Newsletter Winter 2023

What Makes TCS So Special?

By Jasia M., Eighth Grade

The Hidden Museum

By Sarah Hassing, Atelierista

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Written for TCS News, produced by Eighth Grade Language Arts students, December 2022

Winter 2019

October 2018. To read the full announcement,

nally realized what was obvious--of course he’s bored.

The College School is a school like no other. It is a school that focuses on hands-on and outdoor learning. It is a school where kids get to grow up learning how to be mature, confident, and independent at a young age. I want to focus on what makes it so unique. I asked teachers, staff, and students why they think it is a special place, their favorite parts about it, and why they think it is like no other school.

The world he functions in is incred ibly different than the one in which I grew up. It moves at a lightning pace, and what happens at school must engage students in a way that understands this change in our culture. We don’t have to move more quickly, but we do have to educate stu dents more dynamically. And what does that look like?

Milana, an eighth grader, has been at TCS for 11 years. Milana said, “The assemblies and singing the song brings everyone together, and we get to connect as a community.” She also said trust is a big thing. “Teachers can trust the kids, and kids can trust each other. This is something most schools don’t have.”

As a young child, I was drawn to cozy nooks and small spaces to play and explore. Whether it was a closet floor that turned into a makeshift library or a seat found within a large cardboard box that turned into an imaginative spaceship, these spaces were inviting, inspiring, and full of wonder. As an educator, I wondered if the same holds for my students. Would they find small spaces full of creativity and big ideas like I had? This question turned into an experiment as I placed a small, framed piece of artwork that had once belonged to a dollhouse, just inside the frame of the studio easel. A small, paper arrow became the simple, nearly hidden invitation for the children to take a peek inside.

Students have to find their own an swers. Our students need to be curious, imaginative, and inquisitive. In my first few months here, I’ve seen that approach in action. Our teachers are guides, facilitators, and partners on this path. Much has changed in the past fifty-five years, but the reason this school was founded remains very much the same. n

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Inside This Issue

Within a month, a kindergartener spotted the small artwork and quickly shared the find with friends. The group became curious, wondering from where the image came, who had put it there, and if others could be added around it. Inspiration swirled as we cut tiny pieces of paper and cardboard to use for additional miniature pieces of art. The first ones were created with pen and colored pencils and quickly installed in the space behind the easel. Once finished with an original composition, the Kindergarten children would adhere their works to cardboard “frames” that were then hung up on one of the easel’s inner panels. The small, a-frame space became a favorite spot for viewing newly added pieces.

As the first group’s excitement caught on throughout the Kindergarten class, it became time to expand upon the mediums available to the children. New pieces were created in watercolor, collage, and oil pastel, adding variety and depth to the growing collection. As more and more works of art populated the panels, we began to have conversations about the space, what it could be, and how it should be used. The children decided that the space was best used as a museum and thus it became known as The Hidden Museum. In small groups, the kindergartners set expectations for appropriate artwork sizes, mediums, and topics.

Within our conversations, the children shared their knowledge and experiences of art museums they had visited. Someone noted that many different sculptures could be found in museums. This led the class to establish a new

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Locks and Cheese Crackers: Learning Through Adventure

By, Kevin Parentin, Middle School Teacher & Adventure Education Coordinator

Experiential education is at its best when teachers can successfully link the abstractions of academic lessons to concrete, authentic experiences. This is the ongoing mission for every teacher at The College School. Teachers can and most certainly do make these connections happen within the classroom. However, I believe the most impactful experiential learning happens in the outdoors and includes adventure. As a teacher at TCS, I have the opportunity to share lessons on watersheds at the tops of mountains and in whitewater rivers. My students spelunk into deep and muddy caverns to explore Karst topography. I share lessons in cartography at the bottom of box canyons and atop Ozark Hills. We even paddle swift Ozark streams in search of the elusive and invasive species of the Missouri River Shark.

It has been my supreme privilege to teach in these beautiful and challenging spaces — I feel like I’ve taught just about everywhere. One local experience, however, had eluded me. Out on the big waters of the Mississippi, just south of Alton, Illinois, lies the Melvin Price Locks and Dam. It is a massive structure of concrete and steel through

which barges, commercial vessels, and every other manner of watercraft must pass to navigate the river. This occasionally includes canoes and kayaks. I had heard stories of people paddling small boats through the locks, but I had never expe-

The colossal structure towers above a constant swarm of boats and barge traffic that I had only watched from a great and safe distance. It called to me.

This past summer I made contact with the US Army Corps of Engineers (Corps) and the Audubon Society to arrange a kayaking trip in and around the Riverlands Migratory Bird Sanctuary. While we were familiar with the area, we were looking for something new – something that offered the opportunity for important data gathering as well as that important element of adventure.

rienced this myself. Paddling through a lock and dam sat high on my adventure list.

Paddling the big waters of the Mississippi and Missouri Rivers is trendy right now. Of course, TCS classes have ventured out into the main channels with Big Muddy Mike in his famously large voyageur canoes. We have self-guided our boats in and around Riverlands to conduct scientific studies. We had never, however, approached the Melvin Price Locks and Dam near Alton.

Field Ecology

Students at TCS take Field Ecology in the fall of Eighth Grade. In the course, each student is assigned a specific scientific job (Botanist, Chemist, Zoologist, Meteorologist, Qualitative Researcher, or Documentarian). Students learn their jobs in the field, called site studies. They put their learning into practice during a nine-day trip to the southeastern United States, conducting research following the path of watersheds from the peaks of the Appalachian mountains through stream and lake environments, down to the estuary and coastal environments of the Atlantic seaboard. We prepare for our big trip by practicing scientific data gathering at various spots around St. Louis. We choose these based on several important factors, one of which is the element of adventure.]

New and grand experiences often mean partnering with governmental organizations, non-profits, and local guides that can get us up to speed. In this case, it was all three. The Corps / Audubon Society has a program in the Riverlands area in which they lead kayaking trips for science and education. When I called the Corps’ office to discuss a site study trip, the education manager Emily Connor asked me what we wanted to do. There was all manner of trips they were prepared to lead — including investigating the sloughs and backwaters, paddling the main channel, stopping on islands, and bird watching. I replied that we would like to paddle through the nearby lock and dam. It was a long-shot request, as I knew this was not something they normally do. After a prolonged pause, she explained that this was both outside their normal repertoire and probably not an activity appropriate for Middle School students. I winced and probably gave an overly exaggerated response of disappointment.

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Photography provided by US Army Corp of Engineers

I may have even blubbered a bit. She courteously offered to ask around to see if this adventure might be possible. She wasn’t optimistic and she made no promises.

Soon after and to my utter surprise and delight, I received a message that the trip would very well be possible. What changed? When the Corps consulted one of the members of the leadership team for the Mississippi River Water Trail Association (MRWT), it just so happened to be Melissa Sauter. She recently helped lead a winter expedition with the entirety of our Middle School. She accompanied us while navigating cold Ozark rivers and rappelling into the mouth of an Ozark cave. She assured the Corps that yes, TCS Middle School students could handle it.

It wasn’t going to be a walk in the park — this trip would carry real risk, and only a handful of people knew how to do it well. An adventure like this one was going to require experienced leadership, loads of gear, and safety protocols that would ensure our travel would not be a misadventure. Both the Corps and MRWT joined together to plan. Word went out among the local paddling community that TCS middle schoolers were keen on a new adventure and a dream team of local paddling organizations began to assemble. On the tail end of a flurry of emails, our faculty learned that our adventure to the locks and dam would be a matter of the combined effort between The Audubon Center at Riverlands, The US Army Corps of Engineers Rivers Project Office, Mississippi River Water Trail, and Alpine Shop.

TCS middle schoolers know rivers and how to navigate them. We know canoes, kayaks, and rafts. We know water safety. We spend a lot of time learning the various safety systems and practices required for river travel like swift water rescue and T-Rescue. Our work has earned us a reputation and that reputation earned us an opportunity for an uncommon experience. Our partnering organizations and their leaders put in tremendous work–that was no doubt wrought with tedious details–to create a pilot program to beta-test students kayaking through the locks. The mission was a go.

sunny skies. The weather seemed madeto-order and the students were in high spirits. We unloaded from our bus and found ourselves immediately in a flurry of activity. Large vans and their adjoined kayak trailers were being unloaded by paddlers festooned with PFDs, radios, throw bags, sun hats, and paddles, with kayaks heaved over their shoulders. At the water’s edge lay a flotilla of sea kayaks meant for the students, positioned and ready for launch. A grand operation with vast logistics was unfolding before us.

Immediately we were greeted by enthusiastic members of the various organizations who were making this day happen. A project such as this one was not common for them, and I do not believe they had ever collaborated in such a fashion. However, the coordination and communication among them and with us were seamless. We were witnessing the work of passionate experts in outdoor education, and as with any outdoor education activity, we began our day standing in a large circle.

Greetings and hellos, get-to-know-you questions, and other pleasantries common to days like this seemed to do little to assuage looks of trepidation on the faces of some of the students and faculty. The fact was, aside from our guides, we had no idea what to expect. This is not a common perspective for TCS middle

were all a little impatient, looking for ward to the inevitable safety talk.

The team of guides began to discuss the various elements of safety protocols. They had our rapt attention. They discussed potentialities like a swamped boat, hazards like river debris, communication like signaling for help, and the likelihood of being struck by jumping carp. TCS students and faculty even listened quietly and intently during the discussion of rudimentary paddle strokes. Things were serious.

It is OK to be a little afraid or nervous going into an adventure like this one. It is a good thing to carry a little fear. My students will tell you that I will not paddle in a whitewater raft with anyone who doesn’t admit to being a little nervous before getting on the water. Why? Because a person who isn’t a little nervous doesn’t see the risks involved and may well act recklessly. If someone is a little afraid or nervous, that means they are paying attention. This is Good Fear. However, there is also such a thing as Bad Fear. This happens when people are unprepared for a situation and feel overwhelmed. Bad Fear can make a person freeze up or incapable of acting or moving forward. We minimized that Bad Fear by learning, preparing, and practicing.

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light chop of the open water of the river. Our flotilla was in good order with plenty of space between boats, all pointed in the right direction, paddling in synchronicity and making good time. Small whitecaps broke against the bows of our boats. The jumping carp leaped well away from us. The wind was at our backs. We were all in a moment of flow.

One of the guides expressed relief at our efficiency. We should make the locks and dam in little time, she explained. This was important. Our team of guides arranged to halt all boat traffic from using the locks and dam until we made it safely through. The guide explained that there were boats lined up on the far side waiting for us. We would have the place to ourselves. I was astounded. I inquired whether this might have upset the barge crews. She said she didn’t think so. The fishing boats on the other hand…

Making our way downstream the horizon was increasingly dominated by the mass of steel and concrete that was our destination. It appeared like a castle, designed in the brutalist style with stark walls jutting into the sky, topped by a lookout tower and a crane on an elevated track. Uniformed officials in ranger hats stood at railings high above the water, watching our approach.

over the railing up above. They called to us with warm hellos and waved us through to the spot where we would rest. They seemed to be enjoying the adventure as much as we were, and they took many photos.

A small chain hung from the upper reaches of the lock walls. I’d heard about this but could hardly believe it was real. Pulling it signals to staff in the towers above that a small watercraft wishes to pass through. The enormity of the structure juxtaposed with the diminutiveness of this chain reminded me of the entrance to the city of OZ. My only disappointment for the day is that we did not use it. We did not need to – our guides had been in radio contact with the lock and dam staff for the entirety of our trip.

At rest in the lock chamber, It was time to celebrate. We have many silly traditions that live within the history of Field Ecology. One of which is the ubiquity of our favorite snack. It travels easily, is eminently shareable, and is thematically appropriate for the spaces that we visit. A few of the eighth graders reached into the storage compartments of their kayaks to produce large containers of Goldfish Crackers. Flavor Blasted, of course.

As it turned out, we weren’t the only boats passing through. A houseboat ambled into the lock with us. Standing at the railing of their boat, a couple called to us in awestruck curiosity. Why were we here? What sort of school is this? How lucky you all are! Their brief discussion with the students served to illustrate how uncommon this experience is for a middle school, and how uncommon our school is in general.

A horn within the lock chamber blew loudly, safety lights swirled, and the heavy machinery of the lock thumped and thudded. The upstream gate of the lock, the size of a large building, slowly arose from beneath the water. The vision was other-worldly. Moments later the downstream lock cracked open and the river began to lower. We braced our kayaks into a large raft to steady against undulating water. We lowered 17’ in just a few minutes. The upstream gate held back an unimaginable wall of river water.

When the downstream lock opened wide, we paddled on in high spirits, though we paddled extra quickly. We were met by a mass of idling boats and barges that were anchored in wait for our passage. We could not see, though we all could sense the many eyes of captains and crew watching us exit the nearly empty lock chamber.

Our new adventure was a success, and I hope that we try it again next year. By the time students reach Eighth Grade at TCS, it becomes difficult to push them outside of their comfort zones. This is by design. We never stop looking for ways to challenge our students with life-changing adventures that ask them to lead, be brave, be a team, and be safe. I fear only that this work might make high school seem a little boring.

This experience was made possible through collaboration with The Audubon Center at Riverlands, The US Army Corps of Engineers Rivers Project Office, Mississippi River Water Trail, and Alpine Shop generally with Perry Whitaker specifically. Through generosity, expertise, equipment, and adventurous spirits, TCS students enjoyed this grand adventure. A special thank you to the supportive leadership of Melissa Sauter and Emily Connor who ensured this project could happen. We can’t wait to paddle with you all again soon.

2021-2022 TSC Donors

The College School relies on the generous support of our families, grandparents, alumni families, and community to maintain a strong program dedicated to providing the best experiential education in St. Louis. Thank you to those listed here for their gifts during the 2021-2022 school year and to all who believe in The College School’s mission and philosophy.

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The Wilderness Experience Turns 50

By John R., Eighth Grade

For 50 years, sixth graders at The College School have had the tradition of the Wilderness Experience. Every fall, the students paddle, climb, camp, journal, and backpack in the Shawnee National Forest of southern Illinois. It is one of the school’s most time-honored traditions.

One really special and significant part of the Wilderness Experience trip is when each student undertakes Solo Night. This is a time when the campers go off into the darkness and sleep by themselves at Upper Panther’s Den. Solo Night can be challenging and daunting for some campers because many are sleeping alone, without a tent, for the very first time.

On this year’s Solo Night, sixth grader Eddie R. was nervous about the “prospect of being alone but felt fine and excited” after settling in. After completing Solo Night and his Wilderness trip, Eddie reflected that he felt “amazing” and he “learned so much about my class, myself, and teamwork.”

Eighth grader Kate Q., who had her Wilderness Experience in the spring of 2021, shared some of her experiences as well. Kate said that a challenge she had on the trip was not Solo Night, but paddling when she was tired and climbing outdoors in a style unfamiliar to her. In the end, however, Kate felt “proud, and I wanted to re-do the trip.”

Kate also vividly recalls the Circle Ceremony, a closing activity that acknowledges the challenges that the campers have faced and overcome. Kate said, “We lit candles and wrote journal entries for what we are thankful for and then shared.”

Eddie said that his most lasting memory of Wilderness was also the Circle Ceremony. “Sitting by the fire, surrounded by candles. That was an important milestone for Wilderness and my time at TCS,” he said.

The College School’s longest-running theme turned 50 this year! Sixth Grade’s Wilderness Experience, founded in 1973 by Jan Phillips, focuses on personal growth, teamwork, outdoor skills, and stewardship. Through weekly day trips, such as rock-climbing and canoeing, sixth graders experience challenges that help them develop a wide range of skills, which are tested during a culminating five-day backpacking expedition to Shawnee National Forest in southern Illinois. Throughout the theme, students also practice reflecting upon and taking responsibility for their learning. They discover more about their personal and collective strengths, ultimately learning that they can do more than they first thought they could. In the end, students learn many lessons, such as perseverance, trust, and cooperation, which they can then apply to many situations throughout their school and personal lives. Academic integrations include connected literature study, problem-solving skills, reflective writing, and research projects.

Middle School teacher Heather Walka, who has been co-leading The Wilderness Experience with John Colbert for several years, says that Wilderness is “an opportunity for personal growth,” and that “the challenges and successes that students faced on the first wilderness and the ones faced in the 50th are eternal.” Heather believes that one crucial skill the Wilderness trip instills is personal empowerment and the opportunity for each student to find their own success. In Heather’s eyes, “Each trip is unique, and that’s one of the beautiful things that runs through the

Written for TCS News, produced by Eighth Grade Language Arts students, December 2022

thread of 50 years and why it continues to be such an impactful experience for TCS students.”

With the celebration of the 50th anniversary of Wilderness Experience, Heather and many others in the TCS community – past, present, and future – are excited about the experiences that future classes will have on Wilderness for years to come.

What Makes TCS So Special?

Continued from page 1

Brandon Murray, the Director of Diversity, Equity, Inclusion, and Accessibility, said “Kids and teachers are empowered to be their authentic selves.” Brandon thinks his job at The College School is special because “I get to do a lot of different things, and I get to evaluate everything that we do in terms of who we teach and what we teach.”

Winter 2019

Students Launch New Green School Quest Initiative

By Justin J., Eighth Grade

Written for TCS News, produced by Eighth Grade Language Arts students, December 2022

October 2018. To read the full announcement,

Upper Division Head, Lori Knoblauch, said the kids were special because “I love their adventurous spirits and their willingness to try new things.” She loves her job because she gets to work behind the scenes. “I do a lot of work in the background to make this magic happen. And I get to watch it happen.” Lori loves all of the traditions here but two stand out to her. “I love the Feast and the Wagon Train. However, that’s a school-wide tradition. My favorite Middle School tradition has to be the Eighth Grade graduation.”

nally realized what was obvious--of course he’s bored.

Lillian, an eighth grader, said something she thinks is special about TCS is how everyone is brought together and connected. When asked what the most special tradition at The College School is, she said, “Definitely the Thanksgiving Feast and Wagon Train that has been going on for 35 years, and the whole school gets to connect.” Something different about this school is “our big trips that we go on. We went on a trip to North Carolina to study and be scientists in the field.”

The world he functions in is incredibly different than the one in which I grew up. It moves at a lightning pace, and what happens at school must engage students in a way that understands this change in our culture. We don’t have to move more quickly, but we do have to educate students more dynamically. And what does that look like?

Recently, the Eighth Grade class at The College School decided on their initiatives for the Green School Quest, a project-based challenge created by the U.S. Green Building Council. The purpose of the Quest is for groups of students guided by a mentor to create a no- to low-cost sustainable initiative that can be implemented in the school community. John McElwain, Director of Sustainability, LaBarque Campus and Summer Camps, is the mentor for the eighth graders’ Green School Quest. John first heard about the program in 2012 when former faculty member Tim Wood led the initiative at TCS. With advice from Scott McClintock, a current TCS Middle School teacher who did the initiative at his former position in Maplewood Richmond Heights, John brought the Green School Quest back this year as an Eighth Grade Exploratory class.

The students chose two initiatives within the TCS community, the first being foodwaste reduction. This project is focused on reducing food waste from lunch by initially establishing a baseline measurement of the amount of food in the compost bins around the cafeteria. Once the baseline is established, Eighth Grade spokespeople will speak with each grade to educate them about their initiative, encouraging them not to waste food and identifying ways they can limit their food waste. Over subsequent weeks, the students will incrementally weigh the compost, tracking weight over time. To leave a further impact on the other grade levels, the students will share the school’s progress toward lowering the compost weights.

John McElwain, when referring to the lunch program and the food initiative, says “our community was supportive to take something really beneficial to our community and just make it a little bit better for our ecosystem, for our environment, and for our community as a whole.”

Students have to find their own answers. Our students need to be curious, imaginative, and inquisitive. In my first few months here, I’ve seen that approach in action. Our teachers are guides, facilitators, and partners on this path. Much has changed in the past fifty-five years, but the reason this school was founded remains very much the same. n

Brie Alley, the Director of Development and Communications, said “Students at The College School ask questions and can take on anything that comes their way. They are always open to new experiences.” Brie loves that she gets to connect with the students, teachers, and grandparents. “I think it is amazing that students get to learn outside of the classroom because I never got to do anything like that when I was a student.”

TCS is a special, unique school with a hands-on learning environment. Everything from getting to go camping to having field trips almost every week makes it a school like no other.

Milana H., who has been at TCS for 11 years, is one of the spokespeople for the food-waste reduction initiative. She hopes to get the other grades to reduce their levels of waste by encouraging them to do so, possibly by offering a prize for the grade with the least waste. Soon, the eighth graders plan to meet with the staff from the new FLIK lunch program at TCS to put their plans into action. They are also hoping to discuss other methods of reducing their food waste through the initiative.

The students’ second initiative aims to bring plants into classrooms throughout the school. This initiative was chosen to reduce the Co2 levels within classrooms and to create a nicer working environment for students and teachers. The students want to lower Co2 levels in order to reduce the chance of bad health effects caused by the chemical. Eighth graders are choosing plants that have the best Co2-to-oxygen conversion rate to increase their impact. Using recycled plastic containers and compost soil from the school’s garden, the students plan to place plants around the school, starting in the Middle School classrooms. With the addition of a large number of plants around the school, lots of water is required to keep them healthy. Part of the students’ initiative is to set up rain barrels to collect rainwater that will be used to sustainably water the plants. Students will take on the caretaker role and have the job of watering the plants and

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Green School Quest

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making sure the plants are in the ideal location to thrive in each classroom environment. The students will routinely measure Co2 levels within each classroom and track the data to see their progress towards their goal of healthier Co2 levels. August H., who has been at The College School for nine years and is a member of the classroom greening and Co2 monitoring initiative, says that “it will help us be healthier by reducing the levels of Co2 in our classroom, and I think that it will just make the classrooms look better and [create] a better learning environment for students to be in.”

Overall, the Green Schools Quest is taking place in over 50 schools according to the U.S. Green Building Council website, each with its own environmental initiative. TCS alum Meghan J. is a senior who is part of the Green School Quest at St. Joseph’s Academy. One of their ideas for their initiative is to create an outdoor classroom where they place hammocks next to their school garden that can be used by students during their free time or during class. “The Green Schools Quest brings students together in unified action towards helping the environment and making environmentally conscious decisions on a day-to-day basis,” Meghan says. “The importance is to make people aware of the ever-increasing need to take action to decrease climate change [and] decrease pollution.” As the Quest continues at TCS, students are looking to take the first steps toward fulfilling their initiative goals and tracking the impact they’re having on their school community.

John McElwain noted, “the Green School’s Quest aligns with the values of The College School in terms of taking care of the environment, taking care of each other, and taking care of our community as a whole.”

wing of the museum, created specifically for three-dimensional artwork. Loose parts and recycled materials became the basis for many miniature compositions in three dimensions. This new gallery was housed on the adjoining shelf where paint supplies were held.

The neighboring shelf, once cleared of materials, became the museum’s cafe, another request the children made. They constructed small tables and chairs, also from loose parts, for visitors to sit and dine. Menus of available drinks and snacks were written so that customers could see what was available for purchase. Lastly, a ticket booth was created where patrons could purchase tickets and discover information about the museum and its works of art.

Once these final components of the museum were in place, the children returned to creating a variety of artworks for the original galleries and filling up the walls. As the year went on, tiny pieces continued to be produced for the space, and the children would frequently visit the museum to view the new works. Towards spring, the children connected the museum to their classroom research around a beautiful tree in Lockwood Park. The kindergarteners created detailed compositions of the tree to be viewed as a special, end-of-year, exhibit, one where family and friends were invited to view their works and

Welcome New Faculty & Staff

Illiana “Michelle” Aguilar Spanish Specialist

Michelle earned her Actuarial Sciences degree from the Universidad Nacional Autonoma de Mexico (UNAM). Originally from Mexico, she moved to the United States with her family eight years ago. Previously, Michelle was a Spanish and Preschool Teacher at King of Kings Lutheran Church where she loved applying multiple teaching strategies to maximize her students’ learning experience. In addition to teaching preschool, Michelle has taught Spanish to both adults and children at the International Language Center where she flourished in personalizing instruction for all of her students. Michelle enjoys spending time with her husband and three kids and is excited to bring her passion and love for teaching the Spanish language to The College School.

Erin Buehler

Fourth Grade Teacher

Erin’s previous roles include Fifth Grade Teacher in the Fort Zumwalt School District and Special Education and Sixth Grade Teacher in Omaha Public Schools. She holds a Bachelor’s degree in Elementary and Special Education from Creighton University as well as a Master’s degree in Special EducationBehavior Intervention Specialist from the University of Nebraska-Kearney. Erin’s priorities in the classroom focus on hands-on experiences, collaboration, inclusion, and explicit social-emotional learning. She enjoys reading, trying out new recipes, live music, local coffee shops, and spending time with her husband and dog.

Abby Burch

Learning Specialist

differentiated instruction and individual learning plans; and ensured effective integration of strategies related to occupational therapy, speech and language, and social-emotional development. She holds a Bachelor’s degree in Cross-Categorical Special Education (K-12) and a Master’s degree in Early Childhood Special Education from the University of Missouri, Columbia, as well as certifications in Mild/ Moderate Cross Categorical Special Education, Early Childhood Special Education, Elementary Education and Students with Disabilities. Her training includes the areas of project-based learning, collaborative problem-solving, social-thinking curriculum, and trauma-informed care. In her free time, Abby loves exploring new trails and parks with her dog, Poppy, traveling, spending time with family and friends, sewing, reading, seeing shows at The Muny and The Fox, and DIY projects.

Lauren Hanahan

Early Childhood Teacher, 4/5

Classroom

Lauren’s previous experience includes serving as a Kindergarten and First Grade teacher, a lead Science teacher, K-1 Interventionist, and an Arts Integration Instructional Coach in Virginia. She developed and led professional development for faculty and served as a lead mentor for new teachers. She also sat on her school’s Creative Leadership Team to develop grade-level and school-wide Arts Integration curriculum, where she established the first Artist in Residence program. Outside of the classroom, Lauren is passionate about houseplants and creating macrame art.

Donté Jackson FLIK Staff

Prior to The College School, Abby served in teaching roles at Great Circle Academy in St. Louis and the Gillen Brewer School in New York. In these roles, Abby fostered student growth by developing

Donté joined The College School as part of the FLIK Dining Services team in 2022. He has been in the food services industry since 2010. He loves spending time with his family and watching movies.

Victin “Vick” Jones

FLIK Staff

Victin joined The College School as part of the FLIK Dining Services team in 2022.

He has been in the food service industry since 1999. He loves sci-fi, traveling, and spending time with his two children.

Director of Diversity, Equity, Inclusion, & Accessibility

Brandon holds a Bachelor of Arts in Secondary English Education from Saint Louis University and is a certified educator in English-Secondary Education. Brandon brings 12 years of teaching experience and is a certified Facili-Trainer through the National Conference for Community and Justice (NCCJ). He previously taught Language Arts and Black Studies in the Ladue School District and co-chaired Ladue High School’s Diversity, Equity, Inclusion, and Accessibility (DEIA) Committee, where he developed a 3-year DEIA training plan for district-wide professional development. Brandon enjoys live music, playing tennis, and traveling with his husband, Braden.

Karen O’Brien

Early Childhood Support

Karen is an experienced educator who has a passion for the Reggio Emilia Approach and the outdoors. She has a Bachelor of Science in Consumer and Family Studies from Framingham State University. Karen has spent the past few years nannying and directing summer camps.

Scott Phelps

Fifth Grade Teacher

Scott has a Bachelor of Science in Mass Media from Missouri State University and a Master’s in Educational Media from East Tennessee State University. He holds certifications in Language Arts

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TCS Student Ambassadors New to The College School

By Milana H., Eighth Grade student

Written for TCS News, produced by Eighth Grade Language Arts students, December 2022 of the TCS ambassadors,” says Seventh Grade Norah N., “I love helping people and helping the community.”

Earlier this school year, Brie Alley, the Director of Development and Communications, and Jill Pampel, the Director of Admissions and Marketing, created a committee to provide students with opportunities to give back to their community. With this idea in mind, the TCS Student Ambassadors Committee came to be. During monthly meetings, Brie, Jill, and a select group of Middle School students that make up the TCS Student Ambassadors, meet to discuss the next steps in contributing to TCS. “I love being a part

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5-9 and Library Media Specialist K-12. Scott brings his love of literature to The College School, previously serving in library management and administration at schools in North Carolina, Tennessee, and Missouri, including Webster Groves High School. He also served the Boy Scouts of America, partnering with schools and organizations to provide outdoor education. In recent years, Scott has spent increasingly more time in classrooms. Scott is an Americorps alumnus, an Eagle Scout, a fiddler, a road-trip planner, a husband and a father, and a seeker of good swimming holes.

Becky Ritter-Loos

Second Grade Teacher

Becky’s 18 years of teaching experience include Community School, Maplewood Richmond Heights School District, Special School District, and Central Institute for the Deaf. Becky holds certifications in several areas, including Early Childhood Education, Elementary Education, Special Education, Art Education, and Deaf Education. She has a Bachelor of Science in Education and Special Education from the University of Missouri - Columbia, and a Master of Science in Speech and Hearing and Deaf Education from Washington University. Becky brings both Reggio Emilia and Experiential Learning practices to her new role at The College School. She and her husband have two children. Becky loves to create art and spend time outdoors hiking and biking with her family.

This year, student ambassadors have participated in various events and activities like acting as open house spokespersons or afterschool volunteers. Still, a crowd favorite of the members has been prospective-student buddies. Committee members are paired with a prospective student for a half-day visit and tour of The College School. The buddies attend class-

Gerald Williams

Fifth Grade Teacher

Gerald has a Bachelor’s degree in Elementary Education as well as a Master’s degree in Educational Administration from Lindenwood University. He also holds his Ed.S. in Educational Administration/Organizational Development from Grand Canyon University. He previously held faculty and administration positions in the Ferguson-Florissant, Hazelwood, and Rockwood School Districts. Gerald has leadership and classroom experience in outdoor education, social-emotional learning, instructional development, and curriculum development with a focus on math and science. In his free time, Gerald enjoys spending time with his four teenage children (Olyvia, Lucas, Mykaela, and Avery) and his wife (Dawn), exploring the St. Louis Region.

Jim Wood

Physical Education Specialist

Jim was first a part of TCS when he attended years ago as a student. For the last several years, Jim has been a part of our teaching community through substitute teaching and trip support. He previously served TCS as a long-term substitute teacher for PE and is excited to work with students across the grades. Jim has a strong background in Adventure Education and previously owned his own landscape business. Jim is married to his wife, Emily, and they have a son, Roman.

es and lunch with the student to better understand what school life is like at TCS. Sixth grader Sam S. notes, “A bunch of other ambassadors who are in my grade and I have been buddies and that was really fun, and we all enjoyed it.”

Brie explained that although the program has gone just as expected, if not better, there are many areas she wants to expand. One is making the committee more student-led. Brie says she wants student members to spot areas they can promote and expand on to better the committee. She also mentioned that she wants the committee to become well known within The College School community. “One of Jill’s and my goals is to make students aware of the program and when entering middle school, excited to join it.”

Both Brie and Jill agree that the TCS Student Ambassador Committee has become a success and cannot wait for what the future holds for the group.

Upcoming Events

Find out more information about these events on our website.

4/5 Play Performance Wednesday and Thursday, February 13 and 14

Third Grade River City Market Day

Friday, March 8, 1:30-2:30 PM

Grandparents’ and Special Friends’ Day

Friday, March 29, 10:30-12:00 PM

Gala and Auction

Saturday, April 13, 6:00-10:00 PM

Middle School Shakespeare Performance

Tuesday, May 14, 7:00-9:00 PM

Summer Camp Begins

Monday, June 3