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How to Match Reality & Idealism

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A trustee & parent on why she supports financial aid

From the Fall 2011 Caller

By Elizabeth Steiner Hayward

Knowing that I’m violating a cardinal rule of writing, I’ll start this piece with several rhetorical questions. Why did our family choose Catlin Gabel as the right school for our children? What has inspired us to volunteer our time, energy, and financial resources for the school? What are the values that Catlin Gabel holds dear that we believe should resonate throughout our community and the broader Portland community? A straightforward answer suffices; Catlin Gabel inspires all of us to show our best selves, to reach deep inside and ask tough questions, to accept and rejoice in our commitment to the world around us, to “make the world a better place” (to quote the Girl Scout law).
 
Ideally, this inspiration must be accessible to as many children and families who would benefit from it as possible. Yet economic reality compromises idealism; running a high-quality, progressive, independent school is an expensive proposition, and thus tuition remains beyond the reach of many. To match reality and idealism, Catlin Gabel must have a robust endowment for financial aid, to open our doors to every deserving, qualified student regardless of her family’s means. Without this, our school’s expressed commitment to our ideals and our community becomes hollow and less meaningful.
 
Catlin Gabel without generous financial aid would not be the Catlin Gabel we chose as the right school for our children. It would become a more homogeneous community, less interesting and vibrant. It would ignore the reality of economic diversity that all of our children must understand and appreciate. It would shield our children from the “real world” in which they will all live and work as adults. It would deny the value and contribution of children from all walks of life, from a wide range of circumstances.
 
For the Catlin Gabel community to thrive, we must walk the walk. It is for this reason that our family is so committed to supporting the endowment for financial aid, and that I volunteer on the major gifts committee for our Campaign for Arts & Minds. I love telling others about why we believe so strongly in financial aid, to make Catlin Gabel accessible to the diversity of children and families around the Portland metro area.
 
The Campaign for Arts & Minds is ambitious. We aim to raise funds to build a desperately needed Creative Arts Center, and to fund a thriving, sustainable endowment with special emphasis on financial aid. This endowment will open our doors to many more children who would benefit from attending Catlin Gabel, and would benefit our school from their contributions to our community. However, tuition support alone is not enough. The endowment would also support global education, the teaching and learning center, robotics, outdoor education, and so many other special programs that all our students should benefit from, regardless of their family’s economic reality.
 
We ask a lot of our families at Catlin Gabel. We ask them to engage closely with the school as partners in educating our children, to volunteer time in the classroom or chaperoning dances, to contribute to the Annual Fund. All of those are critical to our children’s success, yet without also contributing to our campaign, without helping open our doors to students who otherwise would be shut out of the Catlin Gabel experience, we are in fact short-changing all our children. Please join me in supporting Catlin Gabel’s future by contributing to our financial aid endowment. The rewards are infinite, and you will make the world a better place.  

 

The Beauty of Not Having to Worry

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By Jessica Ramirez '10

From the Fall 2011 Caller

When I think of my 12 years at Catlin Gabel, I remember mornings running around on the castle-like playground, the little house in the Fir Grove, 12-minute runs on the track on hot days, spending Middle School Breakaway in Seattle, performing HMS Pinafore with a thick layer of makeup smeared on my face, rainy days spent in the library with the beautiful tall ceiling, hopping out of the yellow school bus at the Expo Center to sort piles of pants and shirts, and many one-on-one meetings with teachers. Now I’ve been asked to talk about financial aid at this school. The truth is I never gave much thought to how much it cost to give me my seat in the classroom every day. I had no time to think about it; I had to read Sir Gawain and think of a thesis for an essay, and understand Euclid for the math quiz the next day, and then I had cross country practice after school.
 
It may seem as if I wasn’t appreciative of all the money that was donated for me. However, that is the paradoxical beauty of financial aid; I didn’t have to worry about the money. Instead, I focused on the most important part of attending school, my classes. I carried around and read through piles of books, some of which were very expensive, and I was lucky to not have to give up anything or scramble to cover the costs. Instead, I sat down and read them. Although I didn’t think about the cost often, I am most definitely thankful to the people who financed my education. It wasn’t until this last summer that I really thought about the costs of running a school like Catlin Gabel. I worked on campus in summer programs and spent the rest of summer working in facilities. Many people make a living working at Catlin Gabel through teaching, maintaining, directing, planning, and just getting done the stuff that needs to be done. And all the collective work results in a school that moves students forward.
 
I never thought of anything as unattainable because I wasn’t as wealthy as many of my peers. In fact, I never thought much about how much they had and how much this was in comparison to myself. The social differences in a single school add to the value of financial aid, and the range of family income varied so extraordinarily within the school community. I can’t speak for others, but I think that difference in social class doesn’t register as a significant part of life at Catlin Gabel. Part of that may be the academic rigor that keeps students busy with school, but it’s also the self-confidence found in all the student body, including the financial aid kids. We saw each other as peers in the classroom, and outside of it some of us became friends.
 
Now I’ve left Catlin Gabel, and I think fondly upon the beautiful campus, sweet teachers, and strong friendships. But the school gave me even more than that. It gave me the opportunity to continue on to college and the critical skills to find what I want and then work for it. Catlin Gabel gave me a jump-start to whatever comes afterward, and the people who contribute to it financially made and continue to make a difference in what I’ve had the opportunity to do in my life. Thanks.
 
Jessica Ramirez ’10 was the recipient of financial aid from the Hawley Family Endowed Scholarship Fund. She is in her second year at Macalester College  

 

There's Nothing More Important

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Phil Hawley '43 is a great supporter of education & financial aid

By Nadine Fiedler

From the Fall 2011 Caller

He was called “the last of the old-time merchandisers” by Los Angeles mayor Richard Riordan. From the time he left college, Phil Hawley ’43 worked tirelessly in the retail business—working up from windows and stockrooms to a position as CEO of the retail giant Carter Hawley Hale. In the midst of his successes, Phil never forgot his experiences at the Gabel Country Day School—and never lost sight of the vital importance of education.
 
The Gabel Country Day School’s most important aspect for Phil was the way teachers encouraged him and his fellow students to think beyond the confines of family and school. “The great thing I took away from Gabel was learning to think critically and analytically about issues in a larger sense. For its time, that focus was quite enlightened,” he says. That bigger picture focus stood Phil in good stead as he studied at Stanford University and Reed College before serving in the Navy.
 
After graduating from UC Berkeley in 1946, Phil opened a small shop in Portland, then worked his way up in the Lipman-Wolfe department store. The store management saw his potential as well as his love of retail, and gave him some great chances. He had found his niche.
 
Phil’s biggest career move came when he left Portland in 1958 to work in largerscale retail for The Broadway, at a time of transition from large downtown stores to branch stores. He flew up the rungs of this aggressive, fast-moving chain, starting as buyer and ending up as chairman and CEO of the corporation. He presided until his retirement in 1993, having overseen the acquisition of other large store chains such as Neiman Marcus, Bergdorf Goodman, and Waldenbooks.
 
Phil loved the pace and the intellectual stimulation of the retail business. “Retailers are deeply involved in their communities, in the very ways life was developing and changing,” he says. “Retail was a broad canvas, and you could go as far as your wishes and wants.”
 
Even during these hectic times as corporate leader and father of a family of eight children, Phil prioritized his service to education. He served on the boards and was named life trustee of the California Institute of Technology, Notre Dame, and the Huntington Library. Phil was also the first lay chair of the board of Los Angeles’s Loyola High School. He never forgot his Gabel roots: he’s a member of the school’s endowment committee, and he established a scholarship for Upper School students. His life is still active as he pursues projects, oversees his family’s investments, and works in his community—and his commitment to providing educational opportunities remains unwavering.
 
“I’m a strong believer in the benefits of financial assistance,” says Phil. “With good financial aid, we can have a child’s aptitude and ability be more important than the family’s financial capacity. If we think deeply about creating the best educational experience for all concerned, we are best served by having many different cultural and economic backgrounds represented by the student body. The importance of financial aid can’t be overstressed.”
 
“I feel that educational opportunities given to any of us and to families in the community at large have the greatest influence on what kind of community and world we have,” he says. “I’m trying to help in any way possible. Supporting education is the most rewarding of any opportunity. There’s nothing more important in the scheme of things.”
 
Phil founded the Hawley Family Endowed Scholarship Fund in 2004 in honor of his siblings Adele Hawley Davie ’35, Willard Hawley ’41, Dinda Hawley Mills ’44, and Barbara Hawley Hosking ’49. It supports financial aid for Upper School students.
 
Nadine Fiedler is the editor of the Caller and Catlin Gabel’s director of publications and public relations.

 

Catlin Gabel Video Conversations #2

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Lark Palma and James Furnary '12 talk about supporting our school

Girls soccer team playing OES for state championship Saturday

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Congratulations Eagles!

Girls Soccer Final
Saturday, November 19
10:30 a.m.
Liberty High School

Join us for this exciting match as the varsity girls soccer team faces their friendly rivals for the state title.

Every CG voice is needed.

» Learn the school spirit song

Admission: Cash or VISA/MasterCard only | Adult $8 | Student $5

Can't attend the game? » Check out the webcast on OSAA.tv

 

Anaka Morris finalist in photo contest – vote for her photo!

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Anaka's photo of Maddy Odenborg '10 was selected from among 2,000 entries in the Oregon Cultural Trust photo competition. The grand prize winner is determined by open voting.

» Vote for Anaka's photo by November 18

You must have a Facebook account to participate.

 

 

Alumnus Peter Lind ’08 named Marshall Scholar

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The Catln Gabel community congratulates Peter!

Peter Lind ’08, a senior at the Air Force Academy, has won a prestigious Marshall Scholarship. He was one of 14 candidates advanced by the academy for the Marshall process.

The British government offers Marshall Scholarships to no more than 40 U.S. citizens each year. The scholarship program is named after General George C. Marshall, who helped engineer the Marshall Plan in Europe following the World War II. Scholarship winners, selected from about 1,000 applicants, study towards a master's degree at any university in the United Kingdom.

Peter plans to pursue an MLitt in international security studies and a second MLitt in Middle Eastern and Asian security studies.

After graduating from the Air Force Academy and receiving his commission as a lieutenant this coming May, he will most likely return to the Air Force Academy for a short time to teach younger cadets about the competitive scholarship process. In the summer between his two years in the UK, he will work with the British Air Force. After finishing his degree, Peter will enter directly into pilot training, likely in Texas, to become trained as a fighter pilot for his active duty service. Later he plans to become a military attaché or foreign area officer in the Middle East or Asia.

Peter was very gracious in attributing part of his successful pursuit of the Marshall Scholarship to the preparation he received at Catlin Gabel. He told science teacher Paul Dickinson (Mr. D) he was way ahead of most other Air Force Academy students in his writing skills and work ethic.

Peter added in an email, “Mr. D wrote a letter of recommendation for this scholarship and has played an incredible role throughout my education. I would also like to note that my time in Cuba [during a Catlin Gabel global education trip] was highlighted in paperwork and during my interview at the British Consulate-General – a big thanks to [Spanish teacher] Roberto Villa.”

 

Sophomore Mckenzie Spooner invited to run at Nike competition

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Mckenzie is among the top 40 girl cross-country runners in Oregon to compete against the top 40 girls from Washington at the 13th annual Border Clash. The Nike-sponsored event is on Saturday, November 20.

Ghanaian artist in residence presents tonight - Nov 7

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Eric Adjetey Anang Slide Lecture
Monday, November 7
7:30 p.m.
Gerlinger Auditorium

Eric Adjetey Anang, a Ga fantasy coffin sculptor from Ghana, is an artist in residence at Catlin Gabel from November 7 to November 11. We have invited him here to demonstrate his amazing art of sculpting a coffin out of wood in whatever shape a family feels best represents their deceased elder. He will be sculpting a woodworker’s hand plane, approximately 7’ long, 3’ wide, and 4’ high, on the front deck of the Barn. Please come ask him questions, watch him work, and feel free to participate in the building of the hand plane.

Two years ago, Michael de Forest, the LS woodshop teacher, traveled to Ghana for a summer and studied with Eric in his carpentry shop in Teshie, near Accra. There is also a US trip planned for Ghana from July 29 to August 19, 2012, where students will be working in the Kane Kwei Carpentry Shop with Eric.

Pumpkin Patch Photo Gallery 2011

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Seniors and first graders

Seniors who attended first grade at Catlin Gabel remember going to the pumpkin patch in 2001! This tradition is a school favorite.

To see more photos, including pictures taken at the pumpkin patch, go to the first grade web page.

How does your garden grow?

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by Carter Latendresse, 6th grade English teacher

With each passing week, the garden behind the Middle School expands and improves thanks to the efforts of many community members. From shed doors created by the Upper School shop class to pavers laid by Upper School students, to the latest addition – a cob pizza oven – there are many wondrous elements to discover.

Last spring, Lower and Middle School students submitted 75 drawings for the phase 3 expansion of the garden. The Garden Club selected six winning drawings, all of which included a pizza oven and several new pizza-slice-shaped raised beds for growing pizza ingredients including wheat, tomatoes, basil, onions, garlic, and oregano.

Alumni Kai Yonezawa ’02 and Owen Gabbert ‘02 adapted the six winning drawings and drew up a landscape design and construction plans for garden structures with green roofs and a cob oven with tin roof.

At that same time last spring, then-junior Andrea Michalowsky worked on a design for the phase 3 expansion in her PLACE urban studies class. She designed a ten-by-ten foot chessboard that was completed this fall after a summer crew dug trenches, hauled stone, poured gravel and river rock, and created the area that is now two decks with the chessboard between them.

This fall, the pizza oven became the focus of our attention. Under the guidance of natural builder Eva Edleson, a team of students, teachers, staff, alumni, and parents came together several times in September and October to build the pizza cob oven and its foundation, posts, and tin roof. » Check out photos and a short video of our process.

In 6th grade art class students learned a Matisse stenciling technique and made clay paint to decorate the cob oven. Students and teachers all had a hand in the embellishments. And every year the new 6th grade class can repaint over the previous year's design.

The icing on the cake for this project is green roofs to protect our community garden. Parents of 6th graders are donating sedum and grasses to create this living legacy.

Stay tuned for information about the first annual chess tournament in the garden and for the inaugural firing of the cob oven. Pizza time!

At this time of new beginnings, it is important to look back and acknowledge the countless hours of volunteer time and professional expertise that have gone into the garden. Many hands and generous hearts have contributed, which makes this garden so very organic and special. Thank you to the more than 45 people who have helped to create this beautiful, growing space with artistry, dedication, and hard work.

Volunteers of note include staff members, parents, alumni, students, and friends: Paul Andrichuk, Zoe Edelen-O'Brien, David Ellenberg, Ema Elredge, Ann Fyfield, Herb Fyfield, Meghan Galaher, Peter Green, Larry Hurst, Henry Latendresse, Emma Latendresse, Theresa Long, Matt Maynard, Adam Maynard, Chenoa Ohlson, Barbara Ostos, Tchassanty Ouro-Gbeleou, Carol Ponganis, Dale Rawls, David Reich, Simon Schiller, Jason Stevens, Kellie Takahashi, Hen Truong, Katie Truong, Tom Tucker, Spencer White, David Zonana, and the students in the outdoor leadership and adventure class.
 

Science teacher giving talk about bats

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7th grade science teacher Peter Ritson speaking at Washington State University in Vancouver

Peter and his wife, Christine Portfors, associate professor of biology at Washington State University Vancouver, host their annual Bat Talk from 3 to 5 p.m. on Saturday, October 29, in the Dengerink Administration building, room 110 at Washington State University in Vancouver. This event is an especially fun fall activity for families with children ages 4 – 12 and is free and open to the public.

While the season often calls for depicting bats as blood-sucking, vicious creatures, now families have an opportunity to see live bats up close and learn why these animals are largely misunderstood. In addition to teaching guests about bats, Christine and Peter will offer fun children’s activities including arts and crafts.

In their presentation, Peter and Christine dispel popular folklore and teach guests about the beneficial role bats play in nature managing insect pests, pollinating plants and dispersing seeds. They will showcase different bat species and introduce guests to a few of their captive tropical fruit bats.

WSU Vancouver is located at 14204 N.E. Salmon Creek Avenue off the 134th Street exit form either I-5 or I-205. Parking is free on weekends.

Creative writing teacher Carl Adamshick reading at Wordstock on Sunday

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Wordstock is a literary art and education organization that celebrates and supports writing in the classroom and in the community. Their annual festival of books, writers, and storytelling runs October 6 – 9 at the Oregon Convention Center.

Carl will share the Attic Institute Stage with poet Maxine Scates on Sunday, October 9, from 2 to 3 p.m.

Homecoming 2011 photo gallery

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Alumni, friends, families, and great soccer

Thanks go to media arts teacher Brendan Gill for taking these great photos of the community gathering in the Barn, fans at the field, the jazz band at halftime, and awesome JV and Varsity girls soccer.

Interview with new Middle School head

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Meet Barbara Ostos

How is Portland treating you?

Really well. We’re definitely still tourists. The other day I was able to navigate from my house to Sauvie Island and back successfully. I’m beginning to understand how the 405 freeway loops around. Every week we try to do something new, which is easy here.

I hear you are a dancer. Tell us more.

I love to dance for that feeling you get when movement takes over. My husband and I met at a salsa club, and we used to go salsa and merengue dancing a lot. We choreographed and practiced a dance for our wedding reception. Dancing is a big part of who we are. Lydia loves to dance. [Lydia is Barbara and Carlos’ toddler.] One of my favorite moments during Discovery Days was square dancing with 6th graders. It was great to see them take the risk, especially given the whole boy-girl dynamic at that age.

Can you reflect on a couple more highlights of your time here at Catlin Gabel?

Two Fridays ago at assembly a group of teachers—Tom Tucker, Deirdre Atkinson, Mark Pritchard, Spencer White, and Brendan Gill—played musical instruments and led 185 kids and 30 adults in a community sing. The high level of participation and incredible vibe was impressive. I’m going to make sure we have many opportunities for group singing.

Another standout moment was at Back-to-School Night. I tried to get around to see bits and pieces of all the teachers’ presentations. I sat in the 6th grade classroom filled with parents listening to the teachers talk about their work with students, and the real trust that we ask of parents. That was inspiring. And hearing about the teachers’ expertise and experience, not just the teaching and pedagogical experience and all that good stuff, but the life experience, too, kind of brought me to tears. I’ve really joined an outstanding faculty.

The spirit of team work and shared responsibility for everything we do—which is something I philosophically believe in—is a highlight that repeats itself over and over multiple times on any given day. Everyone pitches in, and there’s no sense that it’s any one person’s show. We're doing this together for the benefit of the kids.

What is your educational philosophy?

At the core I think the purpose of school goes much further than teaching reading, writing, math, and science. The fact that our students spend the great majority of their waking hours here on this campus with us implies a responsibility not just as educators but also as mentors in guiding young people to become socially responsible adults. The job of every teacher in our community is to engage with students and help them understand that they can pretty much do anything they want, but that they need to understand that there is right and wrong and they have a responsibility to each other. Maybe 96.12 percent of the time it’s not what you do but how you do it.

Our goal is to engage students in fully participating in everything we do. You’ll never have 100 percent participation, but schools should create an atmosphere where students can take risks, even pretty high-altitude risks, and feel safe trying.

This morning we saw a great example of high-altitude risk taking. A 6th grade girl had the lead part in a skit at assembly. I thought, wow, here’s a girl who’s been in this building fewer than 3 weeks and she’s putting herself out like that, not just in front of 6th graders, but 7th and 8th graders, too.

In terms of curriculum the idea of progression and partnerships is vital. Sixth, 7th, and 8th graders are all in such different places. Great schools and great educators meet kids where they are. It’s about the progress, not necessarily about the final outcome, because each one of our 7th graders is starting at a different place and ending at a different place. It’s about knowing our students well enough to recognize where they started and to give them support and kudos as they grow and progress.

We also need to teach kids that we’re not perfect, and everyone isn’t great at everything all of the time. It can be hard to give kids that kind of honest feedback, but that’s life. The bottom line is that we’re preparing these kids for life, not just for the next grade level. Sometimes people choose independent schools for the bubble it creates, and that makes it even more onerous on us to prepare them for life. Competition exists, and you’re not always going to be the best at what you’re doing. The way students can grow and really become better is through the critical feedback we offer them. It doesn’t serve anybody to always hear that they’re doing a great job. We can create an atmosphere where hearing supportive and empathetic criticism is the norm because our students understand everyone wants you to improve. Catlin’s narrative reports are a good piece of that, and I’m just discovering what those look like.

What are the academic tools Middle School students need for success in high school?

The ability to put thoughts together and connect ideas, which leads to critical thinking and comparisons. The ability to analyze, speak, and write clearly about ideas. The ability to put things together, figure things out creatively, and use core scientific inquiry skills, which of course includes math. The ability to be thoughtful in everything you do.

How do we reach students who have a wide range of skill levels at a stage in their lives when their maturity levels are so varied?

You need to meet students where they are. We can’t have the same expectation for every single 7th grader, because some kids will end up feeling like failures. No two people are the same, and if we don't recognize the individual child as the unit of consideration then we’re doing them a disservice. If they’re writing an expository essay about a hero in their life, for instance, and we know where that child started and ended, we can provide effective relevant feedback about their work. If they don’t feel like we are taking the time to really see what they’ve produced and offer them immediate feedback, then they wonder why are they really doing this.

Commenting about where a student started and ended is meaningful to them. At this age you really need to be concrete. You can’t just say, “Great job.” You have to say things like, “I’m impressed by how you used alliteration,” or “I noticed you connected this unit of math to what we did three months ago.” It’s very important to be specific both in accolades and in comments for improvement.

With all the distractions of adolescence, how do you keep Middle School students focused on school work?

You have to get them engaged. If they’re not bought into what is going on then it’s not meaningful. So the real question, and the challenge for each of us, is how to make something meaningful for a kid—especially in Middle School! You can make a student sit down and do 26 million math problems and lose their attention, or you can ask them to work out five math word problems that bring in things they actually care about. Then they’ll be interested and think through the problem. In language classes, you could have them fill out worksheets where they enter the right verb, or you can make their learning relevant by asking them to write about what they’re going to do this weekend. Connecting academics to their interests is something we really need to keep in mind, because Middle School students perceive themselves as the center of their universes. We need to be very clear about what we’re asking them to do, or the academic engagement isn’t meaningful to them. Does that mean that every single assignment in every single class is going to do that for every kid? No, that’s not realistic. But that should be our goal and our constant aspiration as educators.

What do you think of the myth that our math and science programs are not as strong as our writing and humanities?

Our math and science program is really strong. We need to do a better job of talking about what it is and being very clear about what we do in classes. I’ve noticed it’s a little ingrained in the culture of our teachers to be very humble about the work they do with kids. What’s happening in classrooms is amazing—and that includes math and science. There’s always room for improvement, but one of my goals this year is to tease out and share the excellent work we’re doing in math and science.

Do you have thoughts about our 8th graders considering other schools for their high school experience?

It would be my hope that all of our 8th graders move on to our 9th grade. While the school is broken up into four divisions—and appropriately so for children’s developmental stages and from a teaching and management point of view—I really hope that people see Catlin Gabel as a preschool through 12th grade program. I see it that way! It’s pretty amazing to have a place where you can be one school that is connected and interconnected in so many ways while appreciating the differences of age and what that brings.

As an aside, I am really impressed that the Beginning School is its own division. Science tells us there is a significant developmental difference between kindergarteners and 1st graders. That was one of the things I found very attractive about the school and its thinking about what’s best for kids.

Getting back to the 8th to 9th grade transition, it’s important to recognize that Catlin Gabel, just like every other school, may not be the right place for every student. The desire to look around at alternatives is something that’s probably natural to some. But I really caution against making decisions around assumptions. I’ve already had conversations with a number of 8th grade students and their parents where they have inaccurate assumptions about the Upper School.

Families that are considering other options need to keep in mind a few things. Don’t make decisions about what you think our Upper School program is. Look at our Upper School program and make informed decisions. Talk to US teachers, talk to me. Research Catlin Gabel as well as you research the alternatives you’re considering. Also, the decision to leave should not be solely made by the student or by the parent. Decision-making at this age really needs to involve parents and students in a way that all voices are heard. Parents must try to understand why students want to leave and consider if the reasons are good ones, and visa versa.

What is your hope for our graduates?

My dream for all seniors going to college, not just Catlin Gabel students, is that they are fully prepared, they know how to carry themselves, they understand how they learn, and they understand the space they take up not only in their school, city, and state but also in the world. We teach those things extraordinarily well and differently than other places. What is it to be a global citizen? Answering that question well is a really important 21st-century skill.