SAAS students often infuse personal expression and creativity into their class projects. In an 8th grade Science class, the assignment was to create a model of a cell. Students responded by creating clay models, cell-shaped baked goods, board games, computer games, CAD drawings, and even—as seen here—a rap performance all about cell organelles.
Andrew Spitzer, Digital Marketing & Communications Manager
On the Cover:
6th graders apply new knowledge about the relationship between plants and pollinators during a field trip to the Seattle University campus. Their handson project—tracking the pollinators and plants on campus—set the students up for their next challenge, designing a pollinator garden.
7th grade Innovations students use architects’ scale rulers to redesign spaces in SAAS’s new Home of the Upper School. Learn more on page 54.
SEATTLE ACADEMY NON-DISCRIMINATION POLICY
Seattle Academy admits qualified students and provides Equal Employment Opportunities to all individuals without regard to race, color, religion, sex (including gender identity, gender presentation, and sexual orientation), national origin, disability, genetic information, marital status, or other legally protected statuses in accordance with applicable federal, state, and local laws. It expressly prohibits any form of harassment or discrimination of the same in any of its programs, activities, educational policies, scholarships or other financial aid programs, and terms and conditions of employment.
8. Education and the Entrepreneurial Mindset
Written by: Giselle Furlonge, Associate Head of School
10. SAAS Spotlights
News from our community
14. Academic Excellence at SAAS
Written by: Alison Ray, Dean of Teaching and Learning; Chelsea Adrada, Middle School Dean of Academics and Differentiated Curriculum; Hannah Chapin, Upper School Dean of Academics and Differentiated Curriculum
28. Shaping the Future of Teaching and Learning at SAAS
Featuring: Alison Ray, Dean of Teaching and Learning; Chelsea Adrada, Middle School Dean of Academics and Differentiated Curriculum; Hannah Chapin, Upper School Dean of Academics and Differentiated Curriculum
34. Roots and Branches
Written by: Rob Phillips, Head of School
40. Beyond Words
Written by: Giselle Furlonge, Associate Head of School
Featuring: George Burpee, Foundations of World Languages Teacher
Botany students begin a new trimester with a unique plant identification activity. Each student gathers observations about the mystery plant taped to their back from their classmates, who are practicing giving accurate scientific observations. Then, the class inspects a table covered with plants and students guess which one they’re wearing.
48. Inside HoUS
The future of our upper school
54. Architect Drawings, Scale Rulers, and Cardboard Models
Students redesign school spaces
56. Let’s Go Cardinals!
Written by: Shavette McGhee, Assistant Head of School for Student Experience
65. Starring...Arts
Featuring: SAAS Performing and Visual Arts
71. My Independent Study
Written by: Lily Sadler, Grade 12, with Gena Wynkoop
75. Frame by Frame
A photo retrospective
97. SAAS Summit
A recap of our recent events, plus alumni news
108. Off the Beaten Path
Featuring: Matt Edenfield and the SAAS Outdoor and Travel Program
“Nothing supersedes a good idea.”
— Jean Orvis, Seattle Academy Founder and Head of School from 1983
to 2009
Education and the Entrepreneurial Mindset
By Giselle Furlonge, Associate Head of School
Entrepreneurs are defined by their curiosity, creativity, flexibility, focus, collaboration, willingness to learn from mistakes, and a deep-rooted sense of purpose. From its inception, Seattle Academy has been a school community that has thrived because of its embrace of an entrepreneurial mindset. For over 40 years, we’ve built a learning environment that empowers students to lead with confidence and ingenuity in an ever-changing world.
Our entrepreneurial mindset has never been more essential than it is right now. This mindset encourages us to approach challenges with creativity and boldness. The entrepreneurial spirit not only shapes our programs and practices but also models for our students to adopt the same enterprising approach in their own lives.
Whether we’re discussing the blistering pace of generative AI developments in the classroom or the wide-ranging social emotional needs of students in the post-pandemic landscape, the future of schooling demands adaptability. Preparing students for academic and social success tomorrow demands that we intentionally place their curiosity
and independence at the core of all that we do today. From curriculum development to our leadership structures, physical spaces, and prioritization of student well-being—every facet of who we are reflects our distinctive disposition toward action and innovation.
SAAS Summit, for instance, exemplifies our dedication to fostering thoughtful and engaged leadership (see page 97). Through these biannual keynote and panel discussions, we bring together students, faculty, and external experts to tackle pressing global and local issues such as climate, conservation, and citizenship. From sustainability to the justice and health care systems to technology’s impact on society, our Summit events equip students—and our broader community—with the knowledge, empathy, and agency to imagine and effect meaningful change.
When it comes to daily life on campus, we recognize that thriving learners are balanced learners, and we integrate wellness, emotional intelligence, and personal growth into every aspect of our program. Through mental health resources and our guiding principles, such as “Know
the Kid” and “Inclusive Community,” we ensure that students feel seen, valued, and empowered to navigate life’s challenges with resilience.
Our commitment to both student wellbeing and innovation will also find a new, permanent home in the middle of our 12th Avenue block. Opening in Fall 2025, our Home of the Upper School (HoUS) is more than a building— it’s a hub for connection, community, and curricular innovation. Flexible classrooms and common gathering spaces will inspire our students and amplify their potential. Read more about HoUS on page 48!
At SAAS, our commitment to action and innovation defines who we are and where we’re going. The term “adaptive leadership” has been a hallmark
approach for years, bolstering our belief that shared leadership strengthens our ability to adapt and thrive. I’m excited to share that effective July 1, 2025, Rob Phillips and I will officially become Co-Heads of School. This Co-Head shared leadership model, approved by the Board of Trustees in mid-2024, reflects our responsibility to provide a responsive educational environment that meets the evolving needs of our students, families, faculty, and staff. Independent schools are increasingly exploring shared leadership, and it’s a model that the National Association of Independent Schools is urging schools to consider. It shouldn’t be surprising that Seattle Academy is the first school in the Seattle area to pioneer this future-forward approach to institutional leadership.
Our entrepreneurial mindset allows us to reimagine what is possible in education, setting a high bar for what it means to embrace change with purpose and vision. Thank you for being an essential part of this incredible community. As founding Head of School, Jean Orvis, used to say: “Nothing supersedes a good idea.” In that spirit of entrepreneurship, I invite you to share your ideas with us too, because together, we are shaping a future filled with possibility.
Reach out to Giselle and Rob with your questions, ideas, and comments at headofschool@ seattleacademy.org.
SAAS students on a hard hat tour of our new Home of the Upper School, opening in Fall 2025.
SAAS SPOTLIGHTS
One to Watch
Senior Jasmine Yi was recently announced as a winner of the YoungArts competition, which is open to students ages 15-18 and seeks to “recognize work that demonstrates exceptional technique, a strong sense of artistry, and a depth of thinking that exceeds the level of peers at this career stage.” She was selected as one of just 51 national recipients of the award in the discipline of photography. “This is a great honor, and extremely competitive,” says Rebekah Rocha, Upper School Visual Arts and Media Teacher. “Previous winners of YoungArts awards across creative disciplines include Viola Davis, Timothée Chalamet, Jonathan Adler, Billy Porter, Kehinde Wiley, and Amanda Gorman!”
We asked Jasmine to share the inspiration behind her winning photo series, Solitude
“In this series, I intended to capture the dynamic between solitary people and their vast surroundings, or multiple human subjects who are close in proximity but are not necessarily aware of each other’s presence. My project’s vision stems from a shift in my perception of where people reside after I moved to the city from the suburbs. I began to view humans in their apartments as intricate and minuscule as toy dollhouses.
Their behavior reinforces the idea that they are the center of their lives; yet, from a third-person perspective, they appear as mere objects—just as we tend to inflate the importance of ourselves. Despite how people’s existence seems like a speck of dust relative to the rest of the world, everyone is deeply attached to their own realm of reality. I believe humans’ daily responsibilities create this dynamic of existence, causing us to live in profound isolation.”
Faculty
News
History Department Chair and Upper School History Teacher
Lisa Feiertag recently received the University of Chicago’s Outstanding Educator Award. Students accepted into the University of Chicago Class of 2028 were asked to nominate an educator whose guidance has helped them along the path toward intellectual growth. Lisa stood out among a field of incredible, capable, and inspiring educators as an “Outstanding Educator”—one who “thoughtfully approaches instruction, shares an infectious love for learning, and cares for students both inside and outside of the classroom.” Anyone who’s seen Lisa in action in the classroom won’t be surprised at that characterization! Congrats!
One to Watch
Congratulations to senior Isla McNae, whose short film, “What’s Next,” was selected for inclusion in the 2024 All American High School Film Festival. An official selection in the “Experimental” category, it was screened at a theater in Times Square, New York City, in October 2024. Isla created “What’s Next” in her Advanced Film class last year.
“For this project, we were given the freedom to come up with our own concept and direction,” says Isla. “I was inspired by the intensity of junior year, realizing that graduation was impending, so I explored the uncertainty and excitement of ‘what’s next’ through conversations with my peers.”
Isla’s previous short film, “Beauty in Memory” (2023), was included in the 2024 NFFTY Film Festival and won the Award of Excellence at the Northwest High School Film Festival in 2023. “The SAAS film program has been crucial in my development as a young filmmaker,” says Isla, who is also one of SAAS’s varsity soccer players (see page 59). “I have had so much support and encouragement from all of my film teachers throughout the years.”
Melinda Mueller and Democracy in Action SAAS SPOTLIGHTS
On September 17, 2024, also known as National Voter Registration Day, SAAS welcomed beloved former teacher Melinda Mueller back to campus to help students register to vote. You may know her as our longtime, recently retired biology teacher, trip leader, and advisor (39 years at SAAS!) but community and civic engagement are also passions of hers.
In her last six years at SAAS, Melinda taught our Civic Engagement course, which focuses on empowering students to make their voice heard. “I was compelled to start that course after I heard a student say ‘I’m not old enough to vote, so I don’t have a voice’,” she reflects. “I thought ‘shoot, that’s not true’! There are so many easy-to-use online ways for students to express themselves and to contact those in office. Voting is important but it’s not the only way to speak your mind.”
Spending time back on campus made her feel optimistic. “Students are the future, and it’s on all of us to give them both the tools and the hopefulness needed to influence that future,” she says. “It’s clear that the culture of engagement that started at SAAS on day one continues, as students are asked to consider real world issues and develop solutions. I’m also inspired by how many SAAS alums are doing just that, whether working for the United Nations or taking action on climate change. SAAS inspires and enables change-makers.”
Melinda Mueller, photographed on the SAAS campus in 2024 (above) and, in a flashback to the early 90s, pictured alongside students Brett Strong ’93, Dylan Loomis ’93, Kendra Tripp ’92, Chris Rahm ’94, Max Ralph ’92, and Amy Perkins ’94 (back row), and Ian Sample ’93 and Chris Cunningham ’93 (front row).
One to Watch
Seattle Academy graduate (and current Carleton College student) Kyliah McRoy ’24 was recently named to the women’s roster of the U-24 U.S. National Team in advance of next year’s World Flying Disc Federation World U-24 Ultimate Championships in Spain. This past summer, she had the honor of representing the USA on the World Juniors Ultimate team, ultimately securing second place! Competing against top talent from around the globe in Birmingham, England—essentially the Olympics for Ultimate—was a dream come true for Kyliah.
Speech and Debate Success
The Speech and Debate team has been active in recent weeks, with both novice and varsity-level competitors participating in tournaments across Western Washington, from Gig Harbor to Mt. Vernon. Supported by volunteer parent judges, SAAS has seen more than 30 competitors go out for competitions this season, a substantial increase from last year! Highlights includes multiple wins in Public Forum and Lincoln Douglas debate rounds for all novice (first-year) debaters in both in-person and remote competitions. Individual accomplishments include quarterfinalist placements for Sid Shirodkar, Neel Gowda, and Jackie Blumberg, as well as semifinalist placement for Hamsini Ramanathan.
In competitive Speech events, the newly-expanded team has had their share of success as well. So far, SAAS Speech competitors Willow Morrrison, Eme Graunke, and Alex Hancock have all had either first or second-place wins in Informative Speaking, Original Oratory, and Original Spoken Word Poetry. In November 2024, Speech team captain Carmen Spoonemore won first place overall at the prestigious Glenbrooks Invitational Speech Tournament in Chicago, the first student at SAAS to achieve this honor. Huge congratulations to all our accomplished competitors!
—Chris Goodson, Rhetoric, Speech, Debate, and Mock Trial Teacher
Photo by: Kevin Leclaire / Ultiphotos.com
Before reading “Lord of the Flies,” 8th grade English students were assigned into small groups for a fictional challenge. Imagining they’d be stranded on an island, they worked together to create a social contract. Then, students read each group’s contract and took a vote: what priorities, rules, consequences, and rights would lead to the healthiest and happiest society?
Academic Excellence at SAAS
SAAS is well known for many things—an extraordinarily engaged student body, a robust Arts curriculum, a winning Athletics program, the largest Robotics program in the Pacific Northwest, and thriving alumni—but it’s our vigorous academics and unique approach to teaching and learning that underpin our entire community’s success.
By: Alison Ray, Dean of Teaching and Learning
Chelsea Adrada, Middle School Dean of Academics and Differentiated Curriculum
Hannah Chapin, Upper School Dean of Academics and Differentiated Curriculum
At SAAS, we’re proud of our curriculum that redefines academic excellence. We believe that excellence goes beyond simply earning high grades, instead encompassing a well-rounded approach to learning and intellectual development. The breadth of our class offerings includes both core academic and elective courses that challenge students to question, imagine, and create, in order to contribute boldly to a changing world—and in the process, live out our school’s mission.
While acquired content knowledge is an essential aspect of our educational model, we place equal emphasis on students building transferable skills—critical thinking, problem solving, communication—and habits of learning, such as metacognition and responsibility, through rich and diverse curricular content. These qualities are what set our kids up for success in college and life beyond graduation. Additionally, we recognize that excellence means achieving a high standard of performance relative to a student’s individual goals and capabilities. Skilled teachers work to ensure every student is challenged and supported to achieve their academic personal best.
Science teacher Hannah LeBlanc uses a slinky to demonstrate to 7th grade students how waves transfer energy. The hands-on approach brings the lesson to life: “When students push the slinky more quickly and create lots of waves, they can see how the shorter wavelength corresponds to more energy being put in,” says Hannah.
What does academic excellence look like in action?
Active Learning: Students engage deeply with content through discussion, collaboration, and interactive and hands-on learning. Working with topics and key issues relevant to a changing world gives students opportunities to apply and transfer what they’re learning both within and beyond the classroom.
Critical Thinking: Students learn to question assumptions, assess the credibility of sources and effectiveness of solutions, develop reasoned arguments, and synthesize ideas.
Creative Problem Solving: Students collaborate with peers to define problems, break down complex tasks, ask questions, and find solutions. Whether in an English or science or math or art class—any department—students are encouraged to iterate and experiment in moments of uncertainty and ambiguity.
Effective Communication: Students develop interpersonal communication and negotiation skills as they interact with diverse peers, learning to work with different points of view constructively.
Additionally, they listen for understanding in order to express their ideas clearly and persuasively in written, oral, and artistic forms.
Metacognition: Students reflect on their process and outcomes in order to make progress toward achieving their learning goals. Metacognitive skills build self-awareness and agency to cultivate self-directed learners.
Student engagement in action! This page and opposite, clockwise from top: Upper School Honors History students debate modern-day issues by applying Federalist or Anti-Federalist perspectives. 7th grade Rhetoric students present mini “TED Talks” on topics as varied as the history of marshmallows and the potential of nuclear fusion. 8th grade Science students use microscopes to examine biological samples. 10th-grade Chemistry students experiment with water and metals to gauge chemical reactivity. A 6th grader eagerly raises his hand.
Some of the best learning happens outside the classroom. 11th graders collect data on Washington’s native prairie plants during an annual SAAS field trip to the Glacial Heritage Preserve in Thurston County, Washington (below), and Upper School engineering students experiment with handmade gliders and launchers that demonstrate the four methods of mechanical force: tension, compression, shear, and torque (opposite page).
“One of the biggest things I got from SAAS is critical thinking skills. I got a lot of experience thinking about things from different perspectives and putting a lot of different viewpoints together into one cohesive argument.”
—Lucy
Halperin
’15,
Senior AI Research Engineer at Lockheed Martin
Students in Design Thinking, a class taught by Caldwell Rohrbach ’14 (in center with hat), collaborate with students in Tom Flood’s Sculpture class to wrap up their respective final projects. Across both classes, students learn how to use different tools on a variety of materials, including soldering metals and working with drills, saws, paint booths, 3-D printers, epoxy, resin, fasteners, and much more.
This page and opposite: In a Cold War simulation in American Studies—an interdisciplinary Honors English and History class—11th graders work together to defuse a simmering nuclear conflict. Each student has their own role to play, from “diplomat” to “president.”
What does academic challenge look like in practice?
SAAS teachers understand well that academic challenge is experienced relative to each learner. All of our departments take into account how the best practices of their disciplines align with institutional values, providing opportunities for academic challenge that is developmentally appropriate. While scholastic stretch might be unique to each student, we know that all students can experience academic challenge when they:
• Encounter increased complexity or novelty of content as they move through the breadth and sequence of our course offerings
• Apply and transfer knowledge in new and relevant contexts
• Collaborate in a community of diverse learners
• Develop independence and agency in their learning
While the precise measure of challenge is personal to a student’s own strengths and areas of growth, our “Know the Kid” guiding principle means that teachers help students engage in academic stretch specific to their unique opportunities for growth, personal goals, and curiosities.
In our English classes, for example, academic challenge looks like students reflecting on their choices as writers, addressing prompts with increasing levels of complexity over time, and integrating more rigorous sources to support their thinking as they become stronger readers. In World Languages classes, stretch looks like students solving problems of communication by using what they know in a target language to speak and make meaning. Rather than focus on their deficits, teachers help students build an increasingly nuanced vocabulary and set of communication strategies with a focus on growth.
In math classes, students work in groups to explore different pathways to find solutions and practice building convincing and logical arguments. Students also apply their understanding using problems that require them to draw on a broad range of skills in a new context, such as learning about inflation or finding patterns in algebraic representation.
We believe that students who are prepared for college and life understand who they are as learners and what skills they can
deploy in service of that learning. Our approach to teaching and learning is grounded in the stages of adolescent development and creates space for exploration as well as opportunities for progressive levels of academic challenge. Our students take grade-level courses designed as shared experiences to build essential skills and habits, and as they progress through our curriculum and prepare for their transition to college and their post-high school lives, they discover and
explore new and confirmed areas of interest with more specialized courses. That holistic academic experience gives our students the foundation and confidence they need to continue on their paths of learning and to have impact in their future communities.
“One thing that I think is so special about SAAS is it sets you up to ask questions, to be creative, and to look for different possibilities and solutions.”
—Maddie Lee ’15, Senior Investment Analyst at Elemental Impact
“SAAS is a place where everyone can learn and everyone can achieve. Our
teachers are able to serve so many different types of students. In math class, for example, you might have a project where you can choose a mild option—or you can opt into a spicy option that adds even more challenge. Our teachers know how to differentiate instruction and help every student push further and dig deeper.”
—Achijah Berry ’10, Middle School Dean of Student Life
Students work together on an equations game in math class, solving for variables in consecutive problem sets. “I mix up partner groups every day,” says Upper School Math and Science Teacher Sarah Smith. “Randomizing groups has been shown to increase engagement on tasks. Students are asked to work together to figure out how to tackle each concept we cover.”
Shaping the Future of Teaching & Learning at SAAS
This school year, two experienced teacher-leaders at SAAS—Hannah Chapin and Chelsea Adrada— have taken on new roles, joining Alison Ray to expand the academic leadership landscape at SAAS. Together they bring over 40 years of combined experience in schools including classroom teaching, subject specialization, and educational leadership. Their deep understanding of students’ intellectual and developmental needs, along with their commitment to enhancing both faculty and student learning, drives their leadership.
Left to right: Alison Ray, Chelsea Adrada, and Hannah Chapin
Alison, in her fourth year as Dean of Teaching and Learning, previously spent 14 years in various roles at SAAS, including English Department Chair and Dean of Faculty for Humanities. In her current role, Alison’s focus is on helping faculty refine their craft through professional development, and building structures and programming to support mission-aligned teaching and learning. To that end she has led and supported initiatives like the Instructional Coaching model, standards-based grading in Middle School, and our Associate Teacher cohort.
Hannah transitions to the Upper School Dean of Academics and Differentiated Curriculum after a decade at SAAS teaching Biology, Anatomy, and Endocrinology. Chelsea has spent 14 years at SAAS, with contributions that include developing the Middle School Robotics Program and computational thinking classes, and now serves as Middle School Dean of Academics and Differentiated Curriculum. Together, Chelsea and Hannah are charged with ensuring SAAS continues to innovate and adapt its curriculum to meet the everevolving needs of students, with a special emphasis on inclusive learning, neurodiversity, and academic rigor.
All three deans continue teaching while driving academic growth and innovation at SAAS. We sat down with Alison, Hannah, and Chelsea to discuss their roles and vision for the future.
Like many administrators at SAAS–I’m thinking of Rob teaching Innovations classes, Giselle teaching History—
you also have one foot in the classroom. [This winter trimester, Alison is teaching a senior English seminar, Chelsea is teaching Geometry, and Hannah is teaching Endocrinology]. What animates your teaching? What do you love about SAAS as a learning environment?
Chelsea: What I love about teaching here is that it’s a place where both students and teachers are encouraged to explore their passions, whether that’s in the classroom or in extracurricular activities. There’s a vibrancy here that encourages everyone to bring their full selves to the community. And because of that, teaching at SAAS feels like part of a larger, exciting conversation that extends beyond the classroom walls.
Hannah: For me, curiositydriven teaching really makes SAAS special. We’re constantly learning about how our students learn and how we can adapt our teaching strategies to meet their needs. We place a high value on being reflective teachers—always asking, “How can I improve this? How can I make this more engaging for my students?” Also, there’s so much flexibility here for both students and faculty to explore their interests. That freedom lets people dive deeper into areas of strength and curiosity.
What about differentiation? How do you ensure each student’s individual learning needs are met, given the diversity of strengths, challenges, and interests?
Hannah: We embrace the diversity of our student body.
Differentiation is baked into everything—from the courses we offer to how individual lessons are structured. It can mean giving students agency to lean into their strengths or providing different ways for them to demonstrate mastery. It’s about making sure each student has what they need to succeed.
We don’t have a single definition of what a “successful” student looks like. It’s not about fitting into a mold; it’s about creating a community that reflects the unique strengths and identities of everyone who joins us. That flexibility allows students to feel seen and valued for who they truly are.
Alison: Something we hope to instill is that inclusive teaching is a mindset. From hiring to lesson planning, we aim to foster an environment where teachers create different pathways for diverse learners. We don’t just “cover” the material; we make sure every student has the opportunity to engage meaningfully in their learning. This mindset shapes everything we do at SAAS.
How has teaching and learning shifted over the past five to ten years? How has SAAS adapted to these changes?
Alison: The world has changed dramatically, and students are hyper-aware of it. They’re not just passively receiving information—they’re actively engaged with the world around them, often navigating a complex and sometimes overwhelming mix of messages. This has made them more discerning about their learning. They want to know that what they’re learning is relevant
“We’re not teaching students what to think, but how to think. In an era where the world is constantly shifting, students need to be adaptable, to understand multiple perspectives, and to feel empowered to create meaningful change. That’s why we emphasize skills like critical thinking, collaboration, and creative problem solving across disciplines.”
—Hannah Chapin
to their lives and the world they’re going to enter after graduation. We need to constantly reevaluate what we teach and how we teach it. It’s more important than ever to emphasize critical thinking and teach students how to approach complex issues thoughtfully and responsibly.
Chelsea: And that’s why the theme for our professional development this year is belonging and agency. It’s so important right now to help students and teachers feel like they have the power to act—to make meaningful contributions in their communities and beyond. If students don’t feel a sense of belonging, they won’t feel like they have agency. It’s crucial to create an environment where students feel valued and empowered.
Hannah: Right, and we’re supporting faculty with professional development that focuses on building these skills. We’re giving teachers the tools they need to support students in navigating the challenges of today’s world, while also embracing their individual learning styles and strengths.
Can you give some examples of what the SAAS Culture of Performance looks like in the classroom? How do students demonstrate what they’ve learned?
Alison: Performance at SAAS doesn’t just show up in expected ways; it’s showing what you know through action, which means our methods of assessment aren’t only traditional ones. A performance could be dancing on a stage, presenting a scientific model to peers, or defending a thesis in a humanities class.
Students are asked to apply their learning in authentic contexts, which brings the material to life.
Chelsea: In math, we emphasize communication—not just finding the right answer but being able to explain how you got there. That includes understanding different approaches to solving a problem and being able to discuss those with peers. We encourage collaborative problem-solving in real time, which mirrors how math is used in the world beyond the classroom.
Hannah: In science, students could be dissecting a frog or analyzing ecological data, but in all cases they’re learning how to communicate their understanding of complex concepts. They’re not just memorizing facts; they’re thinking critically and expressing those ideas clearly, which is a vital skill in any field.
As academic leaders, you also prioritize professional development (PD) for faculty. How do you ensure that teachers have the skills they need to succeed in today’s classrooms?
Chelsea: We’re focusing this year on neurodiversity in the Middle School—understanding cognitive load, working memory, and how these factors impact learning. It’s all about creating a classroom environment where every student feels they belong and has the chance to succeed. We want teachers to have the tools and knowledge necessary to respond to the needs of individual students.
Alison: Professional development also means offering choices. Just as
we differentiate learning for students, we want teachers to have the freedom to pursue development opportunities that resonate with them. Whether it’s through external workshops or internal PD sessions, teachers can extend their learning through a variety of opportunities relevant to where they are in their growth as educators.
Hannah: We also recognize that our teachers come from diverse professional backgrounds, so we try to offer PD that matches where they are in their careers. This helps them lean into areas of curiosity or address specific challenges they’re facing in the classroom.
Finally, how do you see teachers building connections with students at SAAS?
Hannah: Teachers at SAAS are incredibly deliberate about creating connections. Whether it’s through small gestures, like taking a moment to check in with a student during class, or larger rituals that foster community, the goal is always to make students feel seen. Feedback is another key element of this— when teachers give specific, constructive feedback, students know they are being heard and supported in their growth.
Alison: Absolutely. Building trust through reliable, constructive feedback is crucial. When students know their teachers are invested in their learning and growth, they are more likely to engage deeply and take intellectual risks.
“When I think about the SAAS Culture of Performance, I picture students in new settings applying what they’ve learned and building their skills. I think about a math classroom where we do a lot of group work and ask kids to explain their thinking and approach new problems in flexible, dynamic ways … really thinking on the spot and figuring out how to communicate their thinking to their clas smates.”
—Chelsea Adrada
What does the study of language teach us about human nature? This profound question lies at the heart of Foundations of World Languages, a dynamic and interdisciplinary class for 6th graders. Designed to illuminate the intricate connections between language, culture, geography, and human thought, this course inspires students to explore how communication shapes and reflects who we are as individuals and societies.
Giselle
Furlonge, Associate Head of School and ancient language enthusiast, shares more about this unique-to-SAAS course.
As a kid, I fell in love with ancient languages and the long-ago peoples who spoke them. I reveled in the civilizations whose art, architecture, government, religion, and languages we have inherited today. Prior to coming to SAAS, I’d spent many years in my career teaching Latin and Ancient Greek, exploring the mythology, archaeology, and linguistics of texts like Homer’s Odyssey and Ovid’s Metamorphosis
Over the years, I’d also watched with some unease as the numbers of students enrolling in ancient language classes declined. Understandably, students wanted to pursue a modern language. The benefits of learning a second language in today’s interconnected world are manifold. It opens doors to new cultures, enhances communication, and fosters global understanding. Language learning sharpens cognitive skills, improves memory, and boosts problem-solving abilities. Beyond practical benefits, learning a language deepens empathy by offering insights into different perspectives and ways of life.
When I joined SAAS in 2019, Latin was taught in our middle school curriculum in 6th and 7th grades as a gateway for modern language study in 8th grade. Latin in middle school sought to prepare students for future language study and equip students with a working knowledge of classical word roots and mythology. Students then chose between Spanish, French, and Mandarin Chinese course offerings in high school.
As disruptive as the pandemic was to teaching and learning, it also provided an opportunity to reflect on what our youngest students needed most in their language development. After two years of interrupted schooling and social isolation, we wanted to place an emphasis on building strong communication and interpersonal skills—the very faculties heavily impacted during the pandemic.
Veteran SAAS teacher George Burpee took on this challenge with creativity and vigor. Motivated by his passion
for world history, linguistics, neuroscience, literature, and poetry, George created a course for 6th grade students to explore the very core of the role that language plays in growing human connection. His breadth of interests and his commitment to fostering curiosity make him an inspiring guide for students on their journey through language and culture.
Let’s take a deep dive into what our 6th grade students experience in our unique Foundations of World Languages course.
Exploring the Essence of Language
The class begins with a fundamental question: What is language? Through interactive discussions and hands-on activities, students come to understand language as more than just spoken words. They learn that language exists in many forms, from written symbols and sign language to music, math, and even art. By examining where language is present—and
“George is caring, supportive, and really passionate. He is good at explaining and making sure we have enough practice in each area, especially before tests or quizzes. And he engages with us by asking for our opinions and points of view.”
— Innika Shrinivas, 6th Grade
“I feel like FOWL gives me the power to see language in a new way — to see sentences differently, at a deeper level of understanding.”
— Andrew Bryant,
6th Grade
absent—they gain a heightened awareness of its omnipresence and versatility in human life.
Throughout the year, students engage with questions that challenge them to think deeply about the role language plays in their lives and the world around them. Questions such as What is language? Where is language not present in our lives? and What are the manifold purposes of language? guide them on a journey of discovery that blends linguistics, history, geography, mythology, and more.
By the end of the course, students achieve a deeper, more nuanced understanding of both the existence and purpose of language in our lives, a stronger command of language structure, and a greater sense of the power and promise of language in human connection.
The Universals of Language
All languages, no matter where they originate, share remarkable commonalities. Students investigate these “language universals,” discovering that all languages:
• Have dialects
• Change over time
• Possess grammar
• Are learned by babies at the same rate
• Are equally complex
• Have ways of talking about the past, present, and future
• Include ways of being polite or rude
• Can communicate all ideas and feelings
• Have slang
• Hold value
By studying these universals, students address essential questions like Where do we see these universals at work in English? and Where do we see these universals in other languages? They analyze word derivatives, etymologies, and dialects as they gain a richer understanding of linguistic interrelationships.
Tracing the Origins and Evolution of Language
One of the most exciting aspects of the course is its focus on the origins and evolution of human language. Students ponder questions like Where did modern human language originate? and How did modern human language evolve over time? By studying language families, such as the Romance and Germanic branches, and comparing ancient and modern languages, they
uncover how historical migrations and cultural exchanges have shaped the linguistic landscape.
In this section, students also explore the concept of neuroplasticity—the brain’s remarkable ability to adapt and change. Through engaging lessons, they learn how the human brain is uniquely wired for language acquisition and how this capacity evolves over time. They discover that young children’s brains are especially adept at learning multiple languages simultaneously due to their high neuroplasticity, while adults, though less flexible, can still form new neural pathways when exposed to new languages.
This study of neuroplasticity emphasizes the incredible role the brain plays in shaping language learning and understanding, reinforcing the essential question: How do humans learn language, and
why does it matter? Students connect this knowledge to their own experiences with language learning, gaining insights into how their brains adapt and grow when encountering new linguistic challenges.
Students also investigate the role of geography in language development. Through maps and case studies, they learn how mountains, rivers, and trade routes influenced the distribution of languages and the creation of dialects. This inquiry highlights the dynamic relationship between language and environment, adding another layer to their understanding of linguistic evolution.
George regularly asks students to draw in order to creatively explore concepts introduced in his class. Clockwise from top left: Damla Atay’s sketch explores “neuroplasticity,” or the brain’s ability to change and evolve in response to new experiences. Violet Siebers’s illustration depicts a metaphor about the benefit of learning over time (“the gentle spring rain approach to studying”). Raptor Guthrie translates a Latin expression the students recently learned: cogito ergo sum, or “I think, therefore I am.”
Language in Mythology, Poetry, and Human Nature
What do mythology and poetry tell us about language and culture? This question invites students to explore how stories and artistic expressions reveal universal truths about human experience. They examine myths from various cultures, noting how metaphor and symbolism create meaning. Additionally, they analyze the “language” of music, art, and science, discovering how these forms of communication transcend words to connect people across time and space.
As the class progresses, students synthesize their learning by addressing a final, overarching question: Based on all of the above, what conclusions might you make about human beings and human nature? By reflecting on the patterns and purposes of language, they come to see it as a mirror of human ingenuity, adaptability, and interconnectedness.
By the end of Foundations of World Languages, students emerge with a deeper understanding of language’s existence and purpose in their lives, a stronger command of its structure, and a profound reverence for its power and promise. The course equips them with the tools to think critically, communicate effectively, and appreciate the diversity of the human experience.
Students leave the course not only with the knowledge of how languages work but also with a sense of wonder about what it means to be human.
Through their exploration, they discover that language is more than a system of sounds or symbols—it is the thread that weaves together the stories of our world.
“I want my students to feel like investigators in a laboratory—every day we have the opportunity to look at this organism we call language and learn a little more about what it is and how it works. I want them to relish the sense of joy and confidence that comes from understanding language at a structural level. I want them to feel a sense of shared humanity through the study of language universals. I want them to feel a sense of surprise and awe at language’s power to move and inspire. I also want them to recognize the impact of language wielded carelessly. Fundamentally, I want my students to rejoice in the language we live and breathe daily.”
— George Burpee, Middle School World Languages Teacher
Meet the Teacher: A Q&A with George Burpee
Foundations of World Languages is brought to life by George Burpee, an educator whose passion for language and history is matched only by his dedication and care to his students. George joined the Seattle Academy community in 1994 and has since become a cornerstone of the school’s middle school program. Over the years, he has taught middle school English, History, Latin, and Foundations of World Languages; coached; and led both outdoor adventures and middle school trips to Athens, Pompeii, and Rome.
Starting in 2004, George took a 14-year hiatus from the classroom to serve in school administration, spending 12 of those years as SAAS’s Head of Middle School. Upon returning to teaching, George designed the Foundations of World Languages course, infusing it with his expertise and enthusiasm for interdisciplinary learning. When asked about the course, his passion shines through. “This course is still very new, and I find myself revising and refining the curriculum every waking moment,” he reflects. “The work literally keeps me up at night and gets me up each morning.”
Tell me more about your goals for this class.
Students arrive with an impressive set of language skills, which makes sense since they have been developing language since before birth. Because their language development goes back to their preconscious years, their understanding of language structure is often more intuitive than conscious. Therefore, one of our primary goals for this course is to help students become more conscious—and conscientious—users of language—that is, empowered with a sense of understanding and agency to use language more clearly and confidently in ways that help address
the challenges of a rapidly changing world. We want students to become more informed, careful, and thoughtful users and consumers of language.
What do you hope each student takes away from this course by the end of the year?
In June, we want our students to walk out the door with three things: a deeper, more nuanced understanding of both the existence and purpose of language in our lives; a stronger command of language structure; and a greater sense of reverence for and devotion to the power and promise of language.
What does the existence of this class say about the academic experience at SAAS?
I think it demonstrates SAAS’s commitment to offering multidimensional courses that challenge students to think creatively and purposefully outside of the traditional curricular framework. Foundations of World Languages is all about the study of concrete language structure, but it is also about the evolution of modern human language. It is about history and geography, literature and anthropology; it is about linguistics and philosophy; it is about neuroscience and metacognition, music, art, and culture. It is about life!
George has worn many hats in his 31 years at Seattle Academy. Here he is in the early 2000s, when he served as a Latin teacher and Middle School Dean.
As we eagerly anticipate our new Home of the Upper School opening in Fall 2025, we’re excited to dive into a few key features planned for this 100,000-square-foot, five-story building—a game-changer for our Upper School program and students. Come inside!
Designed by LMN Architects and built by BNBuilders, our new Home of the Upper School amplifies and enhances our school’s existing offerings, with purpose-built classrooms, community-centered common spaces, and many opportunities to showcase student work.
The Academic Impact
With 38 classrooms, cutting-edge innovation, metalwork, and music production areas, and a quarter-acre landscaped courtyard, the new building will be a catalyst for an even richer and more robust academic experience for our high schoolers. It will serve as an anchor for learning and creativity, where students can
explore their diverse interests across a range of subjects and faculty can collaborate to design unique learning experiences.
The academic impact of our new Home of the Upper School can’t be overstated. The building is designed to enhance the learning experience by providing flexible, state-of-the-art spaces that meet the needs of today’s students while also looking ahead to the future. Equipped with adaptable furniture and spe-
cialized areas like the metal and wood shops, a digital fabrication lab, and music production suites, these new classrooms extend opportunities for students to explore subjects that were previously limited by space.
The digital fabrication lab, for instance, will be a place where students can engage with STEM fields in practical ways, using cutting-edge tools like 3D printers, robotics kits, and even virtual reality equipment. Similarly, the
“When we think about the Home of the Upper School, the central word is home. A home that knits our community together. A home where students develop a sense of identity and possibility—individually and together as a community.”
— Rob Phillips, Head of School
metalwork studio and music production suites open new doors for creativity, allowing students to develop technical skills while also expressing themselves artistically. These facilities not only deepen the curriculum but also encourage interdisciplinary learning, where students might, for example, design and build an object in the metalwork studio that is later used in a science experiment.
For teachers, the new building will foster professional collaboration in unprecedented ways. With proximity to their colleagues across disciplines, teachers can more easily design interdisciplinary projects and align their curricula to create a cohesive learning experience for students. Imagine a history teacher working alongside a music teacher to create a unit on the cultural significance of jazz, with students recording their compositions in the music production studio while also
studying the historical context of the genre. Such collaboration enriches both teaching and learning, ensuring that students see the connections between different areas of knowledge and across multiple vantage points.
SAAS teachers are constantly dreaming up new courses that continue to push the boundaries of our curricular offerings. In the core academic areas, English and History teachers are imagining a new pilot of combined Humanities classes in the 10th grade that will best utilize our new large, flexible classrooms. The Innovations Department is also hard at work developing exciting electives such as Introduction to Architecture, Woodworking, Prototyping with CAD and 3D Printing, and Introduction to Welding and Metal Fabrication.
In addition to the academic impact, the new building will undoubtedly strengthen community
OUTDOOR GATHERING
cohesion across the block. Its welcoming design includes common areas where students and teachers can gather informally, building relationships that extend beyond the classroom. These spaces also serve as venues for events like visual arts exhibitions, impromptu performances, and presentations, showcasing student work and celebrating their achievements. Parents and community members, too, can engage with the school through these events, fostering a sense of shared pride and partnership in the educational journey of all of our students.
In every aspect, the new building stands as a testament to our twin commitment to excellence and innovation. It’s more than just a physical structure; it’s a vibrant hub of learning, creativity, and community that will shape the SAAS experience for generations of students, teachers, and families to come. It’s home.
HoUS by the Numbers
5 stories in the new building
11,000 square footage of courtyard
105,000 square footage of new building
38 number of new classrooms
1,189 square footage of metal shop
1,820 square footage of music production suites
2,332 square footage of Innovations classrooms
2,366 square footage of wood shop
“I think SAAS is cool because it’s always innovating and finding new ways to build inclusion and community and bring people closer together. The Home of the Upper School is one of the most interesting ways I’ve seen them do that. It is really planting the seeds, not just for now, but for the next 30 years, right?”
— Phoenix Shainin, 9th Grade
GATHERING SPACE | LEVEL 2
Open-Air Learning
“One of the things I’m most excited for is our outdoor courtyard—11,000 square feet of just living and breathing in the Northwest. We will have community gatherings there, class meetings. Science classes will utilize that space, visual arts classes will be out there sketching. It’s going to be such a hub of learning and excitement.”
— Giselle Furlonge, Associate Head of School
Innovations, Amplified
SAAS is unique among independent schools for many reasons— including the fact that Innovations classes are part of our core curriculum in both Middle and Upper School and are required for graduation. Our Innovations Program encompasses classes in Entrepreneurship and Design, Financial Literacy, and Computational Thinking, covering topics such as mechanical engineering, design thinking, disruptive innovations, sustainability, and much more. The aim is for students to learn how to solve real-world problems and build the skills necessary to operate and succeed in a changing world.
The new building will be transformative for our Innovations Pro-
gram. Starting next fall, students will be able to work with wood, metal, and synthetic media in purpose-built spaces using specialized equipment chosen for the academic environment.
A large, light-filled woodshop facing 12th Avenue will be equipped with saws, routers, planers, jointers, and sanders. It will have workbenches and ample storage space for students’ project work, and will also include SAAS’s standard teaching tools such as Cleartouch interactive monitors and whiteboards for impromptu planning. A unique metal shop will include four welding booths, metal saws, lathes and drills, and large movable workbenches with vices, anvils, and other gear.
Large doors will open onto a spacious outdoor courtyard for hot work.
Additional classrooms and maker spaces will have equipment such as 3D printers, laser cutters, and sewing machines—all available for use by arts classes (housed next door in the Arts Center) and by SAAS Robotics classes and clubs. The space will also contain specialized digital music production suites where students can create their own material, record it, and perform it live for audiences assembled on the adjacent courtyard. Sliding glass doors will merge indoors and out, conducive for live performances during lunch time and block parties.
Image Credit: LMN Architects
“I’m super excited about the new building because it’s going to bring everybody together onto one block. And that’s going to involve a whole new way of being in community and building relationships with one another. It’s going to be a growth moment for the school but also for the notion of what community is at SAAS.”
— Andrés Arteaga, Director of Equity and Inclusion
STUDENT COMMONS | LEVEL 1
Art as Connector
As is the case with all SAAS buildings, hallways and classrooms throughout the new Upper School will feature student projects and artwork, refreshed quarterly to showcase the full breadth of our program. We have additionally commissioned two original artworks and two gallery walls centered around the theme of “people, place, and culture— past and present.”
One commission is a large-scale piece by New York-based artist Adrian Brandon ’11, which will be installed in the new first-floor
commons space, visible from 12th Avenue. Adrian will return to campus for two months this spring to serve as an “artist in residence” as he develops his site-specific installation. The other major commissioned work will be created by an Indigenous artist and will be displayed in close proximity to our new building’s main entrance, housing a Land Acknowledgement presented in both English and the Salish language Lushootseed.
Elsewhere in the building, gallery walls will display graduation
class photos from throughout our school’s 43-year history, a curated selection of works by alumni artists, and archival images of our campus and neighborhood—from the time it was home to firstgrowth timber, through its settlement by a host of ethnic groups, and culminating with the various generations of SAAS’s buildings.
Experience the new building on a virtual fly-through
Image Credit: LMN Architects
Our 7th graders engage in design thinking to reimagine school.
This fall, 7th graders in Jason Vasquez’s Innovations class tackled big questions around public spaces! Multiple guest speakers—including engineers from BNBuilders (our contractors on the Home of the Upper School [HoUS] project) and Brian Oseran ’96, a member of the SAAS Board of Trustees and the Home of the Upper School Task Force—visited the class to share architects’ drawings of the future HoUS, teach students how to use architects’ scale rulers, and introduce them to design principles. Then, students identified real-world issues and brainstormed creative solutions to improve community spaces.
Using the new HoUS as their architectural framework, they drew and redesigned common spaces in the new building and then built 3-D models, all to scale. “A lot of students at first focused on aesthetics,” reflects Jason. “It was interesting how many of them initially felt like ‘a vending machine’ was the answer for any issue they faced. Through our work together, they learned to shift their focus to exploring how our current spaces flow, and the experience of moving through a space.” Future designers in the making!
Let’s Cardinals!
Cardinals! Go
Celebrating
By Shavette McGhee, Assistant Head of School for Student Experience
In the fall of 2024, Seattle Academy officially joined the storied Metro League,
a Washington State and Seattle City athletic conference with over 120 years of history. The Metro League includes 18 schools, ranging from public institutions like Garfield, Ballard, and Lincoln to independent schools such as Lakeside and Eastside Catholic.
Most significantly for our athletes and coaches, joining the Metro League meant making the leap from a 1A classification to 3A— instantly elevating from a pool of small schools to the second highest category of competition. SAAS is one of the only schools in WIAA history to make that jump—and the first school to be admitted to the Metro League in 25 years.
From the moment SAAS entered the league, excitement was palpable as the Cardinals competed against schools with deep-rooted athletic traditions and vast fan bases that predate SAAS itself. And, compete we did! In our inaugural fall season, all four varsity programs advanced to postseason play, marking a strong start to our Metro League journey.
The transition brought other benefits as well: more opportunities to compete, such as golf’s 11-match schedule—double from previous years— and significantly reduced travel time. Being in a league with neighboring schools allowed teams to spend less time on the road, reducing early dismissals and missed class time. Now, in the middle of our winter sports season, with basketball, wrestling, and the debut of girls’ flag football, the Cardinals are once again proving that SAAS is a force to be reckoned with in the Metro League.
Girls Soccer
Girls Soccer had a great season, making it to the Metro playoffs! They played in the Quarter Finals in the Metro Tournament, losing 2-3 to the eventual state secondplace team, Roosevelt. In January 2025, seven of our players were named to the Metro Sound All Conference Team: Malea Carrol, Maddie Maves, Isla McNae, and Mollie Verhasslet (First Team Sound); and Addison Bay, Molly Eamer, and Eloise Maddox (Second Team Sound).
Photo by Jeff Halstead
GOlf
Both Boys and Girls Golf teams competed well and placed in the Metro Tournament, moving on to districts.
Ultimate
In non-Metro news, congratulations to senior James Ezzo, who broke our school record for most goals in Ultimate over his school career!
Girls Volleyball
Girls Volleyball finished first in their division and competed in the Metro Tournament. They were also honored as Academic State Champions for having the highest average team GPA in the state for 3A. Special congratulations to Vivian Siebrecht, selected as Co-Defensive Player of the Year by the league coaches, as well as to Avery McIntosh (First Team All Conference), Brenna Olson (Second Team All Conference), and Mia Cunningham (Honorable Mention)!
Cross Country
In Boys Cross Country, Ramsey Mesiwala qualified as an individual to the State Championship – our first state qualifier since becoming a 3A school! One race later, the entire Girls Cross Country Team also qualified to the State Championships: Ellie Candell, Reni Dadhia, Aspen Hoffman, Alice Holtzen, Sadie Honig, Rhiannon Root, Emmy Schindler, Tyler Stiefel, and Zoe Weingeist. In fact, our Girls Cross Country team received the most accolades of any Fall team at SAAS. In addition to State Championships, they also placed at League and District levels. At the Bellevue Invitational in September 2024, Sadie Honig broke our school record for the fastest 5K. Both Sadie and Rhiannon Root ran in the Senior All-Star Race at Magnussen.
EVENTS SPOTLIGHT
As a community, we come together to show our SAAS Pride and cheer on our athletes at four major athletics celebrations each year: Fallapalooza, Middle School and Upper School Hooplas, SAAS Relays, and Springapalooza. The energy is electric at these events as our studentathletes take to the courts, fields, and tracks to show off their skills, compete, and have fun! Alumni often return to our Upper School Hoopla, adding another spirited dimension to the event. At Middle School Hoopla in December 2024, our Boys Basketball CYO 8 team had an exciting buzzer-beating finish—they won by one point as the clock hit zeroes. Watch the thrilling moment here!
LOOKING AHEAD…
Winter Athletics is off to a great start, with a lineup of basketball, wrestling, flag football, futsal, tennis, and mixed ultimate across our Athletics and club sports. Of special mention: SAAS’s first Girls Flag Football club had a record-breaking turnout as a winter club, with 65 girls playing in this new-to-SAAS sport! This spring, we’re excited to debut our first-ever SAAS Boys Baseball team, alongside our longrunning Lacrosse, Track and Field, Tennis, Girls Ultimate, and Boys Soccer programs.
“Flag football has been such a cool way to wrap up my time as a Cardinal athlete. You can really feel the excitement from everybody not only to be a part of a new program but to build the type of environment that we all want to engage with and put our energy into. With every minute on the field, our skillset, momentum, and confidence are developing more and more, and I can’t wait to see where the rest of the season leads.”
—Sophia Faucher, 12th Grade
is second-to-none in Seattle. As part of SAAS’s curriculum, every student takes classes in each discipline— dance, theater, vocal, and visual and media arts—and can choose from a fleet of electives, from Filmmaking to Digital Music Production to Sustainable Fashion Design. The resulting creative environment feels exhilaratingly supportive for all students, no matter their level of experience. “Because we’re all putting ourselves out there and being vulnerable in front of our classmates and on stage, there’s this acceptance and understanding,” says 9th grader Eme Graunke. For many alumni, this aspect of SAAS’s Culture of Performance proved to be the most life-changing. “It taught me to be confident,” reflects Maddie Lee ’15. “It taught me to take chances. It taught me that you don’t have to be good at things to try them anyway. As an adult, I still approach new opportunities with that level of curiosity and confidence.”
Here’s a glimpse into arts and performance highlights from the year so far.
Pictured on page 65: 12th grader Darby Greene performs in the Upper School production of the coming-of-age musical, “Pippin.” Students created their own character makeup for the performance.
Senior Kaylia Bell and other Music Production students have access to a professional recording studio where they can use recording hardware and digital audio software to compose and produce their own music. Below: When it’s time to share their creations. classmates set up a small stage to perform for their friends and teachers at a triannual Block Party.
Opposite page: At a Visual and Media Arts Gallery Walk, everyone is invited to the Arts Center to admire student artwork and watch student films, accompanied by live music from SAAS string musicians.
Performing Arts are a key part of the SAAS experience. Here, Upper School cast members sing and dance in the musical “Pippin” (above), directed by Mike Cimino, Upper School Performing Arts Teacher. Students also served in behind-thescenes roles such as stage managers, wardrobe and lighting crew members, prop managers, and more. Many 8thgrade theater students made their stage debut in “The Unprincess” (left), directed by Middle and Upper School Performing Arts Teacher Kaitlin Webster. Beyond the Upper School and Middle School musicals and plays, SAAS theater classes also include Technical Theater, Mask Making, Stage Combat, Improvisation, and Sketch Comedy TV Writing.
Opposite page: Satchel Gorden, an 11th grader and Advanced Art student, uses his own skateboards for a mixed media piece. SAAS offers upwards of 20 Visual and Media Arts classes each year, covering disciplines as varied as Studio Arts, Ceramics, Animation, Photography, Graphic Design and Typography, Digital Art, and more.
“We’re encouraging students to put themselves out there, to show what they’ve learned in front of their peers and teachers. But there’s also the flip side of the coin— we’re also teaching students what it means to be an audience member and to support someone who’s doing something hard. Helping them understand that being in the audience isn’t a passive thing—it’s a commitment to being present and to being open to being changed by what you see.”
—Michael Cruz, Performing Arts Department Chair
Musicians, vocalists, dancers, and theater students at SAAS showcase what they’ve learned at our highly anticipated End-of-Tri and Curtain Call performances. These thrilling community events mark the end of each trimester as 6th-12th graders in performing arts classes take the stage in front of the entire school.
place within the scientific field where I can make an impact.
Now, as I look toward the rest of my senior year, I’m excited to see where this study might lead. I’m hoping to extend the project, perhaps even securing an internship for my Senior Project at the University of Washington to dive further into biochemistry. My hope is that by the end of this journey, I’ll have not only learned a lot about molecular stability and computational design but will have contributed, even in a small way, to making a vital medication more reliable.
If you’ve read a SAAS In Focus magazine story, visited our school’s website, scrolled through social media, browsed our extensive digital photo galleries, or attended a SAAS event, you have seen the work of Todd Rotkis, our school’s full-time photographer and graphic designer. Four years into his role at SAAS, we asked him to dive back into his archives and surface some of his favorite images from among the many thousands he shoots each school year. Here, a portrait of school spirit—and some of the stories behind the shots.
One thing that’s special about my role at SAAS is that I have an entrée into every classroom. These particular images are of Peter Clark’s Marine Science class, which feels to me like a college-level course… students get to experience everything from what buoyancy does to mammalian heart rate regulation, to fluid dynamics in the ocean, to observing plankton under a microscope.
Peter is one of the most thoughtful and caring educators I’ve ever been around, and I think that this image perfectly distills the ethos that he brings to the science department and the school at large.
Earlier that morning Peter woke up at 5 am and drove all the way out to Shilshole Bay to collect live plankton samples so that his students could observe them under a microscope. That’s typical of his dedication and general over-delivery to ensure his kids get a unique experience.
Here we have two images of navigation, both featuring Middle School students— one from the 8th Grade Seattle Challenge and the other from a summer sailing trip offered through our Outdoor and Travel Program.
I love how SAAS builds navigation and understanding the world into the curriculum through experiential learning. On the sailing trip, students practiced steering a hundred-foot boat, read maps and sextants, and participated in night watch and raising sails. For the Seattle Challenge, all our 8th graders navigate the city while doing community service. In the image above, students are orienting themselves after assembling art kits for a community organization. Watching them learn to read the map, orient themselves and identify their location, and then work together to figure out how to get to the next stop was fun to watch.
I think understanding your surroundings is an incredibly important life skill. Whether navigating city streets, identifying plants, or reading clouds and wind on a boat, the more you understand about what’s happening around you, the more connected you’ll feel to the world.
Here The Onions vocal group and Music Production students are working together at Stone Gossard’s studio to rerecord and master their original song, “Changes,” for release on Spotify. The song was first performed at SAAS’s Martin Luther King Jr., Assembly and a speaker at that assembly later invited them to open for her at Benaroya Hall. To really drive home the professional setting, these students had the opportunity to work with super producers Chase N. Cashe and Jake One, as well as Seattle-based music producer and performer Talaya, who guided the students through the recording experience. It felt like a unique exposure to real-world professionals outside the classroom— an example of how SAAS is a place where students can get so much more out of their education, beyond what happens in the normal classroom setting.
I love the expressions in both of these images so much! They really capture how exciting it was for the kids to learn physics with accessible, legible tools— using matchbox cars to study curves, acceleration, and velocity as part of understanding Newton’s laws. It felt both fun and educational, with kids running around collecting data as the cars rolled down ramps. The classroom energy was amazing, and the photos capture that excitement.
This was my first real in-depth experience with SAAS students on an outdoor trip. In the months leading up to this, we were all deep in Covid times—and with masks and staying six feet apart, it was much harder to take compelling images. But being on this trip, spending seven or eight days with students 24/7, made me appreciate being part of the community. It really started on the rafts, spending hours with a small group, chatting about what they’re into and where they’re going to college. This was one of the first moments I actually got to know SAAS students and the community at large.
I pulled these two images to show some of the fascinating stuff I’ve seen in SAAS classrooms. In the top image, 8th graders are programming AI software to recognize American Sign Language, to help parents of deaf children improve language deficits. Below, we’ve got a builder working on our new Upper School building taking time to visit engineering classes and show how they’re constructing the space. They’re using augmented reality goggles so students can see in real time where electrical conduits, plumbing, and other elements go, helping them visualize what it’s like to be in an engineering field.
This was such a beautiful moment of connection and community among students. The top image was from a music production performance at SAAS in the City featuring Matteo Poydras-Angeles, a senior who was passionate about music production and a dynamic performer. Later that year, when 8th grader Sterling Howe was working on his song for the moving-up ceremony, Matteo sat with him and offered pointers on lyrics and delivery to make it more impactful. It felt special, this mentorship between a senior and an 8th grader. I love that music production is one of those spaces where students of all ages can interact naturally and a middle schooler can easily approach an upperclassman for advice.
These two images are from SAAS Affinity group gatherings. One shows Sofia Cheuk, one of the AAPI group leaders, getting to try on a lion dancer’s mask just before a Lunar New Year assembly performance. The other image captures a beautiful community moment, when the whole Middle School Commons was filled with students from all grades and across all 23 of our affinity groups, gathering to create a mural. There was food, music, and it just felt like a natural, candid celebration of inclusivity.
This is the first year SAAS is offering Advanced Engineering as a way for students to deepen their knowledge and skills. This was a creative project where students had to design and fabricate scientific aquatic floats that were completely waterproof, could withstand the challenging conditions of the Puget Sound, and had sensors to measure temperature, pH, and dissolved oxygen. Then, co-teachers Gerald Elliott and Spencer Laube ’15 tested each of the floats—they dressed in rain gear and goggles, grabbed a hose, and just wailed on the floats with shovels and water, as the kids stood by gasping and guffawing. It was a fun and silly moment, blending high-level engineering with a relaxed, playful atmosphere.
For me, these images really highlight how dynamic the myriad academic offerings are at SAAS. The fact that students get access to classes like Forensic Science or Entomology—where they go out into the field collecting insects, identifying their morphology, and then classifying and pinning them—is incredible. In the arts, you have similarly unique opportunities. Pictured above are students in a Stage Combat class enacting a battle with oversized kitchen implements during an End-of-Tri performance.
Offering kids this kind of variety allows them to truly explore what interests them. There’s so much education that happens at SAAS outside of traditional classroom settings, and providing so many options feels like a far more expansive method of education than you typically see at a middle or high school. There’s a real sense of learning through experience and exploration.
Being in the line of fire—both literally and figuratively—comes with the territory of my role. Whether it’s kids kicking soccer balls at my head during Media Day, being in front of a sledding competition on the Senior Yukon Trip, or here in 6thgrade PE class where students are doing a relay race on little scooters with soft mats on top of them, I just love being at eye level and experiencing what they’re seeing in the moment.
Staying in the thick of it is how I end up getting some of my most dynamic shots. I want my photos to feel accessible and in-the-moment—to capture what students see and experience. I don’t want to be on the sidelines looking down from above; I want to be part of the group, in the middle of the action, so the photos feel like they were taken by a peer rather than an outsider.
Three years in, SAAS Summit truly exemplifies our school mission: challenging our community to “Question, Imagine, and Create in Order to Contribute Boldly to a Changing World.”
Conrad Anker, an American mountaineer who has summited Mt. Everest three times and has climbed all over the world, once said “The Summit is what drives us, but the climb itself is what matters.” Twice a year, Seattle Academy brings together esteemed community leaders— all of them closely connected to SAAS, including alumni, current and past parents, faculty, and students—for panel discussions that address some of the most pressing issues of our time. In 2024-25, our themes were “Climate, Conservation, and
Citizenship” (October 2024) and “Ascend” (January 2025).
At both events, hundreds of attendees turned out to hear from successful civic and industry leaders, renowned athletes and artists, and creative innovators and entrepreneurs who have reached peaks and experienced both disappointment and exhilaration along the way.
“SAAS Summit is part of our school’s ongoing commitment to convene communities in ways that are at once aspirational, pragmatic, and transformative,”
says Rob Phillips, Seattle Academy’s Head of School.
“The thread throughout every Summit is the recognition that while the problems in the world are real and growing, our students—and all of us—have power and potential that needs to be nurtured, celebrated, and activated.”
One highlight of the event is bringing SAAS alumni back to campus to share their expertise, reflect on their journeys, and offer advice to current students.
“I felt a little nervous coming in, like how am I going to impress high schoolers? They’re maybe the hardest group of people to impress,” laughs Nithya Menon ’12, an engineer and founder of the solar energy company Okra, who flew into Seattle from Portugal to participate in our October keynote, “The Path Forward: Direction and Action for a Healthy Planet.” She was delighted to discover that her anxiety was unwarranted.
“The students who attended were completely captivated by
Seventeen alumni participated as panelists and moderators in our October 2024 Summit event, including (left to right) Daniel Goldstein ‘11, Maria Miracle ‘10, Maddie Lee ‘15, Sarah Woo ‘17, and Morris Vasser ‘20.
everything they heard at Summit. I felt really blown away by the number of students who are already thinking about these topics, who came up to me already thinking about how they wanted to make a difference in the world.” (Read more about Nithya on page 104!).
Our alumni also found plenty of inspiration of their own in their peer panelists, who represented a wide cross-section of this region’s top talent and leadership, from civic leaders (Christine Gregoire, the 22nd Governor of Washington; Sally Jewell, former U.S. Secretary of the Interior) to pro athletes (former Seahawk Cliff Avril) to creatives (Pearl Jam founder and guitarist Stone Gossard)—plus scientists, restaurateurs, experts in sustainability, supply chains, artificial intelligence, and much more. “The caliber of speakers was incredible,” says startup founder and MBA student Daniel Goldstein ’11, who participated on our “Entrepreneurship, Consumers, and the Green Economy” panel. “I always expect great things from SAAS, but to see a couple of those keynote speakers up there who have lived a life I would love to lead, creating the change I want to see and create in the world— that was really inspiring.”
Save the date for our next SAAS Summit, taking place the evening of October 4, 2025!
More information coming soon to seattleacademy.org/summit.
SUMMIT RECAP: Climate,
Conservation, & Citizenship
Our October 2024 Summit focused on “Climate, Conservation, and Citizenship.” In a keynote panel and eight breakout sessions, our nearly 70 panelists and moderators explored how courageous leadership and cutting-edge innovation can help shape a healthier planet, vibrant communities, and a safe, sustainable future. We also debuted our first Summit Circle networking event, bringing together past and current Summit speakers to connect with each other, as well as with SAAS juniors and seniors, in the hour before the keynote.
Scan the QR code above to watch the inspiring keynote panel in full
“The fact that the school puts on an event like this and invites alumni and students and teachers to share their thoughts on critical issues is indicative of what SAAS is and how it’s on the forefront of education. It’s really cool—but also, not a shock—that the school is utilizing its resources to its fullest to offer this kind of networking opportunity to its community.”
—Cedric Rhodes ’13, Associate Portfolio Manager of Reforestation Strategy at BTG Pactual Timberland Investment Group; SAAS Summit Panelist, “Corporate Citizenship: Large Organizations and Impact at Scale”
On the evening of January 16, 2025, we hosted our fourth SAAS Summit, “Ascend.” Six powerhouse keynote panelists shared their unique insights and advice and explored how resilience, adaptability, and curiosity have shaped their unique paths to success.
From left to right: panel moderator Makenzie Brandon ’09 (business strategist and management consultant; Associate Director at BTS), and panelists Chris Gregoire (22nd Governor of Washington; CEO, Challenge Seattle); Stone Gossard (guitarist; founding member of Pearl Jam); Merrie Williamson (technology executive and AI expert); Adrian Brandon (artist and muralist; SAAS Artist-inResidence, Spring 2025); and Cliff Avril (former Seattle Seahawk, NFL Pro-Bowler, and Superbowl Champion; real estate investor and developer).
Scan the QR code above to watch the Summit “Ascend” keynote panel!
MEET OUR “ASCEND” PANEL MODERATOR
Makenzie Brandon ’09 Business Strategist and Management Consultant; Associate Director, BTS
Makenzie Brandon works as an Associate Director at BTS, a global management consulting firm, with a focus on strategy implementation.
“I spend a lot of time creating and leading learning and development programs centered on building leaders’ business acumen, change leadership, and leadership capabilities that align to an organization’s strategy and future vision,” she says.
Her connections to SAAS run deep: as a middle and high schooler here, she excelled as a student and basketball, soccer, and track star (and remains the all-time leading scorer on our record boards!).
After SAAS, Makenzie was a WBCA All-American basketball player, team captain, and kinesiology major at Occidental College. Later, she received an MBA from the UW Foster School of Business and worked in several roles at SAAS over six years, including serving as Head of the Upper School.
A lifelong athlete, she reflects: “I developed at a young age the ability to see obstacles as welcomed challenges, understand failures as fundamental building blocks of growth, and cultivate an undying curiosity to learn and passion to improve, even if marginally, each day. I knew my successes were both a reflection of, and reflection upon, my team, and I learned never to shy away from the gritty, on-the-ground hard work it takes to get things done. I bring this mindset into everything I do.”
We were thrilled to bring her back to campus for our January 2025 Summit, where she moderated our keynote panel, reconnected with former teachers and colleagues, and had the opportunity to tour our new building. “There has been so much growth since I was last at SAAS,” she reflects. “It was wonderful to hear about how the core, most meaningful components of the SAAS culture are still in existence but in new and meaningful ways for the community.”
Here, Makenzie reflects on how her time at SAAS shaped the person she is today.
What were your most memorable experiences at SAAS?
Definitely playing sports, especially the State Championship games and state playoff games! The
honors American Studies class reinforced my critical thinking and public speaking skills and pushed me beyond my comfort zone academically. And as a high schooler, I got to introduce Tommie Smith at a community event—that was a huge turning point in my confidence around public speaking and owning my own story.
Anyone at SAAS you’d like to shout out?
Rob Phillips was a big mentor, my soccer coach, and advisor, as was my 7th grade basketball coach and mentor Lauri Conner. What I appreciated most about both of these people were how well they knew me, believed in me, and saw capabilities of mine I didn’t see myself—pushing me to try new things and take on challenges I may have otherwise thought I wasn’t suited for.
Joe Pugelli was hugely supportive in strengthening my writing skills. And Cathy Schick was a constant for me. She was my basketball coach and a huge supporter throughout all my time at SAAS.
I am still in close touch with many of my SAAS mentors. They were pivotal to supporting me into opening my own aperture and becoming who I am today, and I’m grateful to continue to learn from and grow with them.
What skill did you learn from SAAS that you’re most grateful for?
Learning how, not what, to think when faced with difficult decisions. At SAAS I learned to respect and understand facts and existing processes AND I learned the value of “understanding the rules so that you know when to break them,” as Joe often put it.
“I am grateful for the foundation of understanding and celebrating the diversity of talents and skillsets of my classmates. SAAS did a great job helping us all find, engage in, and celebrate the things we love to do. The culture allowed me to see others in new ways on a regular basis and push myself to widen my own view of myself.”
—Makenzie Brandon ’09
Makenzie in 2009, playing Girls Varsity Basketball as a senior at SAAS.
ALUMNI SPOTLIGHTS
Meet a few more of our alumni making an impact in the world—and on the SAAS Summit stage.
Nithya Menon ’12
Engineer; Founder and Head of Product & Technology at Okra Solar SAAS Summit Panelist, “The Path Forward: Direction and Action for a Healthy Planet”
Seattle Academy alumna Nithya Menon ’12 is revolutionizing energy access.
As the Head of Product and Technology at Okra Solar, a company she co-founded in 2016, Nithya leads efforts to deliver electricity to remote, off-grid locations around the world. “For me, it’s been an incredible experience,” Nithya shares. “I was a handson engineer in the early days, building all of our products, and now I’m transitioning into product leadership.”
Her journey from a high school student at Seattle Academy to finding her calling in the energy sector wasn’t always clear. It took years of pursuing an engineering education and various career paths before she had the “aha” moment that crystallized her desire to make an impact.
During her time at SAAS, Nithya was an active student with diverse interests. She enjoyed learning French and found classes like American Studies particularly meaningful. “American Studies was a transformative class for me.
It helped me connect ideas, think critically, communicate effectively, and step out of my comfort zone—skills I’ve carried with me throughout my life,” she explains.
It was also at SAAS that Nithya’s affinity for math and science began to take shape, sparking her interest in the technical side of things.
“After SAAS, I went to Harvey Mudd and earned my engineering degree there. I wasn’t entirely sure what engineering would look like for me, but I knew I enjoyed the field,” Nithya recalls. “Mudd produces many talented engineers, but typically into areas like Silicon Valley and aerospace, which weren’t really calling out to me.”
After graduation, she took on various contract jobs and had key influences that helped her envision how a career in engineering could align with her desire for impact. “My eyes were opened to the possibilities of solar energy— not just in the U.S. grid, but for rural and off-grid parts of the world,” Nithya explains. “That shifted my thinking about how my technical background could contribute to a mission-driven cause.”
This was a pivotal realization for Nithya. “I knew I wouldn’t be fulfilled in a career I didn’t truly believe in. I became committed to
figuring out how I could combine my engineering background with a social mission.”
Her focus on impact led her to work across East and West Africa and Southeast Asia, taking on contract roles that tackled resource access issues—from water to energy to agriculture. Then came the moment that set her on the path to founding Okra. “My best friend, who was working on energy access in Cambodia at the time, introduced me to the two people who would later become the co-founders of Okra. I was between projects, and as it often happens, the best opportunities seem to come along fortuitously at just the right moment. That was nearly seven years ago,” Nithya says.
Okra Solar was born, focusing on delivering solar energy to rural and off-grid areas. The company began its work in Cambodia and soon expanded across Southeast Asia. Today, their primary focus is on Nigeria and Haiti, with plans to extend to other parts of Africa. Okra builds both hardware and
“My hope for current SAAS students is that they make the most of the incredible educational opportunities they have. Use those intentionally and think about what you want to do with your life! Question where you can go, and don’t feel like you need to follow the traditional paths laid out for you. The world is different now, and we don’t have to do what our parents did.”
—Nithya Menon ’12
software products that work together to deliver reliable energy. The hardware is a solar charge controller that, when connected to a solar panel and battery, provides electricity for households. “The unique aspect is that this controller can also connect to others in the community via cables, creating a flexible, modular grid,” Nithya explains. “It allows power to be redistributed where it’s needed most, offering more reliable energy access that adapts to the needs of each community.”
Currently, Nithya and the Okra team are based in Portugal to stay aligned with their operations in Asia and Africa.
“At the end of the day, our mission remains the same: we want everyone on the planet to have access to affordable, reliable, and sustainable electricity,” Nithya says. “Seeing how this work can change a household’s daily existence is a tangible and motivating force for us.”
Nina Finley ’12
Research Manager at Health In Harmony
SAAS Summit Panelist, “Science, Data, and Decisions: Research, Advocacy, and Informed Action”
One big takeaway for Nina Finley ’12 from her time at SAAS? “You always have something to gain by trying something new,” she reflects. That understanding served her well at SAAS, where she participated in a wide variety of experiences, including Ultimate Frisbee, Bee Club, Advanced Acting, and Improv, among others. Some of her favorite memories include a swamp boat tour on the NOLA trip, dog sledding across a frozen lake on the
Senior Yukon Trip, and magical realism art projects.
After SAAS, Nina’s academic journey took her to Ohio State University, a year abroad in Ecuador and Brazil, to Whitman College, and then a year traveling and researching on a Watson Fellowship. Nina then earned a master’s degree in One Health at the Royal Veterinary College and London School of Hygiene and Tropical Medicine, as well as a degree in creative nonfiction writing at the University of East Anglia, both on a Marshall Scholarship. Now, she is pursuing a PhD in infectious diseases at the London School of Hygiene and Tropical Medicine, studying the role of forests and rice farming in schistosomiasis transmission.
In her current role as research manager at Health In Harmony, Nina supports Indigenous and local communities as they combat climate change and protect rainforests. “We recognize that Indigenous peoples and local communities are the experts in how to protect their ecosystems
The three years Zorah Oppenheimer ’05 spent as a high schooler at Seattle Academy were pivotal. “The friends I made at SAAS will be lifelong. Many of my favorite memories revolve around those friends and the unique experiences of our urban campus.”
After earning her BS in Natural Resources Science from Washington State University, Zorah applied to a job listing
and stop climate change. We directly transfer millions of dollars to rainforest communities. As the research manager, it’s my job to design and implement studies to understand how investing in communities impacts carbon, biodiversity, and human thriving. It’s an honor to do this work.”
for an entry-level technician at a conservation district. “I didn’t know much about that kind of role, but I had a strong work ethic and a willingness to learn,” she recalls. Today, she’s the Executive Director of Clark Conservation District, a role she loves. Similar to the community at SAAS, “I’ve found an incredible community of people who lift each other up and fiercely hold to their values,” she reflects.
Zorah Oppenheimer ’05 Executive Director at Clark Conservation District SAAS Summit Panelist, “Bringing it Home: Community-Rooted Conservation”
Alec Turnbull ’04
SAAS Summit Panelist, “The Path Forward: Direction and Action for a Healthy Planet”
For Alec Turnbull ’04, there was always a feeling that he needed to take action on climate. It wasn’t until 2020, during the COVID-19 pandemic, that he knew it was time to make a change.
While working in tech in New York City, Alec felt a growing sense of urgency as the pandemic unfolded, and he had more time to reflect on what he wanted to do in the world. By that point, he had already built a successful career in tech, spending nearly a decade in software engineering before rising to Vice President of Product and Engineering at Dotdash Meredith, the world’s largest publisher. But as he saw the devastating effects of climate change intensifying— from orange skies over San Francisco to wildfires in Australia—he felt a deep responsibility to act.
“I made a really conscious decision to switch from tech to climate,” Alec recalls. “It had been in the back of my mind as something important to work on for some time, even back in my SAAS days. But I didn’t feel like I
was the right person for the job or had the right skill set. In 2020, it became clear that maybe we all need to be working on this. It’s not about being the ‘right’ person, but about figuring out where I can fit in.”
Alec didn’t immediately have a clear path, but he knew he wanted to help. He began organizing a New York Climate Tech meetup in 2021, even before making his career transition. “It was just a way to meet people and connect with others interested in climate,” he says.
Alec’s ability to pivot and dive into different interests had roots in his time at Seattle Academy. As a high school student in the early 2000s, he enjoyed a wide range of classes in French, English, and History. “Rob and Joe’s 11th-grade History and English class was a real crucible of learning,” Alec reflects. “It shaped my writing and thinking, and several of my closest friendships came from that class.”
During his time at Columbia University, Alec continued this path of exploration by studying phys-
ics before switching his major to history. He dabbled in theater and worked for the school paper, eventually teaching himself how to code and build websites.
Today, Alec is deeply entrenched in the climate sector. He co-founded Climate Tech Cities, now the largest placebased climate tech community in the world, with 10,000 members in New York City and chapters in San Francisco, Los Angeles, Seattle, and beyond. In addition to organizing meetups, Alec also launched the Climate Film Fest, a climate-themed event that attracted over 2,800 attendees in its inaugural year.
“This challenge can bring us all together, no matter where you’re coming from,” Alec says. “You don’t have to be a traditional environmentalist to contribute. This work is such a vast undertaking—it requires everyone. Whether you’re in food, fashion, or finance, you can make an impact. It can feel intimidating, but that’s also what’s inspiring.”
Founder of Climate Tech Cities and Climate Film Fest
Learning way, way outside the classroom
Each year, SAAS faculty and staff develop and lead trips to destinations across the world as part of our robust Outdoor and Travel Program. The goal is to provide opportunities for students to grow individually and as a a group, discover new strengths, and develop a responsible understanding about the cultures, people, and the lands through which they travel. This year we’re offering 14 unique trips over school breaks, including community service-focused immersions in New Orleans and Tanzania, an annual Senior trip to the Yukon Territory (eight days camping on a frozen lake!), a Model UN trip to Washington DC, trips to Japan and the Swiss Alps, and much more.
Heading up this signature SAAS program is Matt Edenfield, our new Outdoor Trips and Travel Director. With over 15 years of experience in outdoor education, Matt brings a wealth of expertise to our program, having worked as an instructor, guide, and administrator with organizations like Outward Bound and the National Outdoor Leadership School. Matt’s extensive field experience, including over 150 “field weeks” across the American West and South America, has shaped his deep belief in the power of hands-on, immersive learning.
In January 2025, soon after he returned from his first outdoor adventure with SAAS students—a three-day AIARE Avalanche Education Course with high schoolers, in preparation for a backcountry skiing and snowboarding trip on Mount Baker—we sat down with Matt to learn more about his vision for the Outdoor and Travel program, highlights from the recent trip, and what’s in store for the year ahead.
You’ve just returned from your first trip with SAAS students. Can you share what stood out most to you from this trip and your time with the students?
Whenever students have the opportunity to be outside for an extended period, they come back changed in some way. That change isn’t always immediate; it could be years down the road before they have that “aha!” moment and realize the connection. Over the years, I’ve consistently seen students return from trips feeling inspired and empowered to act. Trips, like the ones SAAS offers, can fundamentally shift a student’s view of their world and their role in that world. As an educator, we can’t force transformation to happen, so we strive to facilitate experiences to optimize the possibility. But when those transformative experiences do occur it can feel like magic. We definitely saw some of those moments during the course.
Matt Edenfield (above), Outdoor Trips and Travel Director at SAAS, digs a snow pit so students (left) can evaluate the different densities of snow layers to help make decisions about relative snowpack strength. This is one of the main ways to collect data about risk and avalanche danger while in the backcountry and was a core element of the AIARE class curriculum.
Opposite page: Backcountry ski and snowboard trip participants pause during the final approach to Artist Point in the North Cascades to observe sun aspect and its effect on snow texture.
The AIARE Avalanche Course is this really unique learning laboratory where students get direct interaction with foundational knowledge and technical skills, and how to apply all of that in real-world situations. Students have the opportunity to try on a lot of different hats while we’re out there—sometimes they’re meteorologists, sometimes they’re geologists, and sometimes they’re engineers. They are empowered to step into leadership roles, put their newfound skills to the test, and practice decision-making in the field.
One of the most valuable takeaways from the trip is watching students gain self-confidence and perspective. They get opportunities to reflect deeply and, in a way, prepare themselves for challenges they’ll face in life outside of the classroom. In our debriefs after a day in the backcountry, we ask: When were we most at risk today? What would we do differently? What did we learn about ourselves or us as a group? You can see how that same framework can translate back to their life and classroom environments. Outdoor programs may teach skills like wilderness medicine or whitewater rafting, but that’s not the primary goal. The real learning is about the self and the world from engagement in the activities. The outdoors are simply an intense classroom for life itself. One of my goals at SAAS is for all trips to incorporate both recreational and curricular components.
You were with the students during some really hands-on learning moments, like evaluating avalanche risk and using rescue equipment. How did you see the students respond to that kind of real-world, immersive learning?
One of the most important skills students can take away from outdoor education is judgment and decisionmaking—how to make plans A, B, and C, and being okay with having to strategically change those plans in the moment. It gives kids a toolbox for navigating uncertainty and a tolerance for adversity. You plan for the worst, hope for the best, and respond accordingly. Being hands-on in these realworld situations—students gain a better understanding
of how terrain, snowpack, weather, and human factors affect avalanche risk. This environment presents a very different kind of learning than what they’d experience in the classroom. It’s a holistic education that blends the mind, body, and emotions. You get to see students use what they’ve learned and put it into action, and that’s powerful. It’s not just academic knowledge—it’s skills that they can carry with them for the rest of their lives.
These moments also highlight something really important: the real application of their learning. As they construct snow assessment pits or practice rescue scenarios, they get a deeper appreciation for what backcountry travel actually involves. They learn to respect the process—everything that led up to finally skiing down the mountain.
What are some of the most important lessons that you hope students take away from these outdoor trips?
I think connection is a prominent thread that runs through these trips. Connection to self, connection to others, and connection to the planet—those three things are intertwined. I always hope that students come away with a stronger sense of who they are, how they relate to others, and how they fit into the bigger picture of the world. Trips allow students to better understand their strengths, habits, and areas for growth.
A big part of that is helping students see how teamwork and leadership work in practice. How you learn to conduct yourself in a challenging outdoor environment with a small group of peers is precisely how to approach the big challenges of life. The understanding and appreciation that come from mutual effort, support, and trust evokes a greater sense of social responsibility. When students are thrust into a leadership role and become responsible for making real-time decisions with their peers the effects become so much more tangible. They learn to take initiative and communicate compassionately, but also learn when to step back and allow others to lead when the moment calls for it.
Middle School Yukon Trip participants paddle along Lake Laberge in the Yukon Territory—the same lake that freezes over in the winter, where SAAS seniors camp during the Senior Yukon Trip.
Another piece is the balance between self-reliance and technology. We often think of outdoor experiences as an opportunity to unplug and disconnect, but in reality, we still use technology in a very responsible and technical way out there. Students learn to navigate with mapping tools, check avalanche forecasts, and use rescue equipment, which helps them see the relationship between practicing mindfulness and leveraging technology to stay informed and manage risk.
Looking ahead to later this winter, there’s a lot of excitement around the Mount Baker trip. What other trips or adventures are you most excited about in the upcoming school year, and why?
Ah, there’s a lot to look forward to! One trip I’m really excited about is the middle school cultural trip to Mexico City. There aren’t as many international trips for our middle school students, so it’s exciting to offer that experience. We want to continue developing trip progressions based on students’ development, and having an accessible international trip at this age is a great way to build student’s confidence.
SAAS trips from prior school years include (clockwise from above) an Upper School trip to Vietnam; a 6th grade trip to Alaska, where students got to interact with a King Crab; a community service-focused trip to New Orleans, where Upper School students restored homes; and an innovations-focused Upper School tour of Japan.
Of course, the Senior Yukon Trip is always a highlight for the whole community. It’s this pinnacle experience that marks the end of a student’s journey at SAAS. This will be my first trip to the Yukon, so I’m thrilled to share that experience with the Class of 2025. Based on what I’ve gathered, there seems to be something magical ingrained into the ethos of this adventure. I can’t wait to see what happens this year!
We’re also excited about the Tanzania trip and New Orleans trip. Both trips are service-oriented and intentionally incorporate global citizenship principles into their programming. And then we have the Caribbean snorkeling and yoga trip. It’s a new trip this year with a focus on mindfulness.
Plus, we’re running our first Switzerland backpacking trip, which will be incredible. I’m especially looking forward to the leadership progression aspect of that trip, where teachers will start the trip demonstrating how you lead a group through mountainous terrain in a safe manner. And then as the trip evolves, students will have more autonomy and responsibility, so eventually they’re making the decisions and running the show— with us as the resources instead of guides, supporting them as needed.
One of the key aspects of the trips you lead is safety, and you just went through this intensive avalanche training. How do you ensure that safety remains top-of-mind in every trip, and how do you balance fun and adventure with risk management?
When I think about planning trips, it always starts with risk management. The first question I ask is, “Can we mitigate, minimize, or eliminate the risks associated with this activity?” Then we go from there to see how we can provide a balanced experience that serves the whole community. Every trip is designed with that balance in mind—between offering challenge and ensuring that students are set up for success. We do want to embrace a healthy amount of risk. We strive to offer trips where students can convert danger, fear, or anxiety into achievement and mastery through skill, cooperation, and hard work. The reality is that this is where real learning happens—when students push themselves and step outside of their comfort zone.
You’re stepping into a program that already has a strong foundation. As you start to make your mark, where do you see the program evolving?
We’re always assessing the trips catalog, looking at what’s working, what could be improved, and what students are most excited about. The goal is to create a holistic experience for every student, regardless of whether they’re going on an outdoor, service, or cultural immersion trip. But the key is making sure that every trip, no matter the focus, provides similar outcomes—growth, connection, and a shared experience that feels distinctly like a SAAS trip.
I’d love to see us find ways to make these trips more accessible. We need to figure out how to reduce barriers to entry, so students can find trips that suit their skill level and goals, and then build up to more challenging ones. A part of this is ensuring that everyone, regardless of their background or experience level, has a chance to get involved.
SAAS seniors during the 2024 Yukon trip stopped for a quick pose while traversing between campsites on the iced-over Lake Laberge.
In terms of destinations, you name it, it’s on the table! A lot of our trip ideas come from listening to the community—students, families, and faculty. We want to create a robust catalog that gives students a well-rounded set of experiences. But one of the things that stands out most to me is the demand for more trips, especially in the wake of the pandemic. We need to find creative ways to sustainably expand and serve the growing interest in travel. One thing I’d love to see us doing is more local and regional trips that are shorter in duration. I’d love to schedule SAAS trips over three-day weekends and holiday breaks.
What would you say to students and parents who may be hesitant about trying something like a backcountry skiing trip, or an outdoor adventure in general? What makes these experiences so valuable, and why should they consider signing up?
I’m a firm advocate that outdoor adventures and cultural trips are vessels for personal growth. It is a priority at SAAS to provide as many students as possible with bucket list style trips. As teachers on campus or leaders on trips, we strive to facilitate experiences that empower students to face unfamiliar and sometimes uncomfortables challenges. There are years of community testimonials that indicate how SAAS trips can be life-changing and students learn more about themselves than any other SAAS experience. We’re here to support students and families throughout the trip process—before, during, and after. One of the most rewarding parts of my job and of these trips is watching students push beyond their hesitation and realize that they’re capable of so much more than they thought.
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Upper School Engineering students recently worked in groups to build a launcher and glider, then competed to see who could launch theirs the farthest. Each design had to employ the four methods of mechanical force and incorporate a pulley, lever, wing, and spring.
