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An Exaltation of Lark

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Catlin Gabel community members express their apprecation of Catlin Gabel's longtime leader

From the Winter 2014 Caller

Jesse Lowes, Middle School science teacher

I’ll always remember how excited I was to join the Catlin Gabel faculty following Lark’s address during school in-service, when she pushed us all to think big, to take risks, and to make connections with people across the school. It was then when I first saw clearly Lark’s bold spirit, deep convictions, and steadfast heart.
 

Sophie Fyfield ’10, senior at Mt. Holyoke College

Lark has always been at the forefront of my Catlin Gabel experience. Whether we were munching on fresh crabs on the coast of Turkey or discussing Jane Eyre and Lolita in her office for a Feminism seminar, she has been a remarkable source of inspiration, encouragement, and generosity.
 

Hannah Whitehead, head of Beginning School

Lark has made Catlin Gabel great by supporting the faculty in their investigating and trying new ideas. The school is a much more collegial place now than it was when she arrived, with a better articulated curriculum and a clearer mission.
 

Karen Katz ’74, communications director

The best thing Lark ever did for Catlin Gabel was commit 19 years of her life to our school. Our programs and campus have blossomed because of her enduring leadership.

Charles Walsh, choral music teacher, Upper & Middle School

On the day I interviewed at Catlin Gabel I sat with Lark for about 15 minutes. We talked about how important is is for young people to be exposed to arts education and about how lacking arts were in the daily lives of American youth. I fought back tears only because I thought, “I’m meeting my potential boss, I can’t cry!” That moment will never leave me because I knew then I had found what I had been looking for.
 

Courtney Mersereau ’99, financial advisor, RBC Wealth Management

Lark’s passion for empowering women is something I admire and have now adopted in my own profession. I can’t help but think that she planted the seed when she helped me through a tough time in the Upper School. She was present, listened, and made a point of instilling in me that I was okay just as I was.
 

Len Carr ’75, assistant head of Middle School

I will miss Lark’s eternal optimism, can-do approach, and her giving us permission and urging us to push the educational envelope. And I’ll always remember Lark taking the entire faculty to Eagle Crest for our August retreat—it was an incredible community builder.
 

Holly Walsh, Middle School English

No matter the time, date, or weather, Lark was always excited to hear what we were up to in 8th grade English. Over the years, I’ve found her passion for literature and feminism to be as strong as her ability to “cut the rug.” My relationship with Lark changed the very moment our Upper School jazz band began to play Stevie Wonder’s “Superstition.” I quickly learned how our distinguished head of school was a dancing machine! It’s indisputable that Lark Palma is a woman with soul.
 

Chris Bell, Middle School administrative assistant

Lark has made Catlin Gabel great by providing the leadership and support for all adults at this school to try something new, educationally and personally.
 

Miranda Wellman ’91, director of advancement

I love learning about different leadership styles. What I’ve come to know about Lark’s is that she only tolerates incremental change for so long. When she’s sees an opportunity that will spark innovation, she goes for it. In this way, I think of her as a “lightning bolt” leader. She is bold and unafraid to jump into the new.

Photo: Lark Palma building the playground with former head Manvel "Schauff" Schauffler
, 1995

Think You Know Lark Palma?

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Take this quiz and find out1

From the Winter 2014 Caller

By Karen Katz '74, communications director

1. Lark once taught 5th graders
A. Shag dancing
B. Swing dancing
C. Tap dancing
 
2. Lark’s first capital project at Catlin Gabel was
A. The track and field
B. The Beehive remodel
C. The community-built playground
 
3. Lark made her debut as head of Catlin Gabel School at
A. The first day of school 1995–96
B. The past trustees dinner, June 1995
C. Alumni weekend, June 1995
 
4. The first person Lark hired at Catlin Gabel was
A. Paul Monheimer, 7th grade world cultures
B. Pam McComas, Beginning School head
C. Lynn Silbernagel, Middle School librarian
 
5. Lark dressed as which character for Halloween 1999?
A. Snow White’s evil stepmother
B. The Queen of Hearts
C. Raggedy Ann
 
6. Lark’s PhD is in
A. English literature and western drama
B. Twentieth-century British literature and women’s studies
C. Education and gender studies
 
7. The P in Lark P. Palma stands for
A. Patricia
B. Perkins
C. Pickett
 
8. A group of larks is
A. A charm
B. An aerie
C. An exaltation
 
9. Lark is phobic about
A. Velcro
B. Spiders
C. Buttons
 
10. One of Lark’s favorite expressions is
A. That dog don’t hunt
B. Busy as a cat on a hot tin roof
C. He could start an argument in an empty house
 
11. Lark Palma is
A. Catlin Gabel’s longest serving head of school
B. The first female head of school since Catlin and Gabel merged
C. The only head of school to teach English
 
Answers:
1–A. 2–C. 3–B. 4–B. 5–A. 6–B. 7–C. 8–C. 9–C. 10–A. 11–A.

Lark Leaves a Legacy

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From the Winter 2014 Caller

Catlin Gabel experienced great and well-considered growth during Lark Palma’s 19 years as head of school. Here are just some of the advances the school made, thanks to her leadership and the work and commitment of students, faculty-staff, alumni, families, friends, and supporters.

LARK'S VISION

“There is philosophical grounding for this school that is precious and important to preserve and develop: the experiential nature of our curriculum, the commitment to being a learning laboratory, the emphasis on respect and self-reliance, the intellectual challenge of the program, the value of this natural setting, and the willingness to be different from those around us when we feel it is in the best interest of the children. . . . My vision is an exceptional experience for every child and parent, and a lively teaching environment for faculty.” (2002)

ACCOMPLISHMENTS

  • Encouraged growth in educational technology and campus infrastructure
  • Created the curriculum map to begin the conversation to unify education across divisions and disciplines
  • Worked with the community to develop a school mission statement
  • Enhanced professional development opportunities for faculty-staff
  • Intensified emphasis on community service, college counseling, and learning center
  • Increased the budget for financial aid, from about $600,000 to more than $3 million
  • Connected Catlin Gabel more strongly with the wider community
  • Led development of strategic plan and crucial guiding directions
  • Oversaw three fundraising campaigns and countless initiatives, which contributed $60 million to the school
  • Encouraged education about brain research and its relation to teaching and learning
  • Oversaw the rise of the school’s endowment, from $9 million in 1995 to $26 million today, with $38 million projected at campaign end
  • Increased emphasis on diversity, sustainability, and financial security
  • Worked with the faculty to re-imagine the future of the US curriculum, undertaking research on advances in education
  • Revitalized the outdoor and global education programs, and was a founding member of the Global Online Academy
  • Introduced and supported new programs such as Mandarin language, robotics, Palma Scholars Program, PLACE urban studies, and the Global Online Academy
  • Taught literature and women’s studies classes to a generation of students

BUILDINGS AND FACILITIES

Creative Arts Center
Long-held dream achieved in this new 2013 building, bringing together US and MS arts
 
Playground
Lark brought the community together in 1995 to build this center of young student life
 
US science and math buildings
New construction in 1998 and lab additions in 2008 to unite these subjects and take advantage of technology
 
Murphy Athletic Complex track and field facilities
Rebuilt and re-engineered in 1999 with state-of-the-art materials and features
 
Dant House
Remodeled in 2007 to better serve students and faculty
 
Jean Vollum Humanities Center
Former library renovated in 2007 for humanities classrooms
 
Beginning School
Beehive remodeled in 2000 to reunite preschool and kindergarten
 
James F. Miller Library
Newly built in 2003 to accommodate technology and scope of US student use, added multimedia auditorium and meeting space
 
Hillman Modern Languages Building
Built in 2003 to give a home to language classrooms
 
Facilities building
Built in 2001 as temporary US classrooms
 

Lark's Profound Influence

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From the Winter 2014 Caller

Pamela Gibson

Past trustee and parent of alumni
A leader is best when people barely know she exists. When her work is done, her aim fulfilled, they will say: We did it ourselves. —Lao Tzu
 
I have to remind myself that I was asked to write about Lark from the perspective of a board member, because the outcome of her work that is visible to me every day comes from my perspective as a parent. It is this very work, though, that was going on in the boardroom. One of the strengths of Lark’s leadership has been her laser focus in making certain that all work that took place at Catlin Gabel, whether at the board level or in the classroom, must have as its result a profound benefit to the student, as well as an impact on the common good.
 
I was there at the beginning, when Lark brought the world to Catlin Gabel. Diversity was a sadly overused word at the time, but she had a deep understanding of what that word meant. She set about teaching us all—faculty-staff, parents, children, and donors—the critical importance of having a truly diverse community. She envisioned the world our children would ultimately live in, and configured their education to prepare them to thrive and contribute.
 
Consistent, visionary leadership is Lark’s legacy. It is manifested in the core values that have remained constant throughout her tenure. It is reflected in the new spaces that have been built as tools that serve and nourish learning. It will live on in the accomplishments of the thousands of students who learned and grew on her watch.
 
And yes, we did it ourselves. Stellar faculty, dedicated staff, industrious students, caring parents, alumni, donors, and board members did it. Employing her charming, quiet strength, she challenged us to make it so.
 

Kate Grant

Director of college counseling
I met Lark 15 years ago when I came to Catlin Gabel for my job interview. Imagine my surprise when I found she was from the same small town in South Carolina where my mother had grown up. Immediately I felt a connection that has lasted through the years, and I hope will continue through many more.
 
What struck me about Lark that day holds true today: a steadfast love of Catlin Gabel and a commitment to keep its well-being first and foremost in her mind; a focus on the school as a whole and, at the same time, an appreciation for the uniqueness of each student, teacher, and staff member; an appreciation of the importance of the stories each student tells and needs to hear to develop the confidence to enter the world beyond Catlin Gabel. Lark is a respected leader on campus and off—an innovator in education. Lark’s view of education as a social and moral issue strengthens her—and our—commitment to becoming a more inclusive community. Her English and Feminism courses help students appreciate their own experiences and backgrounds. I remember a student telling me that the first time the literary canon reflected her own experiences was in one of Lark’s classes.
 
On a personal note, Lark has been a mentor and supporter for many of us. I am grateful to her for giving me opportunities to expand my role in the school, supporting my professional and personal development, and listening with an open heart to all that I say. I know others feel the same way and, like me, will miss her vibrant and innovative approach to education, learning, teaching, and being. She is a brave woman. In the words of Mona Eltahawy, last year’s commencement speaker, “I wish I could have gone to a school where Lark was the head.”
 

Christopher Reimann ’13

First-year student at Whitman College
I spent six years of school watching Lark lead meetings with high-powered members of the Catlin Gabel community, reading her letters to the school, and watching her whiz around campus on her golf cart. In my senior year of high school I finally got to know Lark through her Feminism class. I distinctly remember walking into the class for the first time, feeling more intimidated than any other time before. What awaited me was a year of simple enlightenments I had never imagined. On the first day of class we spent the majority of the time talking about the importance of names, what they mean, and how our names defined us. Little bits of knowledge like this show Lark’s power as a teacher. Until that point I had never really thought of my name as more than a superficial piece of my identity, a classification with which others easily refer to me. I left class that day realizing that my name had a story and identity, separate from me. It takes a special type of teacher to take something as simple as a name, and help students realize the profound weight of it.
 
Aspects of Lark’s unique style of teaching have found their way into every classroom on campus. While she is moving on to the next page in her life, if you pay close attention, little quirks of Lark will come out in every classroom for years to come. Catlin Gabel and its students have been so lucky to have a teacher and head of school like Lark, and wherever she goes next is sure to know that soon enough.
 

Dave Cannard ’76

Past trustee and board chair, parent of alumni
I first encountered Lark’s generous mentoring as a fledgling trustee as she introduced me to my new responsibilities, in a role I’d haphazardly fallen into when the preceding alumni board chair had a sudden job transfer out of state. Little did I know then that it would lead to almost 20 years of friendship anchored in our shared passion for Catlin Gabel.
 
Not the sharpest tool in the shed, I’ve spent hundreds of hours in the head’s office being gently schooled. As I took on different roles, Lark adjusted the lessons, showed how I could be more effective, how I could remain true to my core and reach for the next step in realizing the potential of the school for students.
 
It’s in Lark’s nature to mentor, to pass on her wisdom, her vast learning, her enthusiasm and dedication for great student learning. She always has an encouraging word, an ever-more challenging lesson, a gentle reminder about priority—the students—and often a suggestion for me for an article, book, or workshop so I could gain more depth.
 
It is inherent in her everyday activities and interactions; there is constant encouragement, a fond nudging towards her driving vision. It all ties back to the vision, an inclusive, challenging, and relentless vision of what Catlin Gabel can and should be. Rooted in the progressive tradition, great teachers applying cutting-edge pedagogy, developing students who are compassionate, who think, and who act to change the world. She never loses sight of the vision, even when mired in the details. She mentors all of us—students, parents, faculty, staff, administrators, and friends—to be champions of that vision. The outstanding team she has developed around her attests to the compelling success of Lark’s approach.
 
The school stands ready for its next leader, confident in who we are, excited about what we can be, champing at the bit to stretch towards the vision. We can do this! We can do it because Lark showed us how.   

Looking Back with Lark Palma

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An interview with Lark about her 19 years at Catlin Gabel and what it means to her

From the Winter 2014 Caller

By Nadine Fiedler

What will you miss most about students and colleagues?
I cherish the inventive conversations I have with kids, when they dream about their futures. I’ll miss the teachers and my conversations with them, which always left me entertained and edified. Catlin Gabel has excelled in the fundamentals about getting it right for kids and getting it right for faculty, which has so many nuances and so many opportunities. Every day I have come to work feeling excited, and feeling that what’s happening matters. The years galloped past!
 
What do you think Catlin Gabel’s place is right now, and how has it evolved since you’ve been here?
When I sit around a table with other school heads from around the country, all eyes turn and ears perk up about some of the programs we have and the things we are doing. I’m struck by how unique and respected we seem to be in the sea of schools. We distinguish ourselves by always surveying our mission, and then examining the cultural, economic, and political landscape around us in Portland and in the Northwest. We’re widely known. Just a few examples: We have one of the leading Orff music educators in the world. Our math specialists have written books and spoken at numerous conferences. Our urban studies program has had national attention. The Palma Scholars seminar has gone on the road as an example of how you foster innovative curriculum in a school. We’re nationally known for sustainability and how a school can turn its curriculum and all its practices, including finances, into a sustainability model. Many of our service programs put students directly into the community working cooperatively with social groups, as well as city government. We’re making a difference in our city by designing parks, by developing the transit mall, by working with the Water Bureau for clean water. Our program of overseas trips has become more refined and meaningful. All of our programs are important when you’re trying to be a progressive school that considers all the dimensions of a child’s development.
 
What were some of your happiest moments of your years at Catlin Gabel?
Groundbreakings and ribbon cuttings always filled me with pride for the school. Every time it meant that people understood what the school needs.
 
It was a great day when my women’s studies students started a blog and there were many, many hits on it, because it meant that what we were talking about went to a wide audience.
 
I had a lot of fun seeing the Palma Scholars Program develop, and seeing the successful teamwork develop behind it.
 
It’s been a thrill each time the community’s gotten together some way or other to talk about the future of the school. I remember being excited by the hopes and dreams of these groups—and we’ve accomplished so much of them. The Vision 2020 planning conference helped the school define future needs—and out of that came increased emphasis on urban and global studies.
 
I was pleased when the board ratified the five-year plan to set strategic directions for the school, and how as a school we’ve really tried to stick to them.
 
The head search process gave me a lot of pride and happiness.
 
My first Rummage Sale was amazing. You really can’t believe it!
 
I’ll never forget tap dancing at the Gambol.

The four years my grandson Liam was at the school were joyful for me.

 
I’ll never forget the day that then-development director Johanna Thoeresz and I picked up a million-dollar check from Jimmy Miller, and we gave him a ride home. He wanted to stop and get strawberries and cream to take home, and tried to give Johanna some money. She said, “You know, today we’ll buy you the strawberries and cream.”
 
The day that I announced to the Upper School faculty that Dan Griffiths would be their head was amazing. I never heard such thunderous adulation. I felt so good because lots of people were happy, and we had used a good process.
 
I was so tickled the first week of this school year to overhear students’ reactions to the new Creative Arts Center. “Omigod! Have you been over there yet?” And I loved it when the preschoolers were sitting in the CAC courtyard having their snack in early September.
 
I had such a good time having late-night conversations at retreats, and antics around the campfire at Camp Cody with seniors and with faculty at Eagle Creek.
 
When I see students in the Miller Library, or running around, or engaged in sports, I think it’s just what a school should be.
 
I love the excitement for special traditions, whether it’s the preschool or kindergarten parades, or rolling the oatcake. And I love every year watching the 5th, 8th, and 12th graders move forward, and seeing what the seniors will give me during graduation.
 
Why did you choose Catlin Gabel?
I was at the progressive Heathwood Hall in South Carolina for 18 years, beginning as a teacher and ending as associate head, running the school’s operations and academic programs. I came to realize that I was ready to do the work of a school head. I knew I wanted to continue working in progressive education, and Catlin Gabel was the right fit for me. A school like Catlin Gabel works because we have the independence to make choices for our kids. There are truly wonderful champions of progressive education here who understand how to take their subjects and make it work for the appropriate needs of the kids. I think progressive education is going to prevail.
 
What was your mission when you took the reins at Catlin Gabel?
My mission was to create a stronger Upper School program, and the buildings and annual support to keep it going. I was charged with setting up a realistic evaluation system for faculty, and providing requisite professional development. I came into a school with a good infrastructure and finances, with a mature board. After going through charettes led by architect Tom Hacker, we came up with the village concept for the architecture of the Upper School. Over the years, in both the Upper School and the rest of campus, we completed the playground, beautiful science labs, track and field facilities, and a new math building. We worked on the Beginning School to get the kindergarten out from under the Barn and built the beautiful, inspirational library and modern languages building.
 
Where would you like to see the school continue to grow?
Our challenges will always be connected to resources. This is why a dedicated push for endowment and the Catlin Gabel Fund every year is so important. It’s a challenge to create a conduit for alumni to continue to know each other, and for us to know them as adults. It’s a challenge for parents and the students who are going on to college or some other meaningful next step to remember the importance of what they got at Catlin Gabel, and that it all happened because of alumni and parents. If the school does not become more diverse, we will cease to be relevant. We need to look seriously at the spectrum of our learners and make sure that every learner that we invite into the school has a level playing field.
 
What would you like to reflect on for posterity?
Don’t take any of this for granted. Come to school every day knowing that you’re coming to a special place. Whether there are annoyances, or fatigue, or problems to be solved, just take a breath, step back, and look at the trees, smell the air, stand in the middle of any of these beautiful quads, and say, “I’m so damned lucky to be here.” I’ve done that every single day for almost 19 years.
 
Love and respect what the other does. Honor the staffers who make the lives of teachers and students the best they can be. Everybody should thank everybody every day. Get to know each other!
 
I want alumni to stay close to their school and reflect often on what they got out of Catlin Gabel. Think about the friends, the teachers, a day in class when you had a breakthrough, the talks around the campfire, and the many bus trips. Think about where you got your ability to speak, your ability to communicate and analyze and develop strong argumentation; where you got all your baseline abilities in science and math and then some; your ability to now go out into the world and speak a language and be understood; and where you may have for the only time in your life played a varsity sport or painted a painting that you still have. Close your eyes and smell and hear the Paddock, watch the sunset down on the athletic fields and the crows in the winter and the geese on the pathways in the spring. That will make you remember why it’s important that the school’s in your mind and heart all the time.
 
What kept you here at Catlin Gabel so long, and what’s next for you?
I am returning to my home state to help found a new progressive school in Charleston, South Carolina. All of my family now lives on the East Coast. I always knew I would return there; I did not predict I would be here so long. But the beauty of the school gets in your blood, the beauty of the city and the state get under your skin, and I’ve stayed at Catlin Gabel these many years for the very same reasons that I came. Without pretense or excessive fanfare, Catlin Gabel gets it right for kids—a lively, stimulating, challenging curriculum in and out of the classroom, on the athletic fields, and in the community. It gets it right for faculty—in encouraging them to grow and create a culture of collegiality and high professionalism, to be the best in their fields and the best in understanding what unlocks young, flexible minds within a framework that allows for great independence and creativity. I wish our new head Tim Bazemore the same wonderful journey that I have had, and that he stays true to the progressive mission of our school, deepening our position in the community, extending truly progressive programs and policies and keeping financial aid endowment in front of the school community. I know he will.
 
Nadine Fiedler is editor of the Caller and Catlin Gabel’s director of publications and public relations.

Winter assembly photo gallery

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Happy holidays!

The whole school came together for the annual winter assembly. This year's celebration was dedicated to Lark Palma. After a wonderful and joyous mix of singing, dancing, and storytelling, Lark said for the 19th and final time, "Let the winter break begin!"

Ski program information 2014

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Let's hit the slopes!

Carefully review this article, download the emergency medical and behavior agreement form posted at the bottom of the page, register online with Mt. Hood Meadows, and turn in forms and payment to Kathy Sloan, ski program coordinator.

The Catlin Gabel ski bus runs on six Saturdays: February 8, 15, 22, and March 1, 8, and 15.

The Catlin Gabel ski program is supervised by faculty members from all divisions. Mt. Hood Meadows ski and snowboard instructors teach the lessons. The program is open only to Catlin Gabel students in 5th through 12th grades. The transportation and chaperone fee for the six-week program is $150, payable by check to Catlin Gabel. Lift, lesson, and rental fees are payable to Mt. Hood Meadows through their online registration.

Transportation and supervision

Catlin Gabel buses transport participating students to and from Mt. Hood Meadows. The bus drivers are Catlin Gabel employees. Chaperones ride each bus and are available in the lodge at most but not all times.

Buses leave Catlin Gabel at 6:30 a.m. sharp. At the end of the ski day, the buses leave Mt. Hood Meadows at 3:30 p.m., returning to Catlin Gabel by 5:30 p.m.

All students must return via the Catlin Gabel bus unless parents or guardians prearrange alternative transportation. Chaperones must receive a note signed by a parent or guardian detailing the alternative transportation arrangements.

Reigistration

There are two separate components to registration: Mt. Hood Meadows registration and Catlin Gabel registration.

Mt. Hood Meadows Registration 

♦ Go to Mt. Hood Meadows' registration website

♦ Enter the GO code for Catlin Gabel in the GO code Box. Our GO Code is: 1024713 

♦ Select the package you wish to purchase.

• Grades 5-8 are “Trailblazers,” grades 9-12 are “High School.”
• Trailblazers MUST sign up for lessons. This is a Catlin Gabel requirement.
• Note: there is a Beginner Special for first-time skiers and snowboarders that is significantly less expensive. 

♦ After registering, you will receive a confirmation email from Mt. Hood Meadows and required forms.

Catlin Gabel Registration

Four forms in hard copy and payment are due to Kathy Sloan in the Upper School by Wednesday, January 22

♦ Catlin Gabel medical release and behavior agreement form posted below

♦ Mt. Hood Meadows release form 

♦ Mt. Hood Meadows medical form

♦ Mt. Hood Meadows rental form (if renting equipment)

♦ Check for $150 made payable to Catlin Gabel.

Financial aid is available directly through the ski bus program for students who need it and are committed to attending all six weeks. It is available for Catlin Gabel’s transportation and chaperone fee, as well as a portion of the Mt. Hood Meadows packages. Please contact Kathy Sloan directly to inquire about financial aid.

Drop-in skier information

Transportation and supervision are available to skiers who can only attend one or two Saturdays. However, we recommend signing up for the full program if you plan to ski more than twice because the unused days on the tickets are good until the end of the ski season.

The drop-in fee is $30 payable in cash or check on the day of attendance. Drop-in skiers must purchase their own lift and/or lesson tickets. Please rent equipment in advance in the Portland area. Beginning and first-season skiers are not permitted to use the drop-in system.

The Catlin Gabel emergency medical and behavior form is required for all drop-in skiers. Extra forms are available in each of the division offices and posted at the bottom of this page. The form may be filled out ahead of time or brought with the skier on the day of attendance. We cannot accept phoned in permission.


Program guidelines – read these carefully!

Both students and parents are responsible for reading this information.

Be on time. Please arrive at 6:15 a.m. to load skis and get seated on the bus. The bus leaves campus promptly at 6:30 a.m. and returns to Catlin Gabel by 5:30 p.m. Parents/guardians, please be on time to pick up your skier(s) at the end of the day.

Lessons are required for all participants in 5th through 8th grades. They are optional for high school participants. Lessons are approximately two hours and happen on each of the first four Saturdays, but not the last two. Prior to and after lessons, participants are “free skiing.” Although program rules require skiing with a partner, participants are not supervised by chaperones while on the slopes.

Skiers are required to travel both directions on the same bus. There will be chaperones on each bus and in the lodge at most but not all times. In the morning, buses drop students at the lodge, and at the end of the ski day students walk to the buses parked in the parking lot by 3:15 p.m. Failure to return to the bus on time causes worry and delay for everyone. Late skiers could be dropped from the ski program the following week.

All skiers are expected to honor the rules and regulations governing the use of lifts, slopes, and lodges as posted by Mt. Hood Meadows. Failure to comply will result in dismissal from the program. All skiers are expected to honor Catlin drug and alcohol policy. Failure to comply will result in dismissal from the program and disciplinary action taken at school.

We strongly encourage all skiers and snowboarders to wear helmets although this is not mandatory. Helmets come with the Trailblazer rental package.

Loading and unloading equipment and cleaning the bus at the end of the day is everyone’s responsibility. No one should leave the campus until the buses are empty and cleaned.

Concern for others is an essential part of the ski program while on our way to and from Mt Hood Meadows and while at the ski area. We have been justifiably proud of the Catlin Gabel students in the past and have had numerous great seasons. We hope you can be a part of the best season yet!

We ask all students and parents to join in our commitment for the safest and most enjoyable ski program possible.

Ski program leaders: Kathy Sloan, Len Carr, Chris Bell, Peggy McDonnell, Bob Sauer, Larry Hurst, Paul Monheimer, Aline Garcia-Rubio, and Spencer White

 

Two Middle School robotics teams qualify for state

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Congratulations to Team Starstruck and Team Quantum!

Team Starstruck won both the Core Values Award and an ACE Award for all around performance. Starstruck is coached by sophomore Jacob Bendicksen '16. The members are 7th graders Amber Merrill, Sujala Chittor, Natalie Dodson, and Hannah Fisher, and 6th graders Ava Pritchard and Aarushi Phalke.  "Their software is some of the most sophisticated ever developed by a Catlin team," said robotics program director Dale Yocum. "They're going places."

Team Quantum entered the competition with something to prove as they didn't have a terribly successful season last year. They won both the Project Award for their proposal of a natural disaster warning and survival app, and an ACE Award. "A fantastic turnaround for a team of very talented guys," said Dale. The members are 7th graders Avi Gupta, Matt Leungpathomaram, Tyler Nguyen, Quinn Okabayashi, and Kian Palmer. They are coached by sophomore Jake Hansen.

Our rookie 6th grade team, the Teeny Beanie Burritos, had a great season. Though they didn't make it to state (that's tough to do for a first year team) they won the Core Values award for their superb work as a team and respect for one another.  Of this rookie team Dale said, "They'll be a force to be reckoned with next year!" Coached by sophomore David Vollum, the team members are Liam Wang, Maansi Singh, Jimmy Maslen, Emma Latendresse, Lauren Mei Calora, aMadeleine Herbst.  

Mock trial coach's letter printed in Oregonian

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Oregonian article, December 2013

"St. George and the Dragon" photo gallery

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The class of 2018 dedicated their performance to Lark Palma

A hero, a dragon, girls acting dippy, and boys in tutus. This decidedly 8th grade show is a perennial favorite that has been performed to the delight (and horror) of Catlin Gabel audiences since the 1940s. Borrowing from the same basic plot (we use the term loosely), each class reflects its own personality in St. George and the Dragon. Highlights this year included a feminist Egyptian princess, the re-branding of Miley Cyrus, a unicorn dancing to "What Does the Fox Say," jugglers, and, of course, a suave Turkish Knight, a noble St. George, a fearsome dragon, and a guest appearance after the show by our next school head, Tim Bazemore. 

Click on any image to enlarge or download the photo, or to start the slide show.

A Winter Break Blizzard of Books!

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Weather-related school closures and bus service suspension

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General protocol

When school does not open in the morning or opens late due to inclement weather, we notify the media before 6:45 a.m. We update the school website as soon as possible. We also send an email with closure information to the parent and faculty-staff email listservs.

We do not notify the media when school runs on a normal schedule.

We will post a newsflash on the website alerting families that we are open when conditions are uncertain.

The school avoids mid-day weather closures whenever possible.

Catlin Gabel does not necessarily follow the decisions made by Portland Public or Beaverton schools because our students come from a wide geographic area.

Who decides?

Plant manager Eric Shawn and assistant head of school Vicki Roscoe make the decision to close school or delay opening based on conditions on campus and throughout the metro area.

Bus service

Sometimes school is in session, but we suspend one or more of the bus routes because of hazardous road conditions (typically at higher elevations). We post a message on the website as soon as decisions are made. We will send an email with bus cancellation information to all families and faculty-staff. If buses are canceled in the morning on a given date, they are also canceled in the afternoon, regardless of weather conditions.
Personal decisions

The safety of students is our primary concern. Parents should make personal weather-related safety decisions for their families. If it does not seem safe where you are, keep your children at home. If conditions deteriorate in your neighborhood during the day, you may pick up your children early (making sure to notify the division administrative assistant).

Exploring Forts and History on the Oregon Coast

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Experiential learning at its best

A large group of Catlin's eighth grade class spent a weekend among the forts, batteries, and bunkers protecting the Columbia River from enemy attack over the past 120 years.  We spent the night in yurts, warmed by electric heaters, at Fort Stevens State Park.  Over the two day the group visited Fort Clatsop, Battery Russell, Battery Mishler, Battery 245, Fort Stevens and the wreck of the Peter Iredale.  Lots of games were played among the various installations.  We spent part of an afternoon playing Ultimate Frisbee in the sun on a wide and empty beach.  A beautiful weekend.

Revels 2013

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Revels is just around the corner!
Excitement is in the air!

Revels – Wednesday, December 18, 7:00 - 8:30 pm, Cabell Center Theater

Our students have spent the last month rehearsing for Revels. They have learned songs in Spanish, Latin, Chinese, Swahili, Hindi, Arabic and Hebrew. Revels and the rehearsals that lead up to it are aligned with our broader aims that include:
 
1) Furthering the musical education of our students
 
2) Honoring the diversity within our school
 
3) Fostering a sense of school as a community by asking all students to work together towards a common purpose.
 
A winter festival, common to cultures throughout the world, offers a perfect opportunity to further the children’s education by focusing on these three aims. We deliberately include music that has cultural and historical significance. Each year Peggy selects a few new musical pieces and the children help with the choreography on all but a few numbers. Other selections stay the same, serving as anchors of familiarity and predictability for the children. We hear anticipatory exclamations such as, “You get to do the sword dance in the fifth grade!” It is also interesting to note that every child has an opportunity to sing, dance and or  play a musical instrument over the course of the program. All children learn all parts!
 
Thank-you, parents, for your support of the effort that goes into Revels and for your celebration of the children in the larger context of the world during this holiday season.

Helpful Tips You Need to Know for Revels

Please read the following “tips” to help this year’s event go as smoothly as possible.
 
*Dress Code for Revels

First - Your best pajamas without feet attached
Second, Third and Fourth grade:
    • Boys – Dress pants, collar shirt – tucked in – if the pants require a belt please wear one
    • Girls – dresses, skirts or very dressy pants
Fifth grade – Black dress pants and a white turtle neck
 
*Limited seating: Because seating is limited, we would appreciate you inviting immediate family only. We have 607 seats available -- this means that we only have about 3 seats per family.  You may consider leaving babies, toddlers and older siblings at home.  If you will be bringing Middle School age siblings, they must sit with you during the performance. Fire Code requires that we not overcrowd the theater. Seats will be on a “First Come, First Served” basis. Please do not “save” seats for other families.

*Recording: We are happy to announce that once again the performance will be professionally videotaped. Copies of the DVD will be for sale for $30.00 and will be charged to your account. Sit back and enjoy the show! (If you wish to video the performance, please be considerate of other fellow parents in the audience and sit in the back row of the theater.)
*First and Second Grade sections: We have reserved sections on the main floor for parents and siblings of each of our first and second graders. We are assuming the 1st graders will sit on a lap.

*Third Graders in balcony:
We ask that third graders and their parents sit upstairs in the balcony. The students will be cued as to when to come downstairs to perform.

*Fourth Graders to be seated in the aisles:
We invite the parents of the 4th graders to sit in the seats nearest their 4th graders at the beginning of the show. Fourth graders need to meet in the Beginning School at 6:30 pm.
 
*Fifth Graders will be sitting in the aisles along the perimeter of the theater while they are not performing (not with their parents). Parents of fifth graders may sit in any of the unreserved seating areas. Part of the center section on the ground floor will be available to fifth grade families.  Seats will, also, be available in the balcony.  Fifth graders need to meet in the Beginning School at 6:15 pm.
*Where should we sit if we have kids in two grade levels? If one of your children is in the fourth grade, we ask that your family sit in the assigned aisle seats nearest your fourth grader. Otherwise, you may simply choose which grade level you want to sit with. Make this decision now, as the first grade class literally counts how many seats will be needed and exactly the right number will be reserved. Don’t worry about your children missing their cue to go on stage — the announcements will be very clear. There will be time for students to make their way down the stairs if they are seated in the balcony.

*Parking:
Please carpool if at all possible, as parking is limited.

*Pre-performance wait time:
You may be bringing your student early to get ready for the show. The doors open at 6:00 pm.

*Honoring the performers:
To honor the performers, please turn off cell phones and remain seated during the performance. Bathrooms are located behind the theater for emergencies. Please encourage children to visit them before the show begins!
*Young children: We ask that you keep your children (other than the 4-5th graders) with you during the evening. You may wish to bring something quiet to do with your child while you are waiting.  We ask that very young children sit in your laps.

*What happens if it snows? No worries – an alternate performance date will be announced. Please check the web site to see if Revels is cancelled.


*The day after:
Coming to school Friday morning after Revels may be delayed a bit if you like, a tradition at the Lower School! Of course teachers will be here at the usual time.

DVD  of Revels

We will have a professional videographer to tape Revels again this year. If you would like to purchase a copy of the Revels DVD please email Julie Higgins in the LS office and let her know how many you would like. Your account will be charge $30.00 for each DVD.

Practice the Revels Spanish Song

My little plains donkey – El burrito sabanero (Adapted Version)

Con mi burrito sabanero voy camino a mi hogar.
Con mi burrito sabanero voy camino a mi hogar.
Si me ven si me ven voy camino a mi hogar.
Si me ven si me ven voy camino a mi hogar.
El lucerito mañanero, ilumina mi sendero.
El lucerito mañanero, ilumina mi sendero.
Si me ven si me ven, voy camino a mi hogar.
Si me ven si me ven, voy camino a mi hogar.
Tuqui Tuqui Tuqui tuqui.
Tuqui tuqui Tuqui Ta
Apúrate mi burrito
que ya vamos a llegar.
Tuqui Tuqui Tuqui tuqui.
Tuqui tuqui Tuqui Ta.
Apúrate mi burrito
Vamos a una fiesta .
Con mi burrito sabanero voy camino a mi hogar.
Con mi burrito sabanero voy camino a mi hogar
Si me ven si me ven voy camino a mi hogar.
Si me ven si me ven voy camino a mi hogar.
Tuqui Tuqui Tuqui tuqui.
Tuqui tuqui Tuqui Ta
Apúrate mi burrito
que ya vamos a llegar.
Tuqui Tuqui Tuqui tuqui.
Tuqui tuqui Tuqui Ta.
Apúrate mi burrito
Vamos a una fiesta.

History Bowl team advances to nationals

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Bravo!

Catlin Gabel's inaugural History Bowl team, at its first competition, qualified for the National History Bowl by placing 2nd in the junior varsity division at regionals. Team members Adolfo Apolloni, Daniel Chiu, Ian Hoyt, Julian Kida, and Andrew Park (all 9th graders) will travel with club advisor Peter Shulman to the national competition in Washington, D.C., in April.

The team members also participated as individuals in the closely related History Bee, and all five qualified for the national History Bee. Daniel Chiu placed 3rd and Ian Hoyt placed 5th.

Dr. Kathy Masarie presentation handout

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Cultivating Kids’ Social Lives and the Brain Revolution

For those who missed Dr. Kathy Masarie's presentation at the November parent community meeting or did not receive the handout, please download the PDF below