42 minute read
A Conversation – Where Education Changes Lives
BOB BRYAN
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teachers are well respected in this country, but in Scotland teachers are respected so much. Even though my qualification is for K–12, I love being in Upper School. What is better than having the opportunity to reap the benefits of the incredible education that they’ve had from Cathy, Claudia, and Steve? And then to experience days like tomorrow’s Graduation, where we send them off to the next stage of their life and then we get to hear back from them, and see how far they’ve gone, and really hear from them exactly what a Viewpoint education did for them.
Bob Bryan: This is the conclusion of my seventh year at the School. I didn’t really set out to be an educator. I was always engaged with philosophy and ideas and it seems that I had certain instinct in terms of explaining complicated things, so I just kind of fell into education. I was a product of public schools and didn’t grow up in an independent school world, but the first teaching opportunity for me was in independent schools. And so, I have always, except for the one year that I taught at the college level in China, been teaching and administering in independent schools and almost always at the Upper School level, where it seemed like the most natural fit. Although when I moved to California, I became a middle school head.
Mark McKee: This is the end of my seventh year at Viewpoint. I also fell into teaching. I didn’t intend for it to become a career. I started teaching Upper School English and the humanities, mostly because I was studying literature, so I could do things most similar to what I’d been studying in college. I’ve discovered over the course of my career the magic of every age group, and I was fortunate enough to land early in my career in a Pre-K–12 school. And so being in a school that has that full range of ages and stages has always greatly appealed to me.
Why Viewpoint, and for some of you, why Viewpoint for so long?
Bob: I would say for me, “why Viewpoint?” has a lot to do with opportunity. There are many special things about Viewpoint School, but I think the relationships between the students and teachers and the professional staff are quite unique. Also, the opportunities that students and adults have for creative expression and problem solving sets the School apart. And even as an administrator, I’ve never been one to really focus on just keeping the train on the track. To me, it’s
Marley Blumel ’26, Juice Childers '26 more interesting to really look at what we’re doing and try to find creative opportunities to make things better, to create more opportunities for student engagement. And with Mark coming into the School, bringing me on board it seemed to me like an opportunity to see how we might bring a more researchinformed lens on teaching and learning to the School. It’s been a very engaging seven years. Cathy: After I got my credential, I came to Viewpoint as a teaching assistant halfway through the school year. I didn’t really know anything about independent schools and had thought that I would be a public school teacher, but I took the assistant position. Then the Kindergarten teacher decided to retire, so I was given the Kindergarten position. I thought I would teach Kindergarten for the rest of my life, I loved it. Then the School needed me to move to First Grade. Bringing my Kindergarteners into First Grade was
Ashwin Nanda ’23, Audrey Kim ’23 probably my favorite class, just to see what happens in two years instead of one. I was never planning to be an administrator, but Bob Dworkoski, our former Headmaster, saw something in me, so when he came in, I became the Head of the Lower School, which was K-5. And so that’s how I got into the administrative piece. And the reason I’ve been here so long is because I feel like Viewpoint has been my family. My children went here, I met my husband through a parent at Viewpoint. It’s been a journey, a journey from about 200 students on seven and a half acres to now 1,200 students on 47 acres, and to be a part of that growth and the planning of all the different phases of the School has really been very stimulating. It’s been challenging at times, but I believe that I have really grown through all of these years and I’m so proud of where we are today, and just being a part of that journey and knowing how we got here is a real gift in life. Claudia: I was working with a student at Viewpoint and I had plans to open my own school. After getting to know Cathy for a while, I went to talk to her about my plans. That was the day she offered me a job. She was clearly the more persuasive of the two of us. Once I was here, I found my home, I found my people and it felt right from the moment I stepped on this campus. Alan: I’ve worked at two other independent schools in the area, and Viewpoint’s reputation was pretty special. So, when I saw in the early months of 2002 that there was an Assistant Head of Upper School job available, that seemed like a must-have, and I was very excited about being here. And since then it’s felt like the School has been in a constant state of growth and change, and then of course when Mark and Bob came on board, there was a different kind of change. I’ve learned an incredible amount about leadership in these last seven years with Mark and Bob and that’s what’s keeping me here. Steve: For me, coming to Viewpoint was really targeted. A few years ago, I was going for a Sunday drive with my partner and we happened to be going down Mulholland Highway. And he said, "Oh, what’s that?" And I said, "That’s Viewpoint School." And a couple of years later, I met Mark when he came up to the school where I was working. He was the head of our visiting accreditation team. And after Mark left, I kept an eye on Viewpoint to see when this job would open up, and when it did, I applied for it. It was actually the only job I applied for, so it was Viewpoint or nothing.
STEVE CHAN
Sammy Reed ’32, Kane Dougherty ’32 “I also worked, before working in school leadership, as a technology director, so I’ve always had a passion for progress and innovation in schooling and been impatient with stasis and complacency.”
MARK MCKEE
Mark: I studied classics and then taught medieval English and Shakespeare, and I’ve always had a rootedness in traditions, and schools with an understanding of tradition have always appealed to me. I also worked, before working in school leadership, as a technology director, so I’ve always had a passion for progress and innovation in schooling and been impatient with stasis and complacency. And so why Viewpoint? Viewpoint spoke to me as a school that really embodied that vision we have of “tradition connects us and innovation propels us,” that and specifically the high connectedness of the community that I found here very much appealed to me. It also was just a phenomenal opportunity to work with such great people.
In this 60th Anniversary year, we have talked a lot about our enduring values – love, honor, excellence, imagination, and optimism. Which of these resonate most with you and why?
Bob: I would say all of those values really ring true about this community, so it’s hard to pick one. But I’m going to choose imagination, because I think imagination is the antithesis of complacency. And I think that one thing that’s so exciting, that makes it so wonderful to be here, is that there’s an open-minded creative inquiry about our work and about how we can serve students in the best possible way. I really love the imagination that is embodied in the work that we do together at Viewpoint. Alan: I would say optimism, working in Upper School with students who are asked constantly to question the value of life and their part in it as they consider the next steps towards world readiness. If you don’t believe in yourself, how can love, honor, excellence, or imagination exist? And I think as an educator in the Upper School, you have to live with optimism and you have to live with belief, so that everything else can fall in place. Claudia: I agree with everything said, all of the values, love, honor, excellence, imagination and optimism, they’re all why we’re here. But for me, what resonates most is love and I am one of those lucky people that love what they do. No two days are the same. I’ve never been bored.
Cathy: It’s hard to choose because I think in every single one of these words we can find examples of why all of these things are true. I tend to move towards the love value just because I see love in every child’s face. I see the love that they have for their teachers, the love of learning as they are beginning to acquire skills and have fun and lots of giggles with it. But for some it’s a little harder than others, they work and they’re working hard. I think we see every single child at Viewpoint School and we’re all here, teachers, administrators, everyone to help them to be the best they can be. And in doing so, how can you help but love these children and carry them with you in your heart all the time. And the other thing I would just say is the excellence that we strive for is really palpable here. Steve: I think one of the things about all of these values is that they do connect with each other really easily and really well. If I start with one of the things that I appreciate about our students, it is that they try hard, they give their very best. I think that that’s all we can ask of them, and I hope that they’re proud of their work. And that’s not to say that they’ll always succeed, but that’s where the optimism comes in. I’m always hopeful that one stumble can lead to a triumph. Mark: All of the above. “Love of Learning” was so important to the School culture, they put it on a wall, and honor really distinguishes the School’s commitment to character education from its inception. And excellence and imagination really are that sense of tradition and innovation. And then optimism, today we’ve just come from the Eighth Grade Promotion, and I know I used the word optimism in my remarks about the Eighth Graders and then heard it threaded throughout each of the advisor’s comments about their advisees. And I think that’s distinctive.
Why is being a TK-12 school important?
Bob: I’m sure there are many people who’ll address different aspects of this, but what comes to my mind is how reinforcing each division is for the larger purposes of education. So, for example, in the Middle and Upper Schools, especially the Upper School, where the focus tends to be on content a little bit more or a lot more, being at a TK-12 school reminds us the importance of a social-emotional learning, of relationships, of wellness, and things like that that are maybe less about just content coverage and more about the larger personal development of the student. And I think that by the same token in the lower grades where the emphasis is on relationships and social development, maybe the Middle and Upper Schools can be a reminder that academic preparation also is really an important piece. So, I think
“I was thinking about tomorrow’s Graduation and that this class is a particularly special class to me, because I got to meet many of them as they were Kindergarteners, and I’m thinking about looking over at them tomorrow and imagining their Kindergarten selves and then comparing that to where they are now, and where they’re about to be and where they’re about to go.”
ALAN HOWIE
that a TK-12 environment really reminds all of us, regardless of where difference, because it sort of embodies the spirit of the place and it sets we are in the School, about the whole educational experience of the the tone for everybody who’s going to join it, and I think that that’s all child and not to leave one aspect behind in the pursuit of another. a really beautiful thing. Alan: I was thinking about tomorrow’s Graduation and that this class Cathy: I’m also thinking about the opportunities, especially for the is a particularly special class to me, because I got to meet many of them younger children to get to see what else is happening in the School when as they were Kindergarteners, and they get to see the plays and other I’m thinking about looking over school events. We’ve had dancers at them tomorrow and imagining from Middle and Upper School their Kindergarten selves and then come down and perform for the comparing that to where they are younger children, and many of them now, and where they’re about to be have brothers or sisters that are in and where they’re about to go. And sports competitions. So, I think the ability to do that as a school, there is that aspect of having all of to be able to bring students in as these things for younger children Kindergarteners (and now TK) and to look forward to, even in the see the growth that they experience swimming pool, if they are on the through Primary School, Lower swim team, they’re with the coaches School, or Middle School, up until and they’re with older children the very end where they sit there at Graduation and they come on stage and get their diploma, it’s just an incredibly special experience for 2022 Chinese National Honor Society New Inductees From left to right: Carter Ross ’24, Alivia Alva ’24, Morgan Omordia ’24, Sarah Norman ’23, Grant Humphrey ’23, Sophia Alva ’24, Ming Hodgson, Julian Mohn ’24, and Darya Podeh ’24 there. I just think it gives the little ones pure enjoyment seeing the broader picture of how wonderful their future at Viewpoint will be. everyone involved. It’s almost hard to put into words exactly what that means, because I think it’s as much a Mark: I’ve long believed that the presence of Kindergarten makes the feeling as it is something that is quantifiable. Upper School experience more valuable, even if they never interact, because it grounds the school culture in childhood and therefore in our Claudia: For me, I would say what’s important about a TK-12 school is common humanity. And certainly, the presence of an Upper School that it is a full community. This is where we get to see life take hold, and gives the elementary years a sense of destination and purpose. And now the little ones look up to the high schoolers as if they’re celebrities. And bringing back the TK really grounds us in that very special year before the high schoolers, who might tend to think of themselves a lot, when Kindergarten. Having 14 years of education on one campus is very special.they are around younger children, they notice them and they are a little more careful and a little more respectful in how they speak, so it brings What does World Readiness mean to you – and for the Division an awareness of all the developmental ranges that we have here and it Heads, how does your specific division help to prepare our truly creates a community. And I think it’s an extremely important part students to be World Ready? of our education, because out in the world it’s a little different today than it used to be and now the school becomes your community. Claudia: I work with the younger children, but we are the beginning seeds, the early seeds of innovation and collaboration, the community Steve: This is my second TK-12 school to work at, and in both of them service and the DEI (Diversity, Equity, and Inclusion) work and that’s it’s really made a difference because even though not everybody is a how we’re starting to get the children ready, along with discipline and lifer and you have kids that join the School at all of these different academics and study skills, and the other skill sets that are starting to points, the fact that you do have the lifers in the grades makes a real prepare them to go into the world.
Front from left to right: Max Heubusch ’22, Dr. Eric Steiger, Eliot Mars Back counterclockwise from: Barry Yao ’22 (hat), Elie Netzah ’25 (left), Riley Herbert ’22 (back), Sam Shore ’22
Cathy: I would agree with all of those things that Claudia mentioned for the children in my division as well, and just want to add that I think the way we’re teaching now is with the creativity and the flexibility and the idea that something can be solved in many different ways. I think all of these wonderful adaptations that we are making to our curriculum are going to help them to look beyond where we used to be.
Steve: I used to be a geography teacher. And so, when I think of world readiness I actually think about literally the world and I really do want the students in the Middle School to have an appreciation of the world and everything that’s out there, and to really think about what it is that they can contribute to the world and see themselves as part of the world. And part of that has to do with DEI, like Claudia mentioned, and the inclusion aspect of DEI work, but it’s also that I want to foster a sense of wonder about the world, that people want to know more and to find their passion and to discover new things. Alan: It’s interesting Steve, that you talk about the world specifically. At the Alumni Day we hosted last week, I spoke to a student who graduated in 2006. Due to studying the Chinese language and Chinese culture with Ming Hodgson at Viewpoint, she had gone and lived in China and had just returned to the United States. So, our students are world ready, they have the skills that they need to thrive, they have everything that will allow them to be successful as they move forward, and quite literally embrace and explore the world. Bob: I’m going to build on a couple of themes that have emerged, Steve talked about wonder, and Mark has talked about the love of learning. I think that when we get down to world readiness it sounds like a very big concept, and I think a lot of people associate it with technology and those kinds of skills to be ready for the future. Certainly, the diversity piece of that and knowing how to work in diverse creative problem-solving teams is a big part of that philosophy, but I would also say that I think world readiness is very personal in a way as well. The only way that you can gain the self-awareness to know who you are in the world, what your strengths are and what your challenges are, the only way you can develop that self-awareness is through experience. And the only way you can develop selfconfidence is through experience and through trying different things and being part of new experiences and gaining the courage and the confidence to be able to embrace more.
So, I think that even though we tend to think of world readiness as a very big concept, I think the fact that we have a breadth of programming that is so broad, that allows our students to find that joy of discovery, that wonder that gets them really engaged,
Liza Sitnikova ’27, Isabella Malinger ’27, Nicole Voronova ’27
CLAUDIA ANTOINE
because we know that without that engagement that they get from their love of learning, they’re really not going to learn in a deep way, in an ethical way. And so, to me, that very personal aspect of student engagement is in some ways the most important element in creating world readiness.
Mark: I would just add that our mission defines world readiness as both a critical skillset and a courageous mindset, and that speaks to the fact that in the future the most predictable thing is that there will be an accelerating pace of change meaning that one absolutely needs skills more than any specific body of knowledge. It’s useful to know things, it’s even more useful to know how to do things with that knowledge. And it’s a mindset, a confidence, a courage and a grounding in character and human skills that really sum up leadership. With that skillset and mindset students will be prepared for whatever the future may bring and will actually be well situated to shape that future.
When you look ahead to the future of Viewpoint, what are your hopes and dreams for the School and for our students?
Bob: I think to answer this last question, I would like to talk about the mission, vision, and values. When I look at the future of Viewpoint, this past year when we rolled out the new visual identity and the new mission, vision, and values (see page 3), I think it put into a very concise format who we are and who we continue to seek to become, I think it was a real stroke of genius. I think the fact that it was based on so much participation from every constituency within the school, I think it all rings very true about who we are and also who we want to be. So, I guess my hopes and dreams for the School and for our students too, for all of us, is that we will continue to view that mission, vision, and values as a living document that we have to help make come true every time, every year. You can say the same thing about the Constitution perhaps, it’s a living document that evolves over time.
And I think that this mission, vision, and values embodies so much of what is valuable and unique and special about Viewpoint School, but it’s only going to be that way if we continue to make it come true. And so, my dream for the School is that we continue to look at it as a dynamic, living expression of who we seek to become. Mark: And if we consider the mission, vision, and values, Bob, as the foundation of our school, how do those apply within this moment? During the pandemic we found ourselves in a very different moment. Next year’s school, I hope we’ll find ourselves in yet another different moment. How do the mission, vision, and values apply to that particular moment and how do we embrace them? Alan: I’ll jump in to say my hopes and dreams for the school are Jude Kramer ’27, Dylan Kravitz ’27, Eden Katz ’27 that it’s known both as a magnet for talent for both students and independent school teachers and professionals and known for that because of the values we’ve discussed in this conversation, because of the spirit of tradition and innovation, because of our identity as an organization where everyone’s learning and facing the future with courage and skill. Claudia: My hope and dream for our students is that they will lead in the world with love and respect and empathy for each other and a drive for excellence, so that this world becomes the place we hope it will be, and I hope Viewpoint is here for hundreds of years and churning out leaders for many hundreds of years to come. Cathy: I agree with that, with everybody, with what you’ve all said. And I just feel like it’s been such a privilege to have been a part of Viewpoint and to know that it’s moving in such a great direction, and we have people here that are thinking forward and everything is about what’s best for the students. It’s just such a special place, and to be working with all of you is really, really wonderful, and I just thank all of you for being such great colleagues.
DOWN LOAD
BRINGING OUR CAMPUS TO LIFE, ONE EVENT AT A TIME
By Bill Youngblood, Creative Director
Get to know Lara Conklin – a 19-year Viewpoint veteran who leads the extraordinary
Support Services department. Lara and her team make all things operations and events possible. Their ability to pivot during the pandemic and then pivot back to in-person campus life was awe-inspiring. Once the curtain closed on the 2021-22 school year, we took a moment to download with this fearless leader.
How long have you been at Viewpoint? I started at Viewpoint in October of 2003 taking a temporary position in the Operations and Construction Office. Six months later, my position became permanent and has evolved through the years. My current position is Director of Support Services. You’re an east coast transplant, what brought you west? Tim and I were married in New Hampshire in August, 2003. Our honeymoon was a three-week road trip across the country. We camped, hiked, and visited several National Parks including Yellowstone and Bryce Canyon. We loaded the car with what we needed and headed west. Eventually, we ended up in LA to be closer to my brother, his family, and especially my young niece. You are everywhere. In a thumbnail, what’s your job? I oversee all aspects of daily campus life outside of the classroom. Normally, we facilitate over 1,000 campus performances, activities, and events. My office also keeps the School’s Master Calendar, which is a dynamic document scheduling school life outside the classroom. With 14 grade levels, Athletics, Admissions, Advancement, and general community events, it takes a lot to make the calendar work. Name your guilty pleasure snack? Everyone on my team knows that I need to have an ice cold Coca-Cola to keep me going through the day. Best part of your job? The kids. Seeing the students’ success makes all the hard work worth it. The theater team strives to make every student shine. When I see tears of joy after a show closes on a Sunday, I am happy knowing they just experienced something that truly and deeply affected them. Highlight of the Viewpoint year? I love Great Pumpkin Day with all the students in their costumes, it always makes me smile. Promotion and Commencement are my highlights, while I love hearing the senior speeches and how Viewpoint has affected their outlook on life. Three songs on your playlist? Johnny Cash’s “I Hung My Head,” Jeff Buckley’s “Hallelujah,” Nirvana’s “Plateau.” Fun way to spend a Saturday? Hike with my dog in the morning, some gaming time in the afternoon, a yummy meal and evening with my husband. I enjoy reading sci-fi fantasy and mysteries of any type. Favorite color? Blue, Blue, anything Blue. Cats or dogs? Dogs – definitely dogs. My dog is like my child, she comes with me wherever she can. As a philosophy major, Plato or Aristotle? Plato – don’t ask me why, but Plato. That could be a whole article in itself.
Without Viewpoint, what would your life be missing? I enjoy Viewpoint because of its location, purpose, and people. I have many friends at Viewpoint who have become like family. I like the large campus with the trees, the creek, and its isolation from the city life. If I wasn’t at Viewpoint, I would move to the mountains of Virginia or North Carolina. THESE THREE POWERFUL WORDS help to guide our ever-evolving journey in Diversity, Inclusion, and Community Life at Viewpoint. We realize that it is important to Commemorate important events and historical milestones (both past and present), and that we must Educate in order to better understand each other’s point of view so that, as appropriate, we can Celebrate! We strive to embrace differences as we navigate the complexities of our ever changing world. We find joy in working collaboratively toward the fulfillment of the values of Viewpoint School: Love, Honor, Imagination, Optimism, and Excellence. During the spring, we built upon our tradition of enjoying foods from other cultures by learning through educational experiences, student-led events, and cultural celebrations. We also continue to honor the importance of community through outreach and service.
COMMEMORATE. EDUCATE. CELEBRATE.
By Patricia Jackson, Director of Diversity, Inclusion, and Community Life
Clockwise from top left: Lina Saley ’25, Emma Lake ’25, Cedar Cummins ’25 Allie Abemayor ’22, Skylar Helfer ’26, Angelina Wang ’25, Liv Ben Ami Nash ’25
DAY OF SILENCE
Our Middle and Upper School students, faculty and staff took a stand to fight the silencing and marginalization of LGBTQIA+ people in schools. Many took vows of silence for part or all of the day, or led activities to help people of all genders and orientations in our community feel safe, visible, and welcome.
WOMEN’S HISTORY MONTH
The 2022 Women's History theme, “Providing Healing, Promoting Hope,” is both a tribute to the ceaseless work of caregivers and frontline workers during this ongoing pandemic and also a recognition of the thousands of ways that women of all cultures have provided both healing and hope throughout history. Students, faculty and staff wore Break the Bias buttons on International Women’s Day and throughout Women’s History Month in support of raising awareness about stereotypes and discrimination and to support women’s equality.
Ryker Miller ’32 and Maverick Semler ’32
RAMADAN
During Ramadan, observant Muslims – who are of age and able – abstain from food and drink from sunrise to sunset each day. Many Muslims traditionally break their fast each day at sundown with a piece of fruit, often a date. As a community-wide celebration of Ramadan, Viewpoint sent home a wrapped date with each student so that we could all symbolically “break the fast” together at sundown. It was themed Save the Date until 7:28 p.m. – which was the time of sundown that evening.
Patricia Jackson and a pre-school student from Venice
COMMUNITY LIFE GIVING, SERVING
In April, our Viewpoint community helped distribute food, books, and toys in the City of Los Angeles.
ASIAN AMERICAN PACIFIC ISLANDER (AAPI) HERITAGE MONTH
Our Primary and Lower School students enjoyed a special performance of a traditional Philippine folk dance known as Tinikling. The celebration also included cultural food tastings and games.
From left to right: Ava Eklove ’28, Tyler Wu ’28, Fiona Pan ’27, Rachel Huang ’26, Avi Shah ’26 Sharon Lee Watson
From left to right: Sharon Lee Watson, Jon Chu
ASIAN AMERICAN PACIFIC ISLANDER (AAPI) HERITAGE MONTH
On May 19, our students commemorated the generations of Asian and Pacific Islanders who have enriched the history, culture, and achievements of the United States. We are grateful to our student panelists and our special guest speakers, producer and writer Sharon Lee Watson and film director Jon Chu.
Back from left to right: Julie Robbins, Frank Pontello, Claudia Antoine, Patti Miler, Cathy Adelman, Patrick Moyal, M.J. Dority, Asif Azhar, Vicki Schulhof, Michele Shumow Front seated from left too right: Jacki Dresher, Odile McNally, Cherie Boss, Marian Williams, Lynne Knebel On May 26, these 15 educators gathered on Blaney Patio, the original home of theater and assemblies at Viewpoint, in front of the set for Peter Rabbit, for the first-ever photo of our 30-years+ staff. It was impossible not to feel the warmth of the moment and the love they have for the School and one another.
ENDURING COMMITMENT
RECOGNIZING LONGTIME FACULTY AND STAFF
EACH OF THESE EXTRAORDINARY EDUCATORS have dedicated themselves to the students at Viewpoint School for 30 years or more. We asked them what year they came to Viewpoint, what was their first position, and why they have stayed so long.
CATHY ADELMAN, Head of Primary School Kindergarten Assistant Teacher, 1975 Viewpoint has been my second family for 45 years. The school has challenged me to grow in many ways during that time. Our goal was always best practices for children with an eye always on preparation for the future. Love of Learning, Strong Academics, Character Development, Responsive Classroom, Creativity, Resilience, Flexibility, and Community are now hallmarks of the education we provide at Viewpoint. In addition, the friendships I have made throughout my years at Viewpoint and my admiration for the outstanding teachers that I have worked with have been a gift in my life. And most of all the children! I have a heart for young children as they begin their journey in an academic environment. They bring me joy and when I am able to make a difference in a child or family’s life, my heart is full! On a personal note my husband and I were very fortunate to have our daughters attend Viewpoint School. During this time, we were members of the community and developed lifelong friendships with wonderful families.
CLAUDIA ANTOINE, Head of Lower School Assistant to the Head of Lower School (Cathy Adelman), 1991 I have stayed at Viewpoint for several reasons. It felt right from the moment I stepped on campus. I am happy to say that my ideas were accepted and implemented, and I met the most wonderful people who have become lifelong friends at Viewpoint.
ASIF AZHAR, Upper School Math, Physics, and Humanities Teacher, Faculty Advisor for Cum Laude Society, GenderSexuality Alliance, Indian Student Union, Persian Student Union, Table-Top Games Club Middle and Upper School Math Teacher, 1986 Easily the biggest factor in staying here all this time: the incredible students our school has always had! Our students have always possessed great intellects and great personalities. The students have always made teaching so much fun.
JACKI DRESHER, Administrative Assistant to the Head of Middle School (Although my job title is still the same, my responsibilities have vastly grown), 1991 Viewpoint is home, and my colleagues are my family and friends that I get to work with every day. As the years go by, Viewpoint continues to impress me more and more. The School’s philosophy aligns with my own. I love working in education, knowing we are preparing the students I see every day to become our future leaders of tomorrow! M.J. DORITY, Chair of Social Studies and Upper School Social Studies Teacher, 1990 Helping to build a learning community keeps me at Viewpoint. Having colleagues who value the joy of learning makes me a better teacher. Engaging students in questions about purpose and meaning brings a richness to my professional life.
LYNNE KNEBEL, Middle and Upper School Librarian Part-time assistant to Viewpoint School's founding librarian, Mrs. Catherine Bitticks, 1982 What made me stay all these years is due in part to the gratitude and loyalty our family owes to the School for the excellent education our two children received through the Eighth Grade. More personally, it's been a rewarding privilege over the years to serve students who are eager to learn, a collegial faculty, and a supportive and generous administration and staff.
ODILE MCNALLY, Primary School French Teacher French Teacher, K-8, 1982 Interacting with young children fills me with joy, love, hope, and optimism. Working at Viewpoint for so many years has allowed me to see the children grow up and witness the impact I had. I am also grateful for all the help the School has provided to me.
PATTI MILER, Director of Events Planning Assistant to the Business Manager, 1991 After my first year here, I brought my daughter here for school. I stayed for her. She spent 11 years here. After she left, I stayed because Viewpoint had become a second home and family. I liked what my job had become and the creativity it allowed me. I will retire from here in a couple of years.
PATRICK MOYAL, Athletic Director Athletic Director, Head Coach of Boys Basketball, 1990 I stayed to be a part of the growth of the program and see it evolve. It has been a great source of pride and fulfillment to see how far we have come in terms of breadth of programs and overall success while staying true to the School’s values. FRANK PONTELLO, Primary and Lower School Physical Education Teacher, Lower School Coach Established Baseball Program, Varsity Girls Volleyball Coach, 1989 There were many reasons to stay at Viewpoint. I was given total freedom in my coaching duties and the expectation was truly just a healthy and happy experience. Later, my son Blake ’10 started in Junior Kindergarten and was followed by my daughter Alexa ’13 three years later. A great education for my children and the School was much smaller which led to many close relationships with my colleagues. I’ve enjoyed the growth of the School and I never tire of the beautiful surroundings of the School. GO PATRIOTS!
JULIE ROBBINS, Second Grade Teacher Junior Kindergarten Camp Counselor for Camp Roadrunner, 1987 Working at Viewpoint started out as just a job, but I began working with amazing people who generously guided and taught me each day. Eventually, my son started at Viewpoint, and I stayed for him because he loved Viewpoint. Then Viewpoint became my career. I especially appreciated Viewpoint because they valued professional development, which allowed me several opportunities to strengthen my skills as a teacher and continue the love of learning in my classroom.
VICKI SCHULHOF, Kindergarten Teacher First Grade Assistant, 1992 Immediately, it became apparent what a unique educational environment existed at Viewpoint School. Teachers are given all of the tools needed to provide outstanding education. Students receive a broad education in music, arts, and athletics. As a young parent, I wanted my own children to have this unique experience and education. My children, Brandon ’14 and Hannah ’18, each attended Viewpoint Kindergarten through Twelfth Grade. My family has grown within the Viewpoint community and has built lifelong friendships here. The support of administrators and the community is what has kept me at Viewpoint all these years.
MICHELE SHUMOW, Primary and Lower School Librarian Part-time Librarian, 1989 I attribute my career length to a fortunate synthesis of wonderful children and amazing co-workers. My love of literature and the sense of community Viewpoint creates are also positive reinforcements that keep me returning each year!
MARIAN WILLIAMS, Lower School Science Teacher, Director of Summer Programs Kindergarten Teaching Assistant, 1989; Lower School Science Teacher, 1990 I love working with children and seeing their uninhibited enthusiasm for all thing science! My children all attended Viewpoint. My last child graduated in 2021. This was my first year at Viewpoint without being a parent!
RETIRING
CONGRATULATIONS TO LAURIE MONTGOMERY, who retired in June after 24 years at Viewpoint as a music teacher in the Primary School. In her role, Laurie was the maker of cherished memories as each year she led the Kindergarten students to perform in Little Engine, the First Graders in Little Fir Tree and Peter Rabbit, the Second Graders in Once Upon a Time, and this year, for the first time, the TK children in The Little Red Hen, as well as the annual holiday program and countless assemblies. Through her talent and her commitment to our youngest students, Laurie brought so much joy to the Viewpoint community, and we wish her well in her new life in Maryland.
TRIBUTES
Cathy Adelman Lynne Knebel
45 YEARS OF LOVE AND DEVOTION TO OUR YOUNGEST STUDENTS 40 YEARS OF SERVICE
By Claudia Antoine, Head of Lower School By Sarah Davis, Director of Libraries
CATHY ADELMAN JUST CELEBRATED the completion of her 45th outstanding year at Viewpoint School. During those years, she has educated thousands of children and has given support and guidance to thousands of educators and parents. Cathy started as a Kindergarten teacher, then moved to First Grade with one of her beloved Kindergarten classes. Recognizing her potential as a leader as well as a teacher, 35 years ago Headmaster Bob Dworkoski asked Cathy to lead the youngest division of the School and she became the Head of Lower School, which was then Kindergarten-Fifth Grade. After Viewpoint purchased Meadow Oaks, Cathy was made Head of Primary School, which is now TK –Second Grade.
Many of the programs that are loved and honored traditions here at Viewpoint began years ago with her and the early leaders of the School. Today, Cathy continues to be a highly respected, compassionate, and creative educator, who has a kind word and open door for everyone. As new research results become available, new ideas take root. Cathy carefully listens, collaborates with and unites colleagues, and then propels Viewpoint programs forward in a careful and thoughtful manner. Most importantly, Cathy is a child-centered, humble leader who loves children. Her strong convictions and love of learning endures, and she now enjoys working at Viewpoint with some of her former students as colleagues, and supporting former students as they bring their children back to the School they love. It brings Cathy great joy to see her students thriving. Love, honor, excellence, imagination, and optimism are the values Cathy Adelman embodies. She continues to pass on these values to our future world leaders! Luckily for all of us, Cathy Adelman is fiercely loyal to the Viewpoint community. ON MANY OCCASIONS we are reminded to “stop and smell the roses.” However, if you have the good fortune to work with Viewpoint’s Middle and Upper School librarian Lynne Knebel, you have the unique opportunity to literally smell the roses as you walk in to our beautiful space. Lynne, who recently completed her 40th year as a librarian at Viewpoint School, has many interests and talents. Along with a passion for tennis, reading, and history, are her incredible gardening skills and her love for growing flowers. It is not unusual to walk in to the library and see a small display of her handiwork in a sweet vase, greeting you as you pass our front counter.
It’s not just that the flowers look pretty, it’s knowing that Lynne has quietly thought to bring a bit of nature, and of herself, to our busy space. This is typical of Lynne, who for 40 years has dedicated her time and energy to Viewpoint by helping students grow into the independent and responsible graduates that represent the best of our community. Lynne came to Viewpoint with a background in teaching, and successfully translated this experience into managing Viewpoint’s Prinn Library, and for the last thirteen years, assisting with the opening and development of library services for Viewpoint’s Fletcher Family Library. Lynne’s passion for serving students and faculty at Viewpoint School for four decades has demonstrated that libraries are indeed classrooms without walls. She goes above and beyond to provide reference services to our library patrons, maintains the highest standard of ethics and values in her professional work, and she possesses and shares a wealth of institutional knowledge about the background and history of our school. Television host Willard Scott said that “librarians have always been among the most thoughtful and helpful people. They are teachers without a classroom.“ Lynne has taught thousands of students to blossom and grow into readers, thinkers, and lifelong learners. How lucky are we all to learn so much from our time with her.
TO CREATE EXCEPTIONAL READINESS FOR EXTRAORDINARY FUTURES. The opening line of Viewpoint School’s refreshed mission statement is spot-on for what happens every day at Viewpoint. This “World Ready” promise is evident in college counseling and manifested by our seniors’ post-secondary plans. In preparation for their extraordinary futures, exceptional readiness means something different for every student! An exciting statistic for the Class of 2022 is that students are pursuing more unique opportunities than any other graduating class in recent years. Attending 78 different institutions, our graduates embark on paths that reflect their individuality. A combination of factors like major, environment, and cost are unique to every student and guide decision-making. Consider some of the qualities influencing the decisions of the Class of 2022: Some students are looking for specific institutional sizes and educational styles: Spirited, flagship publics – CU Boulder, UVA, Indiana, U of Washington, U of Wisconsin-Madison, U of Oregon Private research universities – NYU, Willamette, Tulane, Case Western Reserve, George Washington, Boston, Drake, High Point, American WORLD READY Academic powerhouses – Duke, Yale, Columbia, Northwestern, Rice, Stanford, MEANS SOMETHING U of Pennsylvania Liberal arts colleges – Sarah Lawrence, DIFFERENT TO Scripps, Vassar, Colorado, Gettysburg, EVERY STUDENT Grinnell, Bowdoin, Emerson, Bryn Mawr California’s unparalleled in-state systems By Rhody Davis, Director of College Counseling are attractive options for their programs, locations, global reputation, and affordability. Viewpoint’s 2022 graduates will attend: University of California – Berkeley, Davis, Irvine, Los Angeles, Riverside, Santa Barbara, San Diego (every campus except Merced) California State University – Cal Poly, San Luis Obispo; Cal Poly, Pomona; Northridge, Sacramento, San Diego California Community Colleges – Pierce, Santa Monica World ready for students means pursuing majors that are personally meaningful: Pre-professional programs – engineering at Stanford and Worcester Polytechnic, sport administration at U of Miami, sports media at Butler, data analytics at U of Pennsylvania’s Wharton School, aeronautics at Embry-Riddle, biomedical engineering at UC Berkeley, School of Foreign Service at Georgetown, direct admission to the Ross School of Business at U of Michigan and the Kelley School of Business at Indiana
Applied arts programs – game design and development at Clark, music production at USC, design at Carnegie Mellon, illustration at Ringling College of Art and Design, architecture at Pratt Institute, acting at Pace, communications design at Syracuse Film programs – School of Film & Television at LMU, School of Cinematic Arts at USC, Tisch School of the Arts at NYU, Dodge College of Film and Media Arts at Chapman, Film & Media at UC Berkeley Students are landing at institutions with other distinguishing qualities: Religiously-affiliated universities – California Lutheran, Loyola Chicago, Texas Christian, Villanova, Notre Dame International first-year experiences – partnerships between USC and American University of Paris, Northeastern and New College of the Humanities in London NCAA Division I-III athletics – football at Claremont McKenna, cross-country at Bucknell, baseball at Hamilton and Brandeis, basketball at Portland and Nicholls State, swimming at Chapman, club lacrosse at UCLA Integral to an extraordinary future is making smart financial decisions. Graduates are using significant scholarships at these institutions: Boston University, Case Western Reserve University, Indiana University, University of Oregon, Pratt Institute, University of Southern California, Texas Christian University, University of Colorado Boulder, Loyola Marymount University, University of Washington “World Ready” may also mean delaying college. Students might choose a gap year to take a breather from academics and fine-tune college goals as they grow and change through senior year. Some students plan to go straight to a career, as with the aspiring actor in the class! One student is also attending a boarding school for a postgraduate year. In short, individual priorities and needs vary. As students embrace their unique goals and interests, it’s important to celebrate everyone’s next step toward their extraordinary future!
SO WHAT ABOUT BEING ROOMMATE-READY?
HARLAN COHEN, NEW YORK TIMES BESTSELLING AUTHOR of The Naked Roommate series, visited campus to “get real” with our seniors about post-Viewpoint life. In an energetic and interactive session, he talked about getting comfortable with the uncomfortable, and three roommate rules you need in college:
Find a way to get along. Give each other permission to just be roommates. Friendship is a bonus. Share what makes you uncomfortable within 24-48 hours.
Harlan urged the group to embrace the universal rejection truth – not everyone and everything will always respond to you the way you want. “It takes a good year to find your people, find your places, and get where you want to go,” he said. “When you get frustrated, be patient, embrace the experience, and know that you are supported.” As part of his One of Your People Projects, Harlan produced a series of videos capturing moderated conversations with seven Viewpoint alums about their post-high school experiences, including their perseverance amid a pandemic. Scan here to check them out:
One could argue that like trees and electricity, the arts are essential to human existence today.
To create – whatever the medium – is both an expression and affirmation of our humanity.
At Viewpoint, our students are encouraged to explore and to stretch to help them reach the full extension of their creativity, and to discover the joy that comes with that effort.
Upper School Photo of the Year by Ade Egberongbe ’22
Assignment: Natural versus Manufactured “For my Natural versus Manufactured project, I took a picture of a tree and a light bulb. Substituting the filaments inside of the light bulb for the branches of a tree, took on a similar visual association. The unifying factor between both of these elements is that they are very essential to living today. Certainly, without trees, humans would not exist because trees produce oxygen. Without electricity we could still exist albeit in much discomfort.” –Ade Egberongbe ’22
