Summer News 2012

WALDORF SCHOOL of Lexington

Summer News ‘12 Summer Greetings from the Director Dear Friends, It has been a whirlwind first year for me as School Director at the Waldorf School of Lexington. I have been deeply impressed by the dedication of faculty and staff, the energy and enthusiasm of the parent community in supporting the school, and the happiness, vitality, and accomplishments of the student body. These qualities all attest that something very special is happening here. I am excited to be part of such a vibrant community.

People are often curious about the behind-the-scenes work of the School Director at a large, independent school , so let me share a few snapshots from this past year: • Governance Council met twice weekly, with this leadership team ensuring smooth operation of the school on a day-to-day basis.

• Professional development committee met weekly, managing annual faculty evaluations and ongoing professional growth.

• Weekly Directors’ Meetings with the Directors of Finance, Admissions, Outreach & Communications, and Development allowed us to keep an eye on strategic institutional goals, even amidst the often hectic pace of daily life in a bustling school.

• Meetings with Board Officers and various committees of the Board of Trustees provided continual caretaking of long-term, big-picture issues critical to the school’s healthy functioning and growth.

• Meetings with faculty colleagues abounded: faculty meetings, College of Teacher meetings, and smaller program-based convenings of colleagues (for example, Elementary Faculty) meant constant review and discussion around programming, pedagogy, and professional development.

• Conversations with parents allowed me to get to know many of you, your great commitment to the school, your desires for WSL (and sometimes also your frustrations with WSL); these all

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End of School Ritual: Grade 2 students show their Main Lesson Books to their Grade 7 “buddies.” For more photos, see p. 15.

40th CELEBRATIONS: SAVE THE DATES!

SAVE THE DATE School warming: September 4, 7:30 p.m.

March 12, 2011, 7 p.m. GALA AUCTION Oakley Country Club, Watertown, Grandparent’s Tea: November 21, 9:00 a.m., MA followed by Thanksgiving Assembly Sept. 25, 12 p.m.

PCA Picnic Holiday Fair: December 1, 10 - 4 Nov. 21, 7-8:30 p.m. Alumni Panel Robert Mendenhall Memorial Concert 4, 10-4 40th Holiday at FollenDec. Church: March 8, Annual 2013 7:30 p.m. Fair

8, 2011 , 7Wednesday, p.m. Mendenhall May DayApr. Celebration: May 1,Concert 2013

at 12:30 p.m.

Annual Gala Auction, Dinner & Dancing: May 4, 2013 at the Pierce House in Lincoln (see p. 13)

The Main Office will be CLOSED for vacation August 6, reopening August 20.

Greetings from the Director (cont.)

In this Edition: From the Director Accreditation Renewal Class of 2012 Graduates Class of 2008 Next Steps Ben Deily ‘82 Addresses the Graduates Mr. Menz Oversees Summer Improvements Photo Gallery: Landscaping Facelift Profile: the Movement Curriculum From the Interim Director of Development Party Plans: Dinner, Dancing & Auction May 4, 2013 What Is the “College of Teachers”?

Changing Faces Welcome, Julian!

Photo gallery: Friendships Bloom in June

1 3 4 4 5 8 9 10 13 13 14 15 15 16

Contributors: Megan Curtis, Linda Mack, Robert Schiappacasse. Photo credits: Betsy Peck, Vito Aluia. Edited by Holly Kania Summer News is a publication of the Waldorf School of Lexington. Reproduction of content without express permission of the school is prohibited. Copyright July, 2012 Volume V, August 2, 2012

found their way to my door. From these conversations, I learned a great deal about what makes our school so strong, as well as some ways we can continue to refine and improve the education we offer.

Stewarding a school community is a delicate balancing act between daily concerns and longer term goals and dreams. It is much like parenting: each day insists its needs are met—meals must be prepared, stories read, chores done, challenges addressed—and yet, one must plan also for the future, anticipating what challenges and opportunities the next stage may bring. In many institutions, those far-off, future concerns are shelved in light of the needs of the moment.

I am proud to write this has not been the case at WSL in the past year. Faculty, staff and trustees together have tackled challenging major initiatives including completion of: 1. A long range plan; 2. A comprehensive compensation review; 3. An initial vision for a campus master plan; and 4. An intensive self-study of the entire school program for our 10-year accreditation renewal.

We have learned much from surveys gauging the quality of our admissions, communications, foreign language program, and overall school wide satisfaction. We have reached out to alumni and alumni parents with a newly-formed volunteer committee.

We are reestablishing the Development Office, so that our school can effectively raise the funds required to translate many of our hopes and dreams into reality.

In this work, I am particularly grateful to our Trustees, who volunteer hours of time and hard work to help the school flourish. My great thanks go to retiring Trustees, Jeff Ask P’12, ’14, Helena Niiva and Wendy Margo. The school is indebted to Mooly Dinnar P’11, ‘13, ‘15, who steps down from his role as President after five years of service. Mooly will continue to serve on the Board as secretary. Lastly, I warmly welcome new Board Members Mia Moran P’18, ’20 and Paulo Milko P’18, ’20, and new Board President, Keith Hartt, P’18.

Above: Outgoing Trustee Jeff Ask at the graduation reception with his family.

Left: Mooly Dinnar steps down as Board President after serving 5 years; he will continue to serve as secretary. Right: incoming Board President Keith Hartt.

Here is my most profound impression after concluding my first year at WSL: students are flourishing, from the very littlest “tots” in Parent-Child Education classes, to the stunning maturity and leadership of the graduating class. The promise of Waldorf education is being lived into each and every day with great success.

I look forward to another year of seeing students grow and thrive as a result of the dedication of faculty and staff, knowing the support of the parent community is with us as we work to provide a deep, rich education to the students.

Robert Schiappacasse, School Director Summer News ‘12

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10 Year Accreditation Renewal Process One of the assurances that parents, faculty, and the wider community have that the Waldorf School of Lexington is a strong, successful school is that we are accredited by both AWSNA (Association of Waldorf Schools of North America) and NEASC (New England Association of Schools and Colleges). The school must undergo re-accreditation with both AWSNA and NEASC every ten years in order to ensure that we continue to uphold both our own and the accrediting institutions’ expectations. Accreditation is a process of thorough self-evaluation, led by an Accreditation Committee and following a precise path laid out by the accrediting bodies. The well-defined process involves faculty, staff, board members, and parents.

This significant undertaking invites school constituents to take a step back from day-to-day operations and analyze the state of the school across numerous standards--15, to be exact--the accreditors determine to be critical areas for school health. The process typically results in validation of a school’s strengths as well identification of areas in which a school needs to improve. Our school’s last accreditation, earned in 2002, led to a significant upgrade and expansion of the school library, for example, while affirming the essential strength of our operations and program.

The school’s library was expanded as a result of the 2002 Accreditation process. Pictured above: Ms. Cody reads to Grade 2 students.

During the 2011-12 academic year, our re-accreditation work has involved countless meetings, interviews, surveys, documentation reviews, and most importantly, honest and open dialogues on how to continue to improve an institution that has grown and strengthened since the last accreditation review in 2002.

Our findings are summarized in a thorough “Self-Study,” covering all aspects of the school from program to policies, facilities to finances. The accreditation process will conclude in October 2012 with a site visit by a team of educators affiliated with both AWSNA and NEASC. This visiting team will review our self-study and make their own commendations and recommendations. Our school then has a period of two years to enact any recommendations for improvement called for by our accreditors.

We look forward to publishing the findings of the re-accreditation Self-Study with current parents. Our anticipated date of publication is September, 2012. The work profiles our many strengths, and details areas for continued improvement.

If you have questions about the accreditation process or any of the Self-Study findings, direct them to Accreditation Coordinator Megan Curtis.

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Congratulations to the Class of 2012 The graduation of the eighth grade Class of 2012 on Saturday, June 16 was marked by music and heartfelt good-byes from the graduates. The students wished each other and the school farewell in glorious song--sung and played in small groups and individually. The commencement culminated with a moving rendition of Lennon & McCartney’s Hello, Goodbye, performed by the entire class under the direction of chorus teacher Christopher Eastburn.

Photo by Vito Aluia

Class Teacher Lauren Smith and Class Parent Jeff Ask offered thoughtful and humorous remarks to the new graduates. Mr. Ask promised he would continue to be their class parent even though they may have moved on to other schools. Mrs. Smith, who has carried the class since first grade, reminded her students of subjects, trips, and amusing situations shared during their eight years together. Guest speaker Ben Deily, ‘82, addressed the graduates from the playful, yet wise, perspective of “some old guy.” (His speech is reprinted in its entirety in this issue.)

After the ceremony, the graduates and their families and guests joined the faculty outside under the maple trees in the horseshoe for cake and punch. In a moving tradition, each student received a lovely souvenir book of reminiscences and good wishes created and signed by members of the faculty.

The graduates will attend the following schools next fall: Cambridge Rindge and Latin School, Cambridge School of Weston, Concord Academy, The Forman School, Lexington High School, Lincoln-Sudbury Regional High School, International School of Basel (Switzerland), the Waldorf High School of Massachusetts Bay, and an undisclosed location in Australia!

Members of the Class of 2008 (Class Teacher Paula van den Broek, current Grade

Two teacher) graduated high school this spring, and their plans include: Barnard College (2), Champlain College, Clark University, Colorado College, Drew University, George Washington University, Ithaca College, Kenyon College, Skidmore College, SUNY/ Binghamton, Trinity College (2), Tufts University (2), University of Massachusetts, University of Vermont, and gap years (2).

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Commencement Guest Speaker Ben Deily ‘82, 30 Years Later: Advertising executive and professional musician Ben Deily is an alumnus of the very first eighth grade class to graduate from the school. Thirty years after his own commencement, he addressed the students with warmth, wit, and wisdom.

“Graduates, faculty members, friends and family; thanks so much for inviting me to be a part of this celebration today.

So, right off the bat, I find I feel a kinship with the members of the graduating class…because we’re both here today to attempt something we’ve never done before: in your case, formally completing your primary school education; in my case, trying to stand in front of a room like this and offer words that might be helpful to mark that occasion.

Little known fact: As a student, commencement speaker Ben Deily ‘82 painted one of the two archangel paintings hanging on either side of the proscenium in the auditorium. “Wow, I can’t believe you left that hanging,” he marvelled.

(Usually, if I’m in front of a crowd this size…I have a guitar on and there’s loud music. It’s a more, um, forgiving environment. So please, forgive me my lack of experience at public speaking.)

Either way, we’re both doing something that plenty of people have done before…but for us, it’s a first.

And speaking of firsts, for me, being here is a remarkable thing for a variety of reasons. Not the least of which is that 30 years ago—a stretch of time that is, frankly, every bit as inconceivable to me as it must be to you—I was sitting here just like you guys…with my classmates and the school community, and listening to some old guy like me standing up here talking.

Every class is one-of-a-kind, and special, but my class, well…I can say we had some…unique challenges. We had gone in eight years from being the first-ever first grade—beginning our journey with Karen Weiland—to being the first-ever eighth grade, and believe me…no one—parents, kids, or faculty—no one had any idea what to expect from the future. After all, no

About the Speaker About the Speaker: A graduate of WSL’s first-ever 8th Grade class, Ben Deily (Class of 1982) attended Boston’s Commonwealth School, where he co-founded the punk/pop band The Lemonheads with classmate Evan Dando. The two shared front-man and songwriting duties for the band’s first four releases and two US tours, before Ben moved on to the next stage of his life: studying literature at Harvard. Ben has worked in the advertising industry for nearly 20 years, living on both East and West coasts, and has won major industry awards including four CLIOS. His wife (and bass player) Lisa is an actor and member of the Screen Actors Guild; recently re-settled in the Boston area, Lisa and Ben still perform regularly with their band Varsity Drag.

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Above: Robert Schiappacasse welcomes Ben Deily; Deily addressses the graduates.

Members of the Class of 2012 and Class Teacher Lauren Smith travelled to Colorado and New Mexico for camping, rafting, and community service.

Commencement Speaker Ben Deily ‘82, 30 Years Later: (cont.) one had ever graduated from this place before.

So, now…three decades on…you can think of me as a time traveler from your own future—and, I have good news. It all turns out great.

“...this place has pre-

pared you for life in a way that is unique, and rare, and remarkable... you have been taught things that the wider world regularly insists can’t be taught: artistic and musical ability; creativity. Kindness.”

--Ben Deily

You’ll discover what we discovered, what perhaps you already know: that this place has prepared you for life in a way that is unique, and rare, and remarkable.

That you have been taught things that the wider world regularly insists can’t be taught: artistic and musical ability; creativity. Kindness. Experiencing yourself as an integral part of something larger—part of seasons, and cycles, the ebb and flow of the natural world.

You’ve been not just told, but shown that academic “facts” are not just something to be memorized…but something with significance, with context.

You’ve encountered reality not as a detached observer, but as a participant in the action.

All of these things, well…you’re going to be glad you have them. At the risk of sounding jaded, such experiences and perspective are in short supply out there.

If you’re anything like me, you’re going to spend the rest of your life discovering just how much you actually did learn here. Not just what you learned with your intellect—which is arguably the least important part—but with your spirit, if I can use such a word. With your heart. With your deepest nature.

Here’s another bulletin from the future: the people you care about, the friends you’re sitting with?…they stay in your life. Turns out that no change of school or mailing address ends up changing that. Of course you’ll move on into a wider social world. But no matter how much time passes, or how far you wanSummer News ‘12

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Commencement Speaker Ben Deily ‘82, 30 Years Later: (cont.) der, these will still be the people you are close to, and count on. I can simply say I’ve seen this happen—not just for me, but for countless classes to pass through this room.

Well, like most old people, I could ramble on indefinitely, but we gotta move this thing along, so: a couple quick thoughts.

I don’t have to tell you that you’re in the midst of a life stage that those older folks around you—if they’re honest with you—will surely remember with mixed feelings: it’s a time of tremendous creativity, possibility and joy…but also generally marked with stress, anxiety, and some amount of pain. A kind of pain that adults might tell you they remember…but remembering something is not the same as living it.

So, if you’ll trust me once more as an emissary of the future, bear two things in mind: One: you will handle what’s to come. You are already solid enough. The good times, as well as the not-so-good ones. You will come to see them as both having been equally indispensible.

Two: Don’t forget to breathe. It sounds like a small thing, it’s not.

You’re just going to have to trust me on this.

Finally, I can say honestly that everyone here—myself included—is very proud of what you’ve accomplished…and is excited at the prospect of seeing each of you continue to engage the world, continue to discover, and—well—before you know it, grow up and take our places. Perhaps even with one of you, standing where I am now.

That would be another first…one I look forward to. Tell you what: let’s all meet back here in…two-thousand forty two.

Thanks so much for inviting me here today.”

Students in the Classes of 2012 and 2019 at the “Rose Ceremony” on the last day of school, closing the circle of the eight year journey through elementary school.

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Paul Menz Oversees Summer Improvements Ah, those lazy days of summer. Walks on the beach. Catching up on reading or long-overlooked hobbies. But not for our stalwart Building and Facilities Manager, Paul Menz. Although many members of the school faculty and staff enjoy lighter responsibilities and a bit of a vacation while school is on break, summer is when Mr. Menz and his team of assistants kick into high gear, repairing, repainting, repointing, refinishing--and in some cases, renovating--campus facilities to assure the school is sparkling and well-functioning for the upcoming year.

With a campus comprised of historic, older buildings, each summer usually brings significant facilities improvements: in the past few years, Paul has overseen upgrading of the electrical panels, renovation of the Orchestra room, and the replacement of the Adams Building roof, to name a few major undertakings.

I don’t divide architecture, landscape and gardening; to me they are one.

--Luis Barragan Any landscape is a condition of the spirit.

--Henri Frederic Amiel

One of this summer’s most noticeable facilities upgrades is the relandscaping of the school’s frontage in order to improve campus visibility from Massachusetts Avenue. A key finding to emerge from last fall’s campus master plan-ning process confirmed a concern raised consistently by staff and members of the broader school community over the past several years: The school simply is not visible enough from Massachusetts Avenue. Our signage and presentation does not indicate to passing traffic that we are an institution, let alone specify that WSL is a pre-K through Grade 8 independent school. This lack of institutional/school presence potentially inhibits our outreach, and also undermines traffic safety out on Massachusetts Avenue during pick-up and drop-off times.

To address these concerns, Mr. Menz and Director Robert Schiappacasse, working with input from the Campus Master Plan, the Enrollment Committee, and staff, devised a plan to raise the canopy in the horseshoe, clearing the site lines from Massachusetts Avenue to the Adams Building. To create more explicit campus unity between 703 (the nursery building) and the Adams Building, the stand of shrubbery between 703 and the horseshoe was removed. The horseshoe is being reseeded, and the planting beds have been thoroughly weeded and are now bounded by granite blocks for a more orderly, attractive look.

The final touch in upgrading our frontage is improved signage: As a temporary measure, a hanging extension has been added to our existing sign showing that we are a “Pre-K through Grade 8” school. Completely new designs for signage on the east side of the 703 building (above the parking area, facing Arlington), and at the main driveway entrance are underway. All designs must pass muster with Town of Lexington historic district covenants, a process the school hopes to pursue in the fall, with a goal of installing permanent signage upgrades during the 2012-13 year.

Assisting Paul with summer facilities work are woodworking teacher Andrew Freeburg, and Alums Michael Valenti ‘97, Ben Busiek ‘04, and Aidan Freeburg ‘09. Kate Graham-O’Regan ‘09 did the landscaping work on all the flower beds.

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Above: Newly landscaped flower beds, reseeded lawn, a repainted sign with more school-specific information, and a raised tree canopy create greater visibility from the street. Left: Alumna Kate Graham-O’Regan ‘09 spent weeks weeding, reshaping, and tending the garden beds with new Belgian block borders. A new path of paving stones links the crosswalk to the horseshoe lawn area.

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In Focus: Movement Program at the Waldorf School of Lexington Over the past thirty years, the time in public schools for recess and gym class has been decreasing due to cuts in funding and an increased focus on academic classes. Just a little more than half of students nationwide are enrolled in a physical education class, and by high school only a third take gym class daily, according to the National Association for Sport and Physical Education. Lately, however, this approach has been called into question, and the idea of play and movement as an important part of learning is slowly gaining momentum in mainstream education. In Waldorf schools, however, it has always been an integral part of the daily and weekly rhythm of the students’ school days.

Movement takes many forms at the school: it plays an important role in Main Lesson classes throughout the elementary grades as movement is used to teach everything from math to history. In addition, there are Extra Lessons with Brigitta Witteveen from early childhood all the way through eighth grade, and, with the same range of students, Liaat Zehavi teaches eurythmy—which exists on the artistic end of the movement spectrum—working with the students’ inner and outer balance, posture, and rhythm, among other things. All elementary students have recess twice a day. Second graders partake in a weekly nature walk, and free play is an integral part of early childhood education; research from the Alliance for Childhood tells us that by age 10 children in play-based kindergartens excel over others in reading, math, social and emotional learning, creativity, oral expression, industriousness, and imagination.

Eurythmy teacher Liaat Zehavi visits the Evergreen kindergarten for movement games.

Free play in pre-k and kindergarten years allows for organic development of strength, coordination, and joy in movement.

In the elementary grades, Catherine Steiner teaches movement classes—a combination of Extra Lesson, Spacial Dynamics, and games—in grades one through three, while Ralph Brooks teaches a more traditional gym class in grades four through eight.

In the early childhood and grades one through three, movement is a chance not only for the children to breathe, play, and physically move their bodies, but also for children to develop in many important areas, such as their ability to cross the midline, equilibrium and balance, spatial awareness, and right/left domi-

Movement is a crucial Main Lesson activity. Here, first graders jump rope. continued next page Summer News ‘12

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Movement Program (cont.) nance. Brigitta Witteveen is able to carefully attend to early childhood students and assess their development toward first grade readiness through children's abilities to achieve these skills.

In grades one through three, Catherine Steiner—who has trained in Spacial Dynamics and has a BA in physics, and is a trained Waldorf teacher—uses a mix of skill building (jump rope, juggling, balance beams) to assess students individually, and then uses activities with the whole class to help all students to develop and achieve.

In first grade, the students strive toward the goal of bePhysical education teacher Ralph Brooks explains the rules during able to jump rope with a partner; having a goal to ing a Games class. push toward is an important part of helping students to continue developing, says Ms. Steiner. Second grade Glossary of Terms: brings more challenges, such as being able to bounce a “Crossing the midline” One hand spontaneously ball from one hand to another, or pass it behind one’s moves over to the other side of the body to work own back. In both grades, group games (using stories there. Midline crossing emerges as children develop as the organizing structure) help the children work on bilateral coordination skills. They learn to coordinate group dynamics, social skills, and to practice following a strong hand which is doing something skilled, and an assistant hand which is helping. directions, and allows the class to be a “we.”

Third grade brings the nine year change as the class moves out of the “we” and into individual striving and awareness of skills. Children at this age, according to Ms. Steiner, are more aware of what they are doing, and push themselves to succeed at each skill. There is an introduction of games where there are two sides, emphasizing the students’ growing awareness. Bothmer gymnastics are also introduced in third grade, bringing a rhythmic exercise that suits the children developmentally.

Ralph Brooks, who has training in both Spacial Dynamics and the Waldorf High School education, as well as being certified in public school physical education, teaches gym classes twice a week in the fourth through eighth grade. Here, team games and sports such as baseball, volleyball, and ultimate Frisbee help the students practice teamwork, coordination, and how to gracefully win or lose a game while still having fun.

Mr. Brooks says he feels blessed to work at a school that has such passionate intentions behind its pedagogy. He says he is able to make a true impact on all the students’ lives because gym class is so closely connected at several points in the grades to the curriculum in their other

“Extra Lesson” exercises were created by Audrey McAllen as a way to complement the work done with the students in the Main Lesson and subject curriculums. The exercises help students with spatial orientation, crossing the midline, and motor skills, among other things. There are many aspects to the exercises, among them movement, form drawing, or working with bean bags.

“Spacial Dynamics®” (also referred to as “Bothmer Gymnastics) was developed over 25 years ago by Jaimen McMillan and helps an individual to experience the healthy, harmonious continuum between the body and surrounding space. Teachers use graceful, slow motion movements to reconnect, regenerate, and reintegrate.

“Nine Year Change” is a distinct developmental phase characterized by the child’s more realistic or critical outlook as he begins to move away from the dreamy world of early childhood. Class teachers prepare us to recognize the child’s growing consciousness of his individuality; of being part of the family and the world yet separate from both. We are given notice of the unsettling new realities both we and our child will experience with this realization of Self and the ambivalent yearning for independence it may provoke.

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Movement Program (cont) classes, and rather than in public school where cuts are continually made to the movement programs, Waldorf education honors movement as part of a well-rounded curriculum.

8th graders don’t lose their exuberance for movement.

Back-to-school details: * Remember to submit your

child’s required forms. Forms should be downloaded from the website at www.thewaldorfschool.org/forms * “Login” at bottom right of any page. Then proceed to “Community” > “Parent Pages” > Required Forms. Print the pdfs, fill out, and mail in to the Main Office. * The school does not conduct state-required Health Exams that are performed in public schools. Check with your child’s health care provider to learn more. * Please provide the school with a copy of your child’s annual physical exam report by fax, scan or snail mail.

Thank you!

In fourth grade, the games such as tag and simple ball games are still imaginative and alive for the students; Mr. Brooks points out that the students hardly realize they’re moving because they are having fun. In fifth grade, the annual Fifth Grade Olympics allows the students to learn about the aesthetic and historic side of athletics through discus, long jump, and javelin. Fifth grade is a wonderful age, because boys and girls are equal in strength and are able to compete side by side. In sixth grade, students prepare for the Medieval Games, where they learn honor and respect. Before middle school, intensive, competitive athletics hardens kids in an unhealthy manner, but once students reach middle school, they are at a developmental age at which they can begin to work with rules and judgments: Was that in or out? Safe or not? In addition to gym class, Mr. Brooks began the school’s after school middle school athletic program fifteen years ago, creating basketball and soccer teams to compete in the local independent school league. These teams are all-inclusive and only ask that team members fully participate and enjoy themselves.

Movement at the Waldorf School of Lexington, it is clear, is not built only on the sports students play to keep their physical bodies fit and healthy—though this is an important aspect. The Waldorf approach to movement is meeting the children at a more individual level, helping them to develop balance and strength in themselves, to incarnate with their feet solidly on the earth, and to connect with each other and the world around them. “I just want the students to move; I think--no, I know--that if they do they’ll live a happy, healthy life,” says Mr. Brooks. Ms. Steiner says that she loves to see how students change, learn to be more fluid in their movement, and learn confidence in themselves. This confidence, she says, translates into their academics; when they perceive themselves as able on a physical level, it frees their minds to also change.

The Movement program is helping to forward the mission of the Waldorf School of Lexington by meeting the children not only through their bodies but also their minds and their spirit of will.

Reported by Megan Curtis Summer News ‘12

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From Linda Mack, Interim Director of Development “When we give cheerfully and accept gratefully, everyone is blessed.”

– Maya Angelou All of us at the Waldorf School of Lexington are so grateful a tradition of giving has played a primary role in the school’s longevity and financial success. Each generation of parents, grandparents, alumni, faculty, staff and friends who have supported on-going efforts to reach the Annual Fund goals, accomplish capital improvements, or enrich programs, has laid a foundation for this strong community. Every student today is a direct beneficiary of this long tradition of giving.

The tradition is going strong, as shown by last year’s giving. Our parents on the Development Committee started off the year successfully organizing the all-important Annual Appeal to support our programs, salaries, and campus. Friends, Faculty, Parents and Alumni Parents helped the Mendenhall Concert be as beautiful as ever, and raised a record high for music scholarships. Our parent-run Gala demonstrated that our community can dance, laugh and sing, while generously supporting the school. The successful special appeal to partner with the Town of Lexington to rebuild the playground will enhance families’ experiences both now and into the future. These are just a few ways that our community members’ gifts of time and resources made a measurable difference to the school.

The school couldn’t succeed at this level without the support of each one of you.

We are so grateful for your spirit of generosity and it is deeply moving to all faculty and staff. On behalf of the school I want to extend a huge thank you for all you do!

The Development and Alumni Office strives to connect our community members to the school in ways that are meaningful, deep and tangible. Your continued donation of time and resources will ensure a strong school today and tomorrow. You can contact me at l.mack@thewaldorfschool.org or 781-863-1062 ext.

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Hold the date: Quatro de Mayo, 2013: Celebrate our School Latin-Style with Auction, Dinner, and Dancing On May 4, 2013, our third annual Gala fund raiser moves west to the historic John H. Pierce House estate in Lincoln, Massachusetts. Less than fifteen minutes from the school, the Pierce House is sited amidst 50 acres of lawns and wildflower gardens, overlooking a tranquil pond. The federal-style building features cozy rooms, a wrap-around porch, and a generous tent for partying and dancing. The perfect setting for a fiesta primavera! The Gala volunteer team has already begun work! We are: Alumni parents Kim Wass, P’06, ‘10, ‘12; Nancy Heselton, P’04, ‘06, ‘08; Holly Kania P’08, ‘12 (Co-Chair); current parent Kristin Bray (Co-Chair); and staff members Linda Mack (Interim Director of Development) and Betsy Peck (Development Assistant.) We plan to laugh together, work hard, and create a fun-filled event for the benefit of the school.

We’d love more volunteers to join our team. Email Linda Mack to volunteer.

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“Fly Me to the Moon” Gala celebrants partied, bid, and danced up a storm on March 31. Clockwise from top: Magnolia Rios, Ralph Brooks, Mary Ross & Will Lyons; Laurel Kayne; Class of 2008 Alumni Parent table; Geneva Cooper; Event Chair Mia Moran and Sebastian Diaz.

The John H. Pierce House in Lincoln is a popular site for weddings and fundraisers. An outdoor tent accommodates up to 250 guests.

Just What is the College of Teachers?

Waldorf schools’ governance is unique in a shared, fundamental commitment to being faculty-led institutions. At our school, this commitment to faculty leadership is deeply rooted. WSL was founded by teachers, and throughout most of its 40 year history, has been governed primarily by faculty, with the College of Teachers leading the way.

The Board of Trustees assures that the school is fiscally sound and responsibly run, with an eye to longer-term strategic issues; the School Director oversees administrative operations of the school and works to continue to build the strength, efficiency, and strategic orientation of the entire institution. The Governance Council --consisting of faculty departmental heads, the College Chair, School Director, and Finance & Administration Director--manages day-to-day affairs of the school and determines the appropriate venue for resolving immediate issues. But the Faculty, and its leadership group, the College of Teachers, shapes the curriculum, working deeply to deliver a program that assures students consistently receive the fullest range of benefits that Waldorf education can offer, while also evolving the program to meet contemporary needs and concerns.

The College of Teachers comprises faculty and staff who have committed to work together to provide active leadership in areas that affect the life, health, and destiny of the school. Inspired by Rudolf Steiner’s anthroposophical insights into child development and community building, the College is the key decision-making body on questions concerning curriculum and education programs. In other words, when it comes to students’ classroom experiences and quality of education, “the buck stops” with the College. In addition to curriculum development, College responsibilities include faculty hiring, professional development, and participation in key long-range decisions such as the campus master plan or compensation. The College is also the governing body that assures the school is connected to and represented within the greater movement of Waldorf eduction.

Membership is voluntary: all teachers and staff who are willing to commit the time and energy are welcome to become members of the College. The group meets once weekly throughout the year, with additional meetings as necessary. Sixth grade Class Teacher Karen Weiland is the current College Chair.

The College of Teachers accomplished several goals during the 2011-2012 school year. Focus has been on fulfillment of curriculum items related to the Long Range Plan; for example, a survey-based study of the Foreign Language program was conducted among our alumni as well as other area schools, and is under review.

(To read about the Long Range Plan, please click here [link to LRP page on website]). An in-depth study of compensation was undertaken, with changes to be implemented in the coming year. The College approved a proposal to increase the strings programs to begin in the third grade rather than in fourth, and Ms. Svilokos’ class is excited to be the first third grade to begin the strings program.

The College of Teachers has already begun to set priorities and goals for the upcoming 2012-2013 academic year, when further work with the Long Range Plan, Accreditation, and continuing development of the pedagogical program will drive the College’s work.

College of Teachers, 2012-13 Karen Weiland, chair Christa Clark Susan Cody Megan Curtis Tara DeNatale Julia Galginaitis Wendy Margo Mary Beth Melton Helena Niiva Joe O’Regan Leah Palumbo Marilyn Pelrine Magnolia Rios Robert Schiappacasse Catherine Steiner Jeanette Voss Tuija Voutilainen Camille Whitener Brigitta Witteveen Liaat Zehavi

The summer edition of our Alumni publication “In the Loop,” chronicles news from our Alumni community. Edited by Alumni Parents Carol Damm P’09, P’11, and Elizabeth Green P’09, P’15. Visit the News & Events on the website to read it!

In the Parent’s Pages: 2012-13 School Calendar Fall Upcoming Events Flyer

Summer News ‘12

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Changing Faces

Grade One Teacher Elizabeth Reading and daughter Sarah Schnebly, ‘08.

Elizabeth Reading, Class Teacher, Class of 2020! (Grade One) brings a compelling complement of gifts to our school. She has extensive teaching experience, both at Buckingham, Browne and Nichols School (Cambridge, MA), and here at the Waldorf School of Lexington, where she has been handwork teacher as well as handwork assistant to Kathy Aluia. She was a first and second grade assistant for the past four years, assisting Ms. Svilokos in second grade during the 2011-2012 school year. Ms. Reading has also coached our middle school girls’ basketball team. Liz and her family live in Arlington. Her daughter Sarah Schnebly (‘08) graduated in June from the Cambridge School of Weston, and will attend Kenyon College in the fall. Her son Paul Schnebly (‘11) currently attends Lawrence Academy. We are confident that the students and families of the Class of 2020 will benefit profoundly from Liz’s experience and talent. Help us welcome her into her new role at our school!

Lynn Nowels, P’99, ‘01, leaves the faculty after four years teaching strings in the instrumental music program. Lynn also stepped in with great success to lead the seventh and eighth grade orchestra this past fall during Leah Bartell’s maternity leave. Lynn’s time, skills, and dedication to our school’s music program have been greatly appreciated. Lynn will continue to turor and support the school music program with lessons.

The past year’s Grade One Teacher Paula van den Broek presents Liz Reading with some friendly first grade math helpers at the all-school assembly on June 15.

Holly Kania, P’08, ‘12, Director of Outreach and Communications, is moving on to personal writing projects. We have been fortunate to have Holly as a staff member and parent, both for her skills in writing, design, and communications, and for her deep commitment to our school and to Waldorf education. She will be teaching Nia Technique fitness classes at Yoga and Nia for Life in West Concord through the summer, and hopes to see some familiar faces in class!

Lauren Smith, P’09, Class Teacher, Class of 2012 (on sabbatical), after teaching her class for eight years and seeing them off at graduation in June, will be taking a well-deserved year off. She plans to rest, catch up around the house, and assist her daughter Chloe in the college application process. We thank her wholeheartedly for her eight years of hard work and dedication to her class and to the school, and we hope to see her back again soon.

Welcome, Julian!

Adoring grandmother and Resource teacher Brigitta Witteveen cradles new arrival Julian Van Daam.

Former Great Meadows summer & vacation program director Julia Van Daam and her partner Daemeon Pratt welcomed a beautiful, healthy baby boy into their lives this June. Julian Paul Pratt Van Daam was born June 18, 2012.

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Friendship Abounds in May and June

The final days of the school year were rich in exuberant energy, and the quiet confidence of bonds forged throughout the year. The school looks forward to sharing more photography through online photo galleries in the coming year.

Summer News ‘12

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