Soaring through MP&MS
“MP&MS is a place where kids have the emotional and academic confidence to take on any challenge and SOAR!”
From the Head of School
Every year, I write this letter when summer has turned to fall. Opening activities are in the rearview mirror, and fall activities such as the Harvest Festival and OctoberFest have started to recede as well. The weather has changed, and families are arriving on campus in sweaters and jackets.
Every day, I see, hear, and feel our mission in action. Joyful learning abounds; teachers honor each individual child; community members build connections at every opportunity. We had "Kindness Week” in October in which older students modeled the way for our younger students through shared activities. In the classroom, recent MAP scores show the strength of our academic program. Also, as our recent alumni return to campus to speak with our 8th graders about high school, we consistently hear the same story – MP&MS graduates soar in high school.
You’ll be hearing the word “soar” often. Last year, a group of administrators and trustees conducted a branding study. We collected data and met with key constituents to help sharpen the way we tell our story. In a crowded and competitive market, we
wanted to refine our narrative. Along with our mission statement, our new language will help set us apart. We are the one school where a strong foundation of exceptional educators, engaged parents, and influential peers sends students soaring.
Of course, all that we do well as a school wouldn’t be possible without the culture of philanthropy that our families have created and sustained over the years. Educational excellence in a place like Marin County is expensive. Your generosity funds salaries, benefits, tuition assistance, and so much more. Our graduates go confidently into the world because of benefactors often unknown to them. Please know that my colleagues and I know and see you. You inspire us to work hard so that our students can dream big and take flight. Thank you.
Sincerely,
O !RA
’ S S
EL T
The theme for this year’s FOOTSTEPS takes flight with the inspiring concept of “soaring.”
WHAT DOES IT MEAN TO SOAR?
Soaring is the feeling of pride and renewed motivation that comes from succeeding on your own terms. It’s realizing your accomplishments and knowing all it took to get there. It’s taking the stage to perform and taking a chance with a new friend. Soaring is contagious. Soaring comes from a parent’s hug, a teacher’s encouragement, and a friend’s smile. It comes from mastering fractions or learning how to roll your Rs in Spanish class. And of course, it comes from acing a test, a report card you worked hard for, or getting accepted at your first-choice high school.
Teacher Spotlights
MICHAEL WRAY P ’16
M usic Tea cher 32 years at MP&MS
What does "soar" mean to you as an educator?
As a metaphor, it means to rise above, spread your wings, reach maximum potential in flight, becoming effortless gliding. This quote sums up how I feel: “someone finds their strength or passion and uses that new-found confidence or skill to pursue success.”
How does that soaring feeling impact learning?
First, students have to feel safe yet vulnerable to be in a mental state for learning. Through repeated experiences of success, big and small, their confidence grows, they begin to take more risks as in not being afraid to express their opinion, or make a mistake in front of their peers. After those types of experiences, they can then feel comfortable to spread their wings, and reach their potential.
How do you help your students soar?
Teaching music with an emphasis on the method of the OrffSchuwerk, you engage the students in activities such as creative movement to let them explore their vulnerability with each other, building trust among their classmates, and having a good laugh with each other and being at times quite silly. Routines are important to classroom management, students need to know what the patterns are for moving through the classroom, because learning to perform musically with an ensemble is a skill of its own and knowing when to socialize and when to focus builds the overall quality of the musical experience. Once all of this is established, I believe you set the stage for soaring.
Can you tell us about a time when a student, or a colleague, or even you, were soaring?
The first thing that comes to mind when using the metaphor of soaring musically is from the Pixar movie Soul. In that story they call something similar “being in the zone.” It happens to performers and artists, they let go in the moment and are in a place of pure expression. I have seen it many times in the music classes, and I strive to create those moments for students. For me I experience those moments mostly when improvising in jazz on the piano. That’s what improv is all about - letting go and being in a place of pure expression.
Why does soaring matter?
Parents want their children to experience success by building healthy self-esteem. I believe that’s it. A learning environment that leads with rigor has the potential to crush the spirit of an individual; however, one needs to learn the positive aspects of discipline and in music, you must have some practice routine to build your specific skills - then you reach new heights.
JULIA SMITH & TERESA O’CONNOR
Tree School Teachers
2 years at MP&MS
What does "soar" mean to you as educators?
As educators, “soar” means ensuring all children are seen, acknowledged, and heard; supporting each child at their social, emotional, physical and cognitive developmental abilities. Soaring is providing opportunities for them to move into their ‘zone of proximal development’ - to challenge them while scaffolding towards that challenge, so they experience a sense of their own agency and power.
How does that soaring feeling impact learning?
The feeling of soaring is essential to true, integrated learningwhere the focus is on the whole child, rather than primarily on the child’s ability to perform rote learning and achieve particular academic standards. All children (and adults!) sense whether they are cared for, seen, and valued.
How do you help your students soar?
We encourage children to soar each day when we embark on learning opportunities outside of their classroom, and into what we call “our nature classrooms,” the beautiful spaces that surround our school. Tree School begins with our earliest learners - two year olds, and extends to our first graders. We build upon their previous knowledge and experience of the outdoors, sharing our “safety book,” discovering and identifying plants and animals, learning memorable songs to strengthen our goal of becoming “earth protectors,” and learning to trust in themselves and their peers to overcome fears of climbing trees, getting dirty, and holding insects. As children grow with our program we seek intersections of learning with their classroom teachers, and enrich it further outdoors.
Can you tell us about a time when a student, or a colleague, or even you, were soaring?
We were so pleasantly surprised to have a mother share with us that her almost four year old identified poison oak while they were hiking on a weekend trip. The child said “Look! There's poison oak!” pointing to the leaves, stalk and color of the plant, and singing our poison oak song for them.
Another amazing story: While a child was walking with their family, the parent wondered out loud, “What type of tree is this?” Their five year old said, “It’s an Oak tree.” The parent asked how they knew that, and the child picked up an oak gall and said, “This is made by wasps and you can make ink from it.”
Sharing these stories strengthens our dedication to providing all children opportunities to soar with their families while they experience nature with one another.
Why does soaring matter?
Soaring implies a sense of flow, aloft, lifted up; a feeling of being supported by someone or something other than oneself, and at the same time a sense of one’s own capability and agency. Joyful learning suggests play, exploration, discovery, collaboration, connection to each other, and a culture of belonging.
When these elements are combined in an educational environment, the foundation is built for children to truly become lifelong learners.
In the context of Tree School, creating an environment where all children experience moments to soar strengthens their emotional and physical intelligence, deepens their love of the outdoors, allows them to lead as “earth protectors,” and grows a culture of care and respect, where children will continue to honor our earth.
MARGOT HOLTZMAN P ’07, ’10, ’13
Librarian & Eighth Grade Advisor
13 years at MP&MS
As an educator, when I think of the word “soar,” it means that the student is known and seen. When they feel safe and supported, their ability to thrive and expand is limitless. They can be their authentic self and access their creativity and potential as a learner to “take off” and fly.
As a librarian, one of the ways that I can help a student soar is to offer them a variety of stories for them to see themselves and to better understand the world. They may recognize themselves and relate to an experience, or learn about new experiences and the lives of others which can expand their horizons and build empathy and curiosity. I also encourage students to share their own experiences and tell their own stories as a way to build relationships and connections. After all, they may not remember every story they heard or read, but they will remember that I knew their fondest wishes, their pet’s names, or their favorite game because I listened and spent quality time with them.
When I was a primary student, I loved to read. I remember going to the library every day to pick up a new book. The library was my sanctuary because although I had friends, I was an introvert that needed time alone. Mrs. Noguchi, my librarian,
recognized that and after lunch, she sat with me in the library and taught me origami. She patiently sat with me every day. We would fold and she would quietly ask me questions. Over time, she knew a lot about me and truly saw me. There was never judgment. Just a deep understanding of what I needed and a deep appreciation for who I was. This connection was the key to my ability to expand socially. Little by little, new friends joined us in origami folding and like a flower, I began to bloom. Now I was soaring because I could share a new found skill with my classmates and find a way to communicate and expand my world. I use this experience every day at MP&MS to remind me of the importance of listening to and getting to know each and every student that I come into contact with.
MP&MS is a school that offers kids an array of opportunities to connect with educators that understand that first and foremost, each student needs to be seen and honored for who they are. It is the beating heart of this school and the launching pad for success. They are known and therefore, they can “soar” both academically and socially.
MP&MS is a school that offers kids an array of opportunities to connect with educators that understand that first and foremost, each student needs to be seen and honored for who they are.
DANIEL LARSON
Third Grade Teacher
First year at MP&MS
What does "soar" mean to you as an educator?
To me, ‘soar’ means providing a fun, safe, and invigorating classroom that allows my students to feel welcomed and valued. I see each day as another opportunity for laughter. learning, and growing as a human being.
How does that soaring feeling impact learning?
Classrooms that have varied opportunities for students to learn and grow are important. Stagnation in learning leads to boredom and disengagement. The learning that occurs needs to be a twoway road where educators and students learn from each other. Students need to have a say in their learning and teachers should be seen as partners in and facilitators of learning.
How do you help your students soar?
I created a 'Cozy Kid Corner' where students can take off their shoes, find a comfy cushion or bean bag, relax with soft lighting, listen to quiet music, giggle with a friend, or take a breather from a challenging assignment. Kids in my class feel at home; each child is an integral part of a team and is celebrated. Students are provided with daily opportunities to share with the class. Laughter occurs countless times throughout our school day. This, coupled with rigorous and varied instruction, creates a wonderful place for kids to grow.
Can you tell us about a time when a student, or a colleague, or even you, were soaring?
I remember one of the students I was tutoring was 'soaring' when I helped him make significant progress in reading in a short time. He had worked hard with me to raise his reading level. He went up one whole grade level in two months. His feeling of pride and accomplishment carried over into other aspects of his academic, social, and emotional growth,
Why does soaring matter?
Joy emanates throughout MP&MS. From the tallest eighth grader to the smallest preschool student, a sense of belonging, joy, and kindness is palpable. Laughter and hugs are shared in abundance. In my 27 years as an educator, having worked at several schools, I can say with confidence that MP&MS is doing it right! The campus is beautiful and the classrooms and other learning areas are spacious and inviting. The strong leadership and a dedicated group of teachers, support staff, and specialists allow for many successes and create a welcoming environment.
Lucille Rieke, Class
of 2018
From MP&MS Roots to Center Stage Spotlight
I am a junior at American University in Washington D.C., double majoring in Theatre Performance and Public Relations. I work at two local theatre companies as a Teaching Artist, bringing drama, dance, and arts classes to elementary and middle school students in D.C. I also write for DC Theatre Arts, a theatre journal here in DC, and have reviewed five productions since I started last Spring.
Over my time at American, I have been lucky enough to be in five mainstage productions, including Once, As You Like It, and Henri IV. In the spring, I will play Brutus in Julius Caesar. I have also been able to combine my love for guitar with that of performing and was the lead guitarist for Once and As You Like It As a double major, my course schedule each semester balances theatre classes like Acting Shakespeare, Voice and Speech, Theatre History with Event Management, Team Communication, and Public Relations Writing. I love the challenge and academic stimulation I get from taking classes in two very different fields, I really enjoy finding the interconnectedness of both fields.
I spent my summer in New York City studying acting at a professional acting studio. I trained specifically in one acting
technique called the Meisner technique as well as taking classes in mask, movement, and voice and speech. It was an incredibly inspirational summer. When I graduate in Spring 2026, I plan to stay in D.C. and continue teaching, writing, and acting before eventually making the move to NYC to pursue a professional career in acting.
Longtime MP&MS Drama Teacher, Charlie Queary, was my first look into the world of theatre. I remember his drama classes of laughing games, skits, and storytelling. In 4th grade, I worked up the courage to audition for the play Zanies, Charlie’s own creation, adapted from traditional Commedia form. I still remember playing Flaminia, the romantic daughter in the family Commedia. The pictures from that production are hilarious. I have a white face with bright, rosy cheeks, which is in line with the Commedia style.
That show was an absolute blast, and I was sold on theatre after that. I was in four more shows at MP&MS, my favorite playing, The Baker’s Wife in Into The Woods when I was in 7th Grade. I am forever indebted to Charlie for showing me the magic that exists in theatre. Now, I repay that impact by teaching theatre to children in Washington, D.C. I even use some of the games we used to play at MP&MS.
Longtime MP&MS Drama Teacher, Charlie Queary, was my first look into the world of theatre. I remember his drama classes of laughing games, skits, and storytelling.
Lucille performing in Zanies in 2013
Robert Little, Class of 2006
Nurturing Curiosity: How MP&MS Sparked a Passion for Sustainability
My work as a Sustainability Strategy Lead at Google is driven by a simple philosophy: curiosity, with impact. I believe in constantly exploring new ideas and approaches to make a positive difference in the world, a spirit nurtured during my time at MP&MS.
I’m no good at answering “what do you do for work” questions, as no two days are the same. One day I may be head down thinking of new ways to help people learn what can be recycled where. The next, I may be meeting with startups designing technology to foster sustainability. And the following, I may be working with engineers to answer sustainability questions as they build something truly transformative. What each day does share in
common is a cultural openness to ask questions and trust that gathering information leads to more meaningful and impactful work.
I attended MP&MS almost every weekday from the time that I began to form memories until after my 8th grade “Stepping Up”including MP&MS’ summer camps. After MP&MS, I pursued my passion for environmental issues, studying environmental policy at Pitzer College and earning a master's degree in environmental management from Yale. Along the way, I conducted water research in Ghana, taught English and sustainability in Korea on a Fulbright Scholarship, and gained practical experience in environmental engineering.
After winning the Davis Projects for Peace Grant in 2015, Robert worked in Ghana helping to create a women-owned, community-run solar business.
I can remember countless moments where curiosity was encouraged at MP&MS. Learning about rainforest ecosystems through reading and writing creative “tall tales” in Betsy Richardson’s 2nd grade classroom. Discovering the California gold rush through “drama” by creating an immersive sensory experience for primary schoolers. Dusting off medieval history through role playing and creating scientific inventions as a seventh grader. In middle school, my classmates and I were infatuated with video games and “paintball” - an emerging sport whereby you would proverbially play “tag” with literal balls of paint propelled at 200 feet per second. What was my 7th grade teacher (Susan’s) challenge for this energetic obsession? To channel that enthusiasm into a memorized speech contest! For the record, I took 2nd place in the county competition, yielding only to the talented competitor who memorized the entire ingredient list of Gatorade.
Years later, while at Yale’s School of Forestry and Environmental Studies, I interned on the Global Sustainability team of PepsiCo - the maker of Gatorade - where I focused on compostable packaging (and thought of this core memory.) I digress - I’ve lived my whole life through this MP&MS philosophy of curiosity, knowing well that today’s toughest problems rarely separate themselves along disciplinary walls.
And then there’s the love for and fluency with intercultural exchange. In both the 6th and 8th grades, I had the opportunity to join Dave DeMartini, a few brave parent chaperones, and dozens of middle and primary school students to visit a “sister school” situated along the Napo river in the Amazon forests of Ecuador. This trip offered a diverse set of opportunities to spark curiosity — from sharing American and learning Ecuadorian recreational games, to practicing Spanish while bartering for souvenirs, to the simple act of observing nocturnal insects attracted to a white sheet and a bright lamp deep within a humid rainforest. Discovering and exploring other worlds from field trips around Marin to a seemingly entirely different world in
“
From memorizing speeches about paintball to exploring the Amazon, MP&MS showed me that learning can — and should — be an adventure brought on by a healthy appetite for curiosity.
another hemisphere, I developed an appreciation for learning everything I could about how societies operated around the world. This led me to study and publish on water and waste management as a solo backpacker in Ghana, to help teach English and sustainability at one of Korea’s most prestigious high schools, and to appreciate and navigate partnerships all around the world while at Google.
I'm deeply grateful for the foundation MP&MS provided me, a foundation built within and beyond the classroom walls. The school's emphasis on curiosity, interdisciplinary learning, and global awareness has been instrumental to my personal and professional growth.
Robert posing with one of his English & Sustainability high school classes in Changwon, South Korea.
Morgan White, Class of 2000
A Journey to a Career in Psychotherapy
I graduated from Dominican University with a MS in Counseling Psychology with a Marriage and Family Therapy concentration in 2018. While in training, I worked at a few different schools in Marin as a school-based therapist. I also worked at The Children and Family Therapy Institute in Oakland, working mostly with children, teens, adult individuals and families in a private practice setting. I became licensed as a psychotherapist and married my long time partner, Josh in 2022. We live in Larkspur with our English Bulldog, Mango. Josh is a live sound engineer for a band called The Lumineers, and also helps run a local company.
I have spent the past many years focusing on building my career as a psychotherapist. It is a long process, and one I highly recommend considering if it calls out to you. Before that I had various jobs in the legal field, which is the direction I originally thought I wanted to go in after graduating from the University of Arizona (BA with a major in History, minor Political Science). Eventually, I realized I was much more excited about the idea of working in the field of mental health, and decided to follow my heart. Just this year I decided to open my own psychotherapy practice, which I am delighted is near MP&MS in Corte Madera. The name of my business is Morgan White, LMFT, and I specialize in working with preteens, teens, young adults and families.
I absolutely loved my time at MP&MS. The teachers were incredibly caring, engaging, supportive, and they taught in a way that worked well for me. I also felt seen, heard and appreciated for the unique person I was, whereas in public school, I didn’t experience this nearly as much. As a kid, I spaced out a lot and experienced anxiety, but that didn’t stop me from learning at Marin Primary. In fact, I thrived there in many ways. I loved my classes and teachers, especially the musical theatre after school program. I will forever appreciate Dave DeMartini, Julie Terry, Steve Fanfelle, Linda Dunn, Victor Escobedo, Jon Hull, and many more. In the school play during my 8th grade year, I performed as Sandy in Grease. That was one of the most rewarding experiences of my youth. Linda Dunn and the other staff who helped with that production did an amazing job coaching and teaching me. Looking back, it’s incredible how my confidence grew from when I started there in 2nd grade to 8th grade. I truly credit much of my success today to my time at MP&MS.
“
I absolutely loved my time at MP&MS. The teachers were incredibly caring, engaging, supportive, and they taught in a way that worked well for me.
Morgan married her long time partner, Josh, in 2022.
On ‘May the Fourth’ more than 200 members of our community gathered for an intergalactic gala and auction event, R2-GIVE2! Parents and guardians, dressed in their best Star Wars gear, celebrated MP&MS and raised their paddles to support students, faculty, and programs. Together we raised more than $150,000 for Innovation & Sustainability!
A GALACTIC GALA
Under the Setting Twin Suns of Tatooine
Thank you to our generous donors and underwriters for their support.
We appreciate the incredible efforts of our team of volunteers, led by Family Association President Elyse Omernick.
SCAN TO WATCH our paddle raise video, This Place I Call Home, created by Gillian Grisman and Elyse Omernick.
“As we look to the year ahead, the work of the board will be centered around initiatives defined by the 2024 Strategic Plan.”
From the Board Chair
I had the opportunity to be part of a campus tour recently and the experience reminded me of all the qualities that make Marin Primary & MIddle School such a dynamic and special learning place for students. There were countless examples of authentic connection between students and teachers that displayed clever problem solving and joyfully demanding challenges. This experience helped reinforce my own commitment to the school and why I am honored to serve in my second year as Board Chair.
The Board of Trustees at Marin Primary & Middle School is the governing group that oversees and supports the Head of School. It works in partnership to ensure the long-term health and financial sustainability of the institution. We are fortunate to have a dedicated group of trustees who bring a range of skill-sets and expertise to the work and priorities of the board. All trustees are nominated and elected to serve in terms of three years and represent different constituencies including current parents, alumni, alumni parents and outside educators.
The work of the board is conducted in committee format. The committees include Executive, Audit, Finance, Governance, Development, Facilities and DEIB. Trustees serve on up to two committees and remain actively engaged in work that often requires collaboration and understanding across all committees.
As we look to the year ahead, the work of the board will be centered around initiatives defined by the 2024 Strategic Plan. Financial sustainability is the leading priority and encompasses a scope of work that will remain at the forefront of each committee. I look forward to sharing future updates of progress with our community.
Lastly, I want to express a tremendous amount of gratitude to the trustees who completed their terms of service in June 2024. All of these individuals made outstanding contributions to our community and consistently demonstrated steadfast leadership. These individuals include Mead Blum, Mark Deason, Devon Fischer, Louisa Gloger and Cynthia Hiponia. Thank you.
As always, I am thrilled to be a part of the MP & MS community with all of you. Thank you for the valued part you all play in enhancing and supporting the Marin Primary & MIddle School experience.
Warmly,
Eileen Sheldon, P ’26
Fond Farewells
We would like to thank the following trustees for their service to MP&MS and their ongoing support of our community.
Mead Blum P ’22,
’25
Mead Blum steps away from the board after wearing many important hats, including Board Chair from 20212023 and co-chair of the Head of School Search Committee in the 2020-2021 school year. Not many trustees in independent schools fill such important roles, and Mead did so with courage, intelligence, and grace. Mead also served on the Finance and Governance Committees. To no one’s surprise, Mead continues to play an active role at her elder son’s school by serving on the Marin Academy Parent Association Executive Board. Mead and her family joined MP&MS when their first son was in preschool. The school will feel her absence dearly when her youngest son, Caleb, graduates this spring.
Mark Deason P ’22, ’24
For the past two years, Mark Deason served as the chair of the Finance Committee. One would be hard pressed to find a better chair than Mark in this role. His expertise in all finance matters helped the school emerge from the challenges of the pandemic. Mark’s partnership with the school’s Finance Office kept the school in good standing, and his ability to craft compelling stories from pages of data moved the board forward in understanding and supporting its fiduciary responsibilities. A big man with a big heart, Mark has left an indelible mark on his fellow trustees and on the entire school.
Devon Fischer P ’22, ’24
Throughout her family’s long association with MP&MS, Devon Fischer has been a connector and community builder. As a Parent Association president, auction chair, Governance Committee chair, and Development Committee chair, Devon made a big impact at our small school. A neighbor and deeply committed supporter of the school’s mission, Devon continues to guide admission tours at MP&MS. Devon has also been a key volunteer at Branson, where her children are enrolled for high school. We are grateful for her abiding commitment to MP&MS.
Louisa Gloger P ’23, ’26
The board and school are grateful for Louisa’s commitment to MP&MS. Louisa served on the Head of School Search Committee, Development, Governance, and DEIB Committees during her time on the board. Her leadership skills and philanthropy helped move the MP&MS mission forward. Additionally, her passion for equity and inclusion helped generate and support the school’s commitment to DEIB.
Cynthia Hiponia
“I’m so incredibly grateful for all that MP&MS has given to our family. Not only has it been an extended family for my children, but for myself as well. I’m excited for the future of the school!” —Devon Fischer
Cynthia proudly chaired the board’s very first DEIB Committee from 2022-2024. A fearless leader for underrepresented voices, Cynthia led a committee of trustees, parents, and faculty to draft the board’s first DEIB statement, ensuring that equity remains at the center of all governance decisions. Cynthia also served on the Head of School Search Committee and on the Finance Committee. Her ability to formulate insightful questions always helped clarify the board’s decisionmaking process.
Celebrating
We celebrated the end of another successful year with our traditional Stepping Up Ceremony and the Graduation Ceremony for the Class of 2024. 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.
Congratulations Class of 2024
This year, MP&MS students were accepted to a range of outstanding independent high schools, and also chose a variety of California Distinguished Schools including:
The Branson School
Jewish Community
High School
Marin Academy
Marin Catholic
Marin School of the Arts
Kent School
San Domenico School
St. Ignatius College Preparatory
Redwood High School
San Marin High School
San Rafael High School
Stanford Online High School
Stevenson School
Tamalpais High School
A Bountiful MP&MS Harvest Festival
Led by Garden Teacher & Sustainability Coordinator, Rebecca Wunderlich, our community gathered in the garden to celebrate the fall season.
Preschoolers visited the marketplace, face painting, and food stands with help from their older buddies. Primary students enjoyed music by the faculty band and were drawn to the wishing tree and popcorn station. Middle schoolers favored Pie-Chella where they danced off for a chance to take home 6th grade baked pumpkin pies.
Each class contributed produce to our Giving Wagon that was donated to our staff and their families. Thank you to all our parent volunteers and middle school Eco Club students for their support of this beloved annual event.
Thank you to all our donors!
Your generosity makes it possible for MP&MS to provide an enriching curriculum to all students and offer a robust selection of specialist classes including art, drama, library, music, physical education, projects lab, Spanish, and Tree School. We deeply appreciate your ongoing support of our programs. Please scan the QR code to see our list of donors for the 2023 - 2024 fiscal year.
