The Builder, Winter 2021

Builder The

T H E S T. T H O M A S S C H O O L M A G A Z I N E

IN THIS ISSUE Completing Our Campus

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Diversity, Equity, and Inclusion Growing Up Biracial in Bellevue

p. 8 p. 12

Winter 2021

ADMINISTRATION

BOARD OF TRUSTEES

Kirk Wheeler, Ed.D.

John Sherwood, Jr. ‘83

HEAD OF SCHOOL

PRESIDENT

Alex Colledge

DIRECTOR OF THE MIDDLE SCHOOL

Emily Honig

DIRECTOR OF ADMISSIONS & FINANCIAL AID

Amanda McDevitt

DIRECTOR OF MARKETING & COMMUNICATIONS

Kimberly Mecham

DIRECTOR OF THE CENTER FOR LEADERSHIP & INNOVATION

Nancy Myles

DIRECTOR OF THE EARLY LEARNING CENTER & EXTENDED DAY

Bill Palmer

ACTING DIRECTOR OF FINANCE & OPERATIONS

Rachel Donnelley Smith DIRECTOR OF THE ELEMENTARY CENTER

Megan Smith Nicolette Sharp TREASURER

Rebecca Andrew SECRETARY

Rev. Alexander “Lex” Breckinridge RECTOR, ST. THOMAS CHURCH

Jennifer Brzana PA PRESIDENT

Fred Barkman, Jr.

VESTRY REPRESENTATIVE

Jane Fellows

FACULTY REPRESENTATIVE

Kirk Wheeler, Ed.D. HEAD OF SCHOOL

Cliff Avril Marcus Fontoura Jayasri Ghosh

Leila Thomas DIRECTOR OF DEVELOPMENT

Ziv Haparnas Barbara Holzapfel

EDITOR-IN-CHIEF

Kevin Hughes ‘81

Amanda McDevitt

Erin Kaneko

PHOTOGRAPHERS Amanda McDevitt Jennifer Winter St. Thomas School Students, Faculty, and Alumni

DEAR FRIENDS OF ST. THOMAS SCHOOL,

VICE PRESIDENT

Trish King Gina Kwan Campbell Mathewson Catherine Nielsen Glyn Nordstrom Trevor Parris Sarah Reed Madeleine Valdman

As I write this column just weeks before the holiday season, I am reminded that it was this exact time last year that COVID-19 first appeared on our radar.

We began to realize that one of the many scenarios in our Emergency Response Plan— a pandemic—was about to become quite real. Since that time, my senior administrative team and I have been managing a myriad of decisions, consuming vast amounts of information (much of which seems to change by the hour), ensuring clear and timely communications, and supporting the emotional well-being of faculty, staff, students, and families. And, of course, focusing on the delivery of an academic program for 3-year-olds as well as middle schoolers.

Shortly after COVID-19 arrived in the U.S.—its initial outbreak in Kirkland just a few miles from St. Thomas School—we closed campus, and all learning and operations became fully remote.

The School remained remote through the spring and into the first weeks of the current school year. Our initial efforts went 100% toward developing a solid remote learning program. By late spring and into the summer, our efforts expanded: continue to enhance the remote learning program and simultaneously develop a hybrid program to support on-campus learning.

For STS, a hybrid learning structure (some students learning on campus and others working remotely) was necessary to comply with government mandates and health organization recommendations which include physical distancing and other COVID-19 risk mitigations.

Since beginning hybrid learning with our youngest students in mid-October, all grades have now had the opportunity to be on campus, receiving in-person instruction, and learning alongside their peers.

The last year has been like no other. What has mattered most?

Leadership, teamwork, community, and trust. I am deeply grateful for a senior administrative team, a board of trustees, and a faculty and staff who are dedicated, hardworking, and committed to both the well-being of our students and the integrity of the educational program. And I cannot say enough about our school families who have offered endless support and grace. We are all in this together. And, together, we will continue to find our way.

Warm regards, Kirk Wheeler, Ed.D. Head of School

IN THIS ISSUE

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Completing Our Campus

8

Diversity, Equity, and Inclusion

5

Faculty Updates

12

Growing Up Biracial in Bellevue

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Introducing John Sherwood

14 Graduation

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The Board-Head Partnership

16

Alumni Spotlight

Our Vision A recognized leader in early childhood through eighth grade education, St. Thomas School provides an educational journey defined by a cognitively rigorous program with an emphasis on developing character, leadership, and a passion for learning and achievement.

Our Mission The mission of St. Thomas School is to develop responsible citizens of a global society. In partnership with parents, we inspire and motivate intellectually curious students. Our small, nurturing environment supports the acquisition of a broad academic foundation with an emphasis on critical thinking, leadership skills, and the development of strong character and spiritual awareness.

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CAPITAL CAMPAIGN

Completing Our Campus An Update on Our Progress

In late 2019, Head of School Kirk Wheeler donned a hard hat, climbed into an excavator, and lowered the bucket, officially breaking ground on Phase II of the Completing Our Campus project. The ceremony, which included the entire student body, faculty, parents, and members of the board of trustees, kicked off construction of an 18,500-squarefoot building that will house a gymnasium, locker rooms, a performing arts space and classroom, and a rooftop playfield.

Despite a short work stoppage due to COVID-19 restrictions, the building is near completion with an anticipated opening date in late February.

Moving physical education classes to the new gym enables the School to transform the current gymnasium space into the Center for Leadership and Innovation and the Center for Responsive Learning in Phase III. The Center for Leadership & Innovation (CLI) is dedicated to bringing unique programming to educators and students, to provide consulting services both internally and externally, and to curate resources that deepen learning experiences.

By the late fall of 2021, the CLI will open the doors of the Learning Commons and Learning Laboratory in the renovated space. The School’s existing technology lab will co-locate with the CLI, creating a synergistic offering for all learners.

The CLI will provide flexible spaces to accommodate large and small groups, adaptable and equipped for collaboration and innovation, as well as modern technology to support research and presentation preparation.

Through its facilitation of shared assessment and organization of shared study, the Center for Responsive Learning (CRL), formerly known as the Center for Personalized Learning, leads the School in its understanding and response to the unique learning profile of each student. One essential aspect of supporting students is the availability of flexible spaces for large groups, small groups, and individual work. While classrooms have the ability to The Builder • 2021

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address personalized learning, the new center will create options for privacy, tutoring, specialized equipment, and quiet areas for teachers and students. In addition, the CRL will address much-needed permanent spaces for the School’s growing faculty and staff.

The number of students has also grown as the School exceeded enrollment forecasts for the past several years.

As the student body increased, so did the need for additional, specialized classroom space. Recognizing the urgency, the board of trustees voted to accelerate part of Phase III which would provide new space for 4th Grade.

Consisting of two classrooms with a flexible common space in between, this layout allows students the small classroom size that has proven to provide a higher quality education for children, with the ability to expand the learning space to accommodate larger 4th Grade events. The classrooms opened this past September.

For more information on how to support the Completing Our Campus Capital Campaign, please contact Leila Thomas, director of development, at leila.thomas@stthomasschool.org.

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St. Thomas School

FACULTY

St. Thomas School Faculty Updates

St. Thomas School is excited to welcome a number of new faculty and staff to our community.

NOHA ABDELHAMID Middle School Humanities Teacher

MARISSA MAGAZ Learning Support Associate

Noha has been a teacher for six years, and in the past has worked as a class teacher in Cairo, New York City, and Washington, D.C. Noha grew up in Cairo, Egypt, where she earned her bachelor of arts in economics from the American University. She earned her teaching credentials and master’s degree in elementary inclusive education from Teachers College, Columbia University in 2013. Noha is passionate about enriching young minds through reading and literary discussion. She enjoys sharing stories and recommending books to her students that encourage them to develop a lifelong habit of reading. In her free time, Noha enjoys traveling with her husband, swimming, cycling, and reading lots of books.

Marissa moved to Washington State from Florida in 2013 with her mother. She attended college at the University of Miami and graduate school at Florida International University. Marissa has taught in private and public schools, and has taught all grade levels. She loves to travel and has been to England, Spain, and South America, to name a few places. Marissa loves spending time with her family, reading and watching movies. She also loves taking her dog, Newman, for walks.

EMILY CHANT Fourth Grade Teacher Emily graduated from Liberty University with a bachelor of science in religion and then went on to complete her master of arts in social justice at Kilns College. Most recently, Emily earned her Washington State teaching certification at the University of Washington.

Emily is a Microsoft Innovative Educator Expert and Minecraft Global Mentor who strives to incorporate project-based learning with the United Nations Sustainable Development Goals. Emily has spoken at nationwide education conferences, including the International Society for Technology Education, the Future of Education Technology Conference, and the Northwest Council for Computer Education.

PAIGE MACMILLAN Instructional Assistant Paige is a born and bred Seattleite, growing up in Magnolia and graduating from Forest Ridge School of the Sacred Heart in Bellevue. Paige studied elementary education at Carroll College in Helena, MT. Prior to joining STS, she worked for Seattle Public Schools as a classroom aide, tutor, and playground and lunch supervisor.

SHAYLIE NORTON Kindergarten Instructional Assistant Shaylie grew up in a small town in northeastern Wyoming.

She graduated from the University of Wyoming with a bachelor’s degree in psychology, and also attended Colorado Film School in Denver for writing and producing.

Shaylie recently moved to the Seattle area from Los Angeles and is loving it! She has worked in education for over ten years, specializing in children with emotional/ behavioral disorders. Shaylie will be attending graduate school at Seattle University to study school psychology.

DEVIKA VYAS Spanish Teacher Señorita Vyas attended the University of Washington where she received her bachelor of arts in early childhood & family studies, as well as Spanish. Drawn to the fields of multiculturalism and multilingualism, Señorita Vyas eventually moved to New York where she attended New York University and received a dual certification master’s degree in Teaching English to Speakers of Other Languages (TESOL) and Spanish.

When she is not teaching, Señorita Vyas enjoys playing the ukulele, learning the drums, playing card games, or spending quality time with her family. She is also a running coach for the non-profit organization Girls on the Run, and serves on the City of Bellevue’s Youth Link Board as an advocate for youth leadership on topics regarding diversity, equity, and inclusion.

Paige still lives in Magnolia with her husband and two sons.

She loves to cook, entertain, sing, and walk.

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BOARD OF TRUSTEES

Sherwood, right, joins Father Lex Breckenridge of St. Thomas Church, former Board President Glyn Nordstrom, and Head of School Kirk Wheeler to celebrate breaking ground on the School’s new gym/theater building.

Introducing John Sherwood

St. Thomas School’s New Board President St. Thomas School is excited to announce the election of John Sherwood as president of the St. Thomas School Board of Trustees.

Sherwood is an alumnus of the School and has served in various positions on the board for years.

We sat down with him to discuss his long history with St. Thomas School, as well as his goals for the board and the School during his term as president.

Board President John Sherwood

Congratulations on becoming the school’s new board president! How are you feeling about your position?

Becoming president of the board during the pandemic is definitely an interesting time to come in, but I feel great about my new position. It’s certainly an honor to be asked.

Tell us a little about your history with St. Thomas School.

I’m a lifer. I started in the 2-Day preschool program and stayed all the way until I went on to University Prep for high school, Arizona State for undergrad, and the University of Washington for my master’s in tax law. But I always tried to stay involved as a St. Thomas School alum.

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St. Thomas School

What is your experience with the board?

I joined the board eighteen years ago when I got a call from the former head of St. Thomas School, who also happened to be my 5th Grade teacher once upon a time.

He called me because a board member—who was an attorney like I am—was leaving the board. The School hoped to fill the vacancy with another lawyer. I was happy to come back to St. Thomas School as an adult, and to have a hands-on role in its growth.

When I started on the board, I was board secretary. Over the years, I’ve served on various committees, including the Executive Committee and the Audit Committee. My role as a real estate and estate planning attorney has had many overlaps with my work on the board. Particularly, I’ve been involved in developing the new gym/theater building.

Why did you want to become board president?

I’ve been asked a few times over the years to be president of the board, but I was hesitant to take the position because I don’t have a child at St. Thomas School.

Historically, presidents are the parents of current students.

Even when I was a student, my father served as board president. I think being a current parent adds a sense of immediacy to the role that many former presidents have appreciated.

I’ve come to realize, however, that there may be benefits to bringing a different perspective to the role. I believe it’s

important to shake things up occasionally in order to keep our approach fresh and relevant. I still plan to contribute toward the continued growth of St. Thomas School, but I hope that I can add something new to the role as well.

What are some of your goals as board president?

One of my goals is definitely completing the campus, but being board president is also about maintaining what’s already great about the School. I want to continue the School’s growth and development as a leader in early childhood education. The values that I have now started at St. Thomas School, and they are still true of the School today. I know that I am where I am today because of my

St. Thomas School education. I’ll do whatever I can to help the School continue to do the same for new generations of students.

Do you have any words of advice or encouragement for parents, teachers, and students at this time?

I want them to know that the board and the School have the best interest of all the children in mind. Everything we do is to continue our mission to provide a great education in a safe and accepting environment.

The Board-Head Partnership Time, Attention, and Decision-Making The St. Thomas School Board of Trustees, in its governance role, has responsibility for the School’s financial sustainability, overarching policies, and long-range strategic vision. The board has one employee, the head of school, who is hired to oversee all daily operations of the School.

The board is comprised of parents, community business leaders, the head of school, and includes faculty representation and representation from St. Thomas Church.

The board seeks members who can provide particular skill sets (including education, legal, business/ financial, development, construction/ real estate, etc.) and who possess the necessary experience or characteristics to serve in this capacity. Members serve three-year terms and there are no term limits.

Policies Strategies Mission Survival Leadership Partnership Authorizations Finance Policies Enrollment Employment Terms

Operational Admissions Staffing Program Systems

BOARD’S DECISIONS Head’s Advice

SHARED DECISIONS: BOARD AND HEAD

Board’s Advice HEAD’S DECISIONS

This chart shows the allocation of the board‘s and the head’s time. Above the diagonal line is the allocation of the board’s time. Below the diagonal line is the allocation of the head’s time.

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STRATEGIC VISION

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St. Thomas School

DIVERSITY, EQUITY AND INCLUSION

A Look at the Board of Trustees’ New Initiative

It is an educational institution’s responsibility to provide an inclusive curriculum and community to students, parents, and faculty. This commitment is reflected in St. Thomas School’s diversity statement:

St. Thomas School invites, welcomes, and celebrates diverse cultures, individuals, experiences, and perspectives within our school community and the world beyond our doors...

We believe our most critical role is to nurture the development of tomorrow’s responsible and engaged global citizens.

Being a part of the St. Thomas School family means being open to the contributions of every member and recognizing that a sense of belonging stimulates our institution’s growth and strengthens our community. Celebrating and appreciating diversity is an ongoing process that requires open dialogue and exploration of ideas and beliefs. At St. Thomas School, our students begin a journey toward global citizenship that they will follow throughout their lives.

In June 2020, the St. Thomas School Board of Trustees started a diversity, equity, & inclusion (DEI) initiative that provides a more intentional action plan to advance these objectives. This initiative will challenge the School to consider recent events in the country, and the world, for the benefit of STS students and the STS community.

“It’s no secret that all of us—in every institution—need to work on diversity, equity, and inclusion,” says Dr. Jayasri Ghosh, a member of the board of trustees. “All children need to be treated fairly. They need equal opportunity to attend school, to recognize themselves in the curriculum,

and to have their culture and background honored and accepted.” As a policy-making body responsible for the continued strategic development of the School, the board of trustees is asking the hard questions and addressing these needs head on.

While St. Thomas School has always worked to provide a safe, inclusive, and equitable education to all students, this initiative will bring additional attention to diversity throughout the School. “With new information, we have the opportunity to do more,” explains Ghosh, who is chairing the board’s DEI Committee. “We want to hold ourselves more accountable. That starts with asking direct, difficult questions about diversity in all its forms in the school and on our board.”

One of the initial actions the board took toward this initiative was a meeting dedicated to listening to diverse perspectives. “It’s the first time we’ve devoted an entire meeting to this topic other than at a retreat two years ago,” enthuses Ghosh.

Cliff Avril, a fellow member of the St. Thomas School Board of Trustees, shared his experience growing up as a person of color in this country. “He reminded people how difficult it is for Black Americans to live ‘normal’ lives in the United States.

He entreated us to consider our focus on DEI initiatives not be a moment because of the Black Lives Matter protests. Instead, our actions are part of a movement, where each positive step leads to perceptible change.”

Dr. Jayasri Ghosh, STS Board of Trustees The Builder • 2021

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STRATEGIC VISION

One of these steps is working in concert with the School’s faculty-led work on diversity, equity, and inclusion. “We want to mirror at the board level what the teachers are doing in the classrooms,” Ghosh said. “The faculty have

understanding the needs of children who may have different physical, social, or learning needs, or who need special understanding in developing their identities.”

Addressing the fundamentals of inclusivity is vital in

“All children need to be treated fairly. They need equal opportunity to attend school, to recognize themselves in the curriculum, and to have their culture and background honored and accepted.” already taken a lot of initiative to address diversity in all aspects of the Schools’ programs, but we on the board need to be aware and consciously supportive of their work.

Working together, we can create an even more just society of which we can be proud.”

The board plans to seamlessly work this initiative into St. Thomas School by incorporating it into the School’s “three C’s: Character, Curriculum, and Community.”

Strengthening character is the first step to creating a more diverse, equitable, and inclusive environment at STS. “Diversity is a way of being,” says Ghosh. “It’s a daily respect. It’s knowing how to navigate people’s differences and actively engage with them. It’s asking critical questions about ourselves, how we think, and how we act. It is being open to people who think, act, and are different from us.

It’s lifting each other up to ensure that everyone is heard and feels safe being heard.”

Much of the initiative’s character building starts with asking board members to take a hard look at themselves. “We need to ask ourselves if we are making assumptions,” Ghosh stresses. “Is there enough opportunity for people to have a different opinion? Are we taking the time to look at best practices?”

The board’s initiative also addresses the ways in which the School builds character in its students. Inclusivity is essential to exhibiting and teaching character, especially to young people. “It’s not just about racial diversity,” Ghosh clarifies. “Diversity can mean anything from

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developing character. By giving board members, students, and teachers the language, tools, and skills to promote inclusivity, a permanently welcoming environment is formed for people from all walks of life.

On a more concrete level, the board will actively support faculty in their efforts to bring more diversity and inclusivity into the School’s curriculum.

For instance, rather than discuss Black history only during Black History Month, we need to fully integrate Black stories into American history. “Black American students need to see that their legacy is part of American history, and not just a part of a month,” says Ghosh. “Each child needs to be able to see themselves in the curriculum.”

The School also needs to bring greater diversity to our community by appealing to people of diverse backgrounds and making them feel welcomed, acknowledged, and included. This applies to faculty and staff members, as well as students and families. “Students need role models and leaders who look like them, too.” Ghosh added.

Hiring practices alone are not enough to promote diversity; it takes financial support as well. “Bellevue is one of the most diverse populations in the state,” Ghosh points out. “So we should strive to reflect that diversity in our school. We can more proportionally represent our diverse community by being more intentional with financial aid.” To create a more diverse, equitable, and inclusive community, the School must make its stellar education accessible to a broader range of students and families.

Finally, creating a diverse community doesn’t end with admissions. “We need to keep track of how we are growing and changing as we become a more diverse community,” Ghosh insists. “It’s not enough to just welcome people in. We need them to stay, have a voice, and contribute to a community that they’ll want to be part of for the rest of their lives.”

The board has been discussing several ways to hold themselves and the School accountable for this equity.

For instance, the board, together with the head of school, and the director of admissions and financial aid, can more deeply examine how financial aid is being distributed yearto-year. This discussion can include important questions, such as, “Are we seeing the changes we wanted in the community as a result of our financial aid distribution?”

That community extends to the greater STS alumni community, as well. We know that many of our alumni are involved in other schools and organizations that are finding ways to promote diversity; we are always interested in learning about what is working for others.

“Our alumni continue to be role models for our current students,” Ghosh adds. “We want our current students to see alumni as adults they may grow into, and to take the lessons they learn at STS to be model participants and leaders in reshaping our society to be increasingly just and humane.”

Diversity, Equity, and Inclusion Defined Diversity The concept of diversity embraces the wide range of human characteristics used to mark or identify individual and group identities. These characteristics include, but are not limited to, ethnicity, race, national origin, age, personality, sexual orientation, gender, class, religion, ability, and linguistic preferences. Diversity is a term used as shorthand for visible and quantifiable statuses, but diversity of thought and ways of knowing, being, and doing are also understood as natural, valued, and desired states, the presence of which benefit organizations, workplaces, and society.

Equity Equity exists as a condition that balances two dimensions: fairness and inclusion. As a function of fairness, equity implies ensuring that people have what they need to participate in school life and reach their full potential. Equitable treatment involves eliminating barriers that prevent the full participation of all individuals. As a function of inclusion, equity ensures that essential educational programs, services, activities, and technologies are accessible to all. Equity is not equality; it is the expression of justice, ethics, multi-partiality, and the absence of discrimination.

Inclusivity/Inclusiveness Inclusiveness means encompassing all; taking every individual’s experience and identity into account and creating conditions where all feel accepted, safe, empowered, supported, and affirmed. An inclusive school or organization expands its sense of community to include all, cultivating belonging, and giving all an equal voice. Inclusivity also promotes and enacts the sharing of power and recognition of interdependence, where authorizing individuals and community members share responsibility for expressing core values and maintaining respect for differences in the spirit of care and cooperation.

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ALUMNI

Growing Up Biracial in Bellevue

STS Alumna Shares Experience as a Woman of Color On July 7, 2020, St. Thomas School alumna Marissa Pool published a video on Instagram. It is the first of a series of interviews that discuss Pool’s personal experience as a woman of color in Bellevue, Washington.

“I was feeling terrible in the days following George Floyd’s death, and it was actually my friends who helped me come up with the idea of making a video to address what I was feeling,” says Pool. “They asked what I would be comfortable doing to put myself out there and be heard as a person of color. And then one of them said, ‘What if we make a video about your life?’ Making a video felt like the most natural way to share my story. I thought a video would be the easiest way for people to pay attention.”

Still, talking publicly about her experience was no easy task. “I hate being vulnerable and making everything about me,” Pool confesses. “When I was a junior in high school, I wrote a speech about what it was like to be half-Black, 12

St. Thomas School

half-Chinese, but that was it. I never felt like I had a place to talk publicly about my experiences as a person of color because no one was ready to receive that yet. In high school, people talked about racial discrimination, but it wasn’t making much of a difference. But it’s everywhere now. It’s changing the country. That made me more willing to talk about my race and where I come from.”

Pool’s friends—and fellow St. Thomas School alumni— Geneva Myhrvold and Corri McAllister helped her plan and shoot her video for social media. The trio made every effort to be intentional with their process.

“We took two weeks to plan it out,” Pool remembers, “and we ended up filming the first episode three times. The first one was kind of a mess,” she laughs. “With any project that I do in life, I think it’s important to feel like I’m doing a good job, even if that means doing it a few times to get it right.”

In their second attempt, Pool says they shifted the structure of the video into a conversation between Pool and McAllister as they sat together on camera. While it was much better than their first try, Pool still wasn’t satisfied with the second take.

early age. To illustrate what I was talking about, I shared the little experiences that I still remember from my days at St. Thomas School, and on through high school and college. Those kind of microaggressions really affect kids psychologically, especially when they’re young.”

“I didn’t want the video to be me explaining race to a white person. We didn’t want to limit the scope of what I was saying to that narrow of a lens. When I texted my friends saying I wanted to do it over again, Corri said, ‘We should have it just be you in front of the camera. I’ll stay behind the camera and just ask the questions.’ I thought that the question-and-answer approach would be more simple and effective than our original conversation. That third take is what we posted to Instagram.”

Pool’s talk so impacted the faculty that St. Thomas School started a speaker series as a part of their diversity, inclusion, and equity initiative, which will focus on bringing more diverse voices and perspectives to our community.

The resulting thirty-minute video is a powerful, poignant, and personal interview between a woman of color and her friend of over 10 years. The video has attracted over 2,300 views.

“After I hit ‘post,’ I was so scared of who was going to see it,” Pool admits. “But the amount of people who shared it or direct messaged me, the positive feedback was overwhelming. My friends and I were like, ‘Okay, people are listening. Let’s make another one.’”

To date, Pool has posted two interviews to Instagram about her experience as a person of color. “My friends and I are planning to make a third one, but it’s a little more difficult now that one of them has gone back to school in New York,” Pool explains. “The videos that are up will keep being relevant, so there’s no rush to make a third one right away. But once we know what we want to talk about, you better believe there will be more. I don’t think this conversation is going to stop anytime soon.”

You can watch Marissa Pool’s videos at: Instagram.com/marissapool/channel

Of the people who have reached out to Pool as a result of her videos, a surprising number of them have been her former teachers, as well as current STS faculty. “St. Thomas School’s Director of the Center for Leadership and Innovation, Kimberly Mecham, has a daughter who was in my grade at St. Thomas School. Kimberly texted me after watching my video and asked if I would be willing to talk to the faculty about diversity at my alma mater. I thought it sounded like a great opportunity.”

Pool spoke to the St. Thomas School faculty and staff during their professional development week this past August. “I’ve never done a talk like that before, so preparing for it was a little weird for me. I texted my sister and a few friends asking what they’d like me to say, which was a great way for me to go beyond my own personal experience and talk about some of the bigger issues that affect kids on a bigger scale. Like the importance of implementing diverse education at an

Marissa Pool circa 2010 as a St. Thomas School third grader.

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STUDENTS

STS Graduation 2020

Congratulations to Our Graduates and Families Graduation posed an unusual problem last spring with the School campus closed and government restrictions limiting public gatherings due to the pandemic. “Eighth grade graduation is a big deal,” said middle school teacher Lisa Jaffe, one of the masterminds behind this year’s graduation. “When the school campus closed, the students were crushed. A lot of ideas were thrown around for how we could still provide a graduation ceremony. We had to get really creative to make the event something special.”

The result was a virtual ceremony and physically-distanced parade that will always be remembered. While we cherish our traditional graduation ceremony, this year made it clear that what makes the ceremony so special are the graduates themselves.

Prior to graduation day, each student had the opportunity to record their graduation speech at a professional studio.

“I was so proud of the students’ words of encouragement in addition to your typical nostalgic messages,” says Jaffe.

These speeches became part of the virtual graduation ceremony that included remarks by Dr. Wheeler, a class 14

St. Thomas School

slideshow, and even a virtual choral performance. Students were recorded singing individually, and the tracks were mixed together to create a choral sound. “I don’t know how she (music teacher Jacki Sullivan) did it,” says Jaffe, “but it was a beautiful musical arrangement.”

Once the virtual ceremony was over, the celebration continued with a car parade down 12th Street in front of St. Thomas School. Students drove by while faculty and staff lined the street, cheering them on and waving signs with best wishes. “I was skeptical at first,” admits Jaffe, “but that disappeared when I saw their faces light up. Even though a lot of the graduation would be witnessed privately, seeing our graduates in-person was very special.”

The final result was a graduation that our eighth grade students will remember forever. “The ceremony was really moving,” Jaffe remembers. “The final event went above and beyond anything we thought could happen. It took a huge team effort from techs, creative types, teachers, and more, and it came together in a beautiful way. It was such a success that I think we’ll incorporate some of these aspects into in-person graduations for years to come.”

Class of 2020 LYDIA CHRISTIE The Bear Creek School CONNOR DENNISON Bishop Blanchet High School KAYDEN GREENE Eastside Catholic School JORA GREWAL Eastside Catholic School DRAKE HAMBIDGE Eastside Catholic School LILY HURST The Overlake School EUNNA LEE Eastside Catholic School JORDAN LLOYD Bellevue High School EMMA LORIMER Eastside Preparatory School BRYANT LOWERY University Prep JOANNA LYMBERIS Lake Washington High School SOPHIA LYMBERIS Lake Washington High School TYLER PUGACHEV University Prep ALEX SMITH The Overlake School JASON XING Lake Forest Academy

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ALUMNI

Alumni Spotlight Traditions and Memories of STS Will Always Tie You Together Elizabeth Reynolds Gruene, class of 2003, serves on St. Thomas School’s Advancement Committee and has been instrumental in re-engaging with STS alumni. She fondly remembers her ten years at STS, highlighting the Christmas Program, Walkathon, learning to unicycle in PE, being Head of School for the Day, and especially Chapel. Those experiences in Chapel profoundly impacted her life, she says. “The lessons I learned in Chapel every morning shaped me into who I am today. I appreciated having that time every morning to reflect, interpret how I could apply the teachings to my own life, sing along with my best friends, and gaze at the beautiful stained-glass windows.”

Recently, Elizabeth returned to that very sanctuary in St. Thomas Church to marry her husband, Peter.

Elizabeth credits STS with sparking her lifelong passion for politics. Her class trip to Washington, D.C., she says, was especially transformative. “One thing I have always been really passionate about is politics, and that started back in 6th grade at STS. I was totally mesmerized on our big class trip to Washington, D.C. A defining moment of this trip, and my life, was when we did a tour of the Capitol Building. As we observed the House of Representatives, I noticed there were teenagers scurrying about the House floor, wearing matching suits and interacting with the Congresspeople. I asked our tour guide who those teenagers were, and she explained those were House Pages. They got to work on the House floor, attend school in the Library of Congress, and live in Washington D.C. for a semester of junior year.

“In that moment, I decided I would one day become a Page. I researched the program, read books about it, talked to my teachers about it, and when I became a sophomore at UPrep, I wrote to my Congressman to get a nomination.

Before I knew it, I was off to D.C. and embarked on one of the most incredible adventures of my life. My first day as a page I served at President Bush’s last State of the Union address. Months later I met President Obama.

“Being a page was an unparalleled opportunity to observe and participate in the legislative process, and only

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furthered my passion for politics. I am not sure I would have ever known about the program had it not been for that STS trip to D.C. Not only did STS allow me to learn about these opportunities, but it gave me the confidence, drive, and intellectual curiosity to become a page myself.”

Thinking about this year’s graduating class, she hopes they will “appreciate every moment with their classmates.

I learned just as much from my friends at STS as I did from the teachers. They challenged me, pushed me to be the best version of myself, and shared so many defining life moments. Remember that these friendships will likely last a lifetime, so enjoy these special moments together. The traditions, memories, and shared experience of STS will always tie you together.”

And, lastly, some fun advice for current STS students: “Enjoy having a uniform! It saved so much time to know exactly what I was wearing each day.”

The Builder • 2019

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