Pegasus Magazine, February 2011

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

•

Promote leadership, scholarship and responsible citizenship

•

Maintain relationships and renew interest

•

Recognize individual and group accomplishments

•

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

•

Good Citizens

•

Critical Thinkers

•

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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THE PEGASUS SCHOOL

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

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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

10 THE PEGASUS SCHOOL

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

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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