Volume 39
The Playscape Project: Becoming Designers, Engineers, and Scientists By Uchenna Ogu and Katie Malone, Kindergarten Teachers At The College School students are immersed in curricula that is designed to cover depth over breadth at every stage of learning. For our youngest students in our Reggio Emilia Program, teachers specifically create themes that introduce a range of learning styles that explore the many possibilities for creating, expressing ideas, and working together. This year, as part of our Reggio Emilia Approach, Kindergarten students completed a yearlong experiential learning program where they became young designers, engineers, and scientists. Known as the Playscape Project, students were introduced to skills-based thinking in the environmental sciences and architectural design while learning to explore their creative imaginations. Students began the project by learning how engineers research and create blueprints. Every month during the first semester of school, the entire class traveled to our school’s LaBarque Campus to brainstorm ideas for the Playscape and draw their designs. After initial ideas began to flourish, students sought inspiration from natural play areas around St. Louis when they visited example sites such as Shaw Nature Reserve and The Principia School. Each of these example sites had unique structures, which enticed the children to explore, climb, discover, and connect with nature. After the trips, teachers
Through their Playscape Project, Kindergarten students were introduced to skills-based thinking and architectural design. helped facilitate a conversation among students to share their discoveries, collaborate on similar ideas, and discuss next steps. Additionally, children created models to test out their ideas on a smaller scale.
Issue 2
Summer 2018
What’s Inside? Welcoming Interim Head of School Carl Pelofsky . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 New Team Members . . . . . . . . . . . . . . . . . . . . . . 3 Faculty/Staff Milestones . . . . . . . . . . . . . . . . . . . 3 Congratulations Class of 2018. . . . . . . . . . . . . . . 4 Every Contact Leaves a Trace . . . . . . . . . . . . . . . 5 Why We Chose The College School. . . . . . . . . . . 5 New Technology Enhances Project Work in Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Learning By Doing: The Maple Syrup Process. . . 6 Middle School Students, Alumni and Teachers Explore Costa Rica. . . . . . . . . . . . . . . . . . . . . . . . 7 Auction Gives Nod to Former Educator While Boosting Diversity Funding . . . . . . . . . . . . . . . . . 8 ALUMNI EXPERIENCE Alumni Profile . . . . . . . . . . . . . . . . . . . . . . . . . 9 Cultivating Dedication and Patience through Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Alumni News. . . . . . . . . . . . . . . . . . . . . . . . . 10
Sustainability Coordinator Tim Wood encouraged students to incorporate some of the fallen trees at our LaBarque Campus into their ideas. As students became more familiar with their natural surroundings and the environment of their workspace, students were supported to use their imagination and see the continued on page 3
Summer 2018
Welcoming Interim Head of School Carl Pelofsky By Jaclyn Stewart-Strothmann, Director of Institutional Advancement As The College School works to identify its next permanent Head of School, this June the Board of Trustees appointed Carl Pelofsky to be interim Head of School. Carl brings more than 15 years of independent school leadership to this role, including his past six years as Head of School of Greenhills School in Ann Arbor, Michigan. From creating studentcentered initiatives to supporting faculty in professional development efforts, Carl has a deep understanding of both the classroom environment and the administrative aspects of leading a successful school. Perhaps most importantly, Carl embraces The College School’s vision of creating authentic educational experiences that prepare students for what is next. We recently sat down with Carl to ask him some get-to-know-you questions. He shared his thoughts below. To stay informed of our Head of School search, please visit our website at www.thecollegeschool.org/hos.
Q: What is something that we should know about you?
I’m a proud, native Missourian. I grew up in Kansas City, and much of my family still lives in that area. My teaching career began at Hale Cook Elementary in the mid-1970s, when my Second Grade teacher, Ms. Adkins, asked me to help one of my friends improve his reading skills. He was a bit behind the rest of the class, and I had the honor of helping him catch up. That feeling of true service and empathy remains at the core of how I function in schools.
Q: Can you tell us a little about your family?
My parents instilled in me the notion of civic pride, both having served their community for decades. My father was a city councilman for years in Kansas City, and my mother helped build and run a community health center. I’m the youngest of three children, so I’m used to being the source of other’s entertainment. I
2
have twin sons, Ben and Justin, who will be attending college in the fall (Ben at KU, Justin at Oberlin). In 2015 I lost my wife Kyla to cancer; she was an amazing person who deserves all the credit for everything good about me and our boys.
Q: Do you have a favorite activity or hobby you could share with us? Or maybe a TV series or music you are really into?
When the boys were growing up, we spent time in Colorado hiking trails in Rocky Mountain National Park. I also, from time to time, catch and re-catch the running bug. I’ve run a few half marathons and “ran” the Chicago Marathon a few years ago. Don’t look up my time—it doesn’t matter. I think I took a wrong turn at mile 22. I’m a fan of Curb Your Enthusiasm, although my mother thinks Larry David is insufferable. I grew up listening to the Beatles and Bruce Springsteen, and my favorite album ever might have been “In Concert: Best of Jimmy Cliff.” When I realized I was listening to reggae music, I came to the conclusion that I was a pretty cool kid. I’m not sure if anyone joined me in that belief, but I felt it.
Q: What’s the last book you read? Or what are you currently reading?
I’ve been reading Tom Hanks’ collection of short stories, Uncommon Type. I’m a big fan of his, and I’m enjoying the stories. He’s a multi-talented guy. Also, I met him once and he was incredibly gracious and kind, so I guess you could say we’re pretty good friends.
Q: Who was your favorite teacher and why?
That’s a tough one! Ms. Adkins started me down the road to teaching, as I mentioned, and my Fifth Grade teacher, Ms. Anderson, was incredible. I had too many wonderful teachers in high school to count. But if I’m forced to pick a favorite from all my years of school, I have to say Susan Dodd, who taught me fic-
tion writing in college. She is a brilliant writer, and I’m still in touch with her. She has remarkable energy and style, and she is passionate about writing…and frankly, life. As I’ve been going through boxes in preparation to move, I found stories I wrote for her class. If she liked something I wrote, she would put stickers and stars on it and praise me effusively (stickers in college, mind you). What I didn’t remember, though, was that if she didn’t like portions of my writing, she would really lay out her critical thoughts. She didn’t pull any punches. So as I’ve gone through all these stories I’ve decided, that’s the definition of an amazing teacher: someone who challenges you, is honest with you, but makes it clear she cares deeply about you and your progress. Thank you, Susan.
Q: Any particular quote/s that resonate with you?
“You can accomplish anything you want if you put your mind to it.”—Brenda Pelofsky, my mom.
Q: In all of your years of experience in school settings, what is one of the funniest things that you’ve had happen?
Impossible! One reason I love working in schools is that these wonderful moments happen daily. The first funny/silly experience that came to mind, though, was a conversation I had with a sixth grader a number of years ago. The maintenance staff was replacing my air conditioner with a new one, and they were pulling out the old window unit. The sixth grader apparently had noticed this over the course of a day or two, and I found him outside my office with a little red wagon. “I see you’re getting a new air conditioner. Can I have the old one?” So we put it on the wagon and off he went. Sometimes “why” isn’t an important question to ask.
Q: How can we help you get acquainted with Saint Louis and your new TCS family?
Some suggestions for great trails and parks to go for a run would be wonderful. Regarding TCS, please share with me what you love about the school. Email me at cpelofsky@thecollegeschool.org so that we can connect. n
Summer 2018
New Team Members By Jill Pampel, Director of Admissions and Marketing
Emily Levin Kindergarten Teacher As a native of St. Louis, Emily previously taught art in four schools in East St. Louis and North St. Louis for Kindergarten through Eighth Grade. This experience helped spark her interest in helping children find their voice through a variety of media, as well as using themes through a variety of subjects. She worked as a support therapist with children on the autism spectrum before attending graduate school at Marylhurst University, where she received her Masters of Arts in Counseling and Art Therapy. She strives to help others find their voice and develop positive relationship with others, building confidence and independence. Even as a young child, Emily has always had a strong
The Playscape Project continued from front page
many possibilities of their architectural options. Hattie M., a Kindergarten student said, “I thought I could use a log with a curve to make a candy cane. I would use all of the old wood,” for part of her project’s design. Evelyn H., thought, “I had other ideas, like a wooden swing or a rope swing, but the swing part that you sit on would be the wood.” At the end of the school year, Kindergarteners worked together to create presentations of their work in designing the Playscape. Students collaborated and worked in small groups to create small-scale models of their designs. The class also prepared an oral presentation that demonstrated the problem solving, innovating thinking, and collaborative skills learned throughout the year. The audience for the oral presentation was filled with families, teachers, and school administrators who listened to the developing skills that each student acquired throughout the project. The Playscape Project, as part of our school’s Reggio Emilia Approach, was designed to teach students learning skills that benefit them now so they can grow as young learners. By combining elements of science, design, play, and
love of the outdoors, enjoys working in her herb garden, camping, and hiking with her family. She is an avid baker and has recently taken up bee keeping. Emily lives in Webster Groves with her husband and two daughters, who attend TCS.
Monnie Brodbeck Part-Time Middle School Faculty Monnie was a full-time teacher at The College School for eleven years. She began teaching in 1992 in Second Grade and then she moved into Fourth and Fifth grades in 1994. She taught core classes in Language Arts and Math, as well as themes that included the 4/5 Play, 4/5 Archeology, Fifth Grade Caving/Crystallography, and Fourth Grade Colonialism/ Early US History. She was very involved in unique learning methods, students were able to increase their abilities to process and evaluate how they create, express themselves, and work together. At our school, we believe these elements are fundamental to our approach of preparing students to be critical thinkers.
outdoor, experiential programs throughout the school, including the 6th grade Wilderness Experience, facilitating rock climbing events, and developing several TCS Summer Expeditions for middle school-aged children. Monnie moved on from TCS to raise her three children and to share her love for outdoor adventure with her family. During these years, she also facilitated outdoor/experiential programs and high ropes course classes at Principia School and was a leader for a service leadership youth group for The National Leadership Council. Monnie returned to support TCS programs when her oldest began fourth grade in 2012. Since then she has been a substitute teacher in all grade levels, served as a support teacher in Middle School theme classes (Wilderness, Environmental Issues, State of Missouri, and Urban), and facilitated several outdoor/experiential adventures. She has a Bachelor of Arts in Education and Bachelor of Arts in Theater from Principia College. Monnie has two children who attend TCS: Lydia (2020) and Cole (2024), and her oldest, Hannah, graduated in 2017. n As students develop a sense of wonder, have a structure to process information, and an appreciation and respect for the living things that surround them, they are equipped with the tools to succeed in academics and beyond. n
Faculty/Staff Anniversaries, Departures, and Milestones Penny Allen, Third Grade Teacher, was named Interim Assistant Head of School. Julia Batz, Fourth Grade teacher, and her husband Nick, welcomed their first child in January, Izabella (Izzy). Kate Booher departed our Early Childhood program to pursue a fulltime doctoral program with Saint Louis University. In her program, Kate will focus on issues of equity in Early Childhood education. Nikki Gamrath, Assistant Head of School, departed TCS to serve as Vice President of Educator Development at the Teton Science School in Jackson, Wyoming. Sarah Hassing, Atelierista and Early Childhood Coordinator, celebrated 10 years with TCS.
Middle School Teacher Lori Knoblauch was named Middle School Division Head for TCS. Marc Langhauser, Business Manager, celebrated his 10th anniversary at TCS. Jess Lorentzen, Early Childhood teacher, left The College School to pursue a career in real estate. Ed Maggart departed TCS after five years of service as Head of School. He and his wife, Sue, look forward to spending more time with their daughter and son-inlaw and caring for aging parents. Carl Pandolfi, Music Teacher, celebrated 10 years at TCS. Liz Sharpe-Taylor, Communications Coordinator, decided not to return to her position after the birth of her son, Michael Christopher Crosby. n
3
Summer 2018
Congratulations Class of 2018
The College School Class of 2018
At graduation on May 24. Front row from left to right: Grace Thompson, Julia Stolker, Maren Unwin, Grace Silva, Emma Harris, Marshall Liberman. Middle row from left to right: George Muehlmann, Kara Munz, Maya Gralnick, Grant Grabowski, Meghan Nguyen, Devon Eldarrat, Bryce Ojeda, Koen Badstebner, Isaac Pendergast, Ricky Vuylsteke. Back row from left to right: Graham Sanfilippo, Lizzie Wagner, Bella Lamb, Julien Hanson, Tariq Jassim, Colton Nappier, Lila Gralnick, Audrey Pinson, Lillian Folkl, Sophie Thomas, Ethan Evans, Wolfy Stiegler This May, 28 students graduated from The College School, joining more than 900 alumni. This fall, the Class of 2018 will be attending 15 different high schools in the St. Louis region. We wish them the best on their new adventures! Crossroads College Preparatory School Julien Hanson Wolfy Stiegler John Burroughs School Audrey Pinson Lizzie Wagner Kirkwood High School Devon Eldarrat Ladue Horton Watkins High School George Muehlmann Lindbergh High School Koen Badstebner Marshall Liberman Grace Thompson
4
Mary Institute Country Day School Colton Nappier Maya Gralnick Metro Academic and Classical High School Isaac Pendergast Nerinx Hall Lillian Folkl Bella Lamb Kara Munz Sophie Thomas Maren Unwin O’Fallon Township High School Bryce Ojeda Saint Louis Priory School Tariq Jassim St. Joseph’s Academy Meghan Nguyen
St. Louis University High School Ethan Evans Grant Grabowski Graham Sanfilippo Ricky Vuylsteke Ursuline Academy Grace Silva Westminster Christian Academy Emma Harris Whitfield School Lila Gralnick Julia Stolker n
Summer 2018
Every Contact Leaves a Trace By Devon Eldarrat, Class of 2018 Devon gave the following speech at the Graduation Ceremony for the class of 2018. Earlier in the year, I heard a TED talk by a police officer named John Sutherland. He was speaking about his job, his experiences, and his battle with depression. As a police officer, he had heard the concept of Locard’s exchange principle many times. Or in other words, the forensic principle that every contact leaves a trace. He thought about this concept on a deeper level, and connected it to his personal life in a more abstract and less literal way. The way he talked about this stuck with me, and I couldn’t help but wonder exactly what he meant. And the more I thought, the more the answers came. I started connecting his story to my own. I thought about all the traces I’ve left. In Seventh Grade, I went on Urban Experience. It’s a week-long trip to Chicago where we interview strangers for a podcast. The experience was still to this day one of the best experiences of my
life. We were going to different places, picking random people and asking them questions about anti-semitism when we had absolutely no knowledge of what their answer would be. In the moments of the stranger being shocked and confused as we explained why a group of teenagers was approaching them, I would always wonder if they would remember us. I would think about the traces that we left on them, although I hadn’t called it that yet. As I graduate and reflect on my time in the TCS community, I can see that I’ve learned about leaving traces of good. If you’ve gone to TCS for any stretch of time, you’re familiar with the concept of “leave no trace.” “Leave no trace” means respecting public spaces and the people we are sharing them with. But, as I’ve gotten older, I’ve realized that it’s impossible to never leave any traces at all. We leave traces on people we interact with in urban environments, and we leave traces on the world when we explore nature. We leave traces
by interviewing strangers on Urban Experience for our podcasts. We leave traces on our teachers, who become more and more familiar with us every day we learn, just as they leave traces on us. The ways we interact with the world and the people around us traces, and it’s up to us to decide if that trace is positive or negative. Throughout my school career at TCS, I’ve been given the tools to learn how to leave positive traces. I’ve been immersed in an environment fueled by respect and understanding. I thought about the times that I could have been nicer, the times that I could have been more respectful, and the times I could have at least tried to understand. And although I can’t go back in time and fix every little mistake, I can focus on the future and how to make it more positive. Even though it’s not always possible to leave positive traces everywhere you go, the best thing that anyone can do is try. n
Why We Chose The College School By Kathleen and Don Unwin, Parents of Maren (Class of 2018) and James (Class of 2021) Our kids started attending Summer Camps at The College School when Maren was in First Grade and James was in preschool. We knew right away there was something very different and very special about TCS. The teachers running the camps took the time to get to know our kids. Every day they came home happy and stretched. They had a sense of belonging and contributing. Our previous school was fine, but we had the nagging sense that school could and should be so much more. We quickly learned from spending time at camp that TCS was a hidden gem right in our backyard. This was the school we all wish we had experienced growing up. It took a few years (darn waitlist!) and just before the start of Maren’s Third Grade year we got the call that there would be an opening for both of our kids. We truly wish we had started even earlier. Our kids are wonderfully unique individuals. They have different strengths and different opportunities for growth. We have found all of their needs have been met at TCS. We have seen them become kind, confident leaders. They know themselves and are much more
open to the world around them than what we had experienced growing up. Our daughter, Maren, graduated from Eighth Grade this spring. As she embarks on “what’s next,” as the school’s mission statement entones, she has the strongest possible foundation to move on with confidence. This was no accident. It came through years of care and thoughtful experiences all made possible by TCS and the amazing partnership of the teachers. They are the heart and soul of the school and are truly making a difference in the world. We continue to be grateful for the time we’ve had at TCS and for the years ahead. n
5
Summer 2018
New Technology Enhances Project Work in Middle School By Tariq Jassim, Class of 2018 The ability to have an idea, create from that idea, and see a product through to completion is an amazing thing. In today’s world we have access to more and more tools and technology that can help us see ideas through. One particular machine that has become rather popular lately is a 3D printer. Unlike most commercially available machines, a 3D printer uses additive technology. This process is known as FDM printing. The way it works is it has a series of rods that have hatches and ball bearings attached to them to create movement. It has an extruder that slowly puts out filament and melts it. It uses an X-Y-Z grid to control were it is extruding the filament. The way it knows how to do this is with G-code. The way you can get G-code is with an STL file. All of this traces back to a 3D model that you can create on a computer. But all of that is simply how you can use it. The things that it can be used for are far more interesting. During second trimester this past school year I was in a Biology class, where we were tasked with creating some sort of model for a basic animal cell. There were several creative ways we could do this; some people used modeling clay, other people used playdough, balloons, or
Eighth Grade student Tariq Jassim used a 3D printer to build a model for an animal cell in Biology class. even cake. I decided to take it a different direction and do a 3D print model. Earlier in the year a 3D printer had been donated to the school. It was a Solidoodle 2, but wasn’t fully set up yet. I set it up, and then I set to work on creating the 3D model of the cell. I used a program called Autodesk Fusion 360, a free cad software. I told the machine to print and then, six hours later it was done.
There are, of course, other ways that a 3D printer can be used around school. For instance, some students wanted to create a board game for the Civil Rights Theme and needed pieces for it. Although they were very inexperienced with cad software, they were able to look at some online resources and find a bus model, already created. Really anyone can create something with the 3D printer as long as they are resourceful and do their research. Even the teachers used it to teach or encourage their students to do better. During the third trimester Fifth Grade teacher, Scott McClintock, asked me to print a trophy on the 3D printer. He sent me the model for it, and I was able to generate the supports and print it out. He used the trophy for his class as a reward for a March Madness class project around mammals. All of these examples are just the beginning of what you can do with a 3D printer. Future TCS students can use it to create scale models or even working models of machinery from different time periods. Using a 3D printer is a fun challenge, and the problem-solving aspect of it makes our minds better prepared for the world ahead. n
Learning By Doing: The Maple Syrup Process By Brenda Knispel and Melissa Ridings, First Grade Teachers
In First Grade, we have studied trees throughout the years. During this study, we would attend the maple sugar program at Rockwoods Reservation to learn how trees provide us with food. The year that TCS purchased our LaBarque property, Sustainability Coordinator Tim Wood and I determined that we could create our own trips and go through the process of tapping trees with our students, instead of watching someone else do it. Now each winter, we take the First Grade class to explore our own Sugarbush trees at LaBarque and from them, First Grade students watch as sap drips from a maple tree on our they make their own maple syrup. LaBarque Campus. The First Grade Maple Syrup Project exemplifies our experiential apthemselves. proach to learning. Students learn science First graders go to LaBarque to idenand math concepts through the monthtify the maple trees (by the bark and arlong process by going through the steps rangement of branches). The class learns
6
how to determine whether a tree is old enough to tap by its size (it has to measure more than 10 inches wide). The students are responsible for the different tools and equipment as they tap each tree. It’s so rewarding to see the delight on the children’s faces as they watch the sap drip from the tree when they hang each bucket. After tapping the 10 trees, we come back to the classroom to reflect on what is happening during the process. We talk about the importance weather plays, and they learn how to read a thermometer to identify 32 degrees Fahrenheit. They keep track of cold nights and warm days so that they know whether the sap will be flowing. Our next trip to LaBarque brings us back to each tree to collect the buckets and empty our sap into a container to continued on page 11
Summer 2018
Middle School Students, Alumni, and Teachers Explore Costa Rica By Cindy Bruns, Spanish Teacher Students at our school are well versed when it comes to learning through travel and adventure education. From the hands-on scientific field experiences on the Eighth Grade Field Ecology trip, to the community and service-based learning opportunities acquired through trips to Chicago and New Orleans, a trip to Costa Rica offers a further extension of experiential learning at our school. Travel to Costa Rica offers the unique opportunity for international learning adventures while highlighting the Spanish language, Hispanic culture, ecology, and conserva-
the identification and conservation of tropical plants, insects, mammals, and bird species. Surrounded by rainforest and teaming with tropical flora and fauna, the 55,000 acre reserve of the CER provides a unique experience with unforgettable lessons on biodiversity and conservation, along with understanding the cultural and historical tapestry of Costa Rica. Conservation efforts in the Monteverde region, as well as
In June, members of our community, including Sixth and Seventh Grade students, a recent alum, and five faculty members embarked on a nine-day learning adventure in Costa Rica.
tion of a biologically-rich region. In June, members of our community, including Sixth and Seventh Grade students, a recent alum, and five faculty members embarked on a nine-day learning adventure in Costa Rica. The diverse trip itinerary included time in local markets, a visit to the museums in the capital city of San Jose, an exploration at a local school in the mountain town of Monteverde, as well as time immersed in the natural beauty and wonder of the Costa Rican rainforest. Inspired by an experiential approach to education, the trip included a four-day stay at the San Gerardo research station within the Children’s Eternal Rainforest (CER), also known as “El Bosque Eterno de los Niños.” Students learned about rainforest ecology firsthand, as well as
the formation of the CER organization, originated over 40 years ago. The preservation and protection of rainforest land was further bolstered by students from Sweden, who raised money to help purchase rainforest habitat and protect the land from agricultural development. Our students continued these efforts by contributing funds raised from a bake sale, supporting CER conservation and education projects. Children and education continue to be at the core of the CER’s mission, and our TCS-Costa Rica travel experience provided new and unique learning opportunities for our community. n
7
Summer 2018
Auction Gives Nod to Former Educator While Boosting Diversity Funding By Jaclyn Stewart-Strothmann, Director of Institutional Advancement Over 200 members of our school family packed The Grand Hall on Saturday, April 14, for the 35th Annual Gala & Auction. Aside from great food, entertainment, company, and bidding, the event provided an opportunity to reflect on the countless individuals who have helped our school achieve the success that we enjoy today. Each year during the “Raise the Paddle” portion of our auction, we ask our school community to support a very specific project, fund, or challenge that is facing our community. Past “Raise the Paddles” have supported the purchase of our LaBarque property, made improvements to the Kent Family Theater and playspaces, and constructed the digital recording studio at our Newport property. The goal of this year’s “Raise the Paddle” was to provide an injection of capital into a fund to increase award levels for racial equity scholarships. As the video that evening shared, these funds would be channeled into the “Dorris Roberts
The Dorris Roberts Diversity Scholarship Fund was established at this year’s event. Dorris was a beloved 19-year, preschool teacher who passed away this past February. With this fund, we are now better able to support our current and future students for the next five years. Thank you to all of you who supported our event, raised your paddles high in Dorris’ legacy, and continually bolster our efforts to live out our mission, vision, and values every day. n
Diversity Scholarship Fund,” a charitable initiative named after former TCS educator, Dorris Roberts. As many in our school community may know, Dorris was a preschool teacher for nineteen years, was one of the founding teachers of our Reggio-inspired Early Childhood Program, and for many years was the only person of color at our school. With paddles being raised across The Grand Hall, we are proud to share that our community responded by raising nearly $70,000 in Dorris’ honor.
8
the college school alumni association
Summer 2018
EXPERIENCE the college school :::: Volume 12 :: Number 1 :: Summer 2018
Matthew Kincaid (2003) is an educator and activist who has been leading anti-racism workshops for over fourteen years. Prior to founding Overcoming Racism, Matthew served as both a social studies teacher and school administrator in New Orleans, Louisiana. As a teacher, Matthew’s classroom practices focused on building self-esteem, cultural awareness, and literacy of the systems of oppression that students would have to navigate through as a vehicle to drive academic performance. As a school administrator, Kincaid lead a host of initiatives within his school and network from cultivating a positive school-wide culture, to restorative discipline practices, to implementing antiracist and culturally responsive pedagogy. Kincaid founded and is the Chief
Consulting Officer for Overcoming Racism, LLC an organization that works to develop culturally responsive schools and practitioners. Overcoming Racism works with schools and organizations providing intensive race and equity training, consulting and providing schools with the tools to address the reality of systemic racism both inside and outside of the classroom. Kincaid is currently an Amaphiko Social Entrepreneurship Fellow, his work has been featured in GOOD magazine, and during the solution sessions at AFROpunk. Kincaid is also among the “Real Leaders 100 Visionary Leaders” for 2018. He was selected to receive the 2018 SBA Young Entrepreneur
Alumni
Profile
Alumni Lily Rapp recently went to Lame Deer, Montana, to a Cheyenne Native American reservation to participate in a dance exchange.
award for the state of New Orleans. Matthew plans to continue to use his platform to empower individuals, organizations and communities to address the realities of systemic racism with courage, skill, and intention. n
Cultivating Dedication and Patience through Dance By Lily Rapp, Class of 2015 Dance has been the biggest part of my life for as long as I can remember. My mom put me into a ballet class when I was little because I was very energetic. I quickly began to fall in love with the art form and decided to intensify my training. Around seven years old I began attending more ballet classes at the Center of Creative Arts (COCA). When I was eleven I was accepted into Ballet Eclectica (COCA’s student pre-professional ballet company). I started increasing my classes until I danced almost every day of the week. I rose up the ranks within the company, and I am now in the most advanced level. Ballet takes a tremendous amount of dedication, patience, and strength. Coming and repeating the same movements each day is exhausting. You have to be willing to accept criticism from your peers, your teachers, and yourself. Ballet is the constant strive for perfection. Although we are all aware we will never achieve that, it is something we all work extremely hard towards. Not all things continued on page 10
9
the college school alumni association
Summer 2018
AluMNi News Reggie Hudlin (1973) Reggie was featured in countless news outlets for his creative inspiration behind the comic, Black Panther, which recently debuted in its blockbuster cinematic form this past February. During the time that he was President of Entertainment of BET, Hudlin wrote many of the Marvel Comics series Black Panther between 2005 to 2008. You can find his interviews from ABC News to Vanity Fair, and from the Washington Post to MTV. Liessa (Thomas) Brown (1987) Leissa has lived in North Carolina for 18 years. She has two children, ages 11 and 14, whom are homeschooled. Her family loves the outdoors and spends as many weekends as they can camping, hiking, paddling, geocaching, and exploring. Tracy Johnson (2008) Tracy graduated from Lawrence University in 2016 with a B.A. in Linguistics and Russian. After spending a couple of months at home in St. Louis, she moved to Chicago, where she currently lives. Tracy is getting her Masters of Social Work from the School of Social Service Administration at the University of Chicago, and afterwards, hopes to work in public library social services. Currently, Tracy has an internship as a dorm counselor at a residential therapeutic
school, and also works part-time at the University of Chicago Regenstein Library, where she processes Slavic language materials (mostly Russian, but Ukrainian, Czech, and Polish as well). Henry Brown (2012) In May, Henry completed his second year as a cadet at The Citadel, the military college of the south in Charleston, South Carolina. He was one of thirteen Citadel cadets initiated into Omicron Delta Kappa, the national leadership honor society. Trish Schranck (2012) In May 2018, Trish was selected as the 2018 Galbraith/Wardman Fellow. During this fellowship, she will spend 10 weeks this summer in Bermuda conducting research at the Bermuda Institute for Ocean Sciences (BIOS) on the molecular endemism of the Bermuda anchovy as well as investigating population trends among local lionfish populations. Christian Brown (2014) Christian graduated from Thomas Jefferson School on June 3. Christian’s paper “On The Deathbed: The August Coup and the Fall of the Soviet Union” took first prize for senior writing in the regional National History Day competition, and the paper was awarded second place at the state level. Christian will present the paper at the National
History Day competition at the University of Maryland in June. Christian will be attending American University in Washington DC in the fall. Ella Basler (2015) Recently, Ella started a non-profit project called Build Up, Eat Up. It’s goal is to provide job-training skills to young adults with disabilities and create meal packages for food-insecure families in the St. Louis area. Young adults with disabilities work with volunteers to assemble the meal boxes and write a note to the family recipient. These boxes are then sent to local food pantries and are given to people in need in St. Louis. The goal of Build Up, Eat Up is to bridge two communities together and help both of them thrive. Liam Dean (2015) Congratulations to Liam, who recently earned the Outstanding Actor award at the 2018 St. Louis High School Musical Theatre Awards. Liam was recognized for his portrayal of Seymour Krelboyne in “Little Shop of Horrors.” Georgia Brown (2017) In May, Georgia completed her freshman year at Thomas Jefferson School. During the year Georgia participated in volleyball, basketball, and soccer. n
Montana, to a Cheyenne Native American reservation to participate in a dance exchange. I performed two pieces (one contemporary and one classical) for kids in grade, middle, and high school. The students also shared their traditional dances from the Cheyenne tribe. It was so empowering to be able to show these kids what brings me joy. Many of these students had never heard of ballet or the reasoning behind why someone would put themselves through the grueling process. It was heartwarming to see that some of the students were inspired by my happiness of doing what I love. I like to think that I showed some of them what it was like to dream.
I am undecided whether I want to continue dance after high school, but I think dance has taught me so many useful things that I can utilize in whatever I decide to choose as my career. The College School was an environment that fully supported and fostered my dance training. The ways in which it taught me to view challenges from a different perspective widened my view of dance and so much more. I am so grateful of my time at The College School because I have a unique perspective on the world. n
Dance
continued from page 9 come easily in ballet; in fact, most things can take months or years to get correct more times than not. “Mastering” a skill is something no dancer can say they have done. There is always something that can be improved and something that can be worked on more. In my opinion, dance is one of the most intense physical activities that exist. We put our entire body weight on a wooden square supported by two toes for hours on end. We are constantly jumping and turning and there is no spare time to rest. To be a good dancer, you must put forth 100% effort; because there is no shortcut to becoming a successful dancer. This spring I went to Lame Deer,
10
Summer 2018
This summer, students, parents, faculty, staff, board members, and alumni joined together to walk in two parades: the St. Louis PrideFest Parade and the Webster Groves Community Days Parade. Thank you to all of the participants for sharing your TCS pride!
The Maple Syrup Process
continued from page 6 take to our Sugarhouse. After the students filter the sap and deliver it to the boiling pans, they learn the important lesson of patience and time. We discuss the fact that sap is 97% water and that we have to evaporate the water off during the boiling process to transform the sap to syrup. This takes a long time and a lot of sap. It takes 40 gallons of sap just to make one gallon of syrup. We finish the boiling process in the classroom, so students can see the thermometer reach the magical number of 219. Just reading about the maple sugar process doesn’t allow for the same connection, investment, and excitement that the students gain by doing this project on their own. They have pride and ownership over their final product! Luckily this past school year yielded almost two gallons of syrup, and each child was able to bring syrup home to enjoy with their family. And, of course, we had a waffle party in class! n
11
Preschool through Eighth Grade 7825 Big Bend Blvd. Webster Groves, MO 63119 (314) 962-9355 thecollegeschool.org
Upcoming Events Please RSVP for these events on our website. Friday Coffee & Tour Join us for conversation and coffee, followed by an optional tour of our school. Fridays 8:15–9:15 AM September 28, February 22, March 8, April 26 Admissions Quick Tour Register to take a one-hour quick tour of The College School. Fridays: October 19, November 2, December 7, January 11, January 18 8:30 AM–9:30 AM Fall Open House Engage in hands-on activities and meet faculty, families, alumni, and current students. Saturday, November 3, 2018 9 AM–12 PM Transition to Middle School Night Tuesday, December 4, 7:00–8:30 PM Demystify the Sixth-Eighth Grade journey by interacting with teachers, students, alumni, and veteran parents. Application Deadline for 2019–2020 is Friday, Feb. 1, 2019
N o n - P ro f i t U.S. Postage
PAID
St. Louis MO Permit No. 3469
Sixth and Seventh Grade students explored Costa Rica in June. Read the full story on page 7.