Village Magazine Winter 2020

THE MAGAZINE OF VILLAGE SCHOOL

FALL 2019

DESIGNING OUR DREAMS

Third grader Maeve works on her mixed media self-portrait inspired by our Artist of the Year, Frida Khalo. More than 40% of Frida Kahlo’s artwork was dedicated to self portraiture and many of these works included reoccurring symbols that reflected aspects of her life, her personal and political values, and struggles. Third grade students made self-portraits that included symbols or “clues” in their artworks to share with viewers some of their favorite things and future aspirations.

Designing Our Dreams

F

or teachers, the heart of education is: respect and appreciation for the past; cultural articulation

and interpretation for the present; and strategizing and inspiring authentic learning in preparation for a rewarding, successful future—whatever a student’s dreams and aspirations. In essence, pedagogy is the quintessential legacy, propelling the school to always move forward and evolve with a sense of shared purpose. That sense of purpose arises from a strong and established foundation, from the vision of our founders and the generations of families who embraced VS’s mission to nurture and inspire both intellect and character formation in each child. As we move forward, ever-mindful of the legacy we continue to create, we are indeed designing dreams for the students we serve—and building an exceptional future.

Nora Malone Head of School

WINTER 2020

F E AT U R E S 10 The Upper Division: Year Two 13 Kaleidoscope and Parent Education 14 Nora Malone’s Lasting Legacy

D E PA R T M E N T S 2 6 16 20

Around the School Voices Alumni The Big Picture

ON THE COVER This issue’s magazine cover is illustrated by Kindergarten Assistant Teacher Blake Ahalt and features fourth grade student Aaron. The cover reflects the schoolwide theme of “Designing Our Dreams.”

VILLAGE SCHOOL MAGAZINE | WINTER 2020

1

AROUND THE SCHOOL

ATHLETICS Is More Than Sports The physical benefits of playing sports are obvious. Students who participate in sports are more active and healthier, developing coordination and skill. But the advantages of playing sports, especially in children, go way beyond just the physical.

In a recent girls’ basketball game at Village, the girls were battling in a tough contest. Near the end of the game, the other team intensified, tightening their defense, and the speed of the action increased. The crowd was cheering loudly, heightening the excitement and the pressure of the game. Impressively, the Vikings kept their composure, making the right decisions and digging deep within themselves to hang on for a narrow victory. It was a proud moment for the girls and for Village Athletics. It was evidence that, yes, Village is teaching physical skills.

It was more than that, it was confirmation that athletics at Village provides our students with an opportunity to experience challenges in life, in a way that cannot be equally recreated in the classroom. Playing sports teaches our students so many things: how to prepare, how to push themselves mentally and physically, how to work towards both individual and team goals, how to represent their school, and how to work with others.

Sports teach kids how to win, and perhaps more importantly, how to lose.

These experiences in sports, like in the girls’ basketball game, prepare our children for challenges they’ll inevitably face in life. Active participation in athletics helps give our students the knowhow to keep their composure, make the right decisions, and dig deep within themselves to succeed.

—Tim Lind, Upper Division Writing Teacher and Co-Athletic Director

The Fourth Grade Basketball Team takes a time out to pose with Coach Tim Lind.

2

VILLAGE SCHOOL MAGAZINE | WINTER 2020

A butterfly has just emerged from its chrysalis in the first graders’ Butterfly Garden.

Mr. Critelli’s BUTTERFLY GARDEN Every year Mr. Critelli creates an amazing butterfly garden as part of his first grade science curriculum.

This is just one of the many ways that he makes science come alive for his students. It’s a magical and active haven that he creates right outside of his classroom. It is truly unforgettable for the students because of the handson experience as they learn about the life cycle of the butterfly. Second grader Sydney remembers how you couldn’t touch the chrysalises, you just had to watch,” but really enjoyed, “picking up the caterpillars.” Jaxson “liked when they were hanging from the ceiling in their chrysalis.” Owen says, “I liked when we got the eggs,” and remembers that “there are 6 monarchs. The sixth one is a super monarch and they live very long.”

Joslyn “loved all of the plants.” Ella liked watching the butterflies coming out of their chrysalis and thought it was interesting how “butterflies have a map in their mind” that they use to travel. Mr. Critellli’s butterfly garden is an experience that the first graders will always remember as they make their own maps through life.

—Sarah Schwartz, Village Parent

We Are All Lifelong Learners Professional development is absolutely imperative to educators.

Not just any professional development, but the right opportunities for the right teachers. At Village School we take seriously the need to be role models for our students and demonstrate that there are always new things to be learned regardless of our age or experience.

I’m excited to share my most recent experience as a lifelong learner.

Last summer, I asked to attend a week-long “camp” called the Critical Making Camp for Educators. I didn’t know a whole lot about the camp as information was a bit elusive, but an admired friend and colleague told me that it had literally changed her life as an educator and to “just go!”

Thankfully, Village sent me and proved my friend right. It was as if every moment of each day was designed especially for me and the way I learn, think, and create. I couldn’t wait for each day to begin and I eagerly stayed late every day. I was sad when it was over. I had learned so much from being in the presence of exceptional teachers whom I admired. I had made lifelong friends with my fellow campers, and brought back so many ideas to Village School, immediately rewriting and improving our technology and maker curriculum based on what I had learned. During one of my classes at camp, it occurred to me that every child should feel the way I was feeling about being at school. They should be this excited, engaged and exhilarated every day. How could I recreate this for them in every lesson or project?

They already seem to love coming to our classes and I felt really good about the curriculum we were offering, but this was different and deeper. This wasn’t about the technology. It was about how to teach.

I spent a lot of time examining each of my projects and looking for impactful ways to adjust and improve them. There needed to be more depth to what I taught, even if the end result of the project was the same. I started creating “pre-lessons” that seemed random or unusual that would lead the students directly into the project or idea with more skills and a better understanding of WHY we were doing what we were doing. Minor shifts with major impact was my goal.

This year, student participation and work has improved significantly with these adjustments. Students are asking if I’ll start clubs after school so they

Christine Eaves cultivating her makers skillset at the “Critical Making Camp for Educators.”

the other professional development opportunities and was deeply inspired and changed. I’ve always loved being an educator and knew that it was my

“

During one of my classes at camp, it occurred to me that every child should feel the way I was feeling about being at school. They should be this excited, engaged and exhilarated every day ... I spent a lot of time examining each of my projects and looking for impactful ways to adjust and improve them. There needed to be more depth to what I taught...

”

can continue the work we’re doing in class after the projects are over. Parents are writing me asking how they can continue at home what we’re doing in class. It’s fantastic. All because I attended that specific camp out of all

calling, but it’s exciting and rewarding to know that I can always improve and that it will always feel new.

—Christine Eaves, Innovation and Technology Coordinator

VILLAGE SCHOOL MAGAZINE | WINTER 2020

3

AROUND THE SCHOOL

The TK and Kindergarten classes of 2026 and 2027 gathered in front of the newly created mural of their self-portraits welcoming the Village Community.

Bringing Certainty to an Uncertain Future Publications talk about the uncertain job future awaiting today’s youth. Many of the jobs that our children will pursue have not even been invented yet. So how do we prepare our youngest students for a future that we cannot predict?

You might think it’s an impossible task, but it is not all about the knowledge we teach them. Learning how to handle the challenges in acquiring that knowledge matters just as much. Whether academic, social, or emotional, life presents challenges at every age. How students approach and deal with those challenges will determine how fulfilled and successful they are in life.

In order to teach our students how to problem solve, we provide them with opportunities every day to figure out what works and what does not work. We let our students make mistakes! Failure is not the end 4

VILLAGE SCHOOL MAGAZINE | WINTER 2020

of the world. In fact, it is part of the learning process. In Kindergarten, during writer’s workshop, students use pens, not pencils, to write their stories.

This forces students to move on from their mistakes and not be paralyzed by them. In TK, students work on a lot of puzzles. Not only are they fun, but they provide a great avenue for students to learn teamwork. When working with a partner, students must first agree on a strategy to complete the puzzle. Then they must execute their plan together. Sometimes it is not the puzzle, but the problemsolving together, that is the challenge.

In TK and K we don’t seek to eliminate all risk and conflict. We want to keep our students safe physically and emotionally, of course. But if we eliminate all risk and conflict, it robs our students of the opportunity to become resilient. As teachers we are always listening, but we avoid jumping

in too soon to try and fix the problem.

The goal is for students to learn to navigate conflict between themselves.

In this way, students learn to speak up for themselves, compromise, to share and take turns. Only with practice will students be confident in their ability to handle difficult situations.

This is just a snapshot of what we believe and what we do in TK and Kindergarten. It’s important to remember that children are not born with the ability to problem solve, work in a group, or deal with conflict.

Just like they aren’t born reading and writing or understanding math. These skills must be taught and nurtured.

Spending time on these skills in TK and K helps ensure that, whatever uncertainty the future holds, our students feel prepared to meet it.

—Beth Reilly, TK Teacher and Liz White, Kindergarten Teacher

GREAT MINDS Navigate Technology Waters In November, Village School hosted a Great Minds Technology Panel so faculty members Christine Eaves and Darin Turpin could share how we manage technology here at school, while also hearing from Dr. Zelana Montminy, a behavioral scientist and positive psychologist on the impact of technology, and Lisa Solomon, the Los Angeles regional manager for Common Sense Media. The purpose of the morning was to support parents in their growingly complex world related to technology. Technology at Village School encompasses so much more than computers as it is a way of teaching that encourages creativity,

problem solving, and collaboration.

Christine and Darin highlighted some of the incredible projects happening here such as iC3 Design in which 4th graders design and code a typing game for a kindergarten client, or the 3D boat challenge in which 3rd graders design and print, using our 3D printers, a boat that is solar powered. Both projects marry the need to innovate and think outside the box while utilizing technology. Dr. Montminy then went on to share the research that exists that shows the addictive and potentially detrimental impact of social media and screen time. Dr. Montminy spoke to the need for all parents to model

appropriate and mindful behaviors as users of technology and find other ways to commune as families. Finally, Lisa Solomon shared how helpful Common Sense Media can be as a parental resource including the age ratings, discussion points, and things to consider when selecting media for our children. Village School is a Common Sense Media partner school, meaning we utilize their digital citizenship curriculum in TK-6 and we encourage families to take advantage of this resource to help navigate the turbulent waters of technology.

—Caroline Byfield, Principal

The MAYFLOWER’S

Voyage to Village School

Actor Michael Weber dresses fourth grade student Giles in Pilgrim attire.

The favorite part “ for most students was

dressing in Pilgrim attire.

They especially enjoyed the toddler ‘gowns’ complete with strings to keep unruly youth from straying too far.

”

In the world of Global Studies, teaching has evolved in new and exciting ways, beyond just the name change. Today, with innovative activities and unique resources only a mouse click away, teachers are turning the Global Studies classroom into a time machine.

This fall, Village School fifth grade students are living the daily life experiences of Pilgrims. They began this journey by meeting Francis Cooke, one of the original passengers of the Mayflower. Actor Michael Weber brought this character to life for our students, explaining his heart wrenching decision to leave part of his family behind as he journeyed to the New World. He regaled us with stories of rock-hard biscuits that sustained the passengers and the beer that was rationed to every man, woman, and child. The favorite part for most students was dressing in Pilgrim attire. They especially enjoyed the toddler “gowns” complete with strings to keep unruly youth from straying too far.

His visit was the springboard for our greater Pilgrim experience, a simulation activity that placed each student aboard the Mayflower and each team working together to build homes, grow crops, create peace treaties with the indegenous people, and most importantly, survive. Students also worked with their teammates to write Pilgrim Logs, documenting their triumphs and failures while exploring the very real emotions and fears of these first settlers.

While the experiential learning continues, the textbook is not lost. We use the master storytelling of Joy Hakim in A History of Us to connect the Pilgrim Game to an evolving knowledge. As educators, we know that experiential activities accelerate learning and improve retention, but we also know, they’re just plain fun.

—Theresa Pogach, Upper Division Global Studies Teacher VILLAGE SCHOOL MAGAZINE | WINTER 2020

5

VOICES

STUDENT VOICES Sixth Grade Dreams to make the world a better place Clint | 6B—My wish is for everyone to treat each other as equals.

Eryn | 6W—My dream is to live in a world with no pollution. One day I hope to create a device that will keep trash off the beach and stronger rules that will prevent too much smoke from going into the air.

Jack | 6W—My dream is for all people to realize how fragile the environment is.

If everyone continues doing things like stop using gas engines, then there is hope that the world I grow up in won’t be ruined.

Jonah | 6W—My dream is to help stop climate change around the world.

Jordan | 6B—My dream would include decreasing climate change by making airplanes electric and this would help by making our carbon footprint smaller. I would like to take all the plastic out of the ocean and plant as many trees as I can to make the world a better place for future generations.

Lila | 6W—I hope to spread joy and happiness through my singing. Songs are very powerful, and I hope mine can impact people for the better.

Mia | 6B—I hope in the future, people will realize the damage we’re doing to the environment and will take steps to try to resolve the problem. I hope that one day, the earth will heal from all the destruction we have done.

Olivia | 6W—My dream is to stop global warming because it is really affecting our planet. By 2050 the world might not be the same unless we do something.

6

VILLAGE SCHOOL MAGAZINE | WINTER 2020

Rafael Cordero beams with pride as he becomes one of our newest American citizens.

F A C U LT Y V O I C E S

does feel different now [that I’m a citizen].

“I feel... itsafe.

I have been Americanized to an

extent. The U.S. encourages the pursuit of personal happiness... My happiness has been legitimized; I have ‘officially’ found my happiness.

”

Citizen Cordero

by Annie Block Director of Secondary School Placement, Administration Manager, and Registrar “I am grateful for every aspect of who I am. As Michelle Obama said, ‘your story is what you have, what you will always have.’ It is important to me, that I tell my story,” says Assistant Teacher Rafael Cordero.

Rafael Cordero was born in Caracas, Venezuela, where many extended family members still remain. He is especially close to his mother Mariana, retired Assistant to the Head of the Universidad Santa María, who visits the United States often. In his country of origin, Rafa was an engineer. Reflecting on his upbringing and background he says, “the people in my life were warm, gentle, charismatic; the values I learned in Venezuela are a big part of who I am today.”

Rafa was attracted to America for its diverse culture—and for a commitment “to the pursuit of happiness! The political situation in my country was difficult; it pushed me out— along with a lot of other people; lots of young professionals. I went to New York in 2012 and studied English.” It was in NY where Rafa met future husband Greg (they married in 2013). He was also in tune with his passion for teaching which steered them both to California in 2014. They thought California would be,

“a great place for us to start a new life—and it was!” Greg began teaching at VS in 2016 and Rafa joined him in 2017—bringing their talents to enhance the arts and sciences in a community that has been made all the richer for their presence.

The latest life-altering event in Rafa’s life took place in August, when he realized his dream to become an American citizen.

Along with 5,000 others at the Downtown Convention Center, he was “officially” welcomed to the United States of America.

Remembering his oath, Rafa freely admits it makes him emotional: “There’s a sense of isolation that comes with being an immigrant yet, I’ve never felt so empowered. When you are the only Latin person in a group, or a minority in any way, you represent an entire community—like it or not! How powerful is that?! It’s an awesome responsibility, and I feel the same way about teaching. Children need to see themselves in their teachers and we need to be good and positive role models for them.”

While “I always felt welcome in any community in the U.S., especially at Village School, it does feel different now [that I’m a citizen]. I feel safe. I have been Americanized

to an extent. The U.S. encourages the pursuit of personal happiness, and I was immediately influenced by this promising yet unfamiliar way of thinking. I spend time trying to bridge the gap between my ingrained commitment to family and community, which is so important to me, and an individualistic, ambitious mindset.

It feels like the perfect balance, the best place to be. My happiness has been legitimized; I have ‘officially’ found my happiness.” ▼

VILLAGE SCHOOL MAGAZINE | WINTER 2020

7

VOICES

PARENT VOICES AT THIS YEAR’S VSPA LEADERSHIP SUMMIT, PARENTS ANSWER THE QUESTION:

“What does Village School mean to you?”

8

Village means having a home away from home for our entire family forever.

Village means a family that I grow fonder of with every passing year.

Village School is a place that will set the foundation for what my children will carry with them through every stage of life.

Village means a warm community where my son feels happy, secure and valued.

love of learning

Love and Friendship

Community Inspiration Learning Growth Friends

Village School is where my daughter came out of her shell to blossom.

Village School is my “village.” It supports me as a parent. We are in it together.

Village School is the place where my children are growing and thriving.

Memories for a lifetime

I love the confidence they instill in our children.

VILLAGE SCHOOL MAGAZINE | WINTER 2020

VSPA Co-Presidents this year are Kristyn Romans and Lisa Weinberger

Amazing Teachers!

Designing Leadership in the VSPA This year, as Village School is “designing its dreams,” the leadership of the Village School Parent Association is designing a new partnership. For the first time in a long time, the VSPA has Co-Presidents, one of whom is a working parent. This concept was born out of a willingness to evolve, and to reflect the reality and makeup of our current parent body.

When this idea was first presented to us, we were both game – even though we knew one another only peripherally and had never worked together on the VSPA before. One of us had focused our volunteer efforts in the fundraising realm, and the other in admissions and new family events, so our paths had never crossed in any meaningful way. At our first meeting last Spring, we instantly clicked. Before we knew it, ideas were easily flying between us as we brainstormed our thoughts for the year ahead. That one conversation turned into two, then moved to email, and quickly to a text message chain that has been firing back and forth ever since. What started out as a partnership

to help the school that we both love has turned into a true friendship. This has been an unexpected benefit, which we hope other parents will get to experience as they find ways to volunteer during the time their children are at Village.

As different volunteers have cycled through the VSPA over the last 40 years, they have all left their unique stamp on the school. In designing the VSPA of our dreams, we hope to expand the feeling of connection and community that we have experienced in getting to know, and working with each other. With this intention at the core of everything we plan for the VSPA, and with each of us bringing our own perspective to the table - rooted in the realities and differences of our day-to-day lives - we hope that the VSPA will benefit from our team approach, and that every parent will feel valued and welcomed, with the ability to get involved in the ways that work for them and their families.

—Kristyn Romans and Lisa Weinberger VSPA Co-Presidents

A community of support, sharing of a common goal—the well-being of our children

A home away from home

Finding a safe place for my children to become individuals, thrive academically, and most importantly feeling happy each day

VILLAGE SCHOOL MAGAZINE | WINTER 2020

9

THE UPPER DIVISION

YEAR TWO

by Caroline Byfield, Principal

T

he excitement from both the faculty and the students is palpable as you travel through the classrooms of the Upper Division.

Lockers close, materials are gathered, kid buzz down the hall moving between their classes. This is year two of our redesigned experience for our fifth and sixth graders and the fine-tuning is just building upon the success of year one.

UPPER DIVISION CONTINUES ON PAGE 12

Sometimes it seems as if Upper Division students move at the speed of light.

VILLAGE SCHOOL MAGAZINE | WINTER 2020

11

Upper Division students make time to catch up with their friends.

Students are “expected to stumble,

lose an assignment here or there, or need help with a social challenge.

This is the time for mistakes to be made and lessons to be learned. Modeling how to bounce back, right a wrong, and regroup are skills that are invaluable well beyond school.

”

12

VILLAGE SCHOOL MAGAZINE | WINTER 2020

A few years ago we set to work designing the best possible configuration that would ensure our graduates were more than ready for the demands of middle school. As you may recall, if your experience was anything like mine, the start of seventh grade was angst ridden; questions like where is my locker? how will I find my classes? how will I be able to deal with so many teachers and all that work? kept me up at night. The Upper Division provides a two-year experience in which students can master these skills. Over the course of fifth and sixth grade, students become adept at juggling materials, managing expectations from different teachers, executing long-term projects, and building meaningful peer relationships.

The program is structured to allow for more support in the beginning of fifth grade with explicit instruction around executive functioning skills and time management. By the spring of sixth grade we see capable, independent students who can advocate for themselves and are ready to be fledged into the broader world of secondary school.

I

n addition to mastering the transitions between classes and teachers, the Upper Division allows for a more rigorous and seamless education for our students. The faculty has spent considerable time designing a two-year course for their area of focus. No time is lost in the fall when teachers would have to get to know the sixth graders. Instead, we hit the floor running on day one and the additional curriculum explored has been a boon to both the students

and the faculty. We have created a literature program that develops inferential and analytical skills, a writing program that stretches the creativity and cogency of our students’ words, a math program that allows more experienced mathematicians for voyage beyond grade level material, and a global studies program that teaches students how to thoughtfully think about the past and make connections to current life. In addition to the core curricular components, students participate in a course on identity and social justice. Over the two years students learn how to be comfortable in their own skin and how to navigate conversations related to race, class, gender, and socio-economic status. As a result of these ongoing discussions, students think how they can be agents of social change now, how they can be an ally to one in need, and what kind of person they want to be upon leaving Village School.

A

ll of these essential components of the Upper Division exist within the warm and supportive community that defines Village School. Students are expected to stumble, lose an assignment here or there, or need help with a social challenge. This is the time for mistakes to be made and lessons to be learned.

Modeling how to bounce back, right a wrong, and regroup are skills that are invaluable well beyond school. We are so excited for all of our students to experience the Upper Division and can’t wait to see what the future holds for all of them when they voyage forth into the larger world. ▼

Strengthening Partnerships

KALEIDOSCOPE AND PARENT EDUCATION WHAT OUR GRADUATES SAY ABOUT THE UPPER DIVISION Theo Ottosson—Harvard Westlake The eight-day cycle, small math class, the personal lockers and divided subjects classes/teachers in the upper grade classes were a great help to my transition from VS to HW! Kaila Elsayegh—Marlborough The time management and organizational skills that the upper division has taught me have been extremely valuable in my transition to Marlborough.

Zach Saidiner—Crossroads Having multiple class periods that rotate each day with different teachers helped prepare me for middle school. I also liked having my own locker!

Drew Wadler—Brentwood Upper Division definitely prepared me for my transition to Middle School. I think that having different classes for each subject helped a bunch. For each class, we would have to know what materials we would need and if we forgot them the teacher would dock points from us. This definitely applies to Middle School. The Upper Division also taught me how to be more organized because we would have locker checks every week and we would have to be responsible for writing things down in our planners. Overall, I enjoyed Upper Division.

by Barbara Ruth-Williams Director of Parent Education and Assistant Head of School and Eric Wlasak Diversity and Equity Coordinator

P

art of Village School’s Mission Statement is valuing the strong connection between home and school. Children benefit enormously when they are getting the same message about how to be in the world at both home and school. Here at Village School we try and make sure we are giving the same messages by having a robust parent education program that consists of an assortment of events for parents. There are parent mornings for the various age groups, larger meetings about topics of interest to current parents and our community at large as well as our Great Minds series which brings in experts in many fields to talk about children. The world has become a more complicated place which makes parenting a more time and thought consuming job. Our plan is to provide support for this important job by offering information on an assortment of topics.

Some of the most important experiences for Village parents are our Kaleidoscope meetings. These evening discussions are times for parents, faculty and administration to come together and talk about moments throughout our lives when we have felt like “the other.”

These conversations demonstrate how all members of our school community not only share our diverse cultures and backgrounds but also how we respect the diversity of thought among us.

As a CODIE (Committee on Diversity, Inclusivity and Equity) sponsored event, we have discussed such topics as Facing Racism, Understanding Microaggressions and Breaking Stereotypes. To begin the path towards inclusivity, everyone involved must look inward and recognize we come to various situations with perspectives, experiences and biases. Being able to share our own personal experiences with topics of diversity and equity allows all of us to begin understanding other perspectives.

Our ability to have discussions about these hard topics leads to a common understanding that “sometimes it is easier for me to breathe in this world than it is for you.” It is the recognition and communication about identity that holds the key to fluid understanding. These moments also allow all members of our Village School community to bond, which is imperative for our school and home connection to flourish. ▼ VILLAGE SCHOOL MAGAZINE | WINTER 2020

13

A Lasting Legacy

by Nora Malone Head of school

H

Head of School Nora Malone was asked to share her perspective on the innovation and evolution that has taken place at Village School over the course of 23 years of her leadership—and the impact of concerted, collaborative, and focused campaigns and initiatives that continue the pattern.

14

VILLAGE SCHOOL MAGAZINE | WINTER 2020

F

rom Village School’s inception to the present day, the progress within the community with regard to program innovation has been tremendous. Clearly, teachers have embraced the opportunity to grow, to constantly feed and develop their own learning, while parents have responded supportively in every way in the pursuit of the best possible educational opportunities for their children. That spirit of partnership is often made manifest by families and by VSPA efforts and activities that focus on specific projects, on an annual basis and in the form of capital goals.

In the last 23 years, the physical manifestations of that partnership can be seen in school-wide initiatives that include the construction of the La

Cruz campus, the Swarthmore campus remodel, the Learning Garden, and the Innovation Space.

Those goals were achieved through the vision, creativity, and generosity of generations of VS families. The creation of the Upper Division— reshaping and refining the 5th-6th grade model— just two years ago is reaping tangible rewards, with students enriching their preparation—and confidence—for matriculation to middle school.

The STEAM program has been integrated throughout the curriculum, naturally incorporated into and interpreted through day-to-day teaching and learning. Then there is the multitude of projects that takes place annually, by way of campus and resource upgrades, professional development for faculty and staff, experiential adventures, and more—all adding to the strength of the school’s purpose and mission that began more than forty years ago.

Village School’s current campaign, Building an Exceptional Future, speaks to three vital tenets, essential for our community: Innovation, Excellence in Teaching, and Financial Sustainability. These tenets have served the school well since its beginnings; this campaign will ensure their future through building the endowment to sustain the very best of who we are at Village.

To Nora Malone, students are her number one priority.

Almost every morning, you will find her connecting with students as they arrive at school.

VS teaching is premised on a foundation of inclusivity, of valuing each other. It’s important for our students to have the resources to challenge their intellect while instilling core values to inform sound decision-making and discernment about life choices. And we need to instill these important principles for our children now, incorporating every possible teachable moment. These formative years will inform the rest of their lives; it is both a responsibility and a privilege to guide them on their way.

Village School’s “current campaign,

Building an Exceptional Future, speaks to three vital tenets, essential for our community: Innovation, Excellence in Teaching, and Financial Sustainability.

These tenets have served the school well since its beginnings; this campaign will ensure their future through building endowment to sustain the very best of who we are at Village.

”

It’s a joy to bear witness to the transformation of VS’s physical resources, so crucial to sound pedagogy, while shepherding its mission—equally important. The nurturing and stimulation of intellectual ability and social and emotional development provide a firm and fertile foundation for our students. For all the many ways that Village School’s campuses have been transformed, a constant guiding principal remains: a Village School education is predicated on shared values, on planting the seeds for life-long learning, and on joyful learning experiences for all students. ▼ VILLAGE SCHOOL MAGAZINE | WINTER 2020

15

ALUMNI

ALUMNI PROFILE JOHNNY HOOPER Johnny Hooper ’09 is a four-time All-American and played water polo at Harvard-Westlake and UC Berkeley. Hooper will be playing on the USA’s Men’s Water Polo Team in the 2020 Olympics in Tokyo.

16

China to participate in the training tournament. From China we went to South Korea for the World Championships. There was the incident in South Korea soon after that. We came back to the US to collect ourselves. We played in the Pan American games in Lima, Peru, which was the Olympic qualifier. Luckily, we won the tournament, beating Canada in the finals. We’ll be traveling a lot throughout the world, countries such as Australia, Serbia and Hungary as we get ready for the Olympic games in the summer.

When did you start playing water polo and why did you choose that sport?

I tried out for my first polo practice in the third grade. I was a surfer and junior lifeguard beforehand. Water has always been a part of my life since a very young age. We had a couple friends whose kids played for Stanford; they suggested I try water polo. Since I was already in the water a lot from surfing, it would be an easy transition.

At ten, I met my first coach, Brian Flacks, who ended up staying with me through every age group and all the way through to Harvard-Westlake.

Flacks coached me on multiple national teams. That’s where our relationship began, and from there we had a pretty successful career together.

I’m a super competitive person at heart, so when you start winning, you want to keep winning. I stuck with it, kept going to see how far I can take water polo and here I am.

You touched on the incident that occurred in South Korea in which a balcony collapsed in a nightclub.

What happened?

It’s unfortunate, but usually in unfortunate circumstances people come together. In South Korea it was one of those moments in life where someone was watching over me and a few of my teammates. We got lucky in the situation, and luckily made it out of there alive. My support and prayers go out to the families of those that lost their lives.

Did you qualify for the Olympics before graduating from UC Berkeley?

The day after graduation, I drove down to start training. I then flew to

What was your major?

I studied at Haas School of Business at Berkeley. Berkeley was awesome and I had a great experience there. While I was in Harvard-Westlake I was

VILLAGE SCHOOL MAGAZINE | WINTER 2020

Are you fully recovered from that accident?

I had 12 stitches in the palm of my hand; it was a deep cut. I had a few other cuts on my body, but that was the most significant one. We had a make a contraption out of an arm sleeve so that I could play in the Pan America games in Lima, Peru. We put on the sleeve and I played well.

being recruited by schools in LA. The programs at UCLA and USC are great programs and have had a lot of success, but I felt a connection with the guys at Berkeley, and that inevitably ended up being my decision.

Are some of your teammates from Berkeley a part of the Men’s USA Olympic Polo Team as well?

Yes, one player of the players on the team is Luca Cupido, one of my best friends. He and I train together right now in LA. We won a national title at Berkeley together in 2016 when we beat USC in the finals at the National Championships.

Q: What does full-time training look like for you?

We train five–six days a week. I wake up in the morning usually around 6 am. We get in the gym at 6:30, and we train until 9:00 am in the weight room. We do a lot of cardio and weightlifting. Then we head off to the pool and have practice usually until about 12:00 pm. We’ll have lunch and a meeting watching film. Then we get back in the pool from 2 pm to 6 pm.

Who is your role model?

My mom is my role model. She taught me how to be a good person. I want success not just for me but for all my friends as well.

What makes Village special for you?

It’s a great community. It instilled in me good values and prepared me well for Harvard-Westlake. It taught me humility, family. Village is where it all started. ▼

had a couple friends whose kids played for Stanford; they suggested I try water polo.

“WeSince I was already in the water a lot from surfing, it would be an easy transition. ”

Johnny Hooper was a member of the US Mens Water Polo Team that won the Gold Medal at the Pan American Games in Lima, Peru on August 10, 2019. The win qualified the team for the 2020 Tokyo Olympics.

VILLAGE SCHOOL MAGAZINE | WINTER 2020

17

ALUMNI

ALUMNI NOTES 1

1991

1| Kevin Krieser is thrilled to be back in the Village community with his son, Nate, joining Ms. Morris’s Kindergarten class this year. Last year Kevin, Allison and Nate were lucky enough to spend extended time living in Austria and upon returning, Kevin launched his new business, Datacamo Inc., an Internet Privacy service focused on making families’ connected homes more secure in Southern California.

2005

Village alumnus Matt 2| Halper and Eli Sones make up the prominent producer/DJ music duo Two Friends. The musical group was formed in 2011 during their time at Brentwood school. They are known for their viral remixes of “Trap Queen,” “I Miss You” and “Mr. Brightside,” and many other popular remixes. They are currently on a US tour.

2005

Jenny Pelligrini 3| recently traveled to Japan for a threeweek trip. Jenny currently works at Hawke Media.

2006

Eric Busi recently 4| got engaged to long-time girlfriend Tess Biemler! No wedding date set, however, they are incredibly excited!

2006

Connor Donahue 5| graduated from Village School, where he went on to attend HarvardWestlake for Middle and High School. He then went to UCLA and graduated in 2014 with a Bachelors in Political Science; simultaneously commissioning in to the United States Army as a Military Police Officer. Connor is currently deployed in support of Operation Freedom Sentinel.

18

2010

Philip Enderwood 6| Singh graduated with Honors from Santa Monica College and transferred to University of Los Angeles, California.

2010

Brennie Pellegrini 7| traveled to Barcelona, Brussels and Amsterdam during his spring break in 2018 Brennie is at CU Boulder in its Business School/Entrepreneur Program.

2011

Jonathan Hartunian has been selected for membership in The National Society of Leadership and Success at USC in the Marshall School of Business.

2012

Ayden Georgi and his 8| longtime girlfriend Mila took a job this summer at The Gran Hotel Son Net in Mallorca, Spain. They enjoyed the work at the front desk, the office and restaurant, as well as exploring the island together, visiting family, and studying Spanish.

2012

Class of 2012 Girl 9| Scout Troop Reunion was held this summer. Even though they are all at different colleges the alumni and their moms made time to catch up.

Just one example of bonds made at Village still thriving.

2014

High school Seniors 11 | Olivia Ketcham and Drake Wertlieb attend Harvard-Westlake winter formal dance October 2019.

2014

Ethan Chung-Ortiz, 12 | Drake Wertlieb, Ava Green, Ian Wertlieb, Samantha Goldsmith and Billie Morton were all at preprom together and continue to be great friends. It all started at Village School!

2018

Ben Weiss has 13 | been keeping busy since graduating from Village two years ago. After attending Stanford Debate camp this summer, he joined the Brentwood Debate Team and will begin his first competitions this year. He just filmed two spots for a national Nissan commercial and was the lead in the Middle School Theater production of The Legend of Sleepy Hollow.

2

2018

Sydney Ginestro, 14 | a freshman at Windward, won the Pacific Basic League Middle School Singles Tennis Championship.

2018

Liam Green won the 15 | PBL Golf Championship in May 2019.

12

2013

Village School 10 | Alumni Benjamin Hanning, Nicki Goldberg, Griffin Pearce, Jameson Brau, Harris Culhane, and Emily Kurtin attend Brentwood School’s prom.

VILLAGE SCHOOL MAGAZINE | WINTER 2020

7

4

3

5

6

8

10

11

15

9

13

14

VILLAGE SCHOOL MAGAZINE | WINTER 2020

19

THE BIG PICTURE

What Skills Will Children Need in the FUTURE?

I

by Barbara Ruth-Williams Director of Parent Education and Assistant Head of School

How we can help our “children is to teach them to problem solve, help them learn to be flexible, show them how to have empathy and to get along with others, encourage a growth mindset, teach ways to collaborate, and encourage deeper and evaluative thinking.

”

20

VILLAGE SCHOOL MAGAZINE | WINTER 2020

t seems obvious that children will always need to know how to read and write and have basic math skills, but what skills might be deleted from the basic list and what new ones may be added? Cursive writing is already on the brink of extinction as students use a computer for nearly all their writing assignments, and texting and email have replaced most handwritten communication.

Computers have also eliminated the need to memorize many mathematical algorithms.

But what are the skills that research is showing us young adults today are missing? What skills have not traditionally been taught in schools that are now essential for a child’s future success?

According to Forbes magazine some of those skills are: decision making, embracing change, EQ, active learning, interpersonal communication, and critical thinking. The way this translates into skills for children is to teach them to problem solve, help them learn to be flexible, show them how to have empathy and to get along with others, encourage a growth mindset, teach ways

to collaborate and encourage deeper and evaluative thinking.

Village School works on all of those things daily. Our family circles encourage children to get along with children not their same age, to have empathy for others and to work cooperatively to reach a common goal. Our academic instruction encourages critical thinking and the feedback we provide to students is always from a growth mindset place.

Sixth Grade buddy Jack comforts his Kindergarten buddy Dylan.

M I S S I O N S TAT E M E N T Village School is an inclusive and dynamic learning community that prepares its students for success.

We engage children in a challenging academic curriculum that balances developmental and traditional principles of education and embraces a comprehensive and diverse enrichment program.

Village School fosters each student's sense of self and inspires social responsibility by integrating character education into a stimulating learning environment. We value the strong connection between home and school that characterizes our community.

VILLAGE SCHOOL MAGAZINE E D I T O R I A L S TA F F Alison McKee Director of Advancement Chris Gonyaw Director of Communications and Creative Media

Mistakes are viewed as opportunities to be resilient and to problem solve.

Parents have our support to provide the same structure for their children at home. While it is easy to solve problems for children—after all, we should be better at it than they are—it does not help them in the long run. While teaching most of these skills takes time and patience, the results mean that you can send children off to college and then to their first jobs knowing they have the skills to take care of themselves and be valuable employees. ▼

Sara Singsank Director of Development Caroline Byfield Principal Annie Block Secondary School Placement Coordinator, Administration Manager, and Registrar Tina Turbeville Design

Non-Profit Organization U.S. Postage PAID Santa Monica, CA Permit No 160

Village School

780 Swarthmore Avenue Pacific Palisades, CA 90272 www.village-school.org CHANGE SERVICE REQUESTED