Our Wildwood, Summer 2017, Volume 41

Our Wildwood, Summer 2017, Volume 41

Wildwood Our

18 10 30

Landis Green 10 Years In

Outreach Center Comes of Age

Sherry Varon Retires

8 SUMMER 2017 VOLUME 41

t a b l e o f c o n t e n t s

Wildwood School cultivates reflective scholars, bold innovators and compassionate leaders equipped with the skills, ethics and inspiration to transform their world.

WHAT’S INSIDE:

Letter From Landis ................................................................................................... 1 Giving Voice: Annie Barnes & Colleen Pundyk ........................................................................ 2 Good to Know: Board Establishes New Landis Green Innovation Fund ........................ 4 Meet New Board Members ................................................................................... 4 On Reflection...Melinda Tsapatsaris ............................................................... 6 Book Shelf ..................................................................................................................... 7 Where Brave Learners Go ..................................................................................... 8 All School Feature: 10 Years In .................................................................................................................. 10 Elementary School Feature: Where Reflection Starts ...................................................................................... 16 All School Feature: 18 and Counting Wildwood Outreach Center Comes of Age ................................................. 18 Perspectives: Aidan S. ‘19 ................................................................................................................ 22 Wildwood Athletics: A Year in Review ...................................................................................................... 23 oh snap! ........................................................................................................................ 26 Backwards Glance: The Teacher That Stays With You Forever Sherry Varon Retires ............................................................................................ 30 Alumni Voice: Kelsey Weber ’09 Shaped by Wildwood .............................................................................................. 32 Class Notes ................................................................................................................. 33 Upcoming Events ..................................................................................................... 37

Special thanks to the following student contributors: Will B. ’18 for his photo on page 22; Mira H. ’21 for her photo on page 27; Hudson J. ’23 for his book review on page 7; Aidan S. ’19 for his essay on page 22; Remy W. ’20 for his photo on page 22.

Dear Friends, l e t t e r f r o m l a n d i s

That’s certainly the case when it comes to our students, who are constantly asked to reflect in ways large and small, formal and informal. It’s there, in honest reflection, where students are led to seek and find the truth. Their truth. Have they worked as hard as they could have? Have they grown as much as they wanted? Were they the kinds of contributors and community members they wanted to be, in class . and out?

POLITICAL AND CULTURAL COMMENTATOR, DAVID BROOKS recently wrote of the miseducation of the young, noting that childhood is “more structured than it has ever been,” at a time when our students are entering a “young adulthood that is less structured than it has ever been.” Arguing that the models of the past—“take that test, apply to that college, aim for that degree”—aren’t preparing students for the unscripted decisions they’ll face the minute they leave school, he ends up making a case for Wildwood School. Later in this issue, you’ll be able to read my own reflection on my first decade at Wildwood, and the reflections of others—students, current and past colleagues, parents, and alumni—on topics ranging from procrastination and failure to positive body image to outreach. I’m especially pleased to draw your attention to an article by elementary alumna Zoe Foxley, a former Wildwood teacher and current parent, who’s written a beautiful testimony to Sherry Varon’s 43 years in the classroom, 37 of which have been in service to children and families at Wildwood. Zoe has known Sherry as her own teacher, her colleague, and most recently as her child’s teacher. Talk about a reason to reflect. Reading the articles in this issue of Our Wildwood, perhaps you, too, will find yourself reflecting on your experience with the people and programs of Wildwood. I’d love to hear yours, and invite you to share with me any reflections you have. Ultimately, everything we do is in service to students. . We reflect on our work, our service, and our support . of the school in the context of how it may have positively impacted the people and programs that surround . the children and young adults of Wildwood. Sometimes that reflection is affirming of what we do. Other . times reflection leads to change and growth. Both . are invaluable.

The questions we require students to consider, the reflections we invite, are

structured in ways that intentionally allow students . to make them their own. I’m reminded of moments . like Isabella G.’s recent 10th grade Gateway, when she . said, “I’m exploring who I am and want to be, and it’s . HARD work.” Hard work is right. Honest reflection is no easy task, yet it is exactly the type of skill that a young person today requires in order to meet the challenge and opportunities that will greet them as they leave the structure and comfort of their home and school lives. Brooks writes that those entering adulthood in the coming years will require an “entirely different set of navigational skills” than those who preceded them.

I think he’s right. That’s why I couldn’t be more proud to offer you this issue and our reflections on Wildwood.

Warm regards,

Landis Green Head of School

. . . . . .

g i v i n g v o i c e

Annie Barnes Colleen Pundyk

Q/ a

. ANNIE BARNES: You were one of the passionate pioneers who guided Wildwood’s expansion from K-6 to K-12, from one campus to two, so you have a great depth of understanding about Wildwood as an institution. As you look at Wildwood today, what are some of the essential structures in place that enable us to do the good work that happens here? COLLEEN PUNDYK: One of the fundamental structures that continue today is advisory, which was put in place from day one. One of the core principles of the school as a whole is to know children well. Advisory is key to this basic tenet. I believe everyone who came to Wildwood in those early days—from the guard in front of the school to the facilities team to office workers to teachers—while we may not all have been advisors, we all were committed to knowing these kids well. You still see that today. I think that kind of core principle is one of the things that allow a school to be different from the norm. ANNIE: One of the hallmarks of my experience as a teacher at Wildwood is a sense of community, and the commitment to know people well is a big part of building community. One of the pieces I think enables a community to happen is some core agreements, and it strikes me that the Habits of Mind and Heart are the core agreements that hold up the culture here. Can you talk about either your favorite Habit or describe a moment when the founders of the middle and upper school were considering the Habits. COLLEEN: There was a lot of study and research that went into creating the conceptual tapestry that would become the foundation of the program. When the Habits of Mind and Heart emerged through studying the principles developed by the Coalition of Essential Schools, we thought, “wow, this is architecture, this is a structure upon which we can build.” . It struck me when Landis talked at this year’s State . of the School about the Habit of Convention as an

A founding Wildwood parent and Board of Trustees member, Colleen Pundyk was the director of institutional advancement from 1998 until her retirement in 2015. Here in conversation with Annie Barnes, current 10th grade humanities teacher, Colleen reflects on her time at Wildwood.

Our Wildwood /Summer 2017 2/3

Colleen Pundyk

Annie Barnes

COLLEEN: Yes, and they are advocates for the school. . I think the institution loses something if the door shuts because a child graduates or one’s tenure on the Board . is over.. One of the things I’m curious about is how we create . an effective pathway that allows for the continuation of involvement for trustees, alumni, and parents. Wildwood . will turn 50 soon. And compared to East Coast schools, some of which are 200, even 300 years old, turning 50 seems like toddlerhood, I’m sure. When one looks at the older schools, it’s apparent that the various alumni groups make a real difference to the institution. Wildwood continues to build its alumni connection. It just takes a . while to do that. COLLEEN: Alumni have wisdom and pride. Even those who aren’t in touch for years after graduation start to come back. In the past 10 years, we’ve seen alumni from the early elementary years come back as parents at the elementary school. Soon, we’ll see our earliest graduates from Wildwood’s upper school begin their families. Perhaps some will return to the school as parents, too. Growing generations of Wildwoodians are one of the signs of a mature institution. That’s exciting!. As a longtime development gal, I’d be remiss not to call out the fundraising aspect of a multi-generational community. Alumni care about the school and often can support the school financially. When you look at many of the older schools, the majority of their philanthropic support, particularly during capital campaigns, comes from alumni families and alumni. But, as I said before, it takes a while to get there and making and continuing connections is important to us all. ANNIE: Yes, it does.

underpinning for why the school intentionally prepares graduating seniors by exposing them to things they’ll be presented with in college: midterms and finals, for example. Considering the Habit of Convention, it’s one example . of how a Habit can be applicable in the 13th year of a student’s education. . The Habits are an architecture that very broadly encompasses the kinds of skills, behaviors, ethics, and values vital to the development of young people. I hope that when my grandchildren come here, the same architecture is present. Q/ a . ANNIE: I love the fact that you’re mentioning grandchildren because that indicates your lifelong commitment to this institution. It’s a useful connection just thinking about trustees staying involved over the long term, even if they are no longer on the Board. Why do you believe that’s important? Or why is it important to you? COLLEEN: Well, I think there are two aspects to that question. One is why is it important for trustees to stay involved with this school. The other is why is it important for alumni, parents of alumni, former teachers—really anyone once affiliated with the school—to stay involved. . When you initially serve as a trustee, you’re not only present at the school as a parent, but you’re also taking on responsibility and learning more about the inner workings of the school to help steer it successfully during your tenure. Trustees are very future-focused—looking forward 10, 20, or 30 years. When one’s tenure ends, it could be helpful to maintain some continuing relationship between the school and former trustees so as to not lose that wisdom and institutional memory. ANNIE: The former trustee or Wildwoodian’s wisdom and point of view are valuable, even just to know the school’s history.

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ANNIE: Well, there you have it, another Habit—the Habit of Connection.

COLLEEN: Exactly.

WW

g o o d t o k n o w

Meet New Board Members

Board Establishes New Landis Green Innovation Fund Wildwood is excited to announce a new dedicated endowment fund, the Landis Green Innovation Fund. This new fund provides targeted support for faculty and administrators seeking to research, develop, and introduce new or enhanced programming that will have a transformative impact on students, families, or employees. Established in honor of Head of School Landis Green’s 10th year of service, the fund provides ongoing support for innovation.

Chelsea Hadley FAMILY: Chelsea and her husband, Justin Reinhardt, have two children at Wildwood. BUSINESS AND BACKGROUND: Chelsea is director of The Shifting Foundation, a nonprofit grant-making organization that primarily supports artists who have distinguished themselves in the fields of visual art, music, and literature. Previously, she worked in nonprofit fundraising as director of major gifts at LACMA during the museum’s expansion and construction of BCAM and the Resnick Pavilion. She was also West Coast director of development for

Our Wildwood /Summer 2017 4/5

“In a piece I recently wrote for Independent School magazine on the overuse of the word ‘innovation,’ I chide our world a bit for its faddish commitment to anything it can label as ‘innovative.’ What you are embarking on at Wildwood does, in my mind, qualify as innovative and I will eagerly follow your progress.” —JOHN C. GULLA, EXECUTIVE DIRECTOR. EDWARD E. FORD FOUNDATION

People for the American Way, a progressive advocacy organization founded by Norman Lear. Chelsea began her career in the arts as the Los Angeles director of New York City–based Pace/MacGill Gallery, and she has worked with LA- and London- based fine art companies to produce specially commissioned editions with numerous artists, including Ed Ruscha, Chris Burden, and William Eggleston. She is active with LACMA’s Art Here and Now (AHAN), the Hammer Circle and Reboot. Chelsea grew up in Washington, D.C., and received her bachelor’s degree from Vassar College.

Susan Olsen FAMILY: Susan and her husband . Keith have three sons at Wildwood. BUSINESS AND BACKGROUND: Susan is an educator with extensive and diverse 7-12 classroom experience. She graduated with honors with a bachelor’s degree in English from Kenyon College in 1991 and took her first teaching job at a small Quaker school outside Philadelphia. She earned master’s degrees at Harvard University in theology and in education administration, planning, and social policy. At the Divinity School, she also completed the Program in Religion and Secondary Education. After graduate school, Susan taught English at Baltimore City College High School. In 1999, she joined the faculty at Brentwood School, served as English department chair in her last three years, and founded a free, after-school English as a Second Language program for adult kitchen and custodial staff. Susan left teaching in 2005 to stay home with her children, but she has continued to find new ways to be involved in education. She served on her sons’ preschool board for three years, two of them as president. She took a full- time subbing position at Santa Monica High School for the spring semester, 2016, teaching English to juniors and seniors. She continues to be a regular substitute in the English department at SAMO.

Azizi Williams FAMILY: Azizi and her two daughters, ages 10 and 13, live in Sierra Madre, California. BUSINESS AND BACKGROUND: . Azizi is the assistant head of Sequoyah School, an independent progressive school located in Pasadena, California. After graduating from high school in Pasadena, Azizi was awarded the California Youth Leadership Award from the University of California, Berkeley. At UC Berkeley, Azizi attained her Bachelor of Arts in sociology while working as an assistant teacher in the university preschool program and pursuing a certificate in early education. In 2002, Azizi was given the opportunity to be a lead teacher at the UC Berkeley Harold E. Jones Child Study Center, the longest continuously running child study center in the United States. In 2007, Azizi returned to Southern California where she taught a kindergarten/1st grade class for two years before becoming assistant head at Sequoyah. Azizi received a Master of Arts in educational leadership from Teachers College, Columbia University in May 2017. Azizi has served on the Alumnae Board at Westridge School for Girls and is on the board of the Southern California People of Color in Independent Schools, which works to promote equity, diversity, and social justice in independent schools.

Andy Horn

FAMILY: Andy and his wife Heather have two children who attend Wildwood. BUSINESS AND BACKGROUND: Andy is the chief financial officer of the Academy of Motion Picture Arts and Sciences, where he has been the primary financial executive since 2001. Before joining the academy, he was an auditor for PricewaterhouseCoopers and an officer in the U.S. Navy. Andy earned a Bachelor of Arts from the University of Virginia and a Master of Business Administration from . the University of Southern California.

g o o d t o k n o w

On Reflection... Melinda Tsapatsaris

Reflection is an essential element of Wildwood’s pedagogy and its way of being. I’ve wondered, Should reflection be a Life Skill or the eighth Habit of Mind and Heart? It’s hard to pull apart and isolate reflection as a discrete entity. Reflection is the water in which the Life Skills and the Habits exist. It is the basis for all we do. If I had to prioritize one quality for my fellow citizens, peers with me on this parenting ride, politicians, and so on it would be a profound, earnest, and active capacity to reflect. Something Wildwood graduates can do automatically, constantly, and effectively. Reflection is the gateway to radical empathy (a term a former colleague coined). It is the vehicle of a growth mindset. Reflection instigates grit. It invites us to set and reach higher goals. It encourages us to pause and celebrate our successes. Reflection is the heart of this special school. Schools abound with trophies showcasing sports victories, debate team hardware, . and drama festival medals. I’d like to create a Wildwood trophy case highlighting our top Reflective Moments. Here’s where I’d start: > The time an unknown 7th grader in 2001 put a Band-Aid on my classroom globe, . right on top of Afghanistan. > The time five teenage boys admitted to me (their high school principal) that they really couldn’t come up with a sufficient senior prank because all their ideas would create too much extra work for the facilities department. > The time a mom admitted immediately after her daughter’s 10th grade Gateway, “You know, I could never do what she just did. Talk about her stretches without shame—but even more intimidating—talk about her strengths with ease and pride. My daughter is my role model right now!” > The time Daniel, a senior, shared, “Wild curiosity drives me, but it makes sense to . only study things that truly benefit myself and others. That is the responsibility of curious people.” > The time I told my middle school advisory about my former students in southeastern Ohio giving me homemade deer jerky as a holiday gift—and Maesa, on the last day before winter break, bringing in a basket of lemons and lavender from her backyard with a simple note, “California Deer Jerky.” The end of the year invites ongoing and intense reflection. It is the season of Gateways . and Senior Exhibitions, spring report writing, 5th grade culmination and 12th grade graduation. It is the time to look back and look ahead. It’s a time where we measure our work with our children—and ourselves. I think of Wildwood as a feisty school, always trying to be the best version of itself, as Landis shares often. I invite us to linger a moment and celebrate this reflection—and our celebration of reflection. In a Go!Go!Go! society that moves way too fast, . we pause. We pause to learn and grow from the kind moments to the difficult ones. We swim . in reflection.

Melinda Tsapatsaris was a member of the design team for Wildwood’s expansion to K-12; served as founding faculty of the middle and upper school; director of upper school from 2006-2011; and assistant head of school from 2011-2017. Next year, Melinda will become head of school at Westland School in Los Angeles, continuing her career as a leader in progressive schools.

Our Wildwood /Summer 2017 6/7

Book Shelf

by Michelle Simon HEAD LIBRARIAN MIDDLE AND UPPER SCHOOL

Readers have the opportunity to reflect as they relate to both fictional and real characters, on a book in parts or as a whole. The process of reviewing books encourages readers to consider the reading experience and ponder new ideas and understandings of themselves and others. Enjoy these reflections from our newest Book Shelf reviewers.

THE SUN IS ALSO A STAR by Nicola Yoon Reviewed by Alex Cussen , HUMANITIES TEACHER

“How will you contribute to making America greater?” That’s one of the questions the protagonist of The Sun Is Also a Star needs to answer before an immigration lawyer can help her make a last-ditch effort to stay in the United States. Natasha, a Jamaican-born 17-year-old, has been living in New York for almost a decade when she finds out she will be deported that night. Her life collides with Daniel’s, a Korean- American, also 17, on the day of his Yale University interview. Natasha and Daniel’s diverging paths meet and take them on a whirlwind tour through Manhattan. Will Natasha’s family be deported that night? She

can’t help but feel cynical about the American dream—and she lets Daniel know this when he talks about his plans for the future: “We’re put here to evolve and survive. That’s it.” Author Nicola Yoon speaks for those in our society who are unable to afford to dream, ponder, or reflect. In this world, evolving and surviving are tantamount to dreaming.

SHADOW AND BONE by Leigh Bardugo

Reviewed by Hudson J., 6th GRADE

Leigh Bardugo’s Shadow and Bone is an imaginative story set in the land of Ravka, an 1800s Russia- inspired landscape that is influenced by magic. Alina Starkov is a cartographer for the army. She is tasked with assisting a convoy across the Fold—a dark, creature-ridden space that separates the land in two. Her convoy is attacked, and she ends up releasing a rare power from deep down. As the story progresses, she delves into the world of magic while holding the key to the end of the Fold, and the worries of many.

THE HUNGER GAMES by Suzanne Collins

Reviewed by David Silverman, WILDWOOD PARENT

We have a fairly strict rule in our house—you have to read the book before you see the movie. Both our kids were too young for The Hunger Games when it first came out, but a year or two ago Zoe read it and loved it. This year, when Izze read it, too, and asked to see the movie, I checked the book out of the Wildwood library and finally got around to reading it myself. I loved it. It is gripping from the start. The book lets you inside Katniss’ head in a way a film just can’t. You learn as much about her from the way she talks as you do from her actions. And while the movie is definitely fun, the book gives you more insight

into her character—what she thinks and how she feels every step of the way. When you read the book, you get to watch your own movie—you’re the casting director, the director, etc. I enjoy that. Of course, it’s always fun to see the movie afterward and compare my movie to the one that got made. But we’re sticking with our rule—read the book first!

f u t u r e f o r w a r d

Where Brave Learners Go

Quinn Albert Emerson College

Jordan Benefiel Hampton University

Nora Berkshire University of Colorado Boulder Teyana Brown University of California, Santa Cruz

Our Wildwood /Summer 2017 8/9

Polina Chepenko University of Pennsylvania

Katiana Duffour School of the Art Institute . of Chicago

Genevieve Dunning New York University

Skye Emanuel The Blackbird Academy

Ella Emhoff Parsons School of Design

Haley Katz Hamilton College

Sophie Levy Barnard College

Kiona McCormick Wesleyan University

Emma Fresco Scripps College

Xander Kleiman Tulane University

William Lewis Lewis & Clark College

Duke Nicholson New York University

Matthew Gelbart The George Washington University

Natnael Knobler The George Washington University

Jackeline Lopez Ruiz Wellesley College

Emily Norfolk Northwestern University

Conor Grice Attending College . in New Zealand

Julia Luisi New York University

Nathaniel Payne University of Puget Sound

Molly Leevan Gap Year

Avery Johnson Washington University . in St. Louis

Jacob Marcus Gap Year

Elena Rey Vassar College

Danielle Leshgold New York University

Noah Marfori Gap Year

Khamil Riley Wesleyan University

Jacob Rockwell University of Michigan

Grayson Small University of . Southern California

Maxwell Spitz University of California, . Davis

Mila Stromboni Parsons School of Design

Enrique Romero Gap Year

Sophie Ulin University of . Southern California

Miana Smith Massachusetts Institute . of Technology

Adam Stanton New York University

Julian Ruble The George Washington University Sarah Shindler The George Washington University

Emma Stein University of Michigan

Dylan Vecchione University of Washington

Sophie Smith New York University

Sophia Stoughton Northwestern University

Lillian Weidhaas Pomona College

Sabrina Soros Vassar College

Kayla Streiber Barnard College

Summer Wilson The George Washington University

Selma Spath Parsons School of Design

a l l s c h o o l f e a t u r e

by Landis Green, HEAD OF SCHOOL

Our Wildwood /Summer 2017 10/11

“The Progressive School ... should be a laboratory where new ideas, if worthy, meet encouragement; where tradition alone does not rule, but the best of the past is leavened with the discoveries of today, and the result is freely added to the sum of educational knowledge.”

“There’s a school in LA. I think you’d like it, and I think they’d like you.”

Chris Arnold, the consultant whom the Board of Trustees hired to guide the search for Hope Boyd’s successor, had called me after a meeting with the search committee because he thought I might be a good fit. It was May 2006, and that was the first I had heard of Wildwood School. Eleven years later, bringing my 10th year at Wildwood to a close, I have met with dozens of

now-old friends, former trustees, and longtime colleagues. Together, we did exactly what we so deliberately and rigorously ask our students to do: We reflected on the work we’ve done together, as well as the work to come. On my first visit to interview with the search committee—made up of 10 teachers, administrators, and trustees—I distinctly remember thinking that Chris had been right. Indeed, I had found in Wildwood a school and community that included so much of what I value in this work. Although I have been circumspect in referencing it too often with those who are unfamiliar with Quakerism, my 10 years at Wilmington Friends School were particularly influential in my life as an educator. The spiritual belief that God is in everyone, which is central to Quaker philosophy in education, seemed to me then—and now—as entirely consistent with how we view the students in our care at Wildwood. Each student, as an individual, is to be respected and honored for who they are, for what they have to contribute, and for how they can grow.

PROGRESSIVE EDUCATION ASSOCIATION, 1919

During my first year or so at Wildwood, people often asked, “So how are you liking LA?” I always shared my appreciation for the forward thinking—dare I write, “progressive”—spirit of the place, and especially the wonderful people who make up the school community we treasure. Later, I realized what folks were really asking: How could a man who lived in Maine possibly enjoy living in Los Angeles? I did, and I do.

DRIVE TOWARD THE FUTURE

Over the years, my appreciation for the drive toward the future and all it holds in store has been complemented by an understanding of the importance of being grounded in our past. In just a few years, Wildwood School will mark its 50th anniversary. Those five decades have encompassed multiple locations, the K-12 expansion, and a constant commitment to progressive principles and the honoring of individual students. With all that in mind, I decided that now is a good time to consider the last decade in the context of our hopes for the decade to come. My decision to do some active reflection this school year coincided with work launched by my Senior Institute colleagues: a significant revision to the Senior Exhibition framework our students use to guide the work of that aspect of their graduation requirements. Although my focus was preparing for our annual State of School in the spring, the new structure provided guidance for this written reflection, as well. In the framework, students are asked to incorporate appropriate and substantial evidence from their experience at Wildwood as they reflect on their growth and readiness for the next level of work. Much evidence points to Wildwood School’s growth over the past 10 years. Reviewing it all, it wasn’t much of a leap to see the last decade or so of Wildwood’s history as the early stages of a true startup. In the late 1990s, a group of parents and trustees began the serious work of envisioning a K-12 version of the K-6 school they loved. Recognizing

Five Stages of a Startup:

1. Seed and

Development

2. Startup 3. Growth and

Establishment

4. Expansion 5. Maturity NEIL PETCH, ENTREPRENEUR MAGAZINE

that the Los Angeles independent school landscape already

Head of School Landis Green with students on an International Community Involvement (ICI) trip to Vietnam in 2008.

included a range of well- regarded, if traditionally structured, schools, they began to consider a K-12 school that would marry the culture and ethos of the established K-6 Wildwood School program with the most recent thinking about

what a 21st century college preparation would require.

WHEN PARENTS DREAM One of the many outcomes of that generative process almost 20 years ago was a document—a manifesto of sorts—called When Parents Dream . One hundred and twenty parents—some of them still very involved in the life of the school today—documented what one might expect to be included in a comprehensive description of a college preparatory K-12 school. Without mention of the 21st century skills that were so often the topic of conversation a decade later, they envisioned a school that would go beyond the norm. They imagined how they’d want a K-12 Wildwood School graduate to be described and created lists of those qualities, which were then generally considered “beyond the scope” of school. That group of 120 said that Wildwood graduates should:

Have a work ethic Get the big picture Be effective communicators Think for themselves Work as a team

Transition effectively to new environments Not judge success by where they go to college Manage their time effectively Be physically active and fit Be competent learners, academically prepared for college . GROWTH AND ESTABLISHMENT

Our Wildwood /Summer 2017 12/13

Joining the work in 2007, I didn’t yet understand enough about the school to see that we were—according to one of many models describing the life cycle of a startup—in a full-on startup phase! Those 120 parents joined with trustees and current and past colleagues to see the K-12 Wildwood through its “seed and development” phase, and they had, in the years before I arrived, launched the endeavor and sent the first four small classes of students off to college. Some of those who contributed to the expansion moved on to other schools and other projects. I hope they remember that time fondly, and I hope those of us who continue to serve children and steward Wildwood make them proud. When my predecessor, Hope Boyd, arrived at Wildwood, the school served just under 200 students in K-6 on the elementary campus. Having grown rapidly in the four years that preceded me, Wildwood enrolled 700 students in 2007, my first year. In the intervening decade, our K-12 enrollment has increased to 760. We expect to grow a bit more in the coming years. Talking with people who knew Wildwood School before I arrived—and asking them to consider the school’s strengths and stretches over time—yielded some common themes. Parents with children enrolled during my early years spoke of how much they valued the philosophies that informed our work with students, yet acknowledged that practice wasn’t as consistent as it is now. Systems, policies, coordination, and consistency have expanded and evolved in ways that community members appreciate and value. Most who have known the school over time celebrate the expansion of two programs that are central to our ethos: multiculturalism and outreach. The introduction of a K-12 Multicultural Leadership Team and faculty-led scope and sequence work that identified a dynamic, spiraling curriculum to address issues of equity and justice have been transformative. The Outreach Center, introduced when Wildwood School expanded in 2000, has grown tremendously, as highlighted separately in this issue of Our Wildwood . We have expanded the scope beyond a relatively narrow focus on building small learning communities in charter schools so that the range of Wildwood’s outreach programming now includes public and independent schools around the world.

“Important decisions are made in a more thoughtful manner than they used to be. Hiring, too, is more equitable and fair.”

FACULTY MEMBER

“Commitment to diversity and multiculturalism was a ‘feelings’ level commitment, but it’s shifted toward action, structure, infrastructure in beautiful ways. It’s not perfect, but we are keeping at it.”

FACULTY MEMBER

MAKING AN IMPACT

“We have been in a robust change process for the last several years. We’ve learned a lot along the way, from schools around the world and particularly from Wildwood … an important inspiration in our work in reimagining education. While we are an established, traditional school changing to an innovative institution, yours was built as an innovative school from the beginning.”

Annual Giving 2007-2016 (in $MM)

2.5

2.1

2

1.9

2

1.8

1.6

1.5

1.3

1.2

1.2

1.2

1.1

1

0.5

0

2009-10 2008-09 2007-08

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

Current and former trustees familiar with Wildwood School’s financials have been particularly heartened to see the school move over time to a place of financial strength, as they recognize that financial sustainability is critical to our healthy, long-term . future. A commitment to multiyear budgeting and building reserves; the acquisition of property to house one of our future campuses; strong, increased enrollment; and dramatically improved fundraising—including the doubling of annual giving and significant increases in the number and size of major gifts the school has received over the last decade—have all contributed to making Wildwood a school with markedly improved financials and an increased commitment to socioeconomic diversity through our Flexible Tuition program.

CHIP KIMBALL, SUPERINTENDENT SINGAPORE INTERNATIONAL SCHOOL

flexible tuition dollars 2008-2017 (in $MM)

3.5

3.2

3

2.7

2.6

2.4

2.5

2.3

2.3

2.2

2.2

2

1.8

1.7

1.5

1

0.5

0

2009-10 2008-09 2007-08

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

At the center of it all, of course, is the program that scaffolds student work. The increasing financial support we enjoy derives from an expanding, deep understanding that Wildwood is preparing its students to pursue lives of purpose and fulfillment. Objective “friends” of the institution, like John Gulla, the executive director of the Edward E. Ford Foundation, from which we received a grant last year, wrote: “In ‘unschooling’ school and in charging ‘students with becoming architects of their own learning,’ you have unleashed something in your community that is as exciting as it is powerful.”

I’m surrounded by reminders—evidence—that the spirit of the place our K-12 founding families envisioned is alive and well, as beautifully and simply stated in Noah Goldman’s commencement remarks last year. He said, “You forced me to confront my flaws—or rather, stretches—and grow and change and improve. But that never reached a point where it became unhealthy or made me feel like I was losing a competition. You taught me I don’t have to compete with anyone but myself. You have a unique ability to foster kind, thoughtful, silly people who have enough humility to recognize that they don’t have to be perfect, only better than yesterday.”

Barnard College Bennington College

COMMITMENT TO REFLECTION

Bowdoin College Brown University Bucknell University California Institute of Technology Claremont McKenna College Colby College Colgate University Cooper Union for the Advancement of Science & Art Cornell University Deep Springs College Duke University Johns Hopkins University Massachusetts Institute of Technology Morehouse College Northwestern University Pomona College Purdue University Rhode Island School of Design Rice University Smith College

When talking with numerous parents of Wildwood graduates, one of the recurring themes I’ve heard is an observation that, while we have successfully maintained a commitment to the original design, we have also—true to the original idea—maintained a fierce commitment to reflecting on our work and seeing it as an iterative process. The Habits of Mind and Heart, project-based learning, and an emphasis on SEL (Social Emotional Learning) are just a few of a long list of stakes in the ground identified by those who preceded me at Wildwood and which those of us charged with caring for the school now earnestly maintain. Of our orientation toward growth and change that leads to innovation and evolving best practices, one of my senior elementary colleagues, who knew Wildwood long before its K-12 incarnation, noted: “We’re not a school that rests on laurels. We used to be OK with who we were and were somewhat reluctant to change—if open to new ideas—because . we were confident. But we’re even more open to new ideas now.” . From restructuring the elementary Pod program to Into the Wild in middle school, from compelling, expanded electives and the capstone Senior Seminar program to the introduction of the Institute Model in upper, the celebration of the intersection of confidence in what we do with a healthy orientation toward change is evidenced throughout . the program. . ENGAGED AND USEFUL WHEREVER THEY GO Author Frank Bruni wrote, “College is a singular opportunity to rummage through and luxuriate in ideas, to give your brain a vigorous workout and your soul a thorough investigation, to realize how very large the world is and to contemplate your desired place in it.” That group of 120 all those years ago were prescient when they set the goal that Wildwood graduates would “not judge success by where they go to college.” That sentiment—that students should choose the college that’s right for them—prevailed and has led to a gloriously diverse list of schools that has grown in both depth and breadth in the dozen or so years since our first class of 21 students received their diplomas. In the last decade, our students have gained admission to an array of large research universities, Ivy League and other highly selective schools, and small liberal arts colleges. They are, I am confident, honoring my charge to the class of 2014 to be engaged and be useful wherever they go.

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Stanford University Swarthmore College Tufts University Tulane University University of Chicago University of Michigan

University of Pennsylvania University of St. Andrews University of Texas, Austin University of Virginia Vassar College Virginia Tech Washington University in St. Louis Wellesley College Wesleyan University

Williams College Yale University

For a complete college acceptance list, visit wildwood.org/collegelist

Standing on the commencement stage each year, I’m acutely aware that I am in the presence of hundreds of people who are witnessing the start of the next stage of a young person’s life. One of my most sincere hopes—and something that I think of as sacred in this work—is that family and friends will see in each Wildwood graduate the same kindergartener who arrived on campus for the first time all those years ago. When that happens, it confirms that my colleagues and I honor the gifts and individuality of every child in our care, guiding them wisely and educating them well. In my early years at Wildwood, one of the things that I relished about our school was the focus on the future—the commitment to innovation and progress that is at the core of all that we do. A few years later, I came to realize that though an orientation toward dynamic change and growth is critical to the future of our school, an understanding of and an appreciation for the past is equally important. We need to remember that the senior, about to commence, was once that kindergartener. In that spirit, I reflect— with joy, pride, gratitude, and hope—on the work that our community has done to honor the unique strengths of our wonderful school and those of our students. WW

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To commemorate Landis Green’s 10-year anniversary as head of school, we asked the senior class to imagine Wildwood 10 years from now using a 10-word sentence. Here are 10 responses: Alumna finds the cure for cancer and wins Nobel Prize. The U.S. president is a Wildwood alumna and she rocks! Alumni continue to receive “meets,” “mastery,” and “exceeds” in life. WISRD transforms traditional learning environments used by public schools everywhere. Wildwood in 2027 will continue to sprout kind human beings. Wildwood alum found to The whole world now uses the Wildwood Habit of Collaboration. Wildwood alum discovers planet—another Wildwood alum discovers life there. Every student will carpool instead of driving themselves to school. In 2027, Human Rights club will solve the refugee crisis. be instrumental in Middle East peace.

Head of School Landis Green with “Lifer” members of the Class of 2017—seniors who have been at Wildwood since kindergarten.

e l e m e n t a r y s c h o o l f e a t u r e

by Chris McKenna, ELEMENTARY SCHOOL COUNSELOR

Starting with their first Pod (K-1 class), in elementary school, Wildwood students are taught the practice of connecting, and they learn to make meaning from their experiences through reflection. While not an official Life Skill, the ability to honestly reflect on oneself academically, socially, and emotionally is regularly practiced at Wildwood School. In Learning and Leading with Habits of Mind, authors Arthur L. Costa and Bena Kallick write, “Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.” Wildwood’s Pod teachers guide students to reflect on their learning through discussions, modeling, questioning, “persona doll stories,” writing, and journaling.

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Wildwood’s Pod teachers guide

students to reflect on their learning through discussions, modeling, questioning, “persona doll stories,” writing, and journaling.

WHERE REFLECTION STARTS HERE REFLECTION STARTS

discussions and modeling

Questioning

Writing and Journaling

At the elementary school, teachers impart their students with the ability to reflect on their growth as writers. Pelican Pod teachers Clarissa Quintero and Erin Reid give their students a spelling assessment at the beginning of the school year and do another one in March to measure their growth. Then they ask the students to reflect on their progress. After this year’s spring assessment, Jack C. said, “I think my writing has gotten better. It is almost perfect! I’ve been practicing,” and he promised to keep working on it. Looking back at her first assessment, Lucy D. said, “Oh my gosh, this was back when I didn’t like to write. You can’t even read it!” She explained that it was hard for her to learn in preschool and at the beginning of kindergarten. “But now that I’m almost in 1st grade,” she said, “I can even write some lowercase letters in my writing, like lowercase ‘a’ and ‘i.’” Seal Pod head teacher . Sherry Varon uses “persona doll stories” to illustrate the social- emotional dynamics with which students are currently grappling. She changes details so her students can’t easily identify the situations in her stories. Then, the students work on understanding and problem-solving for the dolls. Often, they can put their brainstormed solutions into action in their real lives at school and at home. Persona Doll Stories

Dolphin Pod teachers Tahnee Munoz and Francesca Bill set aside time for appreciation circles when they and their students can give, ask for, and receive gratitude. At one circle recently, Jonah T. commented on something Tahnee had drawn. “I appreciate you, Tahnee,” he said, “for being brave and drawing that chameleon on the board.” Tahnee said thank you and added, “I know you all know that drawing is a stretch of mine.” Francesca gave an appreciation of Jonah “for thinking of other people and the teachers in this class.” Tahnee then called on Stella D. who said, “I appreciate you, Coco, for being my friend. You include me and never leave me out.” After Coco had thanked her, Tahnee asked if anyone had a self-appreciation to give. Judah L. raised his hand and said, “I appreciate myself for being alive.” Sea Otter Pod head teacher Grace Lazzarini says that Readers Workshop lessons teach students how to be reflective learners. In group discussions, students reflect on how they’ve grown as readers. On a Post-it note, they write down the tools they use to be a good reader, and by the last day of school, they have pages and pages of notes. The students look over all the tools they’ve learned and say, “Wow, we did all that?”

A recent project in Whale Pod helped students reflect on the progress they’d made toward the hopes and dreams they set for themselves at the beginning of the year. After spring break, teachers Gladys Barbieri and Patti Baez guided a discussion encouraging their students to reflect on the change of season. The conversation led to a project that involved students painting paper butterflies with watercolors. In the centers of the butterflies, students wrote their reflections. Zack E. wrote, “I am changing and evolving by . being patient and participating more.” Milo L. wrote, “I am changing and evolving by making new friends.” Reflecting means applying the lessons we have learned to situations beyond the original context in which we learned them. Reflection is . an essential skill that Wildwood teaches all its students, even the youngest ones. WW

a l l s c h o o l f e a t u r e

Steve Barrett, DIRECTOR OF OUTREACH

18 and Counting: Wildwood Outreach Center Comes of Age

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When the founders of Wildwood’s middle and upper schools first formulated their plan for our K-12 school based on their ideals of education and community, they included what today is called the Wildwood Outreach Center. The founding idea for the Outreach Center was for Wildwood’s philosophy and practice to always be at the leading edge of what works in schools and that the Wildwood way needed to be available to others, to improve educational outcomes for students at schools everywhere. From the start, that . idea had traction, and now, 17 years later, . the Wildwood approach resonates around . the world. Today, significant research backs up the progressive thinking that is at the core of the Wildwood way. Ensuring that every student feels connected to and known by teachers is now integral to best educational practices everywhere. The data is clear that small groups, a focus on relationships, and social and emotional learning are critical to academic success. Head of School Landis Green’s vision for the Outreach Center has fostered enormous growth, reaching nearly 1,000 client schools with consulting, workshops, and visits to Wildwood’s campuses. Our clients include some of our closest neighbors along with most high-profile schools in Los Angeles and across three continents. The Wildwood Outreach Center was founded with a commitment to training teachers and administrators to examine and grow their craft and practice. That work thrives every day in the name of inspiring students in every classroom. To learn more about the Wildwood Outreach Center, visit wildwood.org/outreach

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EARLY YEARS (2001-2006) The Outreach Center works closely with high schools in the Los Angeles Unified School District (LAUSD) seeking to personalize students’ school experiences with advisory programs and by splitting schools into small learning communities.

Wildwood begins its expansion as a K-12 school with the addition of 7th, 8th, and 9th grades.

Wildwood launches the Wildwood Outreach Center as the only independent school recipient of a grant from the Bill & Melinda Gates Foundation. (a) Deb Christenson, current upper school history teacher, is named the center’s first director.

(b) Wildwood receives the Leading Edge Award for Community Relations from the National Association of Independent Schools for the Outreach Center’s work with Los Angeles Unified School District (LAUSD) schools.

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