arts school. While I never publicly stated it, I had always admired schools like Stanford that are simply the very best in pretty much everything they undertake. I strongly believed that we had the potential to do the same at St. Margaret’s. Would this bring attention and acclaim to the school? Yes, but ultimately this focus existed only to serve our students and who they would be as graduates. This required a commitment to evaluate the entire school and stay true to a belief that balance and breadth are important.”

Mrs. Clarke added, “Marc has always been a faithful and vigilant guardian of the school mission and making decisions that are focused on students. He continually asks who we want our graduates to be. He is very optimistic about people; that they will do the right thing.”

In 2005, Mr. Hurlbut and Board President Jeffry Stoddard issued a detailed Strategic Plan, developed by a school-wide team of faculty, trustees, parents, administrators and students, with a newly articulated Mission Statement and Core Values.

The 2005 Vision painted a picture of St. Margaret’s in the year 2014: “St. Margaret’s Episcopal School is one of the preeminent independent schools in California, known and respected for its commitment to community, the quality of its faculty, the breadth and depth of its curriculum, the success of its graduates and the enduring strength of its Episcopal tradition.”

The plan charted the school’s direction to maintain and strengthen the breadth and depth of programs, reassess and plan for facility improvements, further secure the long-term financial stability and health of the school and deepen relations in the local community and national network of academic institutions, including independent schools, colleges and universities.

The years that followed the establishment of these lofty goals and the ones added in the updated 2008 Strategic Plan, were marked by tremendous growth, development and academic excellence for St. Margaret’s.

At the heart of the school’s goals was ensuring a school climate that nurtures and supports all students through trust and personal relationships where every student is valued, known and loved. “This requires a willingness to listen to and include students in the discussion. From the first day I walked onto campus I was struck with the level of pride the students

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Bringing a Promise to Reality

By Darcy Rice, Director of the Arts Under the leadership of Marcus D. Hurlbut, the Arts at St. Margaret’s fulfilled a promise that had been made years before: To provide a meaningful artistic experience for every student. Marc has a strong commitment to arts education.

He understands that the arts are perhaps the single most important way we can prepare our children for life in the 21st century, building skills such as curiosity, imagination, creativity, evaluation and the ability to tolerate ambiguity.

As important, Marc knows that the study of the arts helps produce globally aware, collaborative and responsible citizens. had for the school. This is not always the case in schools and I was eager to make this pride even more prominent.”

In Chapel, Marc saw an opportunity to bring the community together and include student voice and forge relationships between students and faculty. “Marc made Chapel more of a student-led effort. Having students more involved in music selection, performances and reflections made it more relevant.

This is visible now in the number of homilies given by students and faculty. He wanted to make sure the Chapel experience as a whole was important and significant,” said Mr. Boyle.

Because of his belief in the importance of arts education for every student, Marc has been a stalwart supporter of the arts since his arrival at St. Margaret’s. Understanding that building a superior arts program requires investment, during the Hurlbut decade St. Margaret's increased the number of dedicated arts faculty, seeking teaching artists who bring to our students a wealth of professional experience in the arts, as well as a passion for teaching. With the addition of these teaching artists, music, dance, theatre and visual arts programs took a significant leap forward. The number of students involved in the arts increased dramatically, as did the range of arts experiences available.

Having a global view of the school was also important, according to Marc. “I felt strongly that we were one school with one mission. The school had been moving in the direction of four separate entities and I have always believed in the importance of a school-wide cohesive approach. This goes from little to big, from all-school ceremonies to vertical alignment of curriculum.”

Perhaps the most important way that Marc fostered the growth of the school’s arts programs was through his commitment to seeing the arts woven throughout every student’s time at St. Margaret's. Under his leadership, we experienced an unprecedented time of cooperation between the arts and athletic programs. In both his professional and personal life, Marc demonstrates how developing both of these aspects build better human beings.

Mrs. Clarke noted this shift in school perspective. “We were not taking advantage of the unique benefits of a four-division school. We did not gather as an entire school on the first day of school, for example. Marc started that tradition. We used to be more divisionally-focused. These all-school unions and focus opened the door to students interacting across divisions in countless ways, from Upper School Independent Senior Projects in Preschool, to Middle School students running tech in Lower School plays.”

Certainly the most visible symbol of Marc’s leadership in the arts is our beautiful Performing Arts Center. This 45,000-square-foot teaching facility has had a transformational effect on our school community, and will continue to be the center of artistic growth and discovery for our students for decades to come. It is most fitting that the centerpiece of this spectacular building is the Marcus D. Hurlbut Theater, for it is his leadership that brought the promise to reality.

The Emergence of Excellence Under Marc’s leadership, the evolution of all-school roles took shape in athletics, arts, community service and the creation of an academic dean role.

The academic program experienced significant cohesion in school-wide focus, including the development of a coordinated, mapped curriculum from Preschool to grade 12 and expansion of the role of department chairs into the Lower School.

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Critical work to advance the curriculum was also achieved in forward-looking initiatives, including 21st Century Learning, research partnerships with University of California, Irvine, continued investment in technology integration, new academic assessment tools to gauge strength of curriculum and student growth, and in faculty professional development.

“Marc believes the heart of the academic program is the faculty and the work they do every day in the classrooms, labs, performance spaces and on the sports fields with our students. I think this is one of the reasons he has always taught. He feels this is the most important work and that he needed to stay directly connected to it,” said Mrs. Clarke.

“He has a strong commitment to recruiting and retaining the best faculty to work with our students. Deliberately and patiently, Marc pushed for competitive salaries to attract great people across all areas of the school.”

Alumni parent Brenda Porrazzo reflected on Marc’s commitment to teach. “Marc never lost his love and passion for teaching. In the midst of his impossible schedule, he continued to teach constitutional law in the Upper School each year. He challenged his students to think independently, to consider their moral and civic responsibility and to invest themselves in the greater good of our society. The culmination of the course was an invitation to dine with Pat and Marc in their home. This was a supreme highlight for the students!

Once again, this points directly to Marc’s personal style of being relational, hospitable and continually sharing the warmth of, not only his heart, but his home with students.

This is a memory that will never be forgotten by his students.”

The arts and athletics programs were unleashed to grow and expand with the perspective that these programs provided balance and breadth to the student experience, as well as supported 21st century skills of problem solving, critical thinking, teamwork and communication in many ways.

Director of Athletics Susie Maga said, “Marc’s vision to create a cohesive Preschool through grade 12 environment for not only academics, but for arts and athletics was truly exceptional and the leadership that we needed. We are one school that now has a thoughtful approach to how all areas of the school work together and build from each other. Our success is largely attributed to this philosophy and I am truly grateful for it.”

Mr. Hurlbut believed St. Margaret’s students deserved opportunity and excellence in all areas. “We owed it to our school and most importantly our students to provide a competitive interscholastic athletics program that supported and celebrated the multi-sport athlete. I feel strongly that if we put a team on the field, we must make sure they are well prepared and well coached.

am deeply proud of where we are today in the arts and in Tartan Athletics. These award-winning, championship programs have strong leadership, outstanding faculty and are simply unsurpassed.”

Director of the Arts Darcy Rice recognizes Marc’s enduring impact to the arts at St. Margaret’s. “Marc views the arts as an essential pillar in a St. Margaret’s education. He has a deep passion for the value of arts education. When he arrived, our music program was very small and narrowly focused. From the beginning he set out to expand the arts for the experience of all students, to create a robust arts program of excellence.

He did this with athletics in mind, as well. He has always been faithful to the balance of arts and athletics.”

Mrs. Clarke agrees on Marc’s impact to the arts program and recalled a poignant moment. “I was sitting close to Marc at this year’s Christmas concert in the Performing Arts Center while the entire ensemble of student musicians performed “Silent Night.” I looked at him and I became very emotional.

I thought to myself, ‘Can we actually be here in just 10 years?’

I later said to Marc, ‘If you did nothing else, you should be very proud of all you have done to advance the arts.’”

Marc also brought new perspective and understanding of the value of external relationships and a strong commitment to community. It was time for the school to look beyond its campus borders and consider from a philosophical perspective its responsibility to the community and what its role should be.

He worked with the school community to forge a shared commitment to diversity and inclusivity that is rooted in the Episcopal identity and welcomes and respects diverse ideas, paradox and uncertainty, and where differences are celebrated.

He brought new understanding to the importance of learning

Dear Marcus, On the occasion of your retirement I thank you for your work and ministry as Head of St. Margaret's Episcopal School. Your leadership of this large and complex institution during a time of much growth and construction has been a gift to the St. Margaret's community. St. Margaret's School has distinguished itself in so many ways during your tenure, and I hope the strength and health of the school gives you much satisfaction as you prepare to pass the baton to your successor.

I am grateful that you have been a part of the leadership of this diocese, and I pray that God will bless your future endeavors.

Yours, In Christ,

“Further, we had so much room to grow in the arts, especially in music. There was a level of skepticism at the time, but I The Right Reverend J. Jon Bruno, Sixth Bishop of Los Angeles 14

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San Juan Capistrano and beyond. Today, St. Margaret’s is inextricably entwined with the community on numerous levels. St. Margaret’s students donate thousands of hours of community service to worthy local charitable organizations each year. The school proudly partners and supports a number of community initiatives, including City events, participation in the Chamber of Commerce, and welcomes many community organizations to campus on a regular basis.

about one another and the larger world in uniting us as a school community and preparing our students for living in a complex global society.

“I have always felt that it is essential for the school to be a vital resource to the surrounding community. Despite the label, the great “private” schools work faithfully to pursue a public purpose. They care not only about their students, but about all students. It is the tidal effect where a rising tide lifts all the boats. If we all work together and care about our community and all our children, everyone wins.”

In 2003, St. Margaret’s launched the Tartan Scholars program, a merit-based scholarship program for high-achieving, lowincome minority high school students demonstrating a commitment to diversity and community. This program remains strong today with 20 Tartan Scholars in Middle and Upper School who make vital contributions to the fabric of the St. Margaret’s community. They continually distinguish themselves as academic leaders, athletes, artists, Honor Committee members, peer counselors and by giving back through service.

The school worked to deepen further its commitment to financial aid under Marc’s leadership, growing aid to 13 percent of gross tuition by 2011, a goal set in the 2008 Strategic Plan. “Financial aid is an important aspect of our commitment to community, diversity and our Episcopal tradition. We want to attract students and families from all backgrounds who are a right match for St. Margaret’s academically and philosophically regardless of financial resources,” said Mr. Hurlbut.

Former Mayor Larry Kramer said of St. Margaret’s, “While St. Margaret’s primary emphasis is and should be on education, you take time to care about the surrounding community. We are pleased to have St. Margaret’s Episcopal School located in San Juan Capistrano. We take pride in having such a prestigious institution in our City. From the City’s perspective, it provides significant highly skilled and educated employment and a wonderful education to young people not only in San Juan Capistrano, but also far and wide. Your school brings people to San Juan Capistrano to know about our historic town.”

Trustee and Past Board Vice President Stacey Nicholas said, “St. Margaret’s becoming such an important and beloved member of the local community will be one of Marc’s most significant achievements. He created opportunities for local disadvantaged students to have a St. Margaret’s education through his commitment to financial aid; created Breakthrough SJC and inspired our school community to believe in the importance of all of these efforts. With great compassion and grace, he has led by example that with great success comes great responsibility.”

Through this focus on community, St. Margaret’s has been propelled onto a regional and national level stage receiving recognition and acclaim as an exceptional independent school with passionate, talented and skilled students and graduates who go on to lead lives of purpose and meaning.

Dr. Jeneen Graham, academic dean and former trustee said, “Marc helped a wonderful, largely unknown jewel of a school find a national voice and presence. He has maintained

>>

Breakthrough San Juan Capistrano, an academic middle school enrichment program for low-income, under-represented students in San Juan Capistrano was founded by Marc and born on the campus of St. Margaret’s in 2006. Today, St. Margaret’s Breakthrough program serves more than 80 students annually in an intensive year-round and summer program to put them on a path to college. Further, it provides meaningful service opportunities for St. Margaret’s students to engage in the community, serve as leaders and role models to younger kids and give back.

St. Margaret’s has deepened many relationships in the community and earned trust through active participation in

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a strong focus on the soul of the school while elevating the excellence of its programs. At his core, Marc is positive and hopeful and believes in the goodness of people and in the importance of education in developing good people keeping students and their learning at the center of every decision. He has made sure that the school is cognizant of its many gifts and talents, but has kept it humble and gentle in spirit. He has reveled in the sense of community that exists here and is so proud of our graduates who go off into the world with character, fortitude and a zest for life.”

National Association of Independent School President Patrick F. Bassett said, “It is my pleasure as NAIS president and longtime colleague and friend of Marcus Hurlbut to join the chorus of admirers celebrating his 10 years of headship at St. Margaret’s. As one who served on the NAIS board with Marcus many moons ago (and played tennis and golf with him then and since), I can attest to his sharp mind, competitive spirit and strategic posture, all of which, of course, has served

Our #1 Fan

By Susie Maga, Director of Athletics Marcus Hurlbut is a great athlete in his own right. There is no sport he will not play nor a competition from which he would walk away. He has either coached or competed in sports his entire life, and his two hip replacements have only improved his performance. Marc’s love for athletics developed a passion and vision for the great Tartan athletic program we have today.

The first order of business for Marc back in 2003 was to combine Kindergarten through grade 12 physical education, health and athletics. This had never been done before at St. Margaret's and over the past 10 years this concept has proven to be very effective. As the director of athletics, I was given the ability to hire a full-time assistant athletic director whose responsibilities included chairing the physical education department and a Middle School athletic coordinator. Together, we restructured the Middle School athletics program. By integrating athletics into the regular school day, it freed up time for Middle School students and made facilities available to all. With this leadership in place, it provided continuity and promoted development in every aspect of our program. Thanks to Marc, all seven programs within athletics share one common focus.

Marc always emphasized the philosophy of teacher as coach.

He worked closely with the principals of each division to allow us to hire great teachers who are also great coaches.

Today, there are 27 on-campus coaches in the Upper School and 26 in the Middle School. This would not have been possible were it not for Marc’s commitment. Assistant Athletic Director and Head Baseball Coach Mel Taylor shared this story: “When I interviewed with Marc, the first

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him and St. Margaret’s well in the last decade as the school has grown, experimented and prospered. Walking on the campus, seeing children and faculty interacting in spirited ways, attending a board meeting, tells me all I need to know about St. Margaret’s: The school is a wonderful place for children and adults, and that reality seldom exists without strong and purposeful leadership from the top.”

Undeniably, the physical campus and resources evolved dramatically in the last decade as well. During his tenure, Marc has overseen the creation and execution of a long-term strategic campus master plan that includes the significant acquisition of adjacent land and properties to provide worldclass facilities supporting the academic program for generations of students to come.

From this plan, as well as focused capital fundraising efforts of more than $40 million, first the Upper School campus emerged with the renovation and construction of the

thing he said to me was, ‘I want an on-campus baseball coach and I want this program turned around. How will you make that happen?’ I am glad he gave me the opportunity and that he was able to see the growth our Tartan baseball program has made during his tenure.” The philosophy of St. Margaret's athletics program has been to work hard, have fun, but keep it all in perspective. This philosophy would not have been possible to practice without excellent on campus coaches who care deeply about our student-athletes.

Some of Marc’s other notable contributions have been the newly developed relationship with Velocity Sports Performance, the honoring of CIF-SS champions, addition of the wrestling and surf teams, and his encouragement of professional development. Marc’s understanding that fundraising for athletics can be different has allowed us to improve the weight room, build a wrestling room, upgrade the Tartan Field to synthetic turf and install new bleachers.

His leadership has also begun the work on a new baseball and tennis facility.

While all these accomplishments are quite remarkable, what I admired most about Marc during these past 10 years is that he is the best fan we could ever have. He has cheered at every win and sighed at every loss, right alongside the coaches, players and parents. It was never a surprise to see him at a football game in Mammoth, a tennis match in Newport Beach or at a CIF-SS Championship. He was a faithful fan at every one of St. Margaret’s 20 championships during his tenure. He never missed one. At home games on the Tartan Field, you could always find Marcus Hurlbut leaning on the blue railing close to the snack bar cheering on our student-athletes. As our number one fan and visionary, he will be sadly missed.

Stoddard Humanities Building. The DeYoung Family Math and Science Center, Tartan Courtyard, Pasternack Field House, Tartan Field, and most recently the acclaimed Performing Arts Center followed. Further, the plan is in place, with proper local government approvals in hand, to proceed with construction of a permanent Middle School campus, renovation of Sillers Hall as a school-wide dining center, and tennis and baseball facilities in the next phase.

Marc’s Legacy “Marc’s footprint on St. Margaret’s is tremendous and can be seen everywhere. He brought perspective and vision for programs and improvements we did not know we needed.

He ushered us into maturity. He built support, trust and meaningful partnerships with trustees, faculty, parents and administrators to work together toward our goals. He knows how to build support and make change happen in the right ways. He could see the long road to our big goals and possesses the fortitude and foresight to work gradually toward them.

He is focused, unwavering, persistent and patient. That is why we are the school we are today,” said Mr. Boyle.

Board of Trustees President Michael J. Berchtold said, “Marc has led St. Margaret’s through an historic period of growth, development and increased academic excellence. His impact on the advancement of our school has been consistent and pervasive. Marc has attracted and developed an experienced leadership team and a world-class faculty and staff – all faithful servants to the St. Margaret’s mission. Marc has led St. Margaret’s into a position of unqualified strength and best possible outlook for continued academic innovation and excellence, financial strength and sustainability. He has rooted our values, our mission and our sense of who we are as a school community.”

Mr. Stoddard said, “The vision that St. Margaret’s can be a top-tier independent school and the tangible proof in student success, campus improvements and benefactor support are Marc’s legacy. He cultivated and motivated benefactors and board members to embrace his vision and provide financial support. The results are obvious in the expanded campus, college admittance results, athletic successes, improved and expanded performing arts programs, relations with the Episcopal Church, and in many other areas of improvement.

I am one of those board members and benefactors who bought into Marc’s vision. There are many who have, and we are a living testament to the influence that Marc has had upon St. Margaret’s. For those of us who have had the good fortune to closely work with Marc, he has been an inspiration and a friend.”

Extraordinary and unparalleled growth and achievement in almost every area of the school under his leadership aside, when asked why Marc is beloved by so many they say it is his undying love of St. Margaret’s and his love of our children.

Ms. Nicholas said, “Marc genuinely loves the school. He lives, eats, sleeps and breathes St. Margaret’s. He takes the time to know each and every student, parent and faculty member personally. He listens. He understands and values what makes St. Margaret’s a special place. He is at every production, every sporting event, every everything! He is there because he loves the school, our children and the community.”

Parent Teacher Fellowship President Janet Mitchell added, “Marc’s genuine love for our school and students is what makes him so special and why he has built deep trust and faith with parents. He has shown it every day. I cannot recall a St. Margaret’s event that I have attended when Marc was not there to support and demonstrate his great love for our kids. This means the world to our children and parents. His tenure has been marked by transformational growth and change and the impact will be long lasting. I am deeply grateful to have worked with him and to call him my friend.”

Mr. Berchtold added, “It has been my sincere honor to work alongside Marc and it has been an easy endeavor because in every interaction, conversation, meeting, decision, I know where his heart is. He is the consummate Tartan who is faithful to our school and our students. He embodies our mission every day. He is always present and has given of himself selflessly every day for 10 years to make our school better for the community and our students.”

In His Own Words In his closing reflections Mr. Hurlbut shared, “When I arrived here, there was a sense that we didn’t know how good we were. I found myself saying over and again that there were many great things going on at the school and that we needed to approach our work with confidence and optimism. Today, it is clear. We are a first-rate school with high quality programs across the board. We have achieved this without losing sight of the special climate and culture that sets us apart. The future is unlimited for St. Margaret’s and the school is poised for greatness. We have much to be proud of, but we also need to retain our humility. We are a very genuine place, not prone to pretention or arrogance. I have always wanted school to be a happy place – I think we are.

“As I leave St. Margaret’s, I am appreciative of the many gifts the school has given me. These past 10 years have been a true joy for Pat and me, and we leave knowing our lives have been forever changed and deeply enriched by the people of St. Margaret’s. In recent years, I have bid farewell to seniors with a song by The Eagles, “It’s Your World Now,” that contains the simple but powerful advice to ‘be part of something good, leave something good behind.’

“It is my turn now. I know I have been part of something very good, and I deeply hope I have left something good behind.” ●

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Decade

The hurlbut

Marcus D D. Hurlbut invested as third headmaster headmaster.r.

Tartan golf claims first CIF Team Championship in school history. ● $40 million raised during the 2004 calendar year. ● Research summer internship program started with Henry Samueli School of Engineering at the University of California, Irvine. ● Tartan Scholars program begins. ● ●

2004 - 2005 ● First All-School Opening Ceremony. ● Groundbreaking for Pasternack Field House and Upper

School DeYoung Family Math and Science Center. ● School celebrates 25th anniversary. ● Legacy Campaign is launched with $10 million gift from the Nicholas Foundation. ● Kindergarten – grade 12 academic dean role created.

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2003 - 2004

2005 - 2006 ● Girls’ soccer team wins first CIF

Championship. ● Breakthrough San Juan Capistrano

launched and first summer session begins. ● 2005 Strategic Plan developed and issued to the community.

2006 - 2007 ●

●

●

●

●

●

Opening of the Pasternack Field House and DeYoung Family Math and Science Center.

Varsity football wins first ever 11-man CIF Football Championship.

Curriculum Mapping initiative is implemented in each division.

Three buildings in Ortega Village Center are purchased.

Vacant land adjacent to Cook Park and land along Calle Arroyo are purchased.

Independent Senior Projects program is started.

2007 - 2008 Girls’ lacrosse wins first Southern Section Championship. ● Renovations of Nicholas Sports Park and Tartan Field with artificial turf, new concession stand and bleachers are completed. ● First graduating class welcomed back to campus for Homecoming and 20th reunion. ● 21st Century Learning Lab opens. ● 2008 Strategic Plan developed and issued to the community. ● First PTF Christmas Tree Lighting Ceremony. ●

● Dedicat Dedication a ion of the Upper School Stoddard Humanities Building. at ● 21st century curriculum research partnership with

UCI created. ● Girls’ tennis goes undefeated and wins second CIF

Championship in program history. ● St. Margaret’s Day celebration includes attendance of

The Reverend Canon Ernest D. Sillers and second Headmaster Markham B. Campaigne. ● Varsity football team becomes CIF Small School State Champions. ● Twenty-one students receive individual awards for Children of Eden during the 39th Annual M.A.C.Y. Awards. ● St. Margaret’s wins 10 CAPPIES awards. ● Ceramics lab opens in the Ortega Business Center.

2009 - 2010

●L Launched h d Celebrating C l b ti C Community, it a yearlong l service i

initiative to commemorate 30th anniversary. ● Founder of St. Margaret’s Episcopal Church and School,

The Reverend Canon Ernest D. Sillers, passes away on October 15, 2009. ● Girls’ tennis wins back-to-back CIF Championships and completes second consecutive undefeated season.

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2008 - 2009

● Football team sets Orange County

record as first football team to win four straight CIF championships and hold record for longest winning streak in the history of Orange County high school football. ● Unanimous SJC City Council approval of campus master development plan. ● Student-led Lemon Aid community-wide effort and concert to benefit earthquake victims in Haiti raises more than $20,000. ● Building on the Promise capital campaign is launched. ● $150,000 raised for 21st century technology at Spring Fundraiser. ● Boys’ volleyball wins second CIF Championship. ● Tartans won Best Play CAPPIES Award for Children of a Lesser God (first time in school history) and Best Actress in a Play. ● Eighteen students receive individual awards for Into the Woods at the 40th Annual M.A.C.Y. Awards.

2010 - 2011

● Breakthrough SJC starts fifth year with new High School

Transition Program. ● New temporary Middle School campus opens. ● Tartan Marching Band has inaugural performance. ● Groundbreaking of new Performing Arts Center.

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dignitaries for the 2011 Swallows Day Parade. ● School garden program launches. ● Tartan Athletics ranked third in The Orange County Register’s top 25 athletic programs in the county. ● Students receive 15 awards at the 41st Annual Childress M.A.C.Y. Awards for Jane Eyre. ● CAPPIES awards for Best Costumes and Best Comic Actress. ● Special Camp for Special Kids celebrates 20-year anniversary. ● Students receive 14 awards in the California Scholastic Art and Writing Competition.

2011 - 2012 ● Tartan Tee-Off golf tournament returns and

raises $55,000 for financial aid. ● Junior Billy Gaudreau wins three CIF-SS

Championships. ● ICE (Imagine. Create. Engineer.) Lab opens. ● Girls’ tennis team wins fourth straight

CIF Championship. ● Marcus D. Hurlbut

announces decision to retire as third Headmaster. ● Won four CAPPIES awards: Best Play for The Servant of Two Masters, Best Song in a Musical for “All About Ruprecht” from Dirty Rotten Scoundrels, Best Comic Actor in a Musical in Dirty Rotten Scoundrels and Best Featured Actress in a Musical in Dirty Rotten Scoundrels. ● First Breakthrough SJC class graduates high school.

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● Two seniors named jr.

2012 - 2013

● Opening i d day welcomes l 11,241 241 students, d officially fff opens the

Performing Arts Center. Theater is named in honor of Headmaster Marcus D. Hurlbut. ● Upper School EDGE (Explore, Design, Graphics, Engineering) Lab opens. ● Received All-Steinway School Distinction

by President of Steinway & Sons. ● Pacific Symphony, led by Music Director Carl St.Clair, performs in Performing Arts Center at special opening night performance. ● Boys’ cross country team wins third straight CIF-SS Championship. ● Eleven Upper School students and four adults, adults including Headmaster Hurlbut, travel to New Jersey and assist with the relief efforts from Hurricane Sandy. ● Headmaster Hurlbut presented the San Juan Capistrano Chamber of Commerce’s 2013 Arts & Culture Award. ● Spring Fundraiser raises more than $250,000 for The New Library and Learning Commons – opening August 2013. ● Film studies and production courses are offered in the Upper School for the first time. ● Hosted opening night of the West Coast Film Festival, the first movie and community event in the new Performing Arts Center. ● Marcus D. Hurlbut Endowment for Financial Aid created with $620,000 raised.

Admirable, Unselfish, Heart, Tartan!

St. Margaret’s Seniors Ashley Torok and Austin Foley presented the following acrostic poem as a special tribute to Headmaster Marcus D. Hurlbut at the St. Margaret’s Day All-School Ceremony.

Ashley Torok: Mr. Hurlbut has been so much more than just a headmaster these past 10 years. He is a teacher, mentor, sports fan, supporter of the arts, and a friend. He is someone that teachers, students, or parents can go to talk to about any issue, school related or not. I personally have really enjoyed Mr. Hurlbut as my constitutional law teacher this semester where we have had many class discussions and arguments about our nation’s political system. I have grown so much in his class through his encouragement to think independently and to be open-minded. He has taught me to become a lifelong learner and has shared with our class his love for education.

His support for the community is equally respectable. I will see him at the volleyball match and then five minutes later he will be on the football field watching our Tartan Warriors or at the Performing Arts Center enjoying the newest student performed masterpiece. If I did not know better he would have four identical twin brothers. I bet he will be at Rim of the World for the CIF football game on Friday night, in Walnut for cross country’s CIF Finals the next morning, and then at Cypress College for the CIF Finals volleyball match that evening. His dedication and tireless devotion to our students and school is unmatched. His contributions are innumerable.

Austin Foley: The man we are here to praise originally presented himself to me when I was a young third grader at St. Margaret’s. Nearly a decade has passed since he came up to me and greeted me as a young kid and through all that time that man became someone who not only I loved to look up to, but my family, friends and a whole generation of St. Margaret’s students.

M -MUSTACHE - We would not know our incredible headmaster without this distinguished facial feature above his lip. With this mustache, he joins the ranks of such idols as the Pringles and the monopoly man, and it encourages other men to help support prostate and testicular cancer by growing out their own mustaches in November.

A -ADMIRABLE - For not only his accomplishments with our school programs, but for being a perfect ambassador of St. Margaret’s. Mr. Hurlbut makes the face of St. Margaret’s… look that much more attractive.

R -REASONABLE - Mr. Hurlbut is a very conscious thinker and has an immense knowledge of what he believes is best for our community. He embodies this ability in his leadership skills with ease.

C -CARING - Mr. Hurlbut naturally has an ability to let you know that he will always care for you, no matter who you are. He is open to everyone’s talents and strengths, and caters to them as such.

U -UNIFYING - If we did not have the leadership of Mr. Hurlbut, our campus wouldn’t nearly be as unified as we are now. Mr. Hurlbut has truly helped create an environment where everyone strives to bond with each other, no matter what their interests are.

Shandles -SMOOTH - Our headmaster is a natural leader. He his job and conversations with a sense of fluidity and confidence, and you never feel like he has to struggle to get your attention.

D -DIPLOMATIC - Mr. Hurlbut really respects our opinions and encourages everyone to invest in their ideas.

He has an amazing ability to speak in a way that assures everyone that they are important and that their voice is heard.

H -HEART - Mr. Hurlbut is unusually compassionate and really cares about each student. He has worked tirelessly to benefit our school, and his mark will forever be imprinted in our school history.

U -UBIQUITOUS - Mr. Hurlbut is everywhere. He has supported everyone’s activities by cheering in our Tartan stands, teaching in our classrooms, and enjoying our arts.

R -RESONANT - Mr. Hurlbut has been an important contributor to our community. His leadership will have an enduring effect on our school for many years to come.

Labout-LIKEABLE - Everyone likes Mr. Hurlbut. He really cares every student and in turn, the community loves him too. His laugh and smile are unforgettable, and you can’t help joining in.

B

-BOLD - As Headmaster, Mr. Hurlbut has been a visionary in overseeing the building of the Performing Arts Center, the DeYoung Family Math and Science Center, the Nicholas Sports Park and Tartan Field, and many other campus improvements. In a mere 10 years, so much has been accomplished!

U -UNSELFISH - Mr. Hurlbut has dedicated so much of himself to our school and has always made decisions with the school’s best interest in mind. Thank you, Mr. Hurlbut, for your sacrifice and unwavering loyalty to us.

T -TARTAN - Above all, Mr. Hurlbut is and always will be a Tartan! We appreciate him so much and he is a huge part of our Tartan identity.

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S I D E

B Y

S I D E

VolunTartans – Putting Hands to Work On January 3, 2013 16 members from the St. Margaret’s community traveled to New York to provide assistance with the ongoing relief work on the eastern seaboard from Hurricane Sandy. The group was comprised of 11 students (Gianni Carson, Jason Chin, Leah Dy, Lauren Golledge, Mackenzie Greiner, Morgan Higgins, Maddi Larsen, Hunter Matthews, Mattingly Messina, Brittany Nielsen and Savanna Riley), three school administrators (Director of Community Life Lora Allison, former Associate Headmaster David Boyle and Headmaster Marcus Hurlbut) and two parents (Marina Goffredo and Stephanie Riley). The student group was derived from a larger group of Upper School students that were committed to raising funds across campus in the “Sock it to Sandy” events that took place in December. The result of the “Sock it to Sandy” efforts generated a $10,150 check for the Episcopal Relief and Development, an organization aligned with St. Margaret’s Episcopal mission, and one that provides direct response. For this group however, raising money was not enough. It soon became a goal of the student group to put feet on the ground in New York, and put hands to work.

For five long days the group worked in Breezy Point, New York and Sea Bright, New Jersey witnessing the true devastation associated with this natural disaster and also the hope and optimism as the communities rebuild.

By Headmaster Marcus D. Hurlbut and Director of Community Life Lora Allison

E

ach of the students came to this effort separately and for his or her own reasons. This is not always the case in service or other school trips. Often, decisions are made depending on who else is going and peer influence plays a major role. This trip was different. The group was somewhat eclectic – seven girls, four boys, one freshman, five seniors, three sophomores, two juniors – and each decided to participate for a variety of reasons, but going along with the crowd was definitely not one of them. Each student who decided to join the trip did so with the full understanding that two days of vacation and a full weekend would be given to the cause. Each student knew in one way or another that the work would be difficult, the weather could be problematic (it would most certainly be cold), the days long and the expenses certainly not insignificant.

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We really did not know what to expect and there was some uncertainty over what we would eventually be doing. We did know that we wanted to do significant work and not be part of a bureaucratic system where we would only be numbers in a vast and impersonal effort. We had initially thought of going in December when the need was so acute, but the end-ofsemester timing wasn’t ideal and we decided instead to go at the end of our Christmas vacation. As it turned out, the timing was important for a number of reasons not the least of which is that the delay enabled us to appreciate in even more meaningful ways just how devastating this hurricane really was. We arrived two months after Sandy struck and while much had been accomplished to “dig out” from the storm, in so many ways it was as if we were still back in October just days after the hurricane, illustrating in deeply graphic ways the enormity of the storm and challenge of what remained to be done.

Originally, we had planned to work with a church group in Far Rockaway, New York but on the day before we arrived, the pastor of the church suggested that another group could use our help more than his and he directed us to Operation Blessing, a volunteer group from Virginia that had been working in Breezy Point, New York. Breezy Point is a very unique community both for its cohesion and character, as well as its suffering and tragedy. This is a working-class community on a thin sliver of land on the south side of the borough of Queens just east of the Verrazano Bridge. The houses are modest and closely packed, and many have been in their respective families for generations. Breezy Point has had its share of tragedies prior to Sandy and the community knows well the pain of loss and suffering. On 9/11, 32 Breezy Point police and firemen lost their lives in the World Trade Center. Shortly after 9/11, a plane crashed in the area killing several residents and causing significant property damage.

And, then on October 29, Breezy Point not only endured the wind and storm surge of Sandy, but a lethal gas leak which caused more than 100 homes to burn to the ground.

The devastation was enormous!

were destroyed by what some described as a 10-foot wall of water that surged through the community for more than four hours. The homes that did survive were filled with water and sand and of course, those that burned were gone completely.

We were all deeply mindful of the depth of the devastation and the randomness of it all. The area of the burned houses was especially graphic and we were all very quiet and deeply moved as we walked through what was once a vibrant, thriving neighborhood.

Our work focused primarily on rebuilding the home of an elderly couple who had planned to live out their retirement in Breezy Point. We did not see the house at its worst, but when we arrived it was clear that the structure had survived but not much else. Much of our work was tedious and not always scintillating, ranging from priming, painting, cleaning, landscaping, shingling, and generally being ready to jump when one of the foremen called. What stood out throughout all of this was the unfailing enthusiasm and spirit of cooperation with which each and every one of our students went about this work. Any thought that some might complain was dismissed on the first hour of the first day and no one ever sat idle or disappeared.

Sea Bright, like Breezy Point, has a very long way to go before it will return to any sense of normalcy. Our work constituted a tiny fraction of what has or will be done in those communities and we were all aware in one way or another of the larger context and the very small drop we deposited into the bucket of restoration and repair.

We all had our tasks and the days were long and demanding.

We did take several breaks as a team to view the Breezy Point community. Amazingly, a recently constructed monument to those in the community who lost their lives on 9/11 managed to survive the storm, but not much else did. So many houses

We also spent a day on the Jersey Shore in the town of Sea Bright, which was hit especially hard by the hurricane. Here we did basic and primitive work, not to rebuild but rather to break down and remove destroyed furniture and damaged sheetrock and insulation. This was very tough work – heavy lifting of saturated furniture and for some of us, swinging sledgehammers and wielding crowbars into water-damaged drywall. It was not lost on any of us that this work would normally have been done immediately after the storm. Here we were two months later, and some/many of the houses still standing had not even been touched.

Our hope for our students who graciously stepped up to lend a hand is that in some small way they will pay this experience forward and be shining lights for service to others. None of us knows when our lives might be impacted by forces beyond our control, and these courageous and cheerful students saw firsthand the depths of human vulnerability, the power of service and support, and the remarkable resilience that accompanies natural disasters. â—?

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Taking Our Station Alongside the Warriors of Hurricane Sandy Relief

By Savanna Riley and Mattingly Messina, Grade 12

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rmed with duffels spilling over with heavy coats, woolen socks, hand warmers and an excess of donated toiletry supplies we boarded the plane, taking the first steps towards a catastrophe that would change our perspective on community, hard work and the power of resilience.

For us, Christmas break ended January 3 and instead of packing our book bag for school, we laced up our awkwardly heavy working boots, donned our jet-lagged faces with big smiles and high hopes and marched right into the thick of disaster in Breezy Point, New York.

Joined by the most perfectly eclectic group imaginable: our headmaster, our former Upper School Principal David Boyle, a beloved faculty member Mrs. Lora Allison, and of course some parents, our clan became one. Titles were stripped and we were all just people journeying through the rubble alongside the residents and relief workers.

As seniors we have had four years to build relationships, however the opportunity to be fully immersed in meaningful work for four days with people you haven’t had the chance to bond with is incredibly refreshing and important. We saw each other in a different light, realizing new talents we have and watching our peers do the same – little did we know that amongst us was a master electrician (freshman Jason Chin), a dynamic shingling duo (Mr. Hurlbut and Mr. Boyle), and a plumber extraordinaire (Mrs. Allison). We even had the opportunity to recognize our weak areas whether it was issues with the fine detail of painting, heavy lifting, usage of machinery or a lack of artistic landscape planning.

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witnessed proof that it would take months, maybe even years to repair the houses, community and lives that were torn apart.

Witnessing the damage to peoples’ homes and the scar that all this would leave on their lives left us reflective and somber. However, our quiet moments and sad faces were met with an undying perseverance from the members of both communities. It was the residents of Sea Bright and Breezy Point that lifted our spirits because they had never let theirs slide. It was a time for restoration and forward motion – a chance for all involved to experience the strength of community, teamwork and laughter during times of hardship.

Antics in the hotel hallways, sing-along music sessions while traveling in mini-vans, and an exciting subway trip to Rockefeller Center made this trip even more personal. We collected a bank of memories and have stored them in our newly acquired metaphorical tool boxes. We will remember this experience, the hard labor we performed, and the expressions on the faces of the people we helped, forever. We are proud of our school for understanding that, sometimes, so much more can be done than simply mailing a check. We put feet on the ground and hands to work, grateful that we have made an impact on those who had unnecessarily suffered.

Travelling with people your own age really lends some perspective, because you have someone next to you who you can discuss experiences with. We turned to one another after witnessing the remnants of hundreds of homes completely burned to the ground at the tip of Breezy Point and were blessed that we had companions who we could relate to after witnessing such a sight.

Our main efforts lay in rebuilding the Metz’s home, the main residence of an elderly couple that took care of the neighboring church. After a failed renovation and financial struggle, Hurricane Sandy ripped their home apart leaving them stranded. In just four days we assisted the Operation Blessing team in taking the house from bare dry wall to being furniture ready.

It has been months since our now-infamous Hurricane Sandy relief trip to Breezy Point and Sea Bright, and we are finally beginning to feel the personal impacts that this journey has had on us. We had an expectation in our heads of the work we would do, the gratitude we would receive, and the actual, tangible help we would be giving. This trip so far exceeded these expectations that it has taken months of thoughtful dialogue to begin to understand what we as a community accomplished.

While repairs on “our house” as we dubbed it, couldn’t be continued on Sunday, we decided to take a day trip to Sea Bright, New Jersey, to help with trash removal and gutting of completely water-saturated homes. With hammers and wheelbarrows in hand, the group caught a firsthand look at the still very raw damage Hurricane Sandy had left. We

The adventure we embarked on together highlighted special traits that bring human beings together in times of need. The concept of service transcends all boundaries and unites even the most different of people. ●

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Early Childhood Education – Creating Lifelong Learners

By Dr. Jeneen Graham, Academic Dean

Early childhood education is critically important to success in later life. For this reason, it has been the subject of some of the most significant research funding for decades. In 1962, President John F. Kennedy developed the National Institute for Child Health and Human Development, which has been a leader in early childhood research for more than 50 years – even then we knew that early childhood was a particularly important period of time. Despite decades of research and centuries of theories, adults continue to misconstrue the element that is at the core of early childhood development: play.

The definition of early childhood is typically from birth to grade 2 or 3 in the United States. The area of early childhood development is particularly laden with terminology and titles that are confusing to most outside of the field of education.

Parents frantically seeking the right early childhood experience are met with terms like, Montessori, Reggio Amelia, developmentally appropriate, Tools of the Mind, Waldorf and more. It is no wonder this period of time causes such great anxiety for parents. As they dig a little deeper, they find that most early childhood programs are play based. In this era of fierce competition for jobs and lifestyle, parents wonder how a play-based education could possibly prepare students for the challenges of the future.

Parents know that early childhood is a critical period for learning and development, and they desperately want to get it right. Even for those who accept that play is critical to the development of the child; they often wonder when real learning should begin. The fact that many in our society have separated the play of a child from real learning is not only troubling, but also incredibly consequential to the results of our education system. Before I share the philosophy, theory and research to support a whole child, play-based learning approach, let me lay my cards on the table. Play is a somewhat scary enterprise for me. I am neat and orderly and vastly

preferred my young children to sit quietly than to develop experiments in the bathtub. I love numbers and data and discrete classification systems. I approached this research in my early days as a graduate student with cynicism and a critical eye, but with a gnawing feeling in my gut that my children knew what they needed to develop properly and it wasn’t always what I wished they would choose to do.

While there are few clear-cut answers in social science and psychology, the abundance of theory and research is very clearly in support of a balanced early childhood curriculum (whole child), rich in play and cooperative learning.

Human cognitive development has such powerful implications for the progress of society that it has been the subject of inquiry, speculation and theorizing for many centuries. It may seem relatively progressive to consider a child-centered approach to learning, but in reality Jean-Jacques Rousseau, a Genevan philosopher, writer and composer, provided the theoretical framework for child-centered education in the late 1700s. Rousseau articulated the moral and philosophical rationale for an orientation toward learning that gives the child freedom to explore and pursue interests, as well as the license to interact with other students and teachers. In very

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fundamental ways, child and adolescent development are critical to the learning process and therefore central to the educational enterprise. Development moves a person toward something new and leaves an indelible mark. We are genetically predisposed to develop greater cognitive sophistication, but like any genetic predisposition, the fruition of that development is dependent on the right kinds of experiences. But, what are the right kinds of experiences for those developing children?

The answer to this question requires an understanding of development and how the learner acquires knowledge and skills throughout the age span. To better understand developmental stages, we look to Jean Piaget, a Swiss born developmental psychologist. In the early 1900s, Piaget developed a biologically-based theory that added to the growing understanding of the optimal way in which to educate children. As a precocious young biology enthusiast, Piaget utilized his understanding of the orderly development from a single cell to a highly complex plant or animal in order to articulate his theory on cognitive development. Like any other organism, Piaget theorized that the development of the human mind depended on the right exposure to the right conditions. Based on years of research and observations, Piaget believed that the most important experiences for promoting human cognitive development were those that created a psychological tension between experiences and beliefs. As stated by cognition researcher Mike Martinez, “that mismatch – between prior knowledge and current experience – is a powerful engine for cognitive advancement.”

This experience of trying to accommodate new information that is contrary to previous knowledge puts the learner in an active position of trying to make sense of the world. This is the basis of constructivism and Piaget was possibly the most important originator of psychological constructivism.

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“Parents know that early childhood is a critical period for learning and development, and they desperately want to get it right.”

Piaget’s monumental achievement and his great contribution to 20th century psychology was his theory of cognitive development stages. It is through this developmental theory that the concept of developmentally appropriate practice was born. The four stages in his theory are sensorimotor stage (ages 0 to 2 years), preoperational stage (2 to 7 years), concrete operational stage (ages 7 to 11), and formal operational stage (11 years to adult). His work was originally born out of his collaboration with Alfred Binet, the man who developed the IQ test. Piaget saw that students were consistently challenged by certain concepts depending on their age. He realized that cognitive sophistication developed in stages. Intuitively, we understand that children have varying capacities to engage in complex learning depending on their developmental stage.

No newborn infant is capable of abstract reasoning and very few five year olds are able to reason scientifically, systematically testing competing hypotheses. His theory provided age parameters for the growing sophistication of the young mind.

Like any good theory, Piaget’s work has been lauded and criticized, copied and supplemented. One significant criticism of his work has had an enormous impact on current educational practice. Contrary to what Piaget described, researchers identified that intellectual performance was significantly affected by external factors including instruction.

This evidence, in addition to more recent research indicating that academic deficits in kindergarten are predictive of later school failure have created a perfect storm for early childhood education. If young children can learn academic content at an earlier age than thought possible and kindergarten tests can predict academic success or failure – why wouldn’t we directly teach academic content? It seems patently obvious that a silver bullet would be to teach real academic content at a much earlier age. It is for this reason that the “curriculum” has been pushed down to younger and younger children.

Yet, is this wise? Are we losing something critical in the preoperational stage of age 2 to 7 if we spend most of a child’s time on direct instruction of reading and math?

How does the young learner process this kind of abstract information? The unfortunate answer is that the push down of the curriculum may be responsible for some of the most challenging academic consequences we currently face in our nation. Many children are being unnecessarily labeled as slow or unable to learn, boys are becoming disaffected from

formal education in record numbers and more and more students are suffering from anxiety and stress. All of these outcomes are correlated with the push down of the curriculum. Adding insult to injury, there is no proof that our students are reading or calculating any better than prior to the curriculum push down.

For most educators who specialize in early childhood development, the answer to the most important learning in early childhood is play. In the world of child development, play is a very serious word. Educators frequently find themselves in a position to defend the importance of play.

Perhaps it is a reflection of our puritanical roots or a linguistic short-coming that play is rarely considered a productive enterprise. Now that most of our innovative companies and our most compelling educational researchers have added play as a critical ingredient in the recipe of success, play is beginning to get the attention it deserves.

According to prominent educator, bestselling author and acclaimed global speaker Dr. Tony Wagner, play, passion and purpose are critical to success in the 21st century. Why is play of a child so important to future success in life?

separation between thought and object is characteristic of higher order cognition.Vygotsky’s interpretation of play also helps us to understand why role-playing is central to the development of self-control. Children develop a deep understanding of the social rules guiding behavior when they put themselves in a different role. In fact, some of the roles that a child willingly accepts in the name of play are very behaviorally constricting. When pretending to be a mommy attending to a baby’s needs, the role requires a strict set of rules. If the child diverts from those rules, the play becomes much less satisfying for everyone involved. This kind of roleplaying is critical to the development of self-control, which is a key element in executive function.Vygotsky maintained that a child’s ability to role-play creatively with other children was in fact a better gauge of future academic success than knowledge of the alphabet, counting skills or vocabulary.

Thanks to very recent research on the topic, we know he was right.

The leap for many is that self-control or some other noncognitive skills would be more predictive of later academic success than early academic success or its twin sister intelligence. The importance of intelligence in our system cannot be understated. Americans have been dominated by the IQ paradigm for almost a century. We know that intelligence is correlated with so many positive things in life – including success.Yet, how many people know the actual degree to which intelligence explains successful outcomes?

Most intelligence researchers would suggest that intelligence predicts about 25 percent of the variability in a success model (on average). That means there are other components of the success model that are responsible for the majority of the variability. What else is responsible for human success outcomes?

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To deconstruct play in the context of early childhood development, one must dive back into theory and research.

Some of the most significant theoretical advances in the field of educational psychology are from Russian Psychologist Lev Vygotsky. A contemporary of Piaget who actually died at age 37 in 1934, his work did not impact American education until the late 70s and early 80s when Harvard University Press began to publish old manuscripts. His work adds an important layer to Piaget’s theory and begins to probe at the affective, motivational and social side of learning.Vygotsky filled the theoretical gap on cognitive development and his teachings gave educational psychologists a new way to understand the growing competency of the young child.

Through play, the child develops abstract meaning from separate objects in the world thereby building higher order mental capacity. For example, when a child wants to ride a horse but can’t, a stick can be used as a pretend horse, thus removing the idea of horse riding from the actual horse. This

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In his landmark study frequently called the marshmallow study, Psychologist Walter Mischel, gave preschool children a marshmallow and told them if they could wait and not eat the marshmallow for an undetermined period of time, they could have two marshmallows instead of just one. The follow up study several years later indicated that the students who exhibited the most self-control and delayed gratification showed higher scores on SATs. While this study has been contested and used a very small sample, it led to better and more robust studies that began to seriously consider the role of non-cognitive skills. Robert Sternberg, a giant in intelligence research, recognized the imperfect predictive ability of intelligence and developed his triarchic theory of successful intelligence that included IQ, creativity, and practical intelligence (the ability to adapt and succeed in new environments). As we know, acclaimed Psychologist Dr. Carol Dweck’s work, also born out of this same strand of research, provides compelling evidence that a belief system (about the nature of intelligence) predicts greater levels of success in those who believe that intelligence is malleable (Dweck, 2006). Recently, Dr. Angela Duckworth, assistant professor at the University of Pennsylvania, has identified the concept of grit that is proving to be more predictive than intelligence in some very high profile experiments. Ivy League student grade point average was better predicted by grit than by IQ and at West Point Academy, grit was the best predictor of success in a rigorous training program. It mattered more than intelligence, leadership ability or physical fitness (Duckworth, 2007).

What becomes vexing to educators, politicians and parents is that there are no short cuts in the development of cognitive and non-cognitive skills. For example, it may seem counter intuitive, but one significant predictor of adult cognitive function is the development of early gross and fine motor skills. Gross motor skills in early childhood are predictive of

processing speed and working memory (Piek, Dawson, Smith and Gasson, 2008). Although motor ability and cognitive were previously construed as being attributed to separate areas of the brain, new research by Adele Diamond, a founder of the field of developmental cognitive neuroscience, found significant evidence for a number of motor-cognition links in the brain. For many schools, this evidence is critical to pushing back on the standards movement that (in its worst form) is depriving children of the very skills they need in order to become academically competent. The schools that have reduced or eliminated recess and physical education are beginning to reconsider this action. Furthermore, art education and foreign language instruction, once considered a nice addition to the curriculum, are proving to be central to the growing competency of the developing child. For many researchers, the answer to improving academic performance is through arts education.

At St. Margaret’s Episcopal School, our early childhood development experience is carefully considered and expertly executed. Our educators understand the theory and research to support what they do. We have never wavered on our commitment to do what is right for our littlest learners, despite misguided state and national pressure. A visit to our Preschool will provide a window into the healthiest and most productive kind of learning for this age group. Students explore and develop scientific theory in the garden, they experiment with color and texture in the art room, they run and skip on the playground, and pretend to be a whole host of people in the dress up corner. Go to any Kindergarten, first or second grade and you will see table groupings that are conducive to cooperative and group work.You will find print rich environments, opportunities to construct robots and students engaged in a foreign language, music, faith and building strong bodies. The growing emphasis on the development of meaningful academic skills is staged properly and thoughtfully. By the time children leave the stage of early childhood, they are ready and capable learners, able to focus attention on more challenging academic tasks and employ all the non-cognitive skills they have learned along the way.

Each year is a step in the progression toward greater levels of self-control, grit, knowledge and skill mastery. Perhaps most importantly, our students are motivated and engaged in the learning process because they have always been considered valuable contributors to their own education. In a society where formal education is minimally a 13-year process, it is incredibly important to make sure the foundation is laid properly. At St. Margaret’s we are truly preparing our students for lives of learning where every student is a learner for life. ● Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007).

Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.

Martinez, Michael (2010). Learning and Cognition, The Design of the Mind. Columbus Ohio: Merrill.

Sternberg, Robert (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York: Simon and Shuster.

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O P E N

S PA C E S

Arms

By Sarah Engel, Grade 9

If you have arms Then use them to hold me Cradle me, keep me warm, arch yourself over to shield me Hide my eyes from mirrors My nose from rotting My mouth from speaking My shoulders from night air My heart from my mind My soul from my emptiness My love from empty echo, Lack of answer.

If you have good, strong arms, Rock me against you If you have good, strong, dumb, dauntless arms, Then hold me longer than I expect.

Swallow my fear Block out the overwhelming Focus me on feeling The cotton, cologne, and the strength Put quiet lips to my ear And murmur strong nonsense Protecting understanding nonsense Worry Not in a panicking way, but— Care.

Pull back with gentle firm hands steadying my shoulders Get under my downcast eyes, search me Kiss the lips cringed wide with weeping— Or maybe don’t.

Maybe just shush with profound empathy as I crumple And bear me into you again Let me feel your heart.

When I feel your heart, The strong blood rushing, The good, earnest thudding, I know that you are human.

I remember your arms Holding me of their own accord Gently quieting And I know you love me What beautiful things to know, these two, And I need them.

Oh, you’ve done it many times before But hold me now And hide me If you have arms.

Sarah’s poem was nominated for the 90th Annual Scholastic Art & Writing Awards Open Spaces entry selected by St. Margaret’s Episcopal School English Department. summer 2013

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“Olive Branch” by Liam Lasting, Grade 11

Junior Liam Lasting’s ceramic work, “Olive Branch,” was awarded a national Silver Key Award in the 2013 Scholastic Art & Writing Awards. He is the only junior in California to be awarded a national medal in the ceramics/glass category this year. Liam is amongst a select group of national medal winners who were recognized at the world-famous Carnegie Hall in New York City in May 2013.

“Formed from a single folded clay slab, ‘Olive Branch’ merges the concept of an organic form with the vessel’s undulating surface of bends and folds. Liam reiterated this connection by rendering the twists and turns of the leaves’ contour on the vessel’s surface design. This work possesses a good balance between the planned and the spontaneous. ‘Olive Branch’ demonstrates a sophisticated, informed understanding of design and space. It takes creative risks, pushing the limitations of the ceramic medium while also celebrating his individual aesthetic voice,” said Upper and Middle School Art teacher Josh Friedman.

Open Spaces entry selected by St. Margaret’s Episcopal School Arts Department.

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The Championship Byproduct Tartan Athletics Philosophy Focused First on the Student Athlete

By Nicole Peddy

Over the past seven years, the total league championships earned by the St. Margaret’s athletic program has increased by 40 percent, and individual and team CIF Championships have doubled. Students have continued to play in the same competitive division since 1984, so why the progression?

St. Margaret’s athletic program is central to the school’s mission and integral to the learning process. During the 2011-2012 school year 89 percent of the student body participated in at least one sport. And, more specifically, 95 percent of St. Margaret’s Middle School students participated in at least one sport providing students with an opportunity to have consistent coaching and a feel for what to expect in Upper School athletics. To date, St. Margaret's has won 27 California Interscholastic Federation-Southern Section Team Championships, 24 CIF-SS Individual Championships, six CIF State Team Championships and three CIF State Individual Championships.

“Being able to work with athletes from Middle School through high school helps to create a championship team, as well as making coaching those students a very unique experience,” said Jeremy Dailey, Middle School math teacher and Middle and Upper School volleyball coach. “I was privileged to coach three volleyball players from eighth grade to their senior year and was able to witness them winning a CIF Championship. This was a truly special experience to share with these athletes.”

“I had the pleasure of playing soccer, lacrosse and running cross country in Middle School and high school. I believe

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that having the opportunity to play under the same coach for six years let me form close relationships. Going into high school, I already had an idea of each coaches coaching style, as well as what to expect while on each team. Although the high school level is more competitive and more of a time commitment, Middle School allowed me to experience a glimpse of what high school would be like. One of the reasons I decided to play soccer in high school was because I flourished on the Middle School team,” said McCaully Patch, Class of 2012. McCaully is currently playing soccer for Occidental College.

According to Director of Athletics Susie Maga, the school keeps athletics in perspective. “We understand where athletics fits in the life of a St. Margaret’s student-athlete and we have great coaches who are committed to not just the betterment of their sport, but also the students they coach. Our students are extremely coachable and hardworking; willing to give all they have when asked. They care about their teammates and coach, as well as representing the school whenever they wear a Tartan jersey.”

“Team sports at St. Margaret’s meant a lot to me. They taught me that in order to reach a goal you need hard work, dedication, and a positive mental attitude. These are three traits that Coach Lakeman and Coach Wade instilled in us.

We show up to practice and they expect a certain level of commitment to the team, while always maintaining an upbeat and positive mindset. It is great to be able to succeed with a St. Margaret’s jersey on. I started St. Margaret’s in the second grade and couldn't be more thankful for this school. The opportunities available and the caring people at this school is what makes it such a great place to be. I am so thankful for

my coaches, teammates, parents and the St. Margaret’s community. Without them, all the success of the Tartan cross country and track programs would not be possible,” said Billy Gaudreau, Class of 2012. A three-time league champion, Mt. SAC invitational champion, a two-time and back-to-back Division 5 CIF Champion and two-time and back-to-back Division 5 State Champion and state course record holder, Billy is currently running cross country for Harvard University. Additionally, Billy qualified for the Footlocker National Championships in San Diego in 2012, which includes the top 40 cross country runners in the entire country.

Members of the 2011-2012 boys’ cross country team were CIF champions and hold the team course record time, Mt. SAC team champions and team course record holders, repeat State champions and hold the team course record time beating the time previously held in 1996 by 1:10. Running experts dubbed the team, “The greatest team in California Division 5 history.”

St. Margaret’s is committed to keeping athletic practices to roughly two hours a day. Coaches are dedicated to focusing practice so that everything is accomplished in that time frame. Additionally, sport schedules are based on keeping student-athletes in the classroom as much and as long as possible. Whenever possible, early dismissal is limited to Monday, Tuesday and Friday when student-athletes will miss the least amount of class time.

“I think having most of our coaches on campus as teachers is a huge advantage to our athletic program,” said Mr. Dailey.

“Being able to reach out to my athletes during the day, as

“Team sports at St. Margaret’s meant a lot to me. They taught me that in order to reach a goal you need hard work, dedication, and a positive mental attitude.”

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St. Margaret’s athletic program also encourages the multisport athlete.

“Many schools are demanding their athletes to specialize in one sport,” said Mrs. Maga. “We work together as coaches to help our student-athletes participate in multiple sports throughout the year. Because we keep athletics in perspective our athletes can manage their busy life and excel in sports.

This in turn allows the student-athlete to play another sport because it’s manageable.”

well as collaborating with their academic teachers to help them reach their full potential is a great way to develop not just the St. Margaret’s athlete, but the overall student.”

St. Margaret’s coaches are interested in the development of their athletes. They spend time working with lower-level coaches, as well as players to help in their overall improvement.

Many of St. Margaret’s on-campus coaches also teach physical education in the Middle School. The school currently offers students 21 sports to participate in, 16 of which have on-campus head coaches. Four coaches have been at St. Margaret’s for more than 10 years, eight coaches have been at St. Margaret’s between five and nine years, and nine coaches have been at St. Margaret’s for less than five years.

“The stability of our coaching staff enables a coach to build a program,” said Lori Fava, Middle School athletic coordinator, Middle and Upper School physical education teacher and girls’ basketball coach. “If you look at our more successful programs over the last several years and the CIF banners that hang in our gym, all of them have maintained the same core coaching staff throughout their championship seasons.

This builds consistency in our programs which lends itself to success.”

“I always felt supported by the coaches and St. Margaret’s as a whole to be a multi-sport athlete. I believe the strong encouragement I received from all the coaches to be a multi-sport athlete is one of the reasons why I was a fouryear, three-varsity sport athlete. One of the things I truly cherished most about my time at St. Margaret’s is that I never had to sacrifice my academics or participation in the community due to athletics: I was able to find a balance,” said McCaully. “I was able to play three sports for four years while also contributing to the school in other ways such as being captain of two teams, editor of the high school newspaper and president of two clubs. Throughout my time at St. Margaret’s I found the coaches and the teachers to be very understanding and accommodating. The school works hard to keep their athletes in class as much as possible.”

“I don’t know of any other school with St. Margaret’s size and academic rigor that has had the type of athletic success that we have had while keeping sports in perspective,” said Mrs. Maga. “St. Margaret’s can send a soccer player to Stanford University, a two-time State Champion cross country runner to Harvard University, or a volleyball player to Brown University and still keep a balance between athletics, academic excellence, community service and family importance. It is a formula that has made St. Margaret’s the premiere college preparatory school in the country.” ●

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A

DAY

I N

T H E

L I F E

O F. . .

ISP

Independent Senior Projects – Advancing Beyond the Classroom

By Nicole Peddy

S

t. Margaret’s Independent Senior Project (ISP) program is making the connection between a first-class education

and a great career. Started in 2006, the program is a self-designed educational experience that provides seniors with a meaningful transition to the independent environment of college, and the realization of what life is like outside a school setting.

The program introduces Upper School students to careers and employment opportunities in industries and companies where they may have expressed interest. Students are mentored to apply four years of classroom learning to real-life situations, whether it is time management, a specific subject application, a philosophical approach, or simply diligence, responsibility and a strong work ethic. It is an eye-opening and often life-changing opportunity for the students.

Ian Tacquard, Class of 2002, alumni relations and special events manager went on to say, “The Alumni Association has been involved with the ISP program for a few years now, providing seniors with a link to alumni active in industries of interest to the students including: interior design, law and business. Our graduates are company owners, high-level executives and entrepreneurs willing to give guidance to seniors before they enter college and the job market.”

“The ISP program was designed to give seniors the opportunity to apply the skills and knowledge they have acquired at St. Margaret’s in real-life situations that they design, making them products of deep personal investment. Over the years, the opportunities have gotten exponentially more exciting and relevant to the skills that will be required of our seniors as they transition to the next phase of their lives,” said Director of Community Life Lora Allison.

Each senior is required to complete a minimum of 60 hours during the senior project and submit online journal entries, as well as a final oral presentation. The projects begin in mid-May and end at the beginning of June. Students may not receive financial compensation for work, and they cannot be supervised by relatives. Students are encouraged to seek opportunities outside of the family business.

Students gain exposure to a variety of fields, including technology, healthcare, law, accounting, business, education, the nonprofit sector, advertising/marketing/public relations, engineering, banking, manufacturing and hospitality. The program is designed to strengthen the “bridge” between St. Margaret’s and the surrounding community by reaching out to different groups including parents, alumni and local businesses to secure meaningful projects for seniors.

“We want the community to know they can participate, wherever they live, by providing the opportunity for a senior to engage in an ISP at their business, or by hosting a senior to live in a location where they are going to travel and work.

This giving back to St. Margaret’s by parents or alumni truly demonstrates the community that the school engenders,” said the program’s Co-Director and Upper School English teacher Peter Clark.

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“It is increasingly important to provide students with an opportunity to connect experiences and more fully and authentically understand, firsthand, the correlation between their curriculum at school and how it becomes applicable in a real-world work environment,” said Upper School Principal Tony Jordan. “Understanding corporate climate, time management, responsibility, proper dress, career choices, and networking are essential for students to make that successful transition.”

In order to give ISPs structure and a clear set of guidelines and requirements, projects must fall into one of four categories: internships with a business or organization, service learning projects through an organization, creative projects with well-defined supervision and guidance, and a travel option that falls under the umbrella of one of the other three types.

“We are seeing more students take intellectual risks by innovating business plans for a new product, engage the creative artistic process, connect with fields in STEM (Science, Technology, Engineering, Math) that they are interested in pursuing as an undergraduate, and seeing more students understand the life-changing benefits of an ISP that involves travel, which stretches them culturally and intellectually,” said Mr. Clark.

Internship/Apprenticeship towards career exploration allows students to explore future career options, allowing them to gain valuable hands-on experience in a range of areas.

Students in this track can intern in law, medicine, journalism, banking, hospitals, law enforcement, etc. under the supervision of a sponsor, or work in a field with a professional interest, hobby, or unique opportunity.

Service Learning Projects allow students to expand their involvement with community service organizations and invest time and energy that is not ordinarily possible during the academic year. Some domains of service learning include: conflict/violence resolution and treatment, disaster relief, elder care, environmental sustainability, homelessness, poverty prevention and development, substance abuse prevention

and treatment, etc. Students in this track should be able to articulate a real world problem and as part of their presentation they must propose solutions (ways to address the problem or improve the community in the area designated); they must offer a way to take some step forward, however small it may be.

Creative Projects may be interpreted broadly to include visual and performing arts, but also other creative endeavors such as independent research, writing, culinary arts or religious exploration.

Travel (Domestic or Global) ISPs broaden the possibilities and experiences of the ISP. Students who travel for their ISP must commit to additional preparatory work including research and writing to make their time on-site more rewarding and enriching.

“Often students report back how prepared they are for the real world, or how, at times, adults choose them over undergraduates to continue or sustain their work at the ISP location on a paid basis in subsequent summers or semesters,” said Mr. Clark.

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Class of 2012 graduate Jessica Bissontz’s ISP consisted of making a demonstrational video to teach others how to dance Flamenco.

Since there are many forms of dances within Flamenco she decided to pick the most common and simple dance: Sevillanas.

“A day in the life of my ISP was not a simple or consistent task. I was busy creating a green screen for the first couple of days of my ISP. For the rest of my ISP days, I was busy filming.

It was a very tedious task because if the shot was not perfect, my videographer and I would have to redo the shot again.

Len, my videographer, and I would start filming around 10 in the morning and finish around 11 in the evening. The days were very long but worth every minute. We would drive

around to different locations to film. Some of these places were the San Clemente Pier, the St. Margaret's dance studio or Trestles beach. Once we had enough film for the video, it was time to finally edit. It took a lot of patience and time to create this video project. I had no idea how much work is put into movies to make them as good as they can possibly be.

The video, How-to Catch: The Polka Dot Fever was very fun to create; I loved every minute of the project,” said Jessica.

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Christopher Bauer, Class of 2012, spent his ISP working with the Newport Beach Police Department.

“As a student of constitutional law, it was incredible to see just how the laws of our country are enforced. I had the opportunity to really see the legal process from start to finish as I took part in the arrests of suspects and witnessed the final sentencing of two murders in the Santa Ana Courthouse.

“Overall the internship really sparked an interest for me in law. Some of the highlights of the internship were working with the K9 unit and training with the SWAT team for a day. I never imagined that I would be allowed to do as much as I did with this internship and I must say that I wouldn’t have wanted to end my senior year in any other way,” said Christopher. Below is a timeline of his experience:

■ Street patrolling and responding to calls.

▲

▲

Week One: ................................................

Week Two: ................................................

■ Worked with an undercover detective unit searching

for a parolee in Newport.

■ Helped in the office with different cases that were being

investigated and went to the firing range.

■ 911-call center

■ Organized evidence for a high-profile murder case that

occurred in 1995 and was just getting wrapped up. Also, helped to find evidence for news agencies wanting to do a special report on the case.

■ Trained with the Newport Beach SWAT Team and

witnessed sentencing of a murder trial that occurred in Newport Beach.

Billy Desmond, also of the Class of 2012, spent his ISP at the Norwegian Consulate in Minneapolis where his experience included: attending a Minnesota mayor’s lunch where a Norwegian economist gave a presentation about the importance of the state spending more money on higher education. At the lunch, he met speaker and Norwegian Economist and Professor Torger Reve, former United States Vice President and former Minneapolis Consulate General Walter Mondale, and several mayors from around Minnesota.

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■ Worked with the K9 unit of Officer Mike Fletcher and

his dog Jardo; arrested a man for violating a restraining order and another parolee who was not checking in with his parole officer.

His ISP also included attending a greater Metropolitan area Sons of Norway Lodges dinner and the celebration of synttende mai (Norwegian Constitution Day) at the Minnesota Valley Country Club. He attended a Norwegian choir concert and reception at the Mall of America, and a “Norskie Torskie klubben” fundraiser for Skogfjorden, which is a Norwegian language- and cultural-immersion camp he attended for six years. Billy was asked to speak to the almost 650 camp attendees in Norwegian. ●

B Y

T H E

N U M B E R S

The new Upper School EDGE (Engineering, Design, Graphics and Explore) Lab is a place for innovators. A highly flexible, adaptable space, equipped with state-of-the-art technology, writable walls used as blank canvases and comfortable, customizable furnishings, the Upper School EDGE Lab officially opened on the first day of the 2012-2013 school year, and is used for small group meetings and individual study for all kinds of work in science, engineering, technology, robotics, mathematics, design and arts. St. Margaret’s continues to re-imagine the classroom and evolve the traditional computer lab. The EDGE Lab is a transformative learning space that paves the way for creativity and innovation.

Take a look at this new space…by the numbers.

64 19 1 400+ 34% 700 152 1 6 8

hours of 3D printing

students programming robots

International Academic Decathlon

Upper School students use the EDGE Lab daily

of work stations are touch screen

Tetrix pieces used to build the award winning FIRST Tech Challenge robot

computer science and engineering classes are taught in the lab

robot who knows Tai Chi

white board walls used for collaborating

state and national awards for the inaugural St. Margaret’s Episcopal School FTC Robotics Team

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Fostering Lead Learners through Professional Development

By Dr. Jeneen Graham, Academic Dean

urrent research seeking the most promising practices for teaching and learning indicates that the bright line dividing the teachers from the learners has begun to fade. In fact, we know that one of the best ways to teach students to be learners is to model that behavior.

It is for this reason that we encourage our faculty to be the Lead Learners in every classroom. There is always something new to learn, whether it is a new way to incorporate technology into a lesson, a better strategy for helping students critically analyze challenging content or a fresh insight into a historical event. It is our task as educators to prepare our students for future challenges and to help them acquire all the tools they need to succeed. We know that the cognitive demands of the new economy are great, and for our students to succeed, they must be lifelong learners. There is no better way to encourage a learning disposition than for the educators to model it. In order to support and cultivate lifelong learning in our faculty, St. Margaret’s Episcopal School must develop and identify rich opportunities for professional development.

C

Professional development refers to any learning experience that is designed to help an individual learn new skills and acquire knowledge that will positively impact job performance.

Many industries require professionals to participate in approved ongoing learning in order to stay current in their fields. In the field of education, professional development requirements are typically tailored to the needs of the district or school site. Most of the recent professional development around the nation has focused on pedagogical excellence.

This is due to a growing body of research indicating that teaching quality is the best predictor of student performance.

While it is critical for educators to remain current and be

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aware of recent and compelling research on pedagogy, it is also important for them to fuel and develop the passions that inspire them to be better teachers every day. It is because we value the intrinsic motivation of our faculty and staff that a large portion of our professional development funds are awarded to individual teachers, staff members and administrators who are eager to learn and grow beyond the required professional development. St. Margaret’s Episcopal School financially supports and encourages the attendance of conferences and classes, as well as the pursuit of credentials, certificates, master’s degrees and doctorates.

St. Margaret’s truly values the unique interests and passions of its faculty and staff. We know that a nurtured and inspired teacher more often than not leads to classrooms of inspired students. As stated by one of our Preschool teachers in a write up of her trip to the National Association for the Education of Young Children Conference, “It is always so amazing to attend the national conference because there are so many well-known and respected professionals in the field of early childhood education that attend and present…The exhibit hall is filled with wonderful books, authors, musicians and amazing early childhood materials. The workshops that I attended were fabulous. Thank you so much for allowing us to attend this conference as professionals to meet other professionals in our field. We are truly blessed to have this opportunity for professional development at St. Margaret’s.”

Below are the experiences of faculty members who attended professional development opportunities world-wide during the 2011-2012 school year:

National Association of Independent Schools’ People of Color Conference Attended by Jennifer Abbate, second grade teacher; Jennifer Blount, Lower School assistant principal; Kevin Estipular, Upper School science intern; Aaron Fulk, associate director of college counseling; Donna Jacobsen, Upper School foreign language teacher; Megan Moilanen, Upper School history teacher and grade 9 and 10 girls’ dean.

“At POCC, I learned about what other independent schools are doing to strengthen their communities through diversity work. I listened to educators discuss the various techniques they have used to address issues of diversity with very young children. Diversity education in the Lower School is crucial because we have our students at their earliest ages.

They are so young and receptive that we, as faculty and staff, need to model what diversity is and why it is so valuable. My work at POCC changed the way I teach.

It made me realize how important it is for our students to hear about other perspectives in order for them to realize that we all come from different viewpoints and life-experiences,” said Ms. Abbate.

California Green Schools Summit Attended by Lora Allison, director of community life; Shelley Harmon, Early Childhood Development Center motor development specialist; Amanda Hudson, Middle School director of community service and activities; Morgan Young, Lower School science and environmental program coordinator; Dr. Jennifer Ross-Viola, Upper School science teacher; Dick Jonovich, facilities and construction director; and, Ellie Schwartz, grade 12, to learn from and problem-solve with other educators regarding current sustainable practices in schools.

“Based on our various roles within the school, we approached the summit from different perspectives; curriculum, facilities, student leadership, and overall green practices. We heard from Green Ribbon Schools, and discussed effective programs for trash reduction, recycling, facility retrofits, utilizing school gardens, and other useful resources. Our approach to sustainability as a school needs to be holistic. We cannot depend solely on student inertia to change practices, but rather we need faculty support, facility support, parent buy-in, and the programs in place as to ‘why’ sustainability matters. Attending this conference allowed us to gather ideas, but more importantly dialogue with one another about how to implement these ideas across divisions,” said Mrs. Allison.

Academia Latinoamericana de Español A summer-long opportunity to learn Spanish in the classroom and with a host-family. In summer 2011, Mary Marjorie Bethea, chaplain and religion and philosophy teacher, spent one month in Quito, Ecuador, studying four hours in the morning with a group and two hours in the afternoon in private study with a tutor. In summer 2012, she studied with the same school in Sucre, Bolivia and spent four hours in private study with a tutor in the morning.

“My host families were always extremely hospitable and made sure to answer any questions I had about their culture. This school was phenomenal in both Ecuador and Bolivia, but the cultural experience of traveling to a different county and living with a host family was priceless.

I walked away almost fluent in a language after only spending two months overseas. The programs I attended would be perfect for any St. Margaret’s student who desires to learn Spanish quickly and also learn more about another culture. I also learned much about the history of the Ecuadorian and Bolivian people and had opportunities to meet other students at the school, who traveled from all over the world. The months away helped me to be equipped to lead the Lower School Spanish Chapel that happens once a week.

We focus on learning the Lord’s Prayer in Spanish,” said Mother Mary Marjorie.

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Taft Educational Center Advanced Placement Summer Institute Upper School Science teacher Theresa Bouchard attended a two-week intensive professional development opportunity at Taft School in Watertown, Conn. specifically designed for new Advanced Placement biology teachers.

“The AP biology curriculum was revamped nation-wide this year, and I knew I needed to have a more thorough understanding of what the original program and the revisions to the program entailed. I learned about the detailed changes to the AP biology curriculum and gained insight into how quickly the course at St. Margaret's would need to move. I was able to construct a pacing guide for the 2012-2013 school year.

This pacing guide was critical because it ensured I covered content in an efficient manner. Finally, I realized there were so many program requirements from the college board other than teaching content that I hadn't considered prior to attending the program. My passion for biology was present before attending the program, however the program at the Taft School gave me a thorough understanding on the design and implementation of an AP course,” Ms. Bouchard.

National Association for the Education of Young Children Conference Attended by Lore Fredette, Early Childhood Development Center teacher, and Shelly Harmon, Early Childhood Development Center motor development specialist. Included workshops on early education for sustainability and cultivating joy and wonder through nature; transforming aggression into communication, tantrums into self-control, and defiance into cooperation; how yoga and meditation can work in the classroom; understanding how gender impacts learning; teaching for democratic life skills; and, intentional and appropriate teaching with technology.

“I think it is important that staff from St. Margaret's attend the national conference each year to represent us as ambassadors of a high quality program in Southern California. The NAEYC Conference is the largest early childhood education conference in the world and provides us with a powerful opportunity for professional growth. I also attended the conference to stay current and abreast of new ideas, best practices and to connect with other early childhood educators,” said Ms. Fredette.

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American History Association Conference James Harris, history/social studies department chair and Upper School history and social science teacher, attended one of the largest gatherings of historians from around the world to share the latest research and offer papers for critical review.

“Much of my time was spent in paper panels that were of interest to me as a teacher and department chair at St. Margaret’s.

I spent a lot of time talking with fellow historians about the outlook for improved professional collaboration between secondary historians (6-12 educators, etc.) and academic historians. I came away from the conference with a variety of benefits that I know will assist me as both a teacher and department chair. Most immediately, I came back with a renewed sense of myself as a teacher/historian, eager to employ much of the new knowledge I gained from attending paper panels. I have already started to modify past curriculum units and plan changes to future units, all of which I expect will make my classes more engaging for students. On top of that, I made a number of professional connections with historians and publishers that will provide me with valuable resources for use in the classroom and to share among my colleagues,” said Mr. Harris.

The Supreme Court Institute and Congress in the Classroom In spring 2012, Rocky Parker, Upper School history and social science teacher, applied to two of the most selective programs on American government – The Supreme Court Institute and Congress in the Classroom. Only 30 teachers per year are selected to attend each program. Mr. Parker was selected to attend both.

“The Supreme Court Institute includes sessions led by Supreme Court experts, journalists, authors and lawyers, who give teachers an in-depth understanding of how the Court chooses and decides cases, and what it is like to argue before the Court. The Institute covers six current or recent cases, and teachers even learn about the personalities of the justices. This exciting opportunity culminates with a visit to the Court to hear decisions handed down and a reception at the Court.

“The second conference I attended was at the Dirksen Congressional Center, which hosts the Congress in the Classroom each summer. Presenters emphasized ideas and resources that teachers can use almost immediately in their classrooms – examples include sessions about Internet sites, online historical resources, simulations and best classroom practices.

“Both conferences helped me have a better understanding of the workings of our federal government and were directly used in my Advanced Placement government classes this year.

Simulations, court cases, re-districting, and new ideas have all been incorporated in my instructions as a result of these two outstanding educational experiences,” said Mr. Parker.

are all central features of 21st century learning and theater arts education. This obviously highlights the importance of and continued need for performing arts in education, specifically the interactive, experiential components of our programming. As we were reminded recently by Tony Wagner: It is not about how much you know anymore due to the availability of content information on the Internet, but what you DO with what you know (i.e. activating content in creative ways), which is what we do every day in the drama classroom,” said Mr. Wheeler.

National Council of Teachers of English Convention

EdTechTeacher iPad Summit “Leveraging Technology to Create Differentiated Learning Environments” at Harvard University

Attended by Blake Reemtsma, English department chair and Upper School English teacher, and Upper School English teachers Beth and Dallas Clemmons.

“Visits to past conferences and workshops have led, in particular, to department-wide strategies for how to better teach challenging texts and how to improve studentcentered discussions. At the 2012-2013 NCTE conference, we found more teaching strategies to better serve our specific students while also growing our own general awareness in the study of teaching English. What we learned from the best English teachers in the best English programs nationwide is that what we are doing at St. Margaret’s works: We teach challenging literature through student-centered discussions and a student-led writing process. We also learned what does not work for St. Margaret’s or other independent schools: Applying the Common Core State Standards in English to our English courses would compromise the learning of literature at St. Margaret’s in the most important and essential ways.

It is great to teach at a school that encourages its teachers to constantly improve by finding new and better ways to teach students to be humans who think, speak and write for themselves as thinking, feeling, soulful people,” said Mr. Reemtsma.

Attended by Stephanie Windes, Middle School math teacher.

“During the three-day conference I saw many different ways to implement iPads and other technology into the classroom.

During the conference, I was given the opportunity to try out what I saw so that I could use it once I got into the classroom.

There were many apps and programs that I learned about, but some of the ideas that I left with had to do with creating screen casts, using airplay and interactive learning apps to engage all my students no matter the type of learner they are. I feel that not only have I been able to enhance my students’ learning experience in my class, I have also been able to share what I have learned with my colleagues. I have used what I learned to make my classroom an “active” learning environment. The students are learning by doing and exploring,” said Ms. Windes. ●

Educational Theatre Association Conference Attended by Nathan Wheeler, Upper School arts teacher.

“We are very blessed to be a part of a learning community which encourages its teachers to actively continue engaging in their respective fields of study.

This particular conference was of interest because of its focus on 21st century learning and theater arts. Creativity, critical thinking, communication and collaboration

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FA C U LT Y

P R O F I L E S

Steve Sherman

By Chriss Bonhall At a young age and a veteran of the United States Marine Corps and Navy Special Forces, Steve Sherman found himself working for the U.S. Olympics Security Committee. As a communications and security specialist, he served as a liaison between Israeli security forces and the Los Angeles Police Department SWAT team during the 1984 Olympic Games.

“Having negotiations with high-ranking Israeli officials and Olympic security officials, I learned the art and power of compromise and mutual respect, which is key in education,” said Steve.

Steve, currently in his 14th year at St. Margaret’s and second year as math department chair, believes that in every aspect of his job, and in every decision he makes he considers “what is best for the student.”

In 1984, fresh out of the military, with a love for math and teaching high school students, Steve pursued a teaching job at a local high school and enrolled in California State University, Northridge. He worked as a full-time math teacher at a private high school in the San Fernando Valley while taking classes to complete his bachelor’s degree. In addition to his Bachelor of Arts in mathematics, Steve also holds a Master of Arts in educational leadership from Azusa Pacific University, where he is in his second year as a doctoral student, also in educational leadership. Steve feels motivated by his cohorts in his doctoral program. “I’m fascinated by their diverse educational experiences. Being in class with them has made me a better teacher and administrator,” he said. “I consider myself a lifelong learner. I always want to improve.”

In addition to teaching, Steve has had a successful career as a college and high school football coach. He was Viewpoint School’s inaugural head coach leading them to an undefeated season and league championship. He also coached a local high school team that became number one in the state and number two in the nation, and in total, Steve has coached seven National Football League players.

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When Steve came to St. Margaret’s in summer 1999, he coached football and later enjoyed announcing varsity boys and girls basketball games for nine years. He has been the faculty sponsor of numerous clubs, and overall he has taught Advanced Placement mathematics coursework for almost 30 years.

Characterizing his teaching style as active and energetic, Steve said, “I utilize problem-based learning requiring students to use higher levels of thinking. Teaching my students to think and have independence of thought is my goal.”

This is a goal that senior Brandon Price has appreciated throughout his years as Steve’s student. “Thanks to Mr. Sherman, I’ve realized that sometimes the most obvious way of solving a problem isn't always the best or even correct way. I've been able to apply what I've learned from him in other subjects and even outside of school,” he said.

Senior Emily Venable agrees: “Mr. Sherman is able to not only challenge students, but also to make them comfortable with being challenged.”

“I love the challenge of teaching high school students,” said Steve. “Adolescence is never dull – it is always fun, fresh and new. High school students are mature enough to have intellectual conversations with, but still open to considering new ideas. I enjoy watching them mature into young men and women.”

Attending educational seminars and conferences is a priority for Steve. He is known as a national speaker on the subjects of math and football. Outside the classroom, Steve is a serious do-it-yourselfer, having designed and built a mountaintop cabin on 40-acres of land in Colorado. “This was a dream of mine that I’m proud to have accomplished.” Steve also enjoys hiking, the outdoors, sports, financial planning, crossword puzzles, traveling, and spending time with family. His strong faith in God is a stabilizing and inspirational part of his life.

Sharing St. Margaret’s with his wife, Karen, events coordinator, and daughter Cassie, junior, has been a bonus to him. Steve also has a 26-year-old son who is currently living in Seattle working on National Geographic cruise ships as an aquatic instructor.

Former students have shared with Steve that what he teaches transcends the classroom. He is proud when they return telling him how prepared they were for advanced math courses, even in top schools. He is also pleased that when he served as senior class dean (20062011), he had many conversations about life, parents, social situations, and career paths that had nothing to do with math per se. “As an educator, I also enjoy the focus on the affective side of education, that is, the aspect of adolescence that complements academics.”

Senior David Freed, another student of Steve’s for several years, concurs. “Mr. Sherman doesn’t just teach math; he teaches some of the most important life skills. His ability to read people and empathize with them is really special.”

Steve can’t imagine a more satisfying collection of teenagers.

“They’re so talented, environmentally aware, and giving of their time and energy. I love their passion, whether on the athletic field, onstage, or in the classroom,” he said.

Tess Posvistak

By Chriss Bonhall At St. Margaret’s, Tess says, “I found my bliss!” Discovering her true calling, however, took a circuitous route.

Tess is a longtime resident of San Clemente, having attended Palisades Elementary School, Shorecliffs Middle School, and San Clemente High School (Class of 2003). During her school years, she kept active as a cheerleader and member of the Associated Student Body and studied dance, piano and violin. She also spent seven years swimming competitively with the South Coast Aquatics Team, participating in the Junior Olympics twice.

She graduated in 2007 from San Diego State University with a degree in communications with allied discipline in public relations. During summers, she loved interning at Warner Bros. Studios in the Publicity and Special Events Department.

After college she continued her career in publicity at Paramount Studios, but it did not take long for Tess to feel that she was not where she was meant to be. “I wanted a job that was gratifying, a job that made me feel that I was giving back and making a real difference in this world.”

Several members of Tess’ family have worked in the field of education. When Tess had an opportunity to observe her cousin teach second grade, she felt drawn to education as a vocation. “I was touched by the positive impact my cousin had on her students,” she said. “I saw how passionate she was about her occupation, and knew, at that moment, this was my calling.”

She began to focus on launching her career as a teacher, completing her Multiple Subject Teaching Credential through National University in 2009. She became interested in St. Margaret’s through her mother-in-law, St. Margaret’s Instructional Technology Support and Computer Science teacher Londa Posvistak, Tess started dating Londa’s son at age

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Tess also enjoys challenges outside school. She teaches a “Pilates-inspired” workout at a local studio, and she and Kyle often go hiking with their Australian Shepherd, Coco. The couple loves traveling and paddleboarding, and this winter Tess learned to snowboard. She and Kyle completed the Camp Pendleton MudRun last year. “It was the first time I had run a 10K race, and not just any race, but a challenging run over six miles with hills and obstacles, running through mud, sand and gravel, and even swimming at some points.’’

They liked it so much that they plan to participate in more races like it in the future.

16, and she and Kyle were married in August 2010. Londa encouraged Tess to visit the campus and, after Tess met faculty members and students, she knew she wanted to be a part of the community.

Tess’ first position was teaching assistant in Kristin McDaniel’s first-grade classroom in spring 2008. She enjoyed St. Margaret’s so much that she began working at the Extended Day program. Subsequently, when she was hired to teach third grade for the 2009-2010 school year, she was overjoyed.

Since then, Tess has gained the title of Lower School summer school coordinator, as well.

Tess describes her teaching style as firm, fair and most of all fun. “My students say I make learning enjoyable and engaging. Students say I am a good listener and am supportive and kind. They know that I respect them as individuals. I make each of them feel important and valued. Their opinions matter.”

One of her approaches is creating songs for use as memory devices. “My students from previous years still tell me they sing my songs to help them remember formulas, for example, songs I’ve created to help them remember math lessons.’’

Mick Vollmer, third-grade team leader, appreciates Tess’ team spirit. “She is an amazing teammate who constantly brings new ideas for third grade. Her kind demeanor and positive approach allow her to build strong relationships, not only with her students but also with her colleagues.”

Tess found a new passion with after-school clubs and last year began supervising Beginning Robotics with LEGO® WeDos (easy-to-use LEGOs® that introduce robotics). She attended the International Society for Technology in Education conferences with Londa to learn about programs to use in the new St. Margaret’s ICE (Imagine. Create.

Engineer.) Lab. Last summer, the duo presented at the same conference, and they are excited about presenting again this coming summer.

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Tess is proud of what she calls her “nothing ventured, nothing gained” attitude inside and outside of the classroom. “I’m not fearful of trying new strategies and techniques in the classroom. I’m always looking for ways to increase my students’ engagement and interest.”

Jalyn Chun, Tess’ student during the 2010-2011 school year, remembers a lively and stimulating classroom atmosphere: “I like Mrs. Poz because she is nice, fun, and always there for you. In her class, you can let your imagination go wild and still learn.”

For Tess, persistence and commitment are key goals. ‘’I prepare my students to be problem-solvers and independent thinkers. I want them to be able to collaborate with others and be respectful to peers and adults. I encourage them to take responsible risks and to not sit on the sidelines.’’

Tess is proud of the respect that her students show her. “That means the world to me. They are the reason I love my work.

Also, the school’s mission statement is especially meaningful to me. I’m a firm believer of educating the whole child. Our mission statement emphasizes that we educate the mind…and also the heart. Nurturing our students’ character and core values is the focus of what we practice.’’ ●

Thriving in College Class of 2012 Alumni Share Reflections on Their Freshman Year Among the nine classes I have counseled to college, I feel a special connection to the Class of 2012 because I was also the class dean during their senior year. Many of the students in the class remain in close contact, sharing details of their first year of college, which keeps me in the loop on how many of them are doing. The Class of 2012 chose a diverse group of 70 colleges and universities in 25 U.S. states, the District of Columbia, France and Scotland. Thirty-nine percent remained in California. A sizeable number of students in the class enrolled at colleges and universities in Massachusetts (8), New York (7), Texas (7), Colorado (5), Pennsylvania (5), Maryland (4) and Maine (3).

This year, four Class of 2012 alumni, who attend very different institutions, share their first year experiences. Chris Bauer attends the University of California, Santa Barbara; Jacob Garrett is a midshipman at the United States Naval Academy in Annapolis, Maryland; Camille Sheets attends The George Washington University in Washington, D.C.; and Heather Zusman is at Trinity College in Hartford, Connecticut. I was able to visit three of these campuses in March and April, which gave me a first-hand view of these students at their colleges.

Chris, Camille, Jacob and Heather represent the successful experiences of hundreds of St. Margaret’s alumni who are current undergraduate students at 156 different colleges and universities.

Our college counseling curriculum encourages students to have full and engaged experiences when they get to Upper School.

St. Margaret’s students benefit from being guided by advisors, teachers, coaches, chaplains and college counselors who know them well and challenge them to live up to the school’s core values in terms of character, involvement in the community, development of personal and academic talents with balance and breadth, and meeting high expectations. We hope that these are the skills that accompany them when they leave St. Margaret’s.

I beam with pride as I visit our alumni and see them as successful members of their college and university communities.

Reading the reflections of these four students illustrate that our students are making good college choices, and that they are very well prepared when they arrive on their college campuses each fall. >>

By Roland Allen, Director of College Counseling

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The George Washington University

will find their place. Though some at GW grumble about the high tuition rates and exclusivity presented in some facets of the student body, I feel so blessed to be at a place that has helped me enjoy my college experience. This year has taught me many things that I will not only hold with me in my future years, but will use to help those who come after me who may struggle with the challenges of college life.

Camille Sheets, The George Washington University

Chris Bauer, University of California, Santa Barbara

I am more than halfway through second semester and I cannot believe I will be done with my freshman year of college in a month! My experience here at The George Washington University located in the heart of Washington, D.C. has been so amazing and unique. It is incredible to look back to first semester and see how much I have changed and learned. I remember applying to GW and being so fascinated with the quote “Only at GW,” which promoted D.C. experiences not to be found anywhere else. Since that time, I have found this saying to be true. In the past year, I have watched the presidential motorcade drive through campus, stormed the White House on election night, attended inauguration, gone to a Macklemore concert on campus, and even experienced a sunrise Easter service at the Lincoln Memorial.

It did not take long for me to feel comfortable in the University of California, Santa Barbara community with the awesome weather, engaging classes and a vibrant social life.

There is not much more one could ask for in a college experience. My first two quarters have been filled with the classic college freshmen struggles; sharing a tiny dorm room with complete strangers, navigating a massive college campus and balancing a social life with long hours in the library.

However, looking out of my ocean-view dorm has helped to ease the stress of freshmen year. The community is truly alive on warm sunny days where students can be found running, biking, surfing and exploring the endless outdoor opportunities.

Not many college communities are organized like UCSB, perched on cliffs overlooking the ocean. Adjacent to campus, the beachside community of Isla Vista offers a wide variety of dining experiences and houses the majority of upperclassmen.

It took a while for me to adjust to college life, to be honest.

As amazing as college is, no one ever told me why this adjustment was so hard. I missed home a ton and had to fight off the loneliness that comes with being a first semester freshman. Living with a roommate is an experience in itself and I was not used to being in a city without a friendly face to rely on. I had to learn to make friends, spend my money wisely, do my own laundry, force myself to spend countless hours in the library, and still manage to get some sleep. On campus, it took me a while to get myself involved. Though I was (and still am) involved in a few Bible studies and campus ministries, I knew I wanted to do even more. I went out on a limb and joined a sorority in the fall, but did not participate much until second semester when I took an executive council position as the sorority’s photographer and historian.

I took a leap even further and joined the school’s newspaper, The Hatchet, as a photographer. Besides learning some great leadership and photography skills from these organizations, I also got to meet some incredible people I never would have come into contact with unless I had made the effort to join these groups.

GW has proved to offer more than just a location in D.C. The academics here have ranged from big lectures to small discussion classes. My favorite classes being a film photography class, biological anthropology, and even a mandated university writing class that focused on the television show Mad Men. St. Margaret’s definitely prepared me for the rigorous education that one expects from a university and without that preparation I do not know where I would be. I came to GW to major in criminal justice and have since decided I want to minor in international affairs with a concentration in security policy in order to pursue my dream of working in national law enforcement. I know that my school, experiences and location will help me attain this goal through my hard work.

Freshman year is hard. There is no doubt that freshmen at any school will have their ups and downs, but ultimately everyone

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The most important way to avoid getting lost among the thousands of other ambitious undergraduates is to get involved in one of the many groups on campus. The countless clubs, sports and active Greek life provide limitless opportunities to connect with like-minded students. Participating in the lacrosse program beginning my second week of school definitely made my transition from a small high school to a massive public university much easier. Enjoying the ocean side homes occupied by the upperclassmen on the team gave me a taste of what the future holds.

University of California, Santa Barbara The transition from small high school classes to huge lecture halls was one of the biggest hurdles of freshman year.

Thankfully the quarter system allows students to take a variety of classes, which helps keep school interesting throughout the year. Classes in the political science department at Santa Barbara have offered interesting, unbiased insights to state, federal and international politics. Political science is a very writing intensive major, but thankfully the writing skills learned during my years at St. Margaret’s have put me far ahead of many other undergrads. The level of writing expected up to this point in my college career has been very similar to what was expected throughout my career at St. Margaret’s.

Overall, the first few months of college have come with their challenges, but the environment at UCSB is one with endless social and academic opportunities. I am proud to be a Gaucho and thankful to be a part of such an active and diverse university.

Trinity University

Heather Zusman, Trinity College

“When the going gets tough, the tough get going.” As each day comes and goes, this is the quote that has spoken to me most throughout my freshman college experience. I am a Trinity Bantam—a chicken many know us to be. My experience has been eye opening and life changing. From pre-orientation camping trips, to coxing the men’s freshmen 1 boat and winning first place at Dartmouth Green Monster, to academically challenging myself in advanced Chinese 301, and to surrounding myself with members of The Mill, I have learned more about myself than I ever thought I could in a mere three months.

I came to Trinity College in Hartford, Conn. as Heather Zusman, an individual, not the second of three, and find myself constantly talking about my inspirational siblings, Jenna and Nick. Cliché as it may sound; college really is a place to find your true self.

What made my transition from St. Margaret’s to Trinity College a bit more stress free was the pre-orientation program I signed up for, Quest. Quest is a traditional freshmen camping trip where students learn camping necessities and bond in small, close-knit families for four days. Though it was only a total of five nights and four days, I have never become so close to a group of people in as short of a period of time.

The idea that we relied upon each other to make it up scaling rocks was an introduction to the reliance I now have with my classmates and teammates.

The people who have made all the difference in my experience are the professors on campus. Though I originally enrolled in 19th century architecture as an escape from the required science and math courses, Kathy Curran, my architecture professor, has made leaps and bounds for me. The relationships between students and professors, in and out of classes, are comfortable and genuine. My professors have proven that they want nothing more than to see me strive in the classes I enjoy. Originally wanting to focus on pre-med, my path has changed to major in art history with a focus on architecture.

Jacob Garrett, United States Naval Academy The United States Naval Academy experience is far out of the ordinary. I know this essay is meant to focus on my experience rather than the school itself, but some information (and shameless advertising) will be provided. My first year in college really started with a bang. Plebe Summer is a (very) toned down boot-camp style orientation to the academy. It was by far the most formative experience I have had in my short lifespan. The Plebe Summer experience is a rollercoaster, with genuinely hilarious and goofy moments followed in seconds by intense expectations. The summer seemed to last forever, and we could hardly wait for the academic year to begin. We would be able to enjoy classes, friends, being allowed in town (from 12 p.m. to midnight on Saturdays) and have a few less eyes watching us. The reality was, aside from being allowed to use a restroom at will, we gained very little freedom.

United States Naval Academy As we rolled through the academic year, our numbers dwindled a little more, and we confronted the fact that the year would not be what everyone expected. The result of all the 0530 workouts, room inspections, possible and impossible tasks is teamwork. The principle is simple and while unpleasant, effective. I was confident while leaving St. Margaret’s Episcopal School that there was a community there I would never be able to replicate anywhere else. This is no less true than the day I threw my cap, but I have found the small group of 40 of us who have gone through so much together have rapidly developed friendships astoundingly close and supportive. By now you may have guessed this is the reason I cannot stop myself from using the word “we” when I talk about my experiences. I am not saying I love everyone I know here, but I do claim that the way USNA breaks down into military units makes the 4,000 student school feel like the 100 person class I loathed leaving.

While I make these assertions about the academy it must be stated that USNA is very much what you want out of it.

I meet new people every day, and for that I am grateful. In addition, while the academy certainly has its restrictions, I found myself doing what is required without a second thought in just a few weeks’ time. The reality is that my experience has had ups and downs like every other college student, and adjusting at first was difficult. However, the people here are a solid, supportive, force to be reckoned with.

Also, I anticipated a hollow hole of depression and yelling, and what I got was a place balanced by positive moments just as intense as negative ones. There is no place I would rather be, and frankly I have never been more excited to say I have three years left.

Ever since my lower school art classes with Mrs. Mary Mayer, I have always had a fond passion for studio arts. Excited to continue my involvement with The Mill, an arts oriented theme house, I will help design and construct one of the many student inspired rooms. Coincidentally, the theme of the room directly correlates to my freshman seminar: The Experience of Religious Art in Asia. The Tibetan themed room will begin its recreation at the start of the second semester. I cannot wait to see “Om mani padme hum” stenciled and painted in gold on the richly red painted walls! summer 2013

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A L U M N I

P R O F I L E

A Life in the

Arts F

By Darcy Rice, Director of the Arts

or many years, St. Margaret’s Episcopal School has demonstrated a strong commitment to

arts education through its talented arts faculty and innovative programs. That commitment now has a significant visible symbol, the new Performing Arts Center, which has enabled us to expand our already robust arts programs.

Arts education at St. Margaret’s is intentionally designed to provide a rich and deep experience for all of our students, from the very youngest to the accomplished senior. Because we believe that arts education is an essential and integral part of a St. Margaret’s education, the arts are not treated as an optional experience for only a few students, but rather as an integrated element of every student’s life. We focus on teaching our students the lessons that the arts teach best: creativity, innovation, collaboration, synthesis, empathy and global understanding. All of these skills are essential to success in a 21st century world.

Although our arts programs are designed for the benefit of every student, we also have the resources to meet the needs of those students who develop a particular artistic passion.

Those students who want to dig deep into their work have opportunities that are commensurate with their passions.

As a result, we continue to graduate students who go on to college in arts-related majors and from there onto careers in a wide sweep of arts professions.

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The alumni profiled in this article represent only a few of our graduates that have gone on to pursue careers in the visual and performing arts. St. Margaret’s graduates may be found in many artistic programs and professions, as designers, musicians, actors, writers, directors, producers and a host of other arts-related areas. Countless others have seen tangible benefits from the arts education they received during their years at St. Margaret’s even as they pursue careers outside the arts.

The arts education experience at St. Margaret’s Episcopal School has been transformed by the opening of the Performing Arts Center.Yet, it is interesting to note that these graduates who did not themselves have the opportunities provided by the new facilities were inspired by the arts education they received during their time at St. Margaret’s, and were well-equipped to pursue continued study, and ultimately a life in the arts.

By Nicole Peddy A member of the Class of 1993, Sonya Lee has garnered a reputation amongst audiences as a pianist who plays in “the grand Romantic tradition, with flawless technique, a marvelous variety of colors, and exquisite phrasing.” Having performed at world-renowned concert halls including Carnegie Hall’s Weill Recital Hall, Alice Tully Hall at Lincoln Center, the Wheeler Opera House in Aspen, Colo., Create Center Hall in Osaka, Japan, the Honen-in Temple in Kyoto, Japan, and the Salle des Colonnes in Fontainebleau, France, Sonya’s first performance was at the age of five.

“Practicing and performing made up the bulk of my childhood, so for me, it was part of my daily routine that became my passion,” said Sonya when asked when she decided that this was what she wanted to do in life.

“Making a life in classical music is challenging and humbling.

As a performer and as a teacher, there is always more to learn and discover. There is also a great reward in meeting people, especially children, after a concert who have never heard classical music and having them say how moved/excited/ surprised they were by it. I love that.”

Sonya first came to St. Margaret’s Episcopal School in grade 3. “We didn’t have an auditorium. In fact, there were only three students in the school orchestra – a cellist, and two violinists! Fortunately for us, the music/arts classes we did have were headed by some very capable and caring teachers who went to great lengths to help grow the programs, and create opportunities for students to perform. For me, this meant teachers rolling out an upright piano onto the black top during a Lower School sporting event just so I could play a piece, encouraging me to take on accompanist duties for the Upper School choir, and invitations to perform in

Chapel. I didn’t know it at the time, but the accumulation of all of these opportunities as a Lower School student all the way through high school gave me valuable performance experience as both a soloist and a collaborative pianist that many young musicians would not have otherwise.”

A graduate of The Juilliard School, where she studied with Grammy-winning Pianist Emanuel Ax, Sonya was born in Tokyo, Japan and raised in Orange County, Calif. She began musical studies at the age of two. In addition to performing, Sonya is an avid educator and has been a faculty member of The Juilliard School’s Music Advancement Program, a guest lecturer at New York University’s drama department, and has given master classes for aspiring young pianists in Japan. She also maintains a studio of exceptional private students in New York City, Orange County and Los Angeles.

Additionally, Sonya has collaborated with Rivers Cuomo, the lead singer of the alternative rock band Weezer.

“As a huge fan of rock music, it has been thrilling to perform with Rivers Cuomo of Weezer, who is an incredible musician that I respect very much,” said Sonya.

When asked what she enjoyed most about the arts program at St. Margaret’s, Sonya said, “When Sillers Hall was built the fine arts department finally had a venue for school musicals, art exhibitions, and of course, concerts. It allowed for the abundance of talent in both students and teachers to be showcased, which felt wonderful for the artistic community at St. Margaret’s. Whether art and music are being created in classrooms or at the stunning new Performing Arts Center, the arts program at St. Margaret’s was, and will always be, great because of the teachers and their vision for the students.”

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Sonya Lee

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Adam Blumberg Ad g Adam Blumberg graduated from St. Margaret’s Episcopal School in 1998 and went on to receive a Bachelor of Arts in theatre and drama from The University of Wisconsin, Madison.

“Most of my studies and extra-curricular activities [in college] were related to the arts. I even tried to make any of my science or other required courses somehow related to the field – I literally took a class called ‘physics in the arts,’” said Adam. “In the end, I performed in about 15 plays or musicals, including one opera. It was great to be in some big productions of long-established shows. But, what I really enjoyed was working with the playwright students. Working on new plays as an actor, director or producer was very rewarding. Of course it was great to be in a grand opera written by Handel with a 60 piece orchestra, or a production of ‘Man of La Mancha’ with amazing sets and a huge cast.

But, sometimes a “work in progress” production in a small, black-box theater with limited funds was really special too.

And, it’s the skills I learned working on those productions that are still so important to my career today.”

According to Adam, making the transition from exploring the arts in an educational setting, whether in high school or college, into the real world wasn't easy. “I had several jobs after I graduated. I was selling shoes, cleaning carpets, tending bar at the Orange County Performing Arts Center, giving tours at Universal Studios Hollywood, and doing a one-man show called Fun & Discovery with Bubbles, for school assemblies and children’s hospitals – all at the same time!”

He finally landed his first job as a writer’s assistant for EmmyAward winning writer-producer Gail Parent working on projects such as Walt Disney's Confessions of a Teenage Drama Queen starring Lindsay Lohan. “It doesn't sound that glamorous, but being a Hollywood assistant is where it starts for most of us in the film and television industry. I learned a lot about how a movie is written and ultimately produced.

That led me to work with amazing, talented people like Tracey Ullman and some top television directors and producers. My next job was working for Lauren Graham (Parenthood, Gilmore Girls) at Warner Brothers Studios developing new TV show ideas with her. I had my own parking spot with my name on it, an office on the lot, and I was rubbing elbows with movie stars every day. I felt like I had really arrived in Hollywood!”

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Currently the director of development fo ffor E Entertainment One Television (eOne), an international television and film studio responsible for the development, financing, production and worldwide distribution of television shows and feature films to more than 500 broadcasters in 150 countries including critically acclaimed and award-winning series such as: The Walking Dead and Hell on Wheels (AMC), Rookie Blue (ABC), Hung (HBO), Steven King’s Haven (SyFy), the Twilight movies and many more, Adam works with writers to come up with new ideas for television shows and pitch those ideas to the networks.

“Ninety-eight percent of the projects I work on never make it to air. That’s probably the most difficult thing about being a television executive – that and the fact that often times “business” gets in the way of art. My job is really where “art” and “business” meet,” said Adam.

Adam’s participation in organized arts began at St. Margaret’s when he auditioned for “Alice in Wonderland” a few weeks before starting sixth grade.

“It was my first audition, and the first time I was in a play with costumes, staging, lights, makeup – everything. From there I participated in about a dozen plays at St. Margaret’s. It is where my love of theater and storytelling really developed.

All of our plays were in Sillers Hall. It is so great to see the new arts building and theater on campus. The students now are very lucky to have such a world-class space.”

A lifetime founding member of The Global Theatre Project, Adam currently lives in Los Angeles with his wife Dana, and their cat Ella.

“I wake up every morning excited to go to work. I have to pinch myself every now and then because I'm so lucky to be doing what I love and I’ve managed to establish my career in the arts. I get to come in to work each day to develop TV, watch TV, talk about TV, make TV; and then I go home and watch more TV. I still have a long journey ahead, but so far I’m happy and creatively satisfied every day.”

Currently finishing her fourth year at Northwestern University in Illinois, double majoring in theater and radio/ television and film in the university’s prestigious musical theatre certificate program, Desiree Staples graduated from St. Margaret's Episcopal School in 2009. A major contributor to the arts at St. Margaret’s since joining the school in grade 3, Desiree is now immersed in the arts at Northwestern where more than 80 productions are offered each year.

“I have had the amazing opportunity to be involved in more than 30 of Northwestern University’s Theatre and Interpretation Center’s main stage and student musicals; my favorite credits including playing the Drowsy Chaperone in the “Drowsy Chaperone,” Paulette Bonefonte in “Legally Blonde,” Cinderella’s stepmother in “Into the Woods,” and Mae in the Theatre and Interpretation Center’s “The Pajama Game.””

This spring, Desiree starred as the wicked witch in Northwestern’s Theatre and Interpretation Center’s “Flying Home,” and Northwestern’s 82nd Waa-Mu Show.

“The Waa-Mu show is one of Northwestern’s longest traditions where more than 50 students write an entirely new musical with a completely original score and book every year,” explained Desiree. She is also on the creative team for Waa-Mu this year as one of the three head musical writers.

“This year, Waa-Mu’s plot is based on what happens when a group of school boys fall down the rabbit hole, over the rainbow and straight on till morning into the stories of Dorothy, Wendy and Alice in “The Wizard of Oz,” “Peter Pan” and “Alice in Wonderland.””

Part of the program for four years, Desiree just completed her first year as director for Out Da Box, Northwestern’s improv and sketch comedy group, and will be performing in the university’s Fourth Annual Songwriter’s Showcase in New York City. She will also be singing and presenting a myriad of songs her and her peers have written for the New Musical

Theatre Cannon, including the song “Cursed,” that she wrote for Waa-Mu this spring for a 2,000-seat audience.

Additionally, every Saturday morning Desiree hosts her own radio show called Broadway My Way on 89.3 at Northwestern and Chicago’s radio station The Sound Experiment. The show plays exclusively Broadway tunes and Desiree gives her listening audience musical theatre news, commentary and interviews with the industry’s biggest names.

Her favorite experiences as of late include being the nationally recognized “Agnes Nixon” and the “American Music Theatre Project” at Northwestern University. She has also dabbled a bit in producing. “I’m most proud of ‘8’ the stage reading premiere in Chicago that I produced, which is based on the Proposition 8 trial for lesbian, gay, bisexual and transgender rights that occurred in California in 2008.”

“It’s kind of amazing how well prepared St. Margaret’s arts program equipped me for the arts at Northwestern. I chose Northwestern coming out of St. Margaret’s because I found it a core foundation of my acting belief and training that real actors come out of real people, and well-rounded multifaceted life experiences, and that it takes an extremely intelligent actor to be a good actor. And, so, I knew coming from such an academically rigorous school like St. Margaret’s that I needed to keep challenging and continuing to further my education, which has made me so well-rounded and has taught me so much in every subject. I’ve always been told how focused, organized, and respectful I am in a professional process and how much of a quick study I am – I know that’s because I was held to the highest standards by my teachers at St. Margaret’s.”

In addition to Desiree’s studies at Northwestern and her involvement in the campus arts program, she is constantly auditioning in the “real world,” getting ready to be a professional actress as soon as she graduates.

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Desiree Staples S

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Anik Dang Currently the owner and operator of 17th Street Recording Studio and 17th Street Records LLC, a professional recording studio that provides songwriting, production and recording services, Anik Dang is a member of St. Margaret’s Class of 2003. Based in Costa Mesa, Calif. the studio provides complete services for artists looking to write and record songs that will give them the best opportunity to obtain a record/publishing contract. The studio was awarded Orange County’s Best Record Label from OC Weekly in 2012, and in 2013 Anik and his business partner, Lewis Richards, were nominated as two of the five best producers in Orange County by OC Music Awards.

A graduate of California State University, Fullerton’s Mihaylo College of Business and Economics, Anik continued with the college’s entrepreneurship program and started a clothing line. “I worked with graffiti artists and tattoo artists for the designs, and used the schools resources to create my supply chain,” said Anik.

After college, Anik worked in the real estate industry buying and selling homes, and also started a social media company, which nearly led him to work with Viacom and CBS in China. “Unfortunately, circumstances led me to close those doors, and I found myself at a crossroad,” said Anik. “My closest friends were all musicians in some right, and I decided I would use my time to help them grow their careers.”

Anik’s first record label, Hot Dang! Studios, was started in 2008 with former St. Margaret’s student Jourdan Gallemore.

“The connections and community that I met through St. Margaret’s has been extremely influential,” said Anik.

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Studios in Anik and Jourdan closed the doors of Hot Dang! Studi 2010 and Anik formed 17th Street Recording Studios with his current business partner. The company was incorporated in November 2010.

“The challenges [of opening a business] are endless. Our recording studio and record label is more or less a one in a million business. We run the company without any employees, and every day is different. Some days I am the executive, the producer, the director, the manager, the agent, the photographer, the editor, the graphic designer, the janitor, the intern, etc...I could go on forever. But, really the tough part starts after the music is made. In my experience, the hardest thing is getting people to listen. Once you do that, the next hardest thing is collecting your money,” said Anik.

When asked about the highlights of his career, Anik said, “I am most proud of the acts on our label. Micah Brown won the 2011 Acoustic Artist of the Year, and the 2012 and 2013 Best Folk Artist from OC Music Awards. He was also nominated for Album of the Year, which was great. The Originalities took home Best Surf Award this year as well, which was well deserved. The best highlight I have so far is probably my nomination for Best Producer this year.

“I love my job, not a lot of people can say that. At the end of the day, making music is about creating a positive vibration.

I know the music we make changed lives and perspectives, and it is extremely rewarding. It is definitely the hardest job I’ve ever had, but I wouldn’t trade it for the world,” said Anik. ●

C L A S S

1988 ................................

Class of

N OT E S

2004 ................................

Class of

Kathleen Neely Macomber Kathleen moved to south Florida last fall, where her husband Will is developing water desalination plants. They are exploring their new state with their daughter Pilar, who is now in the third grade. They are an hour north of Miami and welcome visitors!

Class of

1997

................................

Joshua Del Pino Joshua is finishing his first year as a prefectural advisor for The Japan Exchange and Teaching Program in Matsue City, Japan.

1998 ................................

Class of

Florrie Hallenbeck Willis Florrie and her husband Patrick welcomed their first child Georgina Winters Willis on January 11. All are happy and healthy living in Tampa. Florrie is continuing to work for Lincoln Financial Group.

Meagan (Brown) Kraszewski Meagan and her husband Kyle doubled the size of their family this past year. Identical blessings, Addison and Kelsey, joined their family on September 7, 2012. Kelsey had a bit of a rough start and spent the first 2 1/2 months in the neonatal intensive care unit at the Ann and Robert H. Lurie Children’s Hospital in Chicago where Meagan and Kyle live.

She is progressing well.

Lesley Ann (Guinther) Geivett Lesley Ann married Tyler Geivett in her home town of Irvine, Calif. on July 14, 2012. The happy couple continue to reside and work in Los Angeles.

1999 ................................

Class of

China Hanson China graduated from University of California, Irvine this past December with a PhD in microbial ecology and evolution. In early 2013, she began a two-year postdoctoral research position at Newcastle University in the United Kingdom to study bacteria in deep sea oil seeps.

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2005 ................................

2009 ................................

Class of

Class of

Christopher Benderev Christopher spent time in Japan working on a series of articles for National Public Radio and Public Radio International on life in the country after the 2011 tsunami.

Chris intended to maintain awareness of the lives of everyday people as they seek to rebuild their lives. He followed volunteer photographers from around the world as they took new family portraits to replace those lost in the aftermath of the devastating events.

Alyssa Hopper Alyssa has been named to the Dean’s List at Hamilton College for the 2012 fall semester. To be named to the Dean’s List, a student must have carried throughout the semester a course load of four or more graded credits with an average of 3.5 or above. Alyssa is a senior at the college majoring in art and English.

2007 ................................

Class of

Clara Karger Clara is graduating from Indiana University (Bloomington) in May with a Bachelor of Science in history and a minor in psychology, with a certificate from the Liberal Arts Management Program. She was invited to join the corps for TeachForAmerica, and will be attending the month long teaching institute in Phoenix in June. Starting in July, she will be in St. Louis for two years as a teacher in early childhood education.

2011 ................................

Class of

Kate Lanni and Chad Giacopelli On July 15, 2012 in Laguna Beach, Kate Lanni married Chad Giacopelli in a private ceremony at Laguna Presbyterian Church. As Tartan alumni from the same St. Margaret’s graduating class, they recognize a lasting bond was formed into a lifetime of marriage, friendship, love, and the beginning of a new family. Kate and Chad are grateful to St. Margaret’s for giving them the opportunity to meet and fill their lives with such joy.

2008 ................................

Class of

Liz Simon Liz is a behavior data analyst at the Marcus Autism Center, part of Children’s Healthcare of Atlanta. She is presently working on her master’s degree in public health, specializing in epidemiology. She runs half-marathons in her spare time.

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Carlye Porrazzo Carlye was recently accepted as a member of University of Southern California’s Premier A Cappella Group, the SoCal VoCals. The VoCals are three-time winners of the International Championship for Collegiate A Cappella (2008, 2010, 2012). The group just released their seventh studio album, “Permit to Harmonize,” and spent spring break on a Florida tour where they performed at local colleges and high schools. They concluded the tour by singing the national anthem at a Miami Heat game. Carlye also serves on the board as the business manager and negotiates the group’s contracts for local performances at private parties, premiers, schools, conventions and numerous USC events.

A L U M N I

Five New Alumni Council Members Recently the Tartan Alumni Association proudly welcomed five new volunteer board members, who each bring a variety of strengths to the organization. For more information and to express an interest in joining the Tartan Alumni Council please log on to: www.smes.org/alumni

R. Chris Allen (Class of 1989)

U P DAT E S

Alumni Events 2012 Tartan Tee-Off On Monday, October 1, 2012 at the Newport Beach County Club, alumni participated in the Annual Tartan Tee-Off Golf Tournament, helping raise money for St. Margaret’s financial aid program. Alumni are always invited to participate in this exciting tournament. Save the date for this year’s tournament on Monday, October 7, 2013 at El Niguel Country Club.

Sign-up online at www.smes.org/teeoff.

Alyson Barker, Esq. (Class of 1999)

................................

Kurt K. Belcher (Class of 1997)

Dr. Kerry Parker Burnight (Class of 1987)

All Alumni Reunion At El Adobe in downtown San Juan Capistrano, the Tartan Alumni Association hosted the Second Annual All-Alumni Reunion on Friday, June 8, 2012. With tremendous support from alumni of all ages, more than 120 alumni gathered to reconnect, share stories and honor retiring Associate Headmaster David Boyle. Tartan Alumni Association President Dr. S. Todd Newman (Class of 1991) presented Mr. Boyle with an honorary diploma from St. Margaret’s Episcopal School and officially welcomed him as a fellow Tartan!

Jennifer Wolfe M.A., LMFT (Class of 1991)

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Summer 2012 Class Reunions Class of 1987 – 25-Year Reunion On Friday, August 17, 2012 the Class of 1987 gathered at Jennifer and Lance Blount’s home in San Juan Capistrano with classmates and their families for a fun-filled afternoon and evening, bounce house included! They even found themselves pulling out old yearbooks into the wee hours of the evening remembering classmates that were unable to attend.

Alumni Christmas Party The Tartan Alumni Association hosted the Annual Alumni Christmas Party at Marbella Country Club on Thursday, December 20, 2012. The evening was a great time for classmates to reconnect and fellow Tartans to mingle. The Lobby Bar at Marbella overflowed with more than 150 alumni, making this another record attendance event.

................................

Alumni Holiday Classics Boys Alumni Basketball Game

Class of 1992 – 20-Year Reunion On Saturday, October 27, 2012 the Class of 1992 gathered in the lobby of St. Margaret’s Episcopal School’s new Performing Arts Center to enjoy a reception, a facility tour led by former Associate Headmaster David Boyle and a sit down catered dinner. Following the dinner, the reunion continued late into the evening at Tannins Restaurant and Wine Bar across the street from campus.

Class of 1997 – 15-Year Reunion On Saturday, August 25, 2012 the Class of 1997 gathered in the private dining room at South of Nick’s in downtown San Clemente. Guests enjoyed catching up in the relaxed atmosphere and discussing the classes’ upcoming 20-year reunion.

Class of 2002 – 10-Year Reunion On Friday, June 29, 2012 the Class of 2002 hosted a beach bonfire in San Clemente to kick-start its reunion weekend.

Beachgoers enjoyed watching the sunset, making s’mores and recalling the countless nights of bonfires enjoyed throughout their senior year. On Saturday, the class gathered in the lobby of St. Margaret's new Performing Arts Center to enjoy a sit down dinner and a facility tour led by David Boyle.

Coed Alumni Volleyball Game

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Class of 2007 – 5-Year Reunion On Saturday, August 18, 2012 the Class of 2007 hosted its reunion in St. Margaret’s new Performing Arts Center, the evening began with a facility tour led by Headmaster Marcus D. Hurlbut and David Boyle, which included classmates safely walking on the tension grid suspended high above the main stage. A sit down dinner ended the evening as classmates remembered their days at St. Margaret’s.

Alumni Career Forum

Friday, January 25 marked the second annual Upper School Alumni Career Forum, with 27 St. Margaret’s alumni returning to campus to impart their wisdom on the entire Upper School student body.

Alumni presented during two, 30-minute classroom sessions.

They began each session talking about their path from St. Margaret’s through college and onto their current careers.

Students were able to connect with alumni from a multitude of backgrounds. Tips and suggestions were offered to help students navigate their own paths after St. Margaret’s through college and into a career field. Each session ended with more than ten minutes of questions and answers. Many students attended sessions in hopes of networking for a possible summer internship or finding a host for their Independent Senior Projects, while others tried to find a potential career field.

new alumni coming back to campus and additional sessions, it was another home run. As the Alumni Association looks ahead we hope to expand our involvement in the Upper School through hosting more ISP’s and possibly creating a mentoring program. Over the past couple of years we have been able to connect alumni for job opportunities, internships and professional assistance but it has been on a small scale, moving forward we would really like to expand on this in a way that is sustainable and further deepen our lifelong involvement in the school. We hope to continue to be a resource for not only alumni but current students and faculty, as well,” said Ian Tacquard (Class of 2002), manager, Alumni Relations and Special Events.

“The Upper School Alumni Career Forum was a unique opportunity for Upper School students to connect with St. Margaret’s alums from all fields. Students described the sessions as helpful, thoughtful, and inspirational. It was a great chance for our students to form networks and contacts as all the alumni were generous with offers to support our current students. I was particularly pleased to hear all the alumni speakers remark, regardless of timing, connections or talent, that hard work still matters. Special thanks to our alumni for continuing to support St. Margaret’s,” said Upper School Principal Tony Jordan.

“This experience allows the students to broaden their scope of career aspirations. It is an excellent opportunity for them to be exposed to a variety of career paths and freely participate in a Q&A, allowing them to continue to feel confident to explore new career concepts, as well as existing career goals.

It is a pleasure to participate in such an exciting event,” said Brooke Ziccardi (Class of 1996), principal, Ziccardi Designs.

“I thoroughly enjoyed participating in the Upper School Alumni Career Forum. I was impressed by the sophistication of the students, as they are much more aware of the world that they live in today then I was at their age. Mental health issues are complex, and I am amazed at how attune they all are about specific psychological studies, ranging from addiction and forensic studies to psychiatry specialties. I was also honored, as many of the students stayed after both sessions to share their own personal experiences with me,” said Jennifer Wolfe (Class of 1991), clinical manager, Therapeutic Behavioral Services.

“The Alumni Association was thrilled to host the second annual Upper School Alumni Career Forum this year, with

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“We were incredibly pleased with the impact of this year’s Alumni Career Forum. Since its inception, only one year ago, it continues to be a unique opportunity to bring current students and successful alumni together to look toward the future,” said Dr. Todd Newman (Class of 1991), anesthesiologist and critical care physician at Hoag Hospital.

Parents of Alumni

Below is a list of alumni speakers who attended the event: Chris Allen (Class of 1989) – Manager of Global Learning & Development, Panasonic Avionics Erin Newman Armstrong (Class of 1998) – Critical Care Nurse, Mission Hospital Kurt Belcher (Class of 1997) – Owner and President, STAjets Jennifer (Bourguignon) Blount (Class of 1987) – Lower School Assistant Principal, St. Margaret’s Episcopal School Mike Brown (Class of 1991) – Senior Sales Consultant, St. Jude Medical Corporation Eric Eng (Class of 2001) – Aerospace, Software Developer John Glosser (Class of 1997) – Writer – Producer Nicole Hughes (Class of 2005) – Owner, Nicole Marie Events and Showdown PR Matthew Kasdan (Class of 1999) – Principal, Eclipse Strategies, LLC Taylore McClurg (Class of 2002) – Engineering Systems Architect, Northrop Grumman Aerospace Systems Dr. Todd Newman (Class of 1991) – Anesthesiologist & Critical Care Physician, Hoag Hospital The Rev. Ryan D. Newman (Class of 1994) – Director of Operations and Chaplain, Campbell Hall Dr. Shannon Hilgers Nissen (Class of 1993) – Orthodontist, Hilgers, Nissen & Clark Justin Phan (Class of 2004) –Founder & CEO, PlayMyAd, Inc. Lee Redmond (Class of 2005) – Commercial Real Estate Development and Finance Analyst, HFF, L.P. Ryan Westendorf (Class of 1991) – President, Dragon Metals Trading Company Jennifer Wolfe (Class of 1991) – Clinical Manager,Therapeutic Behavioral Services Dr. Cory Yeh (Class of 1994) – Founder and Surgeon,Yeh Plastic Surgery Brooke Ziccardi (Class of 1996) – Principal, Ziccardi Designs

Law Panel Taylor Chase-Wagniere (Class of 2005) – JD Candidate, University of Southern California Elaina N. Moore (Class of 2002) – Litigator for The Moore Law Group Mark T. Risner (Class of 1986) – Owner, Law Office of Mark T. Risner Spencer Scott (Class of 2005) – 2L Student, California Western School of Law and Officer Candidate, California Army National Guard David Sire (Class of 1995) – Attorney, Law Offices of Edward C. Ip & Associates Andrew Wood (Class of 2003) – Attorney at Law

MBA Panel Novelle Shakeel (Class of 2006) – MBA Candidate at Pepperdine University Rachael Stoddard (Class of 2002) – MBA Candidate at University of Southern California

If you are an alumni of St. Margaret’s Episcopal School and are interested in speaking at next year’s Alumni Career Forum, please contact the Alumni Relations Office at 949.661.0108, ext. 247.

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PAL Brunch and The Sound of Music On Saturday, October 6, 2012 the Parents of Alumni (PAL) gathered at the home of Susan and Buddy Purel for the PAL Brunch. Guests enjoyed mimosas while taking a moment to catch up and mingle. A buffet brunch was served poolside before guests began to head over to St. Margaret’s Performing Arts Center. Tickets were placed on hold for the PAL group to enjoy the inaugural season’s first show, The Sound of Music!

It was a day many will not soon forget as the all-school student performers truly out shined the stunning new facility.

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College Care Packages On Tuesday, February 12, 2013 the Parents of Alumni Association (PAL) came together and assembled the alumni college care packages. In a matter of hours, PAL volunteers assembled hundreds of care packs to send off to St. Margaret’s alumni in college, including undergraduates, full-time graduates and military overseas.

In order to guarantee your Tartan alum gets one of these great packs, make sure to sign them up via our online form each year as their mailing addresses change frequently while in school. We would like to thank all parents who volunteered to help assemble these packs, those who donated food items to be included and those who helped underwrite the cost of this special program. Without their support none of it would be possible.

If you are interested in getting involved in the Parents of Alumni Association please contact Ian Tacquard at ian.tacquard@smes.org or 949.661.0108, ext. 247.

L O O K I N G

B A C K

Once a Tartan, Always a Tartan

By Lisa Merryman, Faculty Emeritus and School Archivist

Chriss Bonhall retired in June 2012, after teaching at St. Margaret’s Episcopal School since 1993.

She first came as a teacher of Spanish, qualified beyond expectations. At a young age she knew she wanted to teach Spanish and prepared to major in Spanish in college. But she took this dream to the next level, and chose to study at Universidad de las Americas in Guadalajara, Mexico.

She was also an important figure in developing a summer session program which allowed St. Margaret’s students to accelerate their program and qualify for Advanced Placement courses prior to their graduation from St. Margaret's.

For many years Carol Ann was also the Upper School summer session coordinator. When the DeYoung Family Math and Science Center was developed, again, Carol Ann was there, giving the critical advice needed to produce a superior facility.

Carol Ann is remembered for her extreme dedication, her foresight, and her visionary pursuits.

Four years later she was as proficient as any native speaker and she brought this gift to St. Margaret’s. During her time at St. Margaret’s, Chriss was always willing to be the Middle School translator, when needed, for Spanish. It was also not uncommon for a teacher colleague to sit in on her classes and learn Spanish. She welcomed them. She never hesitated to assist them in their pursuits of proficiency in the Spanish language.

Her daughter, Natalie (Class of 2007), a “lifer” at St. Margaret’s, enrolled when Chriss began to teach at St. Margaret’s. Natalie had a natural gift for geography and her enthusiasm for the subject spread to Chriss. Subsequently, Chriss switched from teaching Spanish to teaching geography.

Besides her wonderful teaching, Chriss is remembered for her enthusiasm and her calm dedication.

Carol Ann Ingalls

came to St. Margaret’s Episcopal School in 1993 to chair the science department.

She was a critical spokesperson for the sciences and was instrumental in the creation of a very academic science program and facility.

In 1995, she oversaw the design and development of the science rooms in the Gateway Building. When complete, the impressive, state-of-the-art rooms were the envy of some local colleges.

Joe Ingalls

came to St. Margaret’s Episcopal School permanently in 2002. He had taught at the school previously for one year but was courted by a sister school to teach chemistry.

Teaching talent cannot be overlooked, and in the sciences Joe was exemplary.

He was a tireless promoter of St. Margaret’s.

The Admission Office always took prospective parents and students to his highly-interactive classroom. He volunteered for every Open House and he loved to pitch “his school.”

Joe played a large role in developing the University of California, Irvine Summer Science Internship program that started in 2004. He also designed and piloted the first engineering course at St. Margaret’s, and directed the St. Margaret’s summer session for some years. But, through it all, he was there for his colleagues and willing to assist them in any scientific capacity.

Joe is remembered for being early to work every day and for always “being there for the students.”

>>

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The Legacy of David Boyle

By Jeannine Clarke, Lower and Middle School Principal

David Boyle has led our school with humility, humor, hard work and passion for decades. Giving, guiding, encouraging and doing everything he can to inspire and guide each and every student, teacher and parent in his care. David has been instrumental to the success of St. Margaret’s as an institution. During his time at St. Margaret’s, David served in nearly every capacity, some formal and some he inherited due to the very nature of who he is as an educator and a human being. Some of the very best aspects of St. Margaret’s are in existence due to the research, vision and hard work of David. David and I worked side by side for the first 15 years of my career and he gave me so many opportunities for growth and challenge. I learned a great deal from him during the years we worked together. He has always typified the servant leader, getting his hands dirty doing tasks both large and small. No job has ever been beneath David Boyle. He has been found on campus picking up trash, fixing outlets, directing traffic, teaching classes, leading faculty, shepherding parents, as well as strategically guiding the mission and vision of the school. He has cared

1983 – David was named director

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David has a great sense of humor and the faculty and staff has always appreciated his ability to bring levity to even the most mundane tasks. David worked endless hours to ensure the quality of the experience and the success and reputation of the school. He worked long hours and many quiet Sunday afternoons in order to be fully present with the students and the program during school hours.

1982 – With grade 9 added to the

of the junior high.

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David has been a consistent and significant presence on this campus for so many years that many of us walked around this year still expecting to see him coming around the corner.

David Boyle’s lasting legacy is the climate that he thoughtfully cultivated among faculty, students and parents. His primary focus has always been on building relationships with people.

His visible and accessible presence on campus, in the classrooms and at events, has sent a clear message to students, faculty and parents alike that he knows and cares about them as people and appreciates the hard work they do.

school, David began to also coach CIF junior varsity basketball and teach algebra.

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at St. Margaret’s Episcopal School in the school’s second year; his first teaching job. David taught math, sacred studies, science and physical education.

He also coached the first two interscholastic sports, soccer and golf.

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1980 – David Boyle began to teach

for the faculty by helping them to create a thoughtful balance of work and family life. He has always been direct in dealing with difficult issues and because of that people have been inspired to do their very best for him.

1986

– Under new Headmaster Markham Campaigne, David spearheaded the first Western Association of Schools and Colleges self-study, which led to St. Margaret’s accreditation. He continued to lead these studies through 2012.

He was at the core of creating nearly every policy, procedure or process in the early years of the school, and it is due to his work in collaborating with other schools and researching best practices that we have become the high caliber institution we are today.

uniform. Someday, I am certain you will appreciate the lessons learned that separated you from the crowd.You learned that you are capable of completing complex and demanding tasks and balancing many responsibilities.You are an uncommon person due to tough lessons learned.”

David had a reputation with the students as being very rule oriented and creating many strict parameters for their behavior. Although this reputation was grounded in the reality of his clear and consistent boundaries and expectations, no one understood the needs of adolescents better than David Boyle. He created outlets for fun, systems to allow students to just be kids and relished opportunities to let kids push the boundaries a bit. Right under the surface of his image of structure and accountability was a man who loved taking his Middle School advisory boys to spit off the bridge or go traipsing through the fields and trails around San Juan.

David Boyle Eighth Grade Promotion 1998

David has always been an excellent public speaker and he worked to make sure that all of his messages were appropriate for the audience, for the occasion and left the listeners inspired.

“It is probably a good idea to pause and consider why you have earned that praise. Just how much of your formal Middle School instruction you remember is questionable. Larger lessons are, however, indelible on your spirit and sense of self.You have been held to a higher standard in academic performance and personal conduct. Being held accountable is not fun, but it is imperative for your growth.You have developed qualities of good character through self-discipline, hard work and taking responsibility for your actions. It was not easy.You did not want to do hours of homework.You did not want to wear a

changed with the junior high becoming a Middle School of grades 6, 7 and 8; led by Principal David Boyle.

I am confident that our school is in the successful place that it is today because of David Boyle. ●

2003 – David named associate headmaster by third Headmaster Marcus D. Hurlbut.

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2004 – David became Upper School

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1988 – The school’s structure

David Boyle touched the lives of so many people during his years of service at St. Margaret’s. The path of my own life has been dramatically altered because of his influence. I started my time at St. Margaret’s as a new seventh grade girl entering a tiny community of other seventh graders. It was not an easy transition, but David Boyle was there for me as my seventh grade teacher. He knew I was struggling to find my way and gave me a job managing his “Boyle Bucks” class incentive program. This small vote of confidence, along with a meaningful task allowed me to find a place in the school and put me on a positive trajectory. Years later, David and I ended up working side by side as Middle School principal and assistant principal for 14 years. My career has been shaped by the influence of this great man. He believed in me and gave me opportunities to grow and be challenging professionally. He allowed me to fail and worked with me to learn from my mistakes and to continue to take risks motivated by the desire to continually improve the program for the students.

2012 – After 32 years at St. Margaret’s, David retires and is honored for his service to the school and the community.

The David G. Boyle Lifetime Service Award is established.

principal.

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L O O K I N G

F O RWA R D

St. Margaret’s Welcomes Head of School Mr. William N. Moseley Earlier this school year, the St. Margaret’s Board of Trustees announced it had unanimously appointed Mr. William N. Moseley as the next Head of School for St. Margaret’s Episcopal School effective July 1, 2013. The Board’s decision, in consultation with Chairman of the Board, The Right Reverend J. Jon Bruno, Bishop Diocesan of the Episcopal Diocese of Los Angeles, followed the unanimous recommendation of Mr. Moseley by the Head of School Search Committee, comprised of trustees, faculty and parents who conducted an inclusive, six-month national search process.

“On behalf of the entire Board of Trustees, we are delighted that Will has accepted our offer to join St. Margaret’s next year as the fourth headmaster in our school’s 34-year history,” said President of the Board of Trustees Michael J. Berchtold.

“It was abundantly clear to the Search Committee and the Board of Trustees that Will’s wealth of independent school leadership experience, deep passion for the education of young people, strong connection to the Episcopal Church, and depth of personal character and integrity were the perfect match for the St. Margaret’s community.”

Mr. Moseley said, “I am honored to accept this offer and overjoyed to join St. Margaret’s Episcopal School, an outstanding institution with a strong sense of mission and purpose. After visiting the school and spending time with students, parents, faculty, staff, alumni and administrators, my wife Jenny and I have fallen in love with the welcoming community that possesses a can-do spirit, a history of excellence and strong aspirations for its future.”

St. Margaret’s also welcomes Will’s spouse, Jennifer (Jenny) and their daughter Brady, age 7, who will join St. Margaret’s in the third grade in August. The Moseleys have two older children in college – Tyler, age 21, and Megan, age 19. Both Tyler and Megan are alumni of Ensworth School in Nashville,

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Tenn., a kindergarten – grade 12 independent school with more than 1,000 students, where Will served as headmaster for 12 years. During his tenure, Will expanded Ensworth to include a new and highly successful Upper School.

“I am very appreciative of the St. Margaret’s Board of Trustees, parents, administrators, faculty, students, all who have given us an incredibly warm welcome to the Tartan family,” said Mr. Moseley. “I am especially grateful to Marcus Hurlbut for his exemplary leadership, thoughtfulness and generosity in this transition. He and his wife Pat have been wonderfully gracious and caring to us, and as I have come to know firsthand they are true embodiments of the Tartan community they have led for a decade.”

Before Ensworth, Will spent five years at the Bishop’s School in La Jolla, Calif., where he was the head of the middle school. Will is currently serving as interim head of school at Saint Andrew’s School, a preschool - grade 12 Episcopal school in Boca Raton, Fla. with 1,300 students.

Will is an independent school graduate of Westminster School in Connecticut. He holds a Bachelor of Arts from Lake Forest College in Illinois and a Master of Arts in independent school leadership from Columbia University. ●

N E W S

&

N OT E S

St. Margaret’s ECDC Recognized as ONLY Outdoor Classroom Site in Orange County St. Margaret’s Early Childhood Development Center is the first school in Orange County, Calif., to be designated as a “Recognized Outdoor Classroom Site” by the California Outdoor Classroom Project. The Outdoor Classroom Project was created in July 2003 by the Child Educational Center, a nationally accredited program of early childhood education.

The philosophy of the Outdoor Classroom is that all children need and benefit from more time outdoors, which affects development and learning.

St. Margaret’s Math Teams are Triumphant in Math Competition During the Math Field Day at Capistrano Valley High School, St. Margaret’s math teams competed in events which included building and designing carousels, a Rubik’s Cube© challenge and a mental math challenge. Sponsored by the Orange County Math Council, Math Field Day is a math competition for students in Grades 4, 5 and 6. The day long competition is an opportunity for Orange County elementary schools to join together in promoting excellence in mathematics, team work, achieving goals and exhibiting school spirit.

E-Pals: Connecting the World…

One Class at a Time Lore Fredette’s Preschool class had the opportunity to connect via Skype with students from the Pueri Regnum Preschool in Sao Paulo, Brazil. Both classes exchanged classic children’s songs and dances in English and Portuguese.

The children also discussed each other’s country flags and St. Margaret’s students learned about the Brazilian culture as well as a few Portuguese words.

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OC Register Selects Austin Russell as 2013 Graduate Who Will Change the World The Orange County Register named Austin Russell as one of the top 10 2013 Orange County graduates who will change the world. More than 130 public and private Orange County high schools were invited to nominate one graduate whom they believed would change the world.

St. Margaret’s 2013 graduate Austin Russell was selected from a pool of more than 65 applicants.

summer 2013

PAID Permit #400 Santa Ana, CA

Change Service Requested

Celebrating

The Ubiquitous Tartan

Issue Headmaster Marcus

“. . . to educate the hearts and minds of young people for lives of learning, leadership and service.”

PRSRT STD U.S. POSTAGE

Commemorative

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

D. Hurlbut