Experience Magazine Spring 2017 by The Bush School

Experience SPRING 2017

S E E K I N G T R U T H : A C E L E B R AT I O N O F T E AC H I N G In this issue: Transforming Teaching, Humans of Bush, Teachers Reflect on the Methow a

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E X PE R I E NC E Spring 2017

EDITOR

Katie Walker Communications Manager DESIGN

Tricia Caparas Graphic Designer I L L U S T R AT I O N

Michelle Kumata ’83 CONTRIBUTORS

Percy L. Abram, Ph.D.

THE BUSH SCHOOL

Head of School

Director of Enrollment Management and Communications

3400 East Harrison Street Seattle, Washington 98112 (206) 322-7978 alumni@bush.edu communications@bush.edu

Jo Ito

MISSION

Athletics Director

To spark in students of diverse backgrounds and talents a passion for learning, accomplishment, and contribution to their communities

Polly Fredlund

PHOTOGRAPHY

Polly Fredlund

ON THE COVER

Sol Gutierrez Libby Lewis Erin Lodi

E D U C AT I O N A L F O U N DAT I O N S

Critical, independent, and creative thinking Ethical judgment and action

Lara Swimmer ’87

Intercultural fluency

Katie Walker

Local and global citizenship

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The cover illustration shows Bush as a place of active and transformative learning. The glowing butterflies soaring in different directions express the idea of finding one’s own truth. Illustration by Michelle Kumata ’83.

“The most important factor in any school is the teacher.” —Helen Taylor Bush, founder

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EXPERIENCE

From the

HEAD OF SCHOOL

In a conversation with former Lower School Director and Interim Head of School Midge Bowman ’51 this summer, we discussed the origins of The Bush School’s three guiding principles—Truth, Beauty, and Purpose. Historically, Bush students have read John Keats’ “Ode on a Grecian Urn.” In the last stanza of the poem, Keats writes: “Beauty is truth, truth beauty,—that is all Ye know on earth, and all ye need to know.” We began the 2016–2017 school year with an all-staff meeting during which we shared what brought each of us to teaching and to The Bush School. For one faculty member, the draw was waking up not knowing what the day would hold or how he would be changed by his students. For others, it was the camaraderie of their colleagues. These are the personal truths that make our school community unique, diverse, and inspiring. We also asked our students this year to consider the questions: “What is your truth?” and “How can your teachers help nourish that truth?” This issue of Experience Magazine honors our teachers past and present who embarked on this bold experiment at The Bush School. Through innovative approaches to teaching, deep and abiding relationships, and commitment to inquiry, these teachers foster an insatiable thirst for learning. This creative spirit led to the formation of the Action Module Program (AMPs), and the early adoption of a wilderness program. These programs—and the teachers who built and led them—shaped The Bush School of today. We continue this tradition with our newly-acquired campus in Mazama, WA: The Bush Methow Campus. This campus offers a unique opportunity to

integrate wilderness, intercultural, and academic experiential learning. Our vision is for this campus to serve as a destination for short immersive experiences and, in the future, term-long programming. Additionally, the acquisition of The Bush Methow Campus will make immersive intercultural education available to all Bush students. Equal access to transformative experiential learning is fundamental to the mission and philosophy of our school. As we plan for Bush’s future, we recognize that great teaching must be supported by great facilities. After two years of study and analysis, we will soon conclude a planning process that will culminate in the development of two new academic buildings in the Middle and Upper Schools, a new gymnasium, a new music suite, a new library, renovated and expanded Commons, and a multi-use gathering/performance space in the Upper School. This ambitious plan will provide modern, flexible learning spaces that support current pedagogy and methodology. From an early age, I had teachers with vision; men and women who cared deeply about their students and meticulously planned lessons that were thorough, resonant, and compelling. They were, and still are, my heroes. These foundational relationships are what led me to The Bush School where I have the opportunity to work with and among the most committed teachers I’ve known in my twenty-plus years in education. Our faculty is reflective, generative, and compassionate. They continue to promote scholarship, spark passions, and help students to discover their truths and realize their beauty and purpose.

PERCY L. ABRAM, HEAD OF SCHOOL

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From the

BOARD PRESIDENT

It’s hard to believe that I have called Seattle home for over seven years now. As I reflect back on the journey from east to west, it’s the Bush community that made Seattle feel like home. As a family of three with roots in the Rust Belt and Latin America, we drove across the country from Washington, D.C., nervous, excited, and in search of new adventures in the Pacific Northwest. We had spent sixteen years in the nation’s capital, starting our family, advocating for environmental protection, and working to provide financial services for the poor. Seattle beckoned—a new city near the wilderness yet so far from all that we knew. Upon arriving in the Pacific Northwest, The Bush School quickly became our home base and core community. Within a week of arriving, we were hosted by Bush families for picnics and playdates. There are many ways that our family’s values overlap with the mission of The Bush School. We found a conscious community that sees people, place, and program as interconnected and interdependent as any ecosystem. In the years that followed, our daughter flourished, growing up under the mentorship and guidance of caring and passionate teachers. I was moved by a call to serve and lend my voice to the current vision and future direction of the school. And now, nearly eight years after arriving on campus as a new family, I am honored to serve as the Board President; a way to give back, not only for my daughter and her classmates of 2018, but for the generations to come. We stand together at a very exciting moment in our school’s history, integrating the values of our past with

the realities of the present, and the possibilities of the future. You will read in this issue of Experience Magazine about the school’s history as a beacon for progressive education in our region, and learn about the generations of Bush faculty and alumnae/i that have committed their lives to teaching. The Board of Trustees is focused on ensuring that our teachers have the resources they need today and into the future. Together, we have identified three areas that will frame the next decade of the school’s evolution: an updated strategic plan and diversity plan, an updated Campus Master Plan (CMP), and program development for The Bush Methow Campus. Bush’s new strategic plan will inform the work of our school on an annual basis, while also setting achievable goals for the next three years. In parallel, work is underway to update and strengthen the school’s diversity principles, reaffirming our commitment to equity and inclusion. Bush’s updated CMP addresses critical updates to Middle and Upper School facilities on the Seattle campus, as well as considerations for The Bush Methow Campus. While the full realization of the CMP will take several more years to complete, we are confident this work will provide a clear roadmap for the future, equipping our faculty with a learning environment matching the quality of program and curriculum. I hope you are able to curl up with a cup of tea or coffee to read the stories of teachers who have inspired so many. Hopefully, their stories will spark in you a memory of a great teacher or mentor who made a difference in your life!

TRACY STANTON, PRESIDENT, BOARD OF TRUSTEES

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The Bush School Administration 2016–2017 Percy L. Abram, Ph.D.

Jay Franklin ’90

Jabali Stewart, Ph.D.

Head of School

Middle School Director

Director of Intercultural Affairs

Pri Alahendra

Polly Fredlund

Ray Wilson

Lower School Director

Director of Enrollment Management and Communications

Upper School Director

Robin Bentley Assistant Head for Finance and Operations

Jo Ito

Ethan Delavan

Susan Radtke

Director of Technology

Director of Development

Athletic Director

The Bush School Board of Trustees 2016–2017 Tracy Stanton

Beth Clark

Curtis Vredenburg Rix

President

Maggie Finch

Katharine “Trina” Wellman

Karen Marcotte Solimano Vice President

Mike Galgon Alden Garret ’73 C’Ardiss ‘CC’ Gleser

Eric Fahlman Treasurer

Becky Guzak Patricia ‘Patti’ Hearn

Justin Moon ’91

Chris Jones

Secretary

Ann Kawasaki Romero Artemios ‘Tim’ Panos

Mary ‘Sis’ Pease ’41 Life Trustee

Percy L. Abram, Ph.D Head of School

Sally Brunsman Families Association Co-President

Lisa Carroll

Jerry Parrish

Adrianne Keffeler

Chris Chickadel ’93

Barbra Richardson

Families Association Co-President

Sergio Chin-Ley

Steve Rosen ’84

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Contents FROM THE HEAD OF SCHOOL 3 F R O M T H E B OA R D P R E S I D E N T 4 G I V I N G 51 A L U M N I 61 C L A S S N O T E S 66 I N M E M O R I A M 67 A R O U N D C A M P U S 69

Seeking Truth: A Celebration of Teaching F E AT U R E

PROFILE / ADINA MEYER ’81 &

Transforming Teaching

JEFF BLAIR ’84

From Tykoe to Team Teaching 26

FAST FAC T S

Independent Schools in Washington State

P R O F I L E / T H E W YAT T S I B L I N G S :

A N D Y ’ 0 4 & J AY ’ 0 4

FAST FAC T S

M E G A N ’ 9 6 , M O L LY ’ 0 0 ,

Lifelong Learners and Explorers Alumnae/i in Education 21

F E AT U R E

Humans of Bush P R O F I L E / M I C H A E L L AW S O N ’ 8 8

Ēducātiō: “To Bring Out” 22

F E AT U R E

Teachers Reflect on the Methow PROFILE / DEE DICKINSON ’45

Art, Education, and Jumping off the High Dive 25

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SEEK ING TRUTH A C el eb rati o n of Tea chin g

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PHOTOGRAPHY LARA SWIMMER ’87

Transforming Teaching The Bush School’s excellence has always stemmed from its teachers. From the beginning, Helen Bush recruited teachers who had a passion for their subject matter and, more importantly, an affinity for working with young people. She would ask teaching candidates, “Do you like children?” If they answered yes, she would follow with “Do they like you?”

Previous page: The illustration shows gardeners of different ages, working together and learning through hands-on experiences. The tree symbolizes The Bush School as an incubator, a nourisher, with individuals growing from the tree, reaching beyond, sharing, teaching, and inspiring others. Illustration by Michelle Kumata ’83.

Great schools are places of transformation. For students, a great school will enable them to find their path through pivotal relationships with teachers who provide mentorship and guidance. The Bush School’s alumnae/i have no trouble coming up with names of faculty who have changed their lives and shaped the way they think. From Helen Bush, Marjorie Livengood, and Sis Pease to George Taylor, Peggy Skinner, Tom Duffield, Rob Corkran, and Janice Osaka, Bush teachers have inspired students for generations. For these teachers and many more, The Bush School’s emphasis on collaboration, experimentation, and support also created a transformational environment for educators. The Bush School’s leaders have been committed to creating this environment from the beginning. From founder Helen Bush to current Head of School Percy L. Abram, Bush’s leaders have facilitated find-

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ing purpose, seeking truth, and pursuing the beauty of a life lived to the fullest. Dr. Abram sees seeking personal truth as key to helping young people find their paths. He says, “It is the reason I wanted to become an educator—to elevate the voices and experiences of individuals and groups who were not part of the canon, and to ensure that young students of all races, ethnic backgrounds, genders, and experiences would be able to find their truth in schools.” This year, as Bush explores what “Truth” means as a school, we celebrate the teachers who facilitate truth-seeking every day inside and outside of their classrooms. Close relationships are at the core of the Bush experience, whether between teachers or between students and their mentors. At Bush, these relationships are engineered. As alumnae/i and siblings Megan ’96 and Jay Wyatt ’04 (profiled later in this issue)

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explain, the educational experience at Bush is set up to help students learn how they will move through the world. “It’s by design that teachers help young people find purpose. The whole community is focused on that,” says Megan. Jay continues, “There’s a great deal of trust that the teachers put in students to make their own choices and

take their own actions, whether they fail or succeed.” And at Bush, both successes and failures provide opportunities for transformative learning. Students and teachers are asked to reach high, and they are supported through the process that follows, no matter the outcome. As Upper School Art Teacher Bill Baber

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says, “The difference between mistake and nuance in a creative arena is your point of view. A mistake is a dead end, where nuance is an opportunity to think differently. The optics of opportunity through reflection and incubation is a powerful form of recognition.” In teaching, as in art, working through mistakes and nuances with intention and

A Brief History of Progressive Education The Bush School is one of a number of influential, progressive schools founded between 1890 and 1925 in major cities across the country. This cohort of early progressive schools ( including The Lab School and Francis W. Parker School in Chicago, The Bank Street School and City & Country School in New York, and Catlin Gabel in Portland, Oregon) was part of an educational movement sparked by influential educational reformer and philosopher John Dewey. Together, the leaders of these schools brought forth a new model for education, believing in the power and potential of students and teachers to reach beyond the limitations of traditional approaches to teaching and learning. Bush is the oldest progressive school and the only K–12 school in Seattle. Offering a twenty-first century education since 1924, Bush’s founder Helen Bush knew that children learn best when they are engaged in the curriculum, extend learning beyond the walls of the classroom, and cultivate enduring relationships with their teachers. Inspired by the teaching of John Dewey and Paulo Freire, Helen’s school quickly became a leader in the region. The Bush School’s success in living the mission of a progressive school stood as a beacon for what was possible, inspiring generations of educators in the Pacific Northwest.

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EXPERIENCE

“Teachers allowed me to find my truth and purpose.” —Jay Wyatt ’04

reflection leads to innovation. The school becomes an experimental playground for students and teachers alike, leading to new ideas and projects with implications in our greater communities. Bush, the oldest progressive school in Seattle, has brought innovative ideas to the region since 1924. Our leaders, faculty, families, students, and alumnae/i live the ideals of progressive education, extending learning far beyond the walls of the classroom and taking the Bush mission all over the world. In the 1940s, Helen Bush saw a need to provide independent schools in the Northwest with resources and a support system to ensure quality across the region. Along with Lakeside’s Robert Adams, Helen started the the Pacific Northwest Association of Independent Schools (since renamed the Northwest Association of Independent Schools, NWAIS). This organization is the accreditation body promoting the advancement of independent school education and supporting the ongoing improvement of member schools in the Pacific Northwest. As the organization grew and schools in Seattle required more support from NWAIS, they hired their first Executive Director, Bush faculty member Lee Neff, and placed the organization’s offices on The Bush School campus in Gracemont. Lee’s leadership, and NWAIS’s growing importance in the region, put Bush at the center of collaboration and educational progress. Our faculty, transformed by the learning community they found at Bush, have founded influential and ground-breaking schools in the Pacific Northwest, including The Valley School, Hyla Middle School, Explorer West Middle School, and the nationally recognized center for writers, Hugo House. For Pat Overy, Lower School faculty in the late 1970s and early 1980s, The Bush School was key in her journey as an educator. She came to Bush from teaching in Wiscon-

sin public schools and found a school that supported her in every endeavor. Pat says that when she decided to take a big step and start The Valley School, an independent elementary school near Bush, “Everybody at Bush was just great. They helped me and supported me in those first years of starting a school.” Pat was at Bush with inf luential Head of School Les Larsen and iconic Lower School Director Midge Bowman ’51. She admits that “Les Larsen and Midge Bowman changed my life. The Bush School changed my life.” When she started The Valley School, Pat “brought it all.” She explains, “What I learned at Bush has all been integrated into what I created at Valley and I give Bush full credit.” During the 1990s, former faculty member Frances McCue, founder of Hugo House, experienced Bush as “an incredible incubator.” For Frances, working with progressive educator and Head of School Fred Dust was “better than graduate school.” Inspired by the learning community she found at Bush, Frances bases “much of what I do at Hugo House” on experiences she had at Bush. She describes Bush as “the trigger for many entrepreneurial, artistic, and teacherly endeavors.” Suzanne Corkran taught at Bush for eighteen years, also serving in administration, most notably as Interim Upper School Director. For Suzanne, “the Bush Middle School faculty was a powerful learning community. I learned how to balance rigor and excellence with respect for individual kids in the moment. I became used to being with kids in all kinds of situations—on the soccer field, on a hiking trail, in goofy downtime moments on retreats.” Through Bush, Suzanne learned her key educational philosophies: collaboration between teachers, and believing in the student. In 1995, Suzanne took her experience to The Urban School in San Francisco, where she worked as Assistant Head for Academics for nineteen years.

Our parents were just as inf luential, founding the renowned Seattle Girls School, The Island School on Bainbridge Island, and Spruce Street School. Today, Seattle houses one of the largest densities of inquiry-based independent schools in the country. As an institution of transformation and innovation, Bush is designed to help individuals find purpose. Through our curriculum and incredible teachers, Bush students are guided to find their passions and to become their truest selves. Our unique experiential programs provide opportunities for teachers, as well as students, to bring their full selves into the school. From Rob Corkran’s Balkan dances to Susanne Eckert’s partnership with a meal program for homeless teens, faculty teach their passions inside and outside of the classroom. By bringing their diverse interests into the classroom, Bush teachers create a learning community rich with collaboration and experimentation. For students, seeing their teachers as whole people, with talents and lives outside of the classroom, sets a powerful example. The Bush School’s commitment to progressive education has inspired generations of educators, shaping the way teachers and school leaders think about education. Throughout its nearly 100-year history, The Bush School has sought out pedagogical innovation, embraced experimentation, and realized learning opportunities beyond the four walls of the classroom. Our commitment to finding new ways to create authentic experiences, building meaningful relationships, and helping students discover passions starts with our teachers. From day one, they have been the heart of The Bush School, creating a dynamic institution that has inf luenced the region by seeking new ideas in education, inspiring generations of alumnae/i, and creating an institution that serves as an incubator for new projects in education across the city, state, and country.

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FAST FAC T S

Independent Schools in Washington State This graph reflects all accredited NWAIS member schools in the state of Washington.

1880s

1960s

1990s

Annie Wright

The Evergreen School

Explorer West Middle School

Holy Names Academy

The Overlake School

French American School of Puget Sound

Seattle Country Day School

French Immersion School of Washington

1900s

Hyla Middle School

Forest Ridge School of the Sacred Heart

1970s

Lake Washington Girls Middle School

Bertschi School

NOVA School

Villa Academy

Billings Middle School

Seattle Jewish Community School

Eton School

1910s

Giddens School

2000s

Lakeside

The Island School

Eastside Preparatory School

University Child Development School

University Prep

Seattle Girls School

1920s

1980s

The Bush School

The Bear Creek School

Eastside Catholic School

1940s

Hamlin Robinson School

The Meridian School The Perkins School

The Jewish Day School of Metropolitan Seattle

Seattle Hebrew Academy

The Northwest School Open Window School

1950s

Seabury School

Charles Wright Academy

Seattle Academy of Arts and Sciences

Epiphany School

Spruce Street School

The Little School

Westside School

Saint Georgeâ&#x20AC;&#x2122;s School

Woodinville Montessori School

St. Thomas School

3 2

1880s

1890s

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1900s

1910s

3 2

1920s

1930s

1940s

1950s

1960s

1970s

1980s

1900s

2000s

2010s

FAST FAC T S

Alumnae/i in Education The Bush School’s alumnae/i are making a difference in the field of education in the following areas:

27%

LEADERSHIP

AT BUSH

75%

UNIVERSITY

CLASSROOM

This map shows where The Bush School’s alumnae/i are working in education.

IDAHO

NEW YORK

WISCONSIN

MICHIGAN

PENNSYLVANIA

TS ET

TIC

2 UTAH

KENTUCKY

1 1

ARIZONA

NORTH CAROLINA

2 GEORGIA

ALABAMA

TEXAS

LA WA R

1 COLORADO

CALIFORNIA

MONTANA

OREGON

MAINE AS SA CH

VERMONT

WASHINGTON

FLORIDA HAWAII

INTERNATIONAL

These graphs reflect alumnae/i for whom we have up-to-date employment information. To update your employment information with the Alumnae/i Office, please email alumni@bush.edu.

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P R O F I L E / M I C H A E L L AW S O N ’ 8 8

Ēducātiō: “To Bring Out” “I went to The Bush School for thirteen years on scholarship. When I look back, I think about how fortunate I was that there were folks generous enough to facilitate that opportunity for me. That is a huge driver in my commitment to making sure that meaningful experiences are available to folks in settings other than private schools.” —Michael Lawson ’88

As an associate professor at the University of Alabama, Michael Lawson ’88 conducts research on the value of student engagement beyond the classroom. Michael was a lifer at The Bush School and a musician after college. He pursued a Masters in Family Studies at Miami University in Ohio, and, as part of that experience, spent two years doing field work in low-income African American communities in Cincinnati. Michael found that comprehensive communities of care (programs addressing a full spectrum of issues from physical health to emotional wellness, and work with the full community, not just those in crisis) are vital in all aspects of life, especially education. “So much of education is about more than formal academics,” he says. “Shining a light on the importance of activities that foster personal, social, and moral development is at the centerpiece of what I do.” Michael worked with the organization Communities in Schools for a decade, connecting low-income schools to community resources through grant-funded projects. He also worked to empower parents to be involved in their students’ education. But as the avenues for funding changed, so did Michael’s approach. He went back to school for his doctorate in education at the University of California, Davis, and focused his research on educational policy. Now, he works on developing community-based empowerment initiatives, programs that

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help build support networks for parents and students. Michael explains that he learned about this model of support at Bush where his parents and his friends’ parents were a big part of his life. His time at Bush also illuminated the power and importance of non-traditional educational opportunities outside of the classroom. “A Bush education is about so much more than school,” he recalls. One of the key components of Michael’s current work is understanding how to better prepare students for a future we can’t yet imagine. With this in mind, he believes it is essential that teachers provide students with the skills they’ll need to face novelty and ambiguity. At Bush, he says, faculty and staff were constantly helping students become creative, f lexible, and adaptable. “One of the things I appreciated the most about Bush was the emphasis on mistake-driven learning. It was very clear that the process of inquiry was always more important than the outcome.” In Michael’s doctorate program, a professor asked students to define the Latin word for education, ēducātiō. “The meaning of the Latin root is ‘to bring out,’ which tends to be the exact opposite of top-down traditional learning. The moment I saw that up on the board, I was like, wow, that was really what my experience at Bush was about. This one little word crystallized my own experience and captured what I’m trying to do in my own work.”

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PHOTO BY ANDREA MABRY

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PROFILE / DEE DICKINSON ’45

Art, Education, and Jumping off the High Dive Dee Dickinson ’45 speaks clearly about the importance The Bush School has played in her life. “Everything I’ve done relates back to both the educational philosophy and all of the experiences I had at Bush. Especially Marjorie Livengood, who was always putting me on the end of a high dive and saying ‘Jump!’ I’d look down and think, ‘well if she thinks I can do it…’”

Dee Dickinson ’45 is a great storyteller, direct with her opinions and quick with a visual description of a scene. There seems to be nothing that she hasn’t done. With an inexhaustible excitement for art and education, Ms. Dickinson has worked in theater, as a mural painter, and as a documentary film-maker. Throughout her work, Ms. Dickinson kept finding her way back to The Bush School. After completing a graduate degree in creative dramatics at the University of Washington where she learned how to integrate art into curriculum, Ms. Dickinson received a call from Marjorie Livengood, then Head of School at Bush. Marjorie asked Ms. Dickinson to teach Fourth Grade at Bush using creative dramatics. When Ms. Dickinson explained that she’d “never taken a course in education,” Marjorie answered “That’s just why I want you to come.” Years later, Ms. Dickinson received another call from Marjorie. This time she said “the head of the English Department is pregnant, and I want you to come back and take over the English Department until the end of the year.” Ms. Dickinson, who majored in French Literature in college, asked her mentor how she thought Ms. Dickinson “could do that.” Marjorie replied, “If you can teach French, you can teach English. Marjorie was always putting me on a high dive and asking me to jump. It was through her that I learned risk-taking,” says Ms. Dickinson. In the late 1970s, during an explosion of new research concerning neuroscience and

cognitive science, Ms. Dickinson was asked by the Seattle Public Schools superintendent to head a committee that would make recommendations to the district on ways to enhance academic achievement. As a part of this work, she started putting together workshops for teachers, and her efforts began to attract attention. “One night I got a call from Robert Schwartz, head of the Tarrytown Conference Center in New York, which had been giving huge conferences on a variety of innovative kinds of things. They had never done [a conference] on education, so they asked if I would be interested in designing a conference for them,” explains Ms. Dickinson. The hugely successful conference was the beginning of her most influential project, New Horizons for Learning, a leading resource for identifying and communicating strategies for educational practices. New Horizons was founded in 1980 and gained traction as a resource for educators across the country. After Ms. Dickinson’s retirement, the now-online New Horizons was transferred to the Johns Hopkins School of Education, where readership is again growing. Today, Ms. Dickinson tutors a few students in French, and works on projects centered around her belief that Seattle can have one of the best school districts in the country. “We are bringing in outstanding examples from places that are more diverse, more economically disadvantaged than Seattle, and if they can do it there, by God, we can do it here.” To listen to Dee Dickinson is to believe that anything is possible.

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PROFILE / ADINA MEYER ’81 & JEFF BLAIR ’84

From Tykoe to Team Teaching “The Bush School started my teaching career. I’m driving down I-5 one afternoon in January, and I see Sis Pease ’41, my United States History teacher, driving next to me. She motions to me, and we get off at the next exit and end up having tea. She asks me what I’m doing, and that’s when I say I’m looking at getting into teaching. So she suggests that I get on the sub list at Bush, and I do.” —Jeff Blair ’84

Adina Meyer ’81 and Jeff Blair ’84 work as humanities teachers at the Northwest School in Seattle. Adina has a hearty laugh and is quick to tell a story; Jeff has an easy smile and thoughtful nature. They overlapped for a year at Bush and remember each other from the chance occurrences that happen at a small school. JEFF: “Adina was a senior when I was a freshman.” ADINA: “We only knew each other because of the yearbook. I was the editor. You were supposed to take soccer pictures because you were obsessed with soccer.” JEFF: “I think I did take some pictures, but I didn’t know where they were. I couldn’t find the film!”

ADINA: “It was my first year of teaching. And this guy who was going to be my mentor, a very experienced teacher who told me not to worry about anything, quits the day before school starts. They hired Jeff to replace him. I still look back at that first year and think, we didn’t know what we were doing. We hung out all the time— people thought we were married. We were like, okay, it says Civil War here—I guess we’re going to teach about the Civil War. What are we going to do?” JEFF: “You invited all the students to the house I was housesitting at for a Gone With The Wind movie night.” ADINA: “When I think about the stuff we did… It’s a terrible movie, and we didn’t deconstruct it at all.”

Both laugh, and start telling the story of the next time they met. It was the spring of 1989, and both Jeff and Adina were substitute teaching at Bush. Adina had just completed her master’s degree in the United Kingdom. It was Jeff’s first year out of college. JEFF: “That fall, Adina had been hired at Northwest. They had someone quit the Friday before Labor Day and were scrambling to find someone. They hired me, and I started teaching at Northwest with Adina. Her partner for Tenth Grade Humanities was the one who had quit.”

But both Jeff and Adina fell in love with teaching, and started transforming their students’ lives. JEFF: “The way we both taught struck me as modeled off of the way we were taught at Bush.” ADINA: “My philosophy in teaching these days is having a democratic classroom, and that was first modeled for me at Bush. I remember my teachers as role models. They were these brilliant, knowledgeable teachers, and I was this groupie. And Gardiner Vinnedge, I was just ga-ga over him.” JEFF: “Was?”

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ADINA: “I still adore him. I do remember the amount of time the teachers took with me. They encouraged me to become who I really was, to have intellectual curiosity, to become a great writer. I remember Meta O’Crotty taking us outside and saying, ‘I’m going to read to you today’—and I do this with my students sometimes—and she would read out loud to us in her deep, resonant voice.” JEFF: “The breadth of curriculum is really something I appreciated. I didn’t become an artist, but everyone took art classes. I didn’t go on to act, but I was in five shows at Bush. I was wandering through Basemont one year at the wrong time, and Rob Corkran said, ‘Hey, do you want to try cross-country skiing?’ I ended up being on the ski racing team for two years, and then I ended up coaching at Lakeside for four years. I run the program at Northwest now.” ADINA: “That’s one thing about Bush. We saw our teachers in all these other roles, and that’s something we model for our students now.”

As they talk, it becomes clear why Jeff and Adina are beloved teachers. They’ve made it their life’s work to fulfill the teaching philosophies that were sparked during their time at Bush—committing to connecting with students, creating a democratic classroom, and teaching through experience.

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P R O F I L E / T H E W YAT T S I B L I N G S : M E G A N ’ 9 6 , M O L LY ’ 0 0 , A N D Y ’ 0 4 & J AY ’ 0 4

Lifelong Learners and Explorers “We are all inspired by each other’s roles. I love hearing about Megan’s projects with the Bezos Family Foundation, improving the learning environments of so many young people. Andy and I frequently discuss the direction of Seattle Bouldering Project, which provides a powerful outlet and purpose for adolescents. Molly and I love talking about our goals and approaches in teaching; we’re both passionate about providing an experiential process of learning.” —Jay Wyatt ’04

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Left to right: Andy, Megan, Jenny, Molly, and Jay Wyatt. Photos courtesy of the Wyatt Family.

The four Wyatt siblings, who attended The Bush School from Kindergarten through Twelfth Grade, work in education. Megan ’96 is Managing Director at the Bezos Family Foundation. Molly ’00 is a First Grade teacher at The Chapin School in New York. Jay ’04 teaches at Bush as the Upper School Outdoor Education Teacher, and Andy ’04 founded and runs the Seattle Bouldering Project, a community for climbers to learn and hone their skills in the sport. Notably, each sibling grounds his or her teaching philosophy in experiences at Bush where each was allowed to flourish and grow as an individual. “We’re all very different learners,” says Molly. What all four have in common is perseverance, a love of leaning into challenges, and reverence for education. They credit Bush and their parents, Jenny and Scott Wyatt, with forming who they are today. Megan ’96 explains, “Our mom is a lifelong student. She went out and got a degree in horticulture from Edmonds Community College because she wanted to start a landscape business, and now she’s taken up photography.” She says of both her

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parents: “They loved what they did and that really matters.” Their father, Scott, discovered early on that a career in architecture was the perfect combination of his passions and purpose. “Our dad was really really good at art and really really good at math so... the principal sat him down and said, ‘You should be an architect because it’s the combination of the two things you’re good at.’ He ended up studying architecture and that’s been his career. And I think it was totally a result of a critical conversation and the support he had when he was in high school.” For Megan, these types of critical conversations are a key foundation of her educational philosophy. She believes that great education instills purpose in young people, and it takes independence and agency to enable that kind of growth. Megan’s work in education at the Bezos Family Foundation includes a focus on early childhood. Among the initiatives is one called Vroom which helps parents know that what they do truly matters and promotes learning. The goal is to create a cultural shift, to empower parents to use the time that they have— diaper changing time, time on the go—as brain-building time. “Bush is rarified,” says Megan. “It’s not the experience that most young people get in this country. And so I really am motivated to think about how we can replicate the Bush experience at a much greater scale. As someone who has worked from outside the system to try to improve the system— as a funder and a creator of initiatives—I think it’s important to know what you’re striving for, to be able to hold Bush as the North Star. I draw upon my experience at Bush daily.” Megan enjoys talking about her siblings’ successes. She speaks with awe of her brother Andy who started the Seattle Bouldering Project with friend Chris Potts right out of college, during the height of the recession. Andy saw that climbing was gaining popularity, yet there was no centrally located gym in the city. “As soon as I realized, oh, it’s obvious that this needs to be done,” says Andy with a shrug, “I thought, I’m going to do that.” As Megan puts it, “You were totally pioneering. I think there was something about leaning into a challenge that Bush instills and that played out in huge way.” Five years after opening, Seattle Bouldering Project offers daily classes in fitness,

yoga, and climbing; hosts schools (including Bush) teaching climbing electives; and offers a special children’s section. Andy says that his key personality trait is seeing everything as achievable, and it’s hard not to make the connection to climbing—a sport that teaches perseverance, problem-solving, and interdependence within groups. When asked what Andy learned at Bush that he carries with him now, he answers, “A desire for challenge and being really ambitious about taking on fun, exciting, and inspiring projects. A sense that I can do anything that I want, and tireless excitement for projects that I believe in.” Andy shares his love of the outdoors with his twin brother, Jay, who brings his expertise back to Bush in his role as Upper School Outdoor Education Teacher. For Jay, wilderness experiences at Bush were formative. “I wouldn’t have survived traditional education as an adolescent. I wouldn’t have been able to fit inside the box of ‘sit, listen, and learn.’ I was able to learn through doing, experiencing, and building relationships with classmates and teachers.” For Jay, there were many coaches and outdoor trip leaders who made a difference in his life. He says. “The people who made a difference were the people who had trust in me and allowed me to make my own choices. They also helped me understand my actions and what I was doing. And for me, this always happened outside the classroom. I wasn’t necessarily a classroom student. I was a relational, experiential student.” Molly, like her brother, is also a teacher. While Jay teaches Upper School back at Bush, Molly teaches First Grade at The Chapin School, an all-girls K–12 progressive school in New York. She earned a master’s degree in Childhood Education from Bank Street College of Education, an influential progressive school in New York City. Now, she says she loves teaching at Chapin, a school with confident, female leadership. Like her siblings, her guiding principles in education stem from her time at Bush. Molly explains, “For people to learn, what they’re learning has to be meaningful. It has to be important to them, and interesting. You have to have some fun. You have to feel like it’s significant to you, and you are significant to the learning.” Additionally, she says, knowing where students are coming from and who the students are is important. “That’s something that was really fluid for me and my siblings. Home, school, all of

EXPERIENCE

those values, that language, it all was the same. So we could just be who we were. We were celebrated for our individuality in all of our different little worlds.” Though the Wyatts have taken different paths, they remain close. They are each quick to let you know about their differences yet the Wyatts say that their shared

Left to right: Jay, Molly, Megan, and Andy Wyatt. Photo by Scott Wyatt.

experiences at Bush helped form who they are. Molly explains, â&#x20AC;&#x153;We are all really good problem-solvers. We are all really perseverant, and that is partly from Bush. Bush taught us how to read the information, analyze, and think creatively. We learned how to determine what we want to do next, and you need so much of that to be

in education. Education is absolutely not a come-in-and-do-the-same-thing sort of job. None of us would be happy with that life. None of us would be happy sitting still, physically or mentally. We are constantly wanting a new challenge, constantly wanting to do more. We are truly lifelong learners and explorers.â&#x20AC;?

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HU MA NS OF BUSH

Humans of Bush continues the work of Kevin Martinez â&#x20AC;&#x2122;16 and Gabriella Naggar â&#x20AC;&#x2122;16 whose senior project used the format of the Humans of New York by Brandon Stanton to provide a glimpse into the daily lives of the humans of Bush. Humans of Bush is a weekly feature on the @bushalum Instagram feed.

DAV E E G G E N B E R G E R , M A I N T E N A N C E T E C H N I C I A N I just love my job. I love that it’s different every day, that I’m around kids, that I get here before everyone else, that I get to fix and build things. You are as old as you feel, and the kids can feel that. They know I’m young at heart, and they connect. 33

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BILL BABER, UPPER SCHOOL ART TEACHER I impress upon my students the value of their work and the power of their capacity. I do whatever it takes to leave with them the wonder of inspiration. I have never been disappointed by a student. Where else can I tell the same joke for forty years and still get a laugh?

L I -T I N G H U N G , LOW E R S C H O O L A RT T E AC H E R The power of art is not just one teacher or teachers. Itâ&#x20AC;&#x2122;s the humanity that trickles into the lesson. You see the spark. You see the creativity flow in them. It makes me happy. You see the little window open. And once you have that window open, it will carry you through your life. It is a wonderful gift.

PRI ALAHENDRA, LOWER SCHOOL DIRECTOR I love standing outside every morning watching the kids and all the different ways they come in to school. They come in sleepy, grumpy, joyful, happy—it’s like the seven dwarfs. Last week it was pouring, and one of the kids came up to me and said “Is that fun? Why do you do this?” I do it because I love it.

D O N F I T Z- R O Y, M I D D L E S C H O O L T E C H N O L O G Y T E A C H E R Adults often refer to kids as “digital natives.” Having grown up with technology, kids have an amazing ability to “figure things out.” I write curriculum to help this happen naturally, giving kids an opportunity to explore their own creativity and become “digital scholars” in our evolving society.

TEACHERS REFLECT on the

METHOW EXPERIENCE

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PHOTO BY SOL GUTTIEREZ

EXPERIENCE

REFLECTIONS

Percy L. Abram, Ph.D. Kim Bondi Ethan Delavan Erik Gearhart Laura LeBlanc

In the fall of 2016, The Bush School acquired a twenty-acre campus and educational facility, formerly known as the North Cascades Basecamp, in Mazama, WA. This campus, located in the region known as the Methow Valley, brings a unique opportunity to integrate wilderness education, experiential learning, and community engagement. Bush now has its own destination for short immersive experiences andâ&#x20AC;&#x201D;in the futureâ&#x20AC;&#x201D; term-long intercultural programming. Our students and teachers tell the story of how The Bush Methow Campus is already transforming our community.

Learn more about the Methow online and watch a video at bush.edu/methow.

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Eighth Grade student climbs Fun Rock.

Itâ&#x20AC;&#x2122;s Good to Be Back E R I K G E A R H A R T, E I G H T H G R A D E H I STO RY T E AC H E R

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My friendship with the Methow began twenty-six years ago when, as a new Outward Bound instructor, I drove from my Minnesota college to the Mazama basecamp to begin a season of guiding students among the rocks, forestland, and mountains of the Pasayten and North Cascades. During days off, my co-instructors and I scaled newly established climbs on Fun Rock. Each night, we bedded down in truck beds or on pine needles under silent, starry skies wondering where our futures in experiential education would take us. Decades later, I return to my old friend for the Eighth Grade retreat at the Bush Methow Campus. The familiar smells, dry air, and dusty pine needles underfoot stir powerful memories as I watch more than fifty students explore the campus for the first time. What memories will they form during their experiences here? Later that night, students gather around a warming campfire. One by one, they stand before an audience of flickering, glowing faces to share a special object that tells a story about who they are. The next day, I lead students to the same craggy climbs I trained on so long ago. After checking their knots, they dance up those intricate sequences of chalk and stone that are somehow still familiar to me. A group of student hikers pass behind us on the trail. I follow them to the top of an outlook. The golden meadow, purple sage, gray rock, and ponderosa pines spread out before me in all directions. It is so good to be back.

Eighth Grade students hike in the Methow Valley.

With so many perceived barriers—political, religious, social, racial, economic, etc.—presently dividing our nation, The Bush School has staked out a unique leadership position to help to bridge what is commonly referred to as the Cascade Curtain. The acquisition of The Bush Methow Campus extends our commitment to experiential learning and re-establishes the school’s connection to immersive, place-based learning. The mission of The Bush Methow Campus is to provide students with an immersive experience so that they will discover the interdependence between community, environment, and self. The Bush School has a rich history in forging relationships across cultures, borders, languages, and ideologies. Now, within the state of Washington, we will work to build and understand lives, histories, and stories that are inexorably linked, but rarely connected. In 2011, KUOW ran a series entitled Behind the Cascade Curtain that explores the cultural divide within our state. In part one, Dominic Black writes, “It’s natural to want to be around folks like ourselves. But, ultimately, it makes the barriers between us more and more difficult to cross. It’s easier never to leave your own little community and never to end up talking to people who don’t feel the same way as you do... It seems to me it also makes it harder to actually know what’s going on where those other folks live over there. And because we don’t know, we fill in the blanks with assumptions and labels, and sometimes, not very educated guesswork.” By creating a place-based immersive experience for community engagement in The Methow, we give Bush students exposure to authentic experiences that move beyond “assumptions and labels.”

Pulling Back the Cascade Curtain PERCY L. ABRAM, HEAD OF SCHOOL

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PHOTOS BY SOL GUTTIEREZ

Methow Campus Program Director Kim Bondi (second from right) with the Middle School Winter Backcountry Travel E-Lective.

Electives at the Methow E T H A N D E L AVA N , DIRECTOR OF TECHNOLOGY

EXPERIENCE

Bushâ&#x20AC;&#x2122;s new Methow Campus offers expanded opportunities for our robust experiential programming through E-lectives in the Middle School and AMPs in the Upper School. This year, Middle School Technology Teacher Don Fitz-Roy and I are hosting a week-long film production course in the Methow. Other E-Week and AMP week teachers have taken advantage of the campus, offering courses in river guiding, writing, and community engagement. An environment like Bushâ&#x20AC;&#x2122;s Methow Campus allows teams to flourish with space to spread out, reflect, break into small groups, and discover new places together. A young person who struggles to stay on task in class may excel at directing the efforts of her peers on set, or finding a quiet space to write and reflect. During our film production course, we will seek inspiration from the location, getting to know the buildings, forests, and town. The process of mapping a story onto the physical world available at the Methow Campus is an intellectual challenge. It demands teamwork, spatial reasoning, sequential visualization, precise communication, technical planning, and attention to the details of narrative continuity. The varied environment in the Methow offers a wide array of narrative possibilities, and the generous facilities will allow us to create a film from start to finish on site.

“There are so many things to do outside: hiking in the woods where bears hibernate and owls live, snowshoeing up to the top of a mountain, building a snow shelter and sleeping in it. You can do all of these things in Mazama.” —Noah ’23 (Sixth Grade)

Methow Site Coordinator John Harter

History of the Methow KIM BONDI, METHOW CAMPUS P R O G R A M M A N AG E R

It is a sunny bluebird sky day in the Methow Valley, not much different I suppose than a time long ago, when animals and early peoples migrated across the land. Over thirty million years ago, volcanic activity, oceanic plate tectonics, and assemblage of massive amounts of debris uplifted mountains, eroded canyons, and shaped what we now call the North Cascades. Starting around 300,000 years ago, warming and cooling climates spurred glacial growth and recession at alarming magnitudes, covering Mazama in ice at least a mile high and shaping the mountainous terrain into what we see today. As humans came to occupy the Methow Valley over 3,000 years ago, the native Met-how people’s respect for all living things brought them to the cedar forests where the great rock wall meets the river. Here in Mazama, the Met-how people collect food and harvest basketry supplies for their livelihood, even to this day. In the mid-nineteenth century, the last trading post before the North Cascades was in Mazama, inspiring early settlers to rest before expeditions into the mountains. For the past generation, love of the outdoors has brought visitors to to the Methow Valley for hiking, skiing, biking, and climbing. And for the last year, Bush students and staff have headed to Mazama for wilderness and curricular programming. Here we are, with the opportunity to climb Fun Rock while studying the science of how Goat Wall was formed, or make pine needle tea while learning about the Native people. The Bush School has invested in our children, a fitting way to honor the history of the land under our feet.

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EXPERIENCE

ILLUSTRATED MAP BY KIM BONDI, METHOW CAMPUS PROGRAM MANAGER

“On the Methow Campus my favorite spot is the forest because no trees have been cut down for one hundred years. It is clean and untouched by anything except for snowshoes. It has lots of trees, and animal tracks are everywhere if you look in the right spots. It is quiet except for the crunch of snowshoes, the rustles in the underbrush, and the plop of snow on the ground. It smells of evergreen trees and clear freshness.”

Upper School cross country skier at the Race of the Methow

—Sixth Grade Student

On a chilly winter afternoon, the Bush Cross-Country Ski Team and their coaches loaded into two vans to drive over the mountains for the annual Race of the Methow, a Nordic ski race. We left the rush of the city, passed through the rolling Cascade foothills, and entered a winter wonderland of frosted trees and silver mountains. As the landscape transitioned from steep mountains to the broad hills and valleys of the Okanogan, the mood in the van shifted. Students relaxed away from the daily demands of school and began to anticipate the adventure ahead. As we rolled into the snowy driveway of the Methow Campus, a quiet came over the group. The students peered through the falling snow at the welcome sight of the lodge that would be our home for the next few days. The morning after our arrival, we had the delight of skiing out the back door and onto well-groomed meandering trails. It struck me how wonderful it is to have this unique access to pursuing recreation and exercise in the winter. When we returned to the lodge, we were pleasantly surprised by local skiers using the warming room in the basement. Again, I was struck by what a great opportunity this will provide for students to interact with community members. The next day at the races, our skiers were greeted with support and encouragement from other coaches and spectators. The weekend showed me how many opportunities Bush has to engage in the community and embark on new challenges. The future is bright and hopeful for our new Methow Campus.

Cross-Country Ski Team Visits the Methow LAURA LEBLANC, UPPER SCHOOL S C I E N C E T E AC H E R

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“My favorite part of being in the Methow Valley is what’s around me. When I look out of the window or when I wake up and head out of my snow cave, I see snow and trees everywhere. I think snow is very pretty when it covers all of the branches of evergreen trees. It glitters everywhere. One of my favorite moments of the trip was when we were snowshoeing to the river, because I tried to imagine what the forest would be like in the spring. In my mind, I could see rushing streams and ponds where there was an empty space with no trees. We walked on the river where it was just snow and rock, but when spring rolls around it will be an all powerful rapid flowing river.” — Oliver ’22 (Seventh Grade)

EXPERIENCE

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TENZIN CROWLEY â&#x20AC;&#x2122;17, 2014

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GI V ING

Donor Spotlight

Annual Fund

Celebrate Bush 51

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BUSH is on O U R L I ST !

Adam ’86 and Jen ’87 Cziesler

Jen and I believe in strengthening our community by supporting institutions with goals that are important to us and promote the values that we share. We give to many organizations like the Boys & Girls Club, Children’s Cancer Association, Union Gospel Mission, MusiCares, and Wikipedia. The Bush School is also on our list for many reasons. As alumnae/i and parents of new students (Leo ’24 and Henry ’24), we both feel that Bush profoundly changed our lives for the better, and believe these opportunities shouldn’t be limited to students whose families can afford it. Bush scholarships and diverse educational offerings funded by donations play an important role in keeping Bush a vibrant and dynamic institution. We are happy to give back and support an amazing school that has given so many opportunities to us. What better place to invest than in the education of the youth of our community? We hope you will join us and put Bush on your list.

bush.edu/giving

D O N O R S P OT L I G H T / C H R I S YO U N G

Funding Possibilities The most remarkable thing about Chris Young is that every time something went wrong in her life, she fought so that it wouldn’t happen to anyone else. Now, she has ensured that students like her son Dylan will have a place at Bush in perpetuity.

Chris Young spent her life fighting so that others wouldn’t have to fight the same battles. When Chris’s son Dylan was born in the early 1970s, he sustained a spinal injury during birth. Dylan is a C7 paraplegic, meaning that he only has use of his upper body. Chris and her late husband, Kenneth, decided that their son would live a normal life despite the fact that the experts were telling them it wasn’t possible. Chris and Kenneth were told that Dylan would need expert care his entire life and that he would never live alone. After Dylan’s birth, Chris went back to work as a lawyer fighting personal injury cases. She focused on clients who were affected by birth injuries, such as the one that changed her family’s life. “I was an attorney at a time when there weren’t many women attorneys,” says Chris. The family continued to live on Kenneth’s salary as a professor at the University of Washington, and every penny that Chris earned went into an account for Dylan so that he could afford care throughout his life. When the time came for Dylan to go to Kindergarten, the local public school couldn’t accommodate students in wheelchairs. Because Dylan was a bright child, reading above grade level, Chris and Kenneth wanted to find a school that would allow him to reach his full potential. The Youngs lived in Madison Park, and Chris applied to The Bush School for Dylan. He was admitted to Kindergarten and started school in the fall of 1975. He is a Bush lifer, and graduated in 1988.

Dylan defied doctor’s expectations and never needed the funds set aside by his parents. “He was very lucky because he never had a sense of loss. We always told him, you can do anything an able-bodied person does, you just may do it differently. And he bought into that completely. He has never considered himself limited.” In fact, Dylan has traveled the world, competing in the Paralympics in wheelchair racing in 1988 in Seoul, Korea, and is currently the president of his sailing club in San Francisco. Dylan himself was profiled in the last issue of Experience Magazine and you can read his story at www.bush.edu/alumni. To make Bush a possibility for students like her son, Chris used the money she saved from her career in law and, in 2015, endowed a fund at Bush: The Dylan Young ’88 Fund for Possibi lit y. “Bush m ade h i m feel just li ke a nor m a l kid, so I decided it would be really nice if Bush could do that for other kids who might be really smar t and need special accommodations.” The Fund for Possibility is inspired by Dylan’s irrepressible spirit and provides financial aid to students with physical limitations. The proceeds of the fund may be awarded as aid for tuition and any other assistance deemed necessary and appropriate by the school and the student’s family. The Youngs’ generosity has ensured that students like Dylan—regardless of their family’s resources—will always have a place at Bush.

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ANNUAL FUND

Team 1924 To thank our Team 1924 donors, we held a party celebrating philanthropy at The Bush School. We extend our deepest gratitude to our Investor, Sustainer, and Provider level donors to the 2015– 2016 Annual Fund and to Phil and Mili Welt for hosting this event. Robert Wahbe, Tom Anderson 1.

Julia and Kevin Baker, Sergei and Yelena Dreizin

Phil and Mili Welt

Maggie Finch, Jerry Parrish

Jessica Wray, Julie Okerstrom, Steve Harr, Mark Okerstrom, Jared Wray

Diana Cohen, Lisa Wahbe, Kathy Washienko

Michael Cohen, Trina Wellman

Upper School Director Ray and Keisha Wilson, Head of School Percy L. Abram, Middle School Director Jay Franklin ’90

Maya Sonenberg, Kristi Dwight

Nahush and Sunita Mokadam, Pat and Ken Gow

10.

Admissions Coordinator Suzanna Westhagen, Sarah Richmond, Kira Sorenson

11.

Yvette Eisenberg ’83, Robert and Janet Rudolph

12.

Constituent Relations Coordinator Claire Stimson, Siobhan Cavens, Annual Fund Coordinator Olivia Hall

EXPERIENCE

Annual Fund Update

PARENT PARTICIPATION REACHES NEW HIGH Continuing The Bush School’s new tradition of an abbreviated parent campaign, the Annual Fund team set a new challenge to the parent community. For each gradelevel that reached 100% participation, a “champion” representing that grade would compete in a fun-filled obstacle course. The short, focused campaign and spirited incentives resulted in the highest level of parent participation yet recorded. Next year, we can set a new record together!

THANK YOU TO OUR PARENT COMMUNITY FOR SUPPORTING THE SCHOOL IN RECORD NUMBERS. HERE’S HOW IT BREAKS DOWN:

• Our overall participation was the highest in Bush school history at 94%! • Lower School reached 100% • Middle School reached 96% • Upper School reached 90% Read more and see impact reports at bush.edu/racetoraise.

OUR 2016–2017 ALUMNAE/I ANNUAL FUND IS STILL UNDERWAY!

Gifts to The Bush School Annual Fund go directly to the operational budget of the school. Every gift has a direct and profound impact on the daily lives of every student, teacher, and staff member at Bush. Be a part of this year’s student experience. Make your gift by June 30, 2017 at bush.edu/give or by calling the Development Office at (206) 326-7776.

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04 C E L E B R AT E B U S H

Funding Flight Our community gathered at Celebrate Bush â&#x20AC;&#x201C; Funding Flight in March and raised more than $420,000 for financial aid! With a silent auction, live auction, and raise the paddle, this party with a purpose was a night to remember. Thank you to all who made the evening possible, from auction donors, to volunteers, to those sporting creative costumes, we love celebrating our community with you!

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06 08

Jill Rosen, singer for The Shrübs, and band member Andy Kopstein

Head of School Percy L. Abram

Allison Harr and Emily Barrett, Celebrate Bush Co-chairs

Ian and Kirsten Sands

Dave Dederer ’82 and David Silverman, Auctioneer

Mark and Laura Birzell

Melanie and David Kosloff

Middle School Learning Coordinator Betsy Wandasiewicz and Sixth Grade English Teacher Laurie Matthews

Jason Young

10.

Admissions and Financial Aid Administrative Assistant Emma Gorder ’11

11.

Jesse Rothstein and Aimee Truchard

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14 12.

Alka and Kamal Puri, Ellen Passloff

13.

Mili Welt, Justin Moon â&#x20AC;&#x2122;91, Ann Barbo Moon â&#x20AC;&#x2122;95, Phil Welt

14.

Mike Merwin and Verena Hess

15.

Shannon Gooding and Mary Jane McRory

21. Tisha Pagalilauan and

16.

Libby Sanders, Elizabeth Morrison, Andy Sanders

22. Lisa Jaguzmy and Eight Grade

17.

Upper School Academic Support Coordinator Sloan Chong and Ted Koehn

18.

19.

Associate Director of Admissions Blair MorganLivingston, Admissions Coordinator Suzanna Westhagen, Julia Baker

20. Mark and Lynette Roberts

Greg Zamudio

History Teacher Erik Gearhart 23. Peter Westhagen, Director of

Enrollment Management and Communications Polly Fredlund

Angela and Christian Chabot

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20 21

Celebrate Bush Executive Committe EVENT CHAIRS

Allison Harr and Emily Barrett EVENT MANAGER

Erin Miller A U C T I O N A D M I N I S T R AT O R

Lisa Carroll PROMOTIONS

Katie Wenger

D E C O R AT I O N S

Allie Ruettgers E N T E R TA I N M E N T

Heidi McBride and Mary Jane McRory MUSIC (BAND & DJ)

Kate Hinely PROCUREMENT

Emily Alhadeff, Verena Hess, Hilary Richmond, Anne Nielsen, Siobhan Cavens, Michelle Will, Jessica Wray, Shirley Chow, Amy Rotival, Suzanna Westhagen AUCTION ADMIN

Lisa Carroll, Rupa Gadre, Yvette Olson, Shirley Chow

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CATE JESCHKE â&#x20AC;&#x2122;22, 2016

EXPERIENCE

A LUMNI

Alumnae/i Events

Class Notes

In Memoriam 61

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EVENTS

Alumnae/i Day

Alumnaei/i returned to campus on June 18, 2016 to celebrate their Bush experience. Everyone enjoyed reconnecting with fellow Blazers and former teachers, a current student concert, a cook-out, activities by the Big Tree, and a soccer game. 1.

Angela Qiao ’15 and Ankush Puri ’15

Zach ’96 and Natalie Zulauf

Andres Borowiak ’96, Nick Aschenbach ’96

Tykoe Advisor and Upper School Tech Coordinator Will Baber ’00, Upper School Administrative Assistant Sally Boggan ’09

Julie Su ’91, Irene Maletesta ’01, Catherine Matson ’01

EXPERIENCE

EVENTS

New Year, New Cheer Blazer Alumnae/i Party The Bush School alumnae/i, faculty, and staff had a warm and wonderful winter evening filled with fun and games as they celebrated the holiday season at Flatstick Pub. 03 04

Amanda Lee ’09 and Daniel Sondheim

Sarah Swanberg ’88, Karen Foster-Schubert ’89, Kelly Forebaugh ’88

Loren Alhadeff ’97, Steve Banks ’94, Middle School Art Teacher Juan Gimelli-Hemme

Alumnae/i Relations and Development Assistant Lily Eriksen ’11, Amelia Haselkorn ’12, Michelle Hanneman ’12

Middle School P.E. Teacher Tim Mitchell, Molly Sedik Hasson ’87, Adam ’86 and Jennifer ’87 Czeisler, Lara Swimmer ’87

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02 EVENTS

Young Alumnae/i Gathering 06

Young alumnae/i gathered at Rachel’s Ginger Beer over the holidays for an evening of good company and conversation. 1.

Amelia Keyser-Gibson ’14, Head of School Percy L. Abram, Katie David ’14, Alana Al-Hatlani ’14, Carolyn Perry ’14

Isabel McFadden ’16, Samantha Wool ’16

Nick Manning ’12, Sierra Miller ’12

Marten King ’10, Augie Urschel ’10

Malia Mandl ’14, Phoebe Greenwald ’12, Diana Gravett ’12

Maeve O’Leary Sloan ’12, Alex Huseby ’12, Fiona O’Leary Sloan ’09

Libbie Blume ’16, Max Melendez ’16, Michaela Melendez ’14

Matt Johnson ’12, Amelia Haselkorn ’12, Dana Brandsey

EXPERIENCE

07 04 08

Alumnae/i gathered for brunch, reconnecting with each other, friends in the senior class, and faculty/staff from the Upper School. A panel of college sophomores fielded questions, ranging from how Bush prepared them for college to the items they are most relieved to have brought to school. “When I return to campus to talk about college, I’m reminded of the remarkable community that shaped me. From nurturing me as an elementary school student to preparing me for life beyond high school, The Bush School crystallized my desire and passion for a lifetime of learning,” says Grant Friedman ’15. “This event is truly a remarkable tradition.”

EVENTS

Young Alumnae/i in College Brunch

Top row, left to right: Caleb Stein ’15 (Berklee College of Music), Sam Curtis ’15 (Trinity College), Dillon Montgomerey ’15 (Trinity College), Grant Friedman ’15 (Middlebury College), Jimmy Schermer ’15 (Rhodes College). Middle row, left to right: Madeline Dalton ’16 (University of Hartford), Robbie Farwell ’15 (Whitman College), Zarina Aglion ’15 (Colorado State University), Kevin Martinez ’16 (University of Rochester), Morgan Fries ’16 (Lewis & Clark College), Jackson Hirsh ’16 (New York University), Gabriella Naggar ’16 (Cornell University) Bottom row, left to right: Libby Otto ’16 (Bryn Mawr College), Claire Fahlman ’15 (University of Washington)

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Class Notes The activities and accomplishments of The Bush School alumnae/i are always interesting, creative, and meaningful. We want to know what you’re doing! Send news and pictures to alumni@bush.edu.

Fay Page ’62 celebrated her fiftieth class reunion in June at Middlebury College, VT, along with Jane Graham Sutherland ’62. Fay has started quilting, and is making a kingsized quilt for her new cottage in Maine! It is a red and white log cabin pattern. Fay’s mentors in quilting are a friend in La Quinta, CA, her sister-in-law in Maine, and her teacher on Bainbridge. “My favorite thing, of course,” says Fay, “is getting together with my grandchildren: Nate, who is seven, and Annabelle, who is four.” Cindy Main ’67 wants her fellow alumnae/i to know that she is “looking forward to celebrating the fiftieth anniversary of our graduation from the Bush School on June 10–11, 2017.” Anne Will ’68 reports: “I retired in June 2016 after a long and rewarding career teaching history, inspired in no small measure by Sis Pease so many years ago. My husband James retired in December, and we celebrated those milestones with a wonderful six-week trip to New Zealand. We still live in La Conner, but we plan to spend a few months every winter in the sun (James suffers from the prolonged Northwest gloom). Next winter, we will be in Avignon polishing our French. We are calling this project ‘Anne and James’ Long-delayed Study Abroad’!” Cindy Peyser Safronoff ’88 recently published a historical biography on two influential nineteenth-century public figures and woman suffrage advocates who publicly promoted polar opposite views on how women’s rights should impact the institution of marriage during an 1870s American marriage debate. Safronoff’s book, Crossing Swords: Mary Baker Eddy vs. Victoria Claflin Woodhull and the Battle for the Soul of Marriage, has won awards for nonfiction drama and United States history. Karen Foster-Schubert ’89 is now the Deputy Director of Medicine at the Seattle VA Hospital and an Associate Professor of Medicine at the UW School of Medicine. Ken Schubert ’89 was re-elected to a second

four-year term as a judge on King County Superior Court. Ken and Karen’s children, twelve-year-old Acacia in Seventh Grade at Bush, and eight-year-old Tobin, a Third Grade student at Stevens Elementary, keep them busy! Sara Carter ’90 is in her eleventh year working at The Bush School and has a Tenth Grade daughter, Abigail and a Seventh Grade son, Oliver. Sara reports, “Both of my children are loving their own Bush experiences! Abigail is headed to Guatemala this spring and Oliver participated in a snow camping e-elective this year.” Rosie (Torrence) Lewis ’99 welcomed her daughter, Hadley Wade Lewis, into the world on September 25, 2016. Kim Haft ’00 has been ski patrolling at Crystal Mountain for six years. Kim says, “In the summer, I guide climbs on Rainier for International Mountain Guides. I live in Enumclaw with my husband and my avalanche rescue dog, Darwin.” Sena Yang ’02 created a Women’s luxury performance lifestyle line called Asteria Active. This past December, Asteria made the cover of Shape Magazine with Ellie Goulding and has received recognition from Vogue, Self, The Coveteur, Seventeen and Refinery29. Sena continues to teach design workshops to New York City high school students at the Cooper Hewitt, Smithsonian Design Museum. Alexandra Gobeille ’07 reports: “Basically, I love seeing people feel better. Whether it’s teaching mindfulness meditation to teens, corporate teams, or seniors; or coaching people to care for themselves and live more fully, it feels so good to witness someone exhale with relief. That experience of human connection drives me to train in psychotherapy now, starting my counseling internship at Seattle Therapy Alliance this fall.” Yeorgia Anastasiou ’08 is living in Seattle and working as a sustainable real estate developer. She focuses mainly on a walkable community in Ocean Shores called

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Oyhut Bay. After studying sustainable development practices at Sarah Lawrence College, Yeorgia interned with an historic preservation-focused developer in New York before moving back to Seattle. “I made the decision to pursue a career as a real estate developer,” Yeorgia reports, “because I realized how much influence a developer has in cultivating environmental, social and economic sustainability.” She has been working with her parents in Ocean Shores to design a walkable village community, open to the public, and preserving wetlands and green spaces. The City of Ocean Shores and its residents welcomed the greener and more socially conscious plan, a plan that won the Gold Nugget Award for Best Site Plan in 2014. In the fall of 2016, Yeorgia was promoted to her current position of Retail Director, which is a hands-on design and development job. She says, “I get to oversee the development of the retail businesses, from start to finish—from permitting to construction to leasing space to tenants. We open our first restaurant, Rovito, a thincrust Italian pizzeria, this March!” Lily Eriksen ’11 graduated from Smith College in 2016. She says, “It was very sad to leave my soccer team, but I moved back to Washington State right away. I then worked as the Southwest Field Organizer for Governor Jay Inlsee’s re-election campaign. I am now working in the Bush Alumnae/i Office and am really enjoying my role.” Anna Nielsen ’15 reports: “I’ve been solo backpacking all seven continents in seven months (#7in7). Starting in South America, I visited my old host family in Chile from an exchange at Bush, and then Antarctica, then to Europe, a camel tour of the Sahara desert in Morocco, and I just recently finished a road trip around Iceland. Now I have a month left in Europe visiting friends I’ve made throughout my travels and then on to Zambia and Zimbabwe to work in Victoria Falls. Finally, I’ll explore South Africa before continuing onto Asia and Australia.”

In Memoriam This reflects all alumnae/i who have passed away from January 5, 2016 to March 1, 2017. Please accept deepest apologies if someone is inadvertently missing from this list, and contact alumni@bush.edu. If you would like to share a memory or treasured story of your friend and colleague, please do so by emailing alumni@bush.edu.

Mina Person ’64

1930s

It is with great sadness that we announce the passing of Mina Bloedel (Brechemin) Person ’64, who died peacefully on the morning of February 10, 2017, following a recent struggle with lung cancer. Everyone who knew Mina soon saw the breadth that her love of life encompassed. She was also a woman of remarkable strength, resilience, sensitivity, and fierce love and devotion to the people and causes she held dear, who took great joy in providing lifelong support to numerous arts and culture organizations in the Seattle area and the Pacific Northwest. Mina especially loved listening to music, of all periods and types. You could always tell when a piece moved her, as she would tilt her head back slightly, almost close her eyes, form a subtle smile, and nod along approvingly, completely immersed in waves of melody, harmony, and rhythm. Mina’s love of music led her to establish an endowed fund at The Bush School, The Person Family Music Fund, to support the school’s music program. In addition to graduating from Bush in 1964, Mina served on the school’s board of trustees from 1978–1984, her children Deborah ’84 and Phillip ’87 are alumnae/i, and her grandsons are current students at Bush.

Kate Webster It is with great sadness that we announce the passing of Kate Webster, former board member of The Bush School from 2003–2009. Kate died surrounded by family and friends. Kate was a bright star to all who knew her. During her tenure on The Bush School Board of Trustees, the school completed its largest campaign to date resulting in the new Lower School, library, Mag Gym, and underground parking. According to Former Head of School Frank Magusin, Kate had “boundless energy, a can do type of spirit, and was outspoken and unapologetic about it. She was thoughtful, respectful and, way more often than not; right thinking.” According to Kate’s daughters Kelly and Anne, Kate was aware and in charge to the end, kept her sense of humor, remained alert, and she, “endlessly, and I mean endlessly, communicated one task after the other to be sure no t’s are left uncrossed or i’s left lonely without a dot. She consistently commented on how blessed she has been over the course of her life and how much she truly values and loves the many family, friends, and colleagues who have been such an important part of her life.”

Anne Gould Hauberg ’35 Virginia Baker Woolf ’36 Marya Nordhoff Lichtvert ’39

1940s Mary Rolfe Will ’43 Dorothy Barrett Nelson ’45

1950s Susan Anderson Harris ’50 Carol de Bard Dickinson ’52 Susan Fraser Rulifson ’52 Barbara Bye ’54 Harriet Langdon Davis ’56

1960s David Wyman, Jr. ’63 Katherine Helsell Lazarus ’68 Katherine Cleland Turnbull ’69

1970s Jane Fleischbein ’71 Linda Monlux Kofsky ’71

1990s Allison Doyle Bass ’95

2000s Thomas Fotheringham ’11

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CARTER SCHAFER â&#x20AC;&#x2122;20, 2016

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A ROUND CA MPUS

From the Classroom

Fall Festival

The Arts

Athletics

SPRING 2017

FROM THE CLASSROOM

Students as Teachers On a blustery January day, Upper School Eleventh and Twelfth Grade students in Hilary Kaltenbach’s Adaptations class found their way down to the Lower School. As Saffron, a junior, says of the Adaptations class, “I think this is a really cool experience. Not only are we talking to these little kids, and remembering how far we’ve come… we are also seeing how themes that these students are working on reach from Lower School to Upper School.” In Kaltenbach’s Adaptations course, students study the process of adapting literature into movies or plays. For example, early in the trimester students read Atonement by Ian McEwan, then watched the movie adaptation and analyzed the choices the director made when translating the story to a different medium. As a part of the curriculum, students visit the Third Grade during their unit on the book Holes by Louis Sachar. The Upper School students review themes and scenes with the Third Grade students, who then depict their favorite scenes in drawings. The Adaptations students then take those pictoral scenes and adapt them into a script. A week later, the Upper School students visit the Third Grade again to do a dramatic reading. On the first visit, two Upper School students, Kate and Zoe, sat down with Third Grade students to begin the conversation. At first, it took a bit of coaxing to get the younger students to talk. “What theme do

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you want to work on?” asked Kate. When that question was met with silence, she took a different approach. “What was your favorite scene from the book?” “When Stanley drives the truck into a hole!” responded one of the Third Grade students, referring to the main character of the book. This answer was met with nods from the other students. “What themes might be in that scene?” asked Kate and Zoe. “Luck!” suggested one of the younger students. Close by, at a different table, another group was also investigating “luck” as their main theme. Henry and Jacob (two Upper School students) led the Third Grade students through an exercise in which they color coded each scene. A green dot or smiley face meant that the scene depicted good luck. A blue dot represented a “somewhat unlucky” scene, while a red dot meant that the scene was all about bad luck. As they walked back to the Upper School at the end of class, the juniors and seniors

recapped the experience and laughed, sharing stories from their own elementary school days. “They’re so innocent,” Emily, a junior, exclaimed, smiling. “I want to go back to Third Grade.” A week later, the Upper School students returned to the Third Grade classroom with scripts and props. They had adapted the Third Grade students’ favorite scenes from the book into scripts to perform for the Third Grade class. Both sections of the Third Grade crowded into one classroom and the Upper School students took the stage. The highlight of the morning came during the last scene when the characters Stanley and Zero, after having eaten only onions for three days, are found by the evil warden and her cronies in a deep hole. As the sun comes up, the boys see that they are covered with deadly yellow-spotted lizards. Zoe, the narrator, asked for six volunteers to play the lizards, and nearly every Third

Grade student raised a hand, eager to crawl around the stage. The six students who were chosen went through a quick “lizard acting” refresher—Flick your tongues out! Crawl around! (It’s later revealed that the reason the boys aren’t attacked by the lizards is because of their onion-only diet—one of many plot points that is so absurd it somehow works). The younger students came to the front of the classroom, giggling. Together, the students from ages eight to eighteen performed the last scene of the book. Afterward, the older and younger students met in small groups to talk about the experience. A Third Grade student spoke up shyly, saying, “You acted out the scene that I drew.” She smiled as the older students replied, glowing from the honor of seeing her drawing adapted into a play. Later that day, the Upper School Drama Department held a dress rehearsal for their production of Jane Austen’s Emma. Bush’s own Joanne Keegan, Middle School Drama

Teacher, wrote the adaptation of Emma. Many of the students from Kaltenbach’s class were on stage, working with an adaptation yet again, this time as actors. The students spend long days working in and outside of the classroom, bringing a depth of performance to both experiences. This project could only happen at Bush, because of our K–12 shared campus and commitment to experiential education. As Hilary Kaltenbach, teacher of the Adaptations course, says, “We have an elementary school here on site that shares our same beliefs in experiential education, so after studying in the classroom on how a narrative or text is translated or adapted into script, students can then apply those skills.” Bush’s K–12 community offers unique opportunities for students to learn and explore outside of the traditional classroom.

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Fall Festival Fall Festival is a joyous Kâ&#x20AC;&#x201C;12 tradition at The Bush School. This yearâ&#x20AC;&#x2122;s celebration featured henna tattoos, blue cotton candy and sno cones (and subsequent blue mouths!), bounce houses, an obstacle course, and themed bandanas.

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THE ARTS

Drama In the winter of 2017, The Middle School put on a production of The Odyssey, adapted by our own Joanne Keegan, and in the fall of 2016, the Upper School performed Shakespeareâ&#x20AC;&#x2122;s Romeo and Juliet.

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SPRING 2017

PHOTO BY MIGUEL DE CAMPOS.

AT H L E T I C S

Spring 2016

Season Highlights

After beating The Northwest School in the Emerald City League Wildcard Game, the Boys Varsity Soccer team advanced to the first round of the Bi-District Tournament to face off with Lynden Christian in Sedro Woolley. The team had another strong showing and scored the tying goal with fifteen seconds remaining in the second half, sending the game into overtime. The match went into a penalty shootout and the team buried the fifth penalty shot for a 3–2 win, allowing Bush to advance to the second round of the Bi-District Tournament. As the culminating event of a great first season, the Lower School Running Club participated in The Color Run. The 5K course ran through downtown Seattle, beginning and ending at Seattle Center. Seventeen students and adults ran for the Bush Blazers team. Tami Hutchison ran with blue and white balloons in her hair, leading the way for the young runners. The crowds were huge, and the feeling was festive. The runners ran through tropical scented chalk and foam, dyeing their bodies and clothes a wonderful rainbow of colors. Everyone successfully ran and walked the course, then ended with photos by the Seattle Center Fountain.

Fall 2016 After winning the Emerald City League Championships and the District Championships, the Bush Cross-Country Team had another excellent performance at the State Meet. Led by Tom ’17, and his exceptional tenth place finish, the boys came in third as a team and brought home the first trophy from a state championship since 2010. On the girls team, Ela ’19 medaled, finishing fifteenth overall, and Lolo ’20 had a strong showing at her first state level competition, placing thirty-seventh. Head Cross Country Coach James Batey was named the Emerald City League Coach of the Year for the second year in a row, and the Washington State Coach of the Year for the first time. On campus, Blazers donned shirts stating simply “THE TEAM.” Those two words say everything about cross country this year. In a sport that celebrates individual success, James has built a culture of competitiveness and inclusiveness that elevates the team above all else.

Winter 2017 Bush celebrated National Girls and Women in Sports Day, a national observance on February 1 that celebrates the extraordinary achievements of women and girls in sports. Blazer athletes from across the decades gathered for a spirited breakfast celebration organized by Assistant Athletic Director Leslie Loper. School pride filled the Commons as athletes young and distinguished gathered in uniforms from today and yesteryear, watched a slideshow of Blazer athletes, and celebrated the camaraderie, accomplishment, and power of athletics in the lives of women and girls.

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PHOTO BY MIKE MATHIEU.

AT H L E T I C S

Spring 2016

Fall 2016

Emerald City League Honors

Boys Varsity Soccer:

Boys Ultimate:

• Team advanced to the second round of the

• ECL All League 1st Team: Matt ’17 • ECL Honorable Mention: Jacob ’17

Bi-District Tournament

• All-League First Team: Eamon S. ’17 • All-League Second Team: Hugo ’17,

Girls Soccer:

• ECL All League 1st team: Katie ’17

Colin ’17 Varsity Baseball:

Girls Volleyball:

• All-League First Team: Kai ’19 • Rookie of the Year: Kai ’19

• ECL Team Sportsmanship Award

Varsity Track:

• ECL Team Sportsmanship Award

Boys Golf:

• ECL Champion: Tori K. ’18, Long Jump • ECL Champion: Eleanor ’18, High Jump • All-League 1st Team: • Girls High Jump: Eleanor ’18 • Girls Long Jump: Tori K. ’18 • Girls 1600: Ela ’19 • Girls 3200: Ela ’19 • Boys 800m: Liam ’17

Cross Country:

• Boys ECL Champions • Boys District Champions • State Qualifiers: • Ela ’19 • Lolo ’20 • Boys Team: Tom ’17, Ethan ’18, Liam ’17, Oliver ’17, Noah ’19, Taylor ’19, Graham ’17

• Bi-District Qualifiers: • Girls: Oona ’19, Renea ’18, Eleanor ’18, Tori K. ’18, Zoe P. ’18, Ela ’19, Victoria N. ’18 • Boys: Alex ’17, Rowan ’16, Jordan ’19, Michael ’18, Liam ’17, Daniel ’19, Ethan ’18

• State Championship Qualifiers: • Eleanor ’18 • Ela ’19

• ECL All League 1st Team: • Boys: Tom ’17, Ethan ’18, Liam ’17, Oliver D. ’17, Noah ’19, Taylor ’19, Graham ’17 • Girls: Ela ’19, Lolo ’20

Winter 2017 Girls Bowling:

• State Qualifier: Aggie ’19

• Girls School Record 1600m: Ela ’19, 5:14.48

Girls Basketball:

• Girls School Record 3200m:

• All-League Honorable Mention:

Ela ’19, 11:33.25

Sophie ’18

Girls Varsity Ultimate:

• All-League 1st Team: Samantha ’16 • All-League Honorable Mention: Emma ’16, Grace ’18 Following page: Boys Cross Country Team — District Champions. Photo by Mike Mathieu.

• Coach of the Year: Kate Kingery • Team Sportsmanship Award

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Lower School Choir

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