WINTER 2019 / ISSUE 7
Strengthening Our School: The MCC See page 3
Photo: Scott Chernis
In this issue . . . 1
Waldorf 100: Centennial Celebration
2
The Multicultural Council Expands its Scope
5
Andy Lundberg’s Nature Connection
Waldorf education is
7
Alumni Profile: Davia Schendel (‘14) Hones her Craft at NYU
100. San Francisco
8
Love and Transformation: Wendy Baschkopf, Class Teacher
Waldorf School and
11
News from the Board: Welcome New Trustees
and schools worldwide reflect, grow, and celebrate the centennial. (Big event on May 18!)
EARLY CHILDHOOD STORIES
A message from our Administrative Director
Nursery Rhymes: Sweet Porridge
Dear Families and Friends,
In the Classrooms
Kindergarten Tale: The Snow Maiden GRADE SCHOOL MAIN LESSON BLOCKS Grade 1: Math - The 4 processes Grade 2: Mathematics Grade 3: Language Arts/Bible Stories Grade 4: Fractions Grade 5: North American Geography Grade 6: History: Fall of Rome Grade 7: Physiology Grade 8: Physics HIGH SCHOOL MAIN LESSON BLOCKS Grade 9: Idealism Grade 10: Embryology/Africa Grade 11: Electricity/History of Music Grade 12: Chemistry/Enviro Science
UPCOMING EVENTS
Jan. 31/Feb. 1: Eurythmy Troupe Performances February 12: Town Hall March 9: Spring Night Benefit May 18: Waldorf 100 Celebration Visit sfwaldorf.org/MySFWS for more event info.
The winter holidays have opened the door to the promise of another year in the biography of San Francisco Waldorf School. As we enter our 40th year, we are using the new strategic planning process to guide our growth in a city that has changed dramatically, and to plan how we best meet the challenges of the world our children will inherit. In this newsletter, we highlight the evolution and work of our Multicultural Council (MCC, page 3). A central principle of Waldorf schools in North America is to, “…foster social renewal by cultivating human capacities in service to the individual and society." In our cosmopolitan city, promoting diversity, equity, and inclusion is a large part of our efforts to foster social renewal. Many individuals supported the MCC over the past decade. It is gratifying to see the next generation of parents and faculty leading with a renewed energy called for by the world today. Renewal also happens in our connection to nature. In this issue we present a profile of Andy Lundberg, Grade School Outdoor Education Coordinator (page 4), and share the release of a film made by an alumni parent about art that depicts remote wild landscapes. We can see the documenary work of other parents (page 10), celebrate the academic
Save the Date!
achievements of a few seniors (page 9), explore the path of an alumni storyteller, (page 5), and meet the newest members of our Board of Trustees (page 11). All these stories highlight a central theme that our teachers bring to students throughout their education - that each person’s actions and engagement in the world, in service to others and the greater society, is what creates thriving communities and continued social renewal. Our ongoing success relies on committed teachers like Ms. Bashkopf (page 6) and Mr. Lundberg who bring this education to life, students who strive and inspire us with their achievements, adults who make films and tell important stories, and parents, faculty and staff who come together to promote social justice in our school and beyond. I celebrate each and every one of you and the work you do as parents, partners, creators, implementers, teachers, supporters, friends, and citizens. I wish you a 2019 full of promise and renewal. All the best, Craig
Saturday, May 18 Waldorf 100 Celebration Golden Gate Park Bandshell
3
MULTICULTURAL COUNCIL COMMITTEES BOARD
Photo: Scott Chernis
Craig Appel John Burket Stephen Goldmann Ghita Harris-Newton Paige Hart Tzaddi Thompson
GRADE SCHOOL
The Multicultural Council Expands its Scope High school juniors and seniors joined students from Lick Wilmerding and Sacred Heart Cathedral High Schools in November at a special matinee performance of The Obligation, a powerful one-person play about the corrosive moral dilemmas of World War II and the Holocaust, a time when “unimaginable was the norm and survival depending on the right choice, guile, and sheer luck.” The outing was one of a series sponsored by the school’s Multicultural Council (MCC), and was informative and deeply moving for the students and faculty who attended. Established in 2010, the original MCC was led by Mary Wallace, Gail Gurewitz, and Yasmin Decuire (now alumni parents). The small but impactful group launched World Café, a moderated forum that fosters dialogue among families; facilitated communication in challenging situations through ParentSpeak; and created the school’s Framework for Multicultural Inclusion, a guiding plan that calls for multiculturalism to be embraced as a strengthening principle across all areas of the institution. The Framework’s specific goals: actively recruit more diverse faculty, staff, and families; and foster multiculturalism in teaching, administration, and community engagement. Today the Multicultural Council (MCC) includes more than forty members on four committees across two campuses. It has institutionalized what began as an advisory body: the new Parent Diversity Committee has representatives from each class, and Committees exist at the Board, Grade School, and High School levels, all working in collaboration on priority issues. A strong presence at school, the MCC guides and tracks progress on an updated Framework that uses the Inclusive Excellence (IE) model adopted by many colleges and universities, focusing on these four areas: • Access and Equity: the compositional number and success levels of historically underrepresented students, faculty, and staff. • Diversity in the Curriculum: diversity content in the courses, programs, and experiences across the various academic programs and in the social dimensions of the campus environment. • Campus and Community Climate. The development of a psychological and behavioral climate supportive of all students. • Student and Community Learning and Development. The acquistition of content knowledge about diverse groups and cultures and the development of cognitive complexity. Continued on page 6
Susan Bolich-Giddens, Grade 8 Febe Chacon, Spanish Nichola Clark, Nursery Emily Daniel, Admission Bronwen David, Nursery Sachi Gowe, Kindergarten Jane Johannsen, Ed Support Alyssa Steller, Grade 4 Karen Nelson, Chair Momo Sakai,Teacher Assistant
HIGH SCHOOL Lisa Anderson, Coordinator Jessica Eicher, Chair Gil Griffin, Humanities Kevin Farey, Mathematics Zoe Gressel, Spanish Renita LiVolsi, Admission MaryAnne McGill, Librarian Diana Wuerthner, College Counselor
PARENTS Madhulika Chambers, Co-Chair Michelle Feldt, C0-Chair Thaai Walker, Co-Chair Aki Amai Daphne Blumenthal Gaby Chacon Amy Chen Tiffany Delloue Ken Fisher Kate Holcombe Deborah Hull Anamaria Isaacs Janice Lucena Elisa Mikiten Jenn Miller Jacqueline Shelton-Miller Elena Patino Jennifer Rossi Kelly White
FACULTY PROFILE
Andy Lundberg’s Nature Connection In his first year at the Grade School, Outdoor Education Coordinator Andy Wolodarksi Lundberg and our students have walked miles of trails, through the wilderness and around our urban environment. *** How is the walk from the grade school (at Divisadero) to the end of the City - Lands End in the Presidio to be precise - and how does the space and the environment change over the four-plus miles? Our fourth graders found out one fine fall Friday, with the accompaniment of Andy Wolodarski Lundberg, otherwise known as “Mr. Andy,” Grade School Outdoor Education Coordinator, and Class Teacher Alyssa Steller, part of an exploration of place, geography, mapping, and the California environment. The nature/place connection began early for Andy with the help of a few open acres around his childhood home in Auburn. Growing up, he worked summer camps, ropes courses, and, for his senior high school project, a backpacking trip. At Humboldt State, he studied political science and continued working in the outdoors. Now a new parent, Andy’s current professional life integrates both disciplines: Outdoor Education Coordinator, part-time, at the Grade School and Co-Coordinator of the Finnish Hall in Berkeley with his wife Miriam Wolodarski Lundberg, a dancer and choreographer. The venue hosts political action organizations like Indivisible and Our Revolution, along with community movement and dance programs. “I’ve always loved connecting people to nature,” Andy notes. “My dream job had been with the California Conservation Corps, getting youth, mostly from disadvantaged backgrounds, into trail and conservation work.”
6th Grade rock climber, Pinnacles geology trip. Photo: Ari Salomon Budget cuts during the Schwarzenegger era ended that stint and Andy segued to nature studies programs at charter schools in Northern California and months-long excursions in Alaska and Baja working with Green Tortoise. Along the way, Andy learned more about Waldorf education, drawn to the nature-centered approach. He joined the school in the fall of 2017 and since then has led class field trips, from Pinnacles National Park to Navajo Nation, and countless day trips around the Bay Area. One such trip, the fourth grade walk to Lands End, was part of a series of geographybased outings that included boating to Angel Island and hikes to the crest of Hawk Hill in the Headlands, a curricular program that helps students understand their surroundings and push boundaries around learning, exploration, and physicality. Andy spends about tw-thirds of his time researching and coordinating trips, logistics and curriculum development, and meeting with teachers and parents. The rest is spent in urban natural environments around the City or in the California wilderness, days that help the next generation make a beautiful and lifelong nature connection.
5
ALUMNI PROFILE
Davia Schendel: Storyteller hones her craft at NYU With new college degrees in hand, graduates from the high school Class of 2014 are taking exciting next steps into the world. Davia Schendel has moved from Los Angeles to graduate school at NYU. She shares her story. *** Tell us about your educational path? I recently graduated from the UCLA School of Theater, Film and Television with an undergrad degree in June 2018, and will be continuing my graduate studies in theater, film and music at NYU’s Gallatin School of Individualized Study. My area of study surrounds storytelling, whether it be through the mediums of theater, film, or music. Essentially, I will be studying my craft as a writer and director by developing and producing projects, as well as investigating certain philosophical aspects of human experience through the stories I will be telling. In a way, I am returning to the integrative education style that Waldorf encourages–practice that goes hand in hand with analysis. My role in society as a storyteller, essentially, is to provide experiences that unify communities, and initiate dialogue. The films or plays that have fascinated me the most often provide a new perspective on life, or challenge me to change my own structure of thinking, and this is what I strive to do on my own artistic journey. I am also really drawn to stories of revolutionary women whose legacies have been passed over by historians in favor of their male counterparts. I was lucky to be able to attend Waldorf where we learned about many of these women, who
UCLA-grad continues her studies were activists, pioneers, and artists, however, even today, so many young women still do not have the confidence to pursue their interests due to the lack of representation in media, which nowadays has become so saturated through all aspects of culture. In my plays and films I want to depict female characters who are comprehensive, ambitious and intellectual, working alongside their colleagues and leading in their communities. As an artist, I hope to enlighten audiences so that they can walk away from hearing a story and be elevated on another level of consciousness – as if they have grown a pair of wings that allows them to fly above the world and see it with a refreshed and comprehensive perspective. How has SFWS influenced your plans and perspectives? My education at SFWS has proved to be a touchstone of experience; one that I reference time and time again, especially when I am working on a creative project. At school I was able to pursue all my creative interests, from music composition to experimental filmmaking, and I was often encouraged to do so for my own development as an artist and human being.
Being able to have so many skill sets in my arsenal is essential, especially as a writer, director and an actor– you need to be able to draw from the diverse experiences that humanity offers to be able to create worlds, as well as the characters who live within them. For example, studying Goethe’s Faust with David Weber, or Parzival with Joan Caldarera, proved to be incredibly valuable, as I became fascinated with the “hero’s journey” and how this archetypal storyline is a pattern seen in all of our favorite legends. Understanding these story arcs not only gave me perspective to what makes a compelling journey for an audience, they also prepared me for the adventure that is life–and how to navigate it. The sciences also provided a perspective on existence. In Astronomy, which was taught by Paolo Carini – orbits and measurements of time are relative and unique to each celestial body. This can also apply to life– every person’s experience is relative, or different, and it is vital to exercise viewing the world from different perspectives. Often, when I write a script or play a character, I practice looking from multiple viewpoints to create a new individual. This is essential to the craft of storytelling– one must inhabit many worlds, through objective and subjective lenses, and from there, create a new experience for an audience. Any other reflections or connections from your school experiences? My education at Waldorf taught me that being able to make something, whether a loaf of bread or a Wimshurst machine, Continued on page 9
Love and Transformation
Wendy Bashkopf, Grade 6 Class Teacher A child is a wellspring of love that transforms us. And with that loving relationship, we can dare to think anything is possible. Love can transform everything. At the heart of Waldorf education is just that - love and transformation. They are the fundamentals that underlie all of our curriculum. We teach reading, writing, arithmetic, science, plus two foreign languages and we do it very well: our academic standards are excellent and our students go on to our own rigorous high school and other fine schools. Alongside all of that, we teach the children speech, singing, orchestra, drawing, painting, sculpting, handwork, woodwork, movement, games and gym. Our children create with a focused passion. Everyone does everything and with enthusiasm. Threaded through all that we do is Love and how it transforms us. Let’s see how that unfolds. The little ones are very busy and it is from their love of activity that we guide them to purposeful movement. Our early childhood teachers are deeply warm and at the same time are upright beacons of adulthood. The children yearn to be just like these adults in everything these grownups do. They imitate them, right down folding cloths just so. We teachers of little ones strive to be worthy of their imitation. Teachers provide a loving foundation that children can trust and that allows them to feel safe. In this loving embrace, they develop a sense of their own well-being. They learn discernment - who is a trustworthy person? Who sees me? Who lets me struggle until I can do it for myself - my own self? Who will stop me before I’ve gone too far? Who will help me do the right thing when I’ve done wrong? In essence their question is - who will truly love me? As the children grow, they complete Kindergarten and transform into Graders. On the first day of school, the whole community welcomes the new First Graders. In this phase, they will still imitate the teacher, but a new impetus underlies their education - that of Authority imbued with Love. Held in this way, children are eager to come to school and learn. In First Grade, students are introduced to the building blocks of reading: consonants, vowels, blends, rhyming, and forming sentences. In arithmetic they start right away with the four operations (addition, subtraction, multiplication, division) and their relationship to one another. In grades 1 through 8, the children are gradually going through a metamorphosis. At the beginning, they rely on their teachers to be authorities who closely guide them and continue to keep them safe. Over time, teachers look for ways to gradually step back and allow greater independence. Unique to Waldorf Education is that we acknowledge your child as a spiritual being, not just a physical presence. Each child is unique in the gifts, the challenges and the destiny each one brings. In acknowledging this, we teachers contemplate the children, one by one, before we go to sleep at night. We picture your child and hold a loving image from the day we shared together. Then we rest and allow our imaginations to soar. In the morning we awake refreshed with renewed energy and thoughts. This is what comes from holding your children so dear: they are our very last images before we release into sleep. It is a mysterious process and yet one that we know will yield riches of insight for each child.
7
So what becomes of that Kindergarten child who chops the vegetables, eats the soup, and has made it all the way to Second Grade? It is a year when we study the lofty figures of Saints that inspire human greatness. We also tell rascally animal fables of how we contend with our earthly life. When I was teaching Second Grade, a pencil sharpener was knocked over and the shavings were dumped everywhere. Another child jumped out of her seat, ran to get the dust pan, and swept up the mess without being asked. I took this initiative to heart. The next day I brought in a special red notebook. On the cover I wrote Golden Deeds. My first entry, also in gold, was this gift of sweeping to help a classmate.
Student Connections First and Eighth Graders enjoy a special connection, reading, folk dancing, and marking the holidays together.
What an honor! Well, this gesture warmed the children‘s imagination and soon we had many individual Golden Deeds in our class. And sometimes a child would tell me about a contribution that was quietly made by a classmate; something one might not have noticed. At the same time, they were building on their basic academics in language arts and arithmetic. Second Grade is the year we introduce place value, a foundational concept that gets “What is a number?” What comes to fruition? By Eighth Grade, students have had three years of Physics, two of Chemistry, in-depth Algebra, World History, World Geography, Geology, Astronomy, and more. We have fed their developing capacities of nascent thinking which will be honed in high school. Here is one glimpse of loving authority and morality transforming Eighth Grade children. One day I noticed that our painting cabinet had staples pounded into the top. It was unlike the class to do something destructive, so I asked them what had happened. They acted their age and said, “No one is going to admit to doing that!” Maybe not, but for their sake it was important not to let it go. We sat in a circle and first we discussed why the painting cabinet was important. It had been made by a dad, a talented woodworker, a sculptor. All of this recollection helped soften the mood as we remembered the heartfelt gift. Discussion arose about how to fix the damage.
Photos: Scott Chernis
Spontaneously a child said, “I did it and I don’t know why. I was just standing there, picked up the stapler and started fooling around. I can repair the damage.” There was a silent but palpable sigh of relief. We had done it together. Here is what comes of a loving moral education. Here is what comes when the time is right for the teacher to step back. The children had gained their own inner authority, their own moral compass. They were able to withstand considerable peer pressure to be cool. If a child’s heart has been given space to breathe through school years, if the soul life has been rich, then this love naturally reaches much further than what we see in our relentless media. Out of Waldorf experience, deep bonds of friendship grow. Heading to our High School, young adolescents embrace the world and all humankind with newly awakened forces of love and critical thinking capacities. Throughout our curriculum, we cultivate warmth with appreciation of other cultures and compassion for the oppressed. Developing a mature potential for love is an essential goal of our education and a goal for life. Your children will need this capacity and to become skilled in it. With this gift, I have great faith they will transform the world.
Photos: Lucy Goodhart
MCC continued What does this work look like on a day-to-day basis? There are semiannual World Cafés; faciliated discussion and presentation for high school students about gender, racial identity, and wealth and privilege; festivals and celebrations; full-day workshops for faculty and staff with trained diversity consultants (two in 2018 alone); a survey of high school students to understand students experiences with equity and inclusion; and, at the facilities level, a new all-gender bathroom at the high school. There are also clubs which help foster inclusivity: Black Student Union, H.O.L.A. (Hispanic Organization for Latin Awareness, GSA (GayStraight Alliance, and Social Justice/ Amnesty International. Last summer, nine of our faculty attended Place, Race, Class and Gender in Waldorf Education, a 400-person conference hosted by the Association of Waldorf Schools of North America (AWSNA) in Washington, DC. Over four days, teachers from kindergarten through high school heard alumni stories about finding identity and explored topics such as integrating social justice into the curriculum and how administrative policies and procedures impact a school’s culture and decision-making dynamic. Discussions about the hidden curriculum served to illuminate the impact of staffing, decision-making, and discipline, as well as the choice of materials and perspectives in subjects themselves. (See the latest issue of Renewal for more.) In the area of access, the school launched a pilot program called The Diversity Fund in 2018 to provide tuition assistance and financial support to families from underrepresented communities, Nusery through Grade 4. More than $130,000 was raised at Spring Night and the school is seeking funding partnerships from foundations and the private sector. The Diversity Fund complements
the longstanding Kitch Scholars Program which provides full scholarships to high school students. Established in 2007 with the visionary leadership and a $1.2 million, ten-year philanthropic gift from the Beleson family, the program still continues with Board and community support. Continuing Community Engagement Through surveys and at parent meetings, the community continues to identify diversity and inclusion as key areas of focus, both in terms of increasing diversity among the faculty and student body, and ensuring a healthy climate of inclusion throughout the school. These remain goals in our school plans (strategic and accreditation action plans) that required sustained commitment; they are not realized in the way that a facility is built or an endowment is funded. The MCC and Framework are dynamic and participation is welcome and encouraged. We invite you to learn more and offer your voice. We want to hear it. Please contact: multiculturalcouncil@sfwaldorf.org Encounter, Engagement & Inclusion
Take a few minutes to watch this powerful short film about Waldorf schools around the world, including the Community School for Creative Education in Oakland and a JewishArabic Kindergarten in Israel. (You will also see our high school, grade school, and an alumnus.) The subject is encounter, engagement, and inclusion. As Principal Monique Brinson says: “The important part of this work is creating healthy humans.”
MCC Work: A Reflection Momo Sakai, Teacher Assistant
The Grade School MCC is engaged in the topic of diversity from a pedagogical perspective. Our group consists of representatives from Early Childhood, Lower Grades, Upper Grades, Steering, Care Group, and the Business Office. We are inspired by SFWS serving as a home to families with various backgrounds and perspectives, and we look to Anthroposophy and to diversity work outside of the Waldorf community for insight and guidance. At weekly meetings, we discuss topics such as multiculturalism in the Waldorf curriculum, equity and accessibility in the student body and faculty, cultural festivals and celebrations, and community events. And we always start with the following verse: A healthy social life is found When in the mirror of each human soul The whole community finds its reflection And when in the community The virtue of each one is living The primary focus for the 2018-19 school year is the shaping of a policy for oncampus bias-related incidents. This has been a collaborative effort with the Parent Diversity Committee; with their policy recommendations in mind we led a World Cafe-style discussion on bias at an allfaculty meeting. We found this to be a fruitful first step, as our community was able to reflect on bias: what it looks like, where it comes from, and how we should respond to it. We have found the question “What is bias?” to be multilayered in nature, and a collective definition will help us recognize it when we see it. As a newer member, I am inspired by the many years of thought and care that have driven this committee to where it is now. While at times the topic feels challenging, the collective vision we have for the future of our school carries us through with excitement and responsibility.
9 Alumni Profile continued was an imperative skill to have as a human being. To be able to gather materials, learn the steps (or create the instructions all by yourself), and then produce something encompasses so many elements of learning.
“I dream about creating films and theater with a cohort of artists from various backgrounds. Diversity is essential to collaboration; there are so many stories to be told.” Developing this practical flexibility expanded my breadth of ability, and has given me confidence when approaching a creative project. In 2017, for example, I embarked on writing and directing two plays at UCLA, Fourteen Lines and Beatniks, both of which required collaboration and versatility. Having had these practical experiences at Waldorf, I was able to embark on a theatrical journey that began with conceptual mediation (script writing), communication (dialogue with directors/producers) and practice (rehearsal, collaboration with the actors). Having this independence when working on high school projects cultivated my own sensibilities and methodologies, which have supported the next part of my artistic journey – the evolution of my own style or aesthetic. In terms of experiences at SF Waldorf High School that elevated my interests in the arts, I can thank Kelly Lacy for introducing me to American theatrical conventions, which sparked my interest in modern, dry comedies as well as tenacious dramas. In addition, Astrid Thiersch provided me the profound experience of being a member of the Eurythmy Troupe. Being able to tell a story through
movement, as well as physicalize sounds and music, has become a part of my performing and directing approach. Also, being able to tour the world with the Troupe taught me that the arts can be a transcendent link between two cultures; a mode of exchanging peaceful dialogue in an increasingly divisive world. Any advice for current students? Take every opportunity you can as a student–pursue all your interests! Also, cultivate relationships with the stellar faculty. If you really enjoy how a professor teaches a class, go to their office hours and discuss the material at depth with them. These relationships will prove to be so valuable, even as you go on to college and beyond. When you go on field trips, look around, take in the scenery and meditate on the themes that you have learned in class. Integrate your studies in the sciences and arts, and find the connections between all the subjects you are studying. Collaborate with your peers on projects inside and outside of school – I was lucky to work on many school plays and short films with a great group of friends. Go to poetry readings held by Portal, take hikes in the Presidio and Golden Gate Park, support your student athletes, and participate in school plays. Try to see from every perspective and take full advantage of the beautiful, diverse community that Waldorf has created.
Our National Merit Scholars Congratulations to Seniors Eleanor Levinson-Muth, Dante Conrad-Shah, and Flynn Dreilinger for being recognized by the National Merit Scholarship Competition. Flynn is named as a Semifinalist and advances to the next stage of the competition - finalists are named in February. Eleanor and Dante are recognized as Commended Students for their outstanding academic promise. High school juniors enter the National Merit Program competition by taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®)—which serves as an initial screen of approximately 1.6 million entrants each year.
College Plans Emerging Most seniors finalize college or gap year plans in the Spring, but a couple of students have committed to schools through the Early Decision process. Congratulations! Dartmouth College: Moonoka Begay Scripps College: Rose Carges
Davia exploring the Bay with her Sixth Grade class.
SFWS PARENTS
Look for work by our parent filmmakers A Man and His Trumpet: The Leroy Jones Story Director Cameron Washington (parent and grade school alum '94) has released a new film about trumpet legend Leroy Jones. The film received the Louisiana Endowment for the Humanities Award for Documentary Film and is being screened at select festivals.
Check out the trailer.
Tony Foster: Journeys is produced and directed by award winning filmmaker David C. Schendel (daughter Davia '14 is profiled, page 5). Traveling mostly on foot, by raft, or canoe English artist Tony Foster paints landscapes in the remotest of areas to bring awareness of wilderness destruction. See the trailer.
Journey to Hokusai follows an artist's creative process and discovery of the origins of his art. Tom Killion, a woodblock print artist, identifies the 19th century Japanese artist Hokusai as his inspirational master and “the most talented artist ever." Parent Chikara Motomura's film is in production. Enjoy the preview.
In Memoriam - Kyra Baele
September 24, 1965 - December 4, 2018 Kyra Baele's life was honored at a memorial service and walk in Golden Gate park on January 12th. Beloved mother of son Tristan (Grade 5) and daughters Nina ('11) and Liv ('15). She was a joyous, colorful, and active parent in our school for many years. Gifts in Kyra's memory may be made to UCSF Helen Diller Family Comprehensive Cancer Center, or San Francisco Waldorf School.
11
NEWS FROM THE BOARD OF TRUSTEES
Welcome New Members Laura Ambroseno started her career at the Federal Reserve Bank of NY with a focus on Community Reinvestment and was soon attracted to global financial crises and their impact on currency markets. She has managed fixed income assets and foreign exchange interventions for the Federal Reserve and quantitative foreign exchange strategies for Morgan Stanley, Capitalia, and State Street Bank in London and Rome. Laura holds an MBA in International Finance from Columbia Business School, magna cum laude, and a BA in Urban Economics from Barnard College of Columbia University. She is Chair of the Board of La Cocina and on the Board of the Leonardo da Vinci Society. She is also CEO of Lalivara LLC, producing small batch wine in Alexander Valley. Laura resides in San Francisco with her husband Raffaele, their two children and dogs.
Madhulika Chambers has an S.B. in Computer Science and an S.B. in Biology from the Massachusetts Institute of Technology, and received her PhD in Molecular Biology from the University of California, San Francisco. She then worked in cancer research at Harvard Medical School before deciding to stay home full time with her children. She moved back to San Francisco with her husband, and their three children attend SFWS. Madhulika is interested in biodynamic food, loves anthroposophy, and also serves on the Board of the Bay Area Center for Waldorf Teacher Training. She has helped to coordinate Winter Fair in past years and currently serves on the Parent Diversity Committee.
Heidi Schwarzenbach is the founding Nursery Program Director and Lead Teacher for Elves Corner. Heidi graduated in 1977 from Colgate University with a BA in English Literature and Biology. After working in textiles in New York City, she was transferred to San Francisco. She ran a Waldorf-inspired nursery in her home before coming to SFWS. Heidi completed the Rudolf Steiner College teacher training program and is teaceher-certified by the State of California. She is an avid cycler who enjoys ocean swimming, backpacking, and reading. Heidi's twin sons attended SFWS from Kindergarten through 12th grade.
The Board said thank you and farewell to several Trustees in 2018: Gretchen Hillenbrand, Mike Zatopa, and former President Sheila Schroeder. We are immensely grateful for your leadership and service to the school.
A Letter from Friends of Alta Plaza Park We're writing on behalf of the Friends of Alta Plaza Park to commend the long-standing support we have received from Administrative Coordinator Cory Powers. When the Friends held a series of meetings in 2014 to solicit community input on the park's restoration, Cory generously opened Dakin Hall for those sessions. The result was a Master Plan approved by the Parks Commission in 2016. Please know how very much we appreciate the congenial relationship we enjoy with Cory, Jenna and Duncan, and the support of our good neighbor, Waldorf School. (On your next visit, look for the school plaque in the park.)
Presenting the 2019 Calendar! Thank you to parent Amy Gregg for her design and direction. Contact Advancement if you did not receive a copy. For the Annual Report visit sfwaldorf.org/annualreport
Not-to-Miss Events San Francisco Premiere: Jan-Feb 2019 South Korea Tour: Feb 2019
Astrid Thiersch and her renowned San Francisco Youth Eurythmy Troupe premiere their new performance “Awakening Within” prior to their tour of South Korea. This enchanting spectacle of movement, color, and light is performed to music and spoken word. The program includes a Korean tale, “East Light and the Bridge of Fishes”; poetry for our times; music by Beethoven, Brahms, and Stravinsky; delightful humoresques; and much more!
THE COMMUNITY ENRICHMENT PROGRAM PRESENTS:
The Soul of Discipline: Raising Respectful Children in a Culture of Disrespect A Weekend Workshop With Kim Payne, M.Ed. (space
still available)
When: Saturday, Jan. 26 - 7pm - 9pm AND Sunday, Jan. 27 - 9am - 12:30pm
(Option for attending Saturday evening talk only.) Where: Grade School Campus Fee: $100 weekend; $40 Saturday evening only Registration: sfwaldorf.org