Highlander Summer 2013

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The Ubiquitous Tartan

St. Margaret’s Episcopal School31641 La NoviaSan Juan Capistrano, CA 92675-2752

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37 By the NumbersA glimpse at the new Upper School EDGE Lab

38 Faculty ProfilesAcquaint yourself with two of St. Margaret’s

exceptional and gifted faculty members

53 Class Notes and Alumni UpdatesLearn about the lives of your classmates and

updates from the Tartan Alumni Association

59 Looking BackA tribute to retiring Associate Headmaster

David Boyle, Upper School Science teachers

Joe and Carol Ann Ingalls, and Middle School

Geography teacher Chriss Bonhall

62 Looking ForwardSt. Margaret’s welcomes Head of School

Mr. William N. Moseley

s u m m e r 2 0 1 3 1

v o l u m e 2 5 , n u m b e r 1 s u m m e r 2 0 1 3

f e a t u r e s > >

3 Guideposts Headmaster Marcus D. Hurlbut bids farewell

to St. Margaret’s Episcopal School

4 News & NotesGet the scoop on what’s been happening at

St. Margaret’s lately

22 Side by SideHeadmaster Marcus D. Hurlbut and Director

of Community Life Lora Allison, along with

two seniors, recap the journey of traveling to

New York to provide assistance to Hurricane

Sandy victims

29 Open Spaces: Student Short Story and ArtworkShowcasing award-winning student writing

and visual arts talent

34 A Day in the Life Of . . .an ISPExperience a day in the life of a Class of 2012

senior’s Independent Senior Project

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St. Margaret’s Episcopal School Marcus D. Hurlbut, Headmaster

Highlander magazine is published by theCommunications Office as a St. Margaret’s Episcopal School community magazine.

Editorial DirectorAnne Dahlem

Managing EditorNicole Peddy

Copy EditorJennifer Perez

Editorial Board Jeannine Clarke, Anne Dahlem, Dr. Jeneen Graham,Marcus D. Hurlbut, Nicole Peddy

ContributorsRoland Allen, Lora Allison, Jennifer Abbate, ChrissBonhall, Mary Marjorie Bethea, Jessica Bissontz,Theresa Bouchard, David Boyle, Adam Blumberg,Peter Clark, Anne Dahlem, Anik Dang, Sarah Engel,Claire Frahm, Austin Foley, Lore Fredette, JacobGarrett, Dr. Jeneen Graham, James Harris, Marcus D.Hurlbut, Liam Lasting, Sonya Lee, Susie Maga,Mattingly Messina, Lisa Merryman, Lynn Ozonian,Rocky Parker, Jennifer Perez, Tess Posvistak, BlakeReemtsma, Darcy Rice, Savanna Riley, CamilleSheets, Steve Sherman, Desiree Staples, IanTacquard, Ashley Torok, Pam Virk, Nathan Wheeler,Stephanie Windes, Heather Zusman

Please send comments, questions, and contentideas to:

Highlander magazineSt. Margaret’s Episcopal School 31641 La NoviaSan Juan Capistrano, CA 92675-2752(949) [email protected]; www.smes.org

Please include your name, address, e-mail addressand phone number with your letter or submission.Letters and “Open Spaces” may be edited for content and grammar.

St. Margaret’s publishes responsibly. Highlandermagazine is printed on Forest Stewardship Council certified paper that contains 25 percentpostconsumer recycled content, using soy-basedinks made from renewable resources such as natural pigments and vegetable oils.

Highlander, Volume 25, Number 1. Summer 2013.

O N T H E C O V E RHeadmaster Marcus D. Hurlbut and students at the 2006 All-School Pep Rally. Inside front: The Performing Arts Center foyer. Inside back:The friendship of two Lower School students.

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Early Childhood Education –Creating Lifelong Learners

Academic Dean Dr. Jeneen Graham discusses St. Margaret’s

carefully considered and expertly executed early childhood

development experience

The Championship ByproductA look at the elements that make St. Margaret’s athletic

program the success that it is

St. Margaret’s Episcopal School does not discriminate on the basis of gender, race, color, religion, sexual orientationor national and ethnic origin in the administration of itseducational or hiring policies, admissions policies, financialaid, athletic or other school-administered programs.

Marcus D. Hurlbut: TheUbiquitous TartanA look back at Headmaster Marcus D. Hurlbut’s decade of

commitment and service to St. Margaret’s

38Fostering Lead Learners through

Professional DevelopmentProfessional development experiences of faculty and staff

during the 2011-2012 school year

48A Life in the Arts

Four alumni represent graduates that have gone on to

pursue careers in the visual and performing arts

45Thriving in CollegeAlumni from the Class of 2012 reflect on their

first year of college


It is with great pride and enormous appreciation for the privilege of serving St. Margaret’s Episcopal School these past 10 years that I write the forward to this special edition of the Highlander magazine. When wemade the decision in 2003 to leave family behind andhead West, we did so with the belief that this was a very

special opportunity and the hope that our time on the WestCoast would be meaningful. Little did we know how specialand how meaningful our time at St. Margaret’s would be!

The past 10 years have flown by and I am deeply proud ofthe school we are today. It has been a joy to watch the schoolgrow and thrive, to see new buildings rise from the groundand to witness the continued strengthening of all our programs.I have loved beginning each day in Lower School Chapel,and I have been rewarded beyond words by talented studentswho have deeply and profoundly enriched my life with theirintellect, their curiosity, their passions and their kindness.

This issue of the Highlander magazine illustrates not only theschool’s success over the past decade, but also features ourcommitment to the professional development of our faculty,the remarkable growth and success of our athletic program,and the talent and accomplishments of our students throughour “News & Notes” section. We also cover our alumni andlook at how last year’s graduates fared in their first year incollege, and how four St. Margaret’s graduates have excelledat “a life in the arts.”

G U I D E P O S T S

s u m m e r 2 0 1 3 3

B y M a r c u s D . H u r l b u t , H e a d m a s t e r

“The past 10 years have flown by and I am

deeply proud of the school we are today.

It has been a joy to watch the school grow

and thrive, to see new buildings rise from

the ground and to witness the continued

strengthening of all our programs.”

As I have said many times in the past 10 years, this is an awesome time to be a Tartan and our future could not bebrighter. I have been honored to be part of this school community and I thank each and every one of you for yourfriendship, your support and your presence in my life. Mostof all, I thank you for your children and for the priceless giftthey have given to me.


s u m m e r 2 0 1 3 5

Red Rocker’s Hairy Day, written by students, Laurel Smith,

Katherine Weaver and Alexandra Zalewski is the final product

of a writing contest, sponsored by The Candy Palace program,

a biennial writing contest for children who want to use their

creativity to help other children. Alexandra, Katie and Laurel

heard about the writing contest in seventh grade. They wrote

the story in tutorial based on a song they used to sing and

were able to transform their story into a published book last

October to be sold to benefit the Second Harvest Food Bank.

For the first time in school history, a St. Margaret’s team of

grade 9 and 10 students participated in an academic decathlon

in late September, and placed fifth overall, out of nearly 50

schools, in the 9th/10th grade international school division.

The inaugural International da Vinci Decathlon places

emphasis on higher order thinking skills, problem solving

and creativity with the purpose of providing a stimulating,

inter-disciplinary academic challenge for students. Students

work collaboratively to compete in tasks that encompass

engineering, mathematics, philosophy, code breaking, games

of strategy, art and poetry, science, English, and science and

creative producers.

Winners of Candy PalaceWriting Contest Publish Bookto Help Other Children

To read more St. M

argaret’s news, visit Tartan Today

online at tartantoday.org.

St. Margaret’s Students Win inInternational Academic Decathlon

In December, St. Margaret’s came together as a community to

raise money and awareness for the victims of Hurricane

Sandy. The results of these generous efforts helped raise more

than $10,000 for Hurricane Sandy Episcopal Relief and

Development. Then in January, a group of 11 Upper School

students, along with four adults including Headmaster Marcus

D. Hurlbut and former Associate Headmaster David Boyle,

traveled to the East Coast and teamed up with Operation

Blessing, a nonprofit that has a strong and prolonged presence

in Breezy Point – a community densely populated with first

responders that was hit hard by the hurricane destroying

more than 136 homes. The group was honored to be a small

part of a rebuild that brought signs of hope and renewal to

the Breezy Point community.

St. Margaret’s Raises More Than $10,000 for Hurricane Sandy Victims and Travels to New York to Aid in Relief Efforts


N E W S & N O T E S (Continued)

This year’s St. Margaret’s Annual Spring Fundraiser “Music

of the Night” at the Island Hotel in Newport Beach had

more than 400 guests who enjoyed the magic of a Broadway-

themed production. The evening included two Broadway

singers who performed Andrew Lloyd Weber’s “Music of the

Night.” Guests pledged a record amount – more than

$700,000 in underwriting, sponsorships, donations, auction

sales and Fund-A-Need. Fund-A-Need alone raised more

than $250,000 benefiting the new Library and Learning

Commons. A tremendous amount of gratitude goes to all

donors, volunteers and event chair Jennifer-Lawson Wagner.

A Magical Night at the Opera – 2013 All-School Spring Fundraiser


The 2012-2013 St. Margaret’s Parent Teacher Fellowship

Parent-Up Speakers Series featured nationally-renowned

speakers Joe Ehrmann, Dr. Carol Dweck, Marc Elliot, Dr.

Tony Wagner and Dr. Barry Sears. Joe Ehrmann, author of

the book “Inside Out Coaching,” talked about raising morally

healthy and socially responsible children in today’s world. Dr.

Carol Dweck, an acclaimed Stanford University psychologist,

presented research on why students succeed and how to

foster their success as well as how one’s mindset can dictate

our perception of our achievements. Through a Skype

presentation, Dr. Tony Wagner shared his vision for a new set

of education goals that will equip learners with survival

skills for the 21st century learner. Marc Elliot discussed the

fundamental lesson of teaching tolerance and how to live

with our own differences, and those of others. Dr. Barry

Sears, author of “The Zone Diet,” discussed “Retake Your

Family’s Health Through Anti-Inflammatory Nutrition.”

His message focused on the dangerous health issues we face

with the American diet, food as a powerful tool to prevent

heart disease, cancer and major illness, and overall healthy

family nutrition.

At San Juan Capistrano Mayor John Taylor’s 2013 State of the City address in March, St.

Margaret’s Headmaster Marcus D. Hurlbut was presented the San Juan Capistrano Chamber

of Commerce’s 2013 Arts & Culture Award. According to award presenter, Councilman

Sam Allevato, Mr. Hurlbut was chosen for his significant contributions to making the city

a more vibrant, well-rounded and culturally aware community.

Headmaster Marcus D. Hurlbut Recognized forLongtime Contributions to San Juan Capistrano

St. Margaret’s 2012-2013 Parent-Up Speaker Series Features All-Star Line Up


s u m m e r 2 0 1 3 7

The St. Margaret’s Battle of the Books grade 4 and 5 reading

team, earned first place at the Orange County Battle of

the Books Competition in late March. The BOB program

combines good books, competition and lots of fun activities

to motivate and challenge readers.

Graduates of the Class of 2013 will attend 60 colleges and

universities in 17 states and the District of Columbia, including

Boston College, Columbia University, Cornell University,

Drexel University, Harvard University, Johns Hopkins

University, New York University, Stanford University, Tufts

University, University of Notre Dame, University of Southern

California, University of Pennsylvania and Yale University.

In total, the 103 new Tartan alumni received 552 acceptance

letters from more than 235 colleges and universities.

Lower School Battle of theBooks Wins First Place

To read more St. M



Presenting the Class of 2013AT

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St. Margaret’s had three athletes sign letters of intent in November

as part of National Letter of Intent signing day. Regan Anderson

will play lacrosse for University of Michigan, Zoe Oedekerk will

play tennis for Cal Poly San Luis Obispo and Alexis Leon will

play soccer for the University of California, San Diego. St.

Margaret’s also had a number of students who verbally committed

to their colleges or universities: Stefanie Brunswick, soccer at

Tufts University; Macey Davis, cheerleading at University of

Oklahoma; Shelby Deck, volleyball at Trinity College; Robert

Deng, golf at Harvard University; Sebastian Luna, cross country at

Claremont McKenna College; McKenna Marmelstein, soccer at

Biola University; Scott McGowan, lacrosse at University of Denver;

Gabriela Morally, volleyball at New York University; Sager

Moritzky, basketball at Macalester College; Brandon Price, cross

country/track and field at Harvard University; Mary Raymund,

equestrian at Baylor University; Harrison White, baseball at Yale

University; Chase Williams, lacrosse at Haverford College.

Upper School Students Sign Letters of Intent



N E W S & N O T E S (Continued)

ATH

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ICS

In October, the Middle School Tartan cross country team

performed incredibly well at the Mt. SAC Invitational. Grade

6 girls, who were running in their first big invitational,

finished in third place out of 38 schools. Grade 8 girls

finished in third place with Greer Jacobs winning the race,

while the grade 8 boys’ team was led by standout Nicolas

Gitter who finished fifth overall.

THE ARTSPerforming Arts Center Ribbon Cutting andInaugural Student Performance in Hurlbut TheaterThe 2012-2013 St. Margaret’s school year welcomed a record

enrollment to open the 34th year in the history of the school.

This historic day was celebrated with the student body gathered

on the Chalmers Field, along with the school leadership, faculty,

staff, parents and San Juan Capistrano dignitaries to officially

open the school’s new Performing Arts Center with a jubilant

building blessing and ribbon cutting. The St. Margaret’s

community then gathered in October for the long-awaited

inaugural opening night performance in the Marcus D. Hurlbut

Theater of the Performing Arts Center. Students from three

divisions of the school performed The Sound of Music to a

sold-out crowd of 450

officially opening a new

era of performing arts at

St. Margaret’s.

St. Margaret’s Wins Top CAPPIES Awards Senior Mattingly Messina received the CAPPIE Award for

Best Supporting Actor in a Play for his role as Big Daddy

Pollit in Cat on a Hot Tin Roof at the 2013 CAPPIES awards

ceremony honoring the best high school theater work in

Orange County. The 2012 CAPPIES awards yielded St.

Margaret’s with Best Play for

The Servant of Two Masters, Best

Song in a Musical for “All

About Ruprecht” from Dirty

Rotten Scoundrels, Best Comic

Actor in a Musical for Saba

Saghafi in Dirty Rotten Scoundrels

and Best Featured Actress in a

Musical for Morgan Higgins in

Dirty Rotten Scoundrels.

Middle School Cross-Country Team Shines in Nationally Known Race

SMES Athletics Excel with CIF Championships and League Titles During the 2012-2013 fall season, the girls’ varsity volleyball team captured its sixth CIF-SS Division 3A title in the finals for the

third time, and the boys’ cross country team won the CIF Championship title for the third year in a row. Boys’ lacrosse also brought

home a championship winning the U.S. Lacrosse Southern Section title. The win capped a spectacular 21-4 season for the Tartans,

winning 19 straight to finish the season. The St. Margaret's boys’ golf team also advanced for the first time in school history to the

Southern California Golf Championship.


s u m m e r 2 0 1 3 9

To read more St. M



10th Annual Coffee House Cabaret ShowcasesFour Sold-Out Shows in new McGregor TheaterThe 10th Annual Coffee House Cabaret, the first housed in

the Performing Arts Center’s new McGregor Theater, featured

four sold-out shows during the last week in January. The

theater was transformed into a Parisian cabaret-style show

showcasing St Margaret’s finest dance, vocal, instrumental,

dramatic and visual artists. While more than 100 students

auditioned, only 34 acts were chosen to perform in this

year’s cabaret.

Expressions of the Soul – A Visual and Performing Arts SpectacularA first in St. Margaret’s history, and the first of its kind in Orange County, the

Performing Arts Center’s Hurlbut Theater played host to Expressions of the Soul, a

visual and performing arts spectacular including classical music performances by five

outstanding community choir and orchestra groups comprising 210 performers.

This was the debut performance of the recently formed Orchestra of St. Margaret’s,

under the direction of Gene Wie, St. Margaret’s orchestra director, which included

student, faculty and professional musicians.

St. Margaret’s Comes Alive with Pacific Symphony SpecialPerformance and Receives All-Steinway School DistinctionIn September, St. Margaret’s was honored to host a special appreciation opening night

performance by the Pacific Symphony, which was led by renowned Music Director

Carl St.Clair, who brought musical life into the new St. Margaret’s Episcopal School

Performing Arts Center Hurlbut Theater, which he called an “acoustical jewel.”

Later that month, President of Steinway & Sons, Mr. Ron Losby, builders of the finest

pianos in the world, presented the All-Steinway School designation to St. Margaret’s and

its new Performing Arts Center. The designation was followed by a special performance

on the Steinway Concert Grand by renowned pianist John Perry, professor of piano at

the Colburn Conservatory of Music and professor emeritus at the University of

Southern California Thornton School of Music.

Tartans Win 69 Awards from Country’s Most Prestigious Visual Arts CompetitionIn February, the 90th Annual Scholastic Art Competition, the country’s most prestigious

visual arts competition, awarded 69 state-level Gold Key, Silver Key, and honorable

mention awards to 35 St. Margaret’s artists, grades 8-12. Students submitted 147 entries

in the categories of drawing, ceramics, sculpture, digital art and photography. Scholastic

announced the national gold and silver medal winners in March. Only the top one

percent of entries garnered national medals. St. Margaret’s junior Liam Lasting is

amongst this select group of national medal winners and will be recognized at the

world-famous Carnegie Hall in New York City. He is the only junior in California to

be awarded a national medal in the ceramics/glass category this year.


On the beautiful morning of August 29, 2012 in San Juan Capistrano, Calif., more

than 1,500 members of the tight-knit St. Margaret’s Episcopal School community

were gathered under the sun on the glistening Chalmers Field. Moments earlier the

school administration, faculty, chaplains and students had ceremoniously and with

gusto opened the 34th school year in the Pasternack Field House.

Marcus D. Hurlbut:

On the beautiful morning of morning of morning August of August of 29, 2012 29, 2012 29, in San Juan Capistrano, Calif., Capistrano, Calif., Capistrano, more Calif., more Calif.,

Marcus D. Hurlbut:The Ubiquitous Tartan

B y A n n e D a h l e m



s u m m e r 2 0 1 3 11

In their crisp new school uniforms of Tartan plaid, crimsonand blue, fresh-faced students shared laughter and smiles thatexuded enthusiasm and promise for the school year ahead.Faculty and staff, in their school-best and eager to start a newyear, held their heads a bit higher. Supportive parents embracedeach other as they saw familiar faces with hugs and exchangedsimilar comments: “Can you believe this day is here?”

Newly retired Associate Headmaster David Boyle looked onthe spirited scene with marvel. This gathering was unlike the 33 preceding first days of school he had experienced. Thisday, St. Margaret’s would cut the ribbon on its new, state-of-the-art, 45,000 square-foot Performing Arts Center, itsconstruction the single largest undertaking of any kind in the history of the school.

For Mr. Boyle, it was a day that connected the storied history of the school with its bright future. With tremendoussense of pride and reverence, he listened as his friend andesteemed colleague Headmaster Marcus D. Hurlbut openedthe building with these words, “Soon this transformationalfacility will be an integral part of who we are and how wedo things… as if it were always here, but, those of us who arehere now, and came before us, will always remember how itcame to be.”

Mr. Boyle reflected on Marc’s nearly decade-long vision totake St. Margaret’s from great to exceptional in every area ofthe school and thought, “we did it…he did it.”

Headed West When Marc came to Southern California in the summer of2003 he and his wife Pat were comfortable in the realizationthat this period in their life would close Marc’s career andthat it would be a somewhat limited stay. They would be herefive years, they thought, maybe seven, tops! Marc already hada celebrated career as a leader of fine independent schools onthe East Coast. Their entire family, children and grandchildren,were there too, so they looked west to St. Margaret’s EpiscopalSchool as an exciting adventure that would eventually endand then they could return to family and home.

He could not deny though that he was already taken withthis mighty upstart school with an ambitious outlook rootedin California history and a western inventive spirit. What hedid not know then is that the school of the Tartan and theCross would become his greatest professional love and whenhis tenure ended after a decade, it would have gone by much too fast.

St. Margaret’s called for a new leader to match its high aspirations and found its match in its third headmaster.

Shared MissionThe St. Margaret’s Board of Trustees, Marc’s new bosses,shared his perception that this was a young emerging schoolwith a bright future. The Board asked Marc to get to knowthe school, its people, its culture and its history, and take it tothe next level of excellence.

Former Board of Trustees President Jeffry Stoddard said,“Marc brought a career of experience in first-rate privateschools and a sophisticated perspective and goals that helpedengineer the move of St. Margaret’s to a higher level in theprivate school universe. His collaborative approach encouragesothers to work with him in improving the school. The warmthhe generates makes it a pleasure to spend time working withhim to benefit the students.”

Marc spent much of his first year getting to know the facultyand staff, students and parents in meetings, large and small, attending classes and in what would come to be Marc’s mostcherished characteristic, he was simply and ubiquitously visible and present. He built relationships and knew this wasparamount in developing trust and shared vision for the workahead. Marc asked the community for what he thought was the most important feedback: What at St. Margaret’s were they most proud of, and what aspects of St. Margaret’s shouldnever be changed?

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Middle School Principal Jeannine Clarke said, “Marc showedour community that he cared about each of us and wanted toget to know us as a community and individually. He movedthe Headmaster’s Office to a central location where he couldbe available to everyone. From the beginning he was in theparking lot every morning welcoming students and waving toparents. His approach and leadership style were sincere andhe naturally earned trust and engendered confidence.”

Veteran Middle School teacher Kathy Leedom said, “Withinthat first year he knew the names of almost every faculty andstaff member and never hesitated to say ‘hi’ and call us byname. Marc has successfully guided and nurtured our schoolthrough his visionary leadership. I know I am a better teacherand person because of his support and guidance.”

History and tradition have always been extremely importantto Marc, and he recognized early that the school needed newclarity and unity on its mission and Episcopal identity.

“Marc understood the importance of our Episcopal identityas an enduring guidepost,” said Mr. Boyle. “He also solidifiedthe importance of our past and our traditions. It is not thatthese things were not important to us before. I am just notsure we were paying attention to them in the same way as wewere working to build the school. Marc saw that honoringour history and our Episcopal identity would bring our community together in new ways and make it that much easier to set goals and build for the future if together weknew who we were.”

Marc had many ideas for St. Margaret’s that he had accumulated throughout his career. “It was an interesting exercise to take stock of where St. Margaret’s was and whatmight work well here. Of course, not everything that workswell in one school works well in another and this requireslots of thought, discussion and assessment.

“I had a passion for continuing to bring further clarity towhat it means to be an Episcopal school. My prior experience

in a Quaker school prepared me to know that our religiousfoundation was a true blessing, but one that would inevitablyneed further clarification. This in turn relates directly to our commitment to be a welcoming place for all, a diversecommunity of families.”

One School, One Vision“I wanted to help make St. Margaret’s the very best it couldbe in everything as a classic liberal arts school. While I neverpublicly stated it, I had always admired schools like Stanfordthat are simply the very best in pretty much everything theyundertake. I strongly believed that we had the potential to do the same at St. Margaret’s. Would this bring attention andacclaim to the school? Yes, but ultimately this focus existedonly to serve our students and who they would be as graduates. This required a commitment to evaluate the entireschool and stay true to a belief that balance and breadth are important.”

Mrs. Clarke added, “Marc has always been a faithful and vigilant guardian of the school mission and making decisionsthat are focused on students. He continually asks who wewant our graduates to be. He is very optimistic about people;that they will do the right thing.”

In 2005, Mr. Hurlbut and Board President Jeffry Stoddardissued a detailed Strategic Plan, developed by a school-wideteam of faculty, trustees, parents, administrators and students,with a newly articulated Mission Statement and Core Values.The 2005 Vision painted a picture of St. Margaret’s in theyear 2014: “St. Margaret’s Episcopal School is one of the preeminent independent schools in California, known andrespected for its commitment to community, the quality of its faculty, the breadth and depth of its curriculum, the success of its graduates and the enduring strength of itsEpiscopal tradition.”

The plan charted the school’s direction to maintain andstrengthen the breadth and depth of programs, reassess andplan for facility improvements, further secure the long-termfinancial stability and health of the school and deepen relations in the local community and national network ofacademic institutions, including independent schools, collegesand universities.

The years that followed the establishment of these lofty goalsand the ones added in the updated 2008 Strategic Plan, weremarked by tremendous growth, development and academicexcellence for St. Margaret’s.

At the heart of the school’s goals was ensuring a school climatethat nurtures and supports all students through trust and personal relationships where every student is valued, knownand loved. “This requires a willingness to listen to andinclude students in the discussion. From the first day I walked onto campus I was struck with the level of pride the students


s u m m e r 2 0 1 3 13

Bringing a Promise to RealityBy Darcy Rice, Director of the Arts

Under the leadership of Marcus D. Hurlbut, the Arts at St. Margaret’s fulfilled a promise that had been made yearsbefore: To provide a meaningful artistic experience for everystudent. Marc has a strong commitment to arts education.He understands that the arts are perhaps the single mostimportant way we can prepare our children for life in the21st century, building skills such as curiosity, imagination,creativity, evaluation and the ability to tolerate ambiguity. As important, Marc knows that the study of the arts helpsproduce globally aware, collaborative and responsible citizens.

Because of his belief in the importance of arts education forevery student, Marc has been a stalwart supporter of thearts since his arrival at St. Margaret’s. Understanding thatbuilding a superior arts program requires investment, duringthe Hurlbut decade St. Margaret's increased the number of dedicated arts faculty, seeking teaching artists who bringto our students a wealth of professional experience in thearts, as well as a passion for teaching. With the addition of these teaching artists, music, dance, theatre and visualarts programs took a significant leap forward. The numberof students involved in the arts increased dramatically, as did the range of arts experiences available.

Perhaps the most important way that Marc fostered thegrowth of the school’s arts programs was through his commitment to seeing the arts woven throughout everystudent’s time at St. Margaret's. Under his leadership, weexperienced an unprecedented time of cooperation betweenthe arts and athletic programs. In both his professional and personal life, Marc demonstrates how developing bothof these aspects build better human beings.

Certainly the most visible symbol of Marc’s leadership inthe arts is our beautiful Performing Arts Center. This45,000-square-foot teaching facility has had a transformationaleffect on our school community, and will continue to be thecenter of artistic growth and discovery for our students fordecades to come. It is most fitting that the centerpiece ofthis spectacular building is the Marcus D. Hurlbut Theater,for it is his leadership that brought the promise to reality.

had for the school. This is not always the case in schools and I was eager to make this pride even more prominent.”

In Chapel, Marc saw an opportunity to bring the communitytogether and include student voice and forge relationshipsbetween students and faculty. “Marc made Chapel more of astudent-led effort. Having students more involved in musicselection, performances and reflections made it more relevant.This is visible now in the number of homilies given by students and faculty. He wanted to make sure the Chapelexperience as a whole was important and significant,” saidMr. Boyle.

Having a global view of the school was also important,according to Marc. “I felt strongly that we were one schoolwith one mission. The school had been moving in the direction of four separate entities and I have always believedin the importance of a school-wide cohesive approach. Thisgoes from little to big, from all-school ceremonies to verticalalignment of curriculum.”

Mrs. Clarke noted this shift in school perspective. “We werenot taking advantage of the unique benefits of a four-divisionschool. We did not gather as an entire school on the first day of school, for example. Marc started that tradition. We used tobe more divisionally-focused. These all-school unions andfocus opened the door to students interacting across divisionsin countless ways, from Upper School Independent SeniorProjects in Preschool, to Middle School students runningtech in Lower School plays.”

The Emergence of ExcellenceUnder Marc’s leadership, the evolution of all-school rolestook shape in athletics, arts, community service and the creation of an academic dean role.

The academic program experienced significant cohesion inschool-wide focus, including the development of a coordinated,mapped curriculum from Preschool to grade 12 and expansionof the role of department chairs into the Lower School.

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Critical work to advance the curriculum was also achieved inforward-looking initiatives, including 21st Century Learning,research partnerships with University of California, Irvine,continued investment in technology integration, new academicassessment tools to gauge strength of curriculum and studentgrowth, and in faculty professional development.

“Marc believes the heart of the academic program is the faculty and the work they do every day in the classrooms,labs, performance spaces and on the sports fields with ourstudents. I think this is one of the reasons he has alwaystaught. He feels this is the most important work and that heneeded to stay directly connected to it,” said Mrs. Clarke. “He has a strong commitment to recruiting and retaining the best faculty to work with our students. Deliberately andpatiently, Marc pushed for competitive salaries to attract great people across all areas of the school.”

Alumni parent Brenda Porrazzo reflected on Marc’s commitment to teach. “Marc never lost his love and passionfor teaching. In the midst of his impossible schedule, he continued to teach constitutional law in the Upper Schooleach year. He challenged his students to think independently,to consider their moral and civic responsibility and to investthemselves in the greater good of our society. The culminationof the course was an invitation to dine with Pat and Marc intheir home. This was a supreme highlight for the students!Once again, this points directly to Marc’s personal style ofbeing relational, hospitable and continually sharing thewarmth of, not only his heart, but his home with students.This is a memory that will never be forgotten by his students.”

The arts and athletics programs were unleashed to grow and expand with the perspective that these programs providedbalance and breadth to the student experience, as well as supported 21st century skills of problem solving, criticalthinking, teamwork and communication in many ways.

Director of Athletics Susie Maga said, “Marc’s vision to createa cohesive Preschool through grade 12 environment for notonly academics, but for arts and athletics was truly exceptionaland the leadership that we needed. We are one school thatnow has a thoughtful approach to how all areas of the schoolwork together and build from each other. Our success islargely attributed to this philosophy and I am truly gratefulfor it.”

Mr. Hurlbut believed St. Margaret’s students deserved opportunity and excellence in all areas. “We owed it to ourschool and most importantly our students to provide a competitive interscholastic athletics program that supportedand celebrated the multi-sport athlete. I feel strongly that if we put a team on the field, we must make sure they arewell prepared and well coached.

“Further, we had so much room to grow in the arts, especiallyin music. There was a level of skepticism at the time, but I

am deeply proud of where we are today in the arts and inTartan Athletics. These award-winning, championship programshave strong leadership, outstanding faculty and are simply unsurpassed.”

Director of the Arts Darcy Rice recognizes Marc’s enduringimpact to the arts at St. Margaret’s. “Marc views the arts as anessential pillar in a St. Margaret’s education. He has a deeppassion for the value of arts education. When he arrived, ourmusic program was very small and narrowly focused. Fromthe beginning he set out to expand the arts for the experienceof all students, to create a robust arts program of excellence.He did this with athletics in mind, as well. He has alwaysbeen faithful to the balance of arts and athletics.”

Mrs. Clarke agrees on Marc’s impact to the arts program andrecalled a poignant moment. “I was sitting close to Marc atthis year’s Christmas concert in the Performing Arts Centerwhile the entire ensemble of student musicians performed“Silent Night.” I looked at him and I became very emotional.I thought to myself, ‘Can we actually be here in just 10 years?’I later said to Marc, ‘If you did nothing else, you should bevery proud of all you have done to advance the arts.’”

Marc also brought new perspective and understanding of thevalue of external relationships and a strong commitment tocommunity. It was time for the school to look beyond itscampus borders and consider from a philosophical perspectiveits responsibility to the community and what its role should be.

He worked with the school community to forge a sharedcommitment to diversity and inclusivity that is rooted in theEpiscopal identity and welcomes and respects diverse ideas, paradox and uncertainty, and where differences are celebrated.He brought new understanding to the importance of learning

Dear Marcus,

On the occasion of your retirement I thank you for yourwork and ministry as Head of St. Margaret's EpiscopalSchool. Your leadership of this large and complex institutionduring a time of much growth and construction has been agift to the St. Margaret's community. St. Margaret's Schoolhas distinguished itself in so many ways during your tenure,and I hope the strength and health of the school gives youmuch satisfaction as you prepare to pass the baton to your successor.

I am grateful that you have been a part of the leadership of this diocese, and I pray that God will bless your futureendeavors.

Yours, In Christ,

The Right Reverend J. Jon Bruno, Sixth Bishop of Los Angeles


s u m m e r 2 0 1 3 15

San Juan Capistrano and beyond. Today, St. Margaret’s is inextricably entwined with the community on numerous levels. St. Margaret’s students donate thousands of hours ofcommunity service to worthy local charitable organizationseach year. The school proudly partners and supports a numberof community initiatives, including City events, participationin the Chamber of Commerce, and welcomes many community organizations to campus on a regular basis.

Former Mayor Larry Kramer said of St. Margaret’s, “WhileSt. Margaret’s primary emphasis is and should be on education,you take time to care about the surrounding community. Weare pleased to have St. Margaret’s Episcopal School located inSan Juan Capistrano. We take pride in having such a prestigiousinstitution in our City. From the City’s perspective, it providessignificant highly skilled and educated employment and awonderful education to young people not only in San JuanCapistrano, but also far and wide. Your school brings peopleto San Juan Capistrano to know about our historic town.”

Trustee and Past Board Vice President Stacey Nicholas said,“St. Margaret’s becoming such an important and belovedmember of the local community will be one of Marc’s mostsignificant achievements. He created opportunities for localdisadvantaged students to have a St. Margaret’s educationthrough his commitment to financial aid; created BreakthroughSJC and inspired our school community to believe in theimportance of all of these efforts. With great compassion andgrace, he has led by example that with great success comesgreat responsibility.”

Through this focus on community, St. Margaret’s has beenpropelled onto a regional and national level stage receivingrecognition and acclaim as an exceptional independent schoolwith passionate, talented and skilled students and graduateswho go on to lead lives of purpose and meaning.

Dr. Jeneen Graham, academic dean and former trustee said,“Marc helped a wonderful, largely unknown jewel of aschool find a national voice and presence. He has maintained

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about one another and the larger world in uniting us as aschool community and preparing our students for living in acomplex global society.

“I have always felt that it is essential for the school to be avital resource to the surrounding community. Despite thelabel, the great “private” schools work faithfully to pursue apublic purpose. They care not only about their students, butabout all students. It is the tidal effect where a rising tide lifts all the boats. If we all work together and care about ourcommunity and all our children, everyone wins.”

In 2003, St. Margaret’s launched the Tartan Scholars program,a merit-based scholarship program for high-achieving, low-income minority high school students demonstrating a commitment to diversity and community. This programremains strong today with 20 Tartan Scholars in Middle andUpper School who make vital contributions to the fabric ofthe St. Margaret’s community. They continually distinguishthemselves as academic leaders, athletes, artists, HonorCommittee members, peer counselors and by giving backthrough service.

The school worked to deepen further its commitment tofinancial aid under Marc’s leadership, growing aid to 13 percent of gross tuition by 2011, a goal set in the 2008 Strategic Plan. “Financial aid is an important aspect of ourcommitment to community, diversity and our Episcopal tradition. We want to attract students and families from allbackgrounds who are a right match for St. Margaret’s academically and philosophically regardless of financialresources,” said Mr. Hurlbut.

Breakthrough San Juan Capistrano, an academic middle schoolenrichment program for low-income, under-represented students in San Juan Capistrano was founded by Marc andborn on the campus of St. Margaret’s in 2006. Today, St.Margaret’s Breakthrough program serves more than 80 studentsannually in an intensive year-round and summer program toput them on a path to college. Further, it provides meaningfulservice opportunities for St. Margaret’s students to engage inthe community, serve as leaders and role models to youngerkids and give back.

St. Margaret’s has deepened many relationships in the community and earned trust through active participation in



a strong focus on the soul of the school while elevating theexcellence of its programs. At his core, Marc is positive and hopeful and believes in the goodness of people and in theimportance of education in developing good people keepingstudents and their learning at the center of every decision. Hehas made sure that the school is cognizant of its many giftsand talents, but has kept it humble and gentle in spirit. Hehas reveled in the sense of community that exists here and isso proud of our graduates who go off into the world withcharacter, fortitude and a zest for life.”

National Association of Independent School President PatrickF. Bassett said, “It is my pleasure as NAIS president and long-time colleague and friend of Marcus Hurlbut to join thechorus of admirers celebrating his 10 years of headship at St. Margaret’s. As one who served on the NAIS board withMarcus many moons ago (and played tennis and golf withhim then and since), I can attest to his sharp mind, competitivespirit and strategic posture, all of which, of course, has served

him and St. Margaret’s well in the last decade as the schoolhas grown, experimented and prospered. Walking on thecampus, seeing children and faculty interacting in spiritedways, attending a board meeting, tells me all I need to knowabout St. Margaret’s: The school is a wonderful place for children and adults, and that reality seldom exists withoutstrong and purposeful leadership from the top.”

Undeniably, the physical campus and resources evolved dramatically in the last decade as well. During his tenure,Marc has overseen the creation and execution of a long-termstrategic campus master plan that includes the significantacquisition of adjacent land and properties to provide world-class facilities supporting the academic program for generationsof students to come.

From this plan, as well as focused capital fundraising efforts of more than $40 million, first the Upper School campusemerged with the renovation and construction of the

Our #1 FanBy Susie Maga, Director of Athletics

Marcus Hurlbut is a great athlete in his own right. There isno sport he will not play nor a competition from which hewould walk away. He has either coached or competed insports his entire life, and his two hip replacements have onlyimproved his performance. Marc’s love for athletics developeda passion and vision for the great Tartan athletic programwe have today.

The first order of business for Marc back in 2003 was tocombine Kindergarten through grade 12 physical education,health and athletics. This had never been done before at St. Margaret's and over the past 10 years this concept hasproven to be very effective. As the director of athletics, Iwas given the ability to hire a full-time assistant athleticdirector whose responsibilities included chairing the physicaleducation department and a Middle School athletic coordinator. Together, we restructured the Middle Schoolathletics program. By integrating athletics into the regularschool day, it freed up time for Middle School students andmade facilities available to all. With this leadership in place, it provided continuity and promoted development in everyaspect of our program. Thanks to Marc, all seven programswithin athletics share one common focus.

Marc always emphasized the philosophy of teacher as coach.He worked closely with the principals of each division toallow us to hire great teachers who are also great coaches.Today, there are 27 on-campus coaches in the Upper Schooland 26 in the Middle School. This would not have been possible were it not for Marc’s commitment. AssistantAthletic Director and Head Baseball Coach Mel Taylorshared this story: “When I interviewed with Marc, the first

thing he said to me was, ‘I want an on-campus baseballcoach and I want this program turned around. How will youmake that happen?’ I am glad he gave me the opportunityand that he was able to see the growth our Tartan baseballprogram has made during his tenure.” The philosophy of St.Margaret's athletics program has been to work hard, havefun, but keep it all in perspective. This philosophy would nothave been possible to practice without excellent on campuscoaches who care deeply about our student-athletes.

Some of Marc’s other notable contributions have been thenewly developed relationship with Velocity SportsPerformance, the honoring of CIF-SS champions, addition of the wrestling and surf teams, and his encouragement of professional development. Marc’s understanding thatfundraising for athletics can be different has allowed us toimprove the weight room, build a wrestling room, upgradethe Tartan Field to synthetic turf and install new bleachers.His leadership has also begun the work on a new baseballand tennis facility.

While all these accomplishments are quite remarkable, whatI admired most about Marc during these past 10 years isthat he is the best fan we could ever have. He has cheeredat every win and sighed at every loss, right alongside thecoaches, players and parents. It was never a surprise to seehim at a football game in Mammoth, a tennis match inNewport Beach or at a CIF-SS Championship. He was afaithful fan at every one of St. Margaret’s 20 championshipsduring his tenure. He never missed one. At home games on the Tartan Field, you could always find Marcus Hurlbut leaning on the blue railing close to the snack bar cheeringon our student-athletes. As our number one fan and visionary, he will be sadly missed.


s u m m e r 2 0 1 3 17

Stoddard Humanities Building. The DeYoung Family Math and Science Center, Tartan Courtyard, Pasternack FieldHouse, Tartan Field, and most recently the acclaimedPerforming Arts Center followed. Further, the plan is inplace, with proper local government approvals in hand, toproceed with construction of a permanent Middle Schoolcampus, renovation of Sillers Hall as a school-wide diningcenter, and tennis and baseball facilities in the next phase.

Marc’s Legacy“Marc’s footprint on St. Margaret’s is tremendous and can beseen everywhere. He brought perspective and vision for programs and improvements we did not know we needed.He ushered us into maturity. He built support, trust andmeaningful partnerships with trustees, faculty, parents andadministrators to work together toward our goals. He knowshow to build support and make change happen in the rightways. He could see the long road to our big goals and possessesthe fortitude and foresight to work gradually toward them.He is focused, unwavering, persistent and patient. That is whywe are the school we are today,” said Mr. Boyle.

Board of Trustees President Michael J. Berchtold said, “Marchas led St. Margaret’s through an historic period of growth,development and increased academic excellence. His impacton the advancement of our school has been consistent andpervasive. Marc has attracted and developed an experiencedleadership team and a world-class faculty and staff – all faithfulservants to the St. Margaret’s mission. Marc has led St.Margaret’s into a position of unqualified strength and best possible outlook for continued academic innovation and excellence, financial strength and sustainability. He has rootedour values, our mission and our sense of who we are as aschool community.”

Mr. Stoddard said, “The vision that St. Margaret’s can be atop-tier independent school and the tangible proof in studentsuccess, campus improvements and benefactor support areMarc’s legacy. He cultivated and motivated benefactors andboard members to embrace his vision and provide financialsupport. The results are obvious in the expanded campus, college admittance results, athletic successes, improved andexpanded performing arts programs, relations with the Episcopal Church, and in many other areas of improvement. I am one of those board members and benefactors whobought into Marc’s vision. There are many who have, and weare a living testament to the influence that Marc has hadupon St. Margaret’s. For those of us who have had the goodfortune to closely work with Marc, he has been an inspirationand a friend.”

Extraordinary and unparalleled growth and achievement inalmost every area of the school under his leadership aside,when asked why Marc is beloved by so many they say it is hisundying love of St. Margaret’s and his love of our children.

Ms. Nicholas said, “Marc genuinely loves the school. He lives,eats, sleeps and breathes St. Margaret’s. He takes the time toknow each and every student, parent and faculty memberpersonally. He listens. He understands and values what makesSt. Margaret’s a special place. He is at every production, everysporting event, every everything! He is there because he lovesthe school, our children and the community.”

Parent Teacher Fellowship President Janet Mitchell added,“Marc’s genuine love for our school and students is whatmakes him so special and why he has built deep trust andfaith with parents. He has shown it every day. I cannot recalla St. Margaret’s event that I have attended when Marc wasnot there to support and demonstrate his great love for ourkids. This means the world to our children and parents. Histenure has been marked by transformational growth andchange and the impact will be long lasting. I am deeplygrateful to have worked with him and to call him my friend.”

Mr. Berchtold added, “It has been my sincere honor to workalongside Marc and it has been an easy endeavor because inevery interaction, conversation, meeting, decision, I knowwhere his heart is. He is the consummate Tartan who is faithful to our school and our students. He embodies ourmission every day. He is always present and has given of himself selflessly every day for 10 years to make our schoolbetter for the community and our students.”

In His Own WordsIn his closing reflections Mr. Hurlbut shared, “When I arrivedhere, there was a sense that we didn’t know how good wewere. I found myself saying over and again that there weremany great things going on at the school and that we neededto approach our work with confidence and optimism. Today,it is clear. We are a first-rate school with high quality programsacross the board. We have achieved this without losing sightof the special climate and culture that sets us apart. The futureis unlimited for St. Margaret’s and the school is poised forgreatness. We have much to be proud of, but we also need toretain our humility. We are a very genuine place, not prone to pretention or arrogance. I have always wanted school to be a happy place – I think we are.

“As I leave St. Margaret’s, I am appreciative of the many giftsthe school has given me. These past 10 years have been a true joy for Pat and me, and we leave knowing our lives havebeen forever changed and deeply enriched by the people of St. Margaret’s. In recent years, I have bid farewell to seniorswith a song by The Eagles, “It’s Your World Now,” that contains the simple but powerful advice to ‘be part of something good, leave something good behind.’

“It is my turn now. I know I have been part of somethingvery good, and I deeply hope I have left something goodbehind.” �



2003 - 2004

� Marcus D. Hurlbut invested as third headmaster.� Tartan golf claims first CIF Team Championship in

school history. � $40 million raised during the 2004 calendar year. � Research summer internship program started with

Henry Samueli School of Engineering at the University of California, Irvine.

� Tartan Scholars program begins.

2004 - 2005� First All-School Opening Ceremony. � Groundbreaking for Pasternack Field House and Upper

School DeYoung Family Math and Science Center.� School celebrates 25th anniversary. � Legacy Campaign is launched with $10 million gift from

the Nicholas Foundation. � Kindergarten – grade 12 academic

dean role created.

2003 - 2004

� Marcus D. Hurlbut invested as third headmasterr.r

DecadeThe hurlbut

..........................................................................................................................� Marcus D Hurlbut invested as third headmaster

2005 - 2006� Girls’ soccer team wins first CIF

Championship.� Breakthrough San Juan Capistrano

launched and first summer session begins.

� 2005 Strategic Plan developed and issued to the community.

2006 - 2007� Opening of the Pasternack Field

House and DeYoung Family Math and Science Center.

� Varsity football wins first ever11-man CIF Football Championship.

� Curriculum Mapping initiative is implemented in each division.

� Three buildings in Ortega Village Center are purchased.

� Vacant land adjacent to Cook Park and land along Calle Arroyo are purchased.

� Independent Senior Projects program is started.

2007 - 2008� Girls’ lacrosse wins first Southern Section

Championship. � Renovations of Nicholas Sports Park

and Tartan Field with artificial turf, new concession stand and bleachers are completed.

� First graduating class welcomed back to campus for Homecoming and 20th reunion.

� 21st Century Learning Lab opens. � 2008 Strategic Plan developed

and issued to the community. � First PTF Christmas Tree Lighting

Ceremony.


s u m m e r 2 0 1 3 19

2008 - 2009

� Dedication of the Upper School Stoddard Humanities Building.� 21st century curriculum research partnership with

UCI created. � Girls’ tennis goes undefeated and wins second CIF

Championship in program history. � St. Margaret’s Day celebration includes attendance of

The Reverend Canon Ernest D. Sillers and second Headmaster Markham B. Campaigne.

� Varsity football team becomes CIF Small School State Champions.

� Twenty-one students receive individual awards for Children of Eden during the 39th Annual M.A.C.Y. Awards.

� St. Margaret’s wins 10 CAPPIES awards.� Ceramics lab opens in the Ortega Business Center.

2009 - 2010

� Launched Celebrating Community, a yearlong service initiative to commemorate 30th anniversary.

� Founder of St. Margaret’s Episcopal Church and School, The Reverend Canon Ernest D. Sillers, passes away on October 15, 2009.

� Girls’ tennis wins back-to-back CIF Championships and completes second consecutive undefeated season.

...................................................................................................................................................� Dedicatata ion of the Upper School

� L h d C l b ti C it l i

� Football team sets Orange County record as first football team to win four straight CIF championships and hold record for longest winningstreak in the history of Orange County high school football.

� Unanimous SJC City Council approval of campus master development plan.

� Student-led Lemon Aid community-wide effort and concert to benefit earthquake victims in Haiti raises more than $20,000.

� Building on the Promise capital campaign is launched.� $150,000 raised for 21st century technology at Spring

Fundraiser.� Boys’ volleyball wins second CIF

Championship.� Tartans won Best Play CAPPIES Award

for Children of a Lesser God (first time in school history) and Best Actress in a Play.

� Eighteen students receive individual awards for Into the Woods at the 40th Annual M.A.C.Y. Awards.

2010 - 2011

� Breakthrough SJC starts fifth year with new High School Transition Program.

� New temporary Middle School campus opens.� Tartan Marching Band has inaugural performance. � Groundbreaking of new Performing Arts Center.

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2012 - 2013

� Opening day welcomes 1,241 students, officially opens the Performing Arts Center. Theater is named in honor of Headmaster Marcus D. Hurlbut.

� Upper School EDGE (Explore, Design, Graphics, Engineering) Lab opens.

� Received All-Steinway School Distinction by President of Steinway & Sons.

� Pacific Symphony, led by Music Director Carl St.Clair, performs in Performing Arts Center at special opening night performance.

� Boys’ cross country team wins third straight CIF-SS Championship.

� Eleven Upper School students and four adults, including Headmaster Hurlbut, travel to New Jersey and assist with the relief efforts from Hurricane Sandy.

� Headmaster Hurlbut presented the San Juan Capistrano Chamber of Commerce’s 2013 Arts & Culture Award.

� Spring Fundraiser raises more than $250,000 for The New Library and Learning Commons – opening August 2013.

� Film studies and production courses are offered in the Upper School for the first time.

� Hosted opening night of the West Coast Film Festival, the first movie and community event in the new Performing Arts Center.

� Marcus D. Hurlbut Endowment for Financial Aid created with $620,000 raised.


..........................................................................................................................................................................

� Two seniors named jr. dignitaries for the 2011Swallows Day Parade.

� School garden program launches.

� Tartan Athletics ranked third in The Orange County Register’stop 25 athletic programs in the county.

� Students receive 15 awards at the 41st Annual Childress M.A.C.Y. Awards for Jane Eyre.

� CAPPIES awards for Best Costumes and Best Comic Actress. � Special Camp for Special Kids celebrates 20-year anniversary.� Students receive 14 awards in the California Scholastic Art

and Writing Competition.

2011 - 2012� Tartan Tee-Off golf tournament returns and

raises $55,000 for financial aid.� Junior Billy Gaudreau wins three CIF-SSChampionships.

� ICE (Imagine. Create. Engineer.) Lab opens.� Girls’ tennis team wins fourth straight CIF Championship.

� Marcus D. Hurlbut announces decision to retire as third Headmaster.

� Won four CAPPIES awards: Best Play for The Servant of Two Masters, Best Song in a Musical for “All AboutRuprecht” from Dirty Rotten Scoundrels, Best Comic Actor in a Musical in Dirty Rotten Scoundrels and Best Featured Actress in a Musical in Dirty Rotten Scoundrels.

� First Breakthrough SJC class graduates high school.

adults including

i d l 1 241 d fffff


s u m m e r 2 0 1 3 21

St. Margaret’s Seniors Ashley Torok and Austin Foley presented the following acrostic poem as a special tributeto Headmaster Marcus D. Hurlbut at the St. Margaret’s Day All-School Ceremony.

Ashley Torok: Mr. Hurlbut has been so much more than justa headmaster these past 10 years. He is a teacher, mentor,sports fan, supporter of the arts, and a friend. He is someonethat teachers, students, or parents can go to talk to about anyissue, school related or not. I personally have really enjoyedMr. Hurlbut as my constitutional law teacher this semesterwhere we have had many class discussions and argumentsabout our nation’s political system. I have grown so much inhis class through his encouragement to think independentlyand to be open-minded. He has taught me to become a lifelong learner and has shared with our class his love foreducation.

His support for the community is equally respectable. I willsee him at the volleyball match and then five minutes later hewill be on the football field watching our Tartan Warriors orat the Performing Arts Center enjoying the newest studentperformed masterpiece. If I did not know better he wouldhave four identical twin brothers. I bet he will be at Rim ofthe World for the CIF football game on Friday night, inWalnut for cross country’s CIF Finals the next morning, andthen at Cypress College for the CIF Finals volleyball matchthat evening. His dedication and tireless devotion to our students and school is unmatched. His contributions areinnumerable.

Austin Foley: The man we are here to praise originally presented himself to me when I was a young third grader atSt. Margaret’s. Nearly a decade has passed since he came upto me and greeted me as a young kid and through all thattime that man became someone who not only I loved tolook up to, but my family, friends and a whole generation ofSt. Margaret’s students.

M-MUSTACHE - We would not know our incredibleheadmaster without this distinguished facial feature above hislip. With this mustache, he joins the ranks of such idols as the Pringles and the monopoly man, and it encourages othermen to help support prostate and testicular cancer by growingout their own mustaches in November.

A-ADMIRABLE - For not only his accomplishments withour school programs, but for being a perfect ambassador ofSt. Margaret’s. Mr. Hurlbut makes the face of St. Margaret’s…look that much more attractive.

R-REASONABLE - Mr. Hurlbut is a very consciousthinker and has an immense knowledge of what he believes is best for our community. He embodies this ability in his leadership skills with ease.

C-CARING - Mr. Hurlbut naturally has an ability to letyou know that he will always care for you, no matter whoyou are. He is open to everyone’s talents and strengths, andcaters to them as such.

U-UNIFYING - If we did not have the leadership of Mr. Hurlbut, our campus wouldn’t nearly be as unified as weare now. Mr. Hurlbut has truly helped create an environmentwhere everyone strives to bond with each other, no matterwhat their interests are.

S-SMOOTH - Our headmaster is a natural leader. He handles his job and conversations with a sense of fluidity andconfidence, and you never feel like he has to struggle to getyour attention.

D-DIPLOMATIC - Mr. Hurlbut really respects our opinions and encourages everyone to invest in their ideas. He has an amazing ability to speak in a way that assureseveryone that they are important and that their voice is heard.

H-HEART - Mr. Hurlbut is unusually compassionate andreally cares about each student. He has worked tirelessly tobenefit our school, and his mark will forever be imprinted inour school history.

U-UBIQUITOUS - Mr. Hurlbut is everywhere. He hassupported everyone’s activities by cheering in our Tartanstands, teaching in our classrooms, and enjoying our arts.

R-RESONANT - Mr. Hurlbut has been an importantcontributor to our community. His leadership will have anenduring effect on our school for many years to come.

L-LIKEABLE - Everyone likes Mr. Hurlbut. He really caresabout every student and in turn, the community loves himtoo. His laugh and smile are unforgettable, and you can’t helpjoining in.

B-BOLD - As Headmaster, Mr. Hurlbut has been a visionaryin overseeing the building of the Performing Arts Center, the DeYoung Family Math and Science Center, the NicholasSports Park and Tartan Field, and many other campusimprovements. In a mere 10 years, so much has been accomplished!

U-UNSELFISH - Mr. Hurlbut has dedicated so much ofhimself to our school and has always made decisions with theschool’s best interest in mind. Thank you, Mr. Hurlbut, foryour sacrifice and unwavering loyalty to us.

T-TARTAN - Above all, Mr. Hurlbut is and always will be a Tartan! We appreciate him so much and he is a huge partof our Tartan identity.

Admirable, Unselfish, Heart, Tartan!


S I D E B Y S I D E

Each of the students came to this effort separatelyand for his or her own reasons. This is not alwaysthe case in service or other school trips. Often,decisions are made depending on who else isgoing and peer influence plays a major role. Thistrip was different. The group was somewhat

eclectic – seven girls, four boys, one freshman, five seniors,three sophomores, two juniors – and each decided to participate for a variety of reasons, but going along with thecrowd was definitely not one of them. Each student whodecided to join the trip did so with the full understandingthat two days of vacation and a full weekend would be givento the cause. Each student knew in one way or another thatthe work would be difficult, the weather could be problematic(it would most certainly be cold), the days long and theexpenses certainly not insignificant.

We really did not know what to expect and there was someuncertainty over what we would eventually be doing. We didknow that we wanted to do significant work and not be partof a bureaucratic system where we would only be numbers ina vast and impersonal effort. We had initially thought of goingin December when the need was so acute, but the end-of-semester timing wasn’t ideal and we decided instead to go atthe end of our Christmas vacation. As it turned out, the timingwas important for a number of reasons not the least of whichis that the delay enabled us to appreciate in even more meaningful ways just how devastating this hurricane reallywas. We arrived two months after Sandy struck and whilemuch had been accomplished to “dig out” from the storm, inso many ways it was as if we were still back in October justdays after the hurricane, illustrating in deeply graphic waysthe enormity of the storm and challenge of what remained to be done.

B y H e a d m a s t e r M a r c u s D . H u r l b u t a n d D i r e c t o r o f C o mm u n i t y L i f e L o r a A l l i s o n

VolunTartans – Putting Hands to WorkOn January 3, 2013 16 members from the St. Margaret’s community traveled to New York to provide assistance with the ongoing relief work on the eastern seaboard fromHurricane Sandy. The group was comprised of 11 students (Gianni Carson, Jason Chin, Leah Dy, Lauren Golledge, Mackenzie Greiner, Morgan Higgins, Maddi Larsen,Hunter Matthews, Mattingly Messina, Brittany Nielsen and Savanna Riley), three school administrators (Director of Community Life Lora Allison, former AssociateHeadmaster David Boyle and Headmaster Marcus Hurlbut) and two parents (Marina Goffredo and Stephanie Riley). The student group was derived from a larger group ofUpper School students that were committed to raising funds across campus in the “Sock it to Sandy” events that took place in December. The result of the “Sock it to Sandy”efforts generated a $10,150 check for the Episcopal Relief and Development, an organization aligned with St. Margaret’s Episcopal mission, and one that provides directresponse. For this group however, raising money was not enough. It soon became a goal of the student group to put feet on the ground in New York, and put hands to work. For five long days the group worked in Breezy Point, New York and Sea Bright, New Jersey witnessing the true devastation associated with this natural disaster and also thehope and optimism as the communities rebuild.



were destroyed by what some described as a 10-foot wall ofwater that surged through the community for more than fourhours. The homes that did survive were filled with water andsand and of course, those that burned were gone completely.We were all deeply mindful of the depth of the devastationand the randomness of it all. The area of the burned houseswas especially graphic and we were all very quiet and deeplymoved as we walked through what was once a vibrant, thriving neighborhood.

We also spent a day on the Jersey Shore in the town of SeaBright, which was hit especially hard by the hurricane. Herewe did basic and primitive work, not to rebuild but rather tobreak down and remove destroyed furniture and damagedsheetrock and insulation. This was very tough work – heavylifting of saturated furniture and for some of us, swingingsledgehammers and wielding crowbars into water-damageddrywall. It was not lost on any of us that this work wouldnormally have been done immediately after the storm. Herewe were two months later, and some/many of the houses still standing had not even been touched.

Sea Bright, like Breezy Point, has a very long way to gobefore it will return to any sense of normalcy. Our workconstituted a tiny fraction of what has or will be done inthose communities and we were all aware in one way oranother of the larger context and the very small drop wedeposited into the bucket of restoration and repair.

Our hope for our students who graciously stepped up to lenda hand is that in some small way they will pay this experienceforward and be shining lights for service to others. None ofus knows when our lives might be impacted by forces beyondour control, and these courageous and cheerful students sawfirsthand the depths of human vulnerability, the power ofservice and support, and the remarkable resilience thataccompanies natural disasters. �

Originally, we had planned to work with a church group inFar Rockaway, New York but on the day before we arrived,the pastor of the church suggested that another group coulduse our help more than his and he directed us to OperationBlessing, a volunteer group from Virginia that had beenworking in Breezy Point, New York. Breezy Point is a veryunique community both for its cohesion and character, aswell as its suffering and tragedy. This is a working-class community on a thin sliver of land on the south side of theborough of Queens just east of the Verrazano Bridge. Thehouses are modest and closely packed, and many have been in their respective families for generations. Breezy Point hashad its share of tragedies prior to Sandy and the communityknows well the pain of loss and suffering. On 9/11, 32 BreezyPoint police and firemen lost their lives in the World TradeCenter. Shortly after 9/11, a plane crashed in the area killingseveral residents and causing significant property damage.And, then on October 29, Breezy Point not only endured the wind and storm surge of Sandy, but a lethal gas leakwhich caused more than 100 homes to burn to the ground.The devastation was enormous!

Our work focused primarily on rebuilding the home of anelderly couple who had planned to live out their retirementin Breezy Point. We did not see the house at its worst, butwhen we arrived it was clear that the structure had survivedbut not much else. Much of our work was tedious and notalways scintillating, ranging from priming, painting, cleaning,landscaping, shingling, and generally being ready to jumpwhen one of the foremen called. What stood out throughoutall of this was the unfailing enthusiasm and spirit of cooperationwith which each and every one of our students went aboutthis work. Any thought that some might complain was dismissed on the first hour of the first day and no one eversat idle or disappeared.

We all had our tasks and the days were long and demanding.We did take several breaks as a team to view the Breezy Pointcommunity. Amazingly, a recently constructed monument tothose in the community who lost their lives on 9/11 managedto survive the storm, but not much else did. So many houses

s u m m e r 2 0 1 3 23


Armed with duffels spilling over with heavycoats, woolen socks, hand warmers and anexcess of donated toiletry supplies weboarded the plane, taking the first stepstowards a catastrophe that would change ourperspective on community, hard work and

the power of resilience.

For us, Christmas break ended January 3 and instead of packing our book bag for school, we laced up our awkwardlyheavy working boots, donned our jet-lagged faces with bigsmiles and high hopes and marched right into the thick ofdisaster in Breezy Point, New York.

Joined by the most perfectly eclectic group imaginable: ourheadmaster, our former Upper School Principal David Boyle,a beloved faculty member Mrs. Lora Allison, and of coursesome parents, our clan became one. Titles were stripped andwe were all just people journeying through the rubble alongside the residents and relief workers.

As seniors we have had four years to build relationships, however the opportunity to be fully immersed in meaningfulwork for four days with people you haven’t had the chanceto bond with is incredibly refreshing and important. We saweach other in a different light, realizing new talents we haveand watching our peers do the same – little did we knowthat amongst us was a master electrician (freshman JasonChin), a dynamic shingling duo (Mr. Hurlbut and Mr. Boyle),and a plumber extraordinaire (Mrs. Allison). We even had theopportunity to recognize our weak areas whether it wasissues with the fine detail of painting, heavy lifting, usage ofmachinery or a lack of artistic landscape planning.

Our main efforts lay in rebuilding the Metz’s home, the main residence of an elderly couple that took care of theneighboring church. After a failed renovation and financialstruggle, Hurricane Sandy ripped their home apart leavingthem stranded. In just four days we assisted the OperationBlessing team in taking the house from bare dry wall tobeing furniture ready.

While repairs on “our house” as we dubbed it, couldn’t becontinued on Sunday, we decided to take a day trip to SeaBright, New Jersey, to help with trash removal and gutting ofcompletely water-saturated homes. With hammers andwheelbarrows in hand, the group caught a firsthand look atthe still very raw damage Hurricane Sandy had left. We

witnessed proof that it would take months, maybe even yearsto repair the houses, community and lives that were torn apart.

Witnessing the damage to peoples’ homes and the scar thatall this would leave on their lives left us reflective andsomber. However, our quiet moments and sad faces were metwith an undying perseverance from the members of bothcommunities. It was the residents of Sea Bright and BreezyPoint that lifted our spirits because they had never let theirsslide. It was a time for restoration and forward motion – achance for all involved to experience the strength of community, teamwork and laughter during times of hardship.

Antics in the hotel hallways, sing-along music sessions whiletraveling in mini-vans, and an exciting subway trip toRockefeller Center made this trip even more personal. Wecollected a bank of memories and have stored them in ournewly acquired metaphorical tool boxes. We will rememberthis experience, the hard labor we performed, and the expressions on the faces of the people we helped, forever. Weare proud of our school for understanding that, sometimes, somuch more can be done than simply mailing a check. We putfeet on the ground and hands to work, grateful that we havemade an impact on those who had unnecessarily suffered.

Travelling with people your own age really lends some perspective, because you have someone next to you who youcan discuss experiences with. We turned to one another afterwitnessing the remnants of hundreds of homes completelyburned to the ground at the tip of Breezy Point and wereblessed that we had companions who we could relate to afterwitnessing such a sight.

It has been months since our now-infamous HurricaneSandy relief trip to Breezy Point and Sea Bright, and we arefinally beginning to feel the personal impacts that this journeyhas had on us. We had an expectation in our heads of thework we would do, the gratitude we would receive, and theactual, tangible help we would be giving. This trip so farexceeded these expectations that it has taken months ofthoughtful dialogue to begin to understand what we as acommunity accomplished.

The adventure we embarked on together highlighted specialtraits that bring human beings together in times of need. Theconcept of service transcends all boundaries and unites eventhe most different of people. �

B y S a v a n n a R i l e y a n d M a t t i n g l y M e s s i n a , G r a d e 1 2

Taking Our Station Alongside the Warriors of Hurricane Sandy Relief



s u m m e r 2 0 1 3 25

The definition of early childhood is typically from birth tograde 2 or 3 in the United States. The area of early childhooddevelopment is particularly laden with terminology and titlesthat are confusing to most outside of the field of education.Parents frantically seeking the right early childhood experienceare met with terms like, Montessori, Reggio Amelia, developmentally appropriate, Tools of the Mind, Waldorf andmore. It is no wonder this period of time causes such greatanxiety for parents. As they dig a little deeper, they find thatmost early childhood programs are play based. In this era offierce competition for jobs and lifestyle, parents wonder howa play-based education could possibly prepare students for the challenges of the future.

Parents know that early childhood is a critical period forlearning and development, and they desperately want to get it right. Even for those who accept that play is critical to thedevelopment of the child; they often wonder when reallearning should begin. The fact that many in our society haveseparated the play of a child from real learning is not onlytroubling, but also incredibly consequential to the results ofour education system. Before I share the philosophy, theoryand research to support a whole child, play-based learningapproach, let me lay my cards on the table. Play is a somewhatscary enterprise for me. I am neat and orderly and vastly

preferred my young children to sit quietly than to developexperiments in the bathtub. I love numbers and data and discrete classification systems. I approached this research inmy early days as a graduate student with cynicism and a critical eye, but with a gnawing feeling in my gut that mychildren knew what they needed to develop properly and itwasn’t always what I wished they would choose to do. While there are few clear-cut answers in social science and psychology, the abundance of theory and research is veryclearly in support of a balanced early childhood curriculum(whole child), rich in play and cooperative learning.

Human cognitive development has such powerful implicationsfor the progress of society that it has been the subject ofinquiry, speculation and theorizing for many centuries. It mayseem relatively progressive to consider a child-centeredapproach to learning, but in reality Jean-Jacques Rousseau, aGenevan philosopher, writer and composer, provided the theoretical framework for child-centered education in thelate 1700s. Rousseau articulated the moral and philosophicalrationale for an orientation toward learning that gives thechild freedom to explore and pursue interests, as well as thelicense to interact with other students and teachers. In very

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Early childhood education is critically important to success in later life. For this reason, ithas been the subject of some of the most significant research funding for decades. In1962, President John F. Kennedy developed the National Institute for Child Health andHuman Development, which has been a leader in early childhood research for more than 50 years – even then we knew that early childhood was a particularly importantperiod of time. Despite decades of research and centuries of theories, adults continue to misconstrue the element that is at the core of early childhood development: play.

Early Childhood Education – Creating Lifelong Learners

B y D r . J e n e e n G r a h a m , A c a d e m i c D e a n


fundamental ways, child and adolescent development are critical to the learning process and therefore central to theeducational enterprise. Development moves a person towardsomething new and leaves an indelible mark. We are geneticallypredisposed to develop greater cognitive sophistication, butlike any genetic predisposition, the fruition of that developmentis dependent on the right kinds of experiences. But, what arethe right kinds of experiences for those developing children?

The answer to this question requires an understanding ofdevelopment and how the learner acquires knowledge andskills throughout the age span. To better understand developmental stages, we look to Jean Piaget, a Swiss borndevelopmental psychologist. In the early 1900s, Piaget developed a biologically-based theory that added to thegrowing understanding of the optimal way in which to educate children. As a precocious young biology enthusiast,Piaget utilized his understanding of the orderly developmentfrom a single cell to a highly complex plant or animal inorder to articulate his theory on cognitive development. Likeany other organism, Piaget theorized that the development of the human mind depended on the right exposure to theright conditions. Based on years of research and observations,Piaget believed that the most important experiences for promoting human cognitive development were those thatcreated a psychological tension between experiences andbeliefs. As stated by cognition researcher Mike Martinez, “that mismatch – between prior knowledge and currentexperience – is a powerful engine for cognitive advancement.”This experience of trying to accommodate new informationthat is contrary to previous knowledge puts the learner in an active position of trying to make sense of the world. Thisis the basis of constructivism and Piaget was possibly the most important originator of psychological constructivism.

Piaget’s monumental achievement and his great contributionto 20th century psychology was his theory of cognitivedevelopment stages. It is through this developmental theorythat the concept of developmentally appropriate practice wasborn. The four stages in his theory are sensorimotor stage(ages 0 to 2 years), preoperational stage (2 to 7 years), concreteoperational stage (ages 7 to 11), and formal operational stage(11 years to adult). His work was originally born out of hiscollaboration with Alfred Binet, the man who developed theIQ test. Piaget saw that students were consistently challengedby certain concepts depending on their age. He realized thatcognitive sophistication developed in stages. Intuitively, weunderstand that children have varying capacities to engage incomplex learning depending on their developmental stage.No newborn infant is capable of abstract reasoning and veryfew five year olds are able to reason scientifically, systematicallytesting competing hypotheses. His theory provided ageparameters for the growing sophistication of the young mind.

Like any good theory, Piaget’s work has been lauded and criticized, copied and supplemented. One significant criticism of his work has had an enormous impact on currenteducational practice. Contrary to what Piaget described,researchers identified that intellectual performance was significantly affected by external factors including instruction.This evidence, in addition to more recent research indicatingthat academic deficits in kindergarten are predictive of laterschool failure have created a perfect storm for early childhoodeducation. If young children can learn academic content atan earlier age than thought possible and kindergarten testscan predict academic success or failure – why wouldn’t wedirectly teach academic content? It seems patently obviousthat a silver bullet would be to teach real academic content ata much earlier age. It is for this reason that the “curriculum”has been pushed down to younger and younger children. Yet, is this wise? Are we losing something critical in the preoperational stage of age 2 to 7 if we spend most of achild’s time on direct instruction of reading and math? How does the young learner process this kind of abstractinformation? The unfortunate answer is that the push downof the curriculum may be responsible for some of the mostchallenging academic consequences we currently face in ournation. Many children are being unnecessarily labeled as slow or unable to learn, boys are becoming disaffected from


“Parents know that early childhood is a critical periodfor learning and development,and they desperately want toget it right.”


s u m m e r 2 0 1 3 27

separation between thought and object is characteristic ofhigher order cognition. Vygotsky’s interpretation of play alsohelps us to understand why role-playing is central to thedevelopment of self-control. Children develop a deep understanding of the social rules guiding behavior when they put themselves in a different role. In fact, some of the rolesthat a child willingly accepts in the name of play are very behaviorally constricting. When pretending to be a mommyattending to a baby’s needs, the role requires a strict set ofrules. If the child diverts from those rules, the play becomesmuch less satisfying for everyone involved. This kind of role-playing is critical to the development of self-control, which isa key element in executive function. Vygotsky maintainedthat a child’s ability to role-play creatively with other childrenwas in fact a better gauge of future academic success thanknowledge of the alphabet, counting skills or vocabulary.Thanks to very recent research on the topic, we know he was right.

The leap for many is that self-control or some other non-cognitive skills would be more predictive of later academicsuccess than early academic success or its twin sister intelligence. The importance of intelligence in our systemcannot be understated. Americans have been dominated bythe IQ paradigm for almost a century. We know that intelligence is correlated with so many positive things in life– including success. Yet, how many people know the actualdegree to which intelligence explains successful outcomes?Most intelligence researchers would suggest that intelligencepredicts about 25 percent of the variability in a success model(on average). That means there are other components of the success model that are responsible for the majority of the variability. What else is responsible for human successoutcomes?

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formal education in record numbers and more and more students are suffering from anxiety and stress. All of theseoutcomes are correlated with the push down of the curriculum. Adding insult to injury, there is no proof that our students are reading or calculating any better than priorto the curriculum push down.

For most educators who specialize in early childhood development, the answer to the most important learning inearly childhood is play. In the world of child development,play is a very serious word. Educators frequently find themselves in a position to defend the importance of play.Perhaps it is a reflection of our puritanical roots or a linguistic short-coming that play is rarely considered a productive enterprise. Now that most of our innovative companies and our most compelling educational researchershave added play as a critical ingredient in the recipe of success, play is beginning to get the attention it deserves.According to prominent educator, bestselling author andacclaimed global speaker Dr. Tony Wagner, play, passion andpurpose are critical to success in the 21st century. Why is play of a child so important to future success in life?

To deconstruct play in the context of early childhood development, one must dive back into theory and research.Some of the most significant theoretical advances in the fieldof educational psychology are from Russian Psychologist Lev Vygotsky. A contemporary of Piaget who actually died atage 37 in 1934, his work did not impact American educationuntil the late 70s and early 80s when Harvard UniversityPress began to publish old manuscripts. His work adds animportant layer to Piaget’s theory and begins to probe at theaffective, motivational and social side of learning. Vygotskyfilled the theoretical gap on cognitive development and histeachings gave educational psychologists a new way to understand the growing competency of the young child.

Through play, the child develops abstract meaning from separate objects in the world thereby building higher ordermental capacity. For example, when a child wants to ride ahorse but can’t, a stick can be used as a pretend horse, thusremoving the idea of horse riding from the actual horse. This


In his landmark study frequently called the marshmallowstudy, Psychologist Walter Mischel, gave preschool children amarshmallow and told them if they could wait and not eatthe marshmallow for an undetermined period of time, theycould have two marshmallows instead of just one. The follow up study several years later indicated that the students whoexhibited the most self-control and delayed gratificationshowed higher scores on SATs. While this study has beencontested and used a very small sample, it led to better andmore robust studies that began to seriously consider the role of non-cognitive skills. Robert Sternberg, a giant inintelligence research, recognized the imperfect predictive ability of intelligence and developed his triarchic theory ofsuccessful intelligence that included IQ, creativity, and practical intelligence (the ability to adapt and succeed in newenvironments). As we know, acclaimed Psychologist Dr. CarolDweck’s work, also born out of this same strand of research,provides compelling evidence that a belief system (about thenature of intelligence) predicts greater levels of success inthose who believe that intelligence is malleable (Dweck,2006). Recently, Dr. Angela Duckworth, assistant professor atthe University of Pennsylvania, has identified the concept of grit that is proving to be more predictive than intelligence in some very high profile experiments. Ivy League studentgrade point average was better predicted by grit than by IQ and at West Point Academy, grit was the best predictor of success in a rigorous training program. It mattered more than intelligence, leadership ability or physical fitness(Duckworth, 2007).

What becomes vexing to educators, politicians and parents isthat there are no short cuts in the development of cognitiveand non-cognitive skills. For example, it may seem counterintuitive, but one significant predictor of adult cognitivefunction is the development of early gross and fine motorskills. Gross motor skills in early childhood are predictive of

processing speed and working memory (Piek, Dawson, Smithand Gasson, 2008). Although motor ability and cognitivewere previously construed as being attributed to separateareas of the brain, new research by Adele Diamond, a founderof the field of developmental cognitive neuroscience, foundsignificant evidence for a number of motor-cognition links in the brain. For many schools, this evidence is critical to pushing back on the standards movement that (in its worstform) is depriving children of the very skills they need inorder to become academically competent. The schools thathave reduced or eliminated recess and physical education are beginning to reconsider this action. Furthermore, art education and foreign language instruction, once considered anice addition to the curriculum, are proving to be central tothe growing competency of the developing child. For manyresearchers, the answer to improving academic performance is through arts education.

At St. Margaret’s Episcopal School, our early childhooddevelopment experience is carefully considered and expertlyexecuted. Our educators understand the theory and researchto support what they do. We have never wavered on ourcommitment to do what is right for our littlest learners,despite misguided state and national pressure. A visit to ourPreschool will provide a window into the healthiest and mostproductive kind of learning for this age group. Studentsexplore and develop scientific theory in the garden, theyexperiment with color and texture in the art room, they runand skip on the playground, and pretend to be a whole hostof people in the dress up corner. Go to any Kindergarten,first or second grade and you will see table groupings that areconducive to cooperative and group work. You will find print rich environments, opportunities to construct robotsand students engaged in a foreign language, music, faith andbuilding strong bodies. The growing emphasis on the development of meaningful academic skills is staged properlyand thoughtfully. By the time children leave the stage of earlychildhood, they are ready and capable learners, able to focusattention on more challenging academic tasks and employ all the non-cognitive skills they have learned along the way.Each year is a step in the progression toward greater levels ofself-control, grit, knowledge and skill mastery. Perhaps mostimportantly, our students are motivated and engaged in thelearning process because they have always been consideredvaluable contributors to their own education. In a societywhere formal education is minimally a 13-year process, it isincredibly important to make sure the foundation is laidproperly. At St. Margaret’s we are truly preparing our studentsfor lives of learning where every student is a learner for life. �

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House

Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007).

Grit: Perseverance and passion for long-term goals. Journal of Personality and SocialPsychology, 92(6), 1087-1101.

Martinez, Michael (2010). Learning and Cognition, The Design of the Mind. ColumbusOhio: Merrill.

Sternberg, Robert (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York: Simon and Shuster.



O P E N S P A C E S

ArmsB y S a r a h E n g e l , G r a d e 9

If you have armsThen use them to hold me

Cradle me, keep me warm, arch yourself over to shield meHide my eyes from mirrorsMy nose from rotting

My mouth from speakingMy shoulders from night airMy heart from my mindMy soul from my emptinessMy love from empty echo,

Lack of answer.If you have good, strong arms,

Rock me against youIf you have good, strong, dumb, dauntless arms,

Then hold me longer than I expect.Swallow my fear

Block out the overwhelmingFocus me on feeling

The cotton, cologne, and the strengthPut quiet lips to my ear

And murmur strong nonsenseProtecting understanding nonsense

WorryNot in a panicking way, but—

Care.Pull back with gentle firm hands steadying my shoulders

Get under my downcast eyes, search meKiss the lips cringed wide with weeping—

Or maybe don’t.Maybe just shush with profound empathy as I crumple

And bear me into you againLet me feel your heart.When I feel your heart,The strong blood rushing,The good, earnest thudding,I know that you are human.I remember your arms

Holding me of their own accordGently quieting

And I know you love meWhat beautiful things to know, these two,

And I need them.Oh, you’ve done it many times before

But hold me nowAnd hide me

If you have arms.

Sarah’s poem was nominated for the 90th Annual Scholastic Art & Writing AwardsOpen Spaces entry selected by St. Margaret’s Episcopal School English Department.

s u m m e r 2 0 1 3 29


“O l i v e B r a n c h ” b y L i a m L a s t i n g , G r a d e 1 1

Junior Liam Lasting’s ceramic work, “Olive Branch,” was awarded a national Silver Key Award in the 2013 Scholastic Art & WritingAwards. He is the only junior in California to be awarded a national medal in the ceramics/glass category this year. Liam is amongsta select group of national medal winners who were recognized at the world-famous Carnegie Hall in New York City in May 2013.

“Formed from a single folded clay slab, ‘Olive Branch’ merges the concept of an organic form with the vessel’s undulating surface of bends and folds. Liam reiterated this connection by rendering the twists and turns of the leaves’ contour on the vessel’s surfacedesign. This work possesses a good balance between the planned and the spontaneous. ‘Olive Branch’ demonstrates a sophisticated,informed understanding of design and space. It takes creative risks, pushing the limitations of the ceramic medium while also

celebrating his individual aesthetic voice,” said Upper and Middle School Art teacher Josh Friedman.


Open Spaces entry selected by St. Margaret’s Episcopal School Arts Department.


B y N i c o l e P e d d y

s u m m e r 2 0 1 3 31

St. Margaret’s athletic program is central to the school’s mission and integral to the learning process. During the2011-2012 school year 89 percent of the student body participated in at least one sport. And, more specifically, 95percent of St. Margaret’s Middle School students participatedin at least one sport providing students with an opportunityto have consistent coaching and a feel for what to expect inUpper School athletics. To date, St. Margaret's has won 27California Interscholastic Federation-Southern Section TeamChampionships, 24 CIF-SS Individual Championships, sixCIF State Team Championships and three CIF StateIndividual Championships.

“Being able to work with athletes from Middle Schoolthrough high school helps to create a championship team, as well as making coaching those students a very unique experience,” said Jeremy Dailey, Middle School math teacherand Middle and Upper School volleyball coach. “I was privileged to coach three volleyball players from eighth gradeto their senior year and was able to witness them winning aCIF Championship. This was a truly special experience toshare with these athletes.”

“I had the pleasure of playing soccer, lacrosse and runningcross country in Middle School and high school. I believe

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Over the past seven years, the total league championships earned by the St. Margaret’s athletic program has increased by 40 percent, and individualand team CIF Championships have doubled. Students have continued to play in the same competitive division since 1984, so why the progression?

The Championship Byproduct

Tartan Athletics Philosophy Focused First on the Student Athlete


that having the opportunity to play under the same coach forsix years let me form close relationships. Going into highschool, I already had an idea of each coaches coaching style,as well as what to expect while on each team. Although thehigh school level is more competitive and more of a timecommitment, Middle School allowed me to experience aglimpse of what high school would be like. One of the reasons I decided to play soccer in high school was because I flourished on the Middle School team,” said McCaullyPatch, Class of 2012. McCaully is currently playing soccer for Occidental College.

According to Director of Athletics Susie Maga, the schoolkeeps athletics in perspective. “We understand where athleticsfits in the life of a St. Margaret’s student-athlete and we havegreat coaches who are committed to not just the bettermentof their sport, but also the students they coach. Our studentsare extremely coachable and hardworking; willing to give all they have when asked. They care about their teammatesand coach, as well as representing the school whenever theywear a Tartan jersey.”

“Team sports at St. Margaret’s meant a lot to me. They taught me that in order to reach a goal you need hard work,dedication, and a positive mental attitude. These are threetraits that Coach Lakeman and Coach Wade instilled in us.We show up to practice and they expect a certain level ofcommitment to the team, while always maintaining an upbeatand positive mindset. It is great to be able to succeed with aSt. Margaret’s jersey on. I started St. Margaret’s in the secondgrade and couldn't be more thankful for this school. Theopportunities available and the caring people at this school iswhat makes it such a great place to be. I am so thankful for

my coaches, teammates, parents and the St. Margaret’s community. Without them, all the success of the Tartan crosscountry and track programs would not be possible,” said Billy Gaudreau, Class of 2012. A three-time league champion, Mt. SAC invitational champion, a two-time andback-to-back Division 5 CIF Champion and two-time andback-to-back Division 5 State Champion and state courserecord holder, Billy is currently running cross country forHarvard University. Additionally, Billy qualified for theFootlocker National Championships in San Diego in 2012,which includes the top 40 cross country runners in the entire country.

Members of the 2011-2012 boys’ cross country team wereCIF champions and hold the team course record time, Mt. SAC team champions and team course record holders,repeat State champions and hold the team course record time beating the time previously held in 1996 by 1:10. Runningexperts dubbed the team, “The greatest team in CaliforniaDivision 5 history.”

St. Margaret’s is committed to keeping athletic practices toroughly two hours a day. Coaches are dedicated to focusingpractice so that everything is accomplished in that timeframe. Additionally, sport schedules are based on keeping student-athletes in the classroom as much and as long as possible. Whenever possible, early dismissal is limited toMonday, Tuesday and Friday when student-athletes will missthe least amount of class time.

“I think having most of our coaches on campus as teachers is a huge advantage to our athletic program,” said Mr. Dailey.“Being able to reach out to my athletes during the day, as


“Team sports at St. Margaret’s meant a lot to me. They taught me

that in order to reach a goal you need hard work, dedication, and a

positive mental attitude.”


s u m m e r 2 0 1 3 33

well as collaborating with their academic teachers to helpthem reach their full potential is a great way to develop notjust the St. Margaret’s athlete, but the overall student.”

St. Margaret’s coaches are interested in the development oftheir athletes. They spend time working with lower-levelcoaches, as well as players to help in their overall improvement.Many of St. Margaret’s on-campus coaches also teach physicaleducation in the Middle School. The school currently offers students 21 sports to participate in, 16 of which haveon-campus head coaches. Four coaches have been at St.Margaret’s for more than 10 years, eight coaches have been atSt. Margaret’s between five and nine years, and nine coacheshave been at St. Margaret’s for less than five years.

“The stability of our coaching staff enables a coach to build aprogram,” said Lori Fava, Middle School athletic coordinator,Middle and Upper School physical education teacher andgirls’ basketball coach. “If you look at our more successfulprograms over the last several years and the CIF banners that hang in our gym, all of them have maintained the samecore coaching staff throughout their championship seasons.This builds consistency in our programs which lends itself to success.”

St. Margaret’s athletic program also encourages the multi-sport athlete.

“Many schools are demanding their athletes to specialize inone sport,” said Mrs. Maga. “We work together as coaches tohelp our student-athletes participate in multiple sportsthroughout the year. Because we keep athletics in perspectiveour athletes can manage their busy life and excel in sports.This in turn allows the student-athlete to play another sportbecause it’s manageable.”

“I always felt supported by the coaches and St. Margaret’s as a whole to be a multi-sport athlete. I believe the strongencouragement I received from all the coaches to be a multi-sport athlete is one of the reasons why I was a four-year, three-varsity sport athlete. One of the things I trulycherished most about my time at St. Margaret’s is that I never had to sacrifice my academics or participation in the community due to athletics: I was able to find a balance,” said McCaully. “I was able to play three sports for four yearswhile also contributing to the school in other ways such asbeing captain of two teams, editor of the high school newspaper and president of two clubs. Throughout my timeat St. Margaret’s I found the coaches and the teachers to bevery understanding and accommodating. The school workshard to keep their athletes in class as much as possible.”

“I don’t know of any other school with St. Margaret’s sizeand academic rigor that has had the type of athletic successthat we have had while keeping sports in perspective,” said Mrs. Maga. “St. Margaret’s can send a soccer player toStanford University, a two-time State Champion cross country runner to Harvard University, or a volleyball playerto Brown University and still keep a balance between athletics, academic excellence, community service and familyimportance. It is a formula that has made St. Margaret’s thepremiere college preparatory school in the country.” �


ISP


The program introduces Upper School students to careersand employment opportunities in industries and companieswhere they may have expressed interest. Students are mentored to apply four years of classroom learning to real-lifesituations, whether it is time management, a specific subjectapplication, a philosophical approach, or simply diligence,responsibility and a strong work ethic. It is an eye-openingand often life-changing opportunity for the students.

“The ISP program was designed to give seniors the opportunity to apply the skills and knowledge they haveacquired at St. Margaret’s in real-life situations that they design,making them products of deep personal investment. Over the years, the opportunities have gotten exponentially moreexciting and relevant to the skills that will be required of ourseniors as they transition to the next phase of their lives,” said Director of Community Life Lora Allison.

Students gain exposure to a variety of fields, including technology, healthcare, law, accounting, business, education,the nonprofit sector, advertising/marketing/public relations,engineering, banking, manufacturing and hospitality. The program is designed to strengthen the “bridge” between St. Margaret’s and the surrounding community by reachingout to different groups including parents, alumni and local businesses to secure meaningful projects for seniors.

“We want the community to know they can participate,wherever they live, by providing the opportunity for a seniorto engage in an ISP at their business, or by hosting a seniorto live in a location where they are going to travel and work.This giving back to St. Margaret’s by parents or alumni trulydemonstrates the community that the school engenders,” said the program’s Co-Director and Upper School Englishteacher Peter Clark.

Ian Tacquard, Class of 2002, alumni relations and specialevents manager went on to say, “The Alumni Association hasbeen involved with the ISP program for a few years now,providing seniors with a link to alumni active in industries of interest to the students including: interior design, law andbusiness. Our graduates are company owners, high-level executives and entrepreneurs willing to give guidance to seniors before they enter college and the job market.”

Each senior is required to complete a minimum of 60 hoursduring the senior project and submit online journal entries,as well as a final oral presentation. The projects begin in mid-May and end at the beginning of June. Students may not receive financial compensation for work, and they cannotbe supervised by relatives. Students are encouraged to seekopportunities outside of the family business.

“It is increasingly important to provide students with anopportunity to connect experiences and more fully andauthentically understand, firsthand, the correlation betweentheir curriculum at school and how it becomes applicable in a real-world work environment,” said Upper SchoolPrincipal Tony Jordan. “Understanding corporate climate,time management, responsibility, proper dress, career choices,and networking are essential for students to make that successful transition.”

In order to give ISPs structure and a clear set of guidelinesand requirements, projects must fall into one of four categories: internships with a business or organization, servicelearning projects through an organization, creative projectswith well-defined supervision and guidance, and a traveloption that falls under the umbrella of one of the other three types.

A D A Y I N T H E L I F E O F . . .


Independent Senior Projects – Advancing Beyond the Classroom

St. Margaret’s Independent Senior Project (ISP) program is making the connection between a first-class education

and a great career. Started in 2006, the program is a self-designed educational experience that provides seniors with a

meaningful transition to the independent environment of college, and the realization of what life is like outside a school setting.


s u m m e r 2 0 1 3 35

“We are seeing more students take intellectual risks by innovating business plans for a new product, engage the creative artistic process, connect with fields in STEM(Science, Technology, Engineering, Math) that they are interested in pursuing as an undergraduate, and seeing morestudents understand the life-changing benefits of an ISP that involves travel, which stretches them culturally and intellectually,” said Mr. Clark.

Internship/Apprenticeship towards career exploration allowsstudents to explore future career options, allowing them togain valuable hands-on experience in a range of areas.Students in this track can intern in law, medicine, journalism,banking, hospitals, law enforcement, etc. under the supervisionof a sponsor, or work in a field with a professional interest,hobby, or unique opportunity.

Service Learning Projects allow students to expand theirinvolvement with community service organizations and investtime and energy that is not ordinarily possible during theacademic year. Some domains of service learning include:conflict/violence resolution and treatment, disaster relief,elder care, environmental sustainability, homelessness, povertyprevention and development, substance abuse prevention

and treatment, etc. Students in this track should be able to articulate a real world problem and as part of their presentationthey must propose solutions (ways to address the problem orimprove the community in the area designated); they mustoffer a way to take some step forward, however small it may be.

Creative Projects may be interpreted broadly to includevisual and performing arts, but also other creative endeavorssuch as independent research, writing, culinary arts or religious exploration.

Travel (Domestic or Global) ISPs broaden the possibilitiesand experiences of the ISP. Students who travel for their ISP must commit to additional preparatory work includingresearch and writing to make their time on-site more rewarding and enriching.

“Often students report back how prepared they are for thereal world, or how, at times, adults choose them over undergraduates to continue or sustain their work at the ISPlocation on a paid basis in subsequent summers or semesters,”said Mr. Clark.

> >

“A day in the life of my ISP was not a simple or consistenttask. I was busy creating a green screen for the first couple ofdays of my ISP. For the rest of my ISP days, I was busy filming.It was a very tedious task because if the shot was not perfect,my videographer and I would have to redo the shot again.Len, my videographer, and I would start filming around 10 inthe morning and finish around 11 in the evening. The dayswere very long but worth every minute. We would drive

around to different locations to film. Some of these placeswere the San Clemente Pier, the St. Margaret's dance studioor Trestles beach. Once we had enough film for the video, itwas time to finally edit. It took a lot of patience and time tocreate this video project. I had no idea how much work is putinto movies to make them as good as they can possibly be.The video, How-to Catch: The Polka Dot Fever was very funto create; I loved every minute of the project,” said Jessica.

Class of 2012 graduate Jessica Bissontz’s ISP consisted of making a demonstrational video to teach others how to dance Flamenco.Since there are many forms of dances within Flamenco she decided to pick the most common and simple dance: Sevillanas.



His ISP also included attending a greater Metropolitan areaSons of Norway Lodges dinner and the celebration of synttende mai (Norwegian Constitution Day) at theMinnesota Valley Country Club. He attended a Norwegianchoir concert and reception at the Mall of America, and a“Norskie Torskie klubben” fundraiser for Skogfjorden, which isa Norwegian language- and cultural-immersion camp heattended for six years. Billy was asked to speak to the almost650 camp attendees in Norwegian. �

Billy Desmond, also of the Class of 2012, spent his ISP at theNorwegian Consulate in Minneapolis where his experienceincluded: attending a Minnesota mayor’s lunch where aNorwegian economist gave a presentation about the importance of the state spending more money on highereducation. At the lunch, he met speaker and NorwegianEconomist and Professor Torger Reve, former United StatesVice President and former Minneapolis Consulate GeneralWalter Mondale, and several mayors from around Minnesota.

Christopher Bauer, Class of 2012, spent his ISP working with the Newport Beach Police Department.

“As a student of constitutional law, it was incredible to see just how the laws of our country are enforced. I had the opportunity to really see the legal process from start to finish as I took part in the arrests of suspects and witnessed the final sentencing of two murders in the Santa Ana Courthouse.

“Overall the internship really sparked an interest for me in law. Some of the highlights of the internship were working with the K9 unit and training with the SWAT team for a day. I never imagined that I would be allowed to do as much as I did with this internship and I must say that I wouldn’t have wanted to end my senior year in any other way,” said Christopher. Below is a timeline of his experience:

Week One:� Street patrolling and responding to calls.

� Helped in the office with different cases that were being investigated and went to the firing range.

� 911-call center

� Trained with the Newport Beach SWAT Team and witnessed sentencing of a murder trial that occurred in Newport Beach.

Week Two:� Worked with an undercover detective unit searching

for a parolee in Newport.

� Organized evidence for a high-profile murder case that occurred in 1995 and was just getting wrapped up. Also, helped to find evidence for news agencies wanting to do a special report on the case.

� Worked with the K9 unit of Officer Mike Fletcher and his dog Jardo; arrested a man for violating a restraining order and another parolee who was not checking in with his parole officer.

� �

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


B Y T H E N U M B E R S

The new Upper School EDGE (Engineering, Design, Graphics and Explore) Lab is a place for innovators. A highly flexible, adaptable space, equipped with state-of-the-art technology,writable walls used as blank canvases and comfortable, customizable furnishings, the Upper School EDGELab officially opened on the first day of the 2012-2013 school year, and is used for small group meetingsand individual study for all kinds of work in science, engineering, technology, robotics, mathematics,design and arts. St. Margaret’s continues to re-imagine the classroom and evolve the traditional computerlab. The EDGE Lab is a transformative learning space that paves the way for creativity and innovation.Take a look at this new space…by the numbers.

hours of 3D printing64191

400+34%700152

168

students programming robots

International Academic Decathlon

Upper School students use the EDGE Lab daily

of work stations are touch screen

Tetrix pieces used to build the award winning FIRST Tech Challenge robot

computer science and engineering classes are taught in the lab

robot who knows Tai Chi

white board walls used for collaborating

state and national awards for the inaugural St. Margaret’s Episcopal School FTC Robotics Team

s u m m e r 2 0 1 3 37



Professional development refers to any learning experiencethat is designed to help an individual learn new skills andacquire knowledge that will positively impact job performance.Many industries require professionals to participate inapproved ongoing learning in order to stay current in theirfields. In the field of education, professional developmentrequirements are typically tailored to the needs of the districtor school site. Most of the recent professional developmentaround the nation has focused on pedagogical excellence.This is due to a growing body of research indicating thatteaching quality is the best predictor of student performance.While it is critical for educators to remain current and be

aware of recent and compelling research on pedagogy, it isalso important for them to fuel and develop the passions that inspire them to be better teachers every day. It is becausewe value the intrinsic motivation of our faculty and staff that a large portion of our professional development funds are awarded to individual teachers, staff members and administrators who are eager to learn and grow beyond therequired professional development. St. Margaret’s EpiscopalSchool financially supports and encourages the attendance ofconferences and classes, as well as the pursuit of credentials,certificates, master’s degrees and doctorates.

B y D r . J e n e e n G r a h a m , A c a d e m i c D e a n

Fostering Lead Learners throughProfessional Development

Current research seeking the most promising practices for teaching andlearning indicates that the bright line dividing the teachers from thelearners has begun to fade. In fact, we know that one of the best ways to teach students to be learners is to model that behavior. It is for this reason that we encourage our faculty to be the LeadLearners in every classroom. There is always something new to learn,

whether it is a new way to incorporate technology into a lesson, a better strategy forhelping students critically analyze challenging content or a fresh insight into a historicalevent. It is our task as educators to prepare our students for future challenges and to help them acquire all the tools they need to succeed. We know that the cognitivedemands of the new economy are great, and for our students to succeed, they must belifelong learners. There is no better way to encourage a learning disposition than for theeducators to model it. In order to support and cultivate lifelong learning in our faculty, St. Margaret’s Episcopal School must develop and identify rich opportunities for professional development.


s u m m e r 2 0 1 3 39

St. Margaret’s truly values the unique interests and passions of its faculty and staff. We know that a nurtured and inspiredteacher more often than not leads to classrooms of inspiredstudents. As stated by one of our Preschool teachers in awrite up of her trip to the National Association for theEducation of Young Children Conference, “It is always soamazing to attend the national conference because there areso many well-known and respected professionals in the fieldof early childhood education that attend and present…Theexhibit hall is filled with wonderful books, authors, musiciansand amazing early childhood materials. The workshops that I attended were fabulous. Thank you so much for allowing usto attend this conference as professionals to meet other professionals in our field. We are truly blessed to have thisopportunity for professional development at St. Margaret’s.”

Below are the experiences of faculty members who attendedprofessional development opportunities world-wide duringthe 2011-2012 school year:

National Association of Independent Schools’People of Color ConferenceAttended by Jennifer Abbate, second grade teacher; JenniferBlount, Lower School assistant principal; Kevin Estipular,Upper School science intern; Aaron Fulk, associate director of college counseling; Donna Jacobsen, Upper School foreignlanguage teacher; Megan Moilanen, Upper School historyteacher and grade 9 and 10 girls’ dean.

“At POCC, I learned aboutwhat other independent schoolsare doing to strengthen theircommunities through diversitywork. I listened to educators discuss the various techniquesthey have used to address issuesof diversity with very youngchildren. Diversity education inthe Lower School is crucial

because we have our students at their earliest ages. They are so young and receptive that we, as faculty andstaff, need to model what diversity is and why it is so valuable. My work at POCC changed the way I teach.It made me realize how important it is for our students to hear about other perspectives in order for them to realize that we all come from different viewpoints and life-experiences,” said Ms. Abbate.

California Green Schools SummitAttended by Lora Allison, director of community life; ShelleyHarmon, Early Childhood Development Center motordevelopment specialist; Amanda Hudson, Middle Schooldirector of community service and activities; Morgan Young,Lower School science and environmental program coordinator;Dr. Jennifer Ross-Viola, Upper School science teacher; DickJonovich, facilities and construction director; and, Ellie Schwartz,grade 12, to learn from and problem-solve with other educatorsregarding current sustainable practices in schools.

“Based on our various roleswithin the school, we approachedthe summit from different perspectives; curriculum, facilities,student leadership, and overallgreen practices. We heard fromGreen Ribbon Schools, and discussed effective programs fortrash reduction, recycling, facilityretrofits, utilizing school gardens,

and other useful resources. Our approach to sustainabilityas a school needs to be holistic. We cannot depend solely on student inertia to change practices, but ratherwe need faculty support, facility support, parent buy-in,and the programs in place as to ‘why’ sustainability matters. Attending this conference allowed us to gatherideas, but more importantly dialogue with one anotherabout how to implement these ideas across divisions,”said Mrs. Allison.

Academia Latinoamericana de EspañolA summer-long opportunity to learn Spanish in the classroomand with a host-family. In summer 2011, Mary MarjorieBethea, chaplain and religion and philosophy teacher, spentone month in Quito, Ecuador, studying four hours in themorning with a group and two hours in the afternoon inprivate study with a tutor. In summer 2012, she studied withthe same school in Sucre, Bolivia and spent four hours in private study with a tutor in the morning.

“My host families were alwaysextremely hospitable and madesure to answer any questions Ihad about their culture. Thisschool was phenomenal in bothEcuador and Bolivia, but the cultural experience of travelingto a different county and livingwith a host family was priceless.I walked away almost fluent in a

language after only spending two months overseas. Theprograms I attended would be perfect for any St.Margaret’s student who desires to learn Spanish quicklyand also learn more about another culture. I also learnedmuch about the history of the Ecuadorian and Bolivianpeople and had opportunities to meet other students atthe school, who traveled from all over the world. Themonths away helped me to be equipped to lead theLower School Spanish Chapel that happens once a week.We focus on learning the Lord’s Prayer in Spanish,” said Mother Mary Marjorie.

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Taft Educational Center Advanced PlacementSummer Institute Upper School Science teacher Theresa Bouchard attended atwo-week intensive professional development opportunity atTaft School in Watertown, Conn. specifically designed fornew Advanced Placement biology teachers.

“The AP biology curriculum wasrevamped nation-wide this year,and I knew I needed to have amore thorough understanding of what the original programand the revisions to the programentailed. I learned about thedetailed changes to the AP biologycurriculum and gained insightinto how quickly the course at

St. Margaret's would need to move. I was able to construct a pacing guide for the 2012-2013 school year.This pacing guide was critical because it ensured I covered content in an efficient manner. Finally, I realizedthere were so many program requirements from the college board other than teaching content that I hadn'tconsidered prior to attending the program. My passionfor biology was present before attending the program,however the program at the Taft School gave me a thorough understanding on the design and implementationof an AP course,” Ms. Bouchard.

National Association for the Education of Young Children ConferenceAttended by Lore Fredette, Early Childhood DevelopmentCenter teacher, and Shelly Harmon, Early ChildhoodDevelopment Center motor development specialist. Includedworkshops on early education for sustainability and cultivatingjoy and wonder through nature; transforming aggression into communication, tantrums into self-control, and defiance into cooperation; how yoga and meditation can work in the classroom; understanding how gender impacts learning;teaching for democratic life skills; and, intentional and appropriate teaching with technology.

“I think it is important that stafffrom St. Margaret's attend thenational conference each year to represent us as ambassadors of a high quality program inSouthern California. TheNAEYC Conference is thelargest early childhood educationconference in the world and provides us with a powerful

opportunity for professional growth. I also attended theconference to stay current and abreast of new ideas, best practices and to connect with other early childhoodeducators,” said Ms. Fredette.

American History Association ConferenceJames Harris, history/social studies department chair andUpper School history and social science teacher, attendedone of the largest gatherings of historians from around the world to share the latest research and offer papers forcritical review.

“Much of my time was spent inpaper panels that were of interest to me as a teacher anddepartment chair at St. Margaret’s.I spent a lot of time talking withfellow historians about the outlook for improved professionalcollaboration between secondaryhistorians (6-12 educators, etc.)and academic historians. I came

away from the conference with a variety of benefits thatI know will assist me as both a teacher and departmentchair. Most immediately, I came back with a renewedsense of myself as a teacher/historian, eager to employmuch of the new knowledge I gained from attendingpaper panels. I have already started to modify past curriculum units and plan changes to future units, all ofwhich I expect will make my classes more engaging forstudents. On top of that, I made a number of professionalconnections with historians and publishers that will provideme with valuable resources for use in the classroom and to share among my colleagues,” said Mr. Harris.

The Supreme Court Institute and Congress in the ClassroomIn spring 2012, Rocky Parker, Upper School history andsocial science teacher, applied to two of the most selectiveprograms on American government – The Supreme CourtInstitute and Congress in the Classroom. Only 30 teachers peryear are selected to attend each program. Mr. Parker wasselected to attend both.

“The Supreme Court Institute includes sessions led bySupreme Court experts, journalists, authors and lawyers,who give teachers an in-depth understanding of how theCourt chooses and decides cases, and what it is like toargue before the Court. The Institute covers six currentor recent cases, and teachers even learn about the personalities of the justices. This exciting opportunityculminates with a visit to the Court to hear decisionshanded down and a reception at the Court.

“The second conference I attended was at the DirksenCongressional Center, which hosts the Congress in theClassroom each summer. Presenters emphasized ideasand resources that teachers can use almost immediatelyin their classrooms – examples include sessions aboutInternet sites, online historical resources, simulations andbest classroom practices.



s u m m e r 2 0 1 3 41

“Both conferences helped mehave a better understanding ofthe workings of our federal government and were directlyused in my Advanced Placementgovernment classes this year.Simulations, court cases, re-districting, and new ideas haveall been incorporated in myinstructions as a result of these

two outstanding educational experiences,” said Mr. Parker.

National Council of Teachers of EnglishConventionAttended by Blake Reemtsma, English department chair andUpper School English teacher, and Upper School Englishteachers Beth and Dallas Clemmons.

“Visits to past conferences andworkshops have led, in particular,to department-wide strategies forhow to better teach challengingtexts and how to improve student-centered discussions. At the2012-2013 NCTE conference, wefound more teaching strategies tobetter serve our specific studentswhile also growing our own

general awareness in the study of teaching English. Whatwe learned from the best English teachers in the bestEnglish programs nationwide is that what we are doingat St. Margaret’s works: We teach challenging literaturethrough student-centered discussions and a student-ledwriting process. We also learned what does not work forSt. Margaret’s or other independent schools: Applying theCommon Core State Standards in English to our Englishcourses would compromise the learning of literature atSt. Margaret’s in the most important and essential ways.It is great to teach at a school that encourages its teachers to constantly improve by finding new and betterways to teach students to be humans who think, speakand write for themselves as thinking, feeling, soulfulpeople,” said Mr. Reemtsma.

Educational Theatre Association ConferenceAttended by Nathan Wheeler, Upper School arts teacher.

“We are very blessed to be apart of a learning communitywhich encourages its teachers toactively continue engaging intheir respective fields of study.This particular conference was ofinterest because of its focus on21st century learning and theaterarts. Creativity, critical thinking,communication and collaboration

are all central features of 21st century learning and theater arts education. This obviously highlights theimportance of and continued need for performing arts ineducation, specifically the interactive, experiential components of our programming. As we were remindedrecently by Tony Wagner: It is not about how much you know anymore due to the availability of content information on the Internet, but what you DO withwhat you know (i.e. activating content in creative ways),which is what we do every day in the drama classroom,”said Mr. Wheeler.

EdTechTeacher iPad Summit “LeveragingTechnology to Create Differentiated LearningEnvironments” at Harvard UniversityAttended by Stephanie Windes, Middle School math teacher.

“During the three-day conferenceI saw many different ways toimplement iPads and other technology into the classroom.During the conference, I wasgiven the opportunity to try outwhat I saw so that I could use it once I got into the classroom.There were many apps and programs that I learned about,

but some of the ideas that I left with had to do withcreating screen casts, using airplay and interactive learningapps to engage all my students no matter the type oflearner they are. I feel that not only have I been able toenhance my students’ learning experience in my class, Ihave also been able to share what I have learned withmy colleagues. I have used what I learned to make myclassroom an “active” learning environment. The studentsare learning by doing and exploring,” said Ms. Windes. �



At a young age and a veteranof the United States MarineCorps and Navy Special Forces,Steve Sherman found himselfworking for the U.S. OlympicsSecurity Committee. As a communications and securityspecialist, he served as a liaisonbetween Israeli security forcesand the Los Angeles PoliceDepartment SWAT team duringthe 1984 Olympic Games.

“Having negotiations with high-ranking Israeli officials andOlympic security officials, I learned the art and power ofcompromise and mutual respect, which is key in education,”said Steve.

Steve, currently in his 14th year at St. Margaret’s and secondyear as math department chair, believes that in every aspect of his job, and in every decision he makes he considers “whatis best for the student.”

In 1984, fresh out of the military, with a love for math andteaching high school students, Steve pursued a teaching job at a local high school and enrolled in California StateUniversity, Northridge. He worked as a full-time mathteacher at a private high school in the San Fernando Valleywhile taking classes to complete his bachelor’s degree. Inaddition to his Bachelor of Arts in mathematics, Steve alsoholds a Master of Arts in educational leadership from AzusaPacific University, where he is in his second year as a doctoralstudent, also in educational leadership. Steve feels motivatedby his cohorts in his doctoral program. “I’m fascinated bytheir diverse educational experiences. Being in class withthem has made me a better teacher and administrator,” hesaid. “I consider myself a lifelong learner. I always want to improve.”

In addition to teaching, Steve has had a successful career as acollege and high school football coach. He was ViewpointSchool’s inaugural head coach leading them to an undefeatedseason and league championship. He also coached a localhigh school team that became number one in the state andnumber two in the nation, and in total, Steve has coachedseven National Football League players.

F A C U L T Y P R O F I L E S

Steve Sherman

B y C h r i s s B o n h a l l

When Steve came to St. Margaret’s in summer 1999, hecoached football and later enjoyed announcing varsity boysand girls basketball games for nine years. He has been thefaculty sponsor of numerous clubs, and overall he has taughtAdvanced Placement mathematics coursework for almost 30 years.

Characterizing his teaching style as active and energetic, Stevesaid, “I utilize problem-based learning requiring students touse higher levels of thinking. Teaching my students to thinkand have independence of thought is my goal.”

This is a goal that senior Brandon Price has appreciatedthroughout his years as Steve’s student. “Thanks to Mr.Sherman, I’ve realized that sometimes the most obvious wayof solving a problem isn't always the best or even correct way. I've been able to apply what I've learned from him inother subjects and even outside of school,” he said.

Senior Emily Venable agrees: “Mr. Sherman is able to notonly challenge students, but also to make them comfortablewith being challenged.”

“I love the challenge of teaching high school students,” saidSteve. “Adolescence is never dull – it is always fun, fresh and new. High school students are mature enough to have intellectual conversations with, but still open to consideringnew ideas. I enjoy watching them mature into young menand women.”


s u m m e r 2 0 1 3 43

Attending educational seminars and conferences is a priorityfor Steve. He is known as a national speaker on the subjectsof math and football. Outside the classroom, Steve is a seriousdo-it-yourselfer, having designed and built a mountaintopcabin on 40-acres of land in Colorado. “This was a dream ofmine that I’m proud to have accomplished.” Steve also enjoyshiking, the outdoors, sports, financial planning, crosswordpuzzles, traveling, and spending time with family. His strongfaith in God is a stabilizing and inspirational part of his life.Sharing St. Margaret’s with his wife, Karen, events coordinator,and daughter Cassie, junior, has been a bonus to him. Stevealso has a 26-year-old son who is currently living in Seattleworking on National Geographic cruise ships as an aquatic instructor.

At St. Margaret’s, Tess says, “Ifound my bliss!” Discoveringher true calling, however, tooka circuitous route.

Tess is a longtime resident ofSan Clemente, having attendedPalisades Elementary School,Shorecliffs Middle School, andSan Clemente High School(Class of 2003). During herschool years, she kept active as

a cheerleader and member of the Associated Student Bodyand studied dance, piano and violin. She also spent sevenyears swimming competitively with the South Coast AquaticsTeam, participating in the Junior Olympics twice.

She graduated in 2007 from San Diego State University witha degree in communications with allied discipline in publicrelations. During summers, she loved interning at WarnerBros. Studios in the Publicity and Special Events Department.

Tess Posvistak

After college she continued her career in publicity atParamount Studios, but it did not take long for Tess to feelthat she was not where she was meant to be. “I wanted a jobthat was gratifying, a job that made me feel that I was givingback and making a real difference in this world.”

Several members of Tess’ family have worked in the field ofeducation. When Tess had an opportunity to observe hercousin teach second grade, she felt drawn to education as avocation. “I was touched by the positive impact my cousinhad on her students,” she said. “I saw how passionate she wasabout her occupation, and knew, at that moment, this was my calling.”

She began to focus on launching her career as a teacher,completing her Multiple Subject Teaching Credential through National University in 2009. She became interestedin St. Margaret’s through her mother-in-law, St. Margaret’sInstructional Technology Support and Computer Scienceteacher Londa Posvistak, Tess started dating Londa’s son at age

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B y C h r i s s B o n h a l l

Former students haveshared with Steve that whathe teaches transcends theclassroom. He is proudwhen they return tellinghim how prepared theywere for advanced mathcourses, even in topschools. He is also pleasedthat when he served as senior class dean (2006-2011), he had many

conversations about life, parents, social situations, and careerpaths that had nothing to do with math per se. “As an educator,I also enjoy the focus on the affective side of education, thatis, the aspect of adolescence that complements academics.”

Senior David Freed, another student of Steve’s for severalyears, concurs. “Mr. Sherman doesn’t just teach math; heteaches some of the most important life skills. His ability toread people and empathize with them is really special.”

Steve can’t imagine a more satisfying collection of teenagers.“They’re so talented, environmentally aware, and giving oftheir time and energy. I love their passion, whether on theathletic field, onstage, or in the classroom,” he said.



16, and she and Kyle were married in August 2010. Londaencouraged Tess to visit the campus and, after Tess met facultymembers and students, she knew she wanted to be a part ofthe community.

Tess’ first position was teaching assistant in Kristin McDaniel’sfirst-grade classroom in spring 2008. She enjoyed St.Margaret’s so much that she began working at the ExtendedDay program. Subsequently, when she was hired to teachthird grade for the 2009-2010 school year, she was overjoyed.Since then, Tess has gained the title of Lower School summerschool coordinator, as well.

Tess describes her teaching style as firm, fair and most of all fun. “My students say I make learning enjoyable andengaging. Students say I am a good listener and am supportiveand kind. They know that I respect them as individuals. Imake each of them feel important and valued. Their opinions matter.”

One of her approaches is creating songs for use as memorydevices. “My students from previous years still tell me theysing my songs to help them remember formulas, for example,songs I’ve created to help them remember math lessons.’’Mick Vollmer, third-grade team leader, appreciates Tess’ teamspirit. “She is an amazing teammate who constantly bringsnew ideas for third grade. Her kind demeanor and positiveapproach allow her to build strong relationships, not onlywith her students but also with her colleagues.”

Tess found a new passion with after-school clubs and last year began supervising Beginning Robotics with LEGO®

WeDos (easy-to-use LEGOs® that introduce robotics). Sheattended the International Society for Technology inEducation conferences with Londa to learn about programsto use in the new St. Margaret’s ICE (Imagine. Create.Engineer.) Lab. Last summer, the duo presented at the sameconference, and they are excited about presenting again thiscoming summer.

Tess also enjoys challenges outside school. She teaches a“Pilates-inspired” workout at a local studio, and she and Kyleoften go hiking with their Australian Shepherd, Coco. Thecouple loves traveling and paddleboarding, and this winterTess learned to snowboard. She and Kyle completed theCamp Pendleton MudRun last year. “It was the first time Ihad run a 10K race, and not just any race, but a challengingrun over six miles with hills and obstacles, running throughmud, sand and gravel, and even swimming at some points.’’They liked it so much that they plan to participate in moreraces like it in the future.

Tess is proud of what she calls her “nothing ventured, nothinggained” attitude inside and outside of the classroom. “I’m not fearful of trying new strategies and techniques in theclassroom. I’m always looking for ways to increase my students’engagement and interest.”

Jalyn Chun, Tess’ student during the 2010-2011 school year,remembers a lively and stimulating classroom atmosphere: “I like Mrs. Poz because she is nice, fun, and always there foryou. In her class, you can let your imagination go wild andstill learn.”

For Tess, persistence and commitment are key goals. ‘’I prepare my students to be problem-solvers and independentthinkers. I want them to be able to collaborate with othersand be respectful to peers and adults. I encourage them totake responsible risks and to not sit on the sidelines.’’

Tess is proud of the respect that her students show her. “Thatmeans the world to me. They are the reason I love my work.Also, the school’s mission statement is especially meaningfulto me. I’m a firm believer of educating the whole child. Ourmission statement emphasizes that we educate the mind…andalso the heart. Nurturing our students’ character and core values is the focus of what we practice.’’ �


s u m m e r 2 0 1 3 45

Among the nine classes I have counseled to college, I feel a special connection to the Class of 2012 because I was also theclass dean during their senior year. Many of the students in the class remain in close contact, sharing details of their first yearof college, which keeps me in the loop on how many of them are doing. The Class of 2012 chose a diverse group of 70 colleges and universities in 25 U.S. states, the District of Columbia, France and Scotland. Thirty-nine percent remained inCalifornia. A sizeable number of students in the class enrolled at colleges and universities in Massachusetts (8), New York (7),Texas (7), Colorado (5), Pennsylvania (5), Maryland (4) and Maine (3).

This year, four Class of 2012 alumni, who attend very different institutions, share their first year experiences. Chris Bauerattends the University of California, Santa Barbara; Jacob Garrett is a midshipman at the United States Naval Academy inAnnapolis, Maryland; Camille Sheets attends The George Washington University in Washington, D.C.; and Heather Zusman isat Trinity College in Hartford, Connecticut. I was able to visit three of these campuses in March and April, which gave me afirst-hand view of these students at their colleges.

Chris, Camille, Jacob and Heather represent the successful experiences of hundreds of St. Margaret’s alumni who are currentundergraduate students at 156 different colleges and universities.

Our college counseling curriculum encourages students to have full and engaged experiences when they get to Upper School.St. Margaret’s students benefit from being guided by advisors, teachers, coaches, chaplains and college counselors who knowthem well and challenge them to live up to the school’s core values in terms of character, involvement in the community,development of personal and academic talents with balance and breadth, and meeting high expectations. We hope that theseare the skills that accompany them when they leave St. Margaret’s.

I beam with pride as I visit our alumni and see them as successful members of their college and university communities.Reading the reflections of these four students illustrate that our students are making good college choices, and that they arevery well prepared when they arrive on their college campuses each fall.

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Class of 2012 Alumni Share Reflections on Their Freshman Year

Thriving in College

By Roland Allen, Director of College Counseling


University of California,

Santa Barbara

The George Washington University

Camille Sheets, The George Washington University

I am more than halfway through second semester and I cannot believe I will be done with my freshman year of college in a month! My experience here at The GeorgeWashington University located in the heart of Washington,D.C. has been so amazing and unique. It is incredible to lookback to first semester and see how much I have changed andlearned. I remember applying to GW and being so fascinatedwith the quote “Only at GW,” which promoted D.C. experiences not to be found anywhere else. Since that time, I have found this saying to be true. In the past year, I havewatched the presidential motorcade drive through campus,stormed the White House on election night, attended inauguration, gone to a Macklemore concert on campus, and even experienced a sunrise Easter service at the Lincoln Memorial.

It took a while for me to adjust to college life, to be honest.As amazing as college is, no one ever told me why thisadjustment was so hard. I missed home a ton and had to fightoff the loneliness that comes with being a first semester freshman. Living with a roommate is an experience in itselfand I was not used to being in a city without a friendly faceto rely on. I had to learn to make friends, spend my moneywisely, do my own laundry, force myself to spend countlesshours in the library, and still manage to get some sleep. Oncampus, it took me a while to get myself involved. Though Iwas (and still am) involved in a few Bible studies and campusministries, I knew I wanted to do even more. I went out on alimb and joined a sorority in the fall, but did not participatemuch until second semester when I took an executive council position as the sorority’s photographer and historian.I took a leap even further and joined the school’s newspaper,The Hatchet, as a photographer. Besides learning some greatleadership and photography skills from these organizations, Ialso got to meet some incredible people I never would havecome into contact with unless I had made the effort to jointhese groups.

GW has proved to offer more than just a location in D.C.The academics here have ranged from big lectures to smalldiscussion classes. My favorite classes being a film photographyclass, biological anthropology, and even a mandated universitywriting class that focused on the television show Mad Men.St. Margaret’s definitely prepared me for the rigorous educationthat one expects from a university and without that preparationI do not know where I would be. I came to GW to major in criminal justice and have since decided I want to minor ininternational affairs with a concentration in security policy in order to pursue my dream of working in national lawenforcement. I know that my school, experiences and locationwill help me attain this goal through my hard work.

Freshman year is hard. There is no doubt that freshmen at anyschool will have their ups and downs, but ultimately everyone


will find their place. Though some at GW grumble about thehigh tuition rates and exclusivity presented in some facets ofthe student body, I feel so blessed to be at a place that hashelped me enjoy my college experience. This year has taughtme many things that I will not only hold with me in myfuture years, but will use to help those who come after mewho may struggle with the challenges of college life.

Chris Bauer, University of California, Santa Barbara

It did not take long for me to feel comfortable in theUniversity of California, Santa Barbara community with theawesome weather, engaging classes and a vibrant social life.There is not much more one could ask for in a college experience. My first two quarters have been filled with theclassic college freshmen struggles; sharing a tiny dorm roomwith complete strangers, navigating a massive college campusand balancing a social life with long hours in the library.However, looking out of my ocean-view dorm has helped toease the stress of freshmen year. The community is truly aliveon warm sunny days where students can be found running,biking, surfing and exploring the endless outdoor opportunities.Not many college communities are organized like UCSB,perched on cliffs overlooking the ocean. Adjacent to campus,the beachside community of Isla Vista offers a wide variety ofdining experiences and houses the majority of upperclassmen.

The most important way to avoid getting lost among thethousands of other ambitious undergraduates is to get involvedin one of the many groups on campus. The countless clubs,sports and active Greek life provide limitless opportunities to connect with like-minded students. Participating in thelacrosse program beginning my second week of school definitely made my transition from a small high school to amassive public university much easier. Enjoying the oceanside homes occupied by the upperclassmen on the team gaveme a taste of what the future holds.

The transition from small high school classes to huge lecturehalls was one of the biggest hurdles of freshman year.Thankfully the quarter system allows students to take a varietyof classes, which helps keep school interesting throughout the year. Classes in the political science department at SantaBarbara have offered interesting, unbiased insights to state,federal and international politics. Political science is a verywriting intensive major, but thankfully the writing skillslearned during my years at St. Margaret’s have put me farahead of many other undergrads. The level of writing expectedup to this point in my college career has been very similar towhat was expected throughout my career at St. Margaret’s.

Overall, the first few months of college have come with their challenges, but the environment at UCSB is one with endless social and academic opportunities. I am proud to be a Gaucho and thankful to be a part of such an active and diverse university.


s u m m e r 2 0 1 3 47

United States Naval Academy

Jacob Garrett, United States Naval Academy

The United States Naval Academy experience is far out ofthe ordinary. I know this essay is meant to focus on my experience rather than the school itself, but some information(and shameless advertising) will be provided. My first year incollege really started with a bang. Plebe Summer is a (very)toned down boot-camp style orientation to the academy. Itwas by far the most formative experience I have had in myshort lifespan. The Plebe Summer experience is a rollercoaster,with genuinely hilarious and goofy moments followed in seconds by intense expectations. The summer seemed to lastforever, and we could hardly wait for the academic year tobegin. We would be able to enjoy classes, friends, beingallowed in town (from 12 p.m. to midnight on Saturdays) and have a few less eyes watching us. The reality was, asidefrom being allowed to use a restroom at will, we gained verylittle freedom.

As we rolled through the academic year, our numbers dwindleda little more, and we confronted the fact that the year wouldnot be what everyone expected. The result of all the 0530workouts, room inspections, possible and impossible tasks isteamwork. The principle is simple and while unpleasant,effective. I was confident while leaving St. Margaret’sEpiscopal School that there was a community there I wouldnever be able to replicate anywhere else. This is no less truethan the day I threw my cap, but I have found the smallgroup of 40 of us who have gone through so much togetherhave rapidly developed friendships astoundingly close andsupportive. By now you may have guessed this is the reason I cannot stop myself from using the word “we” when I talkabout my experiences. I am not saying I love everyone Iknow here, but I do claim that the way USNA breaks downinto military units makes the 4,000 student school feel likethe 100 person class I loathed leaving.

While I make these assertions about the academy it must bestated that USNA is very much what you want out of it. I meet new people every day, and for that I am grateful. Inaddition, while the academy certainly has its restrictions, Ifound myself doing what is required without a secondthought in just a few weeks’ time. The reality is that myexperience has had ups and downs like every other collegestudent, and adjusting at first was difficult. However, the people here are a solid, supportive, force to be reckoned with.Also, I anticipated a hollow hole of depression and yelling,and what I got was a place balanced by positive moments justas intense as negative ones. There is no place I would ratherbe, and frankly I have never been more excited to say I havethree years left.

Trinity U

niversity

Heather Zusman, Trinity College

“When the going gets tough, the tough get going.” As eachday comes and goes, this is the quote that has spoken to memost throughout my freshman college experience. I am aTrinity Bantam—a chicken many know us to be. My experience has been eye opening and life changing. Frompre-orientation camping trips, to coxing the men’s freshmen1 boat and winning first place at Dartmouth Green Monster,to academically challenging myself in advanced Chinese 301,and to surrounding myself with members of The Mill, I havelearned more about myself than I ever thought I could in amere three months.

I came to Trinity College in Hartford, Conn. as HeatherZusman, an individual, not the second of three, and findmyself constantly talking about my inspirational siblings,Jenna and Nick. Cliché as it may sound; college really is aplace to find your true self.

What made my transition from St. Margaret’s to TrinityCollege a bit more stress free was the pre-orientation programI signed up for, Quest. Quest is a traditional freshmen campingtrip where students learn camping necessities and bond insmall, close-knit families for four days. Though it was only atotal of five nights and four days, I have never become soclose to a group of people in as short of a period of time.The idea that we relied upon each other to make it up scalingrocks was an introduction to the reliance I now have withmy classmates and teammates.

The people who have made all the difference in my experienceare the professors on campus. Though I originally enrolled in 19th century architecture as an escape from the requiredscience and math courses, Kathy Curran, my architectureprofessor, has made leaps and bounds for me. The relationshipsbetween students and professors, in and out of classes, arecomfortable and genuine. My professors have proven thatthey want nothing more than to see me strive in the classes I enjoy. Originally wanting to focus on pre-med, my path haschanged to major in art history with a focus on architecture.

Ever since my lower school art classes with Mrs. Mary Mayer,I have always had a fond passion for studio arts. Excited tocontinue my involvement with The Mill, an arts orientedtheme house, I will help design and construct one of themany student inspired rooms. Coincidentally, the theme ofthe room directly correlates to my freshman seminar: TheExperience of Religious Art in Asia. The Tibetan themedroom will begin its recreation at the start of the secondsemester. I cannot wait to see “Om mani padme hum” stenciled and painted in gold on the richly red painted walls!



Arts education at St. Margaret’s is intentionally designed toprovide a rich and deep experience for all of our students,from the very youngest to the accomplished senior. Becausewe believe that arts education is an essential and integral partof a St. Margaret’s education, the arts are not treated as anoptional experience for only a few students, but rather as anintegrated element of every student’s life. We focus on teaching our students the lessons that the arts teach best: creativity, innovation, collaboration, synthesis, empathy andglobal understanding. All of these skills are essential to successin a 21st century world.

Although our arts programs are designed for the benefit ofevery student, we also have the resources to meet the needsof those students who develop a particular artistic passion.Those students who want to dig deep into their work haveopportunities that are commensurate with their passions. As a result, we continue to graduate students who go on to college in arts-related majors and from there onto careers in a wide sweep of arts professions.

The alumni profiled in this article represent only a few of ourgraduates that have gone on to pursue careers in the visualand performing arts. St. Margaret’s graduates may be found inmany artistic programs and professions, as designers, musicians,actors, writers, directors, producers and a host of other arts-related areas. Countless others have seen tangible benefitsfrom the arts education they received during their years at St. Margaret’s even as they pursue careers outside the arts.

The arts education experience at St. Margaret’s EpiscopalSchool has been transformed by the opening of thePerforming Arts Center. Yet, it is interesting to note that thesegraduates who did not themselves have the opportunitiesprovided by the new facilities were inspired by the arts education they received during their time at St. Margaret’s,and were well-equipped to pursue continued study, and ultimately a life in the arts.

For many years, St. Margaret’s Episcopal School has demonstrated a strong commitment to

arts education through its talented arts faculty and innovative programs. That commitment

now has a significant visible symbol, the new Performing Arts Center, which has enabled us to

expand our already robust arts programs.

A Life in the

ForForF manyF manyFor manyorForF manyForF years, St. years, St. years, Margaret’s St. Margaret’s St. Episcopal School has demonstrated a strong commitment to

arts education through its talented arts faculty and faculty and faculty innovative programs. That programs. That programs. commitment

now has a significant visible symbol, the symbol, the symbol, new Performing new Performing new Arts Center, which Center, which Center, has enabled us to

expand our already our already our robust arts programs.

A Life in the

ArtsB y D a r c y R i c e , D i r e c t o r o f t h e A r t s

A L U M N I P R O F I L E


A member of the Class of 1993, Sonya Lee has garnered areputation amongst audiences as a pianist who plays in “the grand Romantic tradition, with flawless technique, amarvelous variety of colors, and exquisite phrasing.” Havingperformed at world-renowned concert halls includingCarnegie Hall’s Weill Recital Hall, Alice Tully Hall at LincolnCenter, the Wheeler Opera House in Aspen, Colo., CreateCenter Hall in Osaka, Japan, the Honen-in Temple in Kyoto,Japan, and the Salle des Colonnes in Fontainebleau, France,Sonya’s first performance was at the age of five.

“Practicing and performing made up the bulk of my childhood, so for me, it was part of my daily routine thatbecame my passion,” said Sonya when asked when she decided that this was what she wanted to do in life.

“Making a life in classical music is challenging and humbling.As a performer and as a teacher, there is always more to learnand discover. There is also a great reward in meeting people,especially children, after a concert who have never heard classical music and having them say how moved/excited/surprised they were by it. I love that.”

Sonya first came to St. Margaret’s Episcopal School in grade3. “We didn’t have an auditorium. In fact, there were onlythree students in the school orchestra – a cellist, and two violinists! Fortunately for us, the music/arts classes we didhave were headed by some very capable and caring teacherswho went to great lengths to help grow the programs, andcreate opportunities for students to perform. For me, thismeant teachers rolling out an upright piano onto the blacktop during a Lower School sporting event just so I could play a piece, encouraging me to take on accompanist dutiesfor the Upper School choir, and invitations to perform in

Chapel. I didn’t know it at the time, but the accumulation ofall of these opportunities as a Lower School student all theway through high school gave me valuable performanceexperience as both a soloist and a collaborative pianist thatmany young musicians would not have otherwise.”

A graduate of The Juilliard School, where she studied withGrammy-winning Pianist Emanuel Ax, Sonya was born inTokyo, Japan and raised in Orange County, Calif. She beganmusical studies at the age of two. In addition to performing,Sonya is an avid educator and has been a faculty member of The Juilliard School’s Music Advancement Program, aguest lecturer at New York University’s drama department,and has given master classes for aspiring young pianists inJapan. She also maintains a studio of exceptional private students in New York City, Orange County and Los Angeles.Additionally, Sonya has collaborated with Rivers Cuomo, the lead singer of the alternative rock band Weezer.

“As a huge fan of rock music, it has been thrilling to performwith Rivers Cuomo of Weezer, who is an incredible musicianthat I respect very much,” said Sonya.

When asked what she enjoyed most about the arts programat St. Margaret’s, Sonya said, “When Sillers Hall was built thefine arts department finally had a venue for school musicals,art exhibitions, and of course, concerts. It allowed for theabundance of talent in both students and teachers to beshowcased, which felt wonderful for the artistic communityat St. Margaret’s. Whether art and music are being created inclassrooms or at the stunning new Performing Arts Center,the arts program at St. Margaret’s was, and will always be,great because of the teachers and their vision for the students.”

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s u m m e r 2 0 1 3 49

Sonya Lee




Adam Blumberg graduated from St. Margaret’s EpiscopalSchool in 1998 and went on to receive a Bachelor of Arts intheatre and drama from The University of Wisconsin, Madison.

“Most of my studies and extra-curricular activities [in college]were related to the arts. I even tried to make any of my science or other required courses somehow related to thefield – I literally took a class called ‘physics in the arts,’” said Adam. “In the end, I performed in about 15 plays ormusicals, including one opera. It was great to be in some bigproductions of long-established shows. But, what I reallyenjoyed was working with the playwright students. Workingon new plays as an actor, director or producer was veryrewarding. Of course it was great to be in a grand operawritten by Handel with a 60 piece orchestra, or a productionof ‘Man of La Mancha’ with amazing sets and a huge cast.But, sometimes a “work in progress” production in a small,black-box theater with limited funds was really special too.And, it’s the skills I learned working on those productionsthat are still so important to my career today.”

According to Adam, making the transition from exploringthe arts in an educational setting, whether in high school orcollege, into the real world wasn't easy. “I had several jobsafter I graduated. I was selling shoes, cleaning carpets, tendingbar at the Orange County Performing Arts Center, givingtours at Universal Studios Hollywood, and doing a one-manshow called Fun & Discovery with Bubbles, for schoolassemblies and children’s hospitals – all at the same time!”

He finally landed his first job as a writer’s assistant for Emmy-Award winning writer-producer Gail Parent working onprojects such as Walt Disney's Confessions of a TeenageDrama Queen starring Lindsay Lohan. “It doesn't sound thatglamorous, but being a Hollywood assistant is where it startsfor most of us in the film and television industry. I learned a lot about how a movie is written and ultimately produced.That led me to work with amazing, talented people likeTracey Ullman and some top television directors and producers. My next job was working for Lauren Graham(Parenthood, Gilmore Girls) at Warner Brothers Studiosdeveloping new TV show ideas with her. I had my own parking spot with my name on it, an office on the lot, and I was rubbing elbows with movie stars every day. I felt like I had really arrived in Hollywood!”

Currently the director of development for EntertainmentOne Television (eOne), an international television and filmstudio responsible for the development, financing, productionand worldwide distribution of television shows and featurefilms to more than 500 broadcasters in 150 countries includingcritically acclaimed and award-winning series such as: TheWalking Dead and Hell on Wheels (AMC), Rookie Blue(ABC), Hung (HBO), Steven King’s Haven (SyFy), theTwilight movies and many more, Adam works with writers to come up with new ideas for television shows and pitchthose ideas to the networks.

“Ninety-eight percent of the projects I work on never makeit to air. That’s probably the most difficult thing about being a television executive – that and the fact that often times “business” gets in the way of art. My job is really where “art”and “business” meet,” said Adam.

Adam’s participation in organized arts began at St. Margaret’swhen he auditioned for “Alice in Wonderland” a few weeksbefore starting sixth grade.

“It was my first audition, and the first time I was in a playwith costumes, staging, lights, makeup – everything. Fromthere I participated in about a dozen plays at St. Margaret’s. Itis where my love of theater and storytelling really developed.All of our plays were in Sillers Hall. It is so great to see thenew arts building and theater on campus. The students noware very lucky to have such a world-class space.”

A lifetime founding member of The Global Theatre Project,Adam currently lives in Los Angeles with his wife Dana, andtheir cat Ella.

“I wake up every morning excited to go to work. I have topinch myself every now and then because I'm so lucky to bedoing what I love and I’ve managed to establish my career in the arts. I get to come in to work each day to develop TV,watch TV, talk about TV, make TV; and then I go home and watch more TV. I still have a long journey ahead, but so far I’m happy and creatively satisfied every day.”

Adam Blumberggdevelopment fofof E

Ad


Currently finishing her fourth year at NorthwesternUniversity in Illinois, double majoring in theater and radio/television and film in the university’s prestigious musical theatre certificate program, Desiree Staples graduated fromSt. Margaret's Episcopal School in 2009. A major contributorto the arts at St. Margaret’s since joining the school in grade3, Desiree is now immersed in the arts at Northwesternwhere more than 80 productions are offered each year.

“I have had the amazing opportunity to be involved in morethan 30 of Northwestern University’s Theatre andInterpretation Center’s main stage and student musicals; myfavorite credits including playing the Drowsy Chaperone inthe “Drowsy Chaperone,” Paulette Bonefonte in “LegallyBlonde,” Cinderella’s stepmother in “Into the Woods,” andMae in the Theatre and Interpretation Center’s “The Pajama Game.””

This spring, Desiree starred as the wicked witch inNorthwestern’s Theatre and Interpretation Center’s “FlyingHome,” and Northwestern’s 82nd Waa-Mu Show.

“The Waa-Mu show is one of Northwestern’s longest traditions where more than 50 students write an entirely newmusical with a completely original score and book everyyear,” explained Desiree. She is also on the creative team forWaa-Mu this year as one of the three head musical writers.“This year, Waa-Mu’s plot is based on what happens when agroup of school boys fall down the rabbit hole, over the rainbow and straight on till morning into the stories ofDorothy, Wendy and Alice in “The Wizard of Oz,” “PeterPan” and “Alice in Wonderland.””

Part of the program for four years, Desiree just completed herfirst year as director for Out Da Box, Northwestern’s improvand sketch comedy group, and will be performing in the university’s Fourth Annual Songwriter’s Showcase in NewYork City. She will also be singing and presenting a myriadof songs her and her peers have written for the New Musical

Theatre Cannon, including the song “Cursed,” that she wrote for Waa-Mu this spring for a 2,000-seat audience.

Additionally, every Saturday morning Desiree hosts her ownradio show called Broadway My Way on 89.3 at Northwesternand Chicago’s radio station The Sound Experiment. Theshow plays exclusively Broadway tunes and Desiree gives herlistening audience musical theatre news, commentary andinterviews with the industry’s biggest names.

Her favorite experiences as of late include being the nationally recognized “Agnes Nixon” and the “AmericanMusic Theatre Project” at Northwestern University. She hasalso dabbled a bit in producing. “I’m most proud of ‘8’ thestage reading premiere in Chicago that I produced, which isbased on the Proposition 8 trial for lesbian, gay, bisexual and transgender rights that occurred in California in 2008.”

“It’s kind of amazing how well prepared St. Margaret’s artsprogram equipped me for the arts at Northwestern. I choseNorthwestern coming out of St. Margaret’s because I found it a core foundation of my acting belief and training that realactors come out of real people, and well-rounded multi-faceted life experiences, and that it takes an extremely intelligent actor to be a good actor. And, so, I knew comingfrom such an academically rigorous school like St. Margaret’sthat I needed to keep challenging and continuing to furthermy education, which has made me so well-rounded and hastaught me so much in every subject. I’ve always been toldhow focused, organized, and respectful I am in a professionalprocess and how much of a quick study I am – I know that’sbecause I was held to the highest standards by my teachers at St. Margaret’s.”

In addition to Desiree’s studies at Northwestern and herinvolvement in the campus arts program, she is constantlyauditioning in the “real world,” getting ready to be a professional actress as soon as she graduates.

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s u m m e r 2 0 1 3 51

Desiree StaplesS



Currently the owner and operator of 17th Street RecordingStudio and 17th Street Records LLC, a professional recordingstudio that provides songwriting, production and recordingservices, Anik Dang is a member of St. Margaret’s Class of 2003. Based in Costa Mesa, Calif. the studio provides complete services for artists looking to write and recordsongs that will give them the best opportunity to obtain arecord/publishing contract. The studio was awarded OrangeCounty’s Best Record Label from OC Weekly in 2012, and in 2013 Anik and his business partner, Lewis Richards,were nominated as two of the five best producers inOrange County by OC Music Awards.

A graduate of California State University, Fullerton’s MihayloCollege of Business and Economics, Anik continued with thecollege’s entrepreneurship program and started a clothingline. “I worked with graffiti artists and tattoo artists for thedesigns, and used the schools resources to create my supplychain,” said Anik.

After college, Anik worked in the real estate industry buyingand selling homes, and also started a social media company,which nearly led him to work with Viacom and CBS inChina. “Unfortunately, circumstances led me to close thosedoors, and I found myself at a crossroad,” said Anik. “My closest friends were all musicians in some right, and I decidedI would use my time to help them grow their careers.”

Anik’s first record label, Hot Dang! Studios, was started in2008 with former St. Margaret’s student Jourdan Gallemore.

“The connections and community that I met through St. Margaret’s has been extremely influential,” said Anik.

Anik and Jourdan closed the doors of Hot Dang! Studios in2010 and Anik formed 17th Street Recording Studios withhis current business partner. The company was incorporatedin November 2010.

“The challenges [of opening a business] are endless. Ourrecording studio and record label is more or less a one in amillion business. We run the company without any employees,and every day is different. Some days I am the executive, the producer, the director, the manager, the agent, the photographer, the editor, the graphic designer, the janitor, theintern, etc...I could go on forever. But, really the tough partstarts after the music is made. In my experience, the hardestthing is getting people to listen. Once you do that, the nexthardest thing is collecting your money,” said Anik.

When asked about the highlights of his career, Anik said, “I am most proud of the acts on our label. Micah Brownwon the 2011 Acoustic Artist of the Year, and the 2012 and2013 Best Folk Artist from OC Music Awards. He was also nominated for Album of the Year, which was great. TheOriginalities took home Best Surf Award this year as well,which was well deserved. The best highlight I have so far isprobably my nomination for Best Producer this year.

“I love my job, not a lot of people can say that. At the end ofthe day, making music is about creating a positive vibration. I know the music we make changed lives and perspectives,and it is extremely rewarding. It is definitely the hardest jobI’ve ever had, but I wouldn’t trade it for the world,” said Anik. �

Anik DangStudi


Class of 2004. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Meagan (Brown) KraszewskiMeagan and her husband Kyle doubled the size of their family this past year. Identical blessings, Addison and Kelsey,joined their family on September 7, 2012. Kelsey had a bit of a rough start and spent the first 2 1/2 months in theneonatal intensive care unit at the Ann and Robert H. LurieChildren’s Hospital in Chicago where Meagan and Kyle live.She is progressing well.

Lesley Ann (Guinther) Geivett Lesley Ann married Tyler Geivett in her home town ofIrvine, Calif. on July 14, 2012. The happy couple continue to reside and work in Los Angeles.

Class of 1988. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Kathleen Neely MacomberKathleen moved to south Florida last fall, where her husbandWill is developing water desalination plants. They are exploringtheir new state with their daughter Pilar, who is now in the third grade. They are an hour north of Miami and welcome visitors!

Class of 1997. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Joshua Del PinoJoshua is finishing his first year as a prefectural advisor forThe Japan Exchange and Teaching Program in Matsue City, Japan.

Class of 1998. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Florrie Hallenbeck WillisFlorrie and her husband Patrick welcomed their first childGeorgina Winters Willis on January 11. All are happy andhealthy living in Tampa. Florrie is continuing to work forLincoln Financial Group.

Class of 1999. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .China HansonChina graduated from University of California, Irvine thispast December with a PhD in microbial ecology and evolution. In early 2013, she began a two-year postdoctoralresearch position at Newcastle University in the UnitedKingdom to study bacteria in deep sea oil seeps.

C L A S S N O T E S

s u m m e r 2 0 1 3 53


Class of 2005. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Christopher BenderevChristopher spent time in Japan working on a series of articles for National Public Radio and Public RadioInternational on life in the country after the 2011 tsunami.Chris intended to maintain awareness of the lives of everydaypeople as they seek to rebuild their lives. He followedvolunteer photographers from around the world as they tooknew family portraits to replace those lost in the aftermath of the devastating events.

Class of 2007. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Kate Lanni and Chad GiacopelliOn July 15, 2012 in Laguna Beach, Kate Lanni married Chad Giacopelli in a private ceremony at Laguna PresbyterianChurch. As Tartan alumni from the same St. Margaret’s graduating class, they recognize a lasting bond was formedinto a lifetime of marriage, friendship, love, and the beginningof a new family. Kate and Chad are grateful to St. Margaret’sfor giving them the opportunity to meet and fill their liveswith such joy.

Class of 2008. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Liz SimonLiz is a behavior data analyst at the Marcus Autism Center,part of Children’s Healthcare of Atlanta. She is presentlyworking on her master’s degree in public health, specializingin epidemiology. She runs half-marathons in her spare time.

Class of 2009. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Alyssa HopperAlyssa has been named to the Dean’s List at HamiltonCollege for the 2012 fall semester. To be named to the Dean’sList, a student must have carried throughout the semester acourse load of four or more graded credits with an average of3.5 or above. Alyssa is a senior at the college majoring in artand English.

Clara KargerClara is graduating from Indiana University (Bloomington) in May with a Bachelor of Science in history and a minor in psychology, with a certificate from the Liberal ArtsManagement Program. She was invited to join the corps for TeachForAmerica, and will be attending the month longteaching institute in Phoenix in June. Starting in July, she will be in St. Louis for two years as a teacher in early childhood education.

Class of 2011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Carlye PorrazzoCarlye was recently accepted as a member of University ofSouthern California’s Premier A Cappella Group, the SoCalVoCals. The VoCals are three-time winners of theInternational Championship for Collegiate A Cappella (2008,2010, 2012). The group just released their seventh studioalbum, “Permit to Harmonize,” and spent spring break on a Florida tour where they performed at local colleges and highschools. They concluded the tour by singing the nationalanthem at a Miami Heat game. Carlye also serves on the board as the business manager and negotiates the group’s contracts for local performances at private parties, premiers, schools, conventions and numerous USC events.



Alumni Events 2012 Tartan Tee-OffOn Monday, October 1, 2012 at the Newport Beach CountyClub, alumni participated in the Annual Tartan Tee-Off GolfTournament, helping raise money for St. Margaret’s financialaid program. Alumni are always invited to participate in thisexciting tournament. Save the date for this year’s tournamenton Monday, October 7, 2013 at El Niguel Country Club.Sign-up online at www.smes.org/teeoff.

All Alumni ReunionAt El Adobe in downtown San Juan Capistrano, the TartanAlumni Association hosted the Second Annual All-AlumniReunion on Friday, June 8, 2012. With tremendous supportfrom alumni of all ages, more than 120 alumni gathered toreconnect, share stories and honor retiring AssociateHeadmaster David Boyle. Tartan Alumni Association PresidentDr. S. Todd Newman (Class of 1991) presented Mr. Boylewith an honorary diploma from St. Margaret’s EpiscopalSchool and officially welcomed him as a fellow Tartan!

Five New Alumni CouncilMembersRecently the Tartan Alumni Association proudly welcomedfive new volunteer board members, who each bring a varietyof strengths to the organization. For more information and toexpress an interest in joining the Tartan Alumni Councilplease log on to: www.smes.org/alumni

R. Chris Allen (Class of 1989)

Alyson Barker, Esq. (Class of 1999)

Kurt K. Belcher(Class of 1997)

Dr. Kerry Parker Burnight(Class of 1987)

Jennifer Wolfe M.A., LMFT(Class of 1991)

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A L U M N I U P D A T E S


Alumni Christmas PartyThe Tartan Alumni Association hosted the Annual AlumniChristmas Party at Marbella Country Club on Thursday,December 20, 2012. The evening was a great time for classmates to reconnect and fellow Tartans to mingle. TheLobby Bar at Marbella overflowed with more than 150 alumni, making this another record attendance event.

Alumni Holiday ClassicsBoys Alumni Basketball Game

Coed Alumni Volleyball Game

Summer 2012 Class ReunionsClass of 1987 – 25-Year ReunionOn Friday, August 17, 2012 the Class of 1987 gathered atJennifer and Lance Blount’s home in San Juan Capistranowith classmates and their families for a fun-filled afternoonand evening, bounce house included! They even found themselves pulling out old yearbooks into the wee hours ofthe evening remembering classmates that were unable to attend.

Class of 1992 – 20-Year ReunionOn Saturday, October 27, 2012 the Class of 1992 gathered in the lobby of St. Margaret’s Episcopal School’s newPerforming Arts Center to enjoy a reception, a facility tourled by former Associate Headmaster David Boyle and a sitdown catered dinner. Following the dinner, the reunion continued late into the evening at Tannins Restaurant andWine Bar across the street from campus.

Class of 1997 – 15-Year ReunionOn Saturday, August 25, 2012 the Class of 1997 gathered inthe private dining room at South of Nick’s in downtown San Clemente. Guests enjoyed catching up in the relaxedatmosphere and discussing the classes’ upcoming 20-yearreunion.

Class of 2002 – 10-Year ReunionOn Friday, June 29, 2012 the Class of 2002 hosted a beachbonfire in San Clemente to kick-start its reunion weekend.Beachgoers enjoyed watching the sunset, making s’mores andrecalling the countless nights of bonfires enjoyed throughouttheir senior year. On Saturday, the class gathered in the lobbyof St. Margaret's new Performing Arts Center to enjoy a sit down dinner and a facility tour led by David Boyle.

Class of 2007 – 5-Year ReunionOn Saturday, August 18, 2012 the Class of 2007 hosted itsreunion in St. Margaret’s new Performing Arts Center, theevening began with a facility tour led by Headmaster MarcusD. Hurlbut and David Boyle, which included classmates safely walking on the tension grid suspended high above the main stage. A sit down dinner ended the evening as classmates remembered their days at St. Margaret’s.

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new alumni coming back to campus and additional sessions, it was another home run. As the Alumni Association looksahead we hope to expand our involvement in the UpperSchool through hosting more ISP’s and possibly creating amentoring program. Over the past couple of years we havebeen able to connect alumni for job opportunities, internshipsand professional assistance but it has been on a small scale,moving forward we would really like to expand on this in away that is sustainable and further deepen our lifelonginvolvement in the school. We hope to continue to be aresource for not only alumni but current students and faculty,as well,” said Ian Tacquard (Class of 2002), manager, AlumniRelations and Special Events.

“The Upper School Alumni Career Forum was a uniqueopportunity for Upper School students to connect with St.Margaret’s alums from all fields. Students described the sessions as helpful, thoughtful, and inspirational. It was a greatchance for our students to form networks and contacts as allthe alumni were generous with offers to support our currentstudents. I was particularly pleased to hear all the alumnispeakers remark, regardless of timing, connections or talent,that hard work still matters. Special thanks to our alumni forcontinuing to support St. Margaret’s,” said Upper SchoolPrincipal Tony Jordan.

“This experience allows the students to broaden their scopeof career aspirations. It is an excellent opportunity for themto be exposed to a variety of career paths and freely participatein a Q&A, allowing them to continue to feel confident toexplore new career concepts, as well as existing career goals.It is a pleasure to participate in such an exciting event,” saidBrooke Ziccardi (Class of 1996), principal, Ziccardi Designs.

Alumni Career Forum

Friday, January 25 marked the second annual Upper SchoolAlumni Career Forum, with 27 St. Margaret’s alumni returningto campus to impart their wisdom on the entire UpperSchool student body.

Alumni presented during two, 30-minute classroom sessions.They began each session talking about their path from St.Margaret’s through college and onto their current careers.Students were able to connect with alumni from a multitudeof backgrounds. Tips and suggestions were offered to helpstudents navigate their own paths after St. Margaret’s throughcollege and into a career field. Each session ended with morethan ten minutes of questions and answers. Many studentsattended sessions in hopes of networking for a possible summer internship or finding a host for their IndependentSenior Projects, while others tried to find a potential career field.

“I thoroughly enjoyed participating in the Upper SchoolAlumni Career Forum. I was impressed by the sophisticationof the students, as they are much more aware of the worldthat they live in today then I was at their age. Mental healthissues are complex, and I am amazed at how attune they allare about specific psychological studies, ranging from addictionand forensic studies to psychiatry specialties. I was also honored,as many of the students stayed after both sessions to share theirown personal experiences with me,” said Jennifer Wolfe (Classof 1991), clinical manager, Therapeutic Behavioral Services.

“The Alumni Association was thrilled to host the secondannual Upper School Alumni Career Forum this year, with

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“We were incredibly pleased with the impact of this year’sAlumni Career Forum. Since its inception, only one year ago,it continues to be a unique opportunity to bring current students and successful alumni together to look toward thefuture,” said Dr. Todd Newman (Class of 1991), anesthesiologistand critical care physician at Hoag Hospital.

Below is a list of alumni speakers who attended the event:

Chris Allen (Class of 1989) – Manager of Global Learning & Development, Panasonic Avionics

Erin Newman Armstrong (Class of 1998) – Critical Care Nurse, Mission Hospital

Kurt Belcher (Class of 1997) – Owner and President, STAjetsJennifer (Bourguignon) Blount (Class of 1987) – Lower School Assistant Principal, St. Margaret’s Episcopal School

Mike Brown (Class of 1991) – Senior Sales Consultant, St. Jude Medical Corporation

Eric Eng (Class of 2001) – Aerospace, Software DeveloperJohn Glosser (Class of 1997) – Writer – ProducerNicole Hughes (Class of 2005) – Owner, Nicole Marie Events and Showdown PR

Matthew Kasdan (Class of 1999) – Principal, Eclipse Strategies, LLCTaylore McClurg (Class of 2002) – Engineering Systems Architect, Northrop Grumman Aerospace Systems

Dr. Todd Newman (Class of 1991) – Anesthesiologist & Critical Care Physician, Hoag Hospital

The Rev. Ryan D. Newman (Class of 1994) – Director of Operations and Chaplain, Campbell Hall

Dr. Shannon Hilgers Nissen (Class of 1993) – Orthodontist, Hilgers, Nissen & Clark

Justin Phan (Class of 2004) –Founder & CEO, PlayMyAd, Inc.Lee Redmond (Class of 2005) – Commercial Real Estate Development and Finance Analyst, HFF, L.P.

Ryan Westendorf (Class of 1991) – President, Dragon Metals Trading CompanyJennifer Wolfe (Class of 1991) – Clinical Manager, Therapeutic Behavioral ServicesDr. Cory Yeh (Class of 1994) – Founder and Surgeon, Yeh Plastic SurgeryBrooke Ziccardi (Class of 1996) – Principal, Ziccardi Designs

Law PanelTaylor Chase-Wagniere (Class of 2005) – JD Candidate, University of Southern California

Elaina N. Moore (Class of 2002) – Litigator for The Moore Law GroupMark T. Risner (Class of 1986) – Owner, Law Office of Mark T. RisnerSpencer Scott (Class of 2005) – 2L Student, California Western School of Law and Officer Candidate, California Army National Guard

David Sire (Class of 1995) – Attorney, Law Offices of Edward C. Ip & AssociatesAndrew Wood (Class of 2003) – Attorney at Law

MBA PanelNovelle Shakeel (Class of 2006) – MBA Candidate at Pepperdine UniversityRachael Stoddard (Class of 2002) – MBA Candidate at University of Southern California

If you are an alumni of St. Margaret’s Episcopal School andare interested in speaking at next year’s Alumni CareerForum, please contact the Alumni Relations Office at949.661.0108, ext. 247.

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Parents of Alumni

PAL Brunch and The Sound of MusicOn Saturday, October 6, 2012 the Parents of Alumni (PAL)gathered at the home of Susan and Buddy Purel for the PALBrunch. Guests enjoyed mimosas while taking a moment tocatch up and mingle. A buffet brunch was served poolsidebefore guests began to head over to St. Margaret’s PerformingArts Center. Tickets were placed on hold for the PAL groupto enjoy the inaugural season’s first show, The Sound of Music!It was a day many will not soon forget as the all-school student performers truly out shined the stunning new facility.

College Care PackagesOn Tuesday, February 12, 2013 theParents of Alumni Association (PAL) came together and assembled the alumni college care packages. In a matter of hours, PAL volunteers assembled hundreds of care packs to send off to St. Margaret’s alumni in college, including undergraduates, full-time graduates and military overseas.

In order to guarantee your Tartan alum gets one of these great packs, make sure to sign them up via our online form each year as their mailing addresses change frequently while in school. We would like to thank all parentswho volunteered to help assemble these packs, those whodonated food items to be included and those who helpedunderwrite the cost of this special program. Without theirsupport none of it would be possible.

If you are interested in getting involved in the Parents ofAlumni Association please contact Ian Tacquard at [email protected] or 949.661.0108, ext. 247.



s u m m e r 2 0 1 3 59

Chriss Bonhall retired inJune 2012, after teaching at St.Margaret’s Episcopal School since1993.

She first came as a teacher of Spanish,qualified beyond expectations. At ayoung age she knew she wanted toteach Spanish and prepared to major

in Spanish in college. But she took this dream to the nextlevel, and chose to study at Universidad de las Americas inGuadalajara, Mexico.

Four years later she was as proficient as any native speakerand she brought this gift to St. Margaret’s. During her time atSt. Margaret’s, Chriss was always willing to be the MiddleSchool translator, when needed, for Spanish. It was also notuncommon for a teacher colleague to sit in on her classes and learn Spanish. She welcomed them. She never hesitatedto assist them in their pursuits of proficiency in the Spanish language.

Her daughter, Natalie (Class of 2007), a “lifer” at St. Margaret’s,enrolled when Chriss began to teach at St. Margaret’s. Nataliehad a natural gift for geography and her enthusiasm for thesubject spread to Chriss. Subsequently, Chriss switched fromteaching Spanish to teaching geography.

Besides her wonderful teaching, Chriss is remembered for herenthusiasm and her calm dedication.

Carol Ann Ingalls cameto St. Margaret’s Episcopal School in1993 to chair the science department.

She was a critical spokesperson forthe sciences and was instrumental in the creation of a very academicscience program and facility.

In 1995, she oversaw the design and development of the science rooms in the Gateway Building. When complete, theimpressive, state-of-the-art rooms were the envy of somelocal colleges.

She was also an important figure in developing a summer session program which allowed St. Margaret’s students toaccelerate their program and qualify for Advanced Placementcourses prior to their graduation from St. Margaret's.

For many years Carol Ann was also the Upper School summer session coordinator. When the DeYoung FamilyMath and Science Center was developed, again, Carol Annwas there, giving the critical advice needed to produce asuperior facility.

Carol Ann is remembered for her extreme dedication, herforesight, and her visionary pursuits.

Joe Ingalls came to St. Margaret’sEpiscopal School permanently in2002. He had taught at the schoolpreviously for one year but wascourted by a sister school to teachchemistry.

Teaching talent cannot be overlooked,and in the sciences Joe was exemplary.

He was a tireless promoter of St. Margaret’s.

The Admission Office always took prospective parents andstudents to his highly-interactive classroom. He volunteeredfor every Open House and he loved to pitch “his school.”

Joe played a large role in developing the University ofCalifornia, Irvine Summer Science Internship program thatstarted in 2004. He also designed and piloted the first engineering course at St. Margaret’s, and directed the St.Margaret’s summer session for some years. But, through it all,he was there for his colleagues and willing to assist them inany scientific capacity.

Joe is remembered for being early to work every day and foralways “being there for the students.”

> >

L O O K I N G B A C K

Once a Tartan, Always a Tartan

B y L i s a M e r r y m a n , F a c u l t y E m e r i t u s a n d S c h o o l A r c h i v i s t



David Boyle has led our school with humility, humor, hard work and passion for decades. Giving, guiding,encouraging and doing everything hecan to inspire and guide each andevery student, teacher and parent inhis care. David has been instrumentalto the success of St. Margaret’s as aninstitution. During his time at St.

Margaret’s, David served in nearly every capacity, some formaland some he inherited due to the very nature of who he is asan educator and a human being. Some of the very best aspectsof St. Margaret’s are in existence due to the research, visionand hard work of David. David and I worked side by side forthe first 15 years of my career and he gave me so manyopportunities for growth and challenge. I learned a great dealfrom him during the years we worked together. He hasalways typified the servant leader, getting his hands dirtydoing tasks both large and small. No job has ever beenbeneath David Boyle. He has been found on campus pickingup trash, fixing outlets, directing traffic, teaching classes, leading faculty, shepherding parents, as well as strategicallyguiding the mission and vision of the school. He has cared

for the faculty by helping them to create a thoughtful balanceof work and family life. He has always been direct in dealingwith difficult issues and because of that people have beeninspired to do their very best for him.

David has been a consistent and significant presence on thiscampus for so many years that many of us walked around thisyear still expecting to see him coming around the corner.David Boyle’s lasting legacy is the climate that he thoughtfullycultivated among faculty, students and parents. His primaryfocus has always been on building relationships with people.His visible and accessible presence on campus, in the classroomsand at events, has sent a clear message to students, faculty andparents alike that he knows and cares about them as peopleand appreciates the hard work they do.

David has a great sense of humor and the faculty and staff has always appreciated his ability to bring levity to even themost mundane tasks. David worked endless hours to ensurethe quality of the experience and the success and reputationof the school. He worked long hours and many quiet Sundayafternoons in order to be fully present with the students and the program during school hours.

1980 – David Boyle began to teachat St. Margaret’s Episcopal School inthe school’s second year; his firstteaching job. David taught math, sacredstudies, science and physical education.He also coached the first two interscholastic sports, soccer and golf.

1982 – With grade 9 added to theschool, David began to also coach CIF junior varsity basketball and teachalgebra.

1983 – David was named director of the junior high.

1986 – Under new HeadmasterMarkham Campaigne, David spearheadedthe first Western Association of Schoolsand Colleges self-study, which led to St. Margaret’s accreditation. He continuedto lead these studies through 2012.

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The Legacy of David Boyle

B y J e a n n i n e C l a r k e , L o w e r a n d M i d d l e S c h o o l P r i n c i p a l


He was at the core of creating nearly every policy, procedureor process in the early years of the school, and it is due to hiswork in collaborating with other schools and researching bestpractices that we have become the high caliber institution weare today.

David had a reputation with the students as being very ruleoriented and creating many strict parameters for their behavior. Although this reputation was grounded in the realityof his clear and consistent boundaries and expectations, noone understood the needs of adolescents better than DavidBoyle. He created outlets for fun, systems to allow students tojust be kids and relished opportunities to let kids push theboundaries a bit. Right under the surface of his image ofstructure and accountability was a man who loved taking hisMiddle School advisory boys to spit off the bridge or gotraipsing through the fields and trails around San Juan.

David has always been an excellent public speaker and heworked to make sure that all of his messages were appropriatefor the audience, for the occasion and left the listeners inspired.

“It is probably a good idea to pause and consider why you haveearned that praise. Just how much of your formal Middle Schoolinstruction you remember is questionable. Larger lessons are, however,indelible on your spirit and sense of self. You have been held to ahigher standard in academic performance and personal conduct. Beingheld accountable is not fun, but it is imperative for your growth. Youhave developed qualities of good character through self-discipline, hardwork and taking responsibility for your actions. It was not easy. Youdid not want to do hours of homework. You did not want to wear a

uniform. Someday, I am certain you will appreciate the lessonslearned that separated you from the crowd. You learned that you arecapable of completing complex and demanding tasks and balancingmany responsibilities. You are an uncommon person due to tough lessons learned.”

David BoyleEighth Grade Promotion 1998

David Boyle touched the lives of so many people during hisyears of service at St. Margaret’s. The path of my own life hasbeen dramatically altered because of his influence. I startedmy time at St. Margaret’s as a new seventh grade girl enteringa tiny community of other seventh graders. It was not an easy transition, but David Boyle was there for me as my seventh grade teacher. He knew I was struggling to find myway and gave me a job managing his “Boyle Bucks” classincentive program. This small vote of confidence, along witha meaningful task allowed me to find a place in the schooland put me on a positive trajectory. Years later, David and I ended up working side by side as Middle School principaland assistant principal for 14 years. My career has beenshaped by the influence of this great man. He believed in meand gave me opportunities to grow and be challenging professionally. He allowed me to fail and worked with me tolearn from my mistakes and to continue to take risks motivatedby the desire to continually improve the program for the students.

I am confident that our school is in the successful place thatit is today because of David Boyle. �

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1988 – The school’s structurechanged with the junior high becominga Middle School of grades 6, 7 and 8;led by Principal David Boyle.

2003 – David named associate headmaster by third HeadmasterMarcus D. Hurlbut.

2004 – David became Upper Schoolprincipal.

2012 – After 32 years at St. Margaret’s,David retires and is honored for his service to the school and the community.The David G. Boyle Lifetime ServiceAward is established.

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L O O K I N G F O R W A R D

Tenn., a kindergarten – grade 12 independent school withmore than 1,000 students, where Will served as headmasterfor 12 years. During his tenure, Will expanded Ensworth toinclude a new and highly successful Upper School.

“I am very appreciative of the St. Margaret’s Board ofTrustees, parents, administrators, faculty, students, all who havegiven us an incredibly warm welcome to the Tartan family,”said Mr. Moseley. “I am especially grateful to Marcus Hurlbutfor his exemplary leadership, thoughtfulness and generosity in this transition. He and his wife Pat have been wonderfully gracious and caring to us, and as I have come to know firsthand they are true embodiments of the Tartan communitythey have led for a decade.”

Before Ensworth, Will spent five years at the Bishop’s Schoolin La Jolla, Calif., where he was the head of the middleschool. Will is currently serving as interim head of school at Saint Andrew’s School, a preschool - grade 12 Episcopalschool in Boca Raton, Fla. with 1,300 students.

Will is an independent school graduate of WestminsterSchool in Connecticut. He holds a Bachelor of Arts fromLake Forest College in Illinois and a Master of Arts in independent school leadership from Columbia University. �

Earlier this school year, the St. Margaret’s Board of Trusteesannounced it had unanimouslyappointed Mr. William N.Moseley as the next Head ofSchool for St. Margaret’sEpiscopal School effective July1, 2013. The Board’s decision,in consultation with Chairmanof the Board, The RightReverend J. Jon Bruno, BishopDiocesan of the EpiscopalDiocese of Los Angeles,

followed the unanimous recommendation of Mr. Moseley by the Head of School Search Committee, comprised oftrustees, faculty and parents who conducted an inclusive, six-month national search process.

“On behalf of the entire Board of Trustees, we are delightedthat Will has accepted our offer to join St. Margaret’s nextyear as the fourth headmaster in our school’s 34-year history,” said President of the Board of Trustees Michael J.Berchtold.

“It was abundantly clear to the Search Committee and theBoard of Trustees that Will’s wealth of independent schoolleadership experience, deep passion for the education ofyoung people, strong connection to the Episcopal Church,and depth of personal character and integrity were the perfect match for the St. Margaret’s community.”

Mr. Moseley said, “I am honored to accept this offer andoverjoyed to join St. Margaret’s Episcopal School, an outstanding institution with a strong sense of mission andpurpose. After visiting the school and spending time with students, parents, faculty, staff, alumni and administrators, my wife Jenny and I have fallen in love with the welcomingcommunity that possesses a can-do spirit, a history of excellence and strong aspirations for its future.”

St. Margaret’s also welcomes Will’s spouse, Jennifer (Jenny)and their daughter Brady, age 7, who will join St. Margaret’sin the third grade in August. The Moseleys have two olderchildren in college – Tyler, age 21, and Megan, age 19. BothTyler and Megan are alumni of Ensworth School in Nashville,

St. Margaret’s Welcomes Head of SchoolMr. William N. Moseley


N E W S & N O T E S

St. Margaret’s Early Childhood Development Center is the

first school in Orange County, Calif., to be designated as a

“Recognized Outdoor Classroom Site” by the California

Outdoor Classroom Project. The Outdoor Classroom Project

was created in July 2003 by the Child Educational Center, a

nationally accredited program of early childhood education.

The philosophy of the Outdoor Classroom is that all children

need and benefit from more time outdoors, which affects

development and learning.

St. Margaret’s ECDC Recognized as ONLY Outdoor Classroom Site in Orange County


Lore Fredette’s Preschool class had the

opportunity to connect via Skype with

students from the Pueri Regnum

Preschool in Sao Paulo, Brazil. Both

classes exchanged classic children’s songs

and dances in English and Portuguese.

The children also discussed each other’s

country flags and St. Margaret’s students

learned about the Brazilian culture as

well as a few Portuguese words.

The Orange County Register named Austin Russell as one of

the top 10 2013 Orange County graduates who will change

the world. More than 130 public and private Orange County

high schools were invited to

nominate one graduate whom they

believed would change the world.

St. Margaret’s 2013 graduate Austin

Russell was selected from a pool

of more than 65 applicants.

OC Register Selects Austin Russell as 2013 Graduate Who Will Change the World

During the Math Field Day at Capistrano Valley High School, St. Margaret’s math

teams competed in events which included building and designing carousels, a

Rubik’s Cube© challenge and a mental math challenge. Sponsored by the Orange

County Math Council, Math Field Day is a math competition for students in

Grades 4, 5 and 6. The day long competition is an opportunity for Orange County

elementary schools to join together in promoting excellence in mathematics, team

work, achieving goals and exhibiting school spirit.

St. Margaret’s Math Teams are Triumphant in Math Competition

E-Pals: Connecting the World…One Class at a Time


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Highlander Summer 2013

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