Our Wildwood, Volume 54

p16 A Look Back at Landis

p6 Building Class Connections

p32 Cultivating Lifelong Learners

SPRING 2026/VOLUME 54

Mission Statements

Wildwood School is a dynamic community of culturally and racially diverse families and educators. Wildwood honors individual differences and creates conditions where all can feel safe, accepted, and empowered. Our healthy exchange of perspectives and experiences cultivates compassionate, effective change makers.

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

CELEBRATING 19 YEARS OF LEADERSHIP: Head of School Landis Green concludes his service to Wildwood School at the end of the 2025–2026 school year.

DEAR FRIENDS A Letter from Landis

Mind and Heart—and the K-12 integration of the two, the Portrait of a Lifelong Learner, with which our current Wildwood students engage. Those of us who work in schools have long had cause to be hopeful for the future. Not just optimistic, which suggests a more passive stance, but truly hopeful. That’s especially the case when I listen to students like Reiland and his peers reflect on how they take what they learned from their parents, people who—wisely, I believe—chose Wildwood for its focus on teaching them the very skills that they’ll need to navigate and lead us all, with hope and confidence, into the future. I met Rachel Hedgepath ’13, a colleague who’s written a beautiful profile about her mother on page 42, at the start of my tenure when she was in middle school. We were on a panel together and someone asked when we’d know that the work of DEIB was finished, that we’d arrived at the perfect future state we envisioned. The eloquent, 13-year-old Rachel leaned forward and confidently said, “I’ll take this one..,” proceeding to explain that progress doesn’t conclude, that the work of our school and our world is simply never done. It was a moment I’ll always remember, one infused with pragmatism, confidence, determination, and hope. That’s the case with all we do at Wildwood, from evolving pedagogies that structure our academic program to the equity and inclusion work that promotes a sense of belonging and ownership of every member of the community. It’s been a privilege to be here these 19 years, which will have marked the most significant chapter in my career. Thank you. Wildwood School will always be a part of who I am, and I am grateful for the opportunity of having contributed something of myself.

Earlier this year I shared a passage from a piece by Sian Leah Beilock, president of Dartmouth College. It read, “The goal of a college or university is to impart, and allow the opportunity to practice, the deeply human power skills—critical thinking, emotional intelligence, ethical discernment, collaborative leadership—that are required to successfully and happily move into adulthood. But those skills need practice. And right now, students are getting fewer and fewer opportunities to develop them.” Wildwood School students have been practicing Dr. Beilock’s “power skills” since 1971. And for 25 years, they’ve been preparing for college practicing those very skills straight through 12th grade. As I bring my time at Wildwood to a close, I’m reflecting on all that’s changed in these last two decades, as well as all that’s held constant. Certainly, Dr. Beilock’s power skills—critical thinking, emotional intelligence, ethical discernment, collaborative leadership—are central to the ways in which our students continue to be taught to “use their minds well”, as our founding K-12 team articulated it. What’s also true is that my colleagues and I have continued to iterate and evolve, based on experience, research, and—this is important—feedback from alumni, to ensure that they have all the skills they’ll need, power and otherwise. Our graduates’ strengths were on full display at this year’s State of the School, the focus of which was a panel of recent graduates reflecting on what they gained at Wildwood and how it’s informing their work and lives now. If you want a good dose of pride and hope, take a look via the QR code on page 46. Of the many moments that made my heart sing, one was Reiland Bruskotter ‘24, Washington University in St. Louis ‘28, taking the lead in responding to a question about navigating life outside the “bubble” of Wildwood. He quickly dismissed the idea that current Wildwood students don’t have to navigate the real world beyond the walls of Wildwood. Then he and his fellow panelists—in response to that question and others—proceeded to provide all sorts of evidence of the power of Life Skills, Habits of

With warmest regards and much gratitude,

Landis Green Head of School

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TABLE OF CONTENTS

features

p16 Leading with Purpose Reflections on Landis Green’s 19 years at Wildwood School

p32 A Story of Learning How narrative assessments cultivate lifelong learners at Wildwood

p36 Remembering

Michele and Rob Reiner Looking back at their legacy and how it transformed Wildwood

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departments GIVING VOICE ......................................................... p4 Former associate heads of school Christina Kyong, Lori Strauss, and Melinda Tsapatsaris

OH SNAP! ................................................................. p38 Photos from notable Wildwood events

GOOD TO KNOW ................................................... p6 Useful information about and for us

ALUMNI ALUMNI REFLECTION .................................................. p42 Rachel Hedgepath ‘13 honors her mother and fellow Wildwood teacher Becca Hedgepath ALUMNI EVENTS ............................................................. p44 Alumni Visit Day 2026 and NYC Meet Up ALUMNI NOTES ............................................................... p47 Tell us what you’re up to

BOOK SHELF ............................................................ p11 Recommendations from readers

WOLVES MAKING WAVES ..................... p12 Students and faculty making us proud

DONOR PROFILE ................................................ p14 Wildwood grandparent Celeste Cooper makes a transformational gift to Wildwood

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GIVING VOICE A conversation between community members

Lessons in Leadership

In Landis’ 19 years at Wildwood, three former associate heads of school— all female—have gone on to become heads of school in their own right. Here, Christina Kyong (Head of School at Madeira School in McLean, VA), Lori Strauss (Head of School at the Field School in Washington, D.C.), and Melinda Tsapatsaris (Head of School at Westland School in Los Angeles, CA) reflect on his mentorship and friendship.

employees. He deftly navigates these conversations with honesty and transparency that is meant to encourage growth and evolution. He doesn’t shy away from conflict to preserve good feelings, he encourages real and meaningful exploration of the problems to find a path forward. In a world that is often performative he engages in a substantive way that allows for true learning and progress. CHRISTINA: He is a great listener. He doesn’t have a prepared answer or try to anticipate what you are going to say—he listens, asks thoughtful questions and really tries to understand what the message is that you are trying to convey. I feel like that was a skill that I was working on before I got to Wildwood and by witnessing how patient and how he asked questions, he got me to think about ways that I could be a better partner/listener and really contributed to my being a more thoughtful partner for my team now. OWW: What lessons, values, or leadership practices do you carry with you that you trace directly to Landis’ mentorship? CHRISTINA: Landis always looked for opportunities to help me grow. He always asked if I wanted to join him at a conference or join him in a meeting so I could learn

OWW: Looking back on your time working alongside Landis, what stands out most about his leadership—and how it shaped you as a school leader? MELINDA: I learned countless lessons from Landis, beginning with the importance of trusting parents. Early on, I was struck by how open, transparent, and at times vulnerable he was in his communication with families— inviting them into an honest home-school partnership grounded in empathy, shared responsibility, and problem solving. I also learned how to hold the big picture while tending carefully to the details: Landis was never a micromanager, yet he was deeply attentive to the many moving parts of a K–12 school, consistently empowering his leadership team while asking, again and again, “What is best for Wildwood?” And then there were the lessons that revealed who he is as a person and leader—laugh loudly and often, mentor others (especially strong women), give credit to those who came before you, lean into difficult conversations, celebrate people generously, enjoy the process, deliver the product, and yes, wear a great pocket square. LORI: Landis respects the innate individuality and personhood of each human being. Part of respecting people is leaning into the hard conversations and difficult moments with students, parents, and school

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“” LANDIS’ MOST IMPORTANT LEGACY, IN MY OPINION, IS TRANSFORMING WILDWOOD INTO A K-12 SCHOOL. —MELINDA TSAPATSARIS

future facilities through transformational fundraising. His legacy isn’t in education, though he is responsible for defining progressive education at Wildwood as the intersection of best practice and research and anchoring the curriculum firmly there. His legacy is in creating the culture and community necessary to sustain what was an exciting but fledgling educational notion in infancy 19 years ago. He built the system and infrastructure but more importantly established and modeled the values and norms that define a Wildwood education. CHRISTINA: Landis made Wildwood into the innovative, unique, and experiential powerhouse of a school that it is today. Mastery Assessment, the Institutes, and the opportunities for students to reflect on their learning through Gateways and Exhibitions are things that you won’t find at other schools, and that’s because they aren’t brave enough to take these on in this high stakes world right now, but Wildwood students are benefiting from these experiences in ways that will serve them well into their future. MELINDA: Landis volunteered and “paid forward” his leadership and expertise to the broader educational community. He served on the California Association of Independent Schools Board of Directors and other Boards, he led many accreditation teams, and so on. I saw him grow through these experiences and I saw him get Wildwood’s name out there, in California and nationally. There is a reciprocity to the Habit of Service to the Common Good. Landis modeled this notion to me. Landis’ most important legacy, in my opinion, is transforming Wildwood into a K-12 school. Even though technically that change predates his leadership, Landis is the one who—at a cultural and systems level—made it happen.

areas that I wasn’t as familiar with, such as Advancement and Business. These opportunities helped me build the confidence to take the next step into headship. I have taken the value of helping someone grow and progress into my practice at Madeira. When I see good professional opportunities, I make sure that I send it along to the people who would benefit from it. It’s a way to help pay this forward. LORI: Landis makes space for and trusts people to do their jobs. You see it in this relationship to the people closest to his leadership. The path of least resistance would have been to nurture talent and then hold tight to it, justifying retention as institutional necessity. But Landis charted a different course entirely. Over two decades, he has mentored three female assistant heads of school into headships of their own—a remarkable testament to his conviction that advancing women’s leadership transcends any single institution’s interests, even his own. Each departure undoubtedly made his own role more challenging. This is leadership in its purest form: putting mission before comfort, principle before convenience. MELINDA: Firstly, lead with the mission. It’s your lodestar. Secondly, don’t break up with your hairstylist through a post-it note. Lastly, surround yourself with colleagues who are more intelligent than you (hah!), think differently than you, and who are comfortable disagreeing with you. Diversity (in all its variety) truly makes us smarter.

OWW: If you were to describe Landis’ legacy—in one moment, habit, or belief—what would you want the Wildwood community to remember most?

LORI: Landis’ legacy isn’t in buildings, though he is responsible for all upgrades to the school’s current and

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GOOD TO KNOW Useful information about and for us

Middle School and 9th Grade Retreats Deepen Community and Spark Discovery

Each fall, Wildwood students set aside their routines, lace up their hiking boots, and head into nature for a tradition that has become a defining part of the Wildwood experience. Ask our alumni, and they’ll tell you: some of the strongest Wildwood friendships began not in a classroom, but on a trail, around a campfire, or beside a tent that refused to cooperate on the first try. This fall, our 9th graders traveled to Goleta, while 6th-8th graders adventured through the Santa Monica Mountains. Though the landscapes differed, the goals were the same: build community, themselves—and one another—in a new light. Days were filled with hiking, team challenges, reflection time, and the kind of honest conversations that unfold more easily when students are unplugged and outdoors. “Whether it’s ziplining through the trees, shooting a bow and arrow, cresting that next trailhead, or simply performing grade-level skits around a campfire, students stepped up to the challenge, and supported each other along the way with kindness,” said Jonathan Drummey, director of middle school. “Each took responsibility for each other and their actions and were flexible enough to adapt to being out of their respective routines.” strengthen confidence, and give students a chance to see

At the middle and upper school levels, retreats are intentionally woven into Wildwood’s Advisory and Social Emotional Learning (SEL) programs. Students recognize that what they practice on campus— communication, perspective-taking, collaboration, and self-awareness— takes on new meaning in an outdoor setting. “Students were able to see patterns and ways in which the retreat was bringing them together—both purposely and more subtly—and identify the parallels between the social-emotional work that typically occurs in on campus Advisory and what emerged organically in nature,” Jonathan shared.

Robin Follet, director of upper school, added that the 9th grade retreat serves a particularly important purpose as students begin their high school journey. “The retreat allows the students to both come together as a grade, and to come into themselves,” he said. “It’s important for 9th graders to have the opportunity to explore their transition into high school, and the retreat is the perfect location to do so.” The retreats may last only a few days, but the ripple effects—greater confidence, deeper friendships, and a stronger sense of belonging— continue long after the tents come down.

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Like the colors and shapes of a kaleidoscope, our community came together in a vibrant celebration of the cultures and traditions that connect us all at our inaugural Kaleidoscope event for elementary families. Designed as a joyful gathering that honored the richness of our community, Kaleidoscope invited families to learn, share, and celebrate—side by side. With nearly 25 different food and arts and craft stations, as well as performances and story shares scheduled throughout the day, the campus was alive with movement, music, flavor, and discovery. Families wandered between food trucks and hands-on activities, stopping to watch a lively lion dance, listen to soaring bagpipes, witness an authentic Guelageutza Festival, and cheer on energetic drumline performances. Children moved from arts and crafts to games, while others settled into a cozy story corner or sipped tea together in the garden. The event concluded with a special DJ set from J. Rocc of the Beat Junkies that kept the energy high and the atmosphere warm. “At its heart, Kaleidoscope was about connection—creating space for curiosity, conversation, and shared experience across cultures and generations,” said Karen Dye, director of equity and inclusion. “Seeing families come together with such openness and joy—to learn from one another and celebrate what makes us unique—was incredibly meaningful, and truly captured the spirit of Wildwood.” Kaleidoscope: A New Tradition in the Making

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GOOD TO KNOW Useful information about and for us

Meet Our Newest Board Members

Matt Choi Matt Choi (P. ‘34, ‘37) is a partner at Gobi Capital, an investment firm that manages assets for foundations, endowments, and institutions around the world. He has over two decades of experience in public equity investing, including previous roles at hedge funds in New York and Chicago. Matt earned a BA in Economics from the University of Chicago, where he was elected to Phi Beta Kappa. He and his wife Patricia have two children enrolled at Wildwood. Mo SenGupta Momita “Mo” SenGupta (P. ‘31) is the Executive Vice President of Production at Lucasfilm, where she oversees physical production, including feature films, live action series, and animated series. Prior to joining Lucasfilm, she was Vice President of Production for original series at Netflix. She began her career at MTV Films, where she managed the production of their feature films, eventually heading up physical production at Viacom Networks. Born in Calcutta, India and raised in the United States, Mo graduated from UCLA with a BS in Biology. She also has an MFA in film from USC. Mo and her husband Gavin have one child enrolled at Wildwood.

GET READY FOR NEON DREAMS!

Join us to celebrate the 25th anniversary of Wildwood as a K-12 school. It’ll be a night to remember, in honor of the moments and people who made Wildwood what it is today. Step into our 80s-inspired party, “Neon Dreams”, bringing our community—past and present—together to honor Wildwood’s 25 years of K-12 education. Think Miami Vice meets L.A. vibes as we transform the Skirlball Center into an electric nightclub vibe complete with cocktails, a buffet dinner, hosted bar, dancing, and live entertainment. It will be totally rad!

MAY 2, 2026, 6 P.M. SKIRBALL CULTURAL CENTER Learn more and purchase tickets at www.wildwood.org/25thanniversary

Questions? Contact events@wildwood.org

This event is 21+.

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Celebrating Stories: Wildwood’s Read-a-Thon Week Brings the Love of Reading to Elementary and Middle School Students

the Wild project, was written as a way to educate younger children and interrupt potential biases about religions they might not know about. In the CMI she spoke about her writing process and shared a homemade treat of moon cookies. Middle school students then spent time researching a religion they were curious about. Students also explored the world of zines with Humanities Teacher Megan DiNoia, using recipes and other inspiring elements to create their own zines on the topic of gratitude. Students were also treated to an author reading by none other than Christine Wheaton, upper school science teacher who’s also a published writer. A poetry walk around campus, coordinated by librarians Michelle Simon and Angie Oropeza, displayed favorite poetry selections from middle school faculty members and encouraged students to pause, reflect, and consider how language, imagery, and voice shape meaning. The CO:LAB was also filled with “book tastings”—specially curated tables for students to explore a new title or genre. “What stood out most this week was how reading became a shared experience—connecting students, teachers, and ideas across campus in meaningful ways,” said Jonathan Drummey, director of middle school. “Watching students engage so deeply with stories, ideas, and one another is a powerful reminder of how reading shapes not just academic growth, but empathy and connection.”

the week in a spectacularly spirited and comfy fashion! For many, the highlight was the week-long Book Fair, staffed by Wildwood Parent Organization (WWPO) volunteers, which transformed the newly renovated elementary library into an enchanted forest filled with hundreds of books to peruse. “There is something so special about the way literature brings our whole community together,” said Sarah Simon, assistant director of elementary school. “From seeing our students walk around campus in their favorite book character costumes, which spilled out over multiple days because they were having so

The 7th Annual Read-a-Thon week was bigger than ever, expanding beyond elementary to include middle school—bringing the love of reading to both campuses! At elementary school, the week kicked off with “Dress Up As Your Favorite Book Character Day,” with students stepping into the story and bringing their favorite literary characters—from Harry Potter to Princess Magnolia—to life. Other events included a Poetry Picnic Day, complete with a poetry slam performed by students, a Book Buddies Day, with students pairing up with their buddy classes to share stories, and Cozy PJ Day, which coincided with Jog-a-Thon, ending

much fun with it, to the thoughtful questions and discussions students had with mystery readers throughout the week—it’s all just magical.” Meanwhile in middle school, readers and writers took center stage. One student, upper schooler

Millie E. ‘29, shared her self published book as part of the

Contemporary Multicultural Issues (CMI) programming session. Her book, created for her 8th grade Into

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GOOD TO KNOW Useful information about and for us

program across Los Angeles Unified

What started as a bold idea has blossomed into a quarter-century commitment to the future of education. As Wildwood School marks 25 years as a K-12 school, the Wildwood Outreach Center celebrates its own milestone as a globally recognized center for educators to share best practices, enhance student learning, and spread Wildwood School’s mission and philosophy to schools worldwide. “When Wildwood opened its middle and upper school campus in 2000, the Board of Trustees held a parallel vision—to create a lab for the future of education,” says Steve Barrett, director of the Wildwood Outreach Center. “The goal was to share Wildwood’s innovative, research-based approach to teaching and learning, exchange ideas with global thought leaders, and support both public and independent schools in building learner-centered communities.” Since its founding, Wildwood School faculty and administrators have hosted, mentored and ​facilitated learning for more than 1,000 participants in 18 states and eight countries. In the past several years, the Outreach Center has extended the Systems Thinking

MOST RECENTLY, THE WILDWOOD OUTREACH CENTER HAS CREATED AN OUTREACH FELLOWSHIP FOR WILDWOOD FACULTY, THANKS TO A GENEROUS DONATION FROM THE CYNTHIA AND GEORGE MITCHELL FOUNDATION.

School District schools and developed enhanced curriculum internationally, adding ​client schools in Asia, E​ urope, and the Middle East. Most recently, The Wildwood Outreach Center has created an Outreach Fellowship for Wildwood faculty, thanks to a generous donation from The Cynthia and George Mitchell Foundation. As Outreach Fellows, Wildwood faculty

have the opportunity to spend two years immersed in professional development, research, and learning— all with the goal of developing programming that can then be shared with other educators, at Wildwood and beyond.

Phil McFarland Announces Retirement

After 23 years at Wildwood, Community Programs Director Phil McFarland joins Middle School Humanities Teacher Becca Hedgepath (see article on page 42) in announcing his retirement at the end of the 2025-2026 school year. Phil began his career at Wildwood as the history teacher for the school’s very first senior class. For the past two decades, however, “Mr. McFarland,” as he is known by students, has been synonymous with Wildwood’s signature upper school internship and community involvement programs. In this role, he built and nurtured an expansive network of internship sites throughout Los Angeles and beyond, helping generations of students connect their learning to the wider world and discover their passions beyond the classroom.

Do you have a favorite story or memory of Phil to share? Send it to news@wildwood.org!

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BOOK SHELF by Michelle Simon (P. ‘31), Head Librarian Middle and Upper School

A BELOVED AND POPULAR PART OF LIBRARY PROGRAMMING EACH YEAR in Wildwood’s middle and upper school is the season of “Blind Date with a Book”. This program spans far and wide globally in various libraries, bookstores, and even coffee shops. Books are wrapped, and hints about the content inside are written on the outside, often along with creative decoration and embellishment. Community members are encouraged to give their books a chance, read a few chapters before passing final judgement, and to try new genres with an open mind. Readers often find that they enjoy a book they never would have picked up on their own. Sometimes the word spreads about certain titles and books get new life and readership. This annual tradition celebrates the joy of discovery and strengthens the reading culture that connects the Wildwood community. When you see these books out in the world, consider picking one up and giving it a try!

REFUGEE by Alan Gratz

KEEPER OF THE LOST CITIES by Shannon Messenger

Reviewed by Frankie P. ‘35

Reviewed by Serena T.S. ‘31

This book is a bunch of little stories all about refugees. The author builds tension by writing about refugees who leave home and their families and get put in danger. In this book there is drama, sadness, and bravery.

Keeper of the Lost Cities , a series by Shannon Messenger, centers around Sophie, the main protagonist. She is a 13-year-old girl who lives a normal life, save for one thing: she can hear other people’s thoughts. She cannot control this ability and often gets headaches from the blaring voices in her head. She meets

Fitz, a boy who claims to be an elf and can also hear thoughts. She soon learns that she, too, is an elf, and she is swept into the Lost Cities, home of the elves and many other creatures. She has trouble settling into her new home, and she finds she’s a core part of a dark conspiracy involving the Black Swan, an organization that deliberately set fire to her home city of San Diego after she left. Far more questions than answers come to light, and she must find the truth about who she is and who she’s meant to be. I really like how this plotline sets up a lot of sequels (and by a lot, I mean 10) and how well developed the characters are. There’s a lot of creativity in the common items found in the Lost Cities, and I think it helps tie the whole book together really well.

ATMOSPHERE by Taylor Jenkins Reid

Review by Christine Wheaton, Upper School Science Teacher

I picked up Atmosphere by Taylor Jenkins Reid from the faculty “Blind Date with a Book” display. The story had me hooked from the first chapter. Our protagonist is Joan, an astronaut working mission control on the day of a space shuttle accident in December 1984. As tense as the crew’s attempts are to bring the

astronauts home safely, the emotional weight comes from the chapters flashing back to the four years they all spent training for their chance to go to space. At the heart of it all is the moving love story between Joan and one of the astronauts on board the damaged shuttle. Parts of Joan definitely felt inspired by Sally Ride (who I was lucky enough to meet when I was a kid), although this is definitely its own story. Atmosphere ended up being a great “blind date.”

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WOLVES MAKING WAVES Students, alumni, and faculty making us proud Our Latest Wave-Makers

Middle and Upper School Thespians Shine at DTASC Wins across the board! Wildwood’s Thespian Wolves took the stage in a big way at the 2025 Drama Teachers Association of Southern California (DTASC) Theater Festival, earning top honors across a wide range of categories. From audition monologues and literary adaptations to original devised work, our middle and upper school students stacked up impressively against schools from across Southern California.

Competing through the 7th- and 8th-grade Acting elective, Wildwood’s middle school performers delivered a standout showing, earning four 1st Place awards, a 3rd Place finish, an Honorable Mention, and an outstanding 2nd Place Sweepstakes overall. Meanwhile, our upper school thespians continued the momentum, earning multiple top placements and a 4th Place Sweepstakes overall against a highly competitive field. An incredible set of achievements worthy of a standing ovation!

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Diving Deep Through REAP Established in 2017 and funded through the Landis Green Innovation Fund, Wildwood’s Research Exploration and Advancement Program (REAP) has enabled Wildwood faculty to spend a summer diving deep into their areas of scholarship, with the goal of bringing their findings back to Wildwood. Through REAP, upper school Spanish teacher Roxana Lopez traveled to Spain to explore new ways of supporting language learning. She attended the International Conference on Applied Linguistics to Language Teaching at Universidad de Nebrija in Madrid to deepen her understanding of how students acquire and connect with a second language. Roxana is especially interested in how emotion plays a role in learning—how feeling connected to what you read, write, hear, and see can build empathy, strengthen communication, and help students understand different cultures and perspectives. “As I was exploring the emotional and aesthetic dimensions of multimodal language learning, I got the chance to live it firsthand,” Roxana said. “Walking through Madrid and Valencia, I was surrounded by art, music, and literature during inspiring visits to museums, performances, and one of my favorites, the Ciutat de les Arts i les Ciènces in Valencia.”

Electric Wolves Earn Control Award at FIRST Tech Challenge Interleague Tournament Wildwood School’s robotics team, the Electric Wolves, competed at a highly competitive interleague tournament hosted at Diamond Bar High School, facing teams from across two Los Angeles–area leagues and some of the strongest programs in the Southern California region. The team was honored with the Control Award, a prestigious recognition within the FIRST Tech Challenge that celebrates excellence in software development, sensor integration, and intelligent robot control. The award recognizes teams that use innovative programming and technology to enhance robot performance during gameplay, including autonomous operation, intelligent mechanical systems, and the effective use of sensors to solve complex challenges consistently in real match conditions.

Do you know of a Wolf Making Waves? Let us know! Share your news with news@wildwood.org to be included in the next Wolves Making Waves!

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DONOR PROFILE Thanks to our generous supporters

Transformational Giving for Wildwood’s Next Chapter Meet Wildwood Grandparent Celeste Cooper

With Wildwood, both she and Elizabeth see a profound difference. “Wildwood students are known as learners as deeply as they know themselves,” Elizabeth says. “They are encouraged to stretch, to take intellectual risks, to explore rabbit holes—and there are adults who will go down those rabbit holes with them.” It’s an environment and culture that has had a lasting effect on Emma and Jack, both current undergraduates at New York University. “Their work in college is undoubtedly rigorous, but they meet it with curiosity rather than intimidation,” Elizabeth says. Even in his first semester, Jack felt entirely at ease approaching professors, seeking out office hours, and engaging teaching assistants in deeper conversations, Elizabeth says. “He’s comfortable asking questions. Comfortable not knowing something yet. Comfortable figuring it out.” Emma, too, carries that same confidence, Elizabeth says. At her Wildwood graduation, the emotion of leaving was unmistakable. “You could see it on her face,” Elizabeth recalls. “It wasn’t just finishing school. It was leaving a place that had shaped who she is.”

As a world-renowned interior designer, Celeste Cooper understands that physical space does more than house a purpose—it shapes it. For decades, her work as president of The Cooper Group has created environments that invite imagination, creativity, and bold thinking. It’s this belief in the transformative power of space that underlies her recent $5M gift to Wildwood’s Site Acquisition Fund—a monumental step forward in Wildwood’s quest to secure a permanent campus for the middle and upper school. Having had a more traditional school upbringing, Celeste, grandparent of Wildwood alumni Emma P. ’22 and Jack P. ’25, and mother of Elizabeth Parry, a Wildwood trustee, says she never felt particularly known as a learner. She recalls learning late in her senior year that a teacher had quietly believed in her all along. That encouragement, as retold through Elizabeth, might have made the difference in her decision to stay close to home in New England, rather than making the leap to Stanford University, upon graduating high school. “It would have been so nice to have known that people had faith in me,” Celeste says.

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HER INVESTMENT REFLECTS A BELIEF THAT FUTURE STUDENTS DESERVE THE SAME FOUNDATION—ONE THAT NURTURES INTELLECTUAL COURAGE, INDEPENDENCE, AND SELF-ASSURANCE.

For someone who has spent

For Celeste, that transformation affirmed the school’s lasting impact—even while largely witnessing it from a distance. Though homebound in recent years, Celeste has followed Wildwood closely—watching Jack’s graduation via livestream, listening to student speeches, and hearing firsthand the ways in which the school shaped her grandchildren’s confidence and curiosity. Her investment reflects a belief that future students deserve the same foundation—one that nurtures intellectual courage, independence, and self-assurance. “She sees it as a legacy,” Elizabeth says. “She wants to know that she made an impact, and is part of the school’s story going forward.” For Celeste, ever the pragmatic businesswoman, it’s also about outcomes. Securing a permanent campus for the middle and upper school will allow Wildwood to design space intentionally—aligned with its pedagogy, programming, and ambitions—all of which are the driving forces behind her gift, the largest to date in Wildwood’s history.

a lifetime understanding how environments influence creativity and confidence, the connection is clear. “I believe it’s essential that the quality of the space matches the quality of the education,” Celeste says. “This is a pivotal time for Wildwood, and moving to a campus that the school owns is a vital step. I’m really happy to help make that happen.” If asked what her mother would say to others considering their own investment, Elizabeth doesn’t hesitate. “She’d be direct,” she says jokingly. “She’d say, ‘What’s stopping you?’” With that, Celeste has issued a challenge to the rest of the Wildwood community. “It’s not every day that a gift can be truly transformative,” Celeste said. “This is an opportunity not just to invest in a space, but by default in the people who will occupy it.”

For ways to get involved and help shape the future of Wildwood School, please reach out to Kristin Hampton, Director of Institutional Advancement, at khampton@wildwood.org.

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FEATURE By Susan Olsen (P. ‘24, ‘27, ‘29) Board Chair (2024-present) Board of Trustees (2017-present)

W

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Reflections on Landis Green’s

WITH

19 years of service to Wildwood School

The story of Landis’ tenure as head of school is also the story of Wildwood’s growth. On these pages, that story comes to life through a collage of voices. To tell it right, I asked his colleagues—past and present—to reminisce about how Landis landed here 19 years ago, who he was as a leader throughout, what he accomplished, and how. My hope is that you hear both the story and the emotions—the affection and the reverence—in these reflections, and that you come away with a fuller appreciation of how Landis’ invaluable contributions to Wildwood over the past two decades are already shaping the school’s future direction and impact.

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FEATURE Leading with Purpose

FROM THE VERY BEGINNING For those of us here now, experiencing an ascendant Wildwood School, it is impossible not to think of Wildwood as the school that Landis Green built. While he did not lay its original foundation, he understood the mandate when he arrived—to grow the school.

FOR 19 YEARS, WITH CLARITY AND PURPOSE, THAT’S EXACTLY WHAT HE HAS DONE.

As the young man—he looked about 12 years old— stretched out his hand and introduced himself as a candidate for head of school, I caught a glimpse of the lively intelligence, determination, and kindness behind his smile, and I knew that Wildwood would be safe in his hands. To our good fortune, Landis brought all of that and so much more.”

understand what they have here?” His voice carried emotion. I understood exactly what he meant. In less than an hour, it was clear that Landis got it—the vision, the effort that brought Wildwood to this moment, and the unbounded potential ahead.”

COLLEEN PUNDYK (P. ‘98) BOARD OF TRUSTEES (1992-1998) DIRECTOR OF ADVANCEMENT (1998-2015)

CATHLEEN COLLINS (P. ‘06) BOARD CHAIR (2005-2007) BOARD OF TRUSTEES (2001-2009) SEARCH ADVISORY CHAIR (2006-2007)

It was a no-brainer: Landis ‘got’ what Wildwood was looking to do with our brand-new secondary school, with the whole K-12. He understood the educational goals that we were aspiring to. He clearly saw that we intended to build a school like no other, using the finest educational reform examples from people like Ted Sizer, Deborah Meyers, and Dennis Littky. Rather than being daunted by the challenge to do what hadn’t been done before, he was clearly excited by it. Landis “got” it! Our committee voted unanimously to recommend to the Board that Wildwood hire Landis as our next Head of School. And, two decades later, it was clearly the right decision.”

As we wandered through the buildings, talking about the school’s genesis, Landis was fully engaged— listening carefully, responding with ease, conversing in his inimitable style. Unlike the others, he had clearly done his homework. His questions reflected a deep understanding of Wildwood’s philosophy and aspirations, along with genuine curiosity about the culture of the community. I sensed a growing connection—to what he had studied and now, to what he was seeing firsthand. By the time we reached the Pods, our conversation had shifted from practical to philosophical. Standing in the middle of a classroom, he turned to me and asked quietly, “Do people

LYLE PONCHER (P. ‘97, ‘11) BOARD CHAIR (1994-2001) BOARD OF TRUSTEES (1991-2023)

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With a vision for what Wildwood could be and a commitment to all that it would take to realize it, Landis was hired in 2007 and immediately got to work. Those early priorities—centered around evolving the school and preserving its progressive roots—were codified in the “Vision 20/20” strategic plan of 2008. With a focus on establishing the school’s identity, securing its financial sustainability, and fueling programs through best practices and innovation, Landis helped Wildwood mature and expand, strengthening the progressive foundation for the academic experience and shoring up all the essential pieces of a successful independent school. Today, thanks in great part to Landis, Wildwood is a premier progressive K-12 school, whose programs are emulated throughout the country, and whose over 50-year commitment to an authentic progressive experience distinguishes it as a national leader and a research-driven laboratory for the future of education. CREATING “ONE SCHOOL” One of the first and most essential tasks facing Landis when he arrived was unifying two schools to establish a clear K-12 identity, a challenge made all the more complicated logistically and culturally because the schools would remain on separate campuses. By integrating the divisions into a cohesive learning community, he sought to ensure that the skills students needed for the future—synthesizing information or collaborating in diverse teams for instance—were articulated from kindergarten through 12th grade. When we hired Landis, we knew he was far and away the best candidate, but at the same time, we didn’t really know what we were getting and if he could really unify this whole new school. However, he never wavered. Right away, he just somehow knew how to take a school that was already good, but in its infancy, and mature it. He was able to take all these ideas about what a great K-12 school should be and make them practical and real.”

Landis worked and worked at building the bridge between the two campuses and strengthening us at all the connection points. He brought faculty together for lunches, professional development and curriculum revision. There was throughout the process a lot of blood, sweat and tears but Landis always balanced it by reminding us of what students needed throughout their journey and especially by the end of 12th grade. In a small, but powerful way, he built further cohesion among the faculty by insisting that ALL faculty process at graduation. It was his way of showing everyone that all the teachers in a K-12 school are invested at each stage of a student’s growth and feel a sense of collective pride when a student is launched. KATIE RIOS (P. ‘24) FACULTY AND DIRECTOR OF ELEMENTARY SCHOOL (1996-PRESENT) I have a vivid memory from 2008 of Rasheda and I proposing and putting forth the Diversity Leadership Team (later known as the Multicultural Leadership Team) model for the middle and upper school. We presented what we thought was this incredible model of faculty and administrators working together to build capacity and professional development, to develop and grow systems rooted in equity and inclusion that would support students and faculty, and to examine Wildwood’s culture through a DEI lens. We presented it—giddily—and Landis immediately affirmed our good work. It felt great. We believed his praise and positive feedback. It was good work, and we were proud. And then he started asking the questions, inviting us (nudging us?) to reflect upon the model to be K-12. You see, at that point in the school’s history, it hadn’t even dawned on us. The two campuses felt like two different schools. I remember Landis simply saying, ‘We are one school.’ It was a real turning point for us both. Our framework went from 6-12 to K-12. To us, this is Landis’s legacy as Head of School— helping to build and grow Wildwood’s culture as a K-12 school.”

MELINDA TSAPATSARIS (P. ‘28, ‘31, ‘33) FACULTY AND ASSOCIATE HEAD OF SCHOOL (2001-2017)

JOHN FRIEDMAN (P. ‘96, ‘05, ‘07) BOARD OF TRUSTEES (1992-PRESENT)

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FEATURE Leading with Purpose

LEADING WITH PURPOSE Could its founders have ever imagined the Wildwood of today? Its success was certainly not inevitable. In the first decade of this century, families across the westside had abundant choice; by 2000 there were over 60 schools in the Los Angeles Independent Schools (LAIS) consortium—many of them already well-established. In the right hands though, Wildwood’s founders believed that Wildwood could thrive by providing something to students that was different than and superior to schools with more traditional offerings. There was a vision for Wildwood rooted in the ideas and principles it shared with other progressive schools, but the school needed the right leader to refine and realize it. It is easy to assume that Wildwood’s growth and maturation would have happened organically in the dynamic Los Angeles market and to discount Landis’ leadership contribution. This would be a mistake. From the beginning, by mobilizing others, serving as a guide at every stakeholder’s side, and embodying the pedagogical and moral core that makes Wildwood the school it is, Landis pulled off the most remarkable transformation.”

skills and soft ones, a real confidence but also deep humility. He leads, in so many ways, like Wildwood students learn—steeped in the practice of reflection, with a beginner’s mindset, in collaboration with others, and as part of a lifelong educational journey.

During my time working alongside Landis as board chair, I saw firsthand the kind of leadership that leaves an institution stronger long after the headlines fade. With empathy as his compass and an unwavering focus on the long term, Landis tackled some of Wildwood’s most complex, behind-the scenes challenges. Along the way, we built a lasting friendship, and the lessons I gained from Landis’s foresight, humanity, and steady leadership continue to shape how I lead in my work today.

LISA FLASHNER (P. ‘19, ‘20) BOARD CHAIR (2014-2017) BOARD OF TRUSTEES (2001-2023)

Over the years, I watched him make a lot of really tough decisions. His confidence almost always came from his ability to identify the best choice for the most people. He was never afraid to be open and transparent about those decisions because the process was always a deeply ethical one.” KATIE RIOS (P. ‘24) FACULTY AND DIRECTOR OF ELEMENTARY SCHOOL (1996-PRESENT)

MARC FRANKEL BOARD OF TRUSTEES (2007-PRESENT)

From the start, Landis brought to the work of head of school—a job that grew increasingly vaster and more complex in the two decades he occupied the role—hard

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A quality I love about Landis is that while he takes the work very seriously, he doesn’t take himself too seriously. He has a terrific sense of humor that brings a spirit of fun and congeniality to any room, and he always laughs the loudest at himself. It’s a lovely way to be, and it’s a very effective way to lead.”

Landis has such a wonderful folksy style that he makes his work look easy. But having worked closely with him I know that underneath that folksy style is a razor-focused passion steering the school towards the forefront of educational practices.”

VALERIE FARIS (P. ‘11, ‘14, ‘14) BOARD OF TRUSTEES (2005-2014)

ASHLEY KRAMER (P. ‘19, ‘22) BOARD OF TRUSTEES (2014-2023)

When we think of Landis’s leadership, we also think of the many times he had to carry the community through tragedy, the kinds that touch the community on a personal level like an unexpected death or the kinds that impact us all on a national scale. We have always appreciated the ways Landis supported families, staff, and the students. He has the ability to demonstrate equanimity and show empathy and tenderness at the same time.” MELINDA TSAPATSARIS (P. ‘28, ‘31, ‘33) FACULTY AND ASSOCIATE HEAD OF SCHOOL (2001-2017) AND RASHEDA CARROLL (P. ’31, ‘38) DIRECTOR OF EQUITY AND INCLUSION (2001-2019)

“Landis’ time at Wildwood has been marked by his quiet power—a steady, principled presence that brings clarity during uncertain moments and calm amid change. Instead of leading with volume or velocity, he leads through constancy: a disciplined commitment to the school’s mission, a deep respect for the people who bring it to life, and a belief that progress comes from thoughtful, sustained effort to do right by students. Over the years, this constancy became a source of collective confidence. Faculty knew they were supported, families sensed the school was in capable hands, and trustees could depend on a leader who combined long-term vision with daily reliability. His approach shows that leadership isn’t always about dramatic actions but about making wise decisions, nurturing strong relationships, and maintaining a steady temperament that keeps an institution rooted while advancing it. In a field that often prizes urgency, he exemplifies something rarer and more lasting: leadership that is truly worth following.”

MARC FRANKEL BOARD OF TRUSTEES (2007-PRESENT)

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FEATURE Leading with Purpose

GROWING WILDWOOD, BUILDING RELATIONSHIPS Landis would be the first to say that Wildwood’s strength is its people, and that Wildwood’s success is a group effort. Indeed, as head of school, he knew the value of and relied heavily on trustworthy partnerships—with his leadership team, faculty and staff, the parent community, and board members. Because he believed that good people working together would do good work for Wildwood School, he viewed all these constituents as allies, united with him in their shared vision for what’s best for kids. Landis loves people. It was evident in the way he has entertained new parents at his home over the years, chatted with students of all ages in the halls and classrooms, or taken the podium during Back to School Nights and masterfully engaged, with ease and confidence, a whole room full of people. Connecting with members of the school community was therefore a deliberate and integral, rather than coincidental, element of his leadership—partly because as an extrovert he couldn’t help himself. But it was also because he understood that building good relationships was essential to fostering the trust and transparency required for a thriving educational environment.

He empowered excellent people to execute his purpose and vision, giving them both autonomy and support to grow the school and to help us all better understand the promise and product of progressive education.”

ASHLEY KRAMER (P. ‘19, ‘22) BOARD OF TRUSTEES (2014-2023)

Landis grew my responsibility as Associate Head of School, supported me as I transitioned into motherhood and working-momhood, appointed me to important Board committees, encouraged me, and pushed me. He prepared me to be a head of school someday, and I always felt comfortable with being open about my ambition and goals with him, not having to “cover” them. This was a real gift, and I particularly feel it from a gendered perspective. Landis likes strong women. He boosts and doesn’t diminish feistiness, empowerment, and wholeness.” MELINDA TSAPATSARIS (P. ‘28, ‘31, ‘33) FACULTY AND ASSOCIATE HEAD OF SCHOOL (2001-2017)

I am always appreciative of his open door through which I could enter to problem solve whatever was in the way of my moving forward. He would listen, take a breath, and give me the benefit of his experiences.”

BECCA HEDGEPATH (P. ‘13) FACULTY (2002-PRESENT)

Working with Landis was always productive and fun. He has a wonderful sense of humor, even when talking through complicated situations. He is very good at asking the right question and exploring all perspectives, making others feel that he has really heard their point of view.” KATIE RIOS (P. ‘24) FACULTY AND DIRECTOR OF ELEMENTARY SCHOOL (1996-PRESENT)

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