2017 Fall/Winter Magazine

2 0 1 7 FA L L / W I N T ER

STUDENT-FACULTY CONNECTIONS:

The Heart of our School

ADVANCEMENT OFFICE CONTRIBUTORS DAWN BARRETT

Director of Institutional Advancement and Operations

From the Head of School 01 A Letter from Tom Gilder

WHITNEY BURKE

Assistant Director of Communications

Strategic Plan 02 S trategic Plan Gains Momentum with 2017-18 Areas of Focus

JEFF GILDER ‘08

Director of Alumni Relations

Innovation

CASEY KIM

04 N ew Administrative Structure Enhances Student Support 06 N ew Schedule Fosters Curricular Innovation and Life Balance

Associate Director of Advancement ROBIN PICKETT

Director of Windward Network

Service Learning

JERYLDINE SAVILLE

09 For the Love of Dance 10 F ormer Grand View Student Becomes Wildcat 11 N ew Director of Service Learning and Social Entrepreneurship

Director of Communications & Public Relations ERIC WELLER

Associate Director of Special Events

Student Life 12 Windward Comes Full Circle

ADDITIONAL CONTRIBUTIONS

Around Campus 14 Homecoming

Global Perspectives 16 S tudents Explore the World and Discover Themselves

Athletics 18 Fall Sports Update

Arts 20 T he Lens of Empowerment 22 T he Art of Digital Storytelling

Parent Perspectives 24 W orld Languages for the Real World

Graduation 26 A Day to Remember

Windward Fund at Work

Jenna Ashendouek ‘18 Carrie Creighton Dan Curran Tony de los Reyes Greta Gooding ‘18 Christina Hendershaw Eric Mandel Brad Pomerance Dahlia Setiyawan

28 Research and Development

Windward Network 30 M aking the Network Work for You 32 C limbing the Ladder

Student Achievements 33 T he Future of Food 34 Championing for a Cure 35 Windward Students Awarded Apple Conference Scholarships

Alumni 36 38 40 41 42 43

I nsights on a Changing Industry eunion Weekend R G rowing a Business Finding her Voice F inding Good Food Fast E xploring the Past

PHOTOGRAPHY Andreas Branch Brandon Kirk Joe Lester Photography Kevin Newman Jenna Schoenefeld Nick Toren La Donna Wertlieb Stephen Zeigler

DESIGN Bacio Design & Marketing, Inc.

FROM THE HEAD OF SCHOOL

A Letter from

Tom Gilder

A

s a Head of School, I wear a number of hats. On any given day, I may be meeting with the directors of our three divisions to discuss professional growth initiatives for faculty, reviewing the School’s budget with our Business Office to optimize our Financial Aid allocation for students, or greeting prospective parents at an open house and sharing with them the vision of our School.

And while I play a wide variety of roles on any given day, my primary responsibility never changes: to ensure that our students are receiving a dynamic, engaging education that will prepare them for wherever life takes them.

Students are at the center of everything we do at Windward.

While it is often tempting to make decisions based on the best interests of the adults in the School, we are vigilant not to allow ourselves to do so. Windward’s administrative team is committed to gathering feedback from our students as we develop new strategies to strengthen our academic programs and student engagement while minimizing unproductive stress. Our students are regularly engaged in this process through conversation, focus groups, surveys, and meetings with leadership groups. In our biweekly meetings with the Student Prefects, the Division Directors and I are able to receive thoughtful insights directly from our student leaders.

With every decision we make, change we consider, and program we explore, we continue to ask: “What is best for our students?” and “How will this decision impact student learning, growth, and engagement?”

Our work with Stanford University Professor Denise Pope and the Challenge Success Program, which we began six

years ago, has encouraged us to focus closely on student engagement. Our new daily schedule and division structure, which you will read more about in this issue, have grown out of this university partnership and our new Strategic Plan mandates.

This emphasis on student engagement has also led us to reevaluate our curriculum with an eye toward innovative programming and interdisciplinary teaching and learning.

In the past six years, we have: built STEAM, Global, Entrepreneurship, and Internship/Networking programs and integrated these programs into our curriculum over time; instituted Minimester and an international trips curriculum to expand experiential learning beyond the walls of the School; broadened our Upper School electives and joined the Global Online Academy; and added a dynamic Middle School Challenge-Based Learning program.

More recently, we embarked on a Responsive Teaching initiative in order to find new and better ways to engage students of all learning types and personalities. We have also greatly increased student engagement with our neighboring community through a number of programs spearheaded by Ashley Webster, Windward’s new Director of Service Learning and Social Entrepreneurship.

The goal of all of these initiatives is to ignite within students a passion for learning and curiosity about the world. We want students to be so engaged in their classes that they don’t want the period to end. A lofty goal, to be sure, but one that we will continue to strive for.

TOM GILDER Head of School

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Strategic Plan Gains Momentum

with 2017-18 Areas of Focus 02 - S T R AT E G I C PL A N

Windward’s Strategic Plan, which will guide the School during the next six years of our development, has taken on new momentum with the announcement of the 2017-18 Areas of Focus.

To review the full plan, including the backgrounds and rationales, as well as team leaders, go to www.windwardschool.org/strategicplan

S T R AT E G I C P L A N

GOAL 1: Student Core Competencies— How do we further instill and develop in students the communication skills, work habits, habits of mind, knowledge, and resilience needed for their success and personal fulfillment in college and beyond?

2017-18 Area of Focus: Research the emerging core competencies Windward graduates will need to be successful in college and their professional careers and engage in a competencies mapping initiative that aligns the School’s educational program with these core competencies.

GOAL 2: Community Well-Being—How can Windward support all members of its community in being healthy, engaged, and balanced people who are comfortable taking healthy risks, take joy in learning, and have a sense of purpose larger than themselves?

2017-18 Area of Focus: Develop practices in each division within the new division structure that support the development of its students academically, extracurricularly, socially, and emotionally. Collaborate across all divisions and departments to develop school-wide expectations and guidelines that provide clear and consistent expectations for students.

GOAL 3: Faculty, Staff, and Administration—How can Windward support faculty, administration, and staff in being effective and innovative in their roles and in modeling lifelong learning through ongoing professional growth?

2017-18 Area of Focus: Implement the new professional development process using Folio, engage in ongoing research into best practices, create opportunities for faculty to share their professional development work, evaluate the process of setting goals, and refine that process as necessary.

them articulate clear objectives for what their students will know, understand, and be able to do at the end of their courses and at the end of each major unit.

GOAL 5: Windward Identity—How do we best define and communicate the ways in which Windward’s dynamic, engaging education and nurturing, inclusive community make a Windward education compelling and unique?

2017-18 Area of Focus: Using the feedback gathered in the strategic planning and accreditation self-study processes, identify the unique qualities and strengths of Windward today, develop effective ways of communicating this information to internal and external communities and establish an effective method for updating these messages to reflect the latest developments at the School.

GOAL 6: Diversity and Inclusivity— How can all members of the Windward community advance the School’s commitment to diversity and inclusivity, creating a sense of belonging for everyone and an environment where difference is celebrated?

2017-18 Area of Focus: Engage faculty, students, and parents in meaningful dialogue about differences and inclusion and partner with the division teams and cocurricular student-leaders to foster nurturing connections within the community.

GOAL 7: Connections and Relationships—What can Windward do to preserve and enhance the

strong connections between adults and students at the School? How can Windward further strengthen its alumni network and its relationships with its neighbors, feeder schools, colleges and universities, and the local and global community?

2017-18 Area of Focus: Through the new division structure and the alumni program, expand leadership, experiential, internship, and professional networking opportunities for students and alums.

GOAL 8: Strengthening the Foundation: Future Needs—How can Windward best refine and execute its Master Plan in support of our programmatic goals and our aspirations for our students?

2017-18 Area of Focus: Use the input of faculty, students, parents, neighbors, and other community members to refine Windward’s Master Plan and take the necessary steps with the construction and design team to be ready to commence construction on Part One once appropriate approvals and sufficient funding have been achieved.

GOAL 9: Institutional Advancement— How can Windward enhance its culture of philanthropy in order to raise the funds necessary to achieve the goals of our Strategic Plan and to ensure the long-term financial health of the School?

2017-18 Area of Focus: Raise the funds necessary to commence construction of Part One of the Master Plan while also maintaining ongoing support for the Windward Fund.

GOAL 4: Curriculum and Instruction—In what ways should Windward School evolve and enhance its innovative programs and pedagogy to meet the needs of students entering college and society in a rapidly changing world?

2017-18 Area of Focus: Taking advantage of the new schedule, support teachers as they work to adjust their teaching to further their responsive teaching efforts, helping

W I N D WA R D M A G A Z I N E - 03

New Administrative Structure Enhances Student Support As students returned to campus this Fall, they noticed some prominently placed signage directing them to the three new Division Offices created as part of our new administrative structure.

In this innovative student-centric model, we have established three administrative teams, each of which supports two class grades: Grades 11 and 12-Collegiate Division; Grades Nine and 10-College Preparatory Division; and Grades Seven and Eight-Middle School Division.

The new structure was designed to ensure that our students are receiving the maximum level of support they need to realize their full potential—a hallmark of our nurturing community.

Here’s a look at the teams that are supporting our students.

Grades 11 and 12: Collegiate Division Assistant Head of School, Director of Collegiate Division KEVIN NEWMAN continues his role as Assistant Head of School and also serves as Director of Collegiate Division.

Kevin has a bachelor’s degree in History from Brown University, an MBA from the UCLA Anderson School of Management, and an EdD in Education from UCLA. He is in his eighth year at Windward.

Associate Director of Collegiate Division JILL BUSH assumes the role of Associate Director of Collegiate Division. Jill was formerly at Pasadena Polytechnic School, where she served as an Upper School Science teacher. Jill earned her bachelor’s degree in Chemistry from the California Institute of Technology and her law degree from Stanford Law School. This is Jill’s first year at Windward.

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Dean of Students KEVIN COALE serves as Dean of Students for Collegiate Division.

Kevin has a bachelor’s degree in History from the University of Virginia and a Master of Education in Independent School Leadership from Teachers College, Columbia University.

This is his second year at Windward.

Deans of College Counseling MOLLY BRANCH and JILL GULLY continue to serve as Deans of College Counseling and Molly are supported by Branch Aaron Marquette, College Counseling Coordinator.

Molly has a bachelor’s degree in Journalism/ English Literature Jill from USC and a Gully Master of Education in Secondary Education-English from UCLA. She is in her 25th year at Windward. Jill has a

bachelor’s degree in Psychology from Willamette University. She is in her eighth year at Windward.

Counselor SARAH MUSICH serves as Counselor for Collegiate Division.

Sarah has a bachelor’s degree in Psychology and Sociology from Tulane University and a Master of Social Work with a Families and Children concentration from California State University-Los Angeles. This is her first year at Windward.

Administrative Coordinator REBECCA YEH serves as Coordinator for Collegiate Division.

Rebecca is in her third year as a fulltime employee at Windward; she served as a part-time music mentor for five years prior to that. Rebecca studied Cello at Cal State-Northridge.

I N N O VAT I O N

Grades Nine and 10: College Preparatory Division Director of College Preparatory Division JULIA COLEY assumes the role of Director of College Preparatory Division.

Julia was formerly Director of the Secondary School at the Pilgrim School in Los Angeles. Julia has a bachelor’s degree from Swarthmore College, a law degree from Boston University School of Law, a master’s degree in Education from UCLA, and a master’s degree in Psychology from the Chicago School of Professional Psychology. This is her first year at Windward.

Associate Director of College Preparatory Division MEGHAN TALLY assumes the role of Associate Director of College Preparatory Division. Meghan previously served as Windward’s Chair of the English Department and Associate Director of the Center for Teaching and Learning.

Meghan has a bachelor’s degree in English and Creative Writing from Emory University, a master’s degree in Creative Writing from Boston University, and a Master of Education in Independent School Leadership from Teachers College, Columbia University. She is in her third year at Windward.

Dean of Students JENNIE WILLENS serves as Dean of Students for College Preparatory Division.

Jennie has a bachelor’s degree in Theater from Northwestern University and a Master of Theater Studies in Production and Design from Southern Oregon University.

She is in her sixth year at Windward.

Counselor GAIL HOLMES serves as Counselor for College Preparatory Division. Gail has a bachelor’s degree in Sociology from UCLA and a master’s degree in Educational Psychology and Counseling from California State University-Northridge. Gail is in her 37th year at Windward.

Administrative Coordinator NATAŠA JOVANOVIC serves as Coordinator for College Preparatory Division; she is in her second year at Windward. Nataša has a bachelor’s degree in Life Science from McMaster University in Canada and completed post-graduate courses in Broadcast Journalism, TV & Film Production, Communications, Distribution & Post-Production at Ryerson University in Canada.

Grades Seven and Eight: Middle School Division Assistant Head of School, Director of Middle School ERIC MANDEL continues his roles as Assistant Head of School and Director of Middle School, overseeing Grades Seven and Eight. Now in his 24th year at Windward, Eric has his bachelor’s degree in Political Science from UCLA and his master’s in Education from Pepperdine University.

Associate Director of Middle School EMILY DAWE continues to serve as Associate Director of Middle School. Emily has a bachelor’s degree in Psychology from Pomona College, a master’s in Elementary Education from Pacific Oaks College, and an EdD in Educational Leadership from UCLA. She is in her fourth year at Windward.

Dean of Students ANN-MARIE HOBBS continues to serve as Dean of Students for Middle School.

Ann-Marie has a bachelor’s degree in Psychology from Loyola Marymount University and a master’s degree in Psychology from Antioch University. This is her 19th year at Windward.

Counselor TAMMY CLEM continues to serve as Counselor for Middle School. Tammy has a bachelor’s degree in Child Development from California State University-Northridge and a master’s degree in Educational Psychology and Counseling from Cal State-Northridge. This is Tammy’s 20th year at Windward.

Administrative Coordinator EVENESHIA HEDGEMAN serves as Coordinator for Middle School Division. Eveneshia is in her fourth year at Windward.

W I N D WA R D M A G A Z I N E - 05

New Schedule Fosters Curricular Innovation and Life Balance

By Eric Mandel, Assistant Head of School, Director of Middle School

As Windward engaged in its strategic planning process last year, we surveyed the entire faculty and student body looking for ways to grow and improve. One of the most significant pieces of feedback we received from both groups was that we needed to reassess how we organized our schedule and whether our use of time was the best way to accomplish our mission.

06 - I N N O VAT I O N

INNOVATION

A

s a result of this feedback, the School engaged in creating and piloting a different schedule that included longer class periods and fewer classes meeting per day. The feedback we received after the pilot was so overwhelmingly positive that we determined to move ahead quickly with the implementation of a new schedule.

The launch of the new schedule this year has been extremely well received by both students and faculty.

The longer class periods have fostered creativity and curricular innovation among the faculty, leading to lessons that are more engaging and enable deeper student learning. Simon Huss, Science Department Chair and Director of Windward’s STEAM program, stated: “Science classes are seeing more frequent and in-depth lab experiences and hands-on activities”as a result of the new schedule’s longer blocks. Visual and Media Arts Chair Jeff Miller added: “Set-up and clean-up takes proportionally less time, maximizing work time. We also enjoy the flexibility it gives us to introduce alternative activities during classes.”

Longer classes are also enabling faculty members to be more responsive to the needs of each individual student. Teachers now have the time within a class period to use formative assessments to check how well their students are understanding what they are being taught and to support each student. Additionally, the creation of designated “Extra Help” times during the week has provided new opportunities for students who might need extra support to understand a concept or who may want to engage in a deeper discussion about a topic with a teacher.

“The new schedule has significantly lowered my stress level and granted me a newfound mental energy. I am able to successfully balance my required classwork and extracurriculars while pursuing an extra academic class that truly fascinates me.”

—SENIOR JENNA ASHENDOUEK

Finally, the new schedule has made balancing workloads significantly easier for students. Emily Dawe, Associate Director of Middle School and one of the leaders of the School’s Challenge Success initiative, which focuses on increasing student engagement and decreasing student stress, stated: “Several aspects of our new schedule have a direct impact on student stress and life balance—the breaks in between classes allow students and faculty time to refresh, time to get and give extra help, and time to take care of themselves. In addition, having classes less frequently reduces the amount of nightly homework as students only have homework for the classes that meet the following day.”

W I N D WA R D M A G A Z I N E - 07

S ERV I C E LEARNING 08 - S ERV I C E L E A R N I N G

SERVICE LEARNING

For the Love of Dance Windward Partners with Local School on New Latin Dance Class

It all started with a Windward student’s love of dance.

Jennie Gonzalez and is supported by Meresa and her team of mentors.

“I have a very close relationship to dance, and I wanted other kids who might not have access to a dance program to have the opportunity to experience it as I have,” said MERESA GARCIA ’19.

While learning various forms of Latin dance, Richland students also develop key social skills, which allows them to gain confidence in interacting with others.

Meresa’s passion for dance and desire to help others led to a conversation with Jennie Willens and Alesia Young about starting a Discovery Academy after-school program focused on Latin Dance.

From there, Meresa worked with Ashley Webster, Director of Service Learning and Social Entrepreneurship, to spearhead Windward’s community partnership with Richland Avenue, a Mar Vista elementary school located just minutes from campus.

During the 11-week program, 21 Richland Avenue students in Grades Three to Six travel to Windward every Wednesday to learn various forms of Latin dance, including Salsa, Mambo, Cha Cha, and Merengue. The class is led by Windward’s Dance guest artists Jasmine Burgos and

“Latin dance is a very sociable form of dance,” said Ashley. “It promotes leadership, community building, and teamwork.”

Meresa notes that you don’t have to be a skilled dancer to volunteer with the program. The purpose is to provide a communal, hands-on learning experience for the students.

“At the end of the day, I want the kids to say ‘Wow, that was so great. I want to go back. I want to do this again,’” said Meresa. “I was really excited that my idea became a reality. Windward is such an inclusive environment for ideas, and the School wants to see your idea come to fruition. It’s possible, if you’re willing to put all of your effort into it. The end reward is worth the hard work.”

W I N D WA R D M A G A Z I N E - 09

Across the Boulevard

Former Grand View Student Becomes Wildcat

Before STELLA PAZ ’22 was making her mark on the Windward community, she was a bright-eyed Second Grader at Grand View Blvd Elementary looking to refine her Spanish speaking skills as part of the school’s dual immersion program.

With no native Spanish speakers at home, Stella’s mom, Khanh, contacted Windward to see if there was an opportunity for a school partnership.

In what seems to be a lifetime ago, Stella recalls, she and her mom were introduced

10 - S ERV I C E L E A R N I N G

to Jennie Willens, Windward’s former Director of Service Learning. Before they knew it, they were working together to form Spanish Language Book Club, and the rest is history.

“From our first session of Spanish Language Book Club to the development of subsequent programs, Stella was enrolled and participating at such a high level,” said Jennie. “She was always engaged, curious, and enthusiastic. Over the years, watching Stella develop and grow became part of the unique gift of the partnership with Grand View Blvd.”

From the moment Stella enrolled in the program, she envisioned herself one day attending Windward. “My initial impression of Windward was that the people were so nice and welcoming,” said Stella.

Fast forward to 2017, and Stella’s role has reversed. Now, as a current Eighth Grade volunteer with Windward’s Discovery Academy, she serves as the older mentor she so looked up to all those years ago as a young Grand View student.

“To welcome Stella to Windward’s campus last year as a Seventh Grader was such a joyful moment!” Jennie said. “Upper School students who had grown to know Stella over the years were thrilled to see her on campus and even more excited to see her join our Discovery Academy program as a mentor.”

“It’s my way of giving back,” Stella said. “I remember loving my Windward buddy, and now I am one myself! I know how much of an impact I have on these students because I was once in their position.”

One of those younger students just so happens to be Stella’s younger sister, Abbey.

“It’s fun to have her in Art Explorers,” Stella said. “Her friends and my Grand View friends see me on campus and will remark, ‘Oh that’s Stella! You go here?

Maybe I can come to Windward too.’ It makes them realize that dreams can come true.”

SERVICE LEARNING

New Director of Service Learning and Social Entrepreneurship Ashley Webster has been named Windward’s new Director of Service Learning and Social Entrepreneurship.

In this newly created full-time role, Ashley will spearhead Windward’s expanding partnerships with community organizations, including those located in Mar Vista.

In addition to teaching, “Think Differently,” an Upper School elective course that teaches students the fundamentals of entrepreneurship, Ashley coordinates and oversees the School’s

weekly after-school service projects led by Windward students.

This includes the popular on-campus program Windward Teaches Tech in which Windward students enhance the quality of life for local seniors by educating them on the use of apps, smartphones, computers, and other current media technologies.

Ashley and her students are excited to strengthen existing partnerships and develop new relationships with the local community. She encourages anyone with

new ideas for collaborative alliances between the School and the community to reach out to her at awebster@ windwardschool.org.

“I’ve been amazed by our students’ eagerness to have an impact beyond campus, and I have no doubt that the work that they do will be mutually beneficial.”

—ASHLEY WEBSTER

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Windward Comes Full Circle

Reflections on the Senior Class Retreat

By Greta Gooding ’18

O

n a sunny September day, 95 of my compadres and I embarked on a twonight-long adventure to San Diego. The energy was electric on our buses en route to the Paradise Point Resort, an excitement that was reminiscent of a September day four years ago when our class set out for the Freshman retreat. As a new student in Ninth Grade, I remember that retreat in Malibu as a whirlwind of new faces and dizzying numbers of welcoming introductions. In some ways, I strangely felt the same rush at the beginning of the Senior trip. It was as though we were all meeting each other again for the first time. We transitioned from classmates to best friends, a bold move that only Windwardians could coalesce.

The trip was a sublime mix of serious reflection and the kind of learning that takes place organically. With the aid of experience designer Alex Temeña and the Fulcrum Adventures team, my classmates and I were challenged to consider the kinds of leadership roles we adopt in a group. We explored the ways we could push ourselves to embrace and ponder how we can be the driving force of Windward’s student community.

The task of teamwork was put to the test: We raced cars built from plywood and cardboard and dueled in Advisory teams with pool noodles. My Advisory was not the champion of either of these illustrious competitions, yet the magic was not lost on us. As we were prompted to reflect, we all proudly acknowledged how much more attached we were to each other since the Ninth Grade boat race over the Malibu shoreline, which also happened to enlist cardboard and pool noodles.

Greta (center) at Windward’s Senior Retreat in San Diego in 2017

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STUDENT LIFE

“It was as though we were all meeting each other again for the first time.”

Greta (left) at Windward’s Ninth Grade Retreat at Camp Hess Kramer in 2014

During our afternoon free time, the expansive Paradise Point Resort quaked with the spirit of closeness. Bikes and surreys of shoutsinging friends passed by the numerous pools on their way to the beach. The glassy cove was dotted with almost all of my classmates on kayaks and paddleboards. There was an overwhelming feeling of inclusivity that was

commended again and again, as one of my best friends Hannah Millner ’18 noted: “Students were spending time with unexpected new friends.”

The retreat ended with a moment to compose letters to the faculty who have molded us into our best selves, an opportunity my grateful classmates did not pass up. The gregariousness of the Class of 2018 followed us to every activity and all the way back home. The success of our final retreat could not have flourished without the hard work and patience of our wonderful faculty, whom I also consider to be mentors and now also compadres.

I can confidently say that our incredible class is now trained and ready to meet any challenge ahead and lead the student body with grace and eloquence through our year-long reign.

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HOMECOMING - Fall 2017-

By Eric Weller, Associate Director of Special Events

On Saturday, October 14, Windward’s Foley Field was transformed into a carnival on campus, as students, parents, siblings, grandparents, alumni, faculty, and staff gathered to celebrate our amazing community and support our exceptional Performing Arts and Athletics programs.

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AROUND CAMPUS

T

he day began with the Grandparents and Special Friends Brunch, where students shared special moments in a beautifully transformed Lewis Jackson Memorial Sports Center.

Before the Varsity Football team took the field, attendees took to the Armchair Quarterback ride to test their skills in a chair that rocked, spun, and rolled, while they attempted to complete a pass to a receiver in front of them. Younger kids enjoyed face painting and a bounce house, while the bake sale proved a wonderful and very tasty success.

The Windward Jazz Ensembles and the Chromatics treated those gathered in Littlefield Plaza to inspiring performances, while the Middle School Dance Group dazzled the audience gathered in the Irene Kleinberg Theater. By kick-off time, everyone had filled up on great food, applied some team-spirit temporary tattoos, and found a seat in the bleachers to cheer on the Wildcats.

A big thanks to the Parent Guild Homecoming Co-Chairs Ann Gianopulos, Raina Rosenblum, Lisa Lewin, Pam Reynolds, Anne Factor, and all of the volunteers, supporters, and staff who helped put together such a spirit-filled event that brought our whole community together.

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STUDENTS EXPLORE

THE WORLD

AND DISCOVER THEMSELVES

By Carrie Creighton, International Trips Manager, World Language Teacher

I

can vividly remember one of my Junior year French professors quoting Hermann von Keyserling, a Baltic German philosopher and adventurer, saying that the shortest road to oneself goes around the world.

I was absolutely taken by the depth and meaning of this quote, probably more so as I had just returned to New York after six months of studying and traveling abroad—an experience

16 - G L O B A L PER S PE C T I V E S

that was still actively percolating in my mind. Personally, I think von Keyserling would be quite impressed

by Windward students’ sense of adventure and thirst for experiences that will lead them out of the routine of their daily lives and into a profound self-awareness. Our students traveled far and wide this summer to Italy, Peru, and France with their peers and teachers creating memories that I suspect they will not soon forget.

Our first trips of the summer took flight before the ink had time to dry on our Seniors’ diplomas. The Sunday after the close of school, the French and Peruvian trips crossed paths in the security line at LAX excitedly anticipating their respective immersion experiences. Once we went our separate ways, the Spanish students enjoyed a couple of days of sightseeing in Lima before they were accompanied

by Paola DeCastro and Dan Walker to the Sacred Valley. Here, our Windward students

GLOBAL PERSPECTIVES

were off to meet their host brothers and sisters for a linguistic and cultural immersion program in Cusco in partnership with the La Salle School of Cusco. The students would eat, breathe, and sleep “in language” as they lived with local families.

While in the Sacred Valley, students were able to observe time-honored customs like weaving, ceramics, and a traditional Indian market with locals often speaking in the indigenous Quechua language, as well as the stunning site of Machu Picchu in all of its mysterious lore.

For the students who were more partial to croissants than ceviche, we headed to Paris to meet our longtime partners at Lycée Duruy high school in the seventh arrondissement. As in Peru, students lived and learned with local families to facilitate their continued acquisition of French while also experiencing some of the iconic cultural and historical monuments of Paris.

Brian Bernhards, Camar Robinson, and I accompanied the students through the Louvre and the Musée d’Orsay for a taste of art history tempered with strolls through the Latin Quarter and Île de la Cité for a taste of delicious Berthillon ice cream and the occasional baguette. After a week in Paris, we bid au revoir to our host families and took the high speed train to Avignon for a change of pace from the city. There, we explored the former Papal Palace and Roman ruins along with some of the influential sites of Van Gogh’s life. Luckily, nobody lost an ear.

The last trip of the summer, but certainly not the least exciting, was our Global Student Leaders’ summit trip to Italy. The summit was slated to explore “The Future of Food,” and I can’t imagine a more à propos place to do so. Our students and faculty enjoyed the food and culture of Italy as they wound through Sorrento, Rome, and Florence before settling in Milan to participate in the Summit. There, they were entertained and enlightened by the keynote speaker Anthony Bourdain, among many others. Finally, the students participated in a Design Thinking Challenge with mixed groups of students from Europe and North America to develop solutions for the future of

food and get inspired to take action back home. (See related article, Page 33.)

As one can easily imagine, sharing these moments with peers and teachers in a foreign country are some of the most memorable experiences we can aspire to for our students, and some of the most fulfilling for faculty. In my new role as International Trips Manager, I’m ecstatic and energized by the wealth of opportunities for our students to gain cultural awareness, practical skills, and collect once-in-a-lifetime memories of their time as students at Windward. It’s evident that what manifests from these shared encounters with the previously unfamiliar is nothing short of life changing.

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FALL SPORTS

The Fall season has seen the Windward Athletics program hit the ground running with no sign of slowing down in the 2017-18 school year.

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he Girls Golf team teed off its second year, led by Olivia Fishman ’20, whose handicap qualifies her for post-season participation in the CIF Southern Section.

Cross-Country, coached by Track & Field Program Lead Frances Jones, dashed past the competition at the Woodbridge Cross Country Classic to finish third with eight Windward runners medaling.

The transition to eight-man Football is off to a strong start thanks to the leadership of new Head Coach Hasan Muhammad, as well as the Upperclassmen.

Girls Volleyball Coach Nils Nielsen says that he’s very excited and encouraged by the program this year.

“The team seems especially close as shown by everyone investing in each other and the program as a whole,” Nils says.

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ATHLE TIC S

“The hard work and togetherness of this year’s squad is something that I see as a great example for future players in the program.”

- NILS NIELSEN

Girls Tennis coach Ryan Shelven says that team captains Hannah Millner ’18 and Jane Kavounas ‘18, along with the rest of the Senior class, have done an excellent job cultivating a supportive culture among the members of the Varsity team. “With their leadership, there is a bond among the team that has never been there before,” Ryan says.

Middle School Athletics opened the Fall season with a robust roster of young athletes participating in Boys Flag Football, Girls Volleyball, coed Cross-Country, Girls Tennis, and coed Swimming and Diving. As the school year progresses, the Middle School sports program will remain focused on promoting sportsmanship, integrity, and respect among the players as they grow toward Upper School and beyond.

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THE LENS OF EMPOWERMENT

By Tony de los Reyes, Visual and Media Arts Teacher

Do photographs from the past have the power to shape our present? Can such images reconcile our identities and collective histories? Black is Beautiful: Empowerment Through the Lens of Kwame Brathwaite 1962-1975, this year’s opening exhibition at Windward’s Held and Bordy Family Gallery, made the case that not only can photographs from the past attend to what we have lost, they can also bring attention to key moments in our cultural evolution.

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lack is Beautiful: Empowerment Through the Lens of Kwame Brathwaite 1962-1975 showcased nine works that presented the burgeoning afro-centric aesthetic formulated in the late 1950s, namely the movement away from mainstream American fashion toward forms and styles that openly recognized and celebrated a pan-African identity.

Inspired in part by the writings of Marcus Garvey, the photographer Kwame Brathwaite (b. 1938), his older brother, Elombe Brath, and the African Jazz Arts Society and Studios (AJASS) popularized the phrase “Black Is Beautiful” in part through images of the Grandassa Models, a group of young women who defied mainstream European standards of beauty.

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AJASS’ first fashion show, “Naturally ‘62: The Original African Coiffure and Fashion Extravaganza Designed to Restore Our Racial Pride and Standards,” was headlined by vocalist Abbey Lincoln and jazz drummer Max Roach.

Tanisha Ford notes in her book, “Liberated Threads: Black Women, Style, and the Global Politics of Soul,” that, “By wearing African-inspired garments,” the Grandassa Models “were communicating their support of a liberated Africa and symbolically expressing their hope for black freedom and social, political, and cultural independence in the Americas.” Works in the exhibition emphasized brightly colored fabrics, elaborate jewelry, and “natural” hairstyles. These images heralded new standards of beauty, and promoted a do it yourself call to activist art.

Following the opening reception, a panel conversation was held for the public featuring: Kwame S. Brathwaite, the artist’s son and archive director; Rebecca Peabody, Head of Research Projects & Programs at the Getty Research Institute; and Camar Robinson, Windward’s Co-Director of Diversity and Inclusivity. Topics focused on a number of issues surrounding Brathwaite’s work, such as cultural legacy, conservation, activism, and the current state of photography.

The at-capacity audience left feeling empowered by the magnitude and impact of the artist’s work. Zoe Raad ’18 said: “It took me a minute to wrap my head around the fact that at the time there were no standards of beauty for black women. It’s really inspiring that he accomplished so much at such a young age. It gives me hope that I can do something significant while I’m still a teenager.”

I appreciate the hard work and effort being put into the recovery of the rolls of film that contain those historical images.”

In many ways, Windward’s community was fortunate to see these images at all, since Brathwaite’s immense contribution is only just beginning to be acknowledged. A forthcoming inclusion in the exhibition, Mod New York: Fashion Takes a Trip at the Museum of the City of New York, and a current spread in Aperture magazine attest to the ascension of the artist in the canon of American photography.

Perhaps the deepest truth about Brathwaite’s work came from Camar Robinson: “The Black is Beautiful exhibit reminds us of how present the past is in our lives, and the need for art to raise the unconscionable to consciousness in order that we may reclaim our humanity.”

To view a recording of the panel discussion, go to: www.windwardschool.org/empowerment

Diego Smith ’19 added: “I was incredibly inspired by the panelists and their stories. As a photography student,

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THE ARTOF DIGITAL STORYTELLING Media Arts & Film Lab Fosters 21st Century Skills

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napchat. Vine. Instagram. iMovie. YouTube.

The art of storytelling is undergoing a rapid transformation as new digital tools emerge on the market—one that is driven by branded content and social media influencers—and research shows it’s here to stay.

A reported 40 billion photos and videos have been uploaded to Instagram in the last year alone.

“We’re on the cusp of this huge evolution for the digital revolution,” said Drue Metz, Director of Windward’s new Media Arts & Film Lab. “My background is in filmmaking and all things digital, so I can show kids a different perspective of media creation and different avenues to communicate.”

Drue was brought on board this Fall to tackle this evolutionary change head-on by facilitating learning and production in Media Arts and Film classes. This includes curricular and technical support in Windward’s Media Arts classes, student workshops in Media Arts production, and one-on-one support for students and teachers.

Windward’s Media Arts & Film Lab, which was established under the Visual and Media Arts umbrella and is open during school hours, enables students to utilize media tools to communicate their ideas effectively and tell their stories in unique and personal ways. Students do not have to be enrolled in a Media Arts or Film course to use the space.

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“Windward has a really great history with film,” said Drue. “We want to build on this longstanding history and continue to grow the technology and the resources here in the lab.”

Since the start of school, Drue has been working with faculty in developing projects and curriculum that use the media arts for learning and student performance.

“We have to create a curriculum that is relevant to their digital habitation,” said Drue.

To a student, posting a video online may just be another day in the life, but digital storytelling fosters important 21st century skills such as creativity, visual and sound literacy, collaboration, and project management.

“Social media is a part of their culture, so we need to meet with them where they are and incorporate it into their curriculum.”

Drue has also been supporting students first-hand in their Media Arts and Film classes and is currently co-

teaching a Film Production class with Performing Arts teacher James Patric Moran. Together, they are working with Windward’s most passionate filmmaking and acting students on two year-long student-produced films.

“This class helps them think critically in terms of understanding and controlling the message of their film,” said Drue. “We want them to be proud of their message. It’s part of helping identify their voice.”

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WORLD LANGUAGES FOR THE REAL WORLD Curriculum Transitions to Proficiency-Based Program

By Brad Pomerance, Father of Ivy ’20 and Paige ’22

A week before the school year began for my rising Eighth Grade daughter, Paige, we visited the construction-filled food court in Century City. As we were eating, her friend, Maya Ashendouek ’22, came running up to our table.

During our conversation, the song “Despacito” began to play in the background. Filled with multiple lyrics in Spanish, the song had topped the Billboard charts over the summer, becoming a fan favorite for teens throughout the States. Maya stopped the conversation suddenly and exclaimed: “My Spanish accent got so much better this summer because of ‘Despacito’!” After I chuckled, I reflected for a moment to consider the gravity of her seemingly straightforward statement. At a time when our nation is grappling with diversity, this 13-year-old managed to appreciate a simple benefit behind the artistic expression of our nation’s diversity—the ability to better express herself in a foreign language. … which got me thinking. How are our students expressing themselves in the foreign language that they have selected to study? I reached out

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PARENT PERSPECTIVES

to the Chair of the World Language Department, Paola DeCastro, to inquire. Little did I know that the World Language Department is actually, as Paola described, undergoing “a curricular overhaul, through the development of a new proficiency-based program. This approach sets the student at the center of instruction as the social agent who has the ability to use language in real-world situations.”

Through this focus, the department will be working toward proficiency at three levels of communication: 1) the interpersonal mode, which takes place in conversations and through reading and writing, via personal exchanges by email, messages or letters; 2) the interpretative mode, which focuses on the appropriate cultural interpretation of meanings that occur in written and spoken form; and 3) the presentational mode, which emphasizes one-way communication that requires productive skills of speaking, writing, and presenting.

to make interdisciplinary connections and hone their knowledge of the various Spanish-speaking world cultures.

As for students currently taking AP Spanish Language, the Department has added “WE Learning” to the curriculum.

This program allows students to explore issues such as the environment, poverty, and immigration, while applying critical thinking skills in order to propose an action plan to address and improve these challenges. As part of this addition, these students will be able to earn the AP/WE program recognition.

Going forward, the World Language Department is looking to create additional opportunities for recognition for our students in all three language tracks. The Ministries of Education for China, France, and Spain provide Language Certifications for non-native speakers stateside. Paola

To allow students the opportunity to pursue the World Language of their choice, several years ago, the School eliminated its requirement that all Seventh Graders take Latin. As a result, some students are completing their fifth year of language before their Senior year. To meet the needs of those students, this year, the department launched a new course for Spanish students, AP Spanish Literature. This class emphasizes the formal study of Peninsular Spanish, Latin American, and U.S. Hispanic literature through meaningful integration of global, historical, philosophical, aesthetic, and contemporary cultural contexts, enabling the students

Paola and students on Windward’s Spanish language immersion trip to Peru

believes that by offering students the opportunity to obtain formal certifications as they proceed through the successive levels of language instruction, they will be incentivized to excel in their foreign language education.

All of these changes to the World Languages program will help students put their extensive foreign language instruction into action in real-world contexts. So when Maya and Paige graduate from Windward in five years, not only will they be able to sing “Despacito” with a refined Spanish accent, they will be able to participate in active conversations in Spanish in our increasingly diverse nation.

Brad Pomerance

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A DAY TO REMEMBER Hats off to the Class of 2017

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he 99 students in the Class of 2017 matriculated to 51 colleges in 24 states and Scotland. This next phase of academic pursuit may have taken the Class of 2017 away from the corner of Palms and Sawtelle, but wherever they go, Windwardians will always be Wildcats. We look forward to supporting our newest alumni through the Windward Network, which assists students and alumni seeking professional growth, networking, and mentorship opportunities.

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GRADUATION

This Fall, our most recent Windward alumni have begun making their mark at the following college and university campuses: Amherst College Bard College Barnard College Boston University Bowdoin College Carleton College Carnegie Mellon University Chapman University Claremont McKenna College Colorado College Cornell University Dartmouth College Duke University (2) Elon University (2) Emory University (2) The George Washington University (3) Grinnell College

Indiana University at Bloomington (3) Johns Hopkins University Lehigh University (2) New York University (7) Northeastern University (4) Northwestern University (3) Oberlin College of Arts and Sciences (2) Occidental College Pitzer College Purdue University Rhode Island School of Design Santa Clara University Sarah Lawrence College Southern Methodist University Trinity University Tufts University (3) Tulane University (3) University of California, Berkeley (7)

University of California, Davis (2) University of California, Los Angeles (2) University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz (2) University of Chicago University of Maryland, College Park University of Miami University of Michigan (6) University of Nevada, Las Vegas University of Notre Dame (2) University of Southern California (8) University of St Andrews University of Wisconsin, Madison Wesleyan University (2) Yale University

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Using History as a Guide

By Dahlia Setiyawan, History Teacher

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his past summer, I traveled to Hong Kong, where I enjoyed soaking up the heritage and history of a place that just 20 years ago, was still a British colony.

From traversing Kowloon and Hong Kong Island— two of the oldest still-operating public transport lines in all of Asia—by ferry and tram to taking in the 70,000 square meter exhibit on Hong Kong’s prehistoric origins to its evolution as a modern metropolis at the city’s Museum of History, visiting Southern China’s “Fragrant Harbor” was a historian’s dream.

Yet, what brought me there was not Hong Kong’s many remarkable qualities, but rather the opportunity to present my research as a panelist at the 2017 International Studies Association (ISA) International Conference. The three-day meeting, held at the University of Hong Kong, drew scholars from across numerous academic disciplines whose work investigates the economic and political importance of the Pacific region today.

AT WORK I participated in a panel on role retrenchment and proxy competition among militaries in Southeast Asia. My paper considered how the resurgence of the Army-dominated Indonesian national military under Indonesia’s current president must be understood within the context of the role that the armed forces have sought since the nation’s independence from Dutch colonial rule in 1945. While building on my earlier scholarship on the Indonesian Army and politics during the Cold War, this work represents a new direction in my research on state and society relations in Indonesia, a topic on which I have published and presented for over a decade. I hope to expand my conference paper into a chapter that I will contribute to an edited anthology on Southeast Asian military evolutions, to be published sometime in 2018.

As possibly the only panelist among the nearly 1,000 attendees with an independent school teaching appointment, taking part in the ISA meeting was an incredibly rewarding experience. My participation proved that teacher-scholars can and should be included in the arena of academic discourse and debate. Moreover, it permitted me to prompt colleagues from other disciplines, many of whom work on contemporary issues, to recognize the value of a historical approach to present-day phenomena.

Showing how the past helps to contextualize the present and adds nuance to our understanding of it is exactly what I endeavor to impress upon my students at Windward. My certainty that they’ll enter the world and their future studies with that knowledge excites and motivates me to continue to broaden my horizons as an educator and as a historian.

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WINDWARD FUND AT WORK

Getting Back to the Basics in Spain

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s Windward’s Visual and Media Arts Chair and Graphic Design teacher, Jeff Miller’s pace of life during the school year is anything but slow.

“That’s why I wanted to find a residency program where I could get out of my normal routine—a place that would allow for more time and space, both physically and mentally,” said Jeff.

Artist residencies are designed to release one’s self from habit and are a vital part of any artist’s career. They are not only incubators for productivity, but also open up opportunities for forging relationships, and perhaps most important, finding inspiration.

With support from the Windward Fund, Jeff’s wishes became a reality this past summer, as he was given the chance to spend five weeks producing art at Mas els Igols in Spain.

Described as an “artist oasis” in a “highly focused, creative environment,” Mas els Igols is nestled among the vineyards of Penedès, less than an hour from Barcelona.

Once he arrived at Mas els Igols, Jeff settled into the environment around him, taking in the new sights and feeding off the simplicity of the land and the tranquil Spanish lifestyle.

“While I may not always gather direct inspiration from my surroundings, it definitely sets the right tone to be expressive,” said Jeff.

With a beautiful, sweeping studio at his disposal, he decided to get back to the basics and began working with the most simple supplies: black ink, paper, and brushes.

“When I work like this, I tend to work backwards,” he said.

“I begin manipulating the material, and then concepts slowly emerge.”

While at Mas els Igols, Jeff discovered that he enjoyed working in a circle and found himself drawing inspiration from René Descarte’s work on the theory of optics. He spent the majority of his time creating abstract circular ink pieces, about 40 total, varying from 10 to 25 inches in diameter.

“The most important thing about being an art teacher is that I have to be making art myself,” Jeff said. “I must experience the process so that I know I am coming from a place of really genuine experience and knowledge as I guide my students through their making of art. Continuing to be a practicing artist myself, and participating in a residency such as this, allows me to better relate to what the students are experiencing in the classroom. It is a critical part of the process.”

To ensure that faculty can continue to pursue these valuable professional development opportunities, make your gift to the Windward Fund at www.windwardschool.org/give W I N D WA R D M A G A Z I N E - 29

Making the Windward Network Work for You

By Robin Pickett, Director of Windward Network

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arlier this year, I had the good fortune of joining the Office of Advancement as the Director of Windward Network. To build upon the efforts of Jeff Gilder ’08, Director of Alumni Relations, I have been working with current parents, parents of alumni, and alumni to help secure internships and various other mentoring opportunities for both students and alumni. I wanted to give you an update on exciting developments regarding the Windward Network internship program, as well as introduce our new online network and mentoring platform, Windward at Work.

This past summer, 10 current students and college-age alumni participated in summer internships through the Windward Network ranging in fields from engineering and graphic design to broadcast journalism. Participants developed professional skills and learned about various industries of interest while cultivating relationships and connections. To read more about their experiences and opportunities, visit the internship section of our website at www.windwardschool.org/internships.

A small sampling of industries represented by our Network Advisors can be found below.

I am also excited to announce that we have officially launched our online networking and mentorship platform, Windward at Work! Windward at Work allows students and alumni to easily search for Network Advisors based on industry and areas of interest. Network Advisors are alumni and parent mentors who have volunteered to give career and industry advice, offer tips on resumes and cover letters, and make introductions to people within their own network, among other things.

Windward at Work also hosts job and internship postings, which users can add to, making it a great resource for parents and alumni searching for qualified candidates for their own businesses. To find out more about what Windward at Work can do for you and to register, visit https://windward. peoplegrove.com.

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WINDWARD NETWORK

We are aiming to greatly expand our internship offerings through the Windward Network for Summer 2018, as well as add to our amazingly talented cadre of Network Advisors, and we need your help to do so. By becoming a Network Advisor, you have the potential to benefit a Windwardian’s life and career in unimaginable ways.

“I am excited to announce that we have officially launched our online networking and mentorship platform, Windward at Work!”

If you are interested in discussing the possibility of hosting an intern for anywhere between two and six weeks next summer, or if you would like to become a member of our Network Advisor community, please contact me at rpickett@windwardschool.org.

I look forward to working with you and your families to ensure students and alumni will benefit from their Windward experience long after they graduate!

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Climbing the Ladder MATT MIRKIN ’01 AND JACOB KOVNER ’04

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xploring a new career path can be challenging for anyone, but a little assistance from a familiar face can make the process much easier. When Windward alum Matt Mirkin ’01 decided to pursue an occupation in the real estate industry, he reached out to the Windward Network as a way to boost his prospects.

In return, Matt received a helping hand from fellow alum Jacob Kovner ’04, who proved instrumental in helping open a door to opportunity.

role performing commercial real estate appraisals in the company’s valuation department.

Matt’s journey began with his prior experience managing family business properties and partnering with his brother on a few property investment ventures. Seeing the potential in this field, Matt began researching a career in real estate. During his exploration of potential avenues for employment, Matt received an email invitation for an upcoming alumni event, a forum for Windward alumni to connect. “I always enjoyed going to Windward’s networking events, seeing friends and people I went to school with,” Matt says.

Since beginning as an entry-level intern, Matt has transitioned to a full-time associate role with Cushman & Wakefield, a transition that was made easier for him thanks to the habits he developed as a Wildcat. “Windward set a solid foundation for me by instilling a good work ethic and providing academic challenges that interested me and kept me involved,” Matt says.

Scanning the guest list, Matt noticed former classmate Jacob Kovner would be in attendance. “I reached out to him a few days later and asked if he wouldn’t mind talking to me about what he does,” Matt says. An employee of Cushman & Wakefield, Jacob explained to Matt his 32 - W I N D WA R D N E T W O R K

To Matt, the role sounded like a perfect fit, so he asked Jacob to submit a resume on his behalf.

Not long after, Matt was brought on board as an intern and began putting in hours alongside his former Windward classmate. “It’s been very natural working with Matt,” says Jacob. “He has a good head on his shoulders.”

Matt recommends the Windward Network to other Windwardians who are looking to expand their career options. “Don’t be afraid to reach out to people,” Matt says.

“It’s a close-knit community, and everyone’s really friendly.

It’s almost like helping a family member out.”

STUDENT ACHIEVEMENTS

STUDENT ACHIEVEMENTS Windward Junior Wins Design Challenge at Global Leadership Summit

By Christina Hendershaw, Visual and Media Arts Teacher

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indward Junior TYLER BRENT was one of 16 students to travel to Italy over the summer for the Education First (EF) annual Global Leadership Summit in Milan. Prior to the Summit, students spent eight days touring small producing farms and observing the food culture in several Italian cities including Rome, Florence, Pompeii, Sorrento, and Milan. At the end of the trip, Windwardians joined over 1,800 students from all over the world to attend the Summit, where travel experiences were put into a larger context. Students were asked essential questions such as: “How might we improve access to healthy and sustainable food for everyone?”

Students started the Summit attending Innovation Sessions, where they examined the topic of food through multiple lenses: environment, technology, economy, health and wellness, and culture. Another highlight of the experience was hearing from world renowned keynote speakers Raj Patel, Stephen Ritz, and Anthony Bourdain. Participants divided into small international teams tasked with a daunting challenge: devise a solution to a food issue that could change the world.

Teams energetically dispersed throughout the vast conference center with just 24 hours to brainstorm, actualize, and present an idea to a large audience.

Simple ideas can have a powerful impact through collaboration and personal connection. Using design thinking strategies, Tyler Brent’s team created a clever idea for a prototype: “Hydrone” is a drone that extracts moisture from the environment, delivering water to crops in areas of drought.

The drone is designed to use energy from solar panels and is manufactured out of recycled materials.

Tyler’s team presented and won multiple rounds of finals. Hydrone made it to the final presentation of eight prototypes, which were presented in front of 2,000 people. Tyler, along with her team, fearlessly presented their vision and won the entire challenge!

The Hydrone prototype will be displayed at the Nobel Museum in Stockholm, Sweden. Congratulations to Tyler for being a part of the winning team!

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CHAMPIONING FOR A CURE

Windward Eighth Grader Advocates for Diabetes Research Funding

By Jenna Ashendouek ’18

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terrified 6-year-old and his parents awaited a diagnosis. The doctor entered the room, uttered a few words, and the boy responded: “Doctor, am I gonna die?” Eighth Grader JONATHAN PLATT was diagnosed with Type 1 Diabetes in 2009. “I was really scared because I didn’t even know what a disease was, and I didn’t know what was going to happen to me,” said Jonathan.

However, from the get-go, Jonathan and his family have fought the diagnosis. They were paired with an endocrinologist who, during their first appointment, offered Jonathan a spot in a clinical trial. “I remember my mom just bursting into tears,” he said. The clinical trial gave Jonathan an incredible opportunity: to have an artificial pancreas. Currently, Jonathan is using a prototype, yet his two to three year trial is building toward a true product that will “do everything” including check blood sugar and inject insulin.

Not only did Jonathan’s participation in the trial positively affect his own health but also that of many other children living with Type 1 Diabetes, who eagerly await medical breakthroughs. His participation in the trial sparked Jonathan’s activism, too. He and his family are active participants in JDRF, a nonprofit organization that raises money for Type 1 Diabetes research.

Through their work with the organization, Jonathan’s family seeks to cultivate a support system for their own journey and others

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in similar situations. They acted as the Chair Family for JDRF’s 2017 Children Congress, held July 24-26 in Washington, D.C., which Jonathan describes as an “amazing experience.”

Jonathan had been a delegate at the event in 2011, but his experience this year was unique as his family was asked to testify in a Senate hearing titled, “Hearings to examine progress toward a cure for Type 1 Diabetes, focusing on research and the artificial pancreas.”

While Jonathan’s mother is the one who spoke at the hearing, Jonathan played an essential role as well. He personalized his mother’s testimony by answering questions about his condition and role in the clinical trial. Sen. Susan Collins of Maine, a huge advocate of JDRF’s work and Type 1 Diabetes research, asked Jonathan: “How do you stay so positive?”

While Jonathan was stumped by Sen. Collins’ question in the moment, it got him thinking about his ability to be a role model for younger children who have the disease. “I would tell them you can do anything you set your mind to,” Jonathan said. “It just takes a little extra hard work.”

Jonathan’s next project is to bring a walking team to Windward and extend his service work. “As I get older and JDRF expands more, I can see myself taking my activism to a higher level.”

STUDENT ACHIEVEMENTS

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Windward Students Awarded Apple Conference Scholarships pple’s annual Worldwide Developers Conference (WWDC) is one of the hottest tickets in town. It’s every developer’s dream to attend the conference, and two very talented Windward students had that dream come true this summer.

JAI BHAVNANI ’20 and RICHTER BRZESKI ‘19 were two of just 350 students worldwide ages 13-30 to be awarded scholarships to the conference, which took place in San Jose June 5-9.

To qualify for the scholarship, the students had to create a visually interactive scene in a Swift playground on the Apple iPad, which could be experienced within three minutes.

Developers selected for the scholarship received a WWDC 2017 ticket as well as food and lodging free of charge.

Jai and Richter had the opportunity to meet Apple CEO Tim Cook, who spoke to the students about iOS 11, which was unveiled at the conference.

For the next four days, the students met with developers, were exposed to countless new frameworks, and attended sessions and labs of their choosing.

“I learned more in that one week about app-building than I ever have before,” said Jai. “ You’re talking to the people who developed what you’re working with. It was mind blowing.”

This was Richter’s first year applying for the Apple scholarship, but he has been programming for years. He was part of Windward’s Robotics team for Ninth Grade and part of 10th Grade, which he

said has helped him discover a new side of programming. ”Learning how to work with big, powerful robots has expanded my programming knowledge,” said Richter. “It’s really cool to control the motors and see how fast everything is.”

Jai and Richter have several apps available for purchase in the Apple App store. Richter’s most successful app, Hack Tool, has more than 100,000 downloads.

Jai’s list of apps includes Blinko, a business card reader, and Matchers. He is also currently in the process of developing an app for Windward.

WWDC inspired Jai to begin working on a new app, and after receiving summer internship offers from Yelp and Hulu, decided to intern with Sean Parker’s newest startup, a streaming service called Screening Room. Jai developed the app for the company, which is set to hit the Apple Store in the next six months.

Jai credits Windward’s new schedule with helping him manage his time as he balances his schoolwork with his outside endeavors.

“It’s playing a big role,” he said. “I have two days to spread out my homework, and I don’t have classes back to back, which helps. It really allows me to follow my passions.”

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Windward Community Members Share their Insights on a Changing Entertainment Industry

By Eric Weller, Associate Director of Special Events

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he business has changed.

Academy Award-nominated actor Don Cheadle remembers more acting roles in both TV and film going to unknown talent around the time he graduated college. Shortly after, the business changed, and even the small roles were cast with more established actors with credits.

“People ask me how to get started [in professional acting], and it’s just so different today,” he said at last Spring’s “Future of Entertainment and Media” panel discussion, held in the Lewis Jackson Memorial Sports Center. “When I started, you used to walk into an audition, and there was a room full of people. I could get the job because I’m good with people. Now, there’s just a camera in the corner.”

At this point, Don, who is a Windward Parent of Alumni, has collected a wide array of impressive credits and doesn’t need to worry about auditions with just a camera in the corner. He built his career on being his authentic self,

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“You’re not going to do a good version of someone else’s voice. You should tell your story, in your voice. Don’t emulate someone else; they’re already doing it.”

—SHAWN LEVY

remaining true to the projects he believes in, and advised those at the event to do the same.

“Be a self starter, be your own producer,” Don advised.

“If you’re certain something is there, even if someone tells you differently, keep doing your thing. Develop material, put energy toward what is exciting for you. Don’t wait for permission, make something on your iPhone.”

The business is currently going through another dramatic shift, yet some view this change as something of a renaissance. Today, there are so many content providers that storytellers may not need to win the approval of a major studio to get their project made and distributed.

And while there is less of an audience tuning in to network television as a direct result of this influx of choices, the panel agreed that content is king.

“There is room for greatness everywhere,” said Jennifer Salke, President of NBC Entertainment and a Windward Parent. “When you have a great show, everyone is going to show up.” She said that was certainly true of NBC’s hit show “This Is Us.” Another positive change to the entertainment industry in recent years has been more diversity in key positions both in front and behind the camera, as well as industry emphasis on community outreach. Jennifer said that many of her executive-level direct reports are women, unlike the boys club of the past, and Jonathan Friedland ’77, Chief Communications Officer at Netflix, suggested that this sea change has been driven by the people at the top.

“There’s a charity of spirit now in the business,” Jonathan said. “Netflix has a high standard of honesty, which is a culture set by the founder of the company.”

Chloe Dworkin ’08 moderated the evening, keeping the panel on pace and asking the questions the audience wanted to hear. So, how to be a better storyteller?

Shawn Levy—Executive Producer of “Stranger Things,” Producer of “The Arrival” and “Night at the Museum” among many other credits—was quick with some honest, straight-forward thoughts.

“Lead a full life and give yourself a full education,” Shawn, a Windward Parent, offered. “Don’t stop learning at the age of 20. Continue to accumulate experiences. Discover how you stand against adversity. How do you navigate working with difficult bosses? Find out who you are as a person and write personal stories.”

It turns out the advice for finding success in the entertainment industry also mirrors how we find success on campus as Windwardians, including not being afraid of failure. Shawn pointed out that “Stranger Things” and “Arrival” were created by people who suffered through failure, providing the audience with the important lesson that everyone struggles with. As Don put it: “If you fail, get up and do the next thing. Low points end, but only if you turn the page.”

To view the full bios of panelists, go to: www.windwardschool.org/entpanel

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ALUMNI

Weekend

Alumni, Parents of Alumni, and faculty members joined for this year’s Alumni Reunion Weekend, a twopart event, which took place on Saturday, June 10, and Sunday, June 11.

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aturday’s event celebrated Windward classes with milestone reunions, and classmates had the opportunity to connect and reminisce with each other and past teachers over dinner and cocktails.

Alumni had a great time back on their old Windward stomping grounds, evidenced by the fact that the Class of 2007 enjoyed catching up until well after midnight! Class years ending in an “8” or “3” can mark their calendars now for a reunion celebration on the evening of Saturday, June 9, 2018.

Sunday’s reunion weekend event, “Taste of Windward,” gave all alumni and parents of alumni an opportunity to enjoy food from the Kogi Truck, Humble Crust Pizza Truck, and Coolhaus Ice Cream Truck, as well as samples from Windwardian-run or managed restaurants.

Thank you to: Randy and Jacqueline Schnitman of Canter’s Deli; Basil Beshkov ’05 of Health-Ade

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Kombucha; David and Beth Ricanati of Landmark Vineyards and Fiji Water; Hayden Slater ‘02 and Carly de Castro ‘02 of Pressed Juicery; and Ryan Handel ‘00 of Simplethings Pies for sharing your food and wine samples at the Taste of Windward!

ALUMNI EVENTS

SAVE THE DATES

NOVEMBER 25, 2017 - Alumni Thanksgiving Football JANUARY 4, 2018 - Young Alumni Luncheon JANUARY 11, 2018 - Windward Alumni Improv JANUARY 24, 2018 - Entrepreneurship Panel MARCH 1, 2018 - Alumni Networking Night MARCH 2, 2018 - Alumni Professionals Panel JUNE 9, 2018 - Reunion Dinners JUNE 10, 2018 - Alumni Food and Wine Festival Contact Director of Alumni Relations, Jeff Gilder ‘08, for information on how to get involved in any future events. jgilder@windwardschool.org (424) 289-1047

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ALUMNI UPDATES

Devan and his partners began with a worldwide crowdsourcing of young artists who generated the eye-catching designs for Unlimited’s initial collection of 100 clothing articles. “All of our art was created from these crowdsourced artists, and the actual clothing was created in part thanks to my mom who had a wholesale connection I took advantage of,” he explains.

At Windward, Devan made some of his first sales via “Buy It on the Bridge” a forum for student entrepreneurs to sell their original creations. For Devan and other students, this periodic school-year event provides an opportunity to learn about important entrepreneurial concepts such as marketing, brand development, and sales strategies. “Having people on your side when you need it is great, and Windward’s on your side,” he says.

Growing a Business D E VA N S O O D ’ 1 5

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tarting your own business doesn’t necessarily require years of experience or the backing of wealthy investors. Just ask Windward alum Devan Sood ’15, who at age 15 founded Unlimited Ltd. Clothing, a home-grown business venture that laid the foundation for a successful career in techdriven marketing consultation.

This Fall, Devan stopped by campus to share his experiences with the students of “Think Differently,” Windward’s entrepreneurship course, which provides realworld learning related to starting a scalable company.

So how did a high school Freshman get his start in the clothing industry with no prior experience in clothing design or business management? “I just created a company because it was fun,” Devan says. “Originally it was just a joke, but then it ended up making money. That was my first step in becoming an entrepreneur.” In fact, Devan started his business with only $400 he had in a savings account.

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The initial run of Unlimited Ltd. Clothing sold out within two weeks, and Devan’s $400 investment had grown to $5,000 in cash reserves, allowing him to take a more serious business approach. “After basically starting with nothing, we turned everything we had a bit more official,” he says.

With LA high schoolers modeling his clothing on their campuses and negotiating deals to get Unlimited Ltd. Clothing on the backs of celebrities and musicians, Devan grew the brand’s audience at a rapid rate. “Once our designs started gaining a bit of traction, we even began to sell globally,” Devan says. “By the time we finished, we were sold in a little over 30 countries.”

Despite the company’s success, Devan eventually sold Unlimited Ltd. Clothing and transitioned into a digital marketing consultant role after graduating from Windward. “I love technology so the shift was kind of natural for me,” he says. With each new employer, he gained new insights and knowledge, which fueled his passion for technology and business growth. “A lot of these companies showed me the ropes on how to do things, and it kind of fell into my life like that.”

For any budding Windward entrepreneurs seeking to echo Devan’s success, he stresses following your passion first and foremost. “Entrepreneurship is really about taking action on your passion, and that’s all about dedication,” he says. “If you really don’t love what you’re doing, you’re eventually going to hate it.”

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Finding Her Voice

J OLI E ABRAM S ’ 15

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hile summer means rest and relaxation for many people, Windward alum Jolie Abrams ’15 took advantage of a six-week study abroad program at The Hague in the Netherlands along with 60 other university students from countries throughout the world. As part of this once-in-a-lifetime experience, the Brandeis University Junior kept busy at Leiden University’s Grotius Centre for International Legal Studies, while distinguishing herself on a student defense team at the Grotius Centre Moot Court competition.

The biggest standout of Jolie’s study abroad experience was her role leading a team of international students in the Grotius Centre Moot Court competition. As one of three competing defense teams, Jolie and her four-person group had one day to prepare a 30-minute opening speech as part of a mock trial for an individual standing accused of aiding and abetting war crimes.

sees as one of the most valuable takeaways from the experience. This newfound interest grew as she shadowed lawyers and other individuals working in various branches of the ICC in addition to witnessing actual cases in progress at the International Tribunal for Rwanda and the former Yugoslavia. “I had never thought about being a defense lawyer,” Jolie says.

“That had never come into my mind at all. I got to see what it’s like humanizing your client.”

Extensive childhood travel experience and participation in Windward student exchange programs made it easy for Jolie to acclimate to her surroundings in the Netherlands. “Windward gave me the opportunity to go to France and live with a family,” Jolie says. “That experience prepared me for dealing with different cultural backgrounds and language barriers.”

Reflecting on her time abroad, Jolie says it was an invaluable experience not only for the academic and networking opportunities, but also the chance for self-discovery and forging new friendships. If an opportunity to study abroad presents itself, Jolie advises Windward students to jump at the chance. “I would say do it for sure because you will never get that type of experience again,” she says. “It’s a real growth opportunity.”

Speaking in front of an assembled trial presided over by actual judges from the International Criminal Court (ICC), Jolie was able to overcome her public speaking fear, winning an award for overall individual best speaker and having a lot of fun in the process. “Public speaking was never something I was good at, quite honestly,” she says. “I forced myself to do it, and I had an amazing time.”

The strength of the team’s speech and Jolie’s confident oral delivery led them to win the Moot Court Championship over two other competing defense teams, the best witness, and three prosecution teams.

“We presented the best case they had heard all day,” she says.

As her summer continued to unfold, Jolie began considering law as a serious career option, which she

Jolie Abrams (left) celebrates with fellow team members after the competition

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the same predicament, she conceptualized Fresco to help busy students combat hunger.

Lizzy teamed up with University of Georgia computer science student Antonio Rodriguez to begin development of Fresco at the start of UGA’s Food and AgriBusiness Entrepreneurial Initiative (FABricate) competition. While Antonio handled the app’s technical aspects, Lizzy worked on obtaining funding, conducting market analysis, and developing partnerships with over 74 local restaurants. She also made time to study the essentials of coding, which improved communications with her project partner. She says Windward helped her “learn how to work independently and achieve goals that seemed larger than life.”

Finding Good Food Fast

After months of development and multiples rounds of competition, Lizzy and Antonio were selected to proceed to the final round of the FABricate competition in March 2017. Competing against two other teams, Lizzy had 10 minutes to present Fresco to a panel of judges, potential investors, and local entrepreneurs on the UGA campus.

Thanks to her dedication, preparation, and commitment to the project, Fresco won first place in the Agricultural or Food-Related Business category and took home the People’s Choice Award.

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izzy Isgar ’14 has always had a passion for improving the food industry to meet the needs of a hungry world. Last Spring, the University of Georgia (UGA) student developed Fresco, a foodie-friendly dining app, which provides information on nearby eateries tailored to user dietary needs, along with projected wait times.

The inspiration for the app began when Lizzy was a busy teenager and challenged to find time for a wholesome plate of food. “I realized that wherever I went, I struggled to locate food that was not only nutritious, but fast,” she says.

“I thought there had to be a way to help people in a rush who want to find quality food more efficiently.” Recognizing a large number of her classmates at UGA were dealing with

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Lizzy says her biggest challenge now is maintaining the business as a full-time student while applying to graduate School to pursue a master’s degree in business. Thankfully, she says Windward has provided her with the drive to continue making an impact in the food industry. “The School challenged me to always push myself and never give less than 100%.”

ALUMNI

Exploring the Past ETHAN KLEINBERG ’85

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f you think you know your history, Ethan Kleinberg ’85 invites you to look at the subject from a different perspective. Currently a Professor of History and Letters at Wesleyan University, the Windward alum has made a career exploring history’s philosophical aspects. In his new book, “Haunting History: For a Deconstructive Approach to the Past,” published by Stanford University Press, Ethan challenges traditional notions of the historical record and how the digital revolution is changing the practice of history itself.

As a Windward student, Ethan found his intellectual curiosity on the subject heightened by his curriculum.

“Learning history at Windward was certainly more interdisciplinary, much more open to issues of imagination and re-imagination,” he says. “The focus on inquiry was definitely persuasive when I was there.”

Ethan excelled in the subject and received the Bank of America History award, given to the Senior showing the most promise in that field of study. After enrolling at UC Berkeley, he went on to earn a degree in an interdisciplinary Humanities program, which propelled him to a Ph.D. at UCLA.

“Historians should think of a new methodology that’s more attuned not just to the voices you highlight in your history, but also the ones rendered absent,” Ethan explains. While weighty in its subject matter, Ethan recommends the book to anyone interested in the relation of the past to the present.

With his past works resonating within global historical circles, Ethan will be embarking on a series of book talks and panel discussions worldwide in support of his book. “I just got back from Tokyo, I’ll be doing a book panel with historians at NYU, and then I’ll be going to Paris,” he says. “It’s got me going places. This is what I’m impassioned to do and luckily it worked out for me.”

Ethan has come to view history as a layered experience, influenced by “ghosts”—historical actors whose voices have been drowned out by iconic leaders, revolutionary thinkers, and groundbreaking artists. This tradition of history as a narrative overlooks the everyday people whose collective words and actions in the past influence the present in an unseen manner. “One of the things I’m trying to do in this book is to show the ways the past has influence on us and how it isn’t always capable of being mastered,” he says.

His book chides the narrative approach to history while encouraging deconstruction as a logical response to how methods of composing and publishing history are experiencing a rapid technological transformation.

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Spring Event 2018

Saturday, May 5 RIVIERA COUNTRY CLUB

FRANKENSTEIN: Peter Wu, Guest Artist

January 9 - February 15 Reception: January 17, 6-8 p.m.

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To celebrate the bicentennial publication of Mary Shelley’s Frankenstein, installation artist Peter Wu presents a video exploration of themes in Shelley’s seminal novel, which are just as relevant today as they were 200 years ago.

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