THE MAGAZINE OF VILLAGE SCHOOL
WINTER 2024
INTEGRITY Welcome to the latest edition of the Village Magazine, a lively and colorful celebration of our vibrant community and our incredible journey! Now, in my fourth year as Head of School, I am thrilled and humbled to witness the remarkable evolution of our beloved school. These pages are brimming with captivating articles, focusing on our year-long theme of Integrity— an inspiring acknowledgement of a value that is intrinsic to our mission, along with our six founding Village Values. These pages teem with happenings both on and off campus, featuring an exclusive piece written by our own Ms. Davies on the artist of the year, Nick Cave, whose work has ignited passion and creativity among our students. Witness the incredible initiatives born from our very own students’ minds in the realm of Service Learning projects and our Garden Bros activities, reflecting their dedication to making a positive impact on our community and our world. Within our classrooms and across the campuses, one can observe the wonder, joy, and challenge every day, contributing to our students’ holistic growth—a testament to our commitment to nurturing wellrounded and amazing kids. Moreover, it’s heartening to note the thriving journey of our Village alumnae at all-girls schools, and their appreciation for the solid foundation they received here. Go girls, go! Join me on this enriching journey as we delve into the brilliant facets of our Village community, its dynamism, creativity, and unwavering commitment to excellence in all its forms. Village is truly special, one of a kind. And, as several of our students have articulated: integrity encompasses all Village Values. Integrity is alive and well at Village! John Evans Head of School
Performing Arts teacher Delandis McClam works with Kindergarten students in an “Across the Floors” exercise, where students perform the same move in succession across the floor. These creative-expression movements help build students’ confidence and body/ spatial awareness.
WINTER 2024
D E PA RT M E N T S
F E AT U R E S
2 6 24 28
12 16 18 20 22
Village News Voices Alumni The Big Picture
A Tapestry of Individual Expression A Library Transformation Forming Faculty Committes Social and Emotional Learning A Conversation With a Legacy Family
ON THE COVER Artist of the Year Nick Cave inspired this collaborative artwork, which stands as a tangible representation of the power of art to bring people together. (see the full story starting on page 12.)
VILLAGE SCHOOL MAGAZINE | WINTER 2024
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VILLAGE NEWS
Village School Garden Bros Fifth grade students Jack, Matthew, Ethan, Ben, and Dylan set out to find a way to promote healthy eating habits at Village. They wanted to plant a garden to grow healthy snacks for Village students during lunch. Thus, the “Garden Bros” were born. After drafting an official proposal and presenting it to the Head of School, they had their proposal approved. The Garden Bros are now tending to their flourishing garden and intend to continue promoting healthy eating habits. Below is the proposal the boys submitted to Mr. Evans: “Dear Mr. Evans we would like to put a garden in the school because we know that it will be a great fit in our community. We are open to any suggestions that might help make this a little easier to accomplish. We would like to put a garden in the school to help make fresh food and make the school look even better. We are full hands on and we will help with the garden any way we can. If we were to put this garden in the lunchroom we believe it would make the lunchroom look, smell and feel even better. It would also provide healthy snacks instead of a vending machine. I hope you consider our proposal. Please let us know what you think. “ —The Garden Bros
The Garden Bros—5th Graders Jack, Matthew, Ethan, Ben, and Dylan H.—proudly display their raised garden bed.
Village Sparkles, Inside and Out… Thanks to our VS Facilities Team! Village is known for its spirit of welcome and its sense of community. We love to see families on campus, sharing precious moments. At this time of the year, we have abundant opportunities to celebrate childhood, and we are thankful for everyone who plays their part—especially our Fabulous Facilities Team! Did you know, there are 100+ physical set-ups every year, from Great Minds Speakers to Book Fairs to Student Council meetings to VSPA events to Grandparents Day to Senior Assembly to Integrity Games and so many more—all the way through Graduation! And it’s not over then, because there’s the Moving Up Ceremony the next day! There’s always so much planning behind the scenes to make sure that our students, families, faculty, and staff have memories to treasure for a lifetime. Facilities Team, we are grateful to and for you; you help make Village sparkle every day! —Annie Block, Assistant to the Head of School and Director of Secondary School Placement
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Our incredible Facilities team—Daniel Ordoñez, Eddy Ordoñez, and Edwin Alfaro—ensure that campus events run smoothly.
Harley and Ella Ride for Village! The Village Equestrian Team has been founded by 6th Graders Harley and Ella! They chatted with Annie Block about this auspicious occurrence, and the girls reflected on why it’s important to them to represent their school. Ella has been riding horses for more than four years. She remembers, “My friend, Harley, told me all about riding in 1st grade and it inspired me to want to ride. Once I got on a pony I was hooked. I’ve been competing for two years.” She was thrilled to win “Reserved Champion” at a local show, and first place at her first IEL competition. She loves to jump, attaining 2'6" recently. “My pony’s show name is Picturesque Knick Knack, but his barn name is just Knicky. He makes me feel so happy. It feels like I’m flying when I ride.” Ella loves all animals, and “The best part of being an equestrian is that I get to be around Sixth Grade students Harley and Ella love competing with their horses, Sparky and Knicky. horses and other animals at the barn.” “I’m proud to represent my school and I’m excited that it is Village School’s first time participating in IEL.” Harley was riding a horse almost before she could walk! “My grandmother and my mom are both riders and I have been on a horse since I was a baby. I’ve actually been riding for six years. I always loved horses. In fact, I competed in my first horse show at five years old in Tryon, North Carolina. I did the walk-trot classes not knowing what I was doing, but I knew this would be a sport I wanted to continue doing. I had so much fun.” “In 2021, I had a pony named Jack. At my last horse show with him, I took him in my first derby. He was a small pony and I was doing the 2'3" classes. I ended up placing second out of 20 people which was a big accomplishment for me since it was my first derby and my last horse show with him. “A second accomplishment was my first LAHJA (Los Angeles Hunter Jumper Association) medal class in 2023, which qualified me to compete in the SCHSA (Southern California Horse Show Association) medal class, where I placed 8th with my pony Foxy. “Finally, I learned to ride my current pony Sparky, which took me a year to feel confident because he is very fast. I jumped my first 2'9" jump with him, which is my highest jump yet. Sparky makes me feel happy because almost every morning before school, I stop in and give him treats, and he is always happy to see me. “When I ride my horse, it brings me joy because you have freedom just riding and flying through the air. The best part of being an equestrian is having —HARLEY 6TH GRADE a bond with your horse, and since a horse is my favorite animal it’s even that much better. It makes me feel happy and proud to ride for my school. I am also proud that I was able to start Village’s first equestrian team!”
“WHEN I RIDE MY HORSE, IT BRINGS ME JOY BECAUSE YOU HAVE FREEDOM JUST RIDING AND FLYING THROUGH THE AIR.”
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At this year’s opening ceremony, names were called to determine which house each student would be in for the Integrity Games.
Let The Games Begin! With Integrity! In the Upper Division, a new tradition was born with the inaugural Integrity Games—a celebration of values, intellect, and community spirit. Embracing the enthusiasm of our students, this novel venture set the stage for a fusion of character-building, physical and intellectual challenges, signaling a refreshing approach to education and collaboration. At its core, the Integrity Games are a unique contest among six houses—Caring, Respect, Responsibility, Trust, Fairness, and Courage. Each house, named after a Village Value, embodies our school’s unwavering commitment to nurturing wellrounded, ethical individuals. This innovative approach to competition transcends the traditional, intertwining character education with novel challenges. The opening ceremony set the tone for the event, a blend of festivity and solemnity. It was more than the announcement of teams; it was the forging of new bonds and the awakening of a collaborative spirit among the students. As names were called and teams formed, the air was filled with a sense of unity and anticipation. The first day was marked by a series of teambuilding activities. From learning who was in their
THE INTEGRITY GAMES PROMISE AN ARRAY OF CHALLENGES THAT WILL TEST STUDENTS’ MENTAL, PHYSICAL, AND CREATIVE SKILLS. house to arranging themselves in birthday order, these exercises served as the foundation for the teamwork that would be crucial in the days to come. A highlight of the day was the democratic election of a sixth-grade representative for each team, emphasizing leadership, mutual respect, and the voice of every student. Looking forward, the Integrity Games promise an array of challenges that will test the students’ mental, physical, and creative skills. The innovative scoring system, adding an element of thrill and friendly competition, is designed to push the boundaries of what our students can achieve together. It’s a balancing act of fun and challenge, wrapped in the spirit of healthy rivalry. —Alex Chehebar, 5th Grade Teacher
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VILLAGE NEWS
Thank You VS Teachers!
During our last Monday Morning Meeting of 2023, Student Council Officers Max, Taylor, and Ozzy read “The Thank You Book” by Mary Lyn Ray and illustrated by Stephanie Graegin. At the conclusion of the book, they spoke directly to teachers on behalf of the entire student body: “And TEACHERS, we want to say THANK YOU!!! Thank you for TEACHING us! Thank you for making every day SO SPECIAL! Thank you for CARING for us! Thank you for EVERYTHING that you do for us! And we think there’s a special treat for you…..” That “special treat” was the gift of time and camaraderie. Administrators stayed with students in the gym to watch “A Charlie Brown Christmas” while teachers were “dismissed” to the Learning Garden for a delicious breakfast and Oreo house crafts! It may have been just an hour of free time, but the message was clear: Village teachers are beloved and appreciated for EVERY thing! EVERY day!
Teachers have fun building handmade Oreo houses.
—Annie Block, Assistant to the Head of School and Director of Secondary School Placement
S.O.S. Have you ever noticed that huge pile of sweatshirts in the lunchroom? I bet some of them are your kid’s sweatshirts. The idea started when I was in a Student Council meeting, and someone talked about how there is a problem at Village School with sweatshirts getting lost all the time. That next recess I decided to do something to help with this problem. I went to my friend Isabelle, and we assembled a group of classmates, and that very day, we sorted over 50 sweatshirts and returned them to their rightful owners. It was a big success, so we did this for a couple of months and worked with administrators to return more sweatshirts. At the beginning of this school year, I started S.O.S., which stand for Save Our Sweatshirts, with the help of Ms. Singsank and our team of classmates. We meet every other week to sort the sweatshirts. Already, we have sorted many more sweatshirts this year than last year. Mr Evans even invited us to speak at Monday Morning Meeting to spread the awareness of S.O.S and remind everyone to take their sweatshirts with them. I was motivated to do this because I saw a problem, and I wanted to help fix it. My goal is to have a kid in every class help remind people to not forget their sweatshirts at recess and classes. Parents, please put name tags on the sweatshirts and water bottles. Please make sure that they are legible so we can return them. Classmates remember to bring your sweatshirts back from wherever you take them off. My hope is that the pile of sweatshirts will disappear forever. —Dylan H., 5th Grade 4th Grader Byrdie, 5th Grader Dylan H., and 4th Grader Leo work their way through a mountain of sweatshirts looking for clues pointing to the sweatshirts’ owners. 4
VILLAGE SCHOOL MAGAZINE | WINTER 2024
VOICES
STUDENT VOICES
“Village Value: Integrity— What does it mean to you?” Integrity means to
Do the right thing. Always
be responsible for
be honest, even when
your mistakes. Also,
you’re in trouble. Lies
to be kind to others.
make things worse.
For example, if you
ETHAN 5TH GRADE
accidentally make someone fall, you help Being trustworthy myself,
them up and say sorry.
and having trust in others;
Finally, it means to be
without trust, there’s no
yourself and be kind.
basis for friendship.
That’s what it means to
Telling the truth, being an honest person. Relationships and friendships rely on honesty.
CAMERON 6TH GRADE
show integrity.
BYRDIE 4TH GRADE
Being kind and respectful to people. ZARO 2ND GRADE
PIPER 6TH GRADE
Do the right thing. Follow VS Values. Owning up to mistakes will make you go far in life.
Integrity can mean various things, but to me integrity means doing the right thing. Whether that’s when a crowd is
BAILEY 5TH GRADE
watching you, or simply no one at all. Integrity can also be described
Telling the truth. ACE KINDERGARTEN
Do the right thing even if no one’s watching.
as honesty and taking
CHARLIE 2ND GRADE
addition to the Village
accountability for your actions. You gain trust by being truthful. While integrity is the latest Values, it is also one of the most important.
To be kind to other people and thankful for what you have. MAXI KINDERGARTEN
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VILLAGE SCHOOL MAGAZINE | WINTER 2024
After being at Village for almost eight years, I believe that integrity is a perfect word to represent Village. KARISSA 6TH GRADE
Being nice. Listening to teachers. Standing up for people. Being respectful and kind. Encouraging people. Making sure everyone is included in the game. SIENNA 1ST GRADE
I think integrity
Telling the truth. Being
means that you
nice. Technically, it
never give up. Also,
includes a couple of other Village Values.
integrity means
COEN 3RD GRADE
having courage to stand up and do the right thing. Integrity
to have integrity, you
It can mean a lot of things. Being trustworthy. Being respectful to each other. Doing the right thing when someone’s watching and when no one’s watching.
have to have all of the
SEBASTIEN 1ST GRADE
can come in all
I think integrity is doing
different ways. It can
the right thing, whether
be just a small voice
somebody is watching
in your head or a loud
or not. I also think that
you got this. Integrity is all the Village Values combined.
the most important Village Value because it is a combination of all the other Village Values. Integrity means to do the right
other Village Values
thing even when nobody’s
too, because integrity
Integrity is courage,
incorporates all of the
responsibility, caring,
Village Values. Integrity
fairness, respect, and
is not something
trust.
standing on its own, it IS
LEO 4TH GRADE
In my opinion integrity is
Always tell the truth. If you’re in trouble, don’t blame someone else.
the Village Values. CHARLOTTE 3RD GRADE
JACK 5TH GRADE
watching you to tell you to do the right thing. Some examples of integrity are like in the library when Ms. Burkhardt leaves the room, you should still be quiet. Another example would
Being kind. Not telling lies— because no one will ever believe you. Being respectful to others.
be if you have to go to a
Caring for other people. Trusting people.
specialist and your teacher is helping someone who got hurt, still don’t start talking because if you start talking it’s like dominos. If
COYNE KINDERGARTEN
one falls all the others fall
ELIZABETH 1ST GRADE
Being respectful. Helping each other no matter what.
with that domino. I believe
JORDAN TK
silly might feel good at the
that having integrity always pays off because I guarantee that you will feel good after you do the right thing. Also, being
moment but after you won’t Being a leader. Listening to other people. If you’re mean and don’t listen, people won’t trust you and you won’t have any friends.
Being honest. Being kind. Being respectful. Being careful of what you’re doing – make sure it doesn’t hurt other people.
SONNET 3RD GRADE
QUINN 2ND GRADE
feel the best. You should have integrity because it is the most important. Have integrity! LINA 4TH GRADE
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VOICES
F A C U LT Y V O I C E S Amanda Rosenberg, Kindergarten Teacher
I
am so thrilled to be a part of the Village School community! Teaching is something I have always wanted to do, and I feel very thankful to be here making that a reality. For the past 11 years, I have volunteered with United in Harmony, a non-profit serving underprivileged children in East LA. My decision to work in education felt like a natural bridge between my volunteer work and my love for learning. I find immense joy in shaping young minds and fostering a love for learning. Every day is an adventure filled with laughter, curiosity, and the pure delight of helping little ones discover the wonders of the world. It’s a privilege to be part of their early years, nurturing creativity, kindness, and a lifelong enthusiasm for knowledge!
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Teaching Integrity Coach Paul Pettigrew, Director of Physical Education and Wellness Over the twenty-three years of teaching at Village School, I learned early on that teaching integrity is an investment in character, well-being, and future success. By adding “Integrity” to our Village Values this year, I believe we have embraced an aspirational idea that extends beyond personal development. We are helping future generations aspire to contribute positively to the well-being of their communities and to the world at large. In Physical Education and Wellness, integrity frames our conversations about healthy eating, regular exercise, and mindfulness, making integrity more relatable to young learners. Integrity also shapes my professional relationships with colleagues and parents creating a supportive network and fostering collaboration. When I demonstrate integrity, my students are more likely to trust my judgment and leadership. And this leads to a positive and inclusive culture in PEW classes and in athletics.
Jordan Levine, Director of Teaching and Learning
A Wendy Jacobson, 3rd Grade Teacher The six Village Values of caring, courage, fairness, respect, responsibility, and trust are essential to my Community Circle curriculum teaching 3rd Grade. I spend time on each value during our Community Circle activities, discussing each value’s meaning and how we act on that value. Once students have learned each value, if something should happen, good or bad, I will ask, “Which Village Value are you representing?” Integrity is our newest and seventh Village Value, and also my favorite. For me, Integrity encompasses all the other Village Values. No matter how young someone is, they can learn to do the right thing, and as educators, it is our responsibility to help them understand what the right thing is and how to model it every day.
s an educator, you’re often asked to reflect upon your “why.” Why did you become a teacher? Why did you plan this lesson? Why is what you’re doing important? One of my big “whys” during my time in the classroom were those lightbulb moments when everything finally clicks with a student. When I accepted the position of Director of Teaching and Learning, I realized that those moments would be more challenging for me to see, but what I got in return was beyond what I could have ever imagined. In my new role I am able to have a bird’s-eye view of how wonder, joy, and challenge develop across campus. On the same day I can watch Heather and Antoinette help K Red describe shapes while building shape snowmen while Melissa and Jaelin are teaching 4 Grey to subtract fractions using a number line. In both classrooms students engage in their learning, work together to problem solve, and persevere through challenging moments. In the end, their success is not defined only by a right answer but also by the experience of collaboration and learning something new. While I may not see those lightbulb moments with my own students anymore, watching teachers get a win when a lesson works out, or celebrating a student when something clicks for them is exciting to witness. Getting to work with teachers who seamlessly blend challenge with wonder and joy, resulting in meaningful learning, is my new “why,” and I feel lucky to see it daily at Village.
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VOICES
F A C U LT Y V O I C E S
STUDENTS BUILD ON DEEPER UNDERSTANDING OF RELATIONSHIPS TO NUMBERS THROUGH REAL WORLD PROBLEM SOLVING, PLAY AND CONVERSATIONS.
Rosie Perez is Excited About Math!
I
am so excited to be in such a close-knit community. As a math specialist I love the idea of getting both students and parents to enjoy math together. I wholeheartedly believe that math is accessible to all and, through a positive mindset, can help foster a love of learning and challenge. I’ve been a full-time classroom teacher for several years and have been a math coach for over a year now. Math has always been labeled as something you either have or you don’t, but just like any other skill, it takes practice! In both the Math Lab and in my pedagogy, we center our students and their understanding of math. Students’ ideas and understandings can be so insightful and validating for others. Students build on deeper understanding of relationships to numbers through real world problem solving, play and conversations. Just like our students we try new things, see what makes sense and what thinking needs to be revised. Working with my alma mater UCLA has really pushed me to provide student-centered experiences to empower our highly competent mathematicians. Mathematicians take risks, make mistakes, and persevere. We enjoy the journey that informs and reinforces our relationships with numbers, and it’s important to celebrate all the hard work one must dedicate to complete the task.
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PARENT VOICES Our Village Family
M
y family has been part of the Village community for 15 consecutive years. Sadly, this year, our youngest child will graduate from Village, ending our time at a place we feel is home. I want to write this article to express my gratitude to you, Village teachers and administration. I remember the first day of Kindergarten with my first child (who is now 20!) and how nervous we both were to start school. That nervousness passed quickly as we were greeted with friendly smiles and open hearts. Then, for the next 14 years of ‘first days’ we experienced those same butterflies—the nervous excitement of a new school year. Each year you welcomed us back with smiles and high fives, settling my child (and me!) as we remembered again why it feels right to be at Village. You appreciated each of our kids and their idiosyncrasies, like asking the same questions over and over, getting suddenly silent when their feelings were hurt, or talking too much in class (we had this ‘idiosyncrasy’ with all three!). You noticed each child and their specific needs, their learning styles, their attention spans, their motivations, so you could teach and help them the best way you could. You created a community for our kids and stressed the importance of that community in our children’s development.
You made sure our kids were safe and made me feel safe too. I appreciated that when my phone rang, Village popped up on caller ID, and my heart stopped for a second, that the first thing you always said is “your child is okay.” Thank you for keeping us all safe during Covid, which included turning the normal learning model upside down as we moved online when no one knew what was next for us all. We are grateful that you checked in with us when you heard we were going through rough times. You helped bring parents together to check on each other when families were in crisis, while also celebrating our good times. You helped us foster relationships with other families at school by encouraging us to get involved with the school. When I reflect on some of the great qualities I see in my children as they have gotten older, like respect, kindness, and acceptance, and some of the wonderful families that are now life-long friends, I credit Village for many of those gifts we have today. Thank You, Village. —Aimee Rosenbaum Ava (’24), Julian (‘17), Jaden (’16), Mark, and Aimee Rosenbaum celebrate Julian’s High School graduation.
YOU MADE SURE OUR KIDS WERE SAFE AND MADE ME FEEL SAFE TOO. YOU HELPED US FOSTER RELATIONSHIPS WITH OTHER FAMILIES AT SCHOOL BY ENCOURAGING US TO GET INVOLVED WITH THE SCHOOL.
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STRENGTH IN UNITY
A TAPESTRY OF INDIVIDUAL EXPRESSION 12
VILLAGE SCHOOL MAGAZINE | WINTER 2024
Nick Cave’s colorful, often-beaded art installations can start with strings of beads that, once combined, form complex textured sculptures. The Village community created their own bead strings to build a huge net.
INSPIRED BY ARTIST OF THE YEAR NICK CAVE VILLAGE SCHOOL MAGAZINE | WINTER 2024
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STRENGTH IN UNITY
A TAPESTRY OF INDIVIDUAL EXPRESSION INSPIRED BY NICK CAVE by Yvette Davies, Visual Arts Teacher
In a celebration of creativity and unity, every Village School student, teacher, and staff member recently embarked on a unique artistic journey inspired by our Artist of the Year, Nick Cave. Known for his highly colorful and textured art installations, Cave’s work served as the catalyst for a collaborative project that reflected the diverse interests and identity of our school community. The project began with each student crafting a single row of beads, mirroring the intricate and vibrant aesthetic that defines Nick Cave’s art. The beads, made from a variety of materials, colors, and textures, became a canvas for personal expression. From the smallest TK student to the most accomplished sixth grader, every student contributed a segment to this collective masterpiece. The symbolism behind the individual rows of beads goes beyond the artistic process. It represents the uniqueness and diversity within our school community. Each row, like each student, stands alone as a distinct entity, but when woven together, they create a harmonious 14
VILLAGE SCHOOL MAGAZINE | WINTER 2024
clockwise from above left: Students pick beads
to make their strings; 3rd Grade students display their bead strings; Visual Arts teacher Yvette Davies points out a section of the finished net to 6th Grade student Sydney; faculty and staff make bead strings.
tapestry that reflects the strength and integrity of our unity. The collaborative effort to weave these individual strands into a larger work of art became a powerful metaphor for the interconnectedness of our school community. Students, teachers, and staff all played a role in creating something much larger than themselves. As the project progressed, a sense of pride and ownership swept through the school, fostering a shared commitment to the project and to each other. We may be strong individually, but united, we are truly unbreakable! The final result is a breathtaking 8 x 11 foot long tapestry that will adorn Dr. Bergeron’s office. The visual impact is undeniable, a testament to the collective creativity of our students and faculty. From a distance, the viewer is captivated by the vibrant colors and intricate patterns, but upon closer inspection, the individuality of each row becomes apparent. This collaborative art project seamlessly integrates with our school’s overarching theme of integrity. Beyond its visual allure, the project embodies the principles of honesty and unity that lie at the core of integrity. The commitment each student made to contribute a single row of beads reflects their individual integrity, showcasing authenticity and dedication to the shared goal.
The weaving process, akin to the bonds formed within our school, highlights the interdependence of our community and the trust that underpins our collective integrity. As students engaged in open communication, mutual respect, and a shared commitment to the project, the tapestry became a living testament to the integrity of our school culture. In embracing diversity and celebrating each unique contribution, we reinforce the idea that integrity is not just an individual virtue but a collective strength that flourishes when every member is true to themselves and committed to the greater good. This collaborative masterpiece serves as a tangible representation of our school’s commitment to fostering a community where integrity is not just upheld but woven into the very fabric of our collective identity. This Nick Cave-inspired collaborative artwork stands as a tangible representation of the power of art to bring people together. It serves as a daily reminder of the beauty that emerges when diverse voices contribute to a shared vision. This project not only showcases the artistic talents of our students but also reinforces the importance of individual integrity, collaboration, and appreciation for the unique perspectives that make our Village School community truly special.
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A LIBRARY TRANSFORMATION FOSTERS STRONG READERS IN OUR HUB OF IMAGINATION AND INFORMATION by Anu Burkhardt Information and Imagination Specialist 16
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In my first year as the Information and Imagination Specialist at Village School, my primary objective was cultivating an environment that would inspire our students to love reading. I envisioned a space that was inviting, enticing, and effortlessly navigable. Having edited our existing collection and redefined the layout, I am delighted to share the exciting developments taking place in our newly reimagined space.
Creating a Reading-Friendly Environment
One of the essential strategies in our library transformation journey has been creating a reading-friendly environment. It’s not just about the books; it’s about fostering a sense of curiosity and wonder. We want our library to be a space where students feel excited to explore new worlds through books. Read Aloud Together
To instill a passion for reading in our students and empower them to independently explore the magic within the pages of a book, students have been introduced to engaging activities during library sessions. The theme for the first trimester has been “Connection,” and this theme has been woven into our library sessions. A highlight of this theme has been the introduction of “Book Buddies” lessons, where students actively recommend and review books with their peers from different grade levels. This initiative has not only sparked meaningful conversations but has also cultivated a sense of camaraderie among our students. As recommended books are devoured, students provide valuable feedback, strengthening the bonds between our young readers. Supporting Literacy Skills
In our library sessions, we’ve been supporting literacy skills by focusing on the power of asking essential questions before, during, and after reading. By developing their analytical skills and encouraging them to ask clarifying questions, students experience the power of staying engaged
with a story. Imagination days typically commence with inquiry-based games or activities that inspire students to ask detailed questions and think critically. Celebrating Reading Achievements
Celebrating reading achievements is an integral part of nurturing strong readers. During the second trimester, students are presented with a Winter Book Challenge. This initiative is designed to motivate our students to continue their reading journeys and explore new literary adventures outside of school. Not only does this help keep their imaginations alive, but it also provides an excellent opportunity for families to bond over shared stories.
Our library transformation was designed to align with the strategies for fostering stronger readers at home. By creating a reading-friendly environment, encouraging students to read together, supporting literacy skills, and celebrating reading achievements, we aim to inspire students to embrace the joys of reading together, building our reading community one book at a time!
We want our library to be a space where students feel excited to explore new worlds through books.
opposite page: Anu Burkhardt opens “The Buddy Book,” which allows students across all grade levels to make book recommendations for their younger peers; this page: 5th Graders Ethan and Jack, 4th Grader Bradley, and 1st Grader Jordan discover and immerse themselves in library books. VILLAGE SCHOOL MAGAZINE | WINTER 2024
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FORMING FACULTY COMMITTEES by Dr. Kenzo Bergeron Assistant Head of School for Academic Programs, Equity, and Belonging
T
above: Kenzo Bergeron leads a faculty discussion; opposite page, top: Caroline Byfield welcomed visitors to her office; opposite page, below: faculty discuss emotional learning.
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he last time I saw my dear friend and mentor, Caroline Byfield, we simply nodded at each other from across an elementary school gym as a sea of eager parents sat between us, awaiting their children’s sixth-grade graduation commencement. I’ve thought a lot about this moment since Caroline died a year and a half ago. A nod is such an ordinary gesture of acknowledgment, often done without much thought or intention, but this turned out to be our final goodbye. At first, I longed for a redo; a nod seemed so woefully insufficient. Caroline and I spent countless hours working on the project of Village School, establishing the Math Lab, flipping schedules in the blink of an eye during the pandemic, ensuring DEIB principles shaped our pedagogy, and continually pushing for the evolution of the Upper Division program. We shared a love of the faculty, the students, the parents, and the staff. Over the course of our partnership, we developed a shared language, a method of communication that did not require words or long treatises but instead relied on quiet and often unspoken understanding. And so, what I’ve come to realize is that a nod was perhaps the only way to say farewell. It may seem insignificant on its surface, but for us in that moment, a nod was more than a simple acknowledgment of the other’s presence; it was an acknowledgment of all the hard work we put in together to get to that graduation—not just as administrators, but for Caroline, as a parent of a sixth grader. That nod was an affirmation of our shared mission and responsibility to a school we both believed in, and it is an affirmation that I carry around with me every single day. In Caroline’s absence, no one would have blamed us if we got lost in our grief, but we moved forward, motivated by her deeds and tenacity. But it’s not just Caroline’s spirit that
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animates us; we are forging a path for Village School’s future with the help of the Caroline Byfield Faculty Professional Development Fund, which was set up to honor her conviction that teachers must remain lifelong learners and always strive to “be kind” and “work hard.” With the fund’s support, we recently launched three faculty committees— Curriculum Innovation, Social-Emotional Learning, and Diversity, Equity, Inclusion, and Belonging—that provide learning and development for teachers, administrators, and other education professionals beyond their initial training. These committees play a crucial role in shaping the educational landscape at Village, addressing diverse needs, and supporting faculty, students, and parents while promoting a well-rounded academic experience. The Curriculum Innovation committee has thoroughly examined the Village School report card rubric, asking big curricular questions and administering change where needed; it has also assessed the Language Arts program—including spelling, grammar, and writing—exploring new avenues to bring greater vertical and horizontal alignment between each grade level. Our Social Emotional Learning committee has helped plan many firsttrimester Family Circle activities focusing on Village Values such as trust/trustworthiness. This committee has also crafted a new yard schedule for TK/K that allows for more opportunities to teach children SEL-related tools and skills. Our Diversity, Equity, Inclusion, and Belonging committee works on expanding teachers’ cultural competencies and organizing relevant cultural programming, such as bringing Bollywood dancers for Diwali and dragon dancers for the Lunar New Year. The DEIB committee also curates literature choices
for our classrooms to broaden our students’ perspectives of themselves and others. Moving forward, the committee will work closely with the DEI board subcommittee to make an even more significant impact on our campus culture. As Assistant Head, Caroline energized us with her intelligence, dedication, and care for others, and I don’t think I’m alone when I say that she inspired me in the same way that many Village students are inspired by their classroom teachers. Her mission and power live on in the faculty committees funded in her name, guiding us through uncharted terrains of innovation and discovery. In true Caroline fashion, she still breathes courage into everyone who knew her. We do not owe her a debt of gratitude but rather, to trade in the currency of introspection, growth, and self-realization—values she cherished. There are still moments when I wish I could return to that gym in June 2022, give Caroline a giant hug, and tell her all the things that I didn’t have a chance to say. But the reality is that I can only take careful note of the future nods; you never know the impact they may have.
With the Caroline Byfield Faculty Professional Development Fund’s support, we recently launched three faculty committees—Curriculum Innovation; Social-Emotional Learning; and Diversity, Equity, Inclusion, and Belonging.
If you would like to learn more about the Caroline Byfield Faculty Professional Development Fund, please visit: https://t.ly/v85eP or contact Sara Singsank at ssingsank@village-school.org VILLAGE SCHOOL MAGAZINE | WINTER 2024
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THESE TIMES, THEY ARE A-CHANGING
below: Liana Unger leads a parent discussion group; opposite page: Alexandra X. fills out a SEL postcard.
by Liana Unger Director of Social and Emotional Learning When so much is shifting before our eyes, how do we protect and enhance the joy and wonder of childhood AND better enable children for the realities, the challenges, and opportunities of the world they’re growing into? Last year, following the pandemic, and with an awareness of the increased mental health challenges children, teens and young adults were facing across the nation, Village School responded to the need for increased social / emotional support by offering students and their families a “friendship coach.” This year that position has evolved, and now I proudly introduce myself as The Village School Director of Social and Emotional Learning (SEL). Our SEL programs extend to every member of our community: students, parents, and faculty. We look for opportunities to naturally incorporate these programs throughout the school day and week, making them integral with academics, individual and interpersonal activities, play and special events. In Daily Community Circles our students explore topics such as the difference between being a boss and a leader, what it takes to be an upstander instead of a bystander, and the importance of ‘I statements’ and THINK, (is it true, helpful, interesting, necessary, and kind?). Students and families look forward to starting the week with
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Monday Morning Meeting – a time for students, parents, and teachers to gather to celebrate each other’s successes, address community challenges, and share life skills and lessons through various presentations about topics such as gratitude, mindfulness, and building healthy habits. And, students can expect to end the week with Family Circle and “Flip It Fridays.” Flip it Fridays are initiated by the teachers. They assign students to play/partner with a different peer than whom they typically would gravitate towards at recess. This gives students the chance to explore different relationships and activities, to let go of the comfort of what is known, and to practice the flexibility and necessary skills that come with forging new relationships. Family Circle consists of groups of several students from each grade (TK-6th) who remain together year after year, throughout their time at Village School. This affords the opportunity for various peer relationships to deepen and grow and, as each student advances at Village School, they not only get to be mentored, but eventually to also
Our endeavor is to better learn how to address and resolve issues that can either divide or unite us, and to be more understanding of each person’s journey through their time in school and throughout life so that we can thrive together.
serve as mentors themselves. This year Family Circles are taking a deep dive into our Village Values (caring, courage, fairness, responsibility, trust, and integrity). Whether they are working together to create an “integriTREE” or leading each other in trust exercises, Family Circle is a time for learning and fun. While we have high expectations, encouraging our students to uphold Village Values and adopt a growth mindset by choosing challenge and tolerating some discomfort along the way, we do so in a way that accounts for inevitable emotional and developmental growing pains, frustrations, and setbacks. One of the ways we account for the natural clouds and storms in life is to offer individual support and guidance. Students may request help and feedback by completing the SEL Postcard. The postcard promotes valuable life-long skills; asking for help, self-reflection, advocating, and trusting that not only will each child be seen and heard, but that they will be responded to in an appropriate, helpful, timely and ongoing way. To support our parents and caregivers, through the inevitable delight, surprise, pride, dismay, fear, and hope of their parenting journey, we offer Village Parent Groups and our Great Mind Series. Parent groups provide opportunities for self-reflection, connection, and to share with honesty and vulnerability issues that affect one’s parenting style as well as evidence-based ideas and techniques to enhance the quality of their relationship with their children. Parent Group Topics have included understanding where your child is developmentally and (with this in mind) how to better navigate through conflicts; what are the building blocks of healthy attachment (safety, attunement, trust, and repair); and how to help your child become more resilient.
In preparing to lead one of these parent groups, I decided to ask our first and second graders what they thought was hard about being a parent? One wise student answered, “When you’re a parent it’s hard because when you open your eyes your kids are right there.” Isn’t that the truth? They are there with big feelings, complex thoughts, and lots of questions (sometimes, the same ones, over and over). This is the good news. In elementary school we have the benefit (and sometimes the challenge) of proximity. We can appeal to their desire for connection; their pressing need for guidance and direction. Our Great Minds Series (regularly scheduled forums) includes presentations by experts in the field on topics that are timely, relevant, and essential to understanding how we can support our children. For example, our first Great Mind Series consisted of a presentation about the intersection between social-emotional learning and executive functioning. Next, Dino Ambrosi, an inspiring digital wellness speaker, spoke with our parents and Upper Division students about Project Reboot, a 12-week course at UCBerkeley that helps students build an informed and intentional relationship with technology.
And, lastly, for our educators, we offer a weekly Social Emotional Coffee Talk. Teachers come for help with problems that have arisen throughout the week and, as a group, brainstorm to head off larger issues we see on the horizon. We also reflect on what’s working, as well as where there are areas ripe for growth. And we might review anonymous student reflection surveys to determine how our student body is responding to new restorative justice initiatives and SEL lessons, or how they feel about topics such as perfectionism, self-image, and stress management, etc. Our endeavor is to better learn how to address and resolve issues that can either divide or unite us, and to be more understanding of each person’s journey through their time in school and throughout life so that we can thrive together. At Village School, like our children, SEL is everywhere. It impacts everyone, serves as a bridge between home and school, and encourages us to collaborate effectively and strive for successful partnerships that we’ll carry forward and always gladly remember.
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I think going to Village School back then was a lot like today, in that it was a tight knit and nurturing community that at the same time prepared me well for middle school and beyond.
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A CONVERSATION WITH A LEGACY FAMILY As Village School closes in on our 50th anniversary, we are honored to have legacy families whose children attend the school from which they graduated, Michael Sacks, Village School class of 1999, is one of our legacy parents whose son Oliver is now in Transitional Kindergarten. Michael’s parents, Bob and Anne, were committed Village parents; Bob was on the Board of Trustees, and Anne was VSPA president when Michael was at Village. Hearing from Michael in his own words how the Village community has impacted his life and family is a reminder of how special Village School is and why we do what we do.
Village when you went here?
At the time, I don’t think that I realized or appreciated how involved my parents were with the school. Looking back on it now, I think it is amazing how invested they were in the school and the education and opportunities Village School provided. It would not have been the same school without the contributions of not just them, but so many parents that volunteered their time and efforts as room parents, field trip chaperones, and in so many other capacities. What would you like to tell current parents about what it was like to go to school here?
It is a question I get a lot when people find out I went to Village. I think going to Village School back then was a lot like today, in that it was a tight knit and nurturing community that at the same time prepared me well for middle school and beyond. While the school has more resources than it did when I attended (most notably the La Cruz campus!) the underlying ethos and values of Village feel very similar today as they did back then. What made you decide to send Oliver to school at Village?
Despite having gone to Village myself, we approached the elementary school process from scratch, as Los Angeles has so many incredible public and private elementary school I have many great memories from my time at Village options. What ultimately made Village School our top School, but two traditions stand out. The first were the choice was the community, not just the administration and overnight class trips (Sacramento in 4th grade, San teachers, but also the parents, students and recent alumni Francisco in 5th grade, and Catalina in 6th grade). The we heard from and spoke with throughout the admissions second was the World’s Fair project. I remember being in process. We wanted to find a school that would not just the younger classes and looking forward to the presentations prepare Oliver for middle school, but also nurture his love every year and getting to try the different foods! When it of learning and help instill in him the values of kindness, was our turn in 6th grade, it was really exciting to spend so caring and respect we try to teach at home. After going much time researching and writing the reports, then getting through the whole process, Village School felt like the to present to our families as well as the rest of the school. perfect fit for our family. Can you recall a favorite memory of an experience, tradition, or a teacher at Village?
What from Village School did you bring with you and how was Village an influence?
One of the biggest things I took with me from Village School were the friendships and relationships I made. Some of my closest friends to this day are from Village School, including two that I lived with after college and were groomsmen in my wedding. How did it feel having both of your parents so involved at
Legacy Parent Michael Sacks (Class of 1999), returns to the Village School steps with his parents Bob and Anne, and son Oliver (Class of 2030).
What kind of person would you hope Oliver becomes?
More than anything, we want Oliver to continue to be the inquisitive and thoughtful child he is today. He loves learning and is so excited for school every morning, and I hope that continues throughout his time at Village School and beyond. I also hope he continues to grow into a kind and caring person, with a deep sense of respect and empathy for others. It’s why we are so happy at Village School, with its focus not just on academics, but also social emotional learning and the “Village Values.”
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ALUMNI
THEO OTTOSSON ’19 AND REID & RILEY ROMANS ’21 TALK SPORTS AND ACADEMICS interview by Dr. Kenzo Bergeron Assistant Head of School for Academic Programs, Equity, and Belonging As a former Division I athlete, sports have always been integral to my life. So you can imagine how excited I was when presented with the opportunity to interview three Village alums, each an accomplished scholar and athlete in their respective classrooms and sports (all now in high school at Harvard Westlake). I was incredibly moved by what they had to share about their journey, particularly about Village School’s influential role in shaping who they are, not just as students and athletes but as people in our community. Can you tell me a little about what you’re doing now regarding sports and athletics? Reid: I’m playing varsity soccer at Harvard Westlake and a bit of JV. I also play club baseball, and I play on the Boys Breakers ECNL team. Riley: Yeah, same with me. I mainly played Varsity soccer at Harvard Westlake. I play on the Girls Breakers ECNL team, the most competitive league possible for girls in the U.S. Theo: I’m currently in Arizona with my club team, the L.A. Surf, at an ID camp where we play different high-level teams from regions around the United States—today, we play a team from the Southeast region and later a team from the Northeast. I’m also a Varsity soccer player at Harvard Westlake. How have your academic interests and abilities translated to your accomplishments as an athlete? Theo: It might be the other way around, not just my relationship with the sport, but things that sports ask of you benefit you in the classroom more than the other way around. The field is a better space, a medium to become a leader or work as a group to achieve a goal. And also, results vary in a sport. And that helps translate to the classroom because sometimes, how you’re benefiting in the classroom, you’re not always seeing the results of the work you’re putting in. But eventually, through hard work and determination, you’ll find success. 24
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REID ROMANS
Is there anything specific to Village that helped shape you as a student or athlete? Riley: I’d say the community, in general, always made you feel like you could pick yourself up after a setback, collaborate with others, and learn how to be a leader. All of that is important in academics and athletics and has helped me to succeed. Academically, at Village, I learned how to be determined and driven and that if I fail, it’s not that big of a deal, and you can learn from your mistakes. What was it like playing sports in Village School? Did you learn anything? Riley: It’s important to play with others who are at different levels. I was playing at the highest level outside of school, but then in school, some people hadn’t played before. It’s an important part of learning about who you are and how you can teach people by being supportive and being a good teammate. Reid: Playing sports at Village helped me become a leader. Also, for kids who may not have played that sport, it was really important to try to help them like it, help them have fun, and learn how to play it. Theo: I think it’s difficult to say to a super competitive 10, 11, or 12-year-old, “Take a step back and chill.” But I would tell younger athletes just to take one step back and look at how other people are approaching it; you might find that you can learn things that maybe aren’t sport-specific or about
sport now and held me to a high standard. Kelly and Mele were very different, but being exposed to both styles was important. When you make mistakes, Mele would focus on them, not on you but on your error, and take you aside and show you what you did, tell you how to do better, and then show you how to do it better. I see other players that don’t understand that the coach does have their best interest in mind. They’re not just getting on them to get on them. They’re trying to make them better. I thank Kelly and Mele for helping me understand how to improve by listening to others. Riley: Honestly, I’ve always had great experiences with all my coaches. But my current coach, Coach Christine, probably stands out. She’s my first female coach. RILEY ROMANS
technical ability, like there are things to learn around relationships. Is there anything else you look back on during your time at Village that you’re incredibly grateful for, a fond memory, a class, or a teacher? Theo: After School Care. Mr. Williams was the primary after-school teacher, always there to ensure I was okay, even when I was the last kid. He’d talk to me while we played basketball. Reid: Literature was a class that stood out because I was shy in elementary school. I feel like Ms. Burkhardt encouraged me to speak up, and I felt like participating was encouraged at Village, and I felt safe that I wouldn’t be judged for what I said. The Upper Division also helped me understand what middle school would be like, from rotating through classes and having a locker.
What are your next steps or goals? Theo: My dream is to play professional soccer, but the college route is for me. Both my parents want me to go to college. It’s important for them that I get an education, and that makes sense for me because if I get injured, then I have nothing to fall back on. At Village, I was encouraged to engage in my studies and enjoy it because maybe if I didn’t enjoy what I was doing in elementary school, and if they weren’t making things relatable and relevant, then maybe I wouldn’t have this idea that like I’d like to go to college now. Reid: I definitely want to go to a college that’s both academically and athletically competitive. Riley: I’m also thinking of college, so I want to play soccer in college. But I also want to go to an excellent academic school. So, scholarship and soccer—academics and athletics— are really important. THEO OTTOSSON
All of you have had some really solid mentorship in your life. Can you talk about what that means to you? Reid: Having someone to look up to is important because coaches allow me to see where I should be and help me understand the potential of who I can become. One of my mentors is my dad because he was the one who gave me the determination and the mindset that if you train harder than everyone else, you’ll become better. Theo: I had two significant female mentors in my life. They were responsible for how I approach the
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ALUMNI
ALEJANDRA CORTES
KAILA ELSAYEGH
TWO VILLAGE ALUMNAE DISCUSS THEIR COLLEGE PLANS AND WHY THEY CHOSE ALL-GIRLS’ INSTITUTIONS FOR SECONDARY SCHOOL interview by Annie Block Assistant to the Head of School And Director of Secondary School Placement
Alejandra Cortes VS ’18; Archer School ’24 What are you thinking about regarding college? I am applying to 19 schools. My top schools are USC and Stanford University. What attracted/excited you about specific colleges? I love Stanford and USC’s emphasis on interdisciplinary studies. I want to major in computer science with a minor in Chinese language, which will allow me to collaborate with a plethora of inventors. USC offers a minor in “Chinese for the Professions,” which is exactly what I am looking for since I plan to utilize my trilingual abilities in the workforce. At Stanford, they offer a minor in “East Asian Studies” with classes such as “Business
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Chinese.” There is also an entrepreneurial spark that runs strong on both campuses. Stanford and USC have vast resources where I have the opportunity to invent new solutions and create my own tech startup. Now that you’re launching into the college arena, take a little time to reflect... all the way back to elementary school. What are the key things you remember from VS? What do you never want to change about it? During my time at Village, I remember all of our small yet memorable traditions. I loved our spirit leading up to the holidays, when we would show off our costumes at the Halloween Parade or decorate our class doors in the winter. Perhaps it was our annual egg drop that sparked my interest in STEM. Overall, I
never want to change the sense of community I felt at Village. All of the bonds that I built with my classmates and teachers are ones that I never want to let go of, including the earliest ones with my TK class. Did you feel prepared for secondary school? I felt confident in my preparedness and ability to adapt to secondary school. I knew that I would be able to find my groove in my new environment no matter how long it would take. What made you choose an all-girls’ school? I chose an all-girls school because I was 100% certain I would be equipped with the confidence and leadership skills to enter the real world. At Archer, I have turned into an ambitious and driven leader beyond what I ever thought possible. Share something about your experience in an all-girls’ school. At Archer, I have had countless opportunities to step up as a leader. I have five leadership positions, and I value every one of them. One of them is being the co-founder and co-leader of the Girls Who Code club at Archer. My friends and I banded together to bring back this club to empower and motivate young girls to pursue computer science. We mentor over 15 middle and high school students and teach Python, HTML, and CSS programming. I have found that going to an all-girls school has opened so many doors for me to be a role model for my peers and become the leader that I always wanted to be. How did you benefit from the environment of an all-girls’ school? Although Village planted the seeds for the public speaking skills that I possess, I have had the opportunity to grow those skills at Archer in various ways. As an Archer Ambassador, I have had the pleasure of sharing my Archer experience with prospective families, and this year, I gave TED Talk-style presentations to parents and students at all of Archer’s open houses. Furthermore, I wouldn’t have been able to pull off a successful interview on The National Weather Channel to represent the Archer InvenTeam without Archer’s support.
Kaila Elsayegh VS ’19; Marlborough School ’25 What are you thinking about regarding college? I committed to Stanford University to play golf on August 23 after an extremely busy couple of months of tournaments and intensive recruiting processes. Stanford was always my top choice due to its stellar academics and reputation as the top ranked women’s golf team. When I was offered a spot at Stanford, I knew it was where I had to be, where I always wanted to be; a school and golf program that I could not pass up the opportunity to attend and experience.
What attracted/excited you about the college you will enter? First, I wanted a school that was both academically and athletically rigorous. Second, I wanted to step onto campus and feel like I was at college and surrounded by students that I saw myself connecting with. When I visited Stanford, the stunning architecture and distinct campus spoke to me immediately. I looked around a saw groups of students collaborating and spending time together; I saw myself potentially sitting on that same Quad in two years surrounded by like-minded students. In terms of the golf facility, it was everything I could have ever hoped for. The school has its own golf course and an additional practice area for the team. The expansive putting greens, private driving range, and multiple chipping and wedge areas are straight out of a golfer’s dreams. Now that you’re launching into the college arena, take a little time to reflect... all the way back to elementary school. What are the key things you remember from VS? What do you never want to change about it? The main things I remember from VS are the lasting friendships I’ve made and the sense of community that was fostered at the school. Many of the friends that I made in elementary school are still my closest friends to date. Village was the foundation for my ability to create truly meaningful friendships. The community that was built at VS is such an important part of my life, even as a junior in high school. Did you feel prepared for secondary school? When I entered Marlborough, the leap to a 7–12 school was definitely a major adjustment, but the organizational skills that were ingrained into us from the Upper Division system truly gave me an advantage in middle school. I felt other students were learning routines that were already second nature to me. Additionally, Village School’s emphasis on developing advanced writers has been so advantageous as I began middle school and progressed into high school. What made you choose an all-girls’ school? Interestingly, I chose Marlborough not because it was an all-girls school, but because when I visited campus, I felt the same sense of community that was so present at Village School. I felt the same tight-knit, supportive student body that was the defining feature of VS for me. I knew that Marlborough would provide that community for me. Share something about your experience in an all-girls’ school. How did you benefit from the environment of an all-girls’ school? Being at an all-girls school has also enabled me to be a fearless and confident participator in academic and real-world settings. Being constantly surrounded by motivated, high-achieving, and supportive women is a constant reminder for me to thrive to be my best self.
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THE BIG PICTURE
EMPHASIZING
INTEGRITY Integrity is about avoiding wrongdoing, and so much more; it’s about actively choosing to uphold honesty and truthfulness in everything we do. It’s about staying true to our values, being accountable for our actions, and treating others with fairness and kindness. Integrity is the cornerstone of our character. It encompasses honesty, moral uprightness, and a steadfast commitment to doing what is right, even when no one is watching. At Village this year we added this seventh value intentionally. Our singular goal was to emphasize the significance of integrity not merely as a word on a wall, but as a guiding principle to help shape our actions and perhaps even more significantly, our interactions. How we treat one
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another in difficult situations is a defining feature of a healthy climate and culture at any school, but at Village this is our credo. Educators have the responsibility and very great privilege to teach students during these formative years, to help instill shared values that will enable youngsters to make sound choices throughout their lives. And we treasure the partnership between home and school—that partnership serves as the roots for a healthy childhood, one upon which we can articulate and model traits to the children entrusted to our care. For our young learners, understanding the importance of integrity lays a strong foundation for a life built upon trust, respect, and responsibility. It fosters an environment where each individual
feels safe, valued, and empowered. By practicing integrity, our students not only gain the trust of others but also develop a sense of self-respect and confidence in themselves. Every day on campus I am privileged to witness integrity in action. Whether it’s a student finding a lost dollar on the playground and returning it to the front office, or another who picks up trash and recycles, it’s evident our students care about their home away from home. Our student leaders bringing service-learning opportunities to my office, or sharing concerns about a classmate’s behavior or emotions happens daily- my door swinging open with handwritten proposals for how to green our campus, support our magnificent teachers, keep our bathrooms clean, and even save
Head of School John Evans leads students and teachers during the first Monday Morning Meeting of the school year.
M I S S I O N S TAT E M E N T We are a village of students, families, and educators with a common goal: to create a childhood of wonder, joy, and challenge where children expand their minds and hearts, find their greater purpose, and prepare to engage with the wider world.
VILLAGE SCHOOL MAGAZINE E D I T O R I A L S TA F F
our sweatshirts! Our students care deeply about their Village family and their altruism and commitment to making things better is inspiring. As educators and caregivers, it’s our collective responsibility to model and instill these principles in our children. As we continue to encourage open discussions about integrity, we actively celebrate moments of honesty, and support each other in upholding this essential value. After all, integrity is a lived experience—a shared experience- a way of life that shapes our future leaders as deep critical thinkers and compassionate individuals.
Sara Singsank Director of Advancement for Community Engagement and Philanthropy Annie Block Assistant to the Head of School, Director of Secondary School Placement, Registrar, and Board Liaison Ashley Mooney Director of Admissions and Enrollment Management Chris Gonyaw Director of Communications and Creative Media Tina Turbeville Design Chris Gonyaw Photography
—John Evans Head of School pictured on the back cover:
Kindergarteners read the book, Our Class Is a Family, which inspired classroom discussion on our newest Village Value, Integrity. Students made magic bracelets to wear as a reminder to act with integrity throughout the school year.
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