THE PEGASUS SCHOOL
ISSUE 1 / FEBRUARY 2011
Expanding Minds
( Hearts) and
Welcome to the new Pegasus Magazine!
W
e’re proud and excited to introduce this inaugural issue of Pegasus Magazine, a full color bi-annual publication of The Pegasus School. We have
transitioned from a quarterly 32-page newsletter, Pegasus Press, to this magazine that intends to:
•
Inform, inspire and challenge
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Promote leadership, scholarship and responsible citizenship
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Maintain relationships and renew interest
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Recognize individual and group accomplishments
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Tell our stories and serve as a permanent record
A redesigned and improved Pegasus website will be unveiled in September 2011. It will mirror this magazine and will be used as the primary communication tool to report on and promote current Pegasus events, activities, and successes. We always welcome your comments and feedback on Pegasus Magazine, as well as your ideas for future issues. Soar with us! Shalini Mattina Associate Director of Advancement, Marketing smattina@thepegasusschool.org.
MISSION STATEMENT The Pegasus School is dedicated to academic excellence and to the development of lifelong learners who are confident, caring, and courageous. 21ST CENTURY PEGASUS STUDENTS ARE: •
Emotionally and Physically Balanced
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Good Citizens
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Critical Thinkers
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Technologically Astute
•
Creative and Innovative
•
Economically Literate
• Well Versed in the Arts • Excellent Communicators • Collaborative Workers with Leadership Skills • Environmentally Conscious • Equipped with a Global Perspective
Our students learn best, and develop the skills they need to pursue their dreams, in a community that is: • Diverse, collaborative, and vibrant • Serious about academic life • Rich in opportunities • Nurturing of the gifted student • Engaged in the world outside the school
Pegasus students love to learn, to be challenged, and to work hard; they are bright and motivated; they are joyful; they grow in both intellect and empathy. Pegasus teachers love to teach; they are flexible, creative, collaborative, and innovative; they foster each student’s individual gifts and passions; they educate the mind and the heart. Pegasus parents value education; they work closely with the school in a partnership based on thoughtful communication and mutual respect. Cover photo by Rick Davitt
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THE PEGASUS SCHOOL
Issue 1 / February 2011 www.thepegasusschool.org Editors Sue Harrison, Director of Advancement Shalini Mattina, Assoc. Director of Advancement,
Marketing Writers John Zurn, Head of School John Sullivan, Lower School Director Jack Hall, Middle School Director Angel Waters, Assoc. Director of Advancement,
Programs & Events Contributing Writers Karen Clarke Jim Conti Pam Conti Sarah Drislane Sharon Goldhamer Karla Joyce Pierre Hathaway Victoria Olivadoti Rebecca Tufo Art Direction and Design Shalini Mattina Contributing Photographers Debi Bolen Rick Davitt
Table of Contents FEATURES
Wendy Herbert Shannon Vermeeren MARKETING CONSULTANT Rick Johnsen Printing Orange County Printing
PEGASUS NOW
Pegasus Magazine is published twice yearly by the Office of Advancement at The Pegasus School. It is archived at www.thepegasusschool.org/publications. Please address queries and comments to Shalini Mattina Assoc. Director of Advancement 714-964-1224, ext. 1107 smattina@thepegasusschool.org
ALUMNI
4
From the Head of School
6
At the Heart of Pegasus
8
Creative and Innovative
12
Traits for Success
16
Learning How to be Excellent Communicators
19
Collaborative Teaching
22
Theater Arts
24
Student Spotlight
26
Programs
30
Faculty Focus
42
Supporting our Mission
43
Calendar
33
Those Who Soar...
37
Alumni Connections PEGASUS MAGAZINE FEBRUARY 2011
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on
Leadership HEAD’S MESSAGE “The future belongs to a very different kind of person with a very different
store managers who greet customers with warmth and sincere
kind of mind — creators and empathizers, pattern recognizers, and meaning
appreciation.
makers. These people — artists, inventors, designers, storytellers, caregivers,
consolers, big picture thinkers — will now reap society’s richest rewards and
lead lives filled with passion and commitment. I want to be like
share its greatest joys.” -Daniel Pink from A Whole New Mind
those people who embrace their personal talents and skills-
We talk a great deal about leadership at Pegasus, and I am
frequently surprised at the number of people who do not view themselves as leaders. In the minds of too many, leadership is the exclusive realm of the veteran CEO, the dynamic public speaker, the entrepreneurial business owner.
Yet my mother raised a family of nine children and there
was not a day gone by where we did not view her and respect her as our leader. I have admired twenty -three year olds who are working multiple jobs to save for a home down payment; parents who sacrifice well deserved material comforts to provide education and opportunity for their children; corporate employees who reach out to colleagues with joy and camaraderie;
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To me, these are all clear markers of leadership- people who
people who demonstrate daily the ways that I might challenge myself to be more like them.
Back in the day, it may have been enough to define leadership
as an expression of one’s personal talents and skills. But in a crowded, globally competitive world, this is no longer the case. In the United States today, we desperately need a new generation of inspired leadership — people who understand the realities of global communities, environmental stewardship, collaboration and communication, technological innovation, and artistic expression. Businesses seek out leaders who are well educated, globally engaged, big picture thinkers; leaders who teach us integrity by their commitment to sharing with others what it is that they do well.
At Pegasus, we are teaching 21st century leadership skills
to our students, and our faculty demonstrate them as you’ll read about on the following pages. We want our students to embrace their own leadership, to understand their passions, and to believe in their hearts that they have both opportunities and responsibilities to influence the ways other people conduct their lives. We have a unique opportunity at this age level to develop habits of character and of predisposition. Our children will move through their lives believing in the power of their leadership. Pegasus 21st century leadership skills will help prepare our students to lead with the confidence of commitment and passion.
This first issue of the Pegasus Magazine is devoted to 21st
century leadership. Within these pages are student, alumni, faculty, and parent leaders. These are people from whom you need to hear. These are people who have gifts to inspire.
John Zurn Head of School
PEGASUS MAGAZINE FEBRUARY 2011
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At the Heart of Pegasus Ideas. Inspiration. Impact. by Karla Joyce As a school community, we have educational ambition in
In each issue of Pegasus Magazine we salute a few notable
common. Add to that, a desire to contribute. Throw in curiosity
individuals who prove that following one’s passion is a good first
and passion… at times, courage. It is how we interpret these
step… anywhere. These are the faces in our community. At the
traits, however, that matters. Look closely in carpool or walking
heart of Pegasus are their stories.
through campus and you will notice these qualities, and more, unfolding in a thousand stories.
From Lemons to Lemonade (Pegasus Student: Tomosso Conforti) Call him Tommy. Call him for a quick pick-up game of soccer, when he’s able. Just don’t call him sick. This past fall, after two years of forced home schooling, Tommy started his seventh grade year at Pegasus. He loves people and has made friends easily… no small accomplishment for a thirteen-yearold entering a new middle school cold. Recently, Tommy became known to the greater Pegasus community in his bid to become CHOC Ambassador. His personal statement was inspiring. At age seven, Tommy was diagnosed with acute lymphatic leukemia in 2005 and spent the following three and a half
years withstanding varying degrees of chemotherapy. After one month in remission, the doctors at CHOC found leukemia cells on his optic nerve and he was forced back into treatment. During the time that Tommy was socially “limited” — out of school, in and out of hospitals — his parents were eager to find projects that would channel his energy. He found his talent to inspire in the process. Tommy organized a fundraiser for Cure Search that raised $15,000. Completely jazzed, he raised another ten grand for the Pediatric Cancer Research Foundation earning the title of top fundraiser-under-13.
In January, Tomosso Conforti was inaugurated as the new CHOC Ambassador for 2011. With his help, the administration at CHOC hopes to raise funds to complete its expansion and place it at the forefront of children’s medicine worldwide. With Tommy’s help, there is little doubt they will succeed.
Student Council, Super Sized (Pegasus Alumnus: Nicolas Jaber)
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You may recognize the name Nicolas Jaber from local papers. A few months ago, the Newport Harbor High School junior and Pegasus alumnus applied for the position of student representative to the California State Board of Equalization. He didn’t get the job. But he persisted. Today, Nicolas represents his fellow students on the legislative committee of the California School Board Association. This story is particularly gratifying to the Pegasus community, not because of its publicity or the scope of Nic’s achievement. For us, when words like “persistence” and “courage” and “generosity” are extolled at flag salutes as traits to live by, it feels good to see them in action. When a kid says something’s not right that a classroom is packed to the point of distraction, it’s “attentiveness.” He exercises “reflectivity” when he notices apathy among his peers and is compelled to attend Newport-Mesa school board meetings. Granted, he sees politics in his future and has the wisdom and maturity to map out his course load and extracurricular life like an organizational chart, with that goal in mind. And we suspect there is personality involved. But still, he is exhibiting our Traits for Success in such high definition, with the inevitable twists, turns and adaptations thrown in for added realism, that we have to say: Thanks, Nic. Well done.
Walking the Walk (Pegasus Parent: Carrie Williams) There is a certain luxury associated with choosing a path. Five years ago, Pegasus parent Carrie Williams set out to combine her interests — family, writing, and community — in a single pursuit. She established Coast Kids, a local glossy and online magazine dedicated to exploring all-things-kid in Orange County. It was a good choice. Her prose flourished and delighted; she supported the PTO as V.P. of Communications and volunteered as a room parent for each of her children; and she provided an opportunity for countless Pegasus parents to contribute to her magazine. Role model to her daughters… check.
It was inevitable. “My voice just wasn’t fresh, anymore,” says Carrie. Poised for change, she left her publication in good hands and stepped into a seasoned editorial team backed by Surterre Properties, challenged with the task of creating a new and unique regional glossy… in a field of many. Bask hit the stands in December. As its name implies, Bask lures its readers through big, beautiful pages flaunting the sights, highlights and lush offerings of coastal SoCal, a region now stretching from Los Angeles to La Jolla. The difference between this and myriad other lifestyle magazines vying for our attention is its subtext, expressed in its
tag line, “Luxury in Balance.” It expands the definition of luxury to include time: time with family, time to give back, time to deliberate choices, and time well spent. Life, as Carrie knows it.
Humble Food, Smart Menus (Pegasus Staff Members: Jackie Humble, Sherri Gomez, Anita Clubb, Liz Clubb) The subject of school lunches at Pegasus — what to serve, how to serve it — has slipped into the Q&A portion of nearly every parent meeting since day one. We can officially move on. Last fall, Jackie Humble (and her “Lunch Ladies”) fired up the burners in a refurbished Pegasus kitchen and began hand-delivering nutritious meals to our student population. In true Pegasus fashion, she embodies our principals: the entire operation is sustainable. All of her paper products are made from recycled materials or corn, and she uses organic produce when available. If a fifth grader goes vegan, she can accommodate; wheatfree is an actual option. Food wastes are composted daily and returned to the Kinder Garden, and herbs generated by our lower-school students will eventually find their way back into Jackie’s menus.
Accommodating the needs of her community and giving back (she contributed a year of lunches to the Spring Benefit) are beyond the role of a typical school vendor. Jackie is not typical. She envisions teaching a HomeEconomics elective in her kitchen after the lunch-hour rush, and bottling and marketing a line of dried “Herbs de Pegasus” with the help of budding student entrepreneurs. While these ideas brew, she and her crew are at work getting to know the community. Each day around noon, Pegasus students flood to the covered seating outside of Jackie’s kitchen where meals are served tableside with smiles, specificity, and the kind of conversation that grows relationships. No other school chef can make such claims.
Karla Joyce is a writer and Pegasus parent of twins, Molly & Emma. She is a CASA advocate and avid enthusiast of all things Pegasus. PEGASUS MAGAZINE FEBRUARY 2011
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Creative and Innovative
The importance of creativity for the present as well as the future. by Jack Hall
A
second grade girl sits in
embrace the current charge to tear down
It’s exciting to watch our students who
the back of the classroom.
education as we know it and start from
are in the first year of an innovative
Ordinarily, she tends to
scratch. I would be remiss, however, if
program called “Pegasus Live,” a film and
be one who isn’t easily
I did not see the value in emphasizing
broadcasting studio. Students will create
focused on the task
creativity and innovation in schools.
and write content, produce and film
at hand but at this point in time she is
shows, and broadcast the end products
working diligently on a drawing. Her
that our nation’s current educational
throughout the school community. This
teacher makes her way around the room,
model stifles creativity over time, one
program is emblematic of what Pegasus
approaches the girl and asks what she is
would have a hard time arguing that most
represents in the classroom and is at
drawing. The girl replies, “I’m drawing a
schools encourage it. Consider a child’s
the heart of what makes Pegasus such
picture of God.” The teacher replies, “But
natural inclination to become more
a forerunner in creativity: students are
nobody knows what God looks like.” The
self-conscious as s/he moves closer to his/
the creators of content rather than the passive
little girl looks up at her teacher and says,
her teens. Erik Erickson called this the
recipients.
“They will in a minute!”
Latency stage. Children create a sense
of industry as they become capable of
discusses why play is important to our
TED (technology, entertainment, design)
learning and creating new things. This
creativity, social skills, intelligence and
conference while giving a brief talk on
is also a time in their social development
the ability to problem solve. According
creativity in education. Robinson’s point
where sensing from one’s peers any
to Brown, Cal Tech’s Jet Propulsion
is that as children we are free of the
inclination of being “not good enough”
Laboratory (JPL) is arguably the premier
stigma and fears that cause us, as we go
or inferior in any way can curtail a child
through the educational system, to lose
from putting oneself out there and taking
creativity. As this girl grows, and makes
chances in the classroom. This is one area
her way from grade to grade, she would
where the teacher’s role is crucial.
become more and more likely to respond
A student should always feel safe in
with something like, “Oh, ok. Should I
taking these risks; s/he should always
draw something else?”
know that there will be no repercussions
for a wrong answer or question or attempt
Sir Ken Robinson tells this story at a
It’s important not to overreact to
Whether or not one buys the notion
the current outcry for education reform.
at being creative.
I am not one to buy into the hype that
many movements, whether in politics,
place where students feel safe taking
education, etc., tend to produce. The
risks. The first time I stepped on campus,
leaders of these movements inevitably
I witnessed such risk taking. There is a
try to use fear to move people to one side
self-confidence in the children that takes
or the other, and usually sell a book or
precedence over a fear of a wrong answer.
two in the process. They also tend to
There is also an energy and enthusiasm
prove themselves wrong over time. For
with the teachers that cultivates risk-
this reason I am reluctant to completely
taking on the part of their students.
Dr. Stuart Brown, author of Play,
The Pegasus School is just such a
PEGASUS MAGAZINE FEBRUARY 2011
9
aerospace research facility in the
collaboration that produced the
United States and has been for over
current gallery in the middle
70 years. JPL was responsible for
school forum are both examples
innovations such as the robot vehicles
of academic work cultivating
that landed on and explored Mars.
creativity.
In the late 1990’s, JPL began to lose
Pegasus teachers lead by example.
many of its engineers to retirement. To
Technology teacher, Adam
replace them, JPL hired the best and
Stockman, is presenting a seminar
brightest graduates from schools such
to other educators at the California
as Stanford, MIT, and its own from Cal
Association of Independent Schools
Tech. They found, however, that while
in March.
these engineers were skilled in solving
The Pegasus community cares
problems in a theoretical and/or
about environmental issues. It is
mathematical perspective, they were
going to take a great deal of creative
not very good at taking a complex
and innovative thought to preserve
problem and breaking it down from
and protect our planet. Pegasus
theory to practice (skills vital to
students are taking a leadership
the job).
role in environment protection by
participating in the Algalita Marine
Around the same time, JPL
executives read an article by Nate
Research International Youth
Jones, who ran a machine shop for
Summit. Seventh and eighth graders
formula one race cars and tires. Jones experienced similar issues with younger engineers he had hired. Jones and his wife, a teacher, began having conversations with both the newer hires and the older engineers who had been in the industry for decades. They discovered that the older engineers had grown up using their hands, taking things apart and putting them back together, and were able to see solutions that the younger engineers were not able to see. Brown mentions that JPL began looking further
and found that those who were retiring had grown up “taking apart clocks to see how they worked, or made soapbox derby racers, or built hi-fi stereos, or fixed appliances.” Most of the younger engineers had not had these types of experiences, but the small number of them who had were also able to display the type of problem solving skills for which JPL management was looking. After discovering this, JPL made it a point to ask about these experiences in their hiring process.
Most would agree that the arts are a
critical component of a creative program. Not all students are inclined to embrace the arts, however. Pegasus classrooms abound with creativity. Teachers allow risk taking, nurture critcal thinkers, and develop hands-on lessons daily. The science department’s “Cool Globes” project and the social studies and art
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researched and proposed their own
into their own engineers’ backgrounds
creative solutions to reduce plastic waste. The Pegasus team’s ideas were accepted and will attend the summit in March. This was no small feat. The Pegasus team competing against 74 teams from 18 countries and was chosen as one of 27 teams, most of which are comprised of high school students.
Why now? Why the push for
creativity and innovation in our schools? Daniel Pink, in his best-selling book, A Whole New Mind, says that we are coming into the “Automation age.” Like the agricultural, industrial and information ages before it, the automation age is a result of changes
in existing conditions, changes in societal needs, and newly available ways of doing things. Pink argues that given the nature of the current economic and societal conditions both in America and abroad, the time is ripe for the “creative class” to rise to the top.
According to Pink, in the automation
age, we will have to ask ourselves three questions with regards to a successful business: Can a computer do it faster? Is there a demand for what I’m offering in an age of abundance? Can someone overseas do it cheaper? If the answer to any of these is “yes,” the business is bound to fail. And since the answer to one or more of these
China was easily the most creative
lessen the emphasis on testing and bring
questions is much more likely to be “yes”
place on earth. Gun powder, movable
more creativity and individuality to the
today than it was in the recent past, we,
type print-making, paper, and the
classroom. Just slightly ironic, I think.
as a society, had better be prepared to take
compass were all invented in China.
a different approach. Pink argues that
Contemporaneously, the Chinese
looking for ways to do things better. At
creativity is that approach; businesses and
government had a testing system in
Pegasus, we understand the importance
jobs in the automation age will require
place, the goal of which was to search
of creativity for the present as well as the
talents based in creativity.
for talent which would be used to fill
future. Pegasus provides an environment
government positions. Every person,
where creativity and innovation are
still to this day feeling the effects and
regardless of social standing, was able
valued, emphasized, and nurtured in ways
dealing with the repercussions of its
to take this test. It was a colossal part of
that prepare students for an exciting, yet
seeming abandonment of creativity. In
the culture; everyone strove to take the
ambiguous future.
his book, Catching up or Leading the
test and devoted lifetimes to performing
Way: American Education in the Age of
well. Sometime during the 16th century,
Consider China, and how it is
Globalization, Yong Zhao discusses
the focus of the test; it became basically
system. At
a translation of the Chinese classics. As
in time,
Jack Hall is the Pegasus Middle School Director.
the Chinese government began to change
his view on the education one point
All great schools are constantly
such, the focus of the people narrowed to reflect this thinking as they prepared for the national test. Try to think of a major contribution that China has made in terms of a life-changing invention in the past 500 years. There are none. According to Zhao, China, to this day, ranks near the bottom of patents filed for new inventions. And as much as the rhetoric in America focuses on emulating Asian education systems, China is in the process of changing its current system to
PEGASUS MAGAZINE FEBRUARY 2011
11
Traits for Success Cultivating the whole child. by Rebecca Tufo
12 THE PEGASUS SCHOOL
I
’ve been a member of the Pegasus
understands, like Dr. Hathaway, that
and I experienced. Through memories of
community as a teacher for seven
abilities can be cultivated, and it is the
our children’s first steps, performances,
years, but it is during an afternoon
process of learning that truly matters.
and other small victories, we often
this past August that I walk onto
Mr. Zurn realizes that Pegasus teachers
marvel each time our children succeed.
campus with a new title: Pegasus
believe in and teach these traits already;
We are aware of their back-story: the
parent. It is the day of our Pre-K party,
however, we will now use the power
determination needed to set a goal, the
and I am both excited and anxious about
of a common language to weave them
courage to face failure, and the positive
how my daughter, Heidi, will fare. Will
deeper into our curriculum, ensuring our
attitude required to believe success is
she make friends? Have trouble separating
children the opportunity to succeed.
possible. As Heidi gets older, I know
from me? Enjoy school? Ultimately, the
she, like many children, will experience
afternoon goes better than I expect, but
afternoon in October at the end of
increased inhibitions, self-doubt, and
as we walk hand-in-hand out to the car,
the school day. I arrive on the Pre-K
negative peer pressure. As both an
she clearly has one thing on her mind,
playground to see my daughter once again
educator and a parent, I play a vital role
Flash forward to a windy, fall
“Mommy, did you see that girl cross
in nurturing the strategies and character
the monkey bars? I can’t do that,” she
...abilities can be
traits she, and all students, will need to
cultivated, and it is the process of learning that truly
exclaims. “You’ll learn,” I say, without thinking more about it.
In September, I step back into my
role as a Pegasus teacher. I am adapting to change, but I am not the only one. We are experiencing a change in leadership with
matters.
our new head of school, John Zurn. Mr. Zurn gathers the teachers and assistants together in the theatre for our first faculty
be overcome those obstacles. As parents and teachers we will
do anything to help our children be successful. Yet, according to Stanford psychologist, Carol Dweck, many of the things we do to motivate our children can send the wrong message. In her book, Mindset: The New Psychology of Success, Dweck compares and contrasts the two
meeting. He introduces the Traits for
by the monkey bars. She waves happily at
fundamental mindsets that people use:
Success, a set of essential characteristics
me and screams, “Mommy! Watch this!”
the growth and the fixed mindsets. After
our children need to become competent,
As she swings her little legs back and
spending 20 years observing hundreds
purposeful, and productive throughout
forth, she crosses the monkey bars on one
of children cope with failures, overcome
life. Mr. Zurn explains that, during
side and hops off, breathless. “I can’t go in
obstacles, and experience success, Dweck
each month of school year, the entire
the middle yet” she admits, “but I can do
asserts that the message parents, teachers,
Pegasus community will focus on one
the sides!” “Good job!” I applaud.
and our society often send is, “You’re
of the following traits: organization,
abilities and traits are set and we are
attentiveness, courage, generosity,
is only a few days away. This time, as I
judging them.” For example, if a parent,
persistence, positive attitude, flexibility,
enter the gate to the Pre-K playground,
teacher, or peer says: “You learned that so
reflectivity, and responsibility.
Heidi races toward me. “I can do it now,
quickly! You’re so smart!” According to
Mommy, come see!” She turns around
Dweck, however, the message is usually
decisive leadership of Dr. Hathaway, I
and bounds back to the monkey bars.
internalized, If I don’t learn something quickly,
feel encouraged to have Mr. Zurn leading
With significant effort, she crosses the
I am not smart. At Pegasus, we have an
us. As an educator, it is clear Mr. Zurn
bars in the middle. I hug her; “You did it!”
exceptional number of bright children
believes in cultivating the strengths and
I exclaim to her beaming face. Her deep
and it is easy to affirm children in this
addressing the needs of the whole child.
satisfaction and joy mirror my own. It is
manner. Unfortunately, when we do this,
He, like Pegasus teachers, recognizes that
in that moment that I realize that she set
children begin to equate success with
intellectual ability alone does not directly
herself a goal and she steadily worked to
intelligence and failure with ineptness or
correlate with success in life, and focusing
achieve it. Success.
stupidity. Gradually, success becomes less
solely on academics and achievement
about learning and more about proving
is a disservice to our children. He
empathize with the fulfillment that Heidi
Although I deeply miss the wise and
Weeks fly by and the winter break
Most teachers and parents can
intelligence and avoiding failure. Children PEGASUS MAGAZINE FEBRUARY 2011
13
begin to think that kids who are smart
persevere, try all kinds of
they overcome those fears validate and
solutions, and master challenges.
encourage healthy risk-taking.” Our third
By cultivating the Traits for
through fifth grade students develop a
Success, Pegasus teachers and
more sophisticated understanding of each
parents give our children the tools
of the Traits for Success. Ms. Brady’s fifth
to face their fears and ultimately
graders and Mrs. Fancher’s third graders
become life-long learners. As we
work as buddies when discussing the
teach them to overcome obstacles,
trait of the month. The children create
our children internalize that they
acrostics illustrating their understanding
are the most influential architects
of what each specific trait means to them.
of their own lives.
Mrs. Brady explains, “By generating their
Focusing on learning as a
own examples of each Trait for Success,
process and success as a journey
the students are able to reach a deeper
are well-known, valued ideals at
level of comprehension and ownership
Pegasus; however, our strategic,
of the trait.” Fourth grade teacher, Mrs.
school-wide approach to teaching
Green, chooses to incorporate the Traits
them is new. This year, Pegasus
for Success into her “Star of the Week”
teachers are collaborating with
program. Mrs. Green remarks, “It is a
each other to purposefully weave
privilege in our class for the ‘Star’ to
the Traits for Success into the
share examples with classmates about
curriculum. This consistent
how he or she personally exhibits the
reinforcement and common
current trait.” Building and sharing
language provide validation for our
the vocabulary is the first step for our
don’t make mistakes.
children, creating a distinct advantage
students to truly internalize the Traits for
over individual interpretation. “We’ve
Success.
recognize that success is about learning
already internalized the significance of
and becoming smarter. The Traits for
these traits,” Mr. Zurn explains, “Now
students are also implementing a focus on
Success allow us to send a profound
we are giving them a shared name.” As
the Traits for Success by investigating the
message to our children that achievement
we work to raise inquisitive, vibrant
traits in each subject area. For example,
is not about having an innate talent or
learners into thoughtful, open-minded,
Mr. Stockman’s students must determine
fixed intelligence; it is about hard work,
and successful adults, we can use the
how the trait of the month can impact
an open-mind, and strengthening our
Traits for Success to provide a powerful,
a student’s success with technology.
abilities through the learning process.
singular voice.
English teachers work creatively to weave
If we believe that skills and achievement
the Traits for Success into their study of
develop through commitment and
the shared vocabulary and definitions
literature. “I ask my sixth grade students
effort, we can teach our children that
of the Traits for Success, they employ
to identify obstacles characters are facing
adversity can lead to growth, and difficult
unique, innovative, and age-appropriate
and to determine which success trait
situations can be viewed as challenges
strategies when integrating them into
might help overcome each obstacle,” says
rather than stressors to avoid. Dweck
the curriculum. In Pre-Kindergarten
Mrs. Willbanks. The faculty also arranges
argues that success is about recognizing
children learn about the Traits for Success
outside speakers, such as Olympic athlete
and fulfilling potential, and it begins with
by having class conversations about real-
Caroll-Ann Rosenberg. “It is important
a state-of-mind.
world examples. Mrs. Karaba’s Pre-K
to share with our students how the
students completed the sentence “Courage
Traits for Success play an integral role
continue to foster the traits that will
is…” and posted their answer around
in the lives of successful individuals,”
allow our children to search for strategies,
the classroom. Mrs. Karaba points out:
explains Mrs. Bridges, our middle school
“Sharing their fears and expressing how
activities director. As students move
We need to help our children
Our objective as a community is to
14 THE PEGASUS SCHOOL
Although all teachers articulate
The middle school teachers and
from recognizing the characteristics
that will ultimately allow them to take
what she is going to learn now that
risks, learn new skills, and grow, they
she has mastered the monkey bars. “A
begin to understand how to employ
cartwheel, Mommy,” she answers without
them as solutions. They see the benefit of
hesitation, “I am going to learn how to
using them in their own lives, and they
do a cartwheel.” And what’s next for me?
experience the efficacy that the Traits for
I will do my best to listen to what my
Success provide.
children and students are saying and the
messages I am sending. I will focus on
A true partnership between parents
In a moment of curiosity, I ask Heidi
and teachers is the most effective way
praising the processes, strategies, and
to engage our children. Each month as
traits they use to overcome obstacles and
the teachers and students focus on a
find solutions, and I will help students
particular trait in school, parents can
ownership for their own learning.
nurture those traits when necessary. I
reinforce the trait through conversations,
“I will need different Traits for Success at
will do my best to remember that having
modeling, and experiences at home. By
different times in my life to be successful,”
an innate talent is not in itself success
concentrating on the process of learning
reflects Alice Kate Willett, an eighth
but, by utilizing the Traits for Success, all
and the effort needed to accomplish
grade student at Pegasus, “The most
children can fully maximize their gifts
goals, our children embrace the inherent
important part will be to know which
and strive to reach their potential.
value each trait brings and use the traits
one I need in each situation and to believe
as avenues to problem-solve and take
that I can and will be successful if I try.”
Rebecca Tufo is the Pegasus Middle School Learning Specialist and parent of pre-kindergartener, Heidi.
My View on Traits for Success. by Ann Garth ’12 As a newer student to
if falls in the school year. September was deemed
Pegasus, my understanding
Organization Month, for obvious reasons, while conversely
of the Traits for Success is
April, one of the last months, is Reflectivity Month. As
somewhat different from
teachers face the problems that crop up at the beginning
others. I am accustomed
of the year — students losing things, not paying attention,
to success traits and have
not trying new things or taking on new projects, I noticed
encountered them under
that they continued to refer to the Traits for Success, not
various names, at my
in an obvious way, but in a way that was more relevant,
previous schools. When
more normal, than I had ever seen before. When a student
it was announced that
drifted off in class, was asked a question, and couldn’t
this year we would be
respond, the teacher asked him what that month’s Trait for
implementing Traits for
Success was. “Attentiveness,” he replied sheepishly.
Success, one a month, I will freely admit that I was jaded
and rather cynical about whether the Pegasus Traits for
does not end in school. If parents want to really help
Success would be meaningful.
their children succeed, then they must bring the traits
into the home and into everyday life, melding them
I learned, as with everything at Pegasus, it does things
The implementation of Traits for Success, however,
differently from other schools. Our words, while including
seamlessly into the fabric that makes up every child’s
a few old favorites like Responsibility, Organization, and
world. Unnamed, unlabeled, they must yet exist, sneaking
Courage, also had such refreshing additions as Reflectivity,
into the subconscious, eventually etching themselves into
Flexibility, and Attentiveness. Also, instead of randomly
our brains, ready and waiting for the challenges that will
assigning traits to months, each trait is tailored to where
confront us.
PEGASUS MAGAZINE FEBRUARY 2011
15
Myth #1 My teacher will get angry if I don’t understand something. How Pegasus Teachers Dispel Myth #1 The greatest tool a teacher has at any level of education are the questions that students ask. Real learning occurs when students are able to recognize when they are getting lost or confused, and then communicate with their teachers.
With small class sizes, and full time
instructional assistants, Pegasus teachers have more time to dedicate to listening to their students, addressing individual questions and building relationships with each student. What could be a luxury at another school is par for the course at Pegasus.
Students and parents learn that
children are expected to advocate for themselves. When students do not have to rely on their parents to voice questions or concerns, it helps to build a relationship
Dispelling the myths about teaching and learning.
with their teacher that will guarantee
by Victoria Olivadoti
that their educational needs will be met. The byproduct of this approach is
A
individualized education.
materials. “Proper Prior Planning Prevents Poor Performance.” Not a third grader goes
school so I need a tutor.
on without believing and living this mantra. Years later, Pegasus graduates repeat it,
How Pegasus Teachers
grateful for the Pegasus third grade experience. The year long, third grade process
Dispel Myth #2
includes learning strategies to avoid repeating the same mistakes as well as lessons in
Because all Pegasus teachers have had
cornerstone of the third grade experience at Pegasus is that students become more active participants in their own education. Teachers help students learn
Myth #2
how to do this by teaching skills to manage themselves, their time, and their
I have a hard time with some things I learn in
neurology about how memory works and how to enhance it. An equally integral piece of the process is teaching the kids the importance of communication and self advocacy.
The sense of pride these eight and nine year olds feel when they manage
themselves is powerful and leaves a lasting impression. Students leave third grade with tools they can use to be successful not only in their school careers, but in every area of life throughout adulthood.
To ensure continued success, learn how to be self-advocates and to become
active participants in their education, students need to have a few “old school” myths dispelled about teachers and learning.
training in brain function and the neurological functions that encompass memory, they are able to give children a basic understanding of how better to remember important concepts.
To create active learners, teachers
educate students and parents about how memory works and its impact on the learning process. As a result, students are less likely to panic when challenged
16 THE PEGASUS SCHOOL
Myth #3
grader. We see the student who was
Mistakes are a bad thing.
artistic and struggled with third grade
How Pegasus Teachers Dispel Myth #3 Pegasus students learn how valuable mistakes are in that mistakes provide important feedback. Finding out why they misunderstood a concept is as important as what they misunderstood. The what with new concepts and are inclined to be comfortable getting help from their teacher, prepared with questions to clarify that which they don’t understand.
Additionally, teachers spend time
educating the students about different techniques that teachers use to
and why of mistakes are crucial parts of their learning. Students are taught that mistakes do not indicate lack of intelligence. Mistakes also help students become aware of what didn’t work and to
math invited to Johns Hopkins summer program. We see the third grade boy who had no concept of punctuation accepted as a journalism student at Stanford. Students innately compare themselves to their peers so it is important to help them see that everyone develops at different rates and has unique strengths. Helping students understand these differences and the impact their personal growth patterns have on their performance makes a huge difference for them.
discover other solutions to accomplish
Myth #6
the task.
If I am confused my parents should let my teacher know.
demonstrate concepts. Therefore, if one
Myth #4
doesn’t work, there is always another one
I need my mom to remind me to do my homework
How Pegasus Teachers
to try.
and remind me when things are due.
Dispel Myth #6
How Pegasus Teachers
Stress also plays a role in performance,
especially on tests. Students learn that cramming triggers a stress response that blocks retrieval of information. A negative feeling about a subject can also impact performance. Recognizing the physiological effects of stress, feelings on their performance, and learning stress reducing strategies, empowers students to be more effective students and test takers.
A parent shares a story of the advice
her eight year old gave when she was frantically searching for her car keys, late to get out the door. “Calm down mom,
Dispel Myth #4 Students who suffer from poor time and paper management would do things differently if they knew how. Having someone hyper manage them does not help them discover what works for them independently. They need a simple system of organization and strategies for task
communication.
Students ask questions for
clarification, defend their arguments respectfully and learn the language of success. They have learned how to be effective communicators and advocate for themselves. As a result, they lose the
themselves. Through trial and error, even the most disorganized children learn what they need to be successful. Myth #5
makes it harder to think.”
If I am in the low group, that means my friend in
the high group is smarter than me.
their students to seek help before, during
How Pegasus Teachers
and after school.
Dispel Myth #5
Pegasus teachers love dispelling this
This extra available help, in addition
the language needed for effective
focusing that will allow them to manage
because your amygdale is going off it Finally, Pegasus teachers encourage
Pegasus teachers offer strategies and
to understanding ways to enhance their
myth. We enjoy watching our students
own memory and ways to reduce stress
grow into young adults, especially when
and think more clearly, eliminates the
they begin in the early years at our school.
need for outside tutoring.
We see the five year old who couldn’t sit still become a high achieving eighth
PEGASUS MAGAZINE FEBRUARY 2011
17
anxiety of talking to superiors, viewing
outside of the classroom. Their children
teachers as people who want to help.
come to our classrooms with diverse
Students learn to do this tactfully,
backgrounds on which we can build. If
respectfully and with confidence. When
parents understand the principles of self-
students are confused about a concept
advocacy and their role in nurturing this
and they ask for help, they learn how
skill, our students not only experience
to communicate their needs to future
success at all levels of their education,
teachers.
but also in their future careers and other
endeavors.
The parents’ role in the learning
process is crucial. Parents offer their children a rich exposure to the world
Empower Your Children’s Independence — They Can Do It!
FOLLOWING UP
Pegasus Graduates Speak Up
Ways to help my children become more self-reliant
“I have never been afraid to engage in conversation with senior officials. Pegasus undoubtedly helped instill in me the ability to do so with tact, respect, and most of all confidence.”
Discuss the methods used to prepare for tests and ask what your children would change in the future when reviewing test results. Ask your children if they asked enough questions about their assignments before they left their class when they struggle with homework at night. Encourage your children to ask for support if they experience frustration with a concept. Help them prepare questions to ask their teachers. Role-play effective communication to help your children communicate what they are unsure about. ASK your children to give their best at all times, and remind them that what they produce will be good enough if they have given their best effort. Celebrate with your children when they challenge themselves and overcome difficulties.
18 THE PEGASUS SCHOOL
Victoria Olivadoti is a Pegasus 3rd grade teacher. She is the author of Homework Solutions: A Teacher’s Guide and several e-books on the subject of homework.
-Joey Puishys ’04, Midn USN
“Learning to recognize early when you need help is crucial to academic success. Your teachers are there first and foremost to help you. That seed of accepting help began at Pegasus when our teachers told us over and over, ‘If you’re struggling, don’t be afraid to ask! We are your best resource. If something doesn’t make sense, we can explain it a different way.’ That statement vastly changed the way I approached problems. Now, if I feel even the slightest uncertainty, I seek out help from my professors and mentors.”
-Allyson Smart ’04, attending the University of Arizona
Collaborative Teaching Building a dynamic learning community. by John Sullivan Teaching used to be a lonely profession. Once the classroom
About the time The Pegasus School’s founder, Laura
door closed, the depth of instruction reflected the individual
Hathaway, started our school, educational research began to
teacher’s own educational background, experience and passion.
reveal the benefits of a collaborative school culture focused on
The opportunity to support learning challenges and extend
learning as a means by which teachers could serve all students’
educational goals was dependent upon the resources available
needs, practice professional development by working and
to the teacher, the standards to which the teacher was held
learning together, and build a vibrant learning community.
accountable, and time. There was little encouragement given
In other words, the old model of isolation and privatization
to teachers to spend quality time discussing their program,
within each classroom was discouraged; instead, schools were
individual student needs, or effective classroom management.
challenged to provide ways for teachers to create a culture
The teacher did the best she could do in an isolated situation.
of professional learning. After all, professional learning PEGASUS MAGAZINE FEBRUARY 2011
19
communities were successful in the
technology. All of these opportunities
curriculum, and/or diversity; the proposal
business world. Why not bring the same
for teachers to share, communicate, and
needed to include a work schedule that
culture of communication, collaboration,
collaborate have provided a curriculum
included 4-6 days of meetings on campus
and problem-solving to education?
at Pegasus that is discipline-integrated,
during the summer; and the outcome
multi-modal, and rich in the practices
of the proposal was to be presented to
from a one teacher-one classroom model
of gifted education. Every teacher at our
faculty.
to collaborative program design and
school can regale you with examples
problem-solving has been a qualitative
of units of study that were designed in
worked together to develop ActivPrimary
success. When one teacher builds a
collaboration with colleagues.
lessons utilizing the more advanced
curriculum on a blank canvas, the result
capabilities of the Promethean Board
is as creative and substantial as that one
schedules and little common planning
(interactive white board) as a classroom
teacher’s interest, knowledge, and talent.
time, however, can be limiting to teacher
tool. During their process of discovery,
The shift of educational culture
Understanding that complex teaching
The Pegasus School’s first grade team
When several educators
they learned that a new
tackle the same blank
technology, Active Inspire,
canvas, the outcome most
better supported what they
often reflects the colors,
wanted to do, and their
textures, and depth of
exploration took a whole
many passionate minds at
new direction.
work. When the process of
According to first grade
collaboration is approached
teacher, Kathy DiCato,
by teachers as an honest
the innovation grant gave
task of mutual support and
her team, “the chance to
respectful corroboration,
dedicate time to develop
it becomes a victory for
our Promethean lessons
students, as well as for
without the conflict of
teachers.
classroom responsibilities,
and the opportunity to
At Pegasus, sharing of
dedicate large portions of
information, new ideas, and challenging student issues happens in
collaboration, Pegasus provided another
time to delve into what we wanted to
several venues. Grade level teachers meet
way to encourage teachers to build
develop.”
on a regular basis to build curriculum,
curriculum together.
explore new teaching methods, and
Adam Stockman, worked with science
discuss student issues. Teachers meet
invited teachers to apply for summer
teacher, Matt Edmondson, to develop an
with members of the Student Support
innovation grants to financially support
interdisciplinary program that weaved
Team to examine case studies about
continuous innovation in the curriculum
together science and film making.
students to determine the most effective
and support the professional development
Students wrote science fiction stories
way to support those children. Tuesday
of faculty. These grants promised to
based on science lessons they learned in
Workshops for teachers are designed to
reward up to $2,000 to each faculty
class and created science fiction movies
share the latest educational research, to
member involved in this experience.
from their stories.
look at innovative programs taking place
in other classrooms, and to learn how
of teachers whose proposals met the
teacher was key in making this program
new technologies can enhance student
following guidelines: the proposal was to
happen,” explained Stockman. “Our two
learning. Specialists are expected to work
be jointly submitted by a group of two or
approaches to education allowed for
with classroom teachers to discuss and
more faculty; the proposal had to address
ideas I had not even considered putting
create authentic and effective ways to
an aim of the school’s Vision Plan, cross
into my curriculum previously.” He
support academics with art, music, and
disciplinary curriculum, cross grade
added, “Collaboration gives me more of a
20 THE PEGASUS SCHOOL
In Spring 2009, school administrators
Grants were awarded to four teams
Middle school technology teacher,
“Collaboration with another
that support and extend their Topics of Exploration for the 21st century learner. Moodle brings together communities of learners that allow students to interact with each other during the learning process.
When asked how the process of
collaboration impacted her professionally, presence in classes outside of technology, which strengthens my relationships with students.”
Middle school social studies teachers,
Jim Conti and James Swiger worked with art teacher, Vicki Schmitz, to create a program that allowed students to explore, reflect upon, and teach history through art.
Conti expressed the sentiments of
many teachers when he said, “James, Vicki, and I had seen a lot of opportunities for the integration of the arts and social studies, but our schedules didn’t match and finding time to work together was difficult. The grant motivated us to find time during the summer.” He pointed out that, “We all have different sets of expertise. As we worked on the project, we fed off each other. Ideas and lessons reflect the best from all of us.”
Swiger added, “I learned a great deal
from Mrs. Schmitz about art history and how well it ties into what we are teaching in social studies.”
The fourth grade team, Julie King,
Jennifer Green, and Jennifer Netter spent the summer creating on-line learning environments using Moodle technology
Green responded, “I have taken collegiate level courses on-line that utilize the Moodle platform. This learning style is the future, and I believe that teachers need to prepare students for the demands of appropriate academic language and work using technology.”
Netter also expressed enthusiasm
about the process of collaboration. She said, “I feel like I’m growing as an educator and exploring more teaching methods.”
When it comes to finding time
to work more collaboratively, Julie King expressed an observation voiced by teachers all over the country who are trying to build curriculum with colleagues. She said, “The fact is there needs to be 48 hours in a day to do all we really want to do as teachers. There’s never enough time, and if we had not had the time set during the summer to work together, this project probably wouldn’t have been accomplished.
Three of these teams have made
presentations about their projects to a very receptive faculty. The fourth
Fourth Graders Partner with Gifted Students in Colombia Pegasus fourth graders and their teachers are videoconferencing with scientists from the Mt. Washington Observatory in New Hampshire to learn about the fundamentals of climate. As part of the International NAIS Challenge 20/20 project, students were assigned the topic of Global Warming to research and discuss with their partner school, Instituto Alexander von Humboldt, a gifted school in Colombia. Students are pondering the question, “Are humans causing the earth to warm faster than it would naturally?” They will speak to climate scientists at the Mt. Washington Observatory to get a better understanding of climate in one of the coldest places on Earth. Videoconferencing will help the students gain better insight on climate change and how the global climate system works.
lonely teacher.
Collaboration is the key to student learning in this global studies lesson. Students are engaged in discussion and experiments in Science with Jamie Kunze and Pam Conti; cultural, historical, and language lessons on Colombia with Lisa Botts in Spanish; and expository reading, writing, and project based learning in their fourth grade homeroom teachers.
John Sullivan is the Pegasus Lower School Director.
Visit nais.org/go/challenge2020 for more information.
presentation is scheduled for the spring. When asked if they would again apply for an innovation grant, all eleven teachers responded with a very enthusiastic, “Yes!” They will most likely have a great deal of competition for the upcoming year because at Pegasus, you will never see a
PEGASUS MAGAZINE FEBRUARY 2011
21
To Be...and What to Be...
that is the Pegasus question that can be partially answered exploring opportunities and one’s passions, especially the arts. by Sharon Goldhamer Many years ago my own Pegasus preschooler was given the
students are provided with the opportunity to construct their
assignment to ask her mom what was the one most important
own meaning and understanding through active experiences.
thing her mother had learned from her grandmother. The
Pegasus Traits for Success intertwine and are supported by
question prompted me to reflect and discuss with my daughter
arts pursuits. We particularly encourage student self-reflection
the myriad of wonderful skills I had gained from my mom, but I
to improve and perfect one’s performance, achieve productive
could choose only one. In the end I selected, “an appreciation of
feedback and tackle increasingly greater challenges.
the arts.”
learn about Shakespeare’s life, times, plays, and sonnets, hurl
As a teacher, it is a pleasure and personal goal to try to create
Third grade students gather weekly at lunchtime to
the optimum environment for a state of what the psychologist,
Shakespearean insults at one another, choreograph sword fights,
Mihaly Csíkszentmihályi termed, “flow” for Pegasus students.
practice calligraphy with quill pens, and rehearse scenes from
In an episode of flow, motivation is entirely focused; there is
A Midsummer Night’s Dream to perform on stage together. The
purposeful immersion in the task at hand with emotions aligned
annual Shakespeare week activities of competing in the Nine
and positively energized. Csíkszentmihályi defines happiness as
Men Morris tournament, participating in the trivia quiz of
an active sense of accomplishment and improvement. The skill of
characters and plays, attending the middle school monologue
the performer and the challenge of the task must be in sync. Our
competition, and dressing in period costumes is a culminating
22 THE PEGASUS SCHOOL
collaborates to create an enjoyable show for their audiences. In the end it truly takes on a life of its own outside of any direction Mrs. Cheryl Wilson and I gave them. It’s wonderful when the teachers are no longer essential, and the students possess the show.
These journeys of exploration are “extra-curricular” in
time-frame only; not in intent or meaning. When a student is completely involved and focused in what he/she is doing, with inner clarity adequate to the task, intrinsically motivated to the point of a sense of ecstasy in the timelessness of the moment, and immersed in the process, we have achieved a purposeful Pegasus objective. Csíkszentmihályi’s research supports the internalization of these “flow” qualities with a strong correlation to self-efficacy, motivation, and personal growth. It is exactly what we hope all of our Pegasus students will realize in their individual pursuits. Many of the shared moments at Pegasus that we value have at their very heart, a love of the arts. delight. “I love watching our third graders learn to love Shakespeare and feel comfortable with the language. Their
Sharon Goldhamer is a Pegasus 2nd grade teacher.
enthusiasm is terrific!” exclaimed Mrs. Debbie Morgan, my teaching and Shakespeare club assistant.
I have been asked why I think very young students give
up their free time to pursue such a sophisticated subject as Shakespeare. In my experience working with, and advocating for our very bright, eager students, the answer can be found in their insatiable curiosity and love of learning. “It is history, but it’s fun,” explained Sydney Segal. It’s a creative outlet option and becomes a special time of “flow” that produces its own rewards. Jessica Yang observed, “Most of the kids at Pegasus like learning and Shakespeare’s another thing to learn about.” Emily Lester added, “It’s bringing me back in time.”
The after-school theatre group is another gratifying time
of shared experience. Each year we strive to produce the most professional performances possible. How to Eat Like a Child, Into the Woods, Seussical, Mulan, and Willy Wonka; the process of bringing each show to life has provided many students with their time to shine. I have watched students grow in abilities, enjoyment and confidence to assume leadership roles in front of the curtain as well as behind the scenes in stage management. Older or more experienced students mentor the younger aspiring thespians. Students are empowered to make original suggestions during blocking and choreography sessions that are appreciated and often incorporated. They learn that sharing their creative, musical, and bodily-kinesthetic talents is rewarding and exhilarating. Each cast of third through eighth grade students
PEGASUS MAGAZINE FEBRUARY 2011
23
STUDENT SPOTLIGHT
Jamie Ostmann ’13 Ambition to succeed. by Karla Joyce
Nancy Drew would love Jamie Ostmann. Just like the fictional heroine, this Pegasus sixth grader has pluck. She was recently chosen as one of 12 kids nationwide to be a 2010-2011 Time for Kids reporter. She is quick, confident and independent. And, she spent her last birthday solving an elaborately conceived murder mystery with ten of her best friends. The ease in which Ostmann talks about her interviews, her New York editor and the subjects she is chasing, elicits in any adult within earshot a certain envy… and the age-old question: What is it about some kids that drives them to achieve? The answer, in the case of Ostmann, is curiosity. Stamina. Vision, to recognize an opportunity. And — fittingly — heart.
Two years ago, Ostmann was invited into a leadership
program at her former school. As a requirement of the program, she was assigned a post in the Special Education classroom of the Regional Autism Association, which was located on campus.
bestowed, and the difference the efforts of a few might have
Every Friday afternoon, Ostmann sacrificed her lunch to spend
on many. Her subject genuinely affected her and her writing
time with a group of preschool-aged autistic children, playing,
responded.
making eye contact, and communicating. This was no fleeting
exercise. She moved with her kids from one level to the next. She
grade teacher had been using the Time For Kids website as a
returned during the summer. The experience was so profound in
learning tool, reading an article each week and outlining
the life of Jamie Ostmann that she was motivated to write
the stories with his students. The topics were captivating,
about it.
often involving a celebrity of sorts and occasionally, Ostmann
marveled, written by kids. Just as the bug bit, her teacher
By fifth grade, Ostmann had already written a thick stack
At this point in the story, opportunity knocked. Her fifth
of poetry. (Feel free to ignore her when she claims that an
announced that Time For Kids was accepting applications for
“improper pencil grip” really held her back.) This private exercise
the following year’s slate of Kid Reporters. The odds seemed
of expressing herself in verse and letting herself go with no
daunting so she applied quietly, sending in her recently
intent to impress, was significant. Because when she sat down
completed essay on the Special Education teacher along with a
to execute a fifth grade English assignment — to write an essay
short personal statement. She wouldn’t have even mentioned it to
on something or someone meaningful in her community — the
her parents, had she not needed postage.
words flowed. She wrote of the power of this Special Education
teacher to change lives, one child at a time. She connected
selected as a finalist. She was asked to write another story
the dots between the mentoring she had received and in turn
about a community issue (she covered the coyote-pet tension
24 THE PEGASUS SCHOOL
Two weeks later, Time called. Jamie Ostmann had been
in her neighborhood) and to demonstrate, in a video, the traits that best illustrate her character. (Her parents, now full participants in the process, have to take some genetic credit for the combination of qualities that found Ostmann on the precipice of a career in journalism. Dad is a reporter and editor. Mom is a Professor of Journalism at Chapman University.) Her father shot the video of her over the course of the summer: being dragged behind a motorboat in an inner tube (Daring); sewing her own clothes (Creative); interacting with autistic children (Caring); and training puppies (Responsible). And by the beginning of her sixth grade year, still eleven years old, this Pegasus newcomer
Jamie on campus with friend, Shira Strongin.
became, officially: TFK Kid Reporter Jamie Paterno Ostmann.
Like any professional Kid Reporter, the assignments
hit quickly, deadlines loom, and homework weighs in daily. In the past two months, Ostmann has interviewed Bailee Madison, a young star from the popular Disney Channel series, Wizard of Waverly Place. She sat down with Laila Ali, daughter of legendary boxer Muhammad Ali, to discuss her Live Like A Champion Tour designed to help California kids beat childhood obesity. And recently, she faced a panel of scientists at the Jet Propulsion Laboratory in Pasadena to learn more about the real life science fiction of NASA. Ostmann doesn’t like to drop names, but… Bill Nye the
Ostmann interviews Bailee Madison from the Disney Channel series, Wizards of Waverly Place.
Science Guy was in attendance.
The nervousness Ostmann feels going into interviews
is waning with each article, but the learning curve remains steep. She has already graduated from a straightforward Q&A format to full-length prose requiring research. She doesn’t sit back and wait for assignments now but submits ideas, always reaching for those extra insanely fabulous opportunities that any kid (her audience) would just die for. (She and her editors are currently working on getting her backstage at the next Taylor Swift concert, for a pre-show one-on-one interview.)
Despite her unique position, Ostmann remains a kid.
She doesn’t dwell on the questions we grown-ups keep
Ostmann meets astronaut Tracy Caldwell Dyson at the JPL conference in Pasadena.
asking about drive and achievement. Instead, she chases her interests and works late. She talks easily and listens hard. And she has no intention of drafting her next chapter any time soon.
PEGASUS MAGAZINE FEBRUARY 2011
25
PROGRAMS
Debate and Global Issues Enhancing critical thinking skills.
Middle School Debate Program by Jim Conti New this year, through the electives program, Pegasus seventh and eighth graders are participating in the Middle School Public Debate Program (MSPDP), which is sponsored by Claremont McKenna College and is the world’s largest program for class and contest debating in the middle grades. Pegasus students are competing against six private schools in Orange County in five debate competitions. They compete in teams of three inside the classroom and in the interscholastic competitions. 26 THE PEGASUS SCHOOL
As a social studies teacher, I always
Middle School students are not shy
ask myself, “what is the best way to teach
about sharing their ideas, and they love
this material” or “what is the best way
to engage in an argument. But for many,
to access this information?” I have found
the grand prize is to win an argument.
that debate is often the answer to both
I hear students say, “I can’t wait for
of these questions. Students realize that
debate today. You’re going to love my
with debate, researching the information
argument!” However, in order to win a
is not enough. Memorizing ideas may
debate in competition, students need
help, but it’s is not enough either (there
more than passion and enthusiasm. One
are no multiple choice questions during a
of the best parts about debate is that it
debate). Ultimately, students know that
teaches lifelong skills that students can
the assessment is a challenge that requires
take with them and use for the rest of
knowledge, but also critical thinking. In
their lives. For example, in order to win a
order to have success, debate requires the
debate, students need to identify credible
students to apply what they have learned.
sources, evaluate which pieces of evidence
It is that application of information that
will help their case most, organize their
really motivates students to deliver at
thoughts, prepare arguments well in
high levels.
advance, see issues from multiple angles,
and speak in front of a group with confidence and conviction. In addition, they must listen to their opponents, take notes, and think critically about the information. These are all learning skills that are promoted at Pegasus.
This year, students have debated the
following topics: “advertising does more harm than good; Westward Expansion was justified; consumers should not buy SUVs; junk food should be banned at school; beauty pageants do more good than harm; the U.S. should reinstate the draft; and unions have outlived their usefulness.” Students are required to research both sides of the argument for each topic. When they attend an interscholastic debate, students can take notes, but they will not know which side they will represent until 20 minutes prior to the actual debate. Our new Traits for Success program has helped students realize the importance of organization, attentiveness, courage and persistence. As an educator, I am consistently impressed with the debate team. Students of all abilities demonstrate a multitude of academic skills and character traits that would make any parent or teacher proud.
The Debate program has also brought
new facts and you connect with people
the Pegasus community together. In order
with whom you normally wouldn’t.”
for the debate competitions to take place,
the debate league needs qualified judges.
“I love debate! It gives me the chance
Several Pegasus parents have attended
to research better, communicate with
MSPDP training programs and have
friends in various ways, and have fun!”
become certified MSPDP judges. What
Seventh grader, Claire Dwyer reflects,
is particularly impressive is that two of
“At Pegasus, we are still lucky enough to
our parent judges do not have students
have great programs like debate. I really
involved in the Debate program. As the
like the feeling of accomplishment and
judges learned the intricacies of formal
vigor that comes from winning a tough
debate, they opened dialog between
argument.”
parents, students, and administrators
about the benefits of debate. Jean Egan,
with a lot of student-centered programs.
Pegasus mom agrees, “My daughter
But it is programs like Debate that allow
and a teammate often have animated
our students’ talents to shine. If you really
discussions of the debate topics in the
want to see the best in Pegasus students,
car on our way home from school. I love
stop by the debate class or come to one of
to hear the arguments pro and con. I also
the interscholastic debates.
enjoy participating as a judge. It’s a great parent volunteer opportunity.”
Seventh grader Matin Eshaghi agrees,
Pegasus is a forward thinking school
Jim Conti is a Pegasus Middle School Social Studies teacher. He also leads the Middle School Debate Program.
Over 200 people from the debate
league attended the October scramble debate on campus. Many parent and student volunteers helped visitors around campus and enjoyed the debates. In addition, several staff members and administrators were in attendance. The experience proved to be positive for both debaters and Pegasus, as a whole.
The Pegasus School offers a rigorous
curriculum that challenges students in many ways. In order to participate in the
UPCOMING DEBATEs:
Debate program, students must be willing
MARCH 27: Tournament, Serra Catholic School, Rancho Santa Margarita
to work harder. The seventh graders on the Debate team give up their tutorial time in order to be on the team. Despite the extra challenge, the debate class is maxed out with 18 seventh and eighth grade students.
When asked about the Debate
elective, Pegasus students provided some insightful responses. Seventh grade
TBD: OCDL Championship, Fairmont Private School, Anaheim Hills APRIL 16: MSPDP Championship, Claremont McKenna College, Claremont Visit orangecountydebateleague.com for more info.
student Olivia Jaber comments, “debate can be time consuming, but in the end it’s always worth it because you learn tons of PEGASUS MAGAZINE FEBRUARY 2011
27
Making Global Connections Through Technology by Jim & Pam Conti The 21st century has brought difficult new challenges, but it will also bring new exciting opportunities. For instance, people can now communicate and send information instantaneously to almost any place on earth. They can conduct an entire business from a cell phone or a computer. With technology, the world is more interconnected, cultural ideas are spreading quickly, and education/business
learn to better understand the cultures
Thanks to the generosity of the PTO, the
and current events of the world from
Global Issues curriculum, as well as the
multiple perspectives. Ultimately,
fourth grade curriculum, was enriched
students learn how to be well-informed,
this year with VTC equipment. We are
responsible, and successful global
working with organizations that are
citizens. Students debate questions like,
helping to bridge student relationships
“what is the proper balance between
with other schools, both nationally and
development and environmental
internationally.
protection?,” “is American culture good for everyone?,” and as consumers, “what are
GLOBAL NOMADS GROUP
our responsibilities as global citizens?”
Pegasus has partnered with Global
In order to answer these questions, we
Nomads Group (GNG), an international
encourage students to become responsible
non-governmental organization (NGO)
global citizens.
that offers students interactive programs about global issues (www.gng.org). GNG
is more competitive. An interconnected,
VIDEO CONFERENCING
established partnerships in more than
globalized world has effects on the
Videoconferencing is one technological
40 countries and over 10,000 students
environment, culture, political systems,
tool that people are using in this globally
participate in their interactive programs
economic development and prosperity,
connected world. Dedicated video
yearly.
and on human physical well-being in
teleconferencing systems (VTC) offer
societies around the world.
high definition picture quality. The
question “what are our responsibilities
number of people in the picture is greatly
as global citizens?” we chose a program
increased and the entire room is visible.
offered through GNG that most of us
VTC is a great way to facilitate learning
living in California can identify with: the
and bring the world into the classrooms.
January 2010 Haiti earthquake, which
GLOBAL ISSUES ELECTIVE Pegasus offers a seventh grade class, Global Issues, through which students
28 THE PEGASUS SCHOOL
This year, in an effort to answer the
claimed more than 250,000 lives and left
over 1.5 million people homeless. Today,
grader, Matthew
many are still homeless and living in tent
Aghaian, asked the
camps.
Haitian girls what their
favorite sport was,
Pegasus students use VTC equipment
When seventh
“We had our views and ideas about Haiti, but it changed once we spoke to the students. Though they lost everything, they never lost hope.”
to directly connect with students in Haiti
they enthusiastically
to learn how their lives have been changed
responded in unison,
by this diasaster (GNG provided the video
“futbol!” It was nice to
conference equipment for the students in
watch the girls smile
Haiti). Pegasus students have also learned
for the first time. We
about Haitian culture, their systems of
learned that every time a
government, history, geography, and most
baby is born in Haiti, the
tropical muffins, Haitian rice and beans,
importantly, their incredible human spirit.
newborn is given the gift of a soccer ball.
coconut bread, and Hope for Haiti Hot
Sauce. They asked for donations in return.
STUDENTS REBUILD
-Bella Goldstein ’12
A student in Texas asked, “What
did you see, hear, and feel when the
Pegasus joined a unique program offered
The visiting schools participating in the
earthquake hit?” This was a very difficult
by GNG, “Students Rebuild.” The program
debate competition were impressed by
question for the Haitian girls to answer
allows North American students to
our student ambassadors, who educated
and the post-traumatic shock clearly
connect directly with Haitian students
them about the issues in Haiti and how
showed on their faces as the tears flowed.
whose schools have been destroyed, in
we are taking action to help.
Not much has changed for them since the
an attempt to help rebuild their schools.
quake. Many of the girls from the Ellie
Seventh graders video conferenced with
“to be a seventh grader and be so aware
Dubois School live in tent cities. Food and
students from the Elie Dubois School in
of world events and problems and to
water are available but all living is done
Port au Prince Haiti, an all-girl Catholic
view yourself as instrumental in helping
outside, causing outbreaks of cholera. The
school. Pegasus also partnered with
to repair Haiti in some small way, is a
experience has enlightened our students
three schools within the United States.
powerful lesson indeed. It is a lesson that
about how fortunate they are, and has
Together, students ask and answer
transcends test scores or GPAs.” Fales’
empowered them to take action. Our
questions with the girls from the Elie
son, Peyton, along with fellow student
students realize that as a global citizen,
Dubois School in real-time.
Nick Crabtree, baked Haitian bread and
we can, and should, help others.
made Hope for Haiti Hot Sauce.
Students participated in two video
conferences thus far in which they shared
PEGASUS HOPE FOR HAITI
cultures (music, food, sports) and ideas on
Seventh graders created a team, Pegasus
earthquake preparedness.
Hope for Haiti, to help rebuild the Elie Dubois School through a series
“Interacting, socializing, and being globally aware is a very important part of our lives. Doing all of these things is doing better for ourselves and for the community.”
-Connor Bock ’12
of fundraising activities. The first fundraiser was held in October 2010 on campus during
Pegasus parent Jill Fales, commented,
The students raised $481.11, which
was deposited into the Pegasus Hope for Haiti account. Our goal is to earn $2,500 which will be matched dollar-for dollar through the GNG program. Plans for future fundraisers include sustainable businesses for Entrepreneur Day on March 18. Join us on campus and share in the students’ Hope for Haiti! Pam Conti teaches Environmental Studies at Pegasus.
the Middle School Public Debate Program. Students cooked and baked Haitian recipes,
PEGASUS MAGAZINE FEBRUARY 2011
29
FACULTY FOCUS
Destiny or Design? by Sarah Drislane
O
ften parents are the first to recognize something special in their children, and intuitively know that their child will require a school that offers
an enriched environment. These parents frequently end up at Pegasus, as was the case for Sharon Goldhamer nearly 21 years ago. Dr. Laura Hathaway’s views on teaching very young gifted children spoke to Goldhamer’s heart. So when Hathaway opened The Pegasus School doors in 1984, Goldhamer enrolled her daughter in the first preschool class. Thus began her relationship with Pegasus. Who could have predicted that 21 years later Goldhamer would become a Pegasus teacher, inspiring students, parents and colleagues just as Laura Hathaway inspired her so many years before?
Was it by the hand of fate that Goldhamer ended up at
Pegasus as a gifted educator? Probably not. She has lived by what she teaches her students: find your passion and develop it. She has followed her passions, art and education, taking advantage of each opportunity that has come her way. Her first passion (outside her 36 year marriage to husband Mark and three children) is art. She began as an artist, and consistent with her talents and passions, later worked as an art instructor in various schools, including Pegasus. Determined to pursue her second passion and be part of something special at Pegasus if a position came available, she enrolled in a teaching program, and later, with credential in hand, embarked upon a new career in teaching in the Westminster School District. Making the leap
Their collaborative nature was shared by Goldhamer, whose
from artist to teacher was no surprise, and in fact it was probably
colleagues view her as a team player. Teacher Julie King adds,
inevitable — her parents were passionate about education.
“Sharon embodies many if not all the 21 century skills we
Her father, served as principal in schools in Compton, Garden
promote at Pegasus. She is technologically astute, a collaborative
Grove, and Fountain Valley where he even served as principal
member of the community, and a lifelong learner. She inspires
at the same building where Pegasus resides today. One day, as
me daily.” But the feeling is mutual — Goldhamer continues
fate would have it, Goldhamer received a call with news of an
to learn from her fellow teachers, “The specialists, as well as
opening at Pegasus. Her passion for teaching, gifted education,
our teachers with special talents have taught me so much.”
and art soon would converge, like stars aligning on a perfect
Often one of the first to adapt new technology in her classroom,
night.
she has been a big proponent of enhancing instruction with
interactive white boards, laptops, interactive hand-held devices
Pegasus welcomed their newest member, and Goldhamer
easily assimilated. She joined the third grade team six years
called Activotes, and online, collaborative learning tools such
ago, and was grateful to be part of such a dynamic team. “I owe
as Moodle and Webquests. You can even find her using power
so much to Elaine Sarkin and Vicki Olividoti for embracing
tools in the theater. Perhaps this is why her grown children have
me on their team — I am a better teacher for their sharing.”
found themselves in fields such as engineering and educational
30 THE PEGASUS SCHOOL
technology. The apple does not seem
to use the term “talented,” and explains
states Pegasus parent, Mary Aimone.
to fall from the tree in the Goldhamer
that one can exhibit a talent or gift in
“Gifted teaching practices are good for
lineage.
many different areas — from a traditional
all,” says Goldhamer, and she shares a
standpoint of being very advanced
saying familiar to gifted educators: “You
career and pursue a graduate degree,
academically, to someone who is talented
may find that a rising tide lifts all ships.”
this lifelong learner began to research
technically, in leadership, or talented in
Ready to take the next step in her
Providing students with
programs in Gifted Education. With
opportunities to discover their talents
Pegasus in full support, Goldhamer chose
and to nurture these is what Goldhamer
to trek for three consecutive summers
and Pegasus strive to do. In some
to the University of Connecticut, home
ways, her summer graduate program
to the National Research Center on
reaffirmed much of what the school
the Gifted and Talented. This program
already provides, especially in the area
reflected her personal interests, and
of individualized learning opportunities
beliefs, and was consistent with the
and project-based learning. “I enjoyed
Pegasus philosophy. The Renzulli and
sharing many of the Pegasus programs
Reis philosophy at UConn emphasized
with my graduate class,” says Goldhamer,
the nurturing of individual talents, and
who hopes to introduce more of the
according to Goldhamer, “included the
Renzulli philosophy to Pegasus, and in
belief that creativity and thinking skills
particular wishes to include “designated
are invaluable components to supporting
time during the school day to pursue
academic growth.” Importantly, their
performing arts, or even knowledgeable
individual investigations and projects…”
focus was consistent with her broader
in a particular subject area. “Mrs.
While not a designated school-wide
idea of gifted and talented, as these terms
Goldhamer was wonderful with my son,
program yet, teachers cite many of
can be used quite differently by educators.
in that she didn’t just “get” his intellectual
examples of how they are providing this
ability, but also understood the other
type of individualized or differentiated
gifted, like a child prodigy playing
characteristics that come with giftedness,
instruction today. One way that
Beethoven’s Fifth at age four, or a third
and worked with those. When he would
instruction is differentiated is through
grade student who can absorb a year’s
take longer than others to finish, she
the grouping of students according to
worth of high school math in a few
understood that it wasn’t that he didn’t
some combination of the student learning
weeks. But gifted can go beyond sheer
know it, but that perhaps he was being
style (such as those who are strong visual
intellectual ability. Goldhamer prefers
indecisive or striving for perfection…”
learners), by learning pace, or by academic
Many have a narrow view of being
“I owe so much to
Elaine Sarkin and
Vicki Olivadoti for embracing me on their team – I am a better teacher for
”
their sharing.
PEGASUS MAGAZINE FEBRUARY 2011
31
level such as done in reading and math in the lower grades. Another way to differentiate is by offering students supplemental projects that match up interests with aptitude. Goldhamer has used a technique referred to as “curriculum compacting,” or also known at Pegasus as independent study projects, in order to find time for supplemental projects in an already rich curriculum. “If a student has the motivation and aptitude to move through a unit more quickly than their peers, we have the flexibility to compact their curriculum and free up some time for an individual project.” This is why you might see one student with an additional project — to pursue a passion. One of Goldhamer’s students loved to study the origin of words, or etymology
theater, language and graphics art.
Businesses not only further 21st century
(“not entomology or the study of bugs,” he
Goldhamer believes that the arts, whether
learner skills, but also give students
pointed out to the class), so she was able
it is visual arts, technology-based arts,
numerous opportunities to try-on
to give him opportunity to do a project in
or performing arts, provide an effective
various hats, delve deeper into individual
this area, enticing many other students
conduit to help a child identify and find
interests, explore their potential talents,
to visit a website and explore this topic
their talent and express their creativity,
and to nurture them. According to
as well. Another student with an interest
which is why she initiated the lunchtime
Goldhamer, finding and nurturing a
in medicine and science stunned her
Shakespeare club, and directs the after
passion for learning is at the heart of what
classmates with a visually-rich Power
school theater program with music
she says is “gifted and talented” education.
Point presentation on plagues of the past.
director, Cheryl Wilson. Goldhamer
Some like to do skits, others create videos
believes that the arts are integral to a
gifted learning environment led her to
to reenact scenes from books.
first rate education, and she ‘walks the
Pegasus, and she has been instrumental
talk, ’ not only at Pegasus, but she has
in keeping it so. She says she “loves what
toward subjects and projects they find
been supportive of the arts and gifted
we do here at Pegasus, and knows we are
intrinsically motivating. This is when,
education in within the Fountain Valley
making a difference.” When asked where
Goldhamer explains, that you see them
School District for years.
she sees herself in five years, she expresses
deeply engaged in the learning process,
an interest in teacher preparation
experiencing the concept of “flow,” a term
skills development program giving
programs, but adds, “I believe in living life
referred to by author and psychologist
students the opportunity to explore video
as if there is always another adventure out
Mihály Csíkszentmihályi to describe a
creation, editing and the concept of “flow.”
there waiting.” Whatever she does, let’s
mental state where one feels energized,
Teacher Adam Stockman is the brainchild
hope it is at Pegasus.
focused on the task at hand. Pegasus
behind this pilot program which began in
students discover learning opportunities
December, and involves monthly lessons
throughout the day, even during lunch
for fifth graders. Ancillary programs
or after school — from parent-sponsored
such as these, as well as the project-based
literature clubs, or school-sponsored
programs in the core curriculum such
programs such as the Shakespeare club, to
as Heritage Day, Entrepreneur Day, the
numerous after school options including
Stock Market Game, and Third Grade
Students will naturally gravitate
32 THE PEGASUS SCHOOL
Pegasus Live! is the latest 21st century
Her original quest to find an enriched,
Sarah Drislane is a contributing writer for Coast Kids Magazine, and the mother of two teen daughters, including Danielle who attends Pegasus. Experienced and educated in various areas of science and technology, Sarah is an advocate for improved K-12 education in the areas of science, technology, engineering and math (STEM).
Those who Soar
T
he room was very small by today’s standards for a Pegasus graduation. Actually the year was 1993. The Pegasus wings were young and barely spread beyond the neighborhood. Confident in the dream of Dr. Hathaway, seven very brave eighth graders and their parents met in the preschool room for the first Pegasus graduation. All of them spoke. Yes, they were as good as today’s eighth grade orators. The second class was larger; eight were graduating a year later in the same room. We all dreamed and trusted in the skills and courage these young Pegasi had gained as they took off to high school. With the third graduation class, Dr. Hathaway initiated the Director’s Award (now the Hathaway Award) to be given to the student who most exemplified a strong academic record as well as character and attitude towards school, peers and adults on campus. Their reward was to return the next year and speak at graduation.
by Karen Clarke
As the years passed the students’ wings continued to grow and stretch. We heard great stories of success in high schools throughout the area when they returned to visit Dr. Hathaway or to speak at graduations. Pegasus graduates continued on to universities across America and overseas. Their success continued and grew as they graduated and entered careers in a great variety of disciplines. The graduates now have spread their wings all over the world — growing, working and serving in careers to make the world a better place. In this inaugural issue of Pegasus Magazine we are proud to feature our earliest Hathaway (Director’s) Award recipients. Our next issue will introduce those who were recognized in more recent years. Dream big, work hard and fly carefully for the future, as in the past, is for all Pegasus graduates.
Hathaway Award recipients Leslie Castellano ’96 Nishan Tchekmedyian ’97 Carissa Tessaro ’98 Michelle Shepard ’99 Holly Miles ’00 Katie Dutcher ’01 Naneh Apkarian ’02 Catherine O’Hare ’03 Joseph Puishys III ’04 Bryan Rhodes ’05 Alex Popoff ’06 Julia Ostmann ’07 Melanie Arnold ’08 Ellen Emerson ’09 Wyatt Robertson ’10
Soar, Pierre Hathaway
Leslie Castellano ’96 Thinking outside the box... …caring, creating and connecting Distinguished as the first Hathway Award recipient, Leslie assures current middle school students that “all the work being done now will definitely pay off in the future.” At the same time, Leslie believes it is important to have fun while learning. As assistant director for Mental Health America, a non-profit that provides creative ways for mentally challenged young adults to obtain resources and assistance in various aspects of their lives, Leslie not only values life lessons she learned at Pegasus, but cherishes the closeness she developed with her classmates and Dr. Hathaway during a class trip to Washington D.C. Leslie recalls that from the beginning of her Pegasus education in sixth grade, she was taught to hold herself accountable for her work, a lesson that served her well at Mater Dei High School, UC Irvine, and at USC, where she earned a masters in social work. Developing critical thinking skills through her middle school writing classes helped her think projects through and excel in her studies. Now, both in her professional and family life, Leslie values the process of working through challenges, for the most obvious solution is not always the best.
PEGASUS MAGAZINE FEBRUARY 2011
33
Carissa Tessaro ’98 Embracing 21st century skills... …giving back to the wider community. While Carissa brought a love of learning to the classroom as a kindergarten student, this love was fostered through the cutting-edge educational technology Pegasus introduced students to at an early age when personal computers were still a rarity in most households. Carissa also believes her devotion to lifelong learning was enriched by the collaborative learning environment created by dedicated teachers, parents, and administrators who provided her many unforgettable Pegasus experiences, such as the Middle School’s inaugural trip to Spain with Dr. Hathaway and former teacher, Sra. Hernan. Carissa’s studies and career path reveal the strength of her Pegasus roots. After earning her B.A. from Georgetown University with dual majors in Government and Psychology, Carissa turned her focus again to technology, specifically how it is used to communicate from social, political, and cultural perspectives. She earned an M.A. in Communication, Culture and Technology at Georgetown. With experience in both finance/medical research and judicial independence, Carissa currently works as an IT consultant for the federal government in Washington, D.C. while enjoying volunteering at D.C. Central Kitchen and playing in a bocce league in her free time. Carissa also highly values staying in touch with lifelong friends from Pegasus.
Michelle Shepard ’99 Dedicated to the pursuit of excellence... …motivated by a concern for others and the environment. Reflecting on the ten years she attended Pegasus, Michelle shares that eighth grade was her favorite time because that year was enriched by the close friendships she had developed in her younger years. She also expresses gratitude for the emphasis on developing initiative and resourcefulness in research, grammar, spelling, writing and oral presentations skills, and on teamwork. Gleaned from both Pegasus classrooms and sports fields, lessons in teamwork, innovation, and selfsufficiency helped define a 21st century skill that Michelle takes to heart — being “a collaborative worker with leadership skills.” As a distinguished scholar and Air Force officer, Michelle personifies leadership, but prefers to discuss her ongoing commitment to collaboration through her passion for research, mentoring, friendship, and volunteering. After graduating from University High School, Michelle attended Stanford University, where she majored in human biology, volunteered at the V.A. hospital and served as a Resident Advisor. Michelle worked with Stanford faculty in researching the effects of sports participation on adolescent girls’ menstrual cycles and in studying outcomes of surgical repair of Achilles tendon tears. Similarly, when Michelle entered Vanderbilt University Medical School, she collaborated with faculty in presenting research on improving medical education, and she has supported her peers through tutoring, serving on the Curriculum Committee, and volunteering at the student-run community clinic. In May, Michelle will complete her M.D. program with honors and next will pursue specialty training in pediatrics.
34 THE PEGASUS SCHOOL
Katie Dutcher ’01 Staying grounded... …being impactful. From her extraordinary mental math abilities to her critical thinking and environmental consciousness, Katie traces her skills and awareness to her Pegasus school days — to Mrs. Olivadoti, Mrs. Thomas, Mr. Bridges, and Coach Tyler. Katie acknowledges that she speaks for many Pegasus students, past and present, when she describes the impact “Coach” Tyler had upon her life. “Character is how you behave when no one is watching,” giving your best, and practicing perseverance still echo in her head. “Other than my parents, I probably learned more about vital life lessons from Coach than from any other person I’ve ever known.” A graduate of Pomona College, Katie now works for Moving Forward Education, a nonprofit that runs innovative girls’ and boys’ after-school programs in low-income Oakland public schools. She embraces two 21st century learning skills: environmentally consciousness and critical thinking. She is keenly aware of the impact of our actions, habits, and choices on the health and vitality of the planet. Especially at this time, Katie explains, “when human beings have access to more information than we ever have [had] in history, being able to think critically — to receive information and, rather than swallow it whole, digest it with care and come to one’s own conclusions about it” — is what enables us to take action in a way that will have the greatest impact.
Naneh Apkarian ’02 Embracing diversity… …welcoming inquiry. As globalization takes us toward a more unified world, Naneh acknowledges that for unification to work, “We need to accept each other and understand our differences.” She cites three values she learned to appreciate at Pegasus, which are especially important to making that work: believing in yourself, learning how to work with others, and having integrity of character. She recalls two Pegasus teachers who made her feel accepted, understood, and valued: Former science teacher Rob Grant, and Charles Tyler. Naneh fondly remembers “Coach” Tyler teaching middle school students the electric slide to make their first dance a fun transitional experience, and Mr. Grant mentoring her through to the state science fair. “The science fair was really cool, but it was the conversations I had with Mr. Grant that were something special.” Naneh’s confidence in pursuing her diverse interests continued through high school and college. Building on her Pegasus theatre experience, Naneh was stage manager at University High School, where she also swam, played water polo, and won several OC Science Fair awards, and graduated as a National Merit finalist. As a Pure Mathematics major at Pomona College, she participated in an NSF research project at SDSA, “A Large-Scale Statistical Survey of Environmental Metagenomes,” and she helped her water polo team not only win the Div III National Championship one year, but also leap to the NCAA Championships the other three years. A recent graduate, Naneh plans to earn her MS at Cambridge University then pursue a Ph.D. in the states, but first, she is enjoying travel and language study.
PEGASUS MAGAZINE FEBRUARY 2011
35
Catherine O’Hare ’03 Fostering collaboration... …envisioning compassion. Whether studying coastal ecology in Zanzibar and Tanzania, working as a teacher assistant for university biology classes, teaching kindergarteners environmental science, or playing ultimate Frisbee, Catherine does not distinguish learning from living. To do well at either requires collaboration and cooperation, two values that she believes “are fostered in a small, compassionate environment” like Pegasus. While recognizing that Pegasus prepares students to be leaders in the community by encouraging them to develop critical thinking, to nurture their love of learning, and to become active in service learning, Catherine especially appreciates that Pegasus “encourages students to work well with others.” Given her passion for environmental ecology, it comes as no surprise that one of Catherine’s fondest Pegasus memories is traveling to Catalina Island for CELP in the seventh grade. Catherine could share valuable insight with the Pegasus community on expanding one’s educational opportunities. She has received seven scholarships to support her pursuit of knowledge through education and research, including the John Frederick Oberlin Scholarship. After graduating this May from Oberlin College with a degree in Biology, Catherine hopes to continue her work in environmental education and ecology research.
Joseph Puishys III ’04 Communicating integrity, diligence, and respect... …inspiring growth and good will. Joey discovered what he most loves to do when Mrs. Olivadoti introduced him to third grade Chit Chats. He fondly remembers how his first experiences in oral presentations filled him with excitement. “Class with Mrs. ‘O’ was my favorite, and I absolutely loved going to school each and every day.” Pegasus’s emphasis on developing the ability to effectively, confidently, and competently communicate your ideas and intentions to others, regardless of status or rank, in conjunction with strength of character and innovation, is essential to good leadership. Joey recalls the importance of creativity and innovation beginning as early as first grade where he was consistently encouraged to develop “out of the box” and new ideas. Pegasus students also have the opportunity to develop, experience, and test their own leadership styles, which helped prepare Joey for his engineering career with the U.S. Navy after graduating from Sage Hill School and the U.S. Naval Academy. Joey never goes for the easy solution just because it’s readily available, rather he searches for exciting new ways to solve engineering dilemmas. The strong moral foundation instilled and reinforced at Pegasus in his early years has helped Joey gain the trust and respect of his superiors, his peers, and those he leads. “Leadership, especially good leadership is not something that you can teach,” says Joey, nor is something a child will learn from books; it is something that must be lived.” His dedication to serving others is nothing short of inspiring.
36 THE PEGASUS SCHOOL
Alumni Connections by Angel Waters
Vatche Tchekmedyian returned to
Elizabeth Conklin graduated from the
Pegasus to speak with fifth graders on his
University of California, Los Angeles in
memories of Pegasus and transitioning
2009 with her Bachelor’s of Science in
into middle school, high school, and
engineering. Last June, she graduated
college. Vatche, in his fourth year of
from Stanford University with a Master
medical school at the University of
of Science in civil and environmental
California, Los Angeles, encouraged the
engineering. For the past several
students to “work hard and listen to their
years Elizabeth has volunteered for
teachers.”
the Pediatric AIDS Coalition’s annual
Lisa Wiley ’96 and fiancé, Ian
2000
dance marathon and is a member of the
1996
Sean Maghami is currently attending
Lisa Wiley was recently elected Program Chair for the Orange County Bar Association. At the Public Law Center,
Pacifica Graduate Institute working on his thesis for his Master of Arts in psychology with an emphasis in child
Lisa volunteers pro bono work and at
psychology.
the Constitutional Rights Foundation is
2001
a mock trial attorney scorekeeper. Lisa
Tracy Carr completed her language
and her fiancé, Ian, Ian are in the exciting
requirement for her undergraduate
stages of planning their June wedding.
degree in psychology, living for six
1997
months in Sienna, Italy. She speaks
Martin Giannini attended Newport Harbor High School then went on to University of California, Irvine to receive his Bachelors of Arts degree in theater arts in 2005. He currently lives in New York City working for the Round About Theater Company as well as on various projects as an independent producer.
American Society of Civil Engineers, going into inner city Los Angeles middle schools to work in after school programs with students showing an interest in engineering. She currently holds a position at KPFF Structural Engineering.
2002 Karly Bennett is a recent graduate of University of California, Berkeley. She is now working in AmeriCorps.
fluent Italian and is taking some time off
Alyssa Greene received a Bachelor’s
before she pursues her Masters Degree
degree cum laude in German from Smith
in Speech Pathology or Occupational
College. She was elected to Phi Beta
Therapy. During her hiatus, she has
Kappa in the fall of her senior year and
worked at the corporate offices of B.J.’s
graduated in three and a half years. At
Restaurants, interned with Dr. Peshkess
graduation, Alyssa was awarded the Anita
at Pegasus, traveled and is now working
Luria Ascher Memorial Prize, awarded
for Louis Vuitton North America, Inc.
to the senior German major who started
1999 Jamie Horowitz is a second year law student at University of California, Hastings College of the Law studying international and comparative law review. Philanthropically, she is a trip coordinator at Plasticos Foundation and volunteers at Women for World Health. Jamie thanks Pegasus for her public speaking abilities and introduction to global issues.
Martin Giannini ’97 is an independent theater arts producer
Vatche Tchekmedyian ’99 spoke to Pegasus 5th graders during a recent campus visit
Alyssa Greene ’02 is currently teaching English to middle and high school students in Germany
PEGASUS MAGAZINE FEBRUARY 2011
37
Kyle Ramer ’02 visited the Pegasus Bridge in Normandy, France during his trip to Europe
Elizabeth Conklin ’01 graduated from Stanford University, M.S. Engineering. Pegasus alumnae Emma Werlin ’01 and Leslie Werblin ‘01 celebrated with her.
studying German at Smith and had the
Kyle Ramer followed his love and
coordinator for the Los Angeles AIDS
greatest progress while at Smith. She
curiosity of history through a trip
Walk. Nick also volunteers as a Hoag
enrolled in a two month immersion
to Europe upon his graduation from
Hospital clinical care extender. Pegasus
program in German at the University of
Providence College. From the Edinburgh
prepared Nick for “his background in
Freiberg in Germany where she quickly
Festival and Imperial War Museum
science and computer skills.”
mastered the language. Alyssa spent her
in London to the Fortifications in
junior year studying at the University
Luxembourg, Kyle took in as much as
of Hamburg, and was awarded a DAAD
he could. And what are the odds of Kyle
fellowship in connection with her studies.
connecting with other Pegasus alumni?
Quite good! In Scotland, he reacquainted
In addition to her studies, she was
Christine Shepard recently received a dual degree in environmental studies and media studies from the University of Miami and is exploring postgraduate options related to underwater
the head resident of her dorm. She
with Carissa Cummings ’03 and in
volunteered at the Smith Art Museum as a
Munich with Mike Mosher ’03. Kyle’s
tour guide to elementary school children.
European tour ended in Italy but not
She also tutored English as a foreign
before getting to visit the Pegasus Bridge
language.
in Normandy.
2003
kindergarten, first and third graders.
Kevin Chambers graduated from
Earlier this year, Christine won a
University of California, Santa Barbara
scholarship from the Wine Spectator
in just three years with a bachelor’s
Magazine for her photography of New
degree in psychology. He is currently
Zealand vineyards. View her captivating
Jessica Horowitz is a recent Chapman
getting some great work experience with
portfolio at http://web.me.com/c.shepard.
University/Dodge Film School graduate
a local computer firm in marketing and
in film production. Her love of film
advertising before continuing on to grad
2004
documentary, graphic design, and
school.
Alyssa is a Fulbright Scholar who
is spending the year teaching English to middle and high school students in Hamburg, Germany. She recently applied to teach a second year.
advertising landed her a nomination at the 2010 Cecil Thesis Film Festival for best documentary. Pegasus prepared Jessica for her skills in social networking, communication and technology. Jessica documents her trips abroad with the Plasticos Foundation.
position with a non-profit organization dedicated to educating the public on the shark’s diminishing population. She recently presented to our Pegasus
Ben Frazier is a junior at University of Southern California – Marshall School of
Nick Frazier is a senior at University of
Business. He is on the Dean’s list, a Town
California, Los Angeles with an interest
and Gown scholar and Marshall scholar.
in marine biology and medicine. Nick, an
He volunteers for the American Cancer
alumni scholar, is on the Dean’s List and
Society’s Relay for Life.
is in the honors program. He was the life team captain for the American Cancer Society, participated in the pediatric AIDS marathon and served as the volunteer
38 THE PEGASUS SCHOOL
documentaries. She holds an internship
Shayan Fakhimi is attending the University of Oregon with an interest in business and sports management.
Kevin Chambers ’03 graduated from UCSB. His sister, Lindsay Chambers ’06 graduated from University High School and attends Northwestern University.
Kristina Sidrak ’04 attends UCLA.
Mater Dei students Alex Vrabeck ’09 and Sarah Cluck ’09 recently enjoyed a visit back to Pegasus.
Kristina Sidrak is in the college honors
2006
by her involvement in the Heyborne
program at University of California, Los
Lindsay Chambers graduated magna
Leadership Academy, a Saturday
Angeles where her primary concentration
cum laude from University High School
enrichment clinic that strengthens
is history with a minor in workplace
with awards in math and science. She
students’ basic academic skills.
studies/civic engagement. Kristina served
gave stellar performances this year,
as an intern for JusticeCorps, a program
both for the Laguna Playhouse Youth
2007
dedicated to helping self represented
Theater and University High School’s
litigants find justice. Working with an
theater production. She now attends
abundance of family law cases has helped
Northwestern University with a double
Kristina narrow her focus for the future
major in theater and international
and the type of law she wants to practice.
relations. She has secured her spot
placement on both the improv team and
Kristina is the chief of staff for the
Undergraduate Student Association Council Office of the Internal Vice President which presides over the nine hundred plus student groups on campus. She is also the vice president for public relations for the UCLA Panhellenic Council and the outreach community service director for the Student Alumni Association. As executive board member for Swipes for the Homeless, she collects leftover meal swipes at the end of each quarter and converts them into food to deliver to Los Angeles homeless shelters. And if that’s not enough, she
theater board.
Katherine Nagasawa, a high honor roll senior at Sage Hill School has proven that dedication to one’s passion can change lives. Katherine is the president of the Pink Ribbon Club, editor-in-chief of the literary magazine, editor of the student-run school newspaper, and vice president of the academic decathlon.
Hanalynn Hunt is in a freshman at
Philanthropically, Katherine gives back
Occidental College where she plays
to those who are ill by volunteering in
varsity volleyball and is interested
the oncology ward at Mission Hospital
in psychology and kinesiology. Last
and at Heritage Pointe Senior Assisted
year at Sage Hill School, Hanalynn
Living Facility. While volunteering at
along with Pegasus alumni Stephen Grant and Lindsey Kish founded the LASH (Lending Assistance to Sage Hill) organization. The mission of this organization is to raise financial aid funds for deserving students. In one year, they raised over $5,000.
is a committee member of the Pediatric
Monica Schnapp is attending the
AIDS Coalition, a group that organizes
University of the Pacific. Monica is
an annual dance marathon fundraiser.
thriving in their cheer and dance program
This marathon is the largest student-run
and is a cheer coach at a local high school.
philanthropic event on the west coast.
Through Hillel, Monica volunteers at soup kitchens and food banks helping those in need. She is also dedicated academically
Katherine Nagasawa ’07 is a senior at Sage Hill School.
PEGASUS MAGAZINE FEBRUARY 2011
39
Catherine O’Hare ’03 (right) and her mother, Tinka Hrountas, visited Pegasus in February.
Dana Fish ’09 plays varsity waterpolo for Connelly High School.
the assisted living facility, Katherine was
Destructive Decisions clubs. Outside
Molly Wang is on the Headmaster’s
given the opportunity to write the life
school, Grant volunteers with the
honor roll at St. Margaret’s Episcopal
story of a resident. She collaborated with
American Cancer Society’s Relay for Life,
School. Her interests include math,
a 98-year-old woman who proved to her
Meals on Wheels, Boys Hope, Girls Hope,
science, music, and sports. Molly is a
that age is merely a number. Through
and Share Our Selves.
CIF tennis champion and medaled at XC
monthly meetings and e-mails, they developed a life-long friendship that Katherine considers to be “one of the most unique friendships” she has ever had. Her task is to compile almost a century’s worth of short stories which will eventually turn into a self-published book.
Alayna Lewis is on the varsity volleyball team at Sage Hill School while also making time to help the world around her. Through her Lutheran youth group, Alayna helped build a school in Costa Rica and taught the love of reading to third graders at Wilson School in Costa
Victoria Davidson and Natalie Hiles,
Mesa. A master diver and certified rescue
seniors at St. Margaret’s Episcopal School,
diver, Alayna is passionate about coral reef
have each been awarded the National
restoration and recently visited Belize’s
Council of Teachers of English (NCTE)
Smithsonian research program.
Achievement Award in Writing, a
2009
prestigious national writing competition that publicly recognizes some of the best student writers in the nation.
Jack Clement is a sophomore at Newport Harbor High School involved in the sailing and surf teams. He is a Life Scout
2008
Eagle candidate and is in the snowboard
Grant Frazier is enjoying history,
club. Jack’s interest is in engineering
business, and biology in his junior year
and design. During the summer, he
at Newport Harbor High School. Grant
volunteers as a counselor at OC Sea Base
received the Beach City Service League
in Newport Beach. Jack credits Pegasus
Commander Award for Service and is a
for his interest in math and technology,
member of the national honor society.
and for developing his organizational and
Last year, Grant was the Student of the
speaking skills.
Semester for English. At school Grant is involved in the American Heart Association and Students Against
40 THE PEGASUS SCHOOL
Tracy Carr ’01, past Pegasus student, Sam Carr, & Brandon Carr ’99.
Woodbridge Invitational. She holds two organizations close to her heart – Shea Center for Therapeutic Riding and AYSO Club VIP soccer. Both target children with physical or mental disabilities. She finds joy in using her talents to help others. Both experiences have reinforced the importance of patience, good humor and an open heart. She invites any middle school student looking for a community service project to consider volunteering for the Shea Center. Dana Fish is a sophomore at Connelly High School and was selected as an exchange student at Holy Child School in Dublin, Ireland. Since January, she’s been attending classes is spending seven weeks living with a host family. In April, an Irish student will be visiting California to live with Dana and her family and attend school at Connelly. (On a special note: Dana will be celebrating her 16th birthday in Dublin on St. Patrick’s Day.) Dana also had the opportunity to travel
Max Davitt is on the basketball and
with Connelly to Italy over spring break
lacrosse teams at Sage Hill School and is
last year.
enjoying his math classes.
Dana is finishing up her second
Candidate (Spring 2011). He received
season on varsity water polo and will
the Academic Excellence Award in Civil
rejoin varsity swim when she returns to
Procedure II (A+), a Moot Court Winner
Connelly. She is involved with Student
Business Law Association and member
Ambassadors, Garden Guardians and the
of both the Representative, International
Handbell Ensemble.
Law Society and International Trademark
1999
Association. He would like to relocate to
Brandon Carr was selected for an externship with San Francisco
Orange County after he takes the Bar this summer.
Superior Court Judge Marla Miller, an
Past Pegasus Student
undergraduate and law school alumna
Sam Carr is a junior at Northwood High
of Harvard University. This is Brandon’s
School. He is an honor roll student and
last semester at UC Hastings Law School
has been on the varsity wrestling team for
where he is in the top third of his class, on
three years. Sam wants to be an attorney
the Law Review, was named top student
or go into the entertainment business as a
in his Interviewing and Counseling class
comedian. He’s volunteered at the animal
and his Negotiations and Settlement class.
shelter of Orange County and enjoys sign
He has been on the Dean’s Honor List
language and speaking with the deaf.
every semester and is a Juris Doctor
Christine Shepard ’03 visited Pegasus in February to give a presentation about shark preservation to students.
Angel Waters is the Pegasus Associate Director of Advancement, Programs and Events. She oversees the Spring Benefit, Alumni Association and Grandparent’s Association. If you’re part of our alumn family, we want to hear from you! Please contact Angel, awaters@thepegasusschool.org.
ALUMNI PROFILE
Laura Faith Goetz ’06 Publishes First Novel
passion and embarked on my journey as
when Outskirts Press accepted her
a fiction writer.”
manuscript! She was about to learn the
The idea for Amanda Phake: The First
publishing business first-hand.
Phake ID came to Laura during science
Laura’s novel may be purchased online
class. She envisioned this mystical object,
at amazon.com, barnesandnoble.com,
a watch that had no hands, a cracked
and other online-retail sites.
face, and weird engravings on its silvery
Looking back on that day in eighth
band. Without hesitation, she wrote her
grade, Laura remembers dreaming of
novel’s preface.
becoming a published author. Now that
After two years of writing, editing,
she is, she is eager to share her passion
and revising, Laura decided to share
with the world. Laura encourages all
her excitement of writing her fantasy/
children to discover passion and to
suspense novel. During her sophomore
not waste time in trying to pursue their
and junior years of high school, she
dreams. Laura felt lucky to have been
submitted her novel to publishers and
able to realize at such an early age that
agents. When Laura was a senior, her
she wanted to write, and can only hope
Laura Faith Goetz feels “lucky to be an
mother submitted Laura’s novel without
to pass this message along to younger
alumnus of this incomparable institution.
her knowledge to “Outskirts Press,” an
students in the hope that they, too, will
It was while I was an eighth grader here
online publishing company based in
decide to take an active approach in
at Pegasus that I found my life’s true
Denver, Colorado. Laura was surprised
constructing their dream-future.
PEGASUS MAGAZINE FEBRUARY 2011
41
Supporting our Mission “We have big aspirations for our students. I’ve asked the faculty to dream big. They’ve come up with three programs that will have a huge impact on the quality of education we present to our students.” -John Zurn, Head of School Your support of our annual fund, On Golden Wings, and our Spring Benefit, VEGASUS supports these programs…and much more!
“The International Studies Center is an opportunity for your children to communicate with children all over the world. To truly teach them that what happens here, matters there, and what happens there, matters here.”
“Robotics is about 21st century critical thinking skills. It’s about programming, engineering. It’s about taking the best of modern science and teaching our children ways to use that to make an impact in the future.”
Pegasus Live!
Donate securely online at www.thepegasusschool.org/giving.
THANK YOU for your GIFT
42 THE PEGASUS SCHOOL
ROBOTICS INSTITUTE
“Pegasus Live! will revolutionize the way we teach our children to communicate.”
Mark your Calendar Vegasus Spring Benefit
March 19
Middle School Arts Night
May 20
Lower School Spring Concert
June 2
Eighth Grade Graduation
June 9
Camp Pegasus / Pegasus Leadership Camp
June 27-August 5
PEGASUS MAGAZINE FEBRUARY 2011
43
NONPROFIT ORG. U.S. POSTAGE PAID HUNT. BEACH, CA PERMIT NO. 421
19692 Lexington Lane Huntington Beach, CA 92646 www.thepegasusschool.org
FSC logo
32nd Annual
for Students in Grades PK - 8 INTRODUCING
CAMPPEGASUS
MIDDLE SCHOOL
SESSION 1 June 27-July 8 (No class July 4)
CAMP
SESSION 2 July 11-July 22
• Film & Television Production Studio • Summer Shakespeare Theater • Pegasus Global Youth Summit • Lego Robotics
SESSION 3 July 25-August 5
PEGASUS LEADERSHIP CAMP LEGO Robotics Grades 5-8 June 27-July 8 Summer Shakespeare Theater Grades 5-8 July 11-29 Pegasus Global Youth Summit Grades 6-8 July 25-29 Film and Television Production Studio Grades 6-8 August 1-12