MP&MS Footsteps 2022

FOOTSTEPS

am r i n primary & middle sch o lo establis hed 1975

Phil Gutierrez, Head of School

Linda Hoopes, Middle School Director

Dan Rogoff, Primary School Director

Amy Taylor P'17, '21, '23, Preschool Director

Board of Trustees

Mead Blum P'22, '25, Chair

Kasi Campbell P'28, '30

Samantha Cross P'15, '19, '23

Mark Deason P'22, '24

Devon Fischer P'22, '24

Louisa Gloger P'23, '26

Kirsten Goff P'21, '26

Marka Hansen P'96, '99, GP'28, '33

Nick Heldfond P'22, '25

Cynthia Hiponia P'27

Malia Joiner '87, P'28, '30

Hilary King P'19

Loni Mahanta P'26, '32

Mikaela Palmerton P'26, '32

James Paquette P'33

Don Pillsbury P'21

Eileen Sheldon P'26

Dennis Shin P'30, '33

Ricco Siasoco

From the Head of School

Dear MP&MS Families,

We are having a fantastic start to the 2022-2023 school year. Because of the pandemic, school hasn’t quite felt like school for some time. For the first time since the fall of 2019, I’m feeling ebullient about day-to-day life on campus. Even with COVID still in our midst, the maskless faces, the many smiles, and the words and laughter from students and teachers alike have made this year feel wonderful. Students are happier. Teachers are more relaxed. We’ve had many community gatherings with parents and guardians on campus.

In this magazine, you’ll learn more about our new mission statement. Since school started, we’ve embraced our mission in meetings, in hallway conversations, and, most joyfully, by singing it in classrooms and in assemblies. Music teacher John Cunningham wrote a lovely tune that includes our mission as the chorus. At an assembly in September, to which parents and guardians were invited, students and teachers sang the song with such volume that people in Mill Valley must have heard us. We are full of school pride at MP&MS.

One of my favorite parts of our mission states that we “build connections.” My colleagues and I have been mindful of building connections every day. We’re increasing the number of admission and retention events for new and current families. We’re increasing the frequency of divisional and all-school assemblies. We’ve added Outdoor Education trips this fall for the Middle School. We also hosted a gathering for alumni in December. I hope to see parents and alumni come to our drama and music performances later in the school year.

Of course, the community’s philanthropy makes building connections possible. Your generosity funds salaries, benefits, and professional development to keep faculty and staff supported and engaged. Your generosity funds a robust tuition assistance program that enriches every member of our community. Last year’s annual fund and auction have made building connections fun and rewarding this year.

On behalf of my colleagues and the students we are honored to serve, I thank you.

Sincerely,

Phil Gutierrez

Board of TRUSTEES

Thank you for your service!

Phil shared some thoughts, gratitude, and appreciation for our departing trustees at the closing board meeting of school year 2021-2022.

Laura Bradley Davis P'23

Board Tenure: 2018-2022

Committees: Marketing & Engagement, Strategic Planning

Laura is a graduate of independent schools. She went to one of the finest schools on the West Coast, the Marlborough School for Girls in Los Angeles. She and I share a Southern California background, and we have both gladly relocated ourselves to the Bay Area. Over her time on the board, she has chaired the Engagement Committee and provided crucial leadership in marketing and communications that helped steady the ship during some tricky times. Laura is incredibly bright and empathetic.

Bill Martin P'19, '23

Board Tenure: 2016-2022

Committees: Master Plan, Audit

I’d like to tell a story about Bill from the start of this year. It was September 1, and a wildfire broke out near my house in Lucas Valley. I learned about the danger from my son, who had heard about the fire while he was at school. My son is friends with Bill’s daughter, Sylvia, who relayed the news to Bill. As I tried to settle a number of different thoughts that were racing through my head that day, I received a text from Bill. It said, “I heard about the fire and evacuation. Please feel free to come stay with us.”

Sara Sullivan P'18, '20

Board Tenure: 2019-2022

Committees: Health & Safety

Amy Noblin P'19, '22

Board Tenure: 2016-2022

Committees: Capital, Transition, Development, Governance, Executive

Amy is a parent of two MP&MS alumni, Henry '22 and Ella '19. As you know, Amy has led a dual life this year, splitting time between Marin and her family’s new home and life in Colorado. It takes a certain amount of fortitude not to see half of your family for a school year, and through it all, Amy wore her trustee hat proudly. Her many contributions to the Governance Committee were invaluable.

Jeff Powell P'16, '21

Board Tenure: 2013-2022

Committees: Finance, Annual Fund, Strategic Planning, Search, Investment

One of my lasting memories of Jeff didn’t occur at a board meeting or at a finance committee meeting. It happened at the Hopmunk Tavern, when I watched Jeff watch his daughter Ashley play the drums. She expertly handled the drum solo in The Beatles’ song “The End” and also expertly led a professional band through the rest of the tune. I saw a lot of Jeff in Ashley—steady, with a solid sense of time, and driving the beat so that other people could shine. Finance committees aren’t often fun gatherings, especially when an institution’s budget has been stressed.

When I was making my transition to Marin Primary & Middle School, I was naturally concerned about health and safety. As we know, the pandemic hasn’t gone away. At our last Health and Safety meeting, I told an anecdote that encapsulates what it’s like to lead a school in a pandemic: you’re standing at the corner of a busy intersection, you push the button and wait for the walk signal, you look both ways, and as you cross the street, WHAM!, you’re hit by a submarine. We never got hit by a submarine because of Sara. She spent countless hours making sure that we were safe.

Board of TRUSTEES

Welcome to the Board!

James Paquette P '33

James and his wife, Claire, have a son who is currently in the preschool at MP&MS, and a daughter who can’t wait to join the preschool. James is a Director with the Strategic Investments Group at Kohlberg Kravis Roberts & Co. (KKR) KKR is an American global investment company that

Loni Mahanta P'26, '32

Loni and her husband, Peter Koob, along with their children, Rohan '32 and Anjali '26, are so excited to be a part of the MP&MS family. Loni is a regulatory, legal, and policy executive whose leadership helps businesses craft winning strategies when industries face uncertainty. She helps management teams strengthen their collaboration with external constituents through successful engagement plans for interactions with elected officials, community groups, and the media.

Loni currently serves as the Vice President, Policy and Government Affairs at OpenSea.io, the world’s largest NFT marketplace. Loni is also a Nonresident Fellow in Economic Studies at Brookings, where she focuses on tech policy and emerging tech. Loni recently served as the VP, Government Relations and Public Policy at Zillow, where she worked to modernize and simplify the real estate journey.

Ricco Siasoco

Ricco is an educator and writer with more than 20 years of school leadership experience. He is currently a Grade Dean at the Urban School of San Francisco where he oversees the academic/student life of a cohort of 120 high school students and families. Prior to joining Urban, Ricco was the Director of Equity & Inclusion at the Chadwick School, where he served as a member of the senior leadership team and led the school’s

manages multiple alternative asset classes, including private equity, energy, infrastructure, real estate, credit, and, through its strategic partners, hedge funds. Prior to his current role, he has invested in Leveraged Loans, High Yield Bonds, Preferred Equity, and Equity across roles at KKR and Wells Fargo. James has a BA in Government from Harvard University, was previously a White House intern, and is currently working with Mass General Brigham on fundraising initiatives to finance ALS Research.

Prior to Zillow, Loni spent six years at Lyft. She began her career in Labor, Employment, and Litigation at Folger Levin LLP, Crowell & Moring LLP, and Folger Levin & Kahn LLP after earning her J.D. from University of California’s Hastings College of the Law and a B.A. in International Relations from Stanford University.

Loni currently serves on the Board of Directors of HopSkipDrive (HSD), a vehicle-for-hire company for students that operates in nine states across the U.S. Loni also sits on the board of the Family Violence Appellate Project, a non-profit dedicated to helping domestic violence survivors and their children by appealing dangerous trial court decisions pro bono.

K-12 efforts to foster an equitable community through policy, protocols, and best practices. He has also served in diversity and teaching roles at the Ethical Culture Fieldston School and at Prep for Prep, a leadership development program in New York that supports the most able students of color. Ricco began his educational career as a faculty member in the English department at Boston College, where he taught undergraduate courses in composition, literature, and Asian American Studies and developed a college transition program for first generation students. Ricco has served on the board of nonprofit organizations such as Kundiman and The Writers Room of Boston; he lives in San Francisco with his husband, Guy, and, in 2019, published a collection of stories entitled The Foley Artist.

From the Board Chair

Dear MP&MS Families,

Excitement and energy filled the air at the all school assembly on the first day of school. For a few moments, I watched wiggly kindergartners and uncertain eighth graders as they stopped focusing on their peers and became transfixed by the faculty band and their new school song. The students enjoyed a moment of seemingly organic performance. MP&MS teachers performed, harmonized and danced to a chorus punctuated with our school's mission. Quickly students joined in, our preschool and younger primary students danced, a few even shared their talents on stage, while reserved eighth graders swayed in their seats eventually raising their hands in the air. Blissful energy carried everyone through the rest of the day.

An organic dance party perfectly reflects MP&MS' updated mission statement. Guided by the desire to chart our future by centering on students, a team of educators and parents worked together to distill the essence of our mission statement into a consistent, easy to understand, sentence. Our new mission statement guides our path forward. Creating a concise, resounding, mission statement was based on feedback from our recent CAIS accreditation and parents, faculty, staff and students. Starting with the key tenants of our prior mission statement, the task force gathered faculty input on the ideal essence of the updated statement. We shared versions along the way with faculty and trustees. The Board of Trustees approved the updated statement in June. Our mission statement is clear and memorable. You might hear your kids singing the chorus of “We inspire joyful learning, honor each child, and build connections to empower students to make a difference.”

The chorus our student sing will inform strategic decisions by the Board of Trustees. Joyful learning, honoring each child, empowering students, and making a difference is a guiding force for the Board of Trustees as we set budgets, collaborate on a strategic plan, expand diversity and grow healthy enrollment.

Thank you for your continued partnership as we implement our updated mission statement. I hope each of you have a chance to hear your kids sing the school song soon!

Warmly, Mead Blum P'22, '25

Our Mission... Reimagined

We inspire joyful learning, honor each child, and build connections to empower all students to make a difference.

In recent years, MP&MS has focused on defining the school’s identity to express our long standing values in everything we do. This past spring, we rewrote our mission to create a new statement that captured the essence of our school in a concise and memorable way. We used language from our past statement to guide this process and honor our established philosophy.

We began our mission work by assembling a Mission Task Force that included members selected from each division, administration, and the Board of Trustees. This team worked tirelessly to spearhead this important initiative with guidance from consultants from Mission&Data. The task force met regularly and dedicated many hours to thoughtfully draft our new mission statement.

In March, we hosted the Board of Trustees and the Leadership team for a fruitful mission retreat faciliatated by consultants from Mission&Data. We worked in groups, asked questions, and reflected on what sets Marin Primary & Middle School apart.

Drafts of the statement were then presented at faculty and staff meetings so that each member of our Faculty and Staff could contribute their perspective, opinions, and ideas. In composing our new mission, we made sure to allow each member of our community to share their thoughts. The consultants from Mission&Data also took time to speak with a panel of 8th grade volunteers who shared their favorite things about MP&MS from the student perspective.

Special Thanks! Mission STATEMENT

Scan below to watch our faculty and staff sing our new mission song!

We appreciate all the members of our community who contributed ideas, time, and hard work in scripting our new mission statement.

We would like to give special thanks to the members of our Mission Task Force:

Mead Blum P'22, '25

Darinee Hoonsuwan P'33

Malia Joiner '87, P'28, '30

Ruth McDaniels

Alex Norris

Helen Pogrel P'30

Eileen Sheldon P'26

Dennis Shin P'30, '33

Dylan Turner P'19, '25

Graduation

Congratulations Class of 2022!

On June 10, 2022, we celebrated the end of a successful year with our traditional Stepping Up Ceremony and the Graduation Ceremony for the Class of 2022. As is our tradition, the youngest and oldest students of the school rang the gong, each class performed a dance and sang a song of celebration, and everyone gave thanks for a year of joyful learning and progress.

This year, MP&MS students were accepted to a range of outstanding independent day and boarding high schools, and also choose a variety of California Distinguished Schools including:

Archie Williams High School

The Bay School

The Branson School

Convent High School

Marin Academy

Marin Catholic

Niwot High School, Colorado

Proctor Academy

Redwood High School

San Domenico

Stevenson School

Tamalpais High School University High School of San Francisco

Stepping Up

Director of

Dave DeMartini P'97, '02, GP'33

Being a part of the Marin Primary & Middle School community over the past five decades has been a richly rewarding experience. Beginning as coordinator of the after school program in 1982, then teaching in primary and middle school classrooms as well as leading the school’s summer camp from 1989 though 2006, every moment was full of the excitement of doing and learning. In 2006, when Julie Elam began her tenure as Head of School, I transitioned to Middle School Director, committed to supporting our fifth through eighth-grade students as they navigated the preteen years, preparing for high school and beyond.

Now that decades have passed, it is our objective create more opportunities for past students and families, those generations that helped to build MP&MS through tireless work and complete commitment, to return and share stories of life experiences as well as memories

of their time at our school. To meet this goal, I have transitioned from Middle School Director to Director of Alumni Relations. We feel this new role will enable us to reconnect with past students and families, all of whom have been a part of the history of the school and its continuing success supporting students from preschool through eighth grade.

Scan here to connect with us!

Be in touch. I'd love to hear from you!

-Dave DeMartini

Hello Marin Primary & Middle School alumni and families!

Merritt Sellers '22

This past summer, Merritt Sellers '22 sailed with her father in her first Bayview Mackinac Race in Michigan. They embarked on the ambitious 204-nautical-mile journey (235 land miles), just the two of them, on their J/111 sailboat "nosurprise", a boat typically manned by eight sailors. They competed against 172 other sailboats.

At a pivotal point in the race, Merritt bravely sailed the boat at night alone while her father rested below deck. "I sat there, trimming the sail, eating Sun Chips, and thinking about how much I wanted to go to bed," Merritt remembers. She managed to keep calm, using moonlight and flashlights to watch the telltales on the sail and to track wind shifts and harness the gusts.

The pair worked hard, sailing for over 33 hours straight, to pull off an unprecedented victory! Not only did they win, but they crossed the finish line more than an hour before seasoned sailors who had won repeatedly in the past. "We got 'em at night," Scott said, "I worried they would get us. We went from 2 miles back to 2

miles in front." And that was all Merritt, he said. Merritt was awarded Sailor of the Month from Seahorse International Sailing and also received a letter of congratulations from Congresswoman Elissa Slotkin. Congratulations to Merritt on her amazing accomplishment.

Merritt is currently a 9th grader at San Domenico High School and recently returned to campus for a visit with our current 8th grade class.

We got 'em at night, Scott said, and that was all Merritt.

Amy Taylor P'17, '21, '23

We have a lot to celebrate in the preschool division these days. Having successfully maneuvered through the early challenges of COVID, we have emerged stronger and even more appreciative of our beautiful community.

One celebrated hallmark of our MP&MS community is our crossdivisional buddy program. Even though our school is organized into three divisions, we are one school. Our buddy program is one of the many ways our school celebrates our connections to each other. During the COVID years, we had to pause our buddy program, but this year we are celebrating its return! Each Preschool class has a Primary School buddy class and a Middle School buddy class. Buddy classes join together for special events and activities throughout the year. A special bond grows between buddies throughout the year. It is common to see buddies run to greet each other on the playground or in the hallway. The youngest buddies look up to their big buddies, and the big buddies have an important opportunity to step up into a leadership role.

MP&MS began as a Preschool in 1975, and our roots in early childhood education run deep.

Throughout the decades, the Preschool has remained committed to providing a rich, play-based program, embedded in love and connection.

This year, we are celebrating growth, with the addition of a 2 year old class, the Ocean.

beginning of the school year, each teacher set an intention word for the year. The words they chose define the spirit that surrounds each child every day: community, authenticity, support, love, enthusiasm, innovation, inspiration, flexibility,

Our Preschool teaching staff inspires me every day in their commitment to children and to their profession.

I celebrate them this year. Every day, these twenty teachers arrive ready to guide our youngest students through their learning journey. At the

empathy, gratitude, growth. This is a community where learning is joyful, children are honored, and deep connections are built every day. I’m honored to be a part of it.

-Amy Taylor

Dan Rogoff

When I speak with teachers in the Primary division, they nearly unanimously lead with “I love this place,” and the affection for MP&MS, their colleagues, their profession, and for children is clear and reassuring. We all know that the work of our teachers - the trusted veterans and the “sensational six” new to the division this year - delivering our rich and varied curriculum, and building substantial and impactful relationships with students, is the heart and soul of our school. The K-4 educators are a true team, selfless, proud to be part of something greater than any one individual, comforted in knowing

that they are there for one another, and that they care for one another. The team is wise, experienced, versatile, hard working, and admirably and honorably invested in their work and our mission. As steadfast and empathetic partners, our teachers guide our students purposefully, with courage, curiosity, and connection, from the day of admission, toward our portrait of a graduate.

Our class is a place for curiosity, learning, love, and thriving. We focus on the growth of the whole child. Children work together daily to play, solve problems, share experiences,

and develop new knowledge. We act as a guide for the children as they learn about themselves, their peers, and their environment.

Our Primary division teachers are truly remarkable; I’m proud to walk alongside them. If a sense of making a difference helps reassure that one is leading a satisfying life, there should be deep satisfaction throughout our faculty. They make a difference to so many. May you be healthy. May you be peaceful. May you be happy.

-Dan Rogoff

Linda Hoopes

It has been such a pleasure getting to know the MP&MS community since beginning my time here last July. From the grown-ups to the kids, everyone is welcoming and accepting. One of the many things that drew me to this school is that it is a place that leads with what it loves. So often when you enter a new community, the first thing anyone wants to tell you is what is wrong or what needs to be changed. And, sure, every place has things to work on. But what is different at MP&MS is that the first thing people want to share is what they love about the school.

At the start of the year, I asked the 7th and 8th graders to share with me the top things I should know about the school. Here is some of what they shared: “We are nice to each other and we are a great community.”

“We are all very connected.”

“We solve problems in a good and easy way.”

Positivity flowed out of these 12 and 13 year olds—a time in life when it is developmentally appropriate to be cynical! Instead of starting with what they were frustrated with, they led with what they love about the school. This speaks to one of the core tenets of our mission—honoring each child. When someone is known and seen, they can lower their guard and embrace the positivity that is around them. I see this daily in the way the kids show up in their classrooms and the way the adults tend to the students and the wider community. As with any school, there are areas where we can grow and change. But, if at the foundation of that work is the

core belief that this is a community where people are valued and known, then we are starting our work from strength.

I am happy to be part of the joyful learning here at MP&MS. Following the lead of our own MP&MS Middle School students, I will strive to always lead with what I love.

-Linda Hoopes

Director of DEVELOPMENT

Megan Gardner

Since joining the Marin Primary & Middle School community in August, I have enjoyed meeting and getting to know our many wonderful families and dedicated faculty and staff! From collaborating with the Parents Association on the Welcome Carnival in September, to hosting the first on-campus Grandparents & Special Friends Day since 2019 in November, I am deeply grateful to be here, and to be your new Director of Development. How lucky I am to be part of such a unique and welcoming community?!

I am truly in awe of MP&MS’ commitment to its mission, students, and community. I want to continue the good work that is already being done at MP&MS, but I also desire to expand our community of Panthers, who come together and forge new ways of engaging with one another and the school, by deepening the relationships formed during each child’s journey at MP&MS and beyond.

In order to create lifelong connections, and to empower our students to change the world, we must rededicate ourselves to our school’s mission and remember that a place like MP&MS is rare, and can only be sustained through generous

contributions and continued support from our current parents/guardians, grandparents, faculty, staff, alumni, and alumni parents/guardians. This collective endeavor is one that will ensure continued enhancements of our campus, meaningful opportunities for our faculty and staff to attend professional development,

and that an MP&MS education remains accessible to the greater community. Again, I am sincerely grateful to be at MP&MS, and to be part of this community.

-Megan Gardner

The Tree School team returned from a weeklong teacher training in New Mexico riding a wave of inspiration. But when co-workers asked, we had some trouble explaining what we had just experienced. “It was a Forest Kindergarten Training”, we offered, but this felt somehow inadequate, especially when fellow teachers

Dylan & Shanga attend Forest Teacher Training, a wilderness teaching

immersion, in New Mexico

by Dylan Turner & Shanga Meono-Juckas

wondered whether we had newfound expertise about plants and bugs. “Actually, the training mainly revolved around the importance of storytelling, and how it can dovetail beautifully with children’s nature-based learning.”

But it still seems to beg the question: why storytelling, in particular? Stories have beginnings and ends, and so do the trails we traverse at Tree School. Our hosts, Silke and Joe, designed a collaborative training that, at its core, made plain that a keen attention to narrative is a simple and accessible way to enhance meaningful connections as

Tree School

In the collaborative spirit we always aspire to, here we ask questions of one another, in the hope that our “conversation” conveys what was special about our New Mexico training. Y

we move through the natural world together. It can both help to sustain the enchantment that a child’s imagination thrives on, as well as bolster a sense of scientific wonder.

Shanga: Joe and Silke really emphasized the power of storytelling, and we already do a fair bit of it at Tree School. Did you learn anything new?

Dylan: It’s true that we use stories to add a little structure to all the free play at Tree School and we’ve generally become accustomed to telling stories based on what’s happened in our own lives.

What Silke and Joe impressed upon us was the simple

point that incorporating SHARED experiences into our tales can be even more meaningful to the children we’re with. For instance, if a child finds a stick that looks like a giraffe on the way to our destination, the time is ripe when we sit down for snack to spin a yarn about a family of giraffes that used to preside over this land even better, the kids will help flesh out the story as it’s being told! Next thing you know, the kids will BE the giraffes, as they continue to explore their natural environment. A final thing that shouldn’t be missed from the example is that the kid who initially drew the group’s attention to the giraffe-stick will feel as though they’ve been heard! You never want stories to end when you connect to them in a personal way!

Y

Dylan: I remember your mentioning a reunion of sorts, with your child self. What do you think it was about this training that led to that reunion?

Shanga: Working with children, My childhood has never felt far in the past and I often reach into childhood memories to help myself relate with the children’s experiences. Being an older sibling, a young aunt, working on my family’s farm and social media were all factors that forced a bit of a distancing from child-like play. But, yes, New Mexico fostered a reunion with young Shanga (and I think I got to see young Dylan too, right?).

One lesson in particular paved the way to this reunion. We were shown this beautiful way of allowing the children to sword-fight, while keeping each other safe. I entered a “golden circle” with one of the other teachers and we vowed to protect each other. Then, our battle commenced. Of course, it is fun to be silly and playful. And at the same time, at least for myself, it takes a huge amount of courage. This courage came readily because of the group we were in. I think it was the

collective agreement to bravely introduce our child-selves in tandem with our teacher-selves that made engaging in silliness almost effortless.

A big part of what made this whole experience so special was that you (Dylan) and I got to experience it as a team. We interact everyday as teachers and as friends. But in this new environment we played and danced and laughed and cried. We were able to meet each other in a new light and interact as children playing in the magical desert world.

Shanga: Our facilitator, Joe, took time to show us the “Nixtamal” process, where mature corn is processed so that it can make a nutritious dish like Pozole. You seemed excited about this? Can you tell me why?

Dylan: I love Pozole! But you’re right: it inspired me for reasons other than the delicious soup we ended up eating together. The nixtamal method, using wood ash to create a solution in which to soak and cook the corn, helped me to remind me that there is plenty of awe and wonder in science, and that the scope of our work includes both scientific and magical elements on a daily basis.

I was floored by the recognition of the unbelievable significance this chemical process has had for indigenous populations in the Americas. I grew up on the young, sweet corn commonly found in supermarkets today, and mostly took it for granted that I didn’t ever depend

on its nutritional value for my well-being. Good thing too, since it doesn’t have many nutrients to offer! Corn not only holds special spiritual significance for many indigenous peoples, but once its nourishing potential was harnessed through the nixtamal method, it literally sustained populations! I came away from our simple little dinner preparation feeling like I’d found something that I would never take for granted again.

YDylan: What were some practical things we were exposed to that you think we could incorporate into Tree School? Were there materials we used that you thought could enhance our program?

Shanga: Oh, there were so many! But still, “less is more” when it comes to materials was a lesson I took away. The trail, harsh as it was, invited a sense of excitement. The first practical materials introduced were trail markers. Roughly every quarter of a mile there were rocks and ceramic medallions hand-painted with different desert characters. The first character was the sun snake, who was used to remind the children (and us teachers) of the intense desert sun, and that to proceed, one should put on a sun hat. Then we stopped at the heart rock which prompted a check-in to see how the group was feeling. There was a water gnome who reminded us to stay hydrated. And on and on, these characters served as trail markers, but more than that, we could see that they would help children to stay grounded without the typical spatial comforts of a physical classroom.

One of my favorite parts of the training was this lesson of simplicity, which I believe is integral to the Tree School experience. The centuries-old tradition of walking into the wild with nothing but our imaginations and creating intricate worlds in which we can learn through play. Then you add just the simplest of materials and the world is expanded even further. It is such a joy to see how quickly screens and modern distractions can be forgotten with the magic of our natural surroundings.

YShanga: This was our Tree School professional development. What did the training teach you about being a professional?

Dylan: Joe and Silke ran an intensive multi-day workshop that gave attendees the space to both hone our craft as teachers, and grow as members of a community. They asked a lot of us, but you rarely got the sense that they were telling us “the right way” to practice, or be a professional Forest School teacher. From very early on, they made clear that there was space for both playful engagement and for sharing delicate matters in confidence. They modeled this as leaders of the group: they were not only willing to speak about personal - and often painful - transitions in their careers, but they also got up in front of all of us using ridiculous voices to demonstrate the power of puppetry as we laughed away. Even on the very first day we were together, they gave us several opportunities to drop some of the formal trappings often associated with professionalism. In one instance, we had explored a beautiful canyon together, ending up at a spot overlooking the great gorge of the Rio Grande. The facilitators brought children there regularly, and so they knew that the echo effect was in full force. Before you knew it, we teachers were taking turns testing out how it felt to have our words sent back to us by the

imposing rock face on the other side. And Joe and Silke then led us in a call and response that we could try all together. I sometimes think that preschool teachers in particular experience “impostor syndrome” in connection with standards of educational professionalism, with the feeling like we don’t really belong. But our training showed quite clearly that taking one’s work seriously can look rather different than how traditional images might have it. I believe that this expanded notion of “professional” lends itself to building a deep sense of trust within a community, and that this is what inclusivity is all about.

"One of my favorite parts of the training was this lesson of simplicity, which I believe is integral to the Tree School experience. The centuries-old tradition of walking into the wild with nothing but our imaginations and creating intricate worlds in which we can learn through play."

Columbia University, BA

San Fransisco State University, CLAD Dominican University, MA 3rd Grade Teacher

12 Years At MP&MS

What was your start in education?

After earning my bachelor’s degree in New York, I returned to the Bay Area and began working in San Francisco in a brokerage firm. I knew I wanted to give back to my community, so I started volunteering in San Francisco schools weekly. As soon as I set foot in a classroom, I knew that that is what I should be doing. The next year, I started my CLAD program at SF State and then began teaching fourth grade at Panorama Elementary school. I taught within a self contained fourth grade classroom in which I taught every subject. I loved it. After having children, I wanted to go back to school and advance my education, so I earned my Master’s in Education and began teaching at MP&MS.

What drew you to MP&MS?

I was initially attracted to the school for my children. I spent two years touring with Donna Fanfelle and fell in love with the community and the sense that all children felt known. There was such a warmth, and the school made my children feel comfortable. I wanted them to be seen for who they are. Talking to Paul Maes helped too. He was hilarious. He just opened up his studio to me and answered all of my questions. I felt like I was home.

What do you enjoy most about working with primary school children?

They are so excited about learning. Everything is open and possible still. They haven’t reached that point where they doubt themselves, and they can still share so much of who they are through writing, drawing, and building. It’s a special time in a child’s life, when they can be who they are authentically. I like to be there to guide and support them and to learn from them.

Why have you pursued the humanities as a teacher? My undergraduate degree at Columbia was in English and French literature. I was always passionate about the humanities. Every subject connects to the humanities.

Words connect everything. Social studies, reading, and writing are skills that allow kids to learn more fully and deeply.

We live in a part of the world where STEM receives a fair amount of attention. How do social studies serve all students, especially those who are drawn to STEM?

I did my master’s thesis in STEM and how to encourage girls in the pursuit of science. When I think about STEM, I think about technology, arts, math, and engineering, and all of that comes back to the child’s ability to have thoughts and share them. Can they express themselves fully? They need a strong foundation in reading and social studies. I want students to address problems that they see in their community. Teaching social studies all comes down to helping students feel secure about

"We are multicultural, multilingual, multiracial, and it’s important that our students be civically engaged in a real society and not in an imagined, Eurocentric society."

themselves; without humanities, students can be myopic. They can say, “I’m just good at math.” If you can open up their viewpoint and help them see that math can help the environment, then everyone is in a better place.

How has the social studies curriculum changed over your years at MP&MS?

The curriculum historically has been very grade specific; each teacher led the curriculum based on what they understood to be important in community building and civics. Teachers provided rich examples and connected kids to their classrooms and community. As the years have gone on, teachers have looked beyond their own classrooms. When that happens, deeper, richer learning occurs. People are noticing what’s happening in other classes and are adding to their programs. Social and political events of recent years have influenced our classrooms. We see social justice and inequality more clearly now. Having discussions about those issues preemptively really helps our students understand and navigate the world in which we live.

You’re the Primary School Social Studies Coordinator. How did this role come into existence?

I’m excited about the role. I’ve felt that curricular alignment in the Primary School is desperately needed. We have a strong base and can build on it. Working with colleagues and the administration allows me to recognize the great work that is being done and then help move it forward. We want to have alignment with social studies curriculum. If I can get the buy-in for an aligned social studies curriculum for the primary school, that would be success.

What role does DEIJ play in a social studies curriculum?

Traditionally, the subjects have been geography, politics, and history, and that viewpoint has been white and Eurocentric. Thankfully, more attention has been placed on what our society actually is. We are multicultural, multilingual, multiracial, and it’s important that our students be civically engaged in a real society and not in an imagined, Eurocentric society. Teachers of young

children have to begin the dialogue of race and justice. It’s important to do that in an age-appropriate way. Kids can’t be fearful of others who are different. The reality of living in the US means that we have to prepare our kids to be comfortable having difficult conversations. That’s what a good social studies curriculum does. The Pollyanna curriculum talks about how certain geography has given people unearned privilege in history. That curriculum breaks down privilege in digestible ways. Providing that knowledge for our students will serve them well.

What connections do you see between our mission statement and social studies?

The basis of social studies is the self and other. We honor each child explicitly. Building connections between people who are the same and different is important. Empowering all students is an obligation too; we give students tools they need to make a difference. All children can make a difference, given the right foundation.

What was your start in education?

My start was in special education. I was 22, and a friend was working at a school as an RSP and needed help. I went to spend the day at his school in San Francisco, Glen Park Elementary, as classroom support, and I fell in love with it on the first day. I realized that education was my calling. I didn’t even realize I was doing special education at that school, but being in education was what I wanted to do.

What brought you to MP&MS?

A former teacher who worked at MP&MS for over 25 years, was in my teaching cohort at College of Marin. That was 2017. He said, “I see you at MP&MS,” and invited me to work at summer camp. At the time I was working at Bahia Vista Elementary during the school year, and I worked at MP&MS over the summer, running the older kid cohort of

Kindergarten through second grade. During that summer I got to experience this special place, living out its culture and enjoyed it everyday. When I heard the phrase “to treasure childhood,” I knew this was a place that aligned with my values as an educator and advocate for children. I met Amy Taylor that summer. We hit it off, and I knew that MP&MS was a great fit.

Since you’ve been here, what has the school done to promote DEIJ? What have been successes and setbacks?

From the beginning one thing that was powerful was going to the National Association of Independent Schools People of Color Conference with colleagues, my first year here. It showed me that the school was invested in diversifying and growing. We were also supported in bringing what we learned back to the school. I went to the conference in Nashville in 2017. Over time, colleagues who have been dedicated to DEIJ work have pushed for international days and other more inclusive events, and those can be hard to do logistically. Our attempt to facilitate DEIJ trainings and keep the conversations going sends a great message to our community that this work is important to us.

Why is doing DEIJ work important?

From a general perspective, this work is important because we live in the Bay Area, one of the most innovative and inclusive places in the world. If we value making connections, this is us walking the talk. In regards to DEIJ and our students, we need to create spaces that are safe, inclusive, and designed around equity. If we do that, we can put the magic back in learning. It’s important for our future. We can’t push a monoculture. We all come from diverse backgrounds. To uphold that beauty is vital for all of us.

What would you say to people that don’t understand or fully embrace the school’s DEIJ commitment?

I would say research shows that students gain a more comprehensive understanding of most subject matters

when

" Students gain a more comprehensive understanding of most subject matters when surrounded by different perspectives and points of view."

Fashion

Careers

College, BA College of Marin and City College of San Francisco, ECE Certification Saddleback College, matriculating Diversity, Equity, Inclusion, and Justice Coordinator Spanish Teacher 5 Years At MP&MS

surrounded by different perspectives and points of view. Diversity increases creativity and innovation and it can help teach our students how to contribute to a diverse workforce. Things on the surface can look like they’re great, but many of our diverse students take home things that don’t square with what’s on the surface. We have to make connections to who they are and honor that, and we have to do the same for all families.

What are your goals this year as the school’s DEIJ Coordinator?

My first goal is to support, honor and advocate for our staff and students of color. Second, I want to be a support system for all of our teachers who are working hard to make this place the loving space that it is. Third, I want to create more connections with our community, with families, with other schools to help cultivate a culture that continues to value diversity.

We’re doing work as a faculty and staff. How do we bring this work to students and families?

Doing the work with the staff is first and foremost, because they can open doors for students and families. One strategy to bring this work to our students would be to host training sessions or community nights with guest speakers for families of our students. Another strategy is to implement the Restorative Justice program, bringing accountability and responsibility to our discipline process. Restorative Justice is a tool that teaches students to resolve conflicts on their own and in small groups. The concepts of DEIJ are embedded in restorative justice.

Do you have any DEIJ-related books that you can recommend to our community?

Currently I am reading Culturally Responsive Teaching and the Brain by Zaretta Hammond and Ratchetdemic: Reimagining Academic Success by Christopher Emdin. I look forward to reading The Memo by Minda Harts and Yellow by Frank H. Wu

What’s the connection between our mission statement and DEIJ work?

Honoring each child is honoring where they come from and who they are. When they feel that we honor them holistically, that opens the door for joyful learning, and that allows us to inspire all of our students to make a difference.

From the Parents Association

Dear Friends,

I hope your children are finding their joy and getting into a groove on campus. It is my honor to be leading our Parents Association and to invite you to participate - everyone is a member! Our community can make a difference (and have fun) when we come together.

We welcome Elyse Omernick as Vice President, Elyse has been involved with our community throughout her time at MP&MS and we are fortunate to have a fun, brilliant, and organized leader like her. Deep appreciation for Devon Fischer, who stepped into the VP role last year and supported us in all things with her magic making talents.

Marin Primary and & Middle School’s PA focuses on community building and maintaining positive school spirit, while encouraging and organizing fun family and community volunteer opportunities. We are here to support your parenthood journey. Recognizing each family has varying availability, there are many ways to become involved. Through our PA’s volunteer opportunities, I found my village at MP&MS. I hope to continue bringing our community together in meaningful ways so you feel fulfilled and engaged.

Our traditions continue! September's Welcome Carnival was a wildly successful good time! We've enjoyed this year's Harvest Festival, Halloween Decorating and Parade, Preschool Winter Gathering and All School Sing-along, and a new event, Panther Spirit Wear Swap! We look forward to more joyful events including Teacher Appreciation Week, Spring Celebration of the Arts, Friends of the Library, year-round Sign-Up Parties, and the continued work of Green Team with Walk and Roll. We brought our annual Gala to campus last year and hope to see you again on May 20, 2023 for this year's Magnolia Nights: Twinkle Twinkle Little Rockstar!

Our PA is led by volunteers and meets once a month, on the second Friday of each month, and would love to have you join and share your ideas. Email pa@mpms.org to be added to the communications, ask questions, get involved and have a good time!

I look forward to connecting!

Kasi Campbell P'28, '30

Our PA is led by volunteers and meets once a month, on the second Friday of each month, and would love to have you join and share your ideas. Email pa@mpms.org to be added to the communications, ask questions, get involved and have a good time!

Financial Snapshot

THE YEAR IN NUMBERS

JULY

2021-JUNE 2022 REVENUE

Gross Tuition & Fees $11,060,685

▶

Fiscal year 2022 ended June 30. ▶

Total net assets grew by 4.2% to $11,851,069. ▶

Long term financial sustainability is our highest goal and we continue to make great progress on improving the balance sheet and building reserves.

Fundraising: Restricted & Unrestricted $1,149,837

Auxiliary Programs & PA $528,037 Other $106,527

Total Revenue $12,845,086

JULY 2021-JUNE 2022

EXPENSES

▶

Operating budgets for the current 2022-2023 school year allow for spending of $11,543,084, including debt carrying costs.

Salaries & Benefits $8,118,004

▶

Our costs are mainly for people with $8,735,639 allocated for salaries, benefits, payroll taxes, and professional development.

Facilities & Plant $1,782,202 Operating $1,360,233 Tuition Assistance $1,510,348 Total Expenses $12,770,787

▶ About $1,020,014 will be spent for rent of the campus and other facility expenses.

THE IMPORTANCE OF GIVING

▶

Annual Fund gifts and other PA contributions, auction proceeds, and ancillary program revenue are key to covering our expenses and building our balance sheet.

▶ Your generous gifts to these campaigns help MP&MS meet our mission and goals for improving our program.

▶

As we look ahead to the future of MP&MS, it is certain that the generous support of our community will continue to play a vital role in our success.

▶ Gifts from our charitable donors are essential to our dynamic program and the specific work we do with each student at MP&MS.

▶ The contributions made today will have an immeasurable and enduring impact on MP&MS for years to come.

REVENUE

EXPENSE

Thank You to our Donors!

Donors from Fiscal Year 2022 (July 1, 2021-June 30, 2022) are listed alphabetically.

Annual Fund

Anonymous (10)

American Endowment Foundation

Ayco Charitable Foundation

Uzma and Shazad Akhtar

Birgitte and Christopher Alafi Starrs and William Arnot

Molly and Adam Bain Jane and Jerry Baldwin

Bayhurst Foundation

Lisa Berkowitz

Mead and Ari Blum

Maria and Nate Bosshard

Laurie Smith and James Bowbliss

Kimberly and Thomas Boyden Sari and Robert Bramble

Kate and Lucas Braun

Kara and Russ Braun

Sarah and Jesse Brewster Carianne and Derek Brinkman

Allison and Thomas Brown

Marka Hansen and Joseph Brubaker

Kasi and Michael Campbell

Nicole Colombo and Virgil Caselli

Sarah McCoy and Chris Catalano

Virginia Chan

Julia Mitrevski and Winston Chiong Mariam and Peter Cline

Dana and Brian Cole

Jill and Brian Conn

Sarah Cooney

Lara and David Corey Teri Hollowell and Greg Costopoulos

Josephine and Jay Courant Carmen and James Crockett

Carrie and Dan Cummins Michael and Leslie Cunningham

Jennifer Skeem and Ronald Dahl

Laura Bradley Davis and Jason Davis

Meredith and Mark Deason

Chris and Dave DeMartini

Grace Chang and James Dignan Christine Cornier and Patricia Dinner Clara and Samuel Ditter

Dodge & Cox Gift Matching Program

Elizabeth and William Eckhardt

Jon and Julie Elam

Hanna and Stephen Ensley

Danielle Machotka and James Farley

Becky Fenster

Fidelity Charitable Fund

Suzanne Fischer

Flora Family Foundation

Tolan and Tyler Florence Emily and Erik Flynn Kelley and Grant Franceschi

Alison Niederer and Regan Fulton Jennifer and Charles Furcolo

Nicola Bach and Adam Gebler

Morgan Robbat and Frank Giacomini

Gilead Sciences

GivingTrax

Louisa and Andrew Gloger

Lauren and Patrick Godfrey

Google, Inc.

Kirsten and Jonathan Goff

Jennifer Gollman

Toni Ignoffo and Mitch Grossman

Sarah and Jacob Gukowsky

Sarah Berger and Brett Habermann

Nicole and Bentley Hall

Paty and John Hanna

Karen and Daniel Hanover

Kimberly and Christopher Hansen

Nina Botto and Jamie Harrison

Bonnie and John Harrison

Kimberly and Kurt Hawks

Catherine and Todd Hedrick

Simmone LaCorte and Nicholas Heldfond

Heather and David Hewlett

Cynthia Hiponia

Holly and Rod Hooker

Rachael and Jeffrey Hunter

Angela McIsaac and Jared Isaacsohn

Kate Brubaker and Sean Jacobs

Jordan and Brian Jaffee

Dalel Jordan and Ricardo Vélez

Leah and Peter Karp

Sylvia Keller

Jeffrey Keller

Sydney Shapiro and Dara Khosrowshahi

Nicole and Adam Kilgore

Sun Kim

Hilary King

Erin and Brad Kinnish

Loni Mahanta and Peter Koob

Susanna Taylor and Jeffrey Koons

Daisley and Matthew Kramer

Elyse and James Kurtowicz

Sarah Lamb

Christine Landers

Joy and Warren Latimer

Georgia Dempsey and Michael Lawson

Cleya Ormiston and Mark Leverette

Jan and Rory Little

Noelle and Alton Lo Aimee and William Macaitis

Carrie and Eric Machleder

Kristin and David MacKnight

Rebecca and Todd Magaline

Laura and Ramin Malekian

Krista and Bill Martin

Michael McCarthy

Elizabeth and James McCormick

Melissa and Bill McGlynn

Rachel and Ryan McKim

Nicole and Stone Melet

Minna Kim and Mike Mell

Elizabeth and Dan Mendoza

Heather and Matthew Miller

Emily and Michael Millman

Christy and Ravi Mohan Andie and Bo Moody

Katie and Dave Moore

Morgan Stanley Gift Fund

Amanda and Peter Mortimer Maeve and Daniel Mosher Mary and David Murray Caitlin and Aftim Nassar

National Philanthropic Trust

The New York Community Trust

Amy and Jeremy Noblin

Alexandra and Philip Norris Elyse and Matthew Omernick Darcy Mackay and Keith Orlesky Caren and Nick Orum

Pacific Gas and Electric Company

Laura and Anderson Page Mikaela and Todd Palmerton Claire and James Paquette Maureen and Aaron Passey Britt and Ryan Philyaw Skye and Donaldson Pillsbury Marnie Pillsbury

Tony Pogrel

Athalia Poutiatine

Kristen and Jeff Powell John E. Quinn

Shannon and Eric Rajewski

Malia Joiner and Charles Raven Shawna and Chad Richard Jannica Jusslin and William Richardson

Elizabeth and Kurt Rieke Pollie and Douglas Robbins Eric Ryan

Stefanie Weinstein and Anthony Sajewicz

Melissa and Stryker Scales

Beth Scheer

Brenda and Geoff Scheumann Isabelle and Benjamin Schuman Schwab Charitable Fund Annie Nelson and Alfred Seccombe

Jill and Scott Sellers

Eileen and Christopher Sheldon Trisha and Greg Sherman Lindsey and Dennis Shin Siofra Rice and Mark Shirley Alexandra Siliezar

Cameron Cressman and Billy Smith Rebecca and Thomas Spence Lauren and John Stafford Romana and Roman Stanek Livia and Christopher Stone Sheri and Todd Suko Susan and Christopher Summers

The Swig Foundation Amalia and Ware Sykes Emily D'Aniello and Abdi Tajbakhsh

Pamela and Cristopher Taylor Marianne Thomas Lauren and Derek Thornhill Erika and John Tilney Karen and Tom Tobin

Renee and Mike Tremmel Leaza and Robert Urban Sarah Westmoreland Georgina and Samuel Wilkins Cindy and Christopher Winship

The Woodbury Foundation Ayla and Jason Yaitanes Jennifer Poon and Eric Yang YELP

Laura and David Young Michelle and Scott Zaret Kristen Zeitzer

Bob Tatum Drum Room Fund

Tamar Dover and Dave Canny

Loni Mahanta and Peter Koob

Amy and Jeremy Noblin Elizabeth and Kurt Rieke Liselott Spangberg

Charlie Queary Drama Enrichment Fund

Starrs and William Arnot Mead and Ari Blum

Linda Bacon McBurney and Charles McBurney Renee and Mike Tremmel Georgina and Samuel Wilkins

Dave DeMartini Outdoor Education Fund

Anonymous (1)

Birgitte and Christopher Alafi Mead and Ari Blum

Laurie Smith and James Bowbliss Sari and Robert Bramble

Meredith and Mark Deason

Danielle Machotka and James Farley

Tolan and Tyler Florence

Alison Niederer and Regan Fulton Simmone LaCorte and Nicholas Heldfond

Joy and Warren Latimer Carrie and Eric Machleder Leah and Paul Masterson Rachel and Ryan McKim Christy and Ravi Mohan Amy and Jeremy Noblin

Laura and Anderson Page Elizabeth and Kurt Rieke Sheri and Todd Suko

Renee and Mike Tremmel Cindy and Christopher Winship

DEIJ Fund

Anonymous (1) Fullerton Family Foundation Jessica Fullerton

Fund for Financial Aid Anonymous (3) American Endowment Foundation

Starrs and William Arnot Daydra Bell & Cindy Mah Sara and Gary Bender Mead and Ari Blum

Marka Hansen and Joseph Brubaker Kasi and Michael Campbell Capital Group

Julia Mitrevski and Winston Chiong Carrie and Andrew Cooper IV Teri Hollowell and Greg Costopoulos Samantha and Shawn Cross Carrie and Dan Cummins CyberGrants

Laura Bradley Davis and Jason Davis

Meredith and Mark Deason Casey and JB Ferrarone Fidelity Charitable Fund

Jennifer and Charles Furcolo Jennifer Gollman

Kirsten and Jonathan Goff Robbie and Phil Gutierrez

Sarah Berger and Brett Habermann Catherine and Todd Hedrick Heather and David Hewlett Cynthia Hiponia Lauren and Michael Iino Leah and Peter Karp

Georgia Dempsey and Michael Lawson

Noelle and Alton Lo

Jennifer and Jay Lucas

Elizabeth and Laurence Mackler

Krista and Bill Martin

Glenn and John W. Y. Martin, Jr. Linda Bacon McBurney and Charles McBurney

Mary Todd and Peter McCormack

Rachel and Ryan McKim

Minna Kim and Mike Mell

Andie and Bo Moody

Morgan Stanley Gift Fund

Amanda and Peter Mortimer

Steven Nelson and Kim Fullerton-Nelson

Elyse and Matthew Omernick

Malia Joiner and Charles Raven Mikaela and Todd Palmerton

Claire and James Paquette

Isabelle and Benjamin Schuman

Schwab Charitable Fund

Annie Nelson and Alfred Seccombe Eileen and Christopher Sheldon Trisha and Greg Sherman

Julie and Mark Siegel

Susan and Christopher Summers Anna Nordberg and Brant Thompson

Renee and Mike Tremmel

Leaza and Robert Urban

Dalel Jordan and Ricardo Vélez

Meike and Richard Wanberg

Georgina and Samuel Wilkins

Ayla and Jason Yaitanes

Laura and David Young

b e connected

becourage o u s

marinprimary & middleschool