hrs magazine, winter 2010
DESCRIPTION
HRS Magazine Winter 2010TRANSCRIPT
annual report2 0 0 9
2 0 1 0
magazine &winter2 0 1 0
4315 lincoln avenue
oakland · ca 94602
address service requested
Does the person on the mailing label still live or work here? If not, please notify the
Alumni & Development Office of the correct address by calling 510.531.1300 x2149.
win
te
r 2
010
he
ad
-ro
yc
e s
ch
oo
lm
ag
az
ine
& a
nn
ua
l re
po
rt
Table of Contents
magazine annual reportLooking Back, Looking Forward ................................................... 3 Robert A. Lake, Head of School & Charles Freiberg, Board Chair
Amazing, Vibrant and Innovative ................................................ 4 Andrei Ferrera, Director of Communications and Publications
Living Science .................................................................................. 17 Dr. Jennifer Brakeman, Chair, HRS Science Department
Life in the Digital Classroom ...................................................... 21
I, Robot ................................................................................................ 2 4 Andrei Ferrera, Director of Communications and Publications
Surfing with a Smartboard............................................................ 2 9 Andrei Ferrera, Director of Communications and Publications
Alumni HeadLines .......................................................................... 3 2 Betsy Ringrose ’85, Director of Alumni Relations
Learning to Lead in Mumbai ....................................................... 3 8 Nina Sawhney ’06
In Memoriam ................................................................................... 4 0
Great Expectations Lead to Exciting Results! ......................... 3 Jim Cavalieri, Chair, Board Development Committee &
Terry Pink Alexander, Director of Development
2009–2010 Operating Revenues & Expenses ........................... 4
Head-Royce Annual Fund ............................................................... 6
Endowment New Funds ................................................................. 1 4
Endowment Chapman Campaign .............................................. 16
Endowment Class of 2010 Fund ................................................. 21
Parents Association Auction ....................................................... 2 2
Endowment Named Funds ........................................................... 2 3
Heads Up Program .......................................................................... 2 6
Head-Royce Annual Fund: Parent Giving .............................. 3 0
Alumni Giving .................................................................................. 3 4
Parents of Alumni Giving ............................................................. 3 8
Current & Past Grandparent Giving ......................................... 4 2
Current & Past Employee Giving ............................................... 4 4
Community Support ....................................................................... 4 6
Gifts in Honor ................................................................................... 50
Gifts in Memory ............................................................................... 5 2
Anna & Josiah Legacy Society .................................................... 5 4
Cover: Kindergartners Farhan Habib, Ellie Langdon, Matteo Salvadei, Ben Gronbach, Ian Bai, and Sophie Scherer
Back Cover: Ninth graders Giorgi Ellis, Matthias Philippine, Graham Hill, Kristi Fujimoto, Pippa O’Brien, and Michelle Mastin
The mission of Head‑Royce School is to inspire in our students a lifelong love of learning and pursuit of academic excellence, to promote understanding of and respect for diversity that makes our society strong, and to encourage active and responsible global citizenship.
Founded in 1887, Head‑Royce is an independent, non‑denominational, coeducational, college‑preparatory, K–12 school, which offers a challenging educational program to educate the whole child. The School nurtures the development of each individual student through a program that seeks:
· to develop intellectual abilities such as scholarship and disciplined, critical thinking;
· to foster in each student respect, integrity, ethical behavior, compassion and a sense of humor;
· to promote responsibility and leadership, an appreciation of individual and cultural differences, and a respect for the opinions of others;
· to nurture aesthetic abilities such as creativity, imagination, musical and visual talent; and
· to encourage joyful, healthy living, a love of nature, and physical fitness.
All members of the Head‑Royce community strive to create an educational environment that reflects the School’s core values of academic excellence, diversity and citizenship, one in which each student can thrive. We believe that a program based on these core values will prepare our students to be effective global citizens as they face and embrace the challenges and the opportunities of the future.
Robert A. Lake Head of School
Charles Freiberg Board Chair
Looking back to the 2009–2010 school year evokes powerful feelings. We are all truly grateful to Paul Chapman, under whose vision and inspiration Head-Royce has flourished over the past 26 years. Under Paul’s guidance, Head-Royce accomplished so much last year. In addition to supporting the school with its transition to a new head, Paul led the school forward with important strategic priorities. In par-ticular, Paul continued to urge the school to be a leader in the area of environmental sustainability. We added an array of solar panels on the Harley-Read Building that houses our 2nd–5th grades. We added more staff bandwidth to work with the Green Council to coordinate and focus efforts to green the campus. We made significant strides towards reducing our carbon footprint by 20% within the next 10 years. Last year also was the third year of our “Mission Integration” project in which each teacher developed deep, lasting curricular units that integrated sustainability, diversity and globalism. An example of this is the interdisciplinary and collaborative project between the “Asia Rising” and “Comparative Politics” classes, with a unit that focuses on imports/exports from Oakland to China.
Our sincere thanks also go out to you. We are privileged to have not only our faculty, administration and staff, but so many of our parents, alumni and community members engaged in the work we do at the school. The commitment and support we receive—including valuable donations of time, energy, expertise and generous financial contributions—is truly remarkable. Our parents contribute significantly to the life of the school through their volunteer efforts both inside and outside the classroom. The faculty and staff use their content mastery, combined with creativity and individual-ized attention, to inspire students in their quest for knowledge and solutions. Our loyal alumni provide an impressive and solid foundation for our school in the broader community. Last year we achieved record-setting donations for our Annual Fund, with $848,000 raised, and an additional $926,000 for the campaign to honor Paul Chapman that will be used for endowed scholarships. One hundred percent of the school’s board, administration, faculty and staff donated to the Annual Fund. This represents a strong statement of confidence in our educational institution. All of this support from our diverse community is critical to the livelihood of this institution, and we are deeply grateful for it.
Looking forward, we have ambitious goals, all of which are designed to prepare our students for the exciting world they face today. Connected to our focus on global initia-tives, we are expanding our world languages program so that we will begin to teach world languages in kindergarten. To foster creativity and intellectual adventure in our students, we have started a k–12 robotics program. We are building a k–12 chess program. And recognizing that deep knowledge of technology is equally important as the use of technology, we are infusing computer science directly into the k–12 curriculum.
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Looking Back, Looking Forward
03
Thank you for your ongoing support and your devotion to Head-Royce.
Our faculty strives to support, challenge, and engage our students, to ensure that they receive the skills they will need to succeed as global citizens. We help students explore, innovate and find solutions in both academic and personal aspects of their lives. We want our students learning without preconceived boundaries. We want our graduates to become thought leaders in a wide spectrum of fields that exist today and in those we have not yet imagined.
A marker of a strong school is its ability to stay true to its mission. At Head-Royce, the three core tenets of scholarship, diversity, and citizenship are both central and interrelated components of our work. They provide our students with a rich and multi-faceted learning environment in which to grow and explore.
We are energized by your enthusiasm and support as we embark on this new chapter in the school’s history. We encourage everyone in our dynamic, creative, and hard-working community to continue to share their unique talents and expertise to help us fulfill our mission.
04
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Amazing,VibrantandHead‑Royce students are craving jelly beans these days, that is, ever since new Head of School Rob Lake arrived. It became obvious during the first few days of school that Mr. Lake is eager to get to know the school community, especially the 814 Head-Royce students—and that he has an ever-changing “collection” of jelly beans in his office. Students in all divisions have been flocking to Mr. Lake’s office for a visit with the charismatic new Head of School—and to sample the flavors of the week. Sometimes it’s tough to tell whether Mr. Lake or the jelly beans are a bigger draw.
a conversation with the new head of school
andrei ferrera · director of communications and publications
05
06
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Rob and his wife Heather moved to the East Bay with their two boys, Casey and Tucker, from the east coast just a little more than six months ago. In that short amount of time, their family has fully embraced the entire Head-Royce community, and the community has embraced them.
It is true that Head-Royce is a school that is on many levels “amazing, vibrant and innovative,” and the same could be said about our new Head of School.
07
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Amazing, Vibrant and Innovative
“amazing”If you have spent more than a few minutes with new Head of School Rob Lake, chances are good that he has used the word “amazing” or “incredible” at least once during the conversation. Rob and Heather have an infectious energy about them, and their excitement about Head-Royce is palpable. When I sat down with Rob to talk with him about the first few months on the job, one of the first things he said was that “The faculty here is absolutely amazing. They are impressive on so many levels, but their mastery as educators, in conjunction with their motivation to explore new but best practices, has been incredibly inspirational and refreshing to me as Head of School.” Rob’s wife, Heather, an accomplished and experienced school professional herself, concurs, “The institutional confidence at Head-Royce that exists without arrogance or complacency is unique. The faculty exudes a confidence that is mixed with a wonderful sense of humility. You don’t see that at every school. As educators and individuals, they are deeply capable and knowledgeable and their love for kids is evident.”
I asked both Rob and Heather what the best thing was about joining the school and Rob commented that he really appreciates being in a multi-divisional school. He noted that “each division has a different rhythm, flavor, and energy. The Lower School, for example, is such a place of unbridled joy and perpetual smiles. Furthermore, I am energized by the responsibility of developing a coherent and forward thinking program that serves a vibrant and large student body.” Heather agrees, “The students are so open emotionally, and so excited to have adult interactions. It’s fabulous how excited they get when they see either of us, but especially when they see Rob.” If you’ve ever walked through Lower or even Middle School with Rob, you’ll notice that students literally drape on him. They hug him, climb on him and flock to him. And he loves every minute of it.
“vibrant”One of the most compelling things that first attracted Rob and Heather to Head-Royce was the school’s vibrant and diverse community. They have unique roles as parents within the community, as well as stewards of the rich legacy that has been built over the past 123 years. Rob explained, “We are still getting to know the full school community, and we have a lot to learn, but we really appreciate being a part of the community and are honored to be responsible for taking care of it.” Ours is indeed a diverse and engaging community, and Rob believes that the parents at Head-Royce are the backbone of this vibrant community. “Our parents are incredibly willing to volunteer their time or offer their expertise in their particular area, whether it’s technology, engineering, marketing, or creating a new business. So many people I have met are willing to selflessly give their time and offer their thoughts in ways that are invaluable to me and the school. Not surprisingly, we’ve been so impressed with the spirit of the community that we felt last year during the search process.” Heather concurs: “Since we first arrived, people across all constituencies—alumni, faculty, students, parents—have been so wonderful in sharing their time and insight about Head-Royce. Everyone we meet has such strong positive feelings about this school as well as the Bay Area. There is a fierce loyalty that comes through loud and clear and that really resonates with us as a family.”
Charlie Freiberg, Chair of the Board of Trustees at Head-Royce, believes that “vibrant” is also a word that could describe Rob and the Lake family: “We knew Rob was the right person for the job when we met him and saw his passion for and commitment to all of the facets of school life. It’s a unique candidate who can, from the start, successfully enter a role that had been filled for so many years by someone as capable as Paul Chapman. Rob has done so with enthusiasm, new ideas, a big heart, and keen judgment. His family is supportive and fully engaged as well. We are lucky to have him at the helm and to have all of them in our school community.”
08
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Amazing, Vibrant and Innovative
Rob reads to kindergartners in Ms. Weekes’ class.
9
10
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
“I like that I get to see my dad much more. In my other school, I didn’t see him that much, and now I see him every day. Also, I make recommendations to him on what jelly beans he should order.”casey
“One of my favorite things so far has been visiting the Jelly Belly factory. Also, I can’t wait to ski in California. I’ve gone skiing every winter since I was five.” casey
“In Ms. Hine’s class, we’ve learned the names of all the countries of Latin America. We’ve also gone on field trips to the San Francisco Bay Aquarium and Crab Cove, where we drew maps in the sand of the Bay Area.”tucker
“In California, there are a lot of places to explore and I like that there are so many nice people at Head‑Royce.”tucker
11
12
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Amazing, Vibrant and Innovative
Q: Why is it important for you to have an open door policy not just with students, but with faculty, parents, and alums?
I’ve always had traffic in my office, at every school. If I didn’t have that, my interaction with the kids would not be sufficient. I need to understand the pulse of the school and knowing what is important to the students is the best place to start. I need to have a sense of what’s going on, or what the student body is feeling. On a purely emotional level, when I get out and about or when the students come up here, and I see the energy and the laughter and the smiles, it reminds me of why we’re here doing what we’re doing. As for faculty, par-ents and alumni, these are the individuals who make and have made Head-Royce what it is today. They are our stakeholders, and I want them to know that I care deeply about their input.
Q: What are some of your goals for connecting with Head-Royce and Anna Head alumni?
I’m doing a national tour this year to see alumni. We have between 10 and 15 events planned in the next several months all over the country, and I’m excited to get their input on the school. I’m getting to know the alumni through dinners, receptions, and conver-sations; here in the area, as well as in Los Angeles, Chicago, Washington, DC, Philadelphia, New York, and Boston.
I recently wrote a letter to all our alumni, asking them to share their stories with me, and many have written back, talking about how the school has impacted their lives. I’m grateful for these stories and would love to have more. Before school even started, we hosted local alumni at our home, with more than 100 guests, from the class of 1935 to the class of 2010. It was a magical night, and I look forward to keeping them all engaged with our community.
Q: What does the Head-Royce graduate of the future look like to you?
My vision is that our graduates are completely fluent in three things: all things related to STEM (science, technology, engineering, and math) and computer science; fluent in a world language—either Mandarin, French, or Spanish—and fluent in green technology, green ethics, and sustainable energy choices. Further, central to our unique mission is that our graduates are ethical, responsible, and kind human beings who care deeply about others and our planet.
Q: What’s the best piece of advice you have received, either leading up to your arrival here, or since?
A number of people have told me to be patient and to ask others to be patient. There is so much to learn about the school and the broader community, and I’ve been reminded to take my time before coming to any major conclusions or weighing judgment. I’ve really taken that advice to heart and I’m eager to continue to get feedback from all of our constituents.
It’s also important for me to connect with other school heads, of which there is a fantastic network here in the Bay Area. It’s an exciting moment for this region and I’m looking forward to being able to support one another.
Q: Tell us about some of the memorable Bay Area experiences you’ve had as a family.
One of the best days we’ve had since we moved was in October when, after Tucker’s soccer game, we jumped in the car, drove down to Monterey and saw the otters at the Aquarium. It was one of those gorgeous autumn days, so we stayed in Carmel for a bit, had a great meal, and then played on the beach for a few hours and drove home. We love Oakland’s central proximity to
so many amazing places—whether it’s Yosemite, Lake Tahoe, or the beaches, it’s such a treat to be able to experience these gorgeous natural resources so easily.
Q: What do you like to do outside of school?
I’m in a competitive soccer league, well, actually two competitive soccer leagues! That’s one of my favorite things to do. Physical activity is an essential component for all of us—especially our kids—to maintain a healthy balance in our lives.
Q: How are Casey and Tucker doing in their new school?
heather: “The boys are doing just great. And there’s no doubt that their transition has been easier because of everyone here who has been so helpful and kind, whether it’s the boys’ teachers going the extra mile, or their friends’ parents reaching out for a play date. Casey was very excited to play on the Middle School soccer team. It’s the first time he’s had the chance to play for his school and he’s so proud of that. Tucker plays soccer with the Bay Oaks League, and has several other Head-Royce kids as teammates. Rob and I are both so excited to be here, and the boys share that excitement. They are really enjoying their new friends and their new school.”
rob: “I feel that it’s very important for the boys to remember that they can still have access to me as a dad first and foremost. It’s so fantastic to get to see them during the school day and to be able to be there for them when they need me.”
13
“innovative”Innovation is a major theme on Rob’s mind, and it is a passion of his that he plans to pursue at Head-Royce on a number of different levels. “I believe that innovation is essential to any school in every setting. In order to offer the best curriculum possible, we will need to continue to innovate with our teaching tools, the spaces we learn in, the programs we offer, and our pedagogy. One exciting area that I would love to see us explore in the future is online hybrid education,” he continues, “in which our faculty members are designing online courses with professors from local universities to teach our kids in different ways. We are in such a rich academic and intellectual area, and we are eager to explore partnerships with some of the most innovative and dynamic organizations in the world that are right in our backyard.”
A great example of such a partnership is with Children’s Hospital Oakland. Rob has met with the CEO of CHORI (Children’s Hospital Oakland Research Institute) to begin a discussion about working in collaboration with Head-Royce to develop unique programs for students. As Rob explains, “Our students would work with their researchers in the areas of medicine and science. This is a great opportunity for our kids to get a feel for the innovations taking place in the medical community while actually participating in substantial research. Another powerful element of this program is that it could start in Middle School; our kids are capable at doing profoundly impressive things at this age.”
Head-Royce administrators and faculty also recently visited Stanford University Institute of Design, and are working to figure out how a partnership could evolve there. “We’re inviting the organizers of their online school to present at the California Association of Independent Schools’ regional conference,” a confab of 2,500 Bay Area educators, which Head-Royce is hosting here next March. “The future of media and how our students interact with it changes almost daily, and we’re excited to work with the team at Stanford to determine how our Head-Royce students and school community might benefit from new technologies and remote teaching tools.”
During our conversation, both Rob and Heather noted their appreciation for how willing and eager our faculty are to collaborate. “Teachers here are very committed to collaboration,” Heather says. “They thrive on it and aren’t intimidated by it.” Rob added: “When teams collaborate, they get such a better result than if individuals work alone. I recognize that it takes more than twice the effort to do that, and I believe that it’s a big testament to our teachers that they are willing to go the extra mile to get a stronger result.”
13
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Amazing, Vibrant and Innovative
14
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Amazing, Vibrant and Innovative
24/7One of the most impressive things about Rob Lake is his drive and his energy and his commitment to the school. He has only known us all for a few short months, but there are dozens of people who will eagerly refer to him as a
“good friend.” He always seems to make time for each person who wanders into his office, and his work ethic is second to none. I did some checking with the technology team, and it turns out that Rob has logged more than 730 hours of meetings since he started work in July. He is on campus before the sun comes up, and doesn’t leave until well after the sun has gone down. Every day.
When I asked him whether they had any fun plans with their family in the next few months, Rob said, “Well, we’re thinking about getting a puppy,” and then he added with his characteristic ear-to-ear grin, “because life isn’t busy enough.”
Rob Lake is the tenth head of Head-Royce School. With his arrival, the school enters a new and exciting chapter in its history. Welcome to Head-Royce, Lake family. We’re all thrilled you’re here.
The Lakes hosted an event for Bay Area alumni before the school year started. L to R: Rob,
Anne and Bill Marchant ’82, and Allison Pennell ’80.
Heather Lake with sixth graders Joanna Gold and Aviva Davis at the Head-Royce Book Fair.
15
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Rob Lake by the numbers…
(as of 12/1/10)
37 average number of meetings on Rob’s calendar in a given week
685 number of jelly beans consumed each week in the Head’s Office
10,432 number of days before he surpasses the tenure of our longest serving head, Mary E. Wilson
160 miles driven each weekend to Casey and Tucker’s soccer and lacrosse games
4 the jersey number worn by Rob when he played pro soccer in Europe
1,872 number of soccer and lacrosse games that Rob has played in his life
15 & 10 number of espressos and cups of coffee consumed by Rob each week
16
Dr. Jennifer Brakeman and students Taylor Drake ’11 and Rebecca Heller ’11
17
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
LivingSciencedr. jennifer brakeman
chair, hrs science department
“Wow, that is SO cool!” “Hey, look what happens to the temperature when I increase the pressure?!” “I figured out in History last week that national borders function like semi permeable membranes!” “On my camping trip this weekend I noticed that there were igneous rocks like the ones we learned about in class!”These are but a few of the many remarks we hear, and expect to hear, from our science students every year.
As science teachers, our job is to facilitate students’ sense of wonder at the natural world and teach them how to appreciate the intricacies that make up the beauty around them. We want them to apply what they have learned to new situations, perform experiments and analyze them appropriately and ethically, develop an appreciation for the place of science in our society—particularly its role in creating and solving problems—and enjoy science as an intellectual endeavor.
We work hard by using a variety of teaching styles, hands-on experi-mentation, minds-on activities, and real-world assessments. Constantly updating our own teaching “tool kits,” we participate in professional development opportunities, such as educational conferences and work-shops, while focusing our department meetings on analyzing our best practices and discussing how to make our practice even better.
18
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Diego Rutkowski learns about static electricity in Lower School science class.
Middle School science teacher Molly Barrett and students Karan Rai ’15 and Michael Weiss ’15 studying the lift of a hot air balloon, part of the weather unit in 8th grade science.
By the time students reach senior year, they are prepared for any number of science electives. The content of these courses is designed to go deeper, and apply more directly to real world problems. For example, Chem Mystery students determine the ionic composition of unknown solutions, similar to how chemists might test chemical waste for disposal. Students in the Eco Design class design and build products with form, function, and a “cradle to cradle” construction. And our three Advanced Placement offerings, biology, physics, and environmental science, plus an advanced chemistry seminar, allow students with a special interest in science to go even deeper.
Our goal is for our students to complete their Head-Royce science coursework feeling less like students and more like scientists. We want them to explore, question, think critically, analyze, wonder, and create.
19
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Living Science
head-royce students of all ages are learning and living science. a snapshot of science across our k–12 curriculum:
During recess and lunch time in • Lower School, students can be found in Debra Harper’s classroom, where they might be tinkering with marble catapults, used computer motherboards, and slime. The kids also love the animal menagerie and what Harper calls her “invention challenges.”
Fifth graders• learn neuroanatomy from twelfth graders in the senior elective Neurobiology. Working together, students dissect actual human brains to learn about the many complex ways that the brain functions.
Sixth graders• become “eco-detectives” to solve an environmental mystery while learning about principles of ecology.
Seventh• and eighth graders determine the calories in Cheetos, and eighth graders learn about the physical science of climate change.
Ninth graders• apply the principles of Newton’s Laws of Motion to build and compete in a balloon rocket contest, while tenth graders observe explosions and explain with clarity what happens at the atomic level.
Eleventh graders• design many of their own experiments, and use advanced biotechnology tools to diagnose breast cancer (simulated) in a patient.
Twelfth graders• write a mock pre-doctoral grant proposal on a subject of their choice.
dr. jennifer brakeman is the current holder of the Tan Distinguished Chair in Science, Technology, and Mathematics. The Tan Chair was made possible by a generous gift from former HRS parents Lip-Bu Tan and Ysa Loo. Thanks to funding from the Tan Chair, Brakeman has participated in several professional development opportunities, including last year’s Learning and the Brain Conference in Cambridge, Massachusetts and Earthwatch in Ecuador, where she worked in a cloud forest at a nature reserve exploring issues of biological conservation, biodiversity, and climate change. “The trip to Ecuador was the most awe-inspiring science- and mission-related trip I’ve taken,” Brakeman says. The experience has given her new and valuable material for her Head-Royce curriculum in AP Biology.
20
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
L to R: Sixth graders Blake Charman, Erin Jeffs, and Maddy Farrington
21
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
This year, Head‑Royce School is examining how technology can enhance the learning process. In August, to launch the new school year, Ewan McIntosh, one of Europe’s foremost experts in digital media in education, was invited to campus to speak to the faculty, commencing a year-long dialogue about digital and media learning. Just a month later, he was on campus again, meeting individually with teachers and discussing a variety of trends in educational technology. During his visits, McIntosh challenged each Head-Royce faculty member to dedicate “100 Hours” to technology— to master a new tool or use a new technology resource—that will bolster their pedagogy and enhance student learning.
embracing digital and media learning in the 21st century
Life DigitalClassroomthein
“We are in the digital age and our children—and their teachers—are living it,” says HRS Director of Technology Ray Louie. “How fortunate we are to have a group of world-class educators who are so eager to embrace these new tools. They are utilizing all that 21st century technol-ogy has to offer. Both teachers and students are eating it up. And the excitement is not just in the tools, but it’s also evident in how learning is changing right before our eyes.”
examples of 21st century learning taking place in classrooms include:
In Lower School, the red Lumens document cameras •are changing the way we teach. This video camera on a gooseneck has replaced the overhead projector as a much more powerful demonstration tool. In addition to sharing text and images, teachers can share insects, plants, or rocks, all while capturing the lesson as a movie or slideshow for future use. With the Lumens camera, the faculty are teaching everything from penmanship and math, to writing and drawing.
In the Middle and Upper School World Languages •program, oral presentations are a regular part of the curriculum. These activities are now recorded by students using flip cameras. They can share their work with their fellow students by posting them to the Head-Royce YouTube channel.
Upper School teachers are creating screencasts, which •are video recordings of the computer screen along with an audio narration. These mini tutorials are posted on a teacher’s website or used in class. Screencasts might include charts, images, text, animations and links to other websites.
22
Chris Dunlap using the Lumens camera in second grade.
Living in the Digital Classroom
One of the more popular developments this school •year has been the widespread use of the blog (web log). Classroom blogs are popping up everywhere—across all three divisions. There are teacher blogs about women’s literature, Middle School French, art, biology, the short story, calculus, physical education, and more. Using blogs, students and teachers are creating, collaborating, and sharing, both in and out of the classroom. A full list of classroom blogs is available on the HRS home page.
Another tool seeing a lot of use is the interactive •Smartboard. Teachers in all divisions are creating lessons with the Smartboard, from second grade and Middle School math to Upper School French and Chinese. To read more about Smartboard technology, see the article on page 28.
Google Docs and Dropbox are some of the tools that •are helping students and teachers collaborate with each other. Students can plan class debates sharing a Google word processing document. They can survey each other with Google forms. Teachers are creating quizzes online with Google Forms. Teachers can collect and return work via Dropbox.
To see more of what Head-Royce teachers and students are doing on a daily basis, please see our living blog: digitallearninghrs.blogspot.com
23
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Math and Computer Science teacher Steve Gregg and Jonathan Kim ’14 in AP Computer Science.
24
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
I, RobotIn the popular Head‑Royce senior elective course, Robotics, physics teacher Owen von Kugelgen sometimes tells his students, “Failure is not an option. It’s REQUIRED!” Not words you usually expect to hear in a classroom. But von Kuglegen wants his students to know that it’s okay to make mistakes. “In engineering,” he says, “trial and error are an important part of the design process.”The semester-long Robotics course focuses on the design, construction, analysis, and control of robotic systems. The centerpiece of the class is the LEGO Mindstorms NXT robotics set, which combines the versatility of the LEGO building system with a microcomputer called “the brick,” and intuitive object oriented software. Students learn to write programs that control motors and react to input from an assortment of sensors that detect sound, light, and touch.
Working in groups of two, and occasionally forming larger groups for more complex projects, students effectively and efficiently learn programming and engineering principles. They have access to a desktop computer, the LEGO Mindstorms robotics set, and a set of additional parts. Various sensors allow the robot to interact with its environment. Step motors allow the robot to make ultra precise movement, a light sensor detects light intensity, and another sensor uses sonar to detect distance. The sensors enable the robot to follow a line, distinguish between different colors, “feel” its surroundings and locate nearby objects.
a science course that educates to innovate
andrei ferrera director of communications and publications
25
Allan Wan ’10 and Robert Gardyne ’10 show off one of their creations in Robotics.
After first building simple robots and mastering basic movement principles, von Kuglegen adds to the complexity of the lessons. “First, I’ll have the students navigate robots through a simple slalom course. Then they design and program their own robot to compete in a robot track meet, with events including sprints, shot put, and the high hurdle.”
Projects are assigned throughout the semester to reinforce programming concepts, engineering principles, physics concepts and other lessons learned in the class. An emphasis is placed on active participation, teamwork, and creative problem solving. As von Kugelen maintains,
“The projects create an atmosphere of excitement and require students to think creatively. And it’s a great way to apply multi-disciplinary
education to the classroom experience. They are solving challenging, technical problems.”
Recent graduate Ian Arnold ’10, now a freshman at Rice University, believes that the course helps to bridge the gap between theory and practice. “The Robotics course shows how different phenomena might be used practically. For example, in Physics class, we learned about torque and gear ratios in a theoretical sense, going through several demonstrations. While a theoretical and mathematical understanding of these concepts is certainly crucial, it was augmented by robotics when I realized I could enable my robot to drive twice as fast or to over-power other robots simply by switching around gears. Robotics helped me to think more practically about the physics of the robot.”
I, Robot
26
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Sam Martin ’10, currently attending Yale University, believes that robotics offers students with a different method of learning than some of the more conventional disciplines. “In robotics, you have a task, and you try to use your tools to solve that task. Sometimes you build a product that succeeds, and sometimes it fails. But you can experiment and make mistakes without being penalized for it. It’s a different way to learn, and I think it’s much more like what science is really like. The experiments that don’t work can teach you just as much as those that do work.” He adds that many students would stay in class long after the period ended. “I often came in to work on my robots during my free time. I felt that I was doing something very creative.”
“The robotics exercises force students to experiment with different solutions and test different prototypes before they settle on the final design of their robots,” von Kugelgen continues. “This is not just about finding solutions in a book. It’s hands on learning at its best.”
Robotics is certainly a great way to build excitement about science, but it also gets kids excited about technology, engineering, and math (STEM). As part of the School’s STEM initiatives, future plans are underway to create a k–12 Head-Royce robotics club. “I would love for our program to expand to include our student teams competing with other schools and clubs, at several different age levels,” says von Kugelgen. Indeed, it’s a great way to showcase our students’ talent and creativity.
I, Robot
27
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Students of all ages at Head‑Royce are fascinated with robots. In 5th grade, using Lego Dacta sets, kids build working models that incorporate lights, sounds, motors, and switches. In Middle School, students may choose to enroll in robotics as an activity, allowing them to further develop their problem solving strategies. By high school, the robotics elective course provides a culminating experience, as students combine advanced programming with model building to tackle new challenges and simulate real world robotic behaviors.
28
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Adam Pease ’13 at the Smartboard
29
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
SurfingSmartboard
The Smartboard is an interactive white board that uses touch screen technology, allowing a teacher to deliver dynamic lessons, write notes in digital ink, and save files to a computer, all with the quick touch of a finger. Providing a great platform for collaboration, the Smartboard allows teachers and students to draw, solve problems, manipulate graphs and formulas, and interact with items on the screen. These days, everyone in the math department is riding the Smartboard wave.
andrei ferrera director of communications and publications
Utilizing New Teaching in the Math Department
with a
Surfing with a Smartboard
chris daviesUpper School: Algebra II, AP Statistics, Geometry Honors
“I am now in my second year with the Smartboard. I conduct all lessons in all my courses on the Smartboard. I use the software to write each lesson template before hand. After ‘inking’ the lesson with the students in class, I save it as a PDF file and upload it to the student portal.
Student learning is enhanced in a number of ways. First, the software allows me to prepare lessons that are visually clear, organized, colorful, and thought-provoking. Instead of foisting my messy handwriting and math sketches upon students, I am able to present professional looking text and graphics. Second, the act of preparing lesson templates before class means I do not spend nearly as much time writing on the board with my back to the students. Instead, I can spend more time fielding their questions and walking around the room. Third, the act of saving lessons to the website is invaluable for many students. If students miss class, they really appreciate having a record of what we covered that day. Finally, inviting students to use the Smartboard in front of their fellow students is always an exciting change of pace. The students use touch screens already and are quite comfortable with the technology. They even teach me things!
I have not written a lesson on a dry erase board in over four years, and I think everyone is benefiting from this new technology!”
30
here’s what teachers are saying:
Naoko Akiyama at the Smartboard in her Geometry class.
shahana sarkar, math department chairUpper School: Pre-Calculus, Pre-Calculus Honors, Calculus
“For us as teachers, Smartboard technology provides the perfect environ-ment for collaboration. We start with a common Smartboard file that is hosted in the clouds. I’ll add something to a file, and later Naoko will add to it. One of us might notice something missing from our work. Our input complements each other.
“As I teach, I’m constantly interacting with the board. Students can easily follow any of my notations. I can create and save PDF files to a PowerPoint presentation. Notebook pages can be used to edit, graph, and solve equations. Even the graphs are interactive. The Smartboard interfaces with the standard TI graphing calculator, allowing the students to see all of my calculator key commands. And at the conclusion of each lesson, I can post answers and solutions to an electronic file.
“The Smartboard comes loaded with several helpful tools. I can program a flash animated timer, with a buzzer that sounds, keeping us on track and allowing for greater efficiency. Those quick, two-minute exercises become much more powerful. With the Geometer’s Sketch Pad, I can run an animation of a lesson and take a snapshot—an actual photo—of different demonstrations used for that lesson. The image then becomes a permanent record in that particular lesson. All of these tools provide a visual and dynamic way to teach a variety of mathematical concepts.”
scott clarkMiddle School: Algebra I
“Just this week, I found myself moving toward a regular whiteboard to drag and resize some of the content when I stopped in my tracks, realizing it wasn’t interactive. This is an indication of how deeply I’ve internalized the use of this technology.
Much attention is given to the functions that allow one to manipulate objects on the board, and to embed media and links to local files and websites. However, some of the greatest value for me comes from the fact that I can work collaboratively with my colleagues to prepare content ahead of time. I can save notes from each class, and then pick up where I left off the next day. It has been tremendously helpful when students are absent to be able to have access to the exact notes that I wrote during class. To top it all off, it’s just more fun teaching with this type of board!”
Surfing with a Smartboard
“Has anyone ever told you how beautiful your Smartboard files are?” Sounds like quite a line, but this is what math teacher Naoko Akiyama often hears from her colleagues in the department.
“It’s a great compliment,” Akiyama says with a smile, slightly blushing.
31
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
32
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Alumni HeadLines
1953Mari Blumenau Lyons has a new art show at the First Street Gallery in New York entitled
“Sunsets/Hillsides.”
1981James Meier wrote about his visit to the Field of Dreams: “On the last day of a mini-vacation, I managed to check two items off my baseball bucket list by visiting the Field of Dreams movie site and also witnessing a professional no-hitter later that night at the single-A Cedar Rapids Kernels game. Looking forward to the reunion in April.”
1982Both Neil Kinney and Lisa Kirtman Marsh ’86 have daughters in the same fourth grade class and both currently serve on the board of trust-ees for Westerly School, a private K–8 school in Long Beach, California. Neil is the Chair of the Board of Trustees.
1986Leslie Karren has spent the past year as a member of the Cookbook Committee for the Junior League of San Francisco. As a member of the committee, she has tested several recipes and has helped edit the cookbook, San Francisco Entertains, which was released in October. One of her recipes is featured in the book.
1988 & 89HRS Director of Athletics Brendan Blakeley ’88 writes:
“On Sunday, September 26 we welcomed Carina Leigh Blakeley as Quinn’s little sister. She weighed in at 8 lbs, 11 oz. with a height of 21 inches. Of course Carina
didn’t arrive as a Carina. She stayed as Baby Girl Blakeley for a few days. It took us a while to nail down the name, but we think we’ve got a good one. The family unit is doing well. Quinn is excited to have a little sister now (she calls her “my baby”), but she’s trying to figure out the new family dynamic. Having just started preschool last month, Quinn has got a lot of transitions going on right now, and she’s slowly adjusting to this new world order. Jennifer Jones Blakeley ’89 is a little sleep-deprived but doing an amazing job with such a tender, young and sweet baby. Carina is a very mellow child, probably taking after her daddy, and we’re hoping she stays that way for a bit longer.”
Rachel Fine has been named as the new executive director of The Los Angeles Chamber Orchestra. A trained classical pianist and veteran arts administrator, Rachel has been executive director of the Los Angeles Children’s Chorus since 2007.
Anna Head and Head-Royce alumni, please share your news with your fellow alumni and your school. To submit stories and news, return the form in the back of the magazine, email Betsy Ringrose ’85 at [email protected] or use the online form on the alumni tab at www.headroyce.org.
1991Garrett Harley reports on the California Vineman 2010:
The guy who started the Leadville 100 always says “you can do more than you think you’re capable of.” The words don’t roll very easily yet but apparently yesterday afternoon and evening I finished and can now call myself…an Ironman. The highlights are:
1. Swim was fine 2. Bike was fine 3. The run crushed me
I started cramping at mile six on the run and spent the remainder just working to manage that. Walked most of the uphills to keep the legs from seizing and just tried to keep myself moving for all the rest. However, my last lap was quicker than my first two once the shade kicked in and the temp dropped.
It’s an experience I can hardly describe...willingly wrecking your body…it amplifies all the small and
the big stuff at once. You see people get places they never thought possible.
I hurt like I have never hurt…but then again I should. I have been napping, eating and drinking today. I made some personal goals based on my training, but taking what the race gives you is in many ways your only choice. Still, I was pleased with my overall results. Not sure if the total clock is my actual as I was in wave 2 (5 minutes back) but who cares. Turning that corner and see-ing the finish…Dad, Za ’89, and Adrian ’94 there screaming…knowing I had done it…all the pain just went away.
We did it. I am an Ironman.
33
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Alumni HeadLines
1992Cathy Stadecker recently moved from the Bay Area to Burlington, Vermont, where she is continuing her practice as a trademark and copyright attorney at Downs Rachlin Martin. She is enjoying the smaller town, the recreation, and spending more time with her husband, Gabe, and daughter, Ella.
1993Ayanna Hill and her husband Hasan are currently living in Okinawa, Japan where Hasan is a radiologist for the U.S. Naval Hospital Okinawa. They have a seventeen-month-old daughter, Thandiwe.
1994Sara Groff Raynor has received tenure at Wake Forest University and was promoted to Associate Professor of Mathematics.
Ayanna Hill and her family
34
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Alumni HeadLines
1996Nathalie Hites writes: “After five years in Belgium and five years in Brazil, I have now been back in the Bay Area for five years. I am working as the English-speaking Montessori guide at The Renaissance School, a trilingual arts and music school, teaching children from ages 9–14. I am constantly challenged and stimulated by my work and enjoy it immensely. My husband, Wellington, and I are presently expecting our third child— a girl this time. Our oldest, Kalil Etienne, is 3 and our second, Ilori Ayo, is almost 2.”
Andrew Lau and his new wife Elsie were married in September 2010 at the Artists for Humanity Epicenter in Boston, MA. In attendance were HRS Director of Educational Technology Ray Louie,
Ben Nomura‑Weingrow, Omosede Idehen, Andrew’s sister Christine Lau ’98, Peter Ree ’95, Barry Williams, Sloane Krumland.
1997Jonah Eller‑Isaacs writes, “I’m working as a freelance writer and graphic designer and living in Brooklyn, NY with my wife, a modern dance choreographer. In 2008, I was diagnosed with Stage IV melanoma and have had a long, arduous battle with the disease as it has meandered its metastatic path. Since my diagnosis, I’ve been keeping friends and family updated at groinstrong.com, and am currently in the process of turning the blog into a graphic novel with the help of a talented local visual artist. I don’t get a chance to see many HRS’ers out here, but Michelle Sargent’s wed-ding this summer was a wonderful chance to catch up with many old friends.”
Melissa Neuwelt was married in June 2010 to Caesar Luo. Both are ophthalmologists and will be settling in Michigan. “It was wonderful to have Becky Alexander and Abby Falik at my wedding—they have been dear friends for so long.”
1998HRS Physical Education Department Chair Mary Fahey reports that “A little Jayhawk-ette arrived to Sarah Fahey Durantini and her husband Zeke on August 3. It’s a girl
and her name is Anne Louise Durantini. She is named after my mom. Annie weighed in at 9 lbs, 3 oz and was 22.6 inches long!”
Sebastian Kaplan “This year was a big one for me. In May, I finished clerking for the Honorable Judge Carlos Bea on the Ninth Circuit the day before marrying Annie Kaplan, who is now a practicing surgeon in Oakland. After we returned from an amazing honey-moon in Brazil, I began working at Fenwick & West LLP in San Francisco.”
Tara Sugiyama Potashnik was married to Dr. Steve Potashnik during a wedding cer-emony held June 26, 2010 in Berkeley, CA at the First Congregational Church, with a reception that followed at the Lafayette Park Hotel. Her sister Ashley Sugiyama Glenn ’01 served as matron-of-honor, and her brother-
Jonah Eller-Isaacs and his wife, Kathryn Wilkening
35
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
in-law Dan Glenn ’01 and Elizabeth Morrison Gibb were in the wedding party. Stephanie Ng led the string quartet. Also in attendance were Jenny Chung, Melinda Kong, Garani Nadaraja, and Zach Glenn ’03. After Head-Royce, Tara attended Yale and received her B.A. in 2002 and earned a J.D. from the University of Michigan Law School in 2007. She is an associate in the Washington, DC office of Venable, LLP, and Steve is a civilian scientist with the U.S. Navy’s Carderock Division in Washington, DC.
2001Eli Schuldt and Elana Rodan ’04 were married on June 26, 2010 in San Francisco. Eli is currently attending UCLA for his M.B.A. and Elana is working in skin care in San Francisco.
The two of them met in high school at Head-Royce and reconnected six years later. The bride’s maternal grandfather, Judge Harry Pregerson of the Ninth Circuit Court of Appeals in San Francisco, officiated the wedding at the Four Seasons Hotel.
Elana graduated from the University of California, Davis. Prior to going to business school, Elias was the accounting manager in the San Mateo, CA office of Fisher Investments, a money management firm with headquarters in Woodside, CA. He graduated from the University of Washington.
2002In September, Portal A Interactive announced the newest web video sensation “WHITE COLLAR BRAWLER” by filmmakers Nate
Houghteling and Kai Hasson. Kai and Nate have brought us such classics as “Ghostride The Volvo,” “Damn It Feels Good to Be a Banker,” and “Huge in Asia,” but they’ve never done anything quite like this: a documentary-style web television series, shot and released in real-time, that follows the pair’s transformation as they
leave office life behind and pursue their lifelong dream of becoming amateur boxers. Yes, boxers. Follow them here: whitecollarbrawler.com. During the Giants’ pennant race in October, Nate and Kai produced a piece “Don’t Stop Believing,” an anthem sung by Ashkon for the San Francisco Giants. Before the World Series even began, the video had more than one million views on YouTube and Nate, Kai and Ashkon were honored at the Giants’ AT&T Park.
2004Scott Fortmann‑Roe, an engineering major at Swarthmore, spent his Fulbright year researching the remediation of fluoride in ground water in Poland, met a nice Polish woman, got married and is now entering a Ph.D. program at UC Berkeley. He has also produced a web-based systems modeling tool, available at insightmaker.com.
36
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Alumni HeadLines
2005On January 1, 2009, Max Gibson started an online magazine titled Wine & Bowties (wineandbowties.com). Partnering with Will Bundy ’07 and designed by Chris Perry, Wine & Bowties curates a daily selection of media and cultural artifacts, welcoming over 11,000 visitors a month, while serving
as a platform to celebrate artists and their creative efforts. Maintaining an eclectic array of subjects, the site functions as an online magazine, covering topics ranging from art, fashion, and politics to food, music, and vintage pop culture. Currently based out of Los Angeles, the group is planning to expand the brand throughout the U.S. in the months to come, while remaining dedicated to the celebration of culture in its infinite forms. Visit wineandbowties.com to keep up with their work.
Daisy Linden was interviewed for the SF Gate website when she and some cohorts donned pre-revolution costumes in celebration of Bastille Day at the deYoung Museum this July. “On our way here, some people wondered if we were members of the Ballet,” said Linden, with a laugh, about the duds she had purchased at the S.F. Opera Costume Shop sale.
2006Neel Lalchandani is living in the Chicago area, where he is one of six members of the newly-created Urban Prep Fellows program (urbanprep.org/fellows/), located on the South Shore. “My main role is to serve as a mentor and role model for a group of 25 students.” At Penn, Neel completed a major in political science along with minors in English, legal studies and history. He also served as a middle school student mentor with the Big Brothers Big Sisters program and was on the board of the West Philadelphia Tutoring Project.
According to Neel, “Urban Prep is amazing indeed. I feel really lucky to be working for such a well-regarded organization.” Neel spent the past summer in Lyon, France studying human and minority rights in the Humanity in Action Fellowship program.
2007Yaeir Heber just returned from Scotland where he was conducting research for his thesis. As a student at Swarthmore, Yaeir has designed his own major, called “World Views and Sustainability.” As he reports: “My thesis is an analysis of how general west-ern world views inform our behavior (from a sustainability angle), and what factors have enabled this trend in thought and behavior to persist, despite their destructive reality. The intention is to provide insight and specific recommendations for how our educational efforts can be structured to better address this deeply embedded problem—how basic educa-tion can re-open the informative pathways between us and our environment that would help to construct more ecologically correlated world views that yield sustainable lifestyles. It’s eco-literacy with an anthropological and phenomenological context.
In Scotland, Yaeir observed a very progressive school that offers experiential and perceptual environmental learning opportunities to its students. The school is near (and loosely associated with) the Findhorn Community, one of the oldest and most well-established eco-villages and a large hub of environmental/curative education.
Max Gibson (left) and Will Bundy
Yaeir writes, “I also have been working with the Swarthmore administration to start a college permaculture farm and teach per-maculture design. We just got 35 acres and things are looking good, although there is a lot of work yet to be done!”
2008Madeleine Nelson was named as a Fellow at the Madeleine Korbel Albright Institute for Global Affairs for 2011. As an economics major at Wellesley College, Madeleine looks forward to furthering her studies with the Fellowship’s global internships next summer, and using her skills in French and Arabic during her study abroad in the Middle East next spring. To read more, go to wellesley.edu/albright/index2.html
2010Earlier this fall, Mika Siegelman was named Ivy League Co-Rookie of the Week at Brown University for her exceptional play on the women’s soccer team.
Alumni HeadLines
37
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
L to R: Some of our young alums—Elaine Truong ’10, Olivia Wong ’09, Jacob Watkins ’10, Karina Choy ’10, and Camden Louie ’08—met for brunch in New York City in October.
38
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Alumni HeadLines
My work here has been incredible. Everyday, I start by going to the main Akanksha office, where 25 or so staff members are employed. Here, I work on developing the curriculum for our leadership program and talk to all kinds of people to learn as much as I can about our organization and the education system in India. It is also where I get hot, fresh masala dosas delivered to my office for 30 rupees (maybe 60 cents). After working for four hours, I jump on a bus and go straight to the Victoria
Terminus (VT) station. The rail system here carries approximately 7 million passengers per day, and while the capacity for one train may be about 1,500 people, there is an average of more than 5,000 people riding!
I then teach from 4–7 pm at a school right across the street from the station. The kids I work with are adorable. They are 12–15 years old, and already are very affectionate with me. Our program is called “Learning to Lead,” and these kids have been selected for our program, which is more rigorous academically than the other Akanksha centers and has a strong emphasis on leadership. I am teaching a bit of everything—literature, leadership, current affairs, and social studies. The children attend the municipal schools, where learning is primarily through memorization. This is completely new to me, and is likely the biggest challenge and most exciting part of working with them. They study for tests by repeating sentences from the textbook word for word, over and over again. When I ask them to explain an idea or concept in their own words, they fumble tremendously. Even when they do actually comprehend the concept, they can't express it fully in English. There is a long way to go, but I am already confident in their capabilities.
I am learning so much every day, and I am meeting the most amazing people. The people who work at Akanksha work there because it is genuinely their passion. You don't need to go to college, study development theory, economics, ethnic studies or anything else to recognize that faults in an education system need to be addressed. The people who work at Akanksha work here because the children they teach are the same children that they see out on the streets every day, surrounding their cars, asking for money. The teachers have grown up with slums being constructed on their sidewalks and in between their neighbor-hoods and train stations. And some of them have gone through the Akanksha programs themselves and now work for the organization. The people here not only work full time at the office or at the school where they teach, but they spend time with the kids in the evenings, on the weekends, and during much of their vacation, whether visiting their families and communities, meeting with the kids’ formal school teachers, or taking the children on retreats, field trips, and workshops.
Though I spent a lot of time learning about the many dimensions of poverty, globalization, social, racial and economic inequality, nothing prepares me for the vast differences in lifestyle
nina sawhney, class of 2006, graduated cum laude from the university of california,
san diego in june. now living in mumbai, nina majored in international studies and
minored in environmental studies. recently she shared her experiences from her first
few months working and teaching in india.
Learning to Lead in Mumbai
39
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Alumni HeadLines
that I witnessed here between the rich and the poor. While I have certainly felt this way before in other parts of the world, or previ-ously in India, I have never been so personally confronted with both extremes of the spectrum. Not only do I see the wide disparities right on the street—people in self-constructed shelters built on the sidewalks directly across from expensive designer malls—but also, in my own personal, daily interactions and relationships. I have been to mansions with countless servants and drivers, where anything you want is in your hands the instant you ask for it. I’ve eaten at expensive restaurants (where the bill is quite a large percentage of my monthly salary), and I have been driven around so that I don’t have to take one extra step on the filthy (water AND trash), flooded roads and sidewalks.
But I am also getting to know my students, children who have never had the chance to go to a decent school with kind, caring teachers. These kids have never been outside of Mumbai (save some Akanksha field trips), and some of them must walk a long distance in the mornings to collect water for their families before they go to school. As someone who really doesn’t understand their background and where they come from, at times I wonder why I am the one teaching them. Yet it's so easy for me to connect with them as children. I showed them a picture of Samir (Nina’s younger brother and current 6th grader at HRS), with whom they immediately felt a connection.
I have so much respect for these kids. They go to school all day and then take a bus to our center, where they have more school for another three hours. Then, some of them even go to tuition (tutoring) after that! Many of these kids
have lost parents to accidents, disease or drug and alcohol abuse, and many more don’t know if they will be able to continue paying school fees the next month. In the midst of such hard-ship, it is truly remarkable to see their energy and excitement every day.
I have been into the communities a few times now. I’ve gone in to visit a few of our kids who were sick with malaria and other illnesses; I’ve gone to hang out with the kids at a park, and I’ve also been invited to some of their homes. Although they can be a little wild in the classroom, they always have my back when we are out in the city together. On the bus, for example, they make sure I get on and off before them, and the boys will arrange themselves so that they are sitting between me and the sketchy man in the next seat.
One night, my student Tabrez invited me to his home after class. His mother, Fatima, welcomed me and I sat down with her on the floor while Tabrez went and bought me a coke! I chatted with Fatima in my grammatically-challenged Hindi, and we had a nice, broken conversation, with the help of Tabrez trans-lating. Tabrez is one of the more chatty ones in class, and I'm constantly telling him and two other girls to keep quiet. I was quite taken aback when he so sweetly invited me to his home, acted on his best behavior, and when he so proudly introduced me to his mother and people along the way as his Didi from Akanksha. Though the kids do give me somewhat of a hard time in class, it makes all the difficulty and discomfort worth it after an experience like that.
Otherwise, I have already started my battle with Mumbai. After almost three months,
I finally got a local bank account settled. The city is a maze. It is easy for me to lose my orientation here because the streets wind in all kinds of directions. No one walks on the sidewalks, as they are pretty much un-walkable. Either they are piled with trash, flooded with water and potholes, or taken over by people selling things or living there. So, instead, I walk single file on the road, behind the others, scared that the next car that zooms by will hit me, or that at least they will splash some muddy, monsoon water all over me as they drive by. Someone (correctly, it seems) told me that you can really tell how long a person has been in Mumbai by where they walk. Apparently, once you get really comfortable with the city, you walk right in the middle of the road!
Nina Sawhney ’06, far left, with her students.
Edith deFremery Beach passed away peacefully September 20, 2010 in Carmel at the age of 92. She is survived by her beloved husband Philip S. Beach to whom she was married for 72 years. She was born May 18, 1918 to Leon deFremery and Edith Goodfellow deFremery in Oakland. A member of an avid and ac-complished yachting family, her father was a founder of the St. Francis Yacht Club and an attorney in San Francisco. Both of her grandfathers came to California in 1849 and began long and prominent lives in Oakland. Edith graduated from the Anna Head School, as did her mother Edith Goodfellow deFremery Class of 1910, when the School was still in Berkeley. She attended Stanford University for two years, then transferred to UC Berkeley and became a member of the Class of 1939 (along with her future husband). Edith pledged Kappa Kappa Gamma and remained active for more than 50 years. She joined the Junior League of Oakland where she learned to transcribe for the blind, and continued to do so in many communities across the country. She was a past president of the Children’s Home Society on
the Peninsula and a mem-ber of the Junior League of Palo Alto. Edith will be sadly missed by her dear husband Philip and their two children, David Philip Beach and Alison Beach Cooper (Tom) and two grandchildren, Scott Thomas Cooper and Christina deFre-mery Cooper. Edith will be remembered for her quiet
dignity, laughter and courage and her love of sports (Go Bears), gardening and travel. Her family benefited from her setting an example of fairness, love of family, patience and strong, moral character. Before Parkinson’s disease slowed her quality of life, she and Phil traveled around the world and the United States. Contributions in her memory can be made to The National Parkinson’s Foundation 1501 N.W. 9th Ave, Miami, FL 33136.
san francisco chronicle · september 2010
40
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
1935
In Memoriam : : Obituaries & Remembrances
1935 Suzanne Bocqueraz
1940 Phyllis Nancy Hecker
1956 Phyllis Porter McClure
Sara Hutchens McCormack died September 4, 2010 as a result of an automobile accident in North Carolina. She was born October 16, 1938 to Francis Case Hutchens and Kathleen Shuman Hutchens (Anna Head Class of 1929). Sara was a proud fourth generation Californian. Born and raised in Berkeley, she lived the past 40 years in Marin County.
Married to John William McCormack from 1963 until his death in 1987, Sara is survived by her two children, John Hutchens McCormack and Katherine McCormack Holshouser and one granddaughter, Amber Holshouser. Her sister Susan Hutchens Wisdom ’60 lives in Portland, Oregon.
Sara graduated from The Anna Head School, (now known as Head-Royce School) and received a B.A. degree from the University of Wisconsin, Madison in 1960, where she was a Gamma Phi Beta.
In her youth, Sara was a ferocious tennis player. Her competitive nature extended to golf and bridge. She enjoyed keeping up with fam-ily and her many friends she accumulated over her lifetime. She was an energetic and dedicated supporter of Head-Royce School and was instrumental, along with her classmates, in creating the Anna Head Scholarship Fund.
She lived for her children and in 15 years, never missed a game, meet, tournament, or horse show. She was an active volunteer for her chil-dren’s schools, Boy Scouts, Girl Scouts, and Little League.
A service was held October 17, 2010 at the Marin Art and Garden Center.
Gifts in memory of Sara can be sent to: Head-Royce School, c/o Betsy Ringrose ’85, Director of Alumni Relations, 4315 Lincoln Ave, Oakland, CA 94602, 510.531.1300 x2191.
a remembrance from a friend
Sara and I started Heads in 7th grade. In 6 years we never sat together because we were Mutt and Jeff, but we did make the basketball team. Sara was the quick, aggressive spit fire and I, along with Julia Crosby, was a tree planted under the basket. I remember Sara jumping up and down at the half court line eager to follow the play to the other basket. Her tennis, of course, was legendary.
By our freshman year I was a boarder and got to know Sara better when she boarded occasionally while her parents traveled, but it was after we graduated that Sara’s presence as a connector became evident. She had a real gift for keeping in touch with classmates and reminding us of our days at Heads. She remembered everything! If I helped her cope with Southern California, she certainly helped me when my husband and I moved to the peninsula in the mid 90s. The parties she cooked up were fun for all of us. Sara’s late afternoon phone calls updating me on her family and our class followed me to Arizona and continued after she moved to North Carolina.
Recently I received a call from Julia Crosby Markham in NYC. She reminded me of our senior summer when Sara and I drove from Berkeley to Gardnerville Nevada and back to visit Julia. What were our parents thinking? I guess that’s why I think of Sara whenever I drive next to a big truck on the freeway. She screamed all the way from Sacramento to Berkeley.
I am going to miss Sara’s cheery “Hi, Lib!” followed by news of Sheila, Julia, Holly and others and a cute story about Amber who was born the same day as my youngest grandson. The class of ’56 has lost its best cheer leader.
libby rule walker ’56 · scottsdale, arizona
41
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
In Memoriam : : Obituaries & Remembrances
1956
42
Hea
d-R
oy
ce S
cho
ol ···
Mag
azin
e W
inte
r 20
10
Board of Trustees2010–2011
Charles Freibergboard chair
Lori FogartyH. Peter Smith III ’78co vice chair
Dan Chaotreasurer
Martha Sellerssecretary
Robert A. Lakehead of school
Denise Bass Allen
Laura Baxter-Simons
Sara Buckelew ’88
Eva Camp
James Cavalieri
Elizabeth Crabtree
Leo Dorado
Peter Drake
Lisa Benton Hardy ’84
Lucinda Lee Katz
Neetesh Kumar
Kym Luqman
Lilly Mar-Chee
Edie Zusman Pratt
Tim Ripsteen ’93
Jon Streeter
Theresa Tao
Frank Williams
Frank Yeary
Administration2010–2011
Suzanne Abbeyhead of lower school
Terry Pink Alexanderdirector of development
Kate Augusdirector of college counseling
Brendan Blakeley ’88director of athletics
Catherine Epsteindirector of admissions and financial aid
Andrei Ferreradirector of communications and publications
Barbara Geedirector of diversity
Robert A. Lakehead of school
Crystal Landassistant head of school academic dean
Ray Louiedirector of educational technology
Dennis Malonecfo/director of operations
Betsy Ringrose ’85director of alumni relations & associate director of development
Carol Swainsonhead of middle school
Carl Thiermannhead of upper school
Alumni Council2010–2011
Sara Buckelew ’88president
Rick Arney ’88vice president
Elena Ortega ’71secretary
Ann Catrina-Kligman ’88
Rachel Kirshman Concannon ’96
Sarah Fahey Durantini ’98
Rebecca Carr Eaton ’91
Melissa Gale ’01
Garrett Harley ’91
Judy Hunt ’67
Courtney Jenkins ’03
Bill Marchant ’82
Jessica Naylor Minkoff ’98
Tejal Patel ’86
Jay Rhodes ’85
Terry Richards ’65
Tim Ripsteen ’93
Scott Rogers ’79
Michelle Tajirian ’96
Chris van Löben Sels ’87
Betsy Ringrose ’85director of alumni relations & associate director of development
Production
Andrei Ferreraeditor
Terry Pink AlexanderSusan AndersonBlakely AthertonDeborah GettlemanAnn QuanBetsy Ringrose ’85Ida Tolentinoeditorial assistance
Shelby Putnam Tupper ’80Shelby Designs & Illustratesdesign & production
Solstice Pressprinter
Sam DeanerAndrei FerreraDawn GelbaughNancy SoStudents in HRS
Photojournalism Classphotography