The Builder, Fall 2019

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 p. 2 Empowering Students Through Play p. 6 Spirituality in Schools p. 14

Fall 2019

ADMINISTRATION

BOARD OF TRUSTEES

Kirk Wheeler, Ed.D.

Glyn Nordstrom

HEAD OF SCHOOL

PRESIDENT

Alex Colledge

Megan Smith

DIRECTOR OF THE MIDDLE SCHOOL

Rachel Donnelly-Smith DIRECTOR OF THE ELEMENTARY CENTER

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

Leila Thomas DIRECTOR OF DEVELOPMENT

EDITOR-IN-CHIEF Amanda McDevitt PHOTOGRAPHERS Kip Beelman Amanda McDevitt Jennifer Winter Anne Young St. Thomas School Students, Faculty, and Alumni

DEAR FRIENDS OF ST. THOMAS SCHOOL,

VICE PRESIDENT

Nicolette Sharp TREASURER

John Sherwood, Jr. ‘83 SECRETARY & PRESIDENT-ELECT

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

Milen Gala

PA PRESIDENT

Fred Barkman

VESTRY REPRESENTATIVE

Jane Fellows

FACULTY REPRESENTATIVE

Kirk Wheeler, Ed.D. HEAD OF SCHOOL

Rebecca Andrew Cliff Avril Jayasri Ghosh

As I write this, faculty and staff have just returned to campus and are hard at work preparing for the new school year. By the time you read this, students will have once again filled our classrooms and hallways with their energy, joy, and curiosity. It is my 15th year at St. Thomas School, my 35th in education, and I still feel the rush of excitement at the infinite possibilities the school year brings. I’m also grateful. Grateful because I can honestly say that things at St. Thomas School keep getting better and better.

For nearly seventy years – and 11,000 daily chapels – we have gathered our community’s children and taught them what it means to be global citizens. Citizens who know not just right from left, but more importantly, right from wrong. Citizens who shape their community and their world.

Jeff Haight Ziv Haparnas Kevin Hughes ‘81 Erin Kaneko Amy Lorimer Campbell Mathewson Catherine Nielsen Sarah Reed Madeleine Valdman

This past year saw many achievements and tremendous progress: enrollment is steadily increasing with improved retention, deepened waitpools, and a growing Middle School. Students are thriving and parent satisfaction is high.

We continue to be guided by our Strategic Plan, the most prominent initiatives being the Completing Our Campus project, and the continued development of the Center for Personalized Learning and the Center for Leadership and Innovation. For all of this and for our many other remarkable accomplishments, I am grateful.

It is my sincere privilege to be part of this legacy of students, families, and educators who have chosen to call St. Thomas School their home. I am confident that together we will continue to raise generations of future community leaders, innovators, and influencers who live and lead generously in their communities, and remain deeply curious and genuinely kind. In a world where the pace of change seems to be ever increasing, I am grateful for the anchor that is St. Thomas School.

But most importantly, I am grateful for the people that made and continue to make it all possible. I am grateful for you.

Warm regards,

Kirk M. Wheeler, Ed.D. HEAD OF SCHOOL St. Thomas School

IN THIS ISSUE

2

Completing Our Campus

13

STS Alumni College Bound

4

News and Notes

14

Spirituality in Schools

6

Empowering Students Through Play

16

STS Faculty Updates

12

Graduation 2019

17

Thank You, Mrs. Larson

Our Vision A recognized leader in early childhood through Eighth Grade, 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 intellecutally curious students. Our small, nuturing 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.

The Builder • 2019

1

CAPITAL CAMPAIGN

The Legacy Continues...

St. Thomas School broke ground this past summer to begin the process of adding a new building, which will truly complete our campus, and renovating our current building. Our new building will include a gymnasium, theater space, classroom, and rooftop playfield. The total cost of the project is estimated to reach approximately $29 million, which includes the purchase of an easement on Overlake Golf & Country Club land, construction of the new building, renovations to the current STS building, equipment, and furnishings.

We are continuing an amazing legacy! Even as we celebrate all that we’ve achieved over the years, we remain focused on protecting and growing that legacy for generations to come. The Completing Our Campus project ensures STS will continue to advance our mission to inspire and motivate intellectually curious students and develop responsible citizens of a global society.

New Building • 18,500 square feet • Expected to open in late Fall 2020 Current Building • During the summer of 2020, as the new building nears completion, renovation of the current school building will begin. The current gymnasium will be transformed, providing space for the Center for Leadership & Innovation and the Center for Personalized Learning

ST. THOMAS SCHOOL DESIGN REVIEW /

JUNE 4, 2019

Theater • 1,737 square foot drama classroom/ theater space • ophisticated sound and lighting systems • Locker/dressing rooms (shared with gym) • Storage • Flexible classroom for the music and drama departments above the theater

ST. THOMAS SCHOOL DESIGN REVIEW /

2

St. Thomas School

JUNE 4, 2019

Gymnasium • High school regulation size gymnasium • Locker/dressing rooms (shared with theater) • Storage • Spectator seating up to 120 for a middle school game/82 for a high school game • Telescopic seating

ST. THOMAS SCHOOL DESIGN REVIEW /

•

•

•

JUNE 4, 2019

The gymnasium and theater share a large door that when open extends the theater stage and creates a large performance space that can accommodate up to 608 spectators.

Large curtains will be used to frame the theater stage and darken the space during a performance.

A large screen video display above the shared theater/gymnasium door can serve as a scoreboard, function as an element in set design during a performance, and provide visuals for a presentation.

ST. THOMAS SCHOOL DESIGN REVIEW /

JUNE 4, 2019

The Builder • 2019

3

NEWS & NOTES

St. Thomas School News & Notes Best of 425

Track & Field Champions

St. Thomas School was named the Best Private Elementary School and Best Children’s Art Program by 425 Magazine. Reflecting on the School’s focus on leadership and character education, 425 Magazine writers noted, “At St. Thomas School, the importance of giving back to the community is central to education.”

Congratulations to our Track & Field team for their second consecutive first place finish in the 2019 Archdiocese of Seattle Championships – Division A. STS competed against 12 local schools to win this very distinguished honor. The Track & Field Team is coached by Anne Kearney.

Six STS Teachers Selected as Microsoft Innovative Educator (MIE) Experts

Debate Team in the Top 5

St. Thomas School is pleased to announce that six of our teachers have been selected as Microsoft Innovative Educator (MIE) Experts: Doug Manning, Director of Information Technology; Dr. Alpha DeLap, Library Media Specialist; Jane Fellows, Kindergarten teacher; Amy McGraw, third grade teacher; Kim Norton, Spanish teacher; and Kimberly Mecham, Director of the Center of Leadership and Innovation. Each year, Microsoft selects innovative educators to share ideas, try new approaches, and learn from each other as a global community dedicated to improving student outcomes through technology.

4

St. Thomas School

Drum roll, please! The STS Middle School Debate Team, in its first year, finished in the Top 5 in the Pacific Northwest Middle School Debate League. Fourteen independent schools are part of this league. STS Team One, made up of 8th and 7th Grade students Annie D., Lily H., and Sophie A., was undefeated in all three rounds. Lily won top novice for St. Thomas School and ranked twentieth out of all 200 tournament participants. The Middle School Debate team is coached by Librarian and Media Specialist Dr. Alpha DeLap.

St. Thomas School Selected as a 2019-2020 Microsoft Showcase School St. Thomas School (STS) was selected by Microsoft as a 2019-2020 Microsoft Showcase School for its excellence in demonstrated student outcomes resulting from its commitment to educational transformation, driven by its Director of the Center for Leadership and Innovation, Kimberly Mecham and Head of School, Kirk Wheeler.

STS provides both inspiration and an opportunity for all community members to see and experience the future of digital transformation in education.

STS joins an exclusive community from around the world, recognized and celebrated for its educational transformation which includes vision and innovation in teaching, learning and assessment, computational and critical thinking, creativity and collaboration and a willingness to promote a growth mindset among educators and students.

communicate an education transformation vision, enabled by technology, through its commitment to host and mentor other schools in the local community and around the globe.

“Microsoft Showcase Schools are shining examples of those applying purpose-driven innovation in a variety of ways to build connection, motivate students and to create community in and out of school,” said Anthony Salcito, vice president, Worldwide Education, Microsoft.

“These schools are truly transforming learning and providing more personalized education to students, empowering them to achieve more.”

Showcase Schools will realize many benefits including the ability to communicate directly with one another, participation in an exclusive online global community, and the opportunity to host and attend both online and in person educational thought leader events.

As a seven year Microsoft Showcase School, STS supports its rigorous academic program and provides engaging learning experiences through the innovative use of technology. The school’s personalized learning environment is possible because of the adoption of Microsoft Office 365 software suite, as well as each student having dedicated use of a Surface tablet with digital ink.

The combination allows the opportunity for more student voice and choice, higher quality collaboration, and a toolset that allows teachers to differentiate their instruction.

The partnership with Microsoft empowers STS’ students to think strategically and experience technology in a way that will develop proficiencies in 21st century skills and drive positive impact in their communities.

“We are honored to be selected as a Microsoft Showcase School for another year. It is a recognition of the steadfast passion our teachers and staff have for creating the best learning environments possible,” said Kirk Wheeler, head of school at STS. “We look forward to continuing to partner with educators in our community and around the world to share experiences and encourage the spread of innovation with technology inside and outside of the classroom.”

As a Showcase School, STS will work closely with Microsoft to lead innovation in education transformation and

The Builder • 2019

5

STUDENTS

EMPOWERING STUDENTS THROUGH PLAY

6

St. Thomas School

St. Thomas School (STS) remains committed to finding new and innovative ways to inspire our students. Many of these efforts result in children taking an active role in their lives and communities. Each age group participates in projects that have proven successful in teaching students through play.

These lessons empower students to express themselves, grow creatively and strategically, and become leaders.

Beginning in preschool, STS students are encouraged to look inward to find the strength and skills they need to succeed.

Six years ago, preschool teacher Karen Szillat started a talent show project with her 3-4 year old students.

“It started with two students who carpooled together writing a rap on their way to school that they wanted to share with me,” Szillat recalls. “I encouraged them to share it with their classmates and once they did, everyone wanted to participate. But rather than everyone learning the same rap, we explored ways each student could perform something they were good at.”

However, the final show is just one piece of the program’s total impact on children. Parents come for the show, but preschool students and teachers work toward that big performance every day. “A lot of it is low key,” says Szillat. “It involves a lot of practice and growth over weeks and weeks. Everyone gets 3-4 minutes on stage, but they put in hours of preparation.”

This preparation involves working on the basic building blocks of education like cognitive skills, planning skills, and language skills.

And so the Preschool Talent Show was born. Every year, preschool classmates and their parents enjoy each child’s 3-4 minute performance. This show exhibits the public speaking skills of even our smallest students.

Studies show that a high percentage of people fear public speaking. STS teachers Szillat and Ilana Bereiter hypothesize that much of this fear occurs because children are rarely given opportunities to speak in public. “By teaching young children public speaking before they catch fears from other people, we can prevent roadblocks in the future,” Bereiter explains.

“We get them used to that environment and develop a joy around sharing. That joy will help them when they have to use these skills to speak in situations they’re less excited about.” These skills are exhibited in each child’s performance and during a short Q&A session after the act.

In addition to what happens on stage, children also exhibit new skills as respectful audience members.

Abilities adults often take for granted, like waiting for your turn, asking thoughtful questions, or sitting and watching others, are showcased during the event as well.

The Builder • 2019

7

STUDENTS

The project begins with each student deciding what their talent will be.

“As any parent of a 3 or 4 year old can tell you, these kids have no problem knowing what they’re good at,” laughs Szillat, “but the Preschool Talent Show encourages them to think about how they can present a skill they already have on stage.

A lot of them don’t realize that they have something worthwhile to show people. Little children are often only told, ‘You’re little’ or, ‘You’re cute.’ This project expands their ideas of what they can be.”

To accomplish this restructuring of students’ self-images, teachers use titles that children are familiar with, but may never have applied to their own identities before. Singer, scientist, dancer, or athlete are all examples. “We teach them that they don’t have to wait until they’re a grown-up to influence the world, inspire people, and be a good role

8

St. Thomas School

model,” Szillat clarifies. “These identifiers put their skills in a bigger context,” Bereiter adds.

Of course, performing takes more than just choosing something you can do. Children get comfortable using a microphone by walking around class to ask questions. They practice their talent one on one, in a small group, in front of the class, and finally on stage.

Lastly, the Preschool Talent Show gives students the tools they need to prepare for the unexpected. “Two weeks out, we discuss what it is like to be a supportive audience member. How do you act if something goes wrong? If your shoe falls off? If they get scared? Children are taught it is okay to ask for help, like inviting a friend on stage as support, but also it is okay to offer help. If someone trips and falls, children can whisper, ‘I believe in you!’ No matter what their role is, they learn they can be powerful and make decisions,” says Szillat.

These lessons extend to teachers and parents as well.

“Parents often want to jump in and make everything perfect. As parents and teachers, we have to learn that things don’t always go as planned, but that doesn’t mean that something is ruined,” Szillat elaborates. The process of problem solving and the child’s autonomy are important.

Szillat also explains that the Preschool Talent Show teaches parents that success comes in many forms: “Even the most

confident kids can lose confidence, and everyone has to be prepared for deal with that.”

Empowering students with life skills continues as they move through STS. While the Preschool Talent Show focuses on building internal skills, Third Graders are learning how to see themselves in a global community. To this end, the Third Grade class builds a Gingerbread Town at the same time as schools around the world.

The project started with The Microsoft Community of Educators collaborating on a single project. As a Microsoft Showcase School, STS is always looking for opportunities to use technology to broaden our students’ world views.

Through video sharing, students can celebrate their creations with schools from Kansas to Chile. However, the process of planning and building their towns also teaches collaboration, problem solving, creative thinking, storytelling, and other STEM lessons.

Amy McGraw has been leading the Gingerbread Town project for years.

“Obviously, what they want to build is not always the outcome. A lot of students come into the project saying ‘I want to build a mansion.’ But once we talk about what it takes to build a functioning community, kids start suggesting water treatment plants, for instance. A lot of thinking goes into what communities need to support each other and work.

They take it to a much deeper level than the superficial.”

To solidify these planning skills, McGraw incorporates real-life scenarios, like building permits and blueprints.

Every building proposed by a student requires a building permit that the student fills out and then presents to their group. The groups also create blueprints for buildings and neighborhoods. Teaching collaboration at this age is so important because students are just beginning to learn about the world outside of themselves. By instilling a process that requires approval and input from their peers,

students are challenged to explain their reasoning. They also have to work with ideas outside of their own.

Considering others extends to thinking of people outside of the students’ socio-economic circle. For example, students are asked to consider homeless people, sick The Builder • 2019

9

STUDENTS

people, and elderly people. By increasing their awareness of those outside their social circle, students want to solve big, real-world problems and start thinking about solutions by applying them to their neighborhood plans.

This project does not rely completely on group activities, however. While planning neighborhoods takes collaboration, building each piece of it is an individual process. Not surprisingly, students’ plans for buildings are grandiose in the beginning stages. “Their imaginations are so vivid,” says McGraw, “but, practical creativity and creative problem solving are just as important as an active imagination.” For instance, many students’ plans look great on paper, but the graham cracker buildings become so heavy they tip over. They learn to see failure as part of the learning process in order to create a building that works in real life.

The final result is an impressive Gingerbread Town. The neighborhoods come together the night of the winter

10

St. Thomas School

concert, where all STS students and parents can enjoy it. Using the playful project, students feel motivated and engaged.

The sharing doesn’t end with the winter concert, either.

As an international program, the class makes a video and shares it with schools around the world. Students can share and compare their final product, but also their process. “Next year we’re hoping to work with classrooms in Chile, and we’re looking forward to sharing with other communities more and more as the technology evolves,” McGraw says. Communication through this technology empowers students to share their ideas with strangers who share common interests.

Interacting with classmates shifts from the physical space to shared digital spaces in Middle School.

Students in Middle School Humanities have used video games to learn about complex historical events,

particularly with the popular game Minecraft. Creating scripts around historical events helps students understand how personal motives affect groups of people, even on a global scale. With this approach, students can better grasp complex historical and political times, like The Cold War. Each student is assigned a particular historical figure to study and “become”. Linear time is suspended during the Minecraft Project, so Karl Marx, Joseph Stalin, Ronald Reagan, Mao Zedong, and Joseph McCarthy can all live and interact with each other within the Minecraft world.

By allowing each student to play an influential figure with conflicting or competitive goals to their classmates, they can compare and contrast personas, ideologies, and events outside of linear historical context.

Regardless of their age, empowering students takes creativity, support, and trust.

Students are most receptive to learning and leading when they want to participate. Making lessons fun is an essential component of that equation. Play provides endless opportunities for teaching life skills to students who want to learn.

Each student creates two secret and historically-accurate goals for their character to accomplish in the Minecraft world. For example, Marx might want to hold weekly meetings with laborer characters to preach a future free of tyranny or Stalin might want to build an army (of sheep).

The options are endless. Each student’s secret goals are sealed in an envelope only to be opened on the last day of game play.

While the characters’ goals are created individually, students take a collaborative approach creating their Minecraft world’s map and rules of play. As a result of having this amount of power and control in the game, compromises, deals, and alliances begin forming in the earliest planning stages.

At the end of each day of game play, students write a journal entry in the voice of their historical figure detailing the events of the day, interactions with other historical figures in their world, and progress or setbacks pertaining to their secret goals. Regularly and creatively documenting what they learned not only establishes basic note-taking skills, but also contextualizes individual events into a larger picture, manages goal-setting, and builds planning skills.

On the final day of play, their characters’ goals are revealed to each other. Then each student writes an essay detailing what they understand the Cold War to be about and how it occurred. Students learn, apply, retain, synthesize, evaluate, and create on levels typically unattainable through PowerPoint presentations and note-taking. As a result, lesson retention is much higher.

The Builder • 2019

11

STUDENTS

STS Graduation 2019

Congratulations to Our Graduates and Families Congratulations to the 16 members of the Class of 2019 including eight “Lifers” who attended STS from preschool through 8th grade. We are tremendously proud of you and wish you the very best in high school and beyond!

Class of 2019 Sophie Angiulo - University Prep Emmy Bezos - Lakeside School Raphael Caldas - Bellevue High School William Copeland - Eastside Preparatory School Bea Corley - Bellevue High School Annie Dong - The Hotchkiss School Shea Foster - Bellevue High School Sydney Gaspar - Bellevue High School Clementine Nielsen - Juanita High School Annika Nordstrom - Bellevue High School Guy Palumbo - Eastside Preparatory School Joshua Sandoval - Bellevue High School Zachary Sandoval - Bellevue High School Alexander Song - Inglemoor High School Rishi Sujit - The Overlake School Emma Whittier - Bellevue High School 12

St. Thomas School

ALUMNI

STS Senior Alumni College Bound Reunion for 2019 High School Graduates Congratulations to St. Thomas School Alumni who graduated high school in 2019! Special thanks to Rita Egrari and Linda Myhrvold who hosted a reunion for the graduates this past May. It was a wonderful celebration as past STS students and parents were able to reconnect.

Whether headed to college, taking a gap year, or pursuing other exciting opportunities, we are confident our alumni are ready to take on the world!

The Builder • 2019

13

STUDENTS

Spirituality in Schools The Link Between Spirituality, Health, & Academic Success

BY DR. KIRK WHEELER, Head of School Being in touch with our own values and having a sense of purpose that guides our life is what some define as spirituality. For some, spirituality relates to religious practices and organizations, while for others spirituality is a deep connection with nature, a higher being – something bigger than one’s self. For many, spirituality serves as a guiding compass for decision-making. Therefore, nurturing an inner sense of self and a connection to a broader purpose is vital when encountering choices and challenges throughout life.

Children are innately spiritual beings, and nurturing their spirituality promotes healthy development on many levels. While St. Thomas School is a non-sectarian school, spirituality is an intrinsic part of daily school life and an essential element in our approach to educating the whole child, along with physical, cognitive, and social/ emotional development. We begin each day in Chapel – a community gathering that centers on spirituality, world 14

St. Thomas School

religions, character and leadership. It is within this space that students are invited to reflect on their own spirituality, practice mindfulness, and become more attune to their inner voice.

To further my own understanding of developing spirituality, I recently read an insightful book called The Spiritual Child: The New Science of Parenting for Health and Lifelong Thriving by Lisa Miller. To my delight, it showed clear scientific connections between spirituality and health and academic success. Miller cogently combines scientific research with anecdotal evidence from her work as a clinical psychologist to demonstrate how beneficial spirituality is to a child’s physical and mental health. What a pleasure it was to read substantive evidence to support what I, as a school leader, have always believed.

Miller’s research reveals that children who have a positive relationship with spirituality have significantly more

positive markers for thriving, including an increased sense of meaning and purpose and higher levels of academic success. For example, her work shows that with a spiritual foundation, children are “40 percent less likely to use and abuse substances; 60 percent less likely to be depressed as teenagers; and 80 percent less likely to have dangerous or unprotected sex.”

At St. Thomas School, we believe children who develop a spiritual core also develop a strong sense of self, compassion, and purpose, rather than setting their sights on acquiring success and defining their self-worth through continual comparisons to others. Young people with strong core virtues tend to accept good fortune with gratitude and humility, rather than feeling a sense of entitlement. Building this spiritually-based foundation helps establish a strong moral compass that guides children throughout their lives, helping them make healthy decisions when facing everyday challenges and temptations.

This is particularly important in the teenage years, as young adults begin asserting their independence and parents become less involved with their children’s social lives. As the weight of handling moral dilemmas and dealing with peer pressure increases, having a strong spiritual core becomes critical.

Parents can play a significant role in helping their child explore spirituality and provide touchstones along the way.

Here are some tips to help children develop a positive spiritual relationship: •

Natural spirituality, or an “inner moral compass,” is part of our biological makeup and is associated with life success and satisfaction. As parents, it may be helpful to recognize that the emergence of spiritual awakening in our adolescent children matches a window of spiritual exploration in ourselves. Like our children, we naturally enter into life phases when we contemplate the meaning of life and our purpose.

Thus, spiritual parenting provides us with opportunities for our own reflection and growth as well. Sharing our own questions regarding that spiritual journey with our children can be very helpful.

•

Trust yourself to help guide your children’s spiritual life. You do not need to have studied religion or be knowledgeable about specific faith practices. This is about spirituality – not religion. Be open to questions, listen deeply to your child’s questions, and explore together.

•

Author Lisa Miller encourages her readers to use spiritual language daily, and to share our spiritual

experiences, which is frequently about applying a spiritual lens to everyday experiences, and building a spiritual practice together. Children are naturally curious and connected to the world around them.

Often, embedded in the typical “why” questions children ask are invitations to dig deeper. Seize moments that lend themselves to contemplation – a walk in the woods, an evening routine, a family blessing, or rituals at dinner or holidays. Invite children in to your own spiritual moments – prayers, sharing of gratitude, times of meditation and mindfulness.

•

Tend the “field of love” and strive to live an inspired life. Help children feel connected to their families and understand their place within generations of relationships. Births, deaths, divorce – all of these are part of the ebb and flow of family life. This is the field of love – talk to your children, help them to see all the connections, and practice expressing gratitude, resilience, and faith.

•

Above all else – make time. Create opportunity, space and time for spiritual conversation and activity – allow it to be spontaneous. Spend time outdoors – just “be” with nature.

I am so intrigued by Miller’s work! I know that helping children nurture their spiritual core can have a positive impact on their character development and better prepare them for the life choices, social pressures and moral dilemmas they will face.

The Builder • 2019

15

FACULTY

St. Thomas School Faculty Updates ALISE BEHAR joins St. Thomas School as a Kindergarten Instructional Assistant. She has her Bachelor of Arts in Elementary Education from Central Washington University. She has over 6 years’ experience in creating and implementing curriculum as a Pre-K Teacher. We are very excited to welcome Alise.

EVAN BOYER joined our St. Thomas School Development Team in June. Evan has experience as an Administrative Assistant and he has also been an Opera Soloist. He has a bachelor’s degree from Northwestern University and a Master of Music from Curtis Institute of Music. Evan will be a great addition to our St. Thomas School family.

ADA CHUPP comes to us from Denver, where she has worked with students in Preschool through First Grade.

She is a Smith College Graduate and recently completed a Master of Arts in Educational Psychology with an emphasis in Early Literacy from the University of Colorado. In graduate school, she co-taught with Brittney Flower (former 2/3-Day Preschool Teacher)! Originally Ada was slated to teach in PreKindergarten, however we have recently moved her to teach in the 2/3-Day class with Ms. Kohlrus.

RACHEL DONNELLEY-SMITH is our new Director of the Elementary Center. Rachel comes with incredible depth of experience. She has a bachelor’s degree in human services, a Master of Arts in teaching, and a doctorate in organizational leadership.

She has worked as the Director of Teaching and Learning at Giddens and as the Director of Early Childhood at the Jewish Day School, among other leadership and teaching positions here in Seattle/Bellevue

16

St. Thomas School

St. Thomas School is excited to welcome a number of new faculty and staff for the 2019-2020 school year.

and San Francisco. Rachel is National Board Certified and a Klingenstein Fellowship recipient for Independent School Leadership.

JORDAN FUNK HUENEMAN joins St. Thomas School as an ELC Counselor.

Jordan has a Bachelor of Science in human development and a Master of Marriage and Family Therapy from the University of Southern California. She is a Licensed Family Therapist and has experience working with children ages four to fourteen. In her role, she will work closely with classroom teachers, parents, and Nick Anton, the Director of Personalized Learning, to support classroom teacher and students’ social/emotional learning. She recently relocated back to the United States after living in the United Kingdom for two years. We are excited to welcome her back to the US and to our school.

JULIA GIANNOTTI became the Administrative Assistant to the Directors of the Elementary Center and the Early Learning Center in midAugust. She recently moved to the Pacific Northwest from California. Julia graduated from California Polytechnic University Pomona with a bachelor’s in English literature and language studies. Prior to STS, she worked in administration for a variety of different businesses, including a specialty animal hospital. We are happy that Julia has made the Seattle area and St. Thomas School her home.

JESSICA JACOB will be a great asset to St. Thomas School as she joins us as a Spanish Teacher. She received a bachelor’s degree in Spanish/ French from Southern Oregon University and earned her master’s degree in Hispanic Linguistics from the University of Alabama. Jessica has been teaching Spanish in Florida

before moving to our area over the summer. We can’t wait for her to get started!

JODIE JONES joins STS as a School Counselor. She and Tammy Fisher will primarily serve students and families in the EC and MS. Jodie is a Nationally Certified School Psychologist. She spent 12 years in a local public school district advancing from intern to School Psychologist and Counselor, and, in her last three years, to District Administrator supervising School Psychologists and Elementary Counselors. She is a certificated School Counselor, a Nationally Certified School Psychologist, and a Licensed Mental Health Counselor Associate. Please give Jodie Jones a big welcome!

MEGAN KOPHS is joining the Elementary Center teaching Third Grade. Megan has most recently been working as a Literacy Specialist for Scholastic. Previously, she worked for over a decade in the Issaquah School District and brings a depth of other relevant experiences. We are excited to have her skills and experience on the team!

JENNIFER MCCONNELL will be a Middle School Advisor and Humanities and Science Teacher.

Jennifer has a Bachelor of Arts and a Master of Arts from the University of Washington Tacoma. She has experience as a Middle School Teacher and Learning Specialist.

Welcome Jennifer for the 2019-2020 school year!

JESSICA PILSNER has accepted our Educational Technology Coordinator position. Over the past five years, she has taught 3rd, and 6th through 10th grade. She has an undergraduate

degree in elementary education (with minors in science and theology) and a Masters of Science in Human Centered Design and Engineering from the University of Washington.

Jess is a Minecraft Global Mentor and is also a Microsoft Innovative Educator Expert. Please give Jessica a very warm welcome when you see her here at St. Thomas School.

SAMUEL TAUB is joining us as Instructional Assistant in the Elementary Center. Samuel has attended Carroll Community College and Randolph-Macon College. He has been working for WhizzKids, providing after school classes and summer camps at St. Thomas School and other area schools. You may have seen him

this past summer in aeronautics and photography camps at St. Thomas School. Welcome, Samuel!

LIZ THAYER will join St. Thomas School as our Director of Athletics, Health, and Physical Education for the 2019-2020 school year. Liz has a bachelor’s degree from Colorado College. She has experience as a field hockey and lacrosse coach, a physical dducation teacher, a summer camp director, and as an athletic director.

Welcome to our St. Thomas School family!

REBECCA YADON is returning to St Thomas School as an Early Learning Center Teacher. Our students met Becca as a substitute teacher and as

a student teacher for Anne Kearney and Amy McGraw in our Elementary Center. We are excited to have Becca return to St. Thomas School, working in 5-Day Preschool with Karen Szillat.

JANE ZETA joined St. Thomas School as our summer IT Intern this past June. We are very happy that Jane has agreed to remain at St. Thomas School part-time during this school year. Jane is attending Seattle Central Community College where she is studying IT-Network Design and Administration. She has been a huge asset to our IT team this past summer and we are thrilled that she will continue here!

Thank You, Mrs. Larson

Elementary Center Director Julie Larson Retires This past June, after 18 years at St. Thomas School, and over 30 years as an educator, Director of the Elementary Center Julie Larson retired. Mrs. Larson served St. Thomas School in many capacities - kindergarten teacher, interim Director of the Early Learning Center, and the Assistant Director and Director of the Elementary Center.

“After much thought and reflection, I made the decision to retire,” said Mrs. Larson. “My husband and I each have spent over 30 years in education both dedicated to and loving our work; the time has come to focus on each other.

Retiring together is an exciting next step in our 40+ year journey and a chance to have some new adventures.

“I came to STS because of the quality of the staff, the sense of family, and care for each child. I remember my interview with members of the faculty during the April vacation in 2001 and knew immediately that I wanted to be part of this school.”

Reflecting on Mrs. Larson’s retirement, Head of School Kirk Wheeler said, “Independent schools are families. And like families, we grow and evolve, bring in new members, and bid farewell to others as they launch into new adventures. I have never known a St. Thomas School without Julie Larson. Throughout Julie’s final year at STS, we celebrated her many accomplishments, absorbed as much of her wisdom as possible, and then launched her into a new adventure! We are grateful for her many years of service to the School, to our students, and our families. We wish her the best, of course, but she will be dearly missed.”

The Builder • 2019

17

8300 NE 12TH STREET MEDINA, WA 98039

CHARACTER • CURRICULUM • COMMUNITY