Compass - Chadwick School

Transcription

the
Compass
a maga z ine for the c hadwic k communit y
S p r i n g / S u m m e r 2 0 12
A True Drama
of the Ages
Performing arts continue to thrive
75 years into Chadwick’s history
the
Compass
The Compass is published by the Chadwick
School communications office for alumni, parents
and the greater Chadwick Comminuty.
Jonathan Tufo
Executive Director of Development
and Alumni Relations
Laurie Hanley
Director of Communications, Editor
Sal Paniagua
Online Communications Manager
Amanda Hammond
Graphic Designer
Photography: Alex Jones, Doug Morgan, Sal
Paniagua, Frances Pullara, and community
members.
Copywriting: Mary Baldovin, Laurie
Hanley, Alex Jones, Jessica
Stonefield-Fantin
MISSION STATEMENT
Chadwick, a K-12 school founded in 1935, is dedicated to the
development of academic excellence, exemplary character, and selfdiscovery through experience. We live in accordance with
our core values of respect, responsibility, honesty, fairness,
and compassion.
Through active participation in a diverse school community, students
prepare to contribute meaningfully to their local, national, and
Please direct any questions, corrections, news
items or photographs to:
global communities. Talented and caring faculty and staff cultivate
The Compass Editor
Chadwick Communications Office
26800 S. Academy Drive
Palos Verdes Peninsula, CA 90274-3997
(310) 377-1543, ext. 4072
[email protected]
the individual gifts that each possesses. By living and learning in an
Ted Hill
Headmaster
Office of Development
Mary Baldovin
Director of Annual Giving
Leslie Davison
Development Associate
Alex Jones
Director of Alumni Programs
Anna Lucier
Major and Planned Gifts
Frances Pullara
Archivist
Founded in 1935, Chadwick School is a nonprofit,
nondenominational independent day school
accredited by the Western Association of Schools
and Colleges as a kindergarten through twelfthgrade school.
Chadwick School does not discriminate on
the basis of race, religion, creed, gender, sexual
orientation, age, disability or national origin in the
employment of any staff, or in the administration
of any school programs, policies and privileges,
including admission, financial aid, scholarships,
academics, athletics and extracurricular activities.
in each student the joy of learning, self-confidence, well being, and
atmosphere of integrity and trust, students come
to expect the best of themselves and others.
6
Contents
30
3
From Headmaster Ted Hill
4
From Board Chair Rick Learned ’62
5
Chadwick Honors Educator of the Year
Jane Terry
6
Dolphin Athletics Roundup
10 Performing Arts at Chadwick School
22 Special Insert: Strategic Plan 2012
28 New Interpretive Panels Guide
Chadwick Visitors
30 30 Years of Community Service
36 Chadwick International Update
40 Alumni Weekend 2011
42 Athletic Hall of Fame
46 Johnson Legacy Society Dinner 2012
48 In Memoriam
52 Class Notes
36
56 Alumni Events Roundup
10
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28
40
46
T h e C o m pa s s
1
Come HOME
to Chadwick
Homecoming October 20
Please join us for Chadwick’s homecoming football game
against Southlands Christian School.
Alumni Day October 20
A full day of activities including the Alumni Athletic Hall of
Fame induction ceremony, the Distinguished Alumnus Award
ceremony, and individual class reunions.
Fourth Annual Chadwick
Golf Tournament October 22
Join fellow parents, friends, faculty, and alumni for a great day
of golf followed by dinner and an auction.
Reminisce with old friends.
Re-connect with faculty.
Re-visit your favorite spots on the Chadwick School campus.
Dear Chadwick Community Members,
I am happy to announce two exciting academic
opportunities that will be available to Chadwick
students in 2012-2013. Chadwick has been invited to
be one of 15 secondary schools in North America,
and the only school in Southern California, to pilot
a new initiative of the College Board and University
of Cambridge International Examinations, the AP
(Advanced Placement)/Cambridge Capstone Program
and Credential. Chadwick was selected for inclusion
in this initiative based in part upon our historically
strong AP results as well as our ongoing dialogue with
the leadership of the AP program. The new program
emphasizes independent research skills, collaborative
teamwork, global curricula, and cross-disciplinary
content, all areas that college admissions officers
agree are highly desirable skills among applicants
and necessary in a 21st-Century interconnected world.
The optional two-year program begins with
the AP/Cambridge Interdisciplinary Investigations
and Critical Reasoning Seminar in the 11th grade,
which will be offered to juniors beginning with the
2012-2013 academic year. During their 12th grade
year, the students will complete the AP/Cambridge
Research Project, which will culminate in a research
paper demonstrating their ability to design, plan,
and manage a research project, analyze information,
and communicate their findings. Students who
take additional AP classes will receive a special
designation from the College Board indicating
their successful completion of the AP/Cambridge
Capstone Program and Certificate.
This year Chadwick, along with other invited
Malone Scholars schools, also participated in a
pilot program offered through Stanford University’s
Education Program for Gifted Youth and taught by
Stanford Online High School faculty. Several seniors
voluntarily took non-credit courses in English and
philosophy out of personal interest in the subject
matter and the wish to expand their knowledge.
Next year, we plan to offer additional Stanford online
coursework for credit including Democracy, Freedom
and the Rule of Law; Research Topics in Biology; and
Linear Algebra. While this is a new endeavor, we are
excited about the current and future possibilities for
this relationship and the direct benefits for our students.
In addition to the above, Chadwick School and
Chadwick International are exploring partnerships
with other universities, academic consortiums, and
organizations both at home and abroad. I look forward
to sharing more information about these collaborative
projects with you in the future. In the meantime, you
can read more about CI’s successful growth on pages
36-39 of this magazine, including the inauguration of its
Upper School with the addition of ninth grade this fall.
As critical as it is,
developing academic
excellence in our students
is only one aspect of
Chadwick’s mission.
We also strive to develop
exemplary character
and I have good news
to share on that front
as well. This year marks
the 30th anniversary of
Chadwick’s award-winning
Community Service program, which was founded
by Upper School Director Mark Wiedenmann in
1982 and continues in an expanded form today
under the leadership of Community Service Director
Becky Noble. These two visionary individuals
have kindled a passion for service in hundreds of
Chadwick students through their leadership and
their unwavering efforts. The program continues to
expand its positive influence with new opportunities
in the Village School and at Chadwick International.
You can read more about the history and ongoing
contributions of the Community Service program
on pages 30-35 of this magazine.
Mark and Becky are quick to note the efforts
of others in the success of the Community
Service program. It’s true that the program is a
team effort that has benefitted from hundreds of
parent volunteers, collaborative colleagues and
organizations, and of course, the enthusiastic and
voluntary participation of Chadwick students.
It is also true that without Mark and Becky’s
contributions over many years, we simply would not
have the incredibly vibrant program that exists today.
The fact that more than 90 percent of graduating
seniors in recent years have chosen to volunteer for
community service, coupled with the fact that more
than 80 percent of surveyed Chadwick alumni report
continuing to participate in community service as
adults, is a testament to their effectiveness. I hope you
will join me in thanking Mark and Becky for all they
have done and continue to do to bring Chadwick’s
mission to life in the hearts of our students.
Yours sincerely,
Frederick T. Hill
Headmaster
T h e C o m pa s s
3
Board of Trustees
2011–12
Headmaster
Frederick T. Hill
Officers
Richard K. Learned ’62, Chair
Paul C. Westhead ’85, Vice-Chair
Joseph C. Berenato, Treasurer
Michael S. Lebovitz, Secretary
Members
Linda M. Calhoun ’79
Markham B. Campaigne
Daniel B. Castro
Joseph H. Chadwick ’41
William V. Davidson ’63,
Trustee Emeritus
Frederick T. Hill, Ex Officio
Angela Lewis Houle
Jihee K. Huh
Christopher J. Hutchison
Ruth B. MacFarlane
John M. Miguelez ’81
Todd Mihm
Heidi Lipman Huchberger ’60
Jason M. Moskowitz
John Nendick
Robert B. Roessler ’40
Kimberly Stone
Michael P. Trapani
Permanent Trustees
Joseph Chadwick ’41
Robert Roessler ’40
Trustees Emeriti
William V. Davidson ’63
Gladys Quinlin (deceased)
William T. Pascoe III (deceased)
Dodd R.Young ’45 (deceased)
Dear Chadwick Community Members,
Among the more memorable moments of my Chadwick education were my appearances in Margaret
Chadwick’s annual production of “The Drama of the Ages.” Depending upon my role in the extravaganza,
which was entirely written and directed by Mrs. Chadwick, I would find myself reciting lines on stage clad in
tights and a tunic, robes, or another costume created by long-time Chadwick faculty
member Hazel Bullin.
I don’t recall whether participation in “The Drama of the Ages” was mandatory,
but there was certainly the expectation that Upper School students would take part
in the play. For some of us, this was not necessarily an activity we came to naturally;
however, Mrs. Chadwick was adamant that a complete education included training
in the both the fine and performing arts. Thanks to her educational philosophy, my
exposure to music, dance, and theater allowed me to develop an appreciation of the
arts that has greatly enriched my life.
Beyond staged productions, my academic classes emphasized oral presentations
and spirited discussions just as they do today. While I don’t claim to be an excellent
speaker, these experiences helped me avoid the fear of public speaking that afflicts many people. The ability to
confidently present information to a group has been a huge benefit in both my professional life and my role as
chair of the Roessler-Chadwick Board of Trustees and other non-profit organizations.
Performing arts options for Chadwick students have mushroomed over the years, especially with the
construction of the state-of-the-art Geoffrey Alan Laverty Center for the Performing Arts. Thanks to the
generosity of the Laverty family and many other supporters, Chadwick students have a magnificent rehearsal
and performance space — a far cry from the aging multi-purpose room that preceded it.
Chadwick students participate in the performing arts and public speaking throughout their K-12
education. The wealth of opportunities available begins with vocal and ORFF instrumental music classes,
dance, drama, and oral presentations in the K-3 Village curriculum and expands to include orchestra, chorus,
show choirs, speech and debate, and more formal dance and theater instruction in the 4-6 Village School and
Middle School curriculum.
Upper School students can choose from an abundance of performance and speaking opportunities
through multiple co-curricular activities and clubs. These include chorus, orchestra, drama, dance, Student
Council, Debate Club, Model United Nations, improvisational theater, musical theater, the Chadwick Dance
Company, multiple small musical ensembles, and completely student-written and -directed theater projects.
Chadwick also offers an Advanced Placement (AP) course in Music Theory.
Chadwick has a long tradition of alumni who go on to careers in the performing arts, from actress Liza
Minnelli ’64 to noted Broadway performer Laura Griffith ’94, opera singer Nicole Taylor ’97, and concert
pianist Esther Keel ’03. Others pursue their love of the performing arts at colleges and universities such as
Juilliard, Oberlin, UCLA, USC, Yale, and NYU, many while majoring in an entirely different discipline. Most
importantly, Chadwick students gain an appreciation and understanding of the arts that will forever enrich
their lives, no matter what path they pursue as adults.
I’m certain Margaret Chadwick would be gratified to see the rich and varied performing arts curriculum
offered by Chadwick School as an integral element of a Chadwick education — even if it no longer includes
“The Drama of the Ages.”
With the arrival next fall of new Performing Arts Department Chair Nigel Williams, currently of
Gordonstoun School in Scotland, Chadwick will embark on a new artistic adventure, one that I look
forward to enjoying as an enthusiastic fan and supporter of the arts at Chadwick. If you have yet to
experience the wonderful student concerts and theater productions available at Chadwick, I encourage
you to join me next year.
Sincerely,
Richard C. Learned ’62
Chair of the Board
4
spring / Summer 2012
Rotary Club of Palos Verdes
Peninsula Honors
2011 Chadwick Educator of the Year Jane Terry
A native of Hawaii, Jane Terry first came to
Chadwick in 1985 from the Harbor-UCLA
Medical Libraries, and spent 15 years
leading Chadwick’s library operations and
program development. Though she left in
2000, she later proved true that “aloha” can
mean both “hello” and “goodbye.” After
a brief semi-retirement, Terry returned
to the school in 2007 and took on the
role of Chadwick’s full-time Middle and
Upper School librarian. Chadwick and its
students have benefited ever since.
Among Terry’s many
accomplishments at Chadwick are
the establishment of a very successful
Friends of the Library parent support
group; the coordination of fund
raising and planning for a $1 million
remodel of the Leavenworth Library;
and the transition from a primarily
print-based library system to a fully
integrated one that maximizes the
benefits of digital, online, interactive,
and traditional media. A technology
whiz, she is always ready to experiment
with the latest software, information
system, application, or device in order
to create the best possible educational
environment for students and teachers.
“Jane is much more than a librarian,”
says Headmaster Ted Hill. “She is always
looking to the future and helping students
and colleagues master the technology and
skills that will facilitate their success.”
Terry generously shares her time
with students and colleagues outside of
the library. She has served as a student
advisor, class advisor, Student Council
advisor, Speech and Debate Club advisor,
Robotics Club advisor, and leader of
multiple book clubs and reading groups.
She has also been a respected member of
a wide variety of curricular, departmental,
and technology committees.
“I feel very honored and grateful to
be recognized for my contributions to
the education of Chadwick students in
and out of the library,” Terry says. “I
am also thankful for the diligence and
dedication to excellence of the library’s
staff and the collaborative support of
my teaching colleagues.”
“Jane is a consummate professional, a voracious learner, and teacher of all the new information
technology, and has the unique gift of bonding with students in her gentle way. Many alumni who have
had the pleasure of learning from Jane in the library, who were advised by her, or who interacted
with her in book groups or robotics continue to stay in touch. Parents and alumni parents also
remain her friends long after their children graduate. We are so lucky that she came back after her
first ‘retirement.’”
– Fran Pullara, Archivist
“Jane leads by example. Her curiosity leads her down paths that almost always result in something
positive, and she never retreats from a challenge, whether it is a tackling a new technology, software,
or project. Her impact on Chadwick’s curriculum and teachers has been immeasurable. She is
thoughtful and thorough in everything she does, and always asks the question, ‘How can we make this
better?’ I go to work each day feeling honored to have the privilege to work and learn alongside of her.
Jane is a treasure and an asset to the Chadwick Community.”
– Jean Woolard, Library Assistant
T h e C o m pa s s
5
Front row, left to right: Isabella Kinkelaar ’12, Madelyn Tournat ’12, Sarah Gurbach ’13, Abbe Holtze ’13, Skylar Weber ’12.
Back row, left to right: Jillian Parks ’15, Emily Newton ’13, Kristen Parks ’13, Sarah Lucenti ’13, Eliza Powers ’12, Lizzie Yates ’12, and Erin Figel ’12.
Dolphin Pride 2011-2012
From Tom Goodspeed, Director of Athletics
What does it mean to have Dolphin Pride?
What does it take to be a Dolphin?
These are a few questions I have asked myself over the first
semester. I found my answer during the Girls Volleyball
team’s history-making season.
For the second year in a row, the girls won the Prep
League and brought home the CIFSS Championship title.
They went on to do something no other past team has ever
done: tie for Third Place in the state of California’s Division
3. It was quite a feat, and one that will be remembered in the
hearts and souls of all involved.
Chadwick’s volleyball program is one of the most
popular at the school, serving beginner through advanced
players. There were 48 Middle School girls playing
volleyball for PE and 48 girls playing Upper School
volleyball at all levels.
6
The varsity team consisted of 12 girls, with 16 on
junior, and 18 on frosh/soph teams. Coach Anita Drennen
has been teaching and coaching at Chadwick School for 25
years. Although her focus is on the varsity team, she works
with all levels to maintain a cohesive program through
consistent communication and assistance. Drennen is the
master of the “team” concept. She has taken a team way
beyond what anyone would guess, given that our team did
not match up physically against many of the top opponents
at League, Southern Section, or Southern Region levels. The
girls beat many a domineering team with scrappy defense,
great communication, and teamwork. This was exemplified
in their come-from-behind victory over Brentwood in
the CIF regional quarterfinals here in Pascoe Pavilion.
Brentwood was a strong, physical team with tall, athletic
girls. Yet the Dolphins were down 2 games to 1 and stormed
back to take the win.
The community support for the girls this season at home
games was electrifying. The students in the cheering
Emily Newton ’13 in action.
“The Troops” showed endless spirit and support.
section, aptly named “The Troops,” came to every big home
game and certainly were a driving factor in the home-court
advantage throughout the season and the playoffs. The gym
vibrated with energy when they assembled. In fact, during
the Brentwood game, they notched it up to assist the girls
in their comeback.
Throughout the pre-season, season, and post-season,
there was a constant, consistent, and positive underlying
current of support from the parent body who brought
snacks, cheered at games, and traveled far and wide to
support the girls in their play. Most importantly, the parents
were there to support and guide their kids as they budgeted
their time with the multitude of demands that come from
being a Chadwick student-athlete, and as they dealt with
both the thrill of victory and the agony of defeat.
The girls dedicated themselves to the team. They lived
and breathed Coach Drennen’s philosophy of team. All of
these girls are heavily involved in Chadwick School. They
are on the athletic council, student council, and community
The team and “The Troops.”
service. They have AP courses and work hard on their
studies. Many play other sports like basketball, soccer, and
softball. Several also play club volleyball outside of Chadwick.
The essence of Dolphin Pride is wrapped up in this
team’s accomplishments. Our kids are all heavily involved
in this community. Athletics is an area where many spend
much time and effort. My first year as athletic director has
been amazing. Our mission and core values ring loud and
clear throughout this program as student-athletes learn first
hand the value of respect, responsibility, honesty, fairness,
and compassion. Athletics certainly bring out the best in
our kids.
I, for one, am proud to be a Dolphin! I am incredibly
proud of all these kids accomplish both on and off of the field.
Go, Dolphins!
T h e C o m pa s s
View slide show.
7
2011-2012
Sports Round Up
Will Behenna ’14
Alex Klaassen ’14
Chadwick Athletics had an outstanding
year overall, winning six Prep League team
championships, two CIF Southern Section
(CIFSS) team championships, and nine Prep
League individual event championships while
exhibiting exemplary sportsmanship and a
dedicated “Do it for the team” mentality. The
cheer squad and fans kept things lively with
inspiring displays of school spirit and support.
Over the course of the year, 61 athletes
received All-League honors, eight received
All-CIFSS honors, and seven were named as
MVPs in their respective sports. In addition,
seven football players were selected as National
Football Foundation Scholar Athlete awardees
based on their commitment to academics,
athletics, and community service, and
volleyball coaches Anita Drennan and Mike
Cass were named CIFSS Coaches of the Year
for girls and boys volleyball, respectively.
Congratulations to all our dedicated
Dolphin athletes, especially to our graduating
seniors! Tune in next fall for more Dolphin
athletics. Chadwick fans can follow the athletic
news at www.chadwickschool.org/athletics/
news or subscribe to Chadwick’s Facebook
page at facebook.com/chadwickschool for
school highlights of all types.
YEAR ROUND SPORTS
Cheerleading
The cheer squad cheered their hearts out for all of
our athletes in every season and entertained fans with
fantastic half-time and quarter-break shows. Thank you
for all you contribute to the Dolphin Athletics program!
Equestrian
As a small team of only nine riders, the Dolphins compete
against teams three times their size.
•
7th out of 63 teams overall in the Orange County
Interscholastic Equestrian League (OCIEL).
8
Varsity Boys Volleyball celebrate their
CIFSS Division V Championship.
WINTER SPORTS
Girls Basketball
•
2nd in Prep League
•
New school record, 3-point goals in
one game (9): Nicole Compton ’12
•
New school record, steals in one
game (14): Kelly Ouye ’14
•
New school record, points in one
game (32): Laura McLaughlin ’12
Boys Basketball
•
2nd in Prep League
Girls Soccer
•
3rd in Prep League
Boys Soccer
•
Tied for 1st in Prep League
Girls Varsity Water Polo
•
2nd in Prep League
FALL SPORTS
Girls Cross Country
•
2nd in Prep League
•
4th in CIF Southern Section (CIFSS)
•
8th in CIF State Division V
•
All-CIFSS: Lauren Ouye ’13
Boys Cross Country
•
2nd in Prep League
•
2nd in CIFSS
•
7th in CIF State Division V
•
Prep League Champion:
Sam Cartwright ’12
•
All-CIFSS: Juan Valle ’15,
•
National Football Foundation
Scholar Athlete Awardees: Jared
Agnew ’12, Andrew Knox ’12, James
Lenihan ’12, Emmett McKinney ’12,
Jim Simmons ’12, Hank Trumbull ’12,
and Kyle Ulman ’12
Girls Tennis
•
3rd in Prep League
Girls Golf
Coach Stephanie Yocum worked hard
with our young golfers as they drove,
chipped, and putted their way to
becoming better golfers with every day
and every match.
Girls Volleyball
•
1st in Prep League (second
consecutive year)
•
CIFSS Division III-AA Champion
(second consecutive year)
•
CIF Southern California Regional
Runner-up
•
All-CIFSS: Abbe Holtze ’13, Sarah
Lucenti ’13
•
CIFSS Divison III-AA Coach of the
Year: Anita Drennan
Football
•
2nd in Prep League
Boys Water Polo
•
2nd in Prep League
SPRING SPORTS
Baseball
•
3rd in Prep League
Boys Golf
•
4th in Bay League
•
5th out of 36 teams in Knabe Cup
Girls Lacrosse
•
1st in Prep League (second
consecutive year)
Boys Lacrosse
•
Independent, undefeated in regular
season
Softball
The girls softball team came a long way
during this building year, working hard
with Coach Teresa Reyes to improve all
aspects of their game.
... And a competition to
SPRING SPORTS (continued)
Girls Swimming
•
3rd place in Prep League
•
Prep League 500m Freestyle Champion:
Elyse Werksman ’12
•
Prep League 100m Freestyle Champion:
Katie Fester ’12
•
Prep League 400m Freestyle Relay Champions:
Elyse Werksman ’12, Katie Fester ’12,
Jenna Solberg ’13, and Emily MacQuarrie ’15
•
New school record, 400m Freestyle Relay
(3:48.00): Elyse Werksman ’12, Katie Fester ’12,
Jenna Solberg ’13, and Emily MacQuarrie ’15
Sink Your Teeth Into
Austin Welch ’13 and
Elisabeth Zak ’15
Chris Wong ’87
Boys Swimming
•
1st in Prep League (third consecutive year)
•
Prep League Champion, 200m Freestyle and
100m Breaststroke: Drew Von Bergen ’12
•
Prep League Champion, 200m Individual
Medley and 100m Freestyle: Matty Gallas ’12
•
Prep League Champion, 200m Freestyle Relay
and 400m Freestyle Relay: Blake Range ’12,
Wesley Rivelle ’13, Matty Gallas ’12, and
Drew Von Bergen ’12
•
Prep League Most Valuable Boy Swimmer:
Matty Gallas ’12
•
New school record, 200m Individual Medley
(1:59.46): Matty Gallas ’12
•
New school record, 100m Freestyle (1:01.66):
Drew Von Bergen ’12
Boys Tennis
•
1st in Prep League
•
CIFSS Division II Quarterfinalist
•
Prep League MVP (singles): Max Hawkins ’13
•
Prep League MVP (doubles): Jackson Belcher ’13
•
Prep League MVP (doubles): Greg Sumen ’15
Boys and Girls Track and Field
•
Prep League Champion, 100m dash:
Cole McNamara ’14
•
Prep League Champion, 800m, 1600m,
and 3200m: Sam Cartright ’12
•
Prep League MVP for running events:
•
10th in CIF State Meet, 1600m:
•
New school record, 1600m (4:14.39):
•
New school record, 800m (1:56.04):
•
New school record, Triple jump (34 feet,
6 inches): Jackie Stoneburner ’12
Boys Volleyball
•
1st in Prep League (seventh consecutive year)
•
CIFSS Division V Champion (second
consecutive year)
•
CIF Division III Southern California Regional
Quarterfinalist (second consecutive year)
•
All-CIFSS: James Lenihan ’12, Jordan Lucier ’13,
Hank Trumbull ’12
•
CIFSS Division V Coach of the Year: Mike Cass
(second consecutive year)
View winning recipes.
Bottom row, left to right: Zach Goodman ’12, Montana Morgan ’13 and
Lauren MacHarg ’12; Mary Ann Trutanich and Jodi Vernon.
Talented student chefs Elisabeth “Liz”
Zak ’15, representing the varsity girls
soccer team, and Austin Welch ’13,
representing the varsity boys basketball
team, tied in the popular vote for Overall
Chili Champion at the 2012 Chadwick
Booster Club Chili Cook-off on January
14. It was a first for the Chili King and
Queen, who will share the chili crown
until the 2013 cook-off.
The event was an appetizing evening
for all, with more than 27 chili entries
to sample, hot dogs on demand, and a
plethora of enticing desserts to complete
the gourmet experience. Village School
students vied repeatedly to win one of
25 cakes and pastries at the cake walk
sponsored by the Athletic Council, then
burned off the extra sugar with non-stop
activities in Pascoe Pavilion.
Many thanks to Chili Cook-off
Committee Members LaDora Colon,
Dale Harbour-Day, Meg Lenihan, and
Jennie Robertson for organizing what
several parents described as “one of the
best Chadwick family events of the year.”
2012 Overall Chili Champions
Elisabeth Zak ’15 and Austin Welch ’13
2012 Chili Cook-off Winners
by Category
Mom
1st Place, Leslie Davison (Karlie ’22)
2nd Place, Saskia Subramanian (Neville
Linden ’19 and Derrick Linden ’24)
Dad
1st Place, Mel Solberg (Jenna ’13 and
Jillian ’15)
2nd Place, Tony Contratto (Vanessa ’14)
Faculty/Staff
Mary Ann Trutanich, Buildings and
Grounds
Coach/Administrator/Athletic Team
Tricia Paulson (Kate ’13), representing
the varsity and junior varsity girls tennis
teams.
T h e C o m pa s s
9
The HEARTS
behind performing arts
View slide show.
10
The performing arts have long been a cherished part of Chadwick student
life, beginning with dramatic productions like Margaret Chadwick’s
personally-written “The Drama of the Ages,” Shakespearean plays, and
Gilbert and Sullivan operettas. In the past 75 years, the performing arts
program has only grown stronger, thanks to the work of an outstanding
cadre of faculty members who continue to work in the fields in which
they teach, be it music, theater, or dance. Chadwick School has also seen
a number of alumni achieve careers in the performing arts. The following
are just a few of their personal stories.
Above: Kendall Chase ’14 (left) and Eric Ngan ’14 (right) dance up a storm in “Footloose.”
Rodney Rincon
As the technical director and interim head
of Chadwick’s performing arts program,
many do not realize that Rodney Rincon
actually began his career in acting — or
that he continues to write, act, and do
nearly everything in between — outside of
his career at Chadwick School.
Like many aspiring actors, Rincon
headed for the bright lights of New York
City after finishing college in his native
Houston, Texas.
“Once I realized it was actually
possible to support myself with
a career in theater, I thought
I should give it a shot,” he says.
It wasn’t long before Rincon was living
his dream. Within a month he had found
a job building scenery for the Drama and
Opera programs at Juilliard School. He
also found work as an actor, stage manager,
and truck driver for the N.Y. Shakespeare
Festival, which was in its infancy at the
time. However, after getting a part on a
new TV series, “Buck James,” Rincon —
like many actors — headed to Los Angeles.
And though the show did not last, Rincon’s
career in California certainly has.
Since arriving in California in 1987,
Rincon has explored every facet of the
entertainment industry, working as a stage
manager at the Los Angeles Opera and
even performing with such greats as Tom
Hanks and Rita Wilson at the renowned
Geffen Playhouse. Though his schedule at
Chadwick is demanding, he continues to
pursue both acting and production roles
when he has the chance. In summer 2011,
Rincon performed in a play called “Loot”
at the Little Fish Theatre in San Pedro.
He also acted in an independent film
called “Guns Don’t Kill People,” which
recently premiered at the Art Theater in
Long Beach. In addition, he’s been actively
involved in set design, most recently
working on a WWI-era play, “Camp
Logan,” that allowed him to research and
design cots, rifles, and uniforms true to
the era. The projects show not just the
range of skills he brings to Chadwick’s
performing arts program, but his passion
for performing arts in general.
Rincon is married to Chadwick Village
School art teacher Christy Armstrong
with whom he shares his interest in the
arts and a young daughter, Alyssa.
The cast of Shakespeare Festival/L.A.’s “A Comedy of Errors.”
Front Row: Ben Donnenberg (Director), Laura Eron; Second Row: George Spelvin, Tom Hanks,
Rita Wilson, Tracy Ulmann, Glynis Johns, Rodney Rincon; Third Row: Gilbert Cates (Producer),
Eric Idle, Rob Reiner, Carl Reiner, Michael Richards, Jack Lemmon, Jamie Gertz
Rincon credits his many mentors in
Houston with giving him the confidence
to pursue a career in what can sometimes
be a tenuous field, and he finds great
satisfaction in giving that same kind of
support to his students.
“I want them to know that acting,
writing, singing, or stage production are
all huge parts of any production,” he says.
“Whether you’re in front of the audience
or behind the scenes, you’re still a big part
of the show.”
Like his mentors before him, Rincon
routinely reaches out to help aspiring
actors bring their dreams to life. He
recently helped alumna Sarah Zwickel ’10
bring one of her own plays to fruition. He
also helped faculty member Erin Nordlund
and student Mark Sonnenblick ’08 produce
their play “Apples” from the ground up —
according to Rincon, one of his favorite
Chadwick memories.
“When I see that spark, I love to
support it,” he says. “Just like my mentors
did for me so long ago.”
T h e C o m pa s s
11
Performing arts Spotlight
Opening a WORLD of MUSIC
Christine Bullin ’65 is president and general director of Chanticleer, a San
Francisco-based organization that encourages worldwide appreciation for the art
of ensemble singing through live performances, education, recording, and the
creation of new choral work. In the past she has served as the director of opera
training at the Paris National opera; director of the San Francisco Opera Center;
and directed the touring company of the Opera Company of Boston.
Photo courtesy of Chanticleer.
The daughter of beloved Chadwick School
costume designer Hazel Bullin and the
late former faculty member Ken Bullin,
Christine has served on panels at the
National Endowment of the Arts and
the California Arts Council, and was the
Cultural Chair of the San Francisco —
Shanghai Sister City Committee. A native
of New Zealand, she holds degrees from
Wellesley College and Simmons College,
and was a Peace Corps volunteer in Liberia.
How did growing up within the performing
arts community at Chadwick impact your
own choice to pursue a career in that field?
I didn’t really choose it; it happened to
me rather by accident. I grew up around
the performing arts and had a reverence
for the arts and artists. My father, Ken
Bullin, was also an amateur singer in
New Zealand, where I came from. When
I was in college, one was supposed to
concentrate on getting a broad education.
We weren’t being directed toward a career
from the get-go. Many of us stumbled
into our future careers after time to look
around, see the world, make a few wrong
turns. At that time also, careers in the
administrative side of the performing arts
were achieved by internship, starting out
at the bottom. There weren’t degrees in it
then; you had to prove you had the stuff
by doing it. That’s how I came into opera.
Your bio notes so many incredible
accomplishments in the opera field. Are you
12
a singer, as well? Where did you receive
your training?
I’m not a singer. I received no training
specific to working in the performing arts,
except a liberal education. Having a broad
culture is essential to work in this field.
So many schools are cutting performing arts
and music programs because of budget issues.
What importance do you feel those programs
have on students’ lives?
I think that the lack of art and music
programs in schools is already having a
catastrophic effect, both on the humanity
of the individuals, and the future of the
live performing arts. It is a scientific
fact, increasingly verified by research,
that the study of music in particular has
a salubrious effect on the development
of the full capacity of the brain. Music
is also proved to have a positive effect
on the treatment of illness. The effect
of musical and artistic expression on
the development of the personality
should also be obvious. In the case of
choral singing, it has been verified that
choral singers have higher levels of civic
engagement — they vote more, they
volunteer more. They enjoy doing things
collaboratively with other people . That
is something we are losing in a world
of people communicating only through
electronic intermediaries. A world of
literal-minded people whose perception
of themselves and society is formed
without the influence of metaphor and
story-telling is not going to be a pleasant
place or a place capable of progressing.
The survival of groups such as the one
I now manage is not so easy to imagine
in this climate. It’s commendable that
schools like Chadwick still make the
performing arts a priority.
What is the most rewarding part of your
work at Chanticleer?
Chanticleer is a group that is beloved
around the world. Our impact on
audiences, on students, on the choral field
is its own reward. Watching audiences
experience moments of beauty and
transcendence is very moving. Keeping
a small non-profit going in these times
when the future of music is in doubt is
also rewarding, needless to say. Plus, it
keeps me employed!
You seem to have a strong commitment to
international relations. What sparked your
interest in global issues?
I was born in New Zealand. Moving to
another country as a child (the United
States) made me an internationalist
by nature. My childhood dreams were
always of seeing the world. I always sort
of thought I’d be some kind of diplomat.
I always dreamed of “living” in another
language, and did that when I lived in
France for five years. Those impulses also
were behind my going into the Peace
Corps after college — that and the fact
that the boys were taking all the jobs
that could get them deferred from the
draft. Fortunately my career has enabled
me to combine working and seeing the
world. Working, and trying to achieve
something in another country offers a way
of understanding another culture that you
wouldn’t otherwise get as a tourist.
Do you have any favorite memories of your
time at Chadwick School?
I always liked the rituals established by
Mrs. Chadwick, from the Christmas
pageant to the opening of the gate at
graduation. Starting out in the Village,
I loved arriving for the day and being
greeted outside by Janet Collins. I loved
sitting on the main lawn in the sun with
my friends and growing up with them.
I appreciated the diverse — and sometimes
wacky — faculty Mrs. Chadwick
assembled, which gave us an insight into
all of the kinds of different people that
make up the world (including her). Some
of them were great teachers; all of them
were fascinating creatures in their own
ways. They were the grown-ups, and we
were the children. That was much less
confusing than everybody supposing that
they are “friends,” as is sometimes the case
nowadays. It was more conducive to our
being able to grow up. Mrs. Chadwick’s
integration of nature, music, sports,
fellowship, and citizenship into the heart
of her curriculum had a very good and
lasting effect on all of us, I’m sure.
Are there life lessons from Chadwick that have
been particularly helpful to you in your career?
My memories of the painful transition
from a founder to the successor of the
founder (which happened during my
junior and senior year) are not pleasant
ones, but they were a very important
lesson which served me well in my career
in the non-profit sector in which these
transitions are inevitable and require
huge human understanding.
Compo
ser Hoag
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ichael, Sr
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Randy Carmichael ’59
The late Hoagy Carmichael, Sr., Randy
Carmichael ’59 and brother Hoagy
Carmichael, Jr. ’56 in 1942.
A bit of STARDUST a day ...
Randy Carmichael ’59
If the distinguished-looking man at the
piano has stardust in his eyes, it’s
understandable. His father wrote one of
the most-recorded melodies in American
music history (“Stardust,” 1927).
Randy Carmichael ’59, a
professional pianist and vocalist,
recently celebrated 52 years in show
business. Like many early Chadwick
students, he grew up among the
Hollywood set in Beverly Hills and
Palm Springs. His father, Hoagy,
Carmichael, Sr., both composed for
and acted in movies, so Randy’s
playmates were the children of the stars.
Randy’s own musical career began
with 12 years of classical training
and a jump into show business like
his father. His career has taken
Randy around the country, sharing
the stage with entertainers like Phil
Harris and Alice Faye, Trini Lopez,
Roy Clark, and Robert Goulet. He
received a Grammy nomination for
his collection, “Carmichael Sings
Carmichael.” He’s also presented
a multimedia stage performance
showcasing his father’s work.
T h e C o m pa s s
13
Bob Marino
Director of Vocal Music
Sheryl Goodspeed
Before coming to Chadwick School, Bob
Marino had a world of experience in the
theater industry. A professional musician
— from a long line of professional
musicians — he’s worked in the music
industry since the age of 14. His Broadway
credits include “Kiss of the Spider Woman”,
starring Vanessa Williams; “Sunset Blvd.”,
starring Glenn Close; and “Hello, Dolly!”,
starring Nell Carter and Joanne Worley.
Off Broadway, he’s toured with such
greats as Jerry Lee Lewis, Don Rickles,
and Andrea Boccelli; and accompanied
performers like Lionel Ritchie, Peggy Lee,
John Denver, and George Burns.
Marino has played drums, conducted,
musically directed, technically designed, and
produced more than 300 large-scale musical
productions. And now, he shares of his
experience with Chadwick’s students.
At Chadwick, Marino teaches Middle
and Upper School vocal music, directs the
Middle and Upper School choruses, and
serves as the music director for the annual
Middle and Upper School musicals. He can
frequently be found behind the piano as he
accompanies student soloists at a variety of
Chadwick performances.
Interim Drama Teacher
Thank you to 2011-2012 Interim Drama Teacher Sheryl Goodspeed
Sheryl Goodspeed hit the ground running upon arrival from Hawaii last fall. Stepping in as
interim drama teacher until the Fall 2012 arrival of new drama teacher and Performing Arts
Department Chair Nigel Williams, Goodspeed immediately became a valued member of the
performing arts team. She created a whirlwind of activity in Laverty Center as she got to know
acting students in Grades 7-12, held auditions for “Almost, Maine,” the Upper School fall play,
and began planning for the Upper School musical with colleagues Leslie Miller, Bob Marino,
and Rodney Rincon.
Goodspeed’s welcoming manner, patience, and enthusiasm attracted new actors from
throughout the Upper School to the “Almost, Maine” cast. This promising debut was followed
by a string of successful productions, from the Advanced Acting students’ “Complete
Shakespeare” to the Middle School’s “High School Musical” to a parent evening of scene
work presented by Acting 1 students. Along the way, Goodspeed advised the student writers,
actors, and directors of “Windows,” the Senior Theater Project, and taught all Middle and
Upper School acting classes. With dance teacher Miller and vocal music director Marino, she co-directed the Upper School musical,
“Footloose,” a production The Mainsheet editors agreed was “the best we have seen in all of our years at the school.”
On behalf of the Chadwick Community, thank you to Sheryl Goodspeed for all she has contributed to Chadwick performing arts
this year. We look forward to continuing to see her frequently at next year’s athletic matches and performing arts events.
14
In addition to his work as Chadwick’s director
of orchestras, Richard Babcock manages
two other instrumental groups in the area.
He’s music director and conductor for the
Peninsula Symphonic Winds, and also leads
the Peninsula Symphony Youth Orchestra of
Los Angeles Harbor College.
The Peninsula Symphonic Winds is an
ensemble of musicians of various ages,
currently ages 13-83. This is the classic town
band that came out of the mid-20th Century
and persists to this day throughout the
country. The band started its journey in 1996
and today presents a four- to five-concert
season, mostly at the Norris Pavilion. The
group takes on classic wind and percussion
music as well as many new works. The
membership is comprised of amateur local
musicians who volunteer their time and talent
purely for the love of this music and the joy of
sharing it with fellow community members.
The Peninsula Symphony Youth Orchestra
offers young musicians in the area an
opportunity to improve their skill-set by
taking on additional and/or more difficult
pieces of music outside of their regular
music studies. The Peninsula Symphony Youth
Orchestra meets every Saturday and is open
to any musician under the age of 18. Contact
Babcock personally for more information, or
to get involved.
Richard Babcock
Director of Orchestras
Unlike many who pursue a career in the arts, Chadwick Director of
Orchestras Richard Babcock says he never really had an innate gift for music.
Like many children in the United States,
Babcock picked up his first instrument —
a recorder — in the fourth grade. The next
year, he joined the school band, eventually
taking up the flute, saxophone, and other
woodwind instruments as he had the
opportunity. But he never considered
himself a prodigy. And he certainly wasn’t
rushed into his musical adventure.
“I’m the eldest of four children,”
Babcock says. “My parents were young. The
thought of signing me up for music lessons
wasn’t really on their radar. Instead, I came
into it in my own time. And it was magical
for me.”
In fact, when Babcock’s parents
divorced in his early teens, he credits
music with giving him the creative outlet
he needed to stay on a positive path. He
went on to study education in college,
and a few years into his studies decided
to earn a double major in jazz theory and
education. After finishing his Bachelor
of Music degree at the University of Utah
(in six years, he adds), he taught at an
independent school in Utah, where he led
everything from band to vocals, and even
had a rock band on the weekends. He later
earned his Master of Fine Arts degree in
composition at the California Institute of
the Arts and eventually found a home at
Chadwick School, where he’s taught for the
last 24 years.
Along with music, Babcock has found
teaching to be incredibly fulfilling. He
credits Chadwick with giving the entire
performing arts team the autonomy to do
what they feel is best to keep their students
— and themselves — inspired.
“Of course there are challenges in
teaching, as there are in all aspects of life,”
Babcock says. “But I’ve learned that most
problems can be solved by keeping the
focus on the child.”
T h e C o m pa s s
15
Dance program grows with LEAPS and BOUNDS
Left and middle: Dance students take a master class from Alvin Ailey American Dance Company Rehearsal Director
Matthew Rushing in 2011. Right: Chadwick Director of Dance and Cheer Leslie Miller
Leslie Miller is no stranger to the limelight.
Before taking on the role of director of
dance and cheer at Chadwick School,
Miller was a Radio City Rockette, later
opening her own studio, the renowned
Complexions Dance Company in New
York City. Having spent 20 years in the
dance industry, she has made many
contacts, and she’s sharing them all
with the Chadwick Community.
In addition to her core curriculum,
Miller has focused on bringing
world-class choreographers and
dance troupes to the Chadwick
campus. Hope Boykin, a principal
dancer with the Alvin Ailey American
Dance Company, taught a master
class for Middle and Upper Schoolers
this year, as did Rehearsal Director
Matthew Rushing before her. One of
the most exciting visitors this year was
Nakul Dev Mahajan, one of India’s most
revered Bollywood choreographers, but
better known in the United States
for his work on the hit TV series
“So You Think You Can Dance.”
Mahajan has worked with celebrity
clients like Natalie Portman, Steve
Carell, and David Schwimmer. And
now he’s working with Chadwick’s
Upper School dance class, as well.
16
“We have a variety of skill levels
in our Upper School dance program,
and bringing in an international dance
style that none of us are familiar with
seemed like the perfect way to even
the playing field,” Miller says. “We’re
all learning from the ground up.”
When Miller first approached
Mahajan’s company about teaching at
the school, she says she was expecting
one of his assistants to take on the
project. She was stunned when
Mahajan himself — who happened
to graduate from nearby Palos Verdes
High School — took on the job.
“My first thought was ‘oh, my
God — that’s impossible!’” Miller says.
But within a few months, Mahajan
was leading students on a seven-week
journey through Indian dance forms
that the students will likely never
forget. In fact, to help them absorb the
new dance form more easily, Mahajan
even uses English words like “lotus,”
“deer,” and “peacock” to describe
the positions.
“There are 28 different states in
India, and at least one dance style
in each state,” Miller says. “With
Chadwick’s increasingly global
outlook, it seemed like a great way for
students to learn about the culture and
history of the country, simply
through their movement.”
In addition to Indian dance,
Miller is also using her connections
to bring contemporary stars to
the school, including hip-hop
choreographer Leslie Scott, who
has worked with celebrities like
Grammy Award-winning star
Rihanna. According to Miller, Scott
focuses not just on dance but on
female empowerment and dance
etiquette, things that apply beyond
the stage. It’s just one more example
of the way performing arts — and
dance in particular — contribute
significantly to Chadwick’s
education program.
“In the future, I can see students
choosing Chadwick specifically
because of the strength of its dance
and performing arts programs,”
Miller says. “That’s how strong
we’ve become.”
Performing arts shine brighter with Limelighters
Though the Limelighters make
up Chadwick’s newest parent
organization, they’re already
doing big things on the Chadwick
campus. Supporting all aspects
of Chadwick’s performing arts
program K-12, the Limelighters are
the virtual “Booster Club” of the
school’s theater, choral, dance, and
orchestral community. Officially
launched in Fall 2010, the group is
comprised of parents old and new
who believe in the benefits that a
strong performing arts program
can offer Chadwick students.
“We all know that Chadwick
has an amazing academic
curriculum,” says Limelighters
founder Maria Haase. “It’s just as
important for students to balance
their schoolwork with creative
release. That’s what the performing
arts program provides.”
Limelighters parent volunteers
help keep the growing performing
arts program rolling, both
organizing events and raising
funds for the program. At the
recent production of “Footloose,”
for instance, the Limelighters
organized telegrams for the cast
and crew, selling lollipops, flowers
and notes that were delivered to
the selected participants during
intermission. Those activities help
bring parents, students, and faculty
together — allowing everyone
to be intimately involved in the
performances.
Performing Arts Limelighters Board (left to right): Wade Welch, Karin Chafetz,
Patti Jamgotchian, Deirdre Bronchick, Barry LeMesurier, Dale
Washington, Dawn Speroni, Linda Brown, Rodney Rincon, Maria
Haase, Martha Gilabert, Julie Spangler.
“We have such a blast putting these
events together,” Haase says. “Just
attend one performance, and you’ll
see it for yourself.”
Donations to the Limelighters
help pay for furniture, costumes,
lighting, instruments, and even
refreshments for productions and
events. They also allow students to
benefit from esteemed guest artists,
such as the Alvin Ailey Dance
Troupe, which visited in the 2010-11
school year.
No performing arts
experience is necessary to join
the Limelighters — just an
appreciation for theater, music,
and dance — and a love for the
students involved in them.
For more information, or to get
involved, contact Maria Haase at
[email protected]. All parents
of students K-12 are welcome.
Isabel Ngan ’13, Monica Haase ’13, Paige Watson ’13.
Limelighters
Mission Statement
The purpose of the Limelighters is to provide organizational and financial support to the
Chadwick Performing Arts Department, to support the program priorities as established
by the Performing Arts Department Director, to encourage broad participation in, and
support of, the Performing Arts by the entire Chadwick Community.
Recent Performances Supported by Limelighters
•
•
•
•
•
Upper School Musical, “Footloose”
ChImps Improv show featuring L.A.-based professional improv
troupe, Trial of the Century, which includes Chadwick ChAmps
(alumni ChImps) Jennifer Chou ’96 and David Byren ’06
MS/US Chamber Ensembles Spring Concert
MS/US Chorus Spring Concert, including Middle Magic, the
new Middle School show choir
MS/US Orchestra Spring Concert
•
•
•
•
•
Chadwick Dance Concert
Middle School Musical, “High School Musical”
Martin Luther King Jr. Assembly featuring vocalists from
grades three to five
Village Spring Concert, featuring vocalists, orchestras,
Village Voices and Vivace show choir
Family Day Musical Performance, featuring students K-11
T h e C o m pa s s
17
Everybody Cut Footloose!
Above: Jordan Agnew ’12 and Sofia Farentinos ’15; Barry LeMesurier ’12 and Sarah Brown ’14; Megan Calfas ’15;
Middle: Katherine Simmons ’15, Lauren Ellis ’12, Sarah Brown ’14, and Paige Watson ’13; the cast of “Footloose”;
Below: Barry LeMesurier ’12, Eric Ngan ’14, Nick Hanley ’12, Jack Kirkpatrick ’13, and Sarah Brown ’14.
18
in loving memory
Jill Cherneff Laverty
March 11, 1948 –
March 13, 2012
Jill Beth Rosenbaum Cherneff Laverty died March 13 at her home in Manhattan Beach, after
a valiant five-year battle with ALS. She is survived by her husband, Rocky Laverty; her
daughter, Molly ’05; her stepson, Rory ’92; and her granddaughter, Lila, as well as her brother,
Ric, and sister, Merle. The greatest tragedy of Jill’s life was the loss of her 16-year-old son,
Geoffrey, in a car accident in 2000. Geoffrey was a member of the Chadwick Class of 2002,
and the Geoffrey Alan Laverty Center for the Performing Arts on Chadwick’s campus was
established in his memory.
Jill was born March 11, 1948, in St. Louis, to the late Leonard and Elaine Rosenbaum. She earned a
Doctorate and Master’s degree in anthropology at the New School for Social Research, and a Bachelor’s
degree from Barnard College in New York. Her research interests spanned the globe, from the Philippines
and Southeast Asia to the Hollywood film industry. She worked as a lecturer and affiliated scholar at
USC, and as an assistant professor at California State University, Northridge. She curated major museum
exhibits in Los Angeles on the people and art of the Philippines. Near the end of her life, Jill was a research
scholar at the Center for the Study of Women at UCLA and a research associate in anthropology at the
Natural History Museum of Los Angeles County.
Jill and Rocky were married October 12, 1982, and were longtime Manhattan Beach residents. Jill was a
member of Congregation Tikvat Jacob in Manhattan Beach, and she deeply enjoyed fly-fishing, cycling,
book clubs, guitar, Scrabble, and collecting art and jewelry. She will be dearly missed by her family, her
colleagues, her many friends, and the Chadwick Community.
T h e C o m pa s s
19
Vivace
Village Voices
Starting on a positive NOTE
Charla Gae and Chadwick’s Village Music program
In a time when many schools are
limiting access to music and art
programs at the elementary level,
Chadwick has remained committed
to providing a solid performing arts
foundation to all of its K-12 students.
In fact, in recent years, faculty
members have not only worked to
make the school’s Village music
program stronger than ever, they’ve
also increased the number of enriching
extracurricular opportunities available
for students in the music arena.
Charla Gae, who joined Chadwick
as K-6 music director more than 13
years ago, has led the charge. When the
school’s 4th-6th choral group, Village
Voices, grew exponentially from 20-25
members to an auditioning cast of 70
each year, Gae decided it was time to
add another group — Vivace — to the
mix. Whereas Village Voices focuses
mainly on students’ vocal performance
(including matching pitch and voice
projection), Vivace is a full-on show
choir, adding energetic choreography
into all of its performances. And
while third- and fourth-graders play
20
recorders and all Gae’s students play
Orff instruments, she also went on to
implement ukuleles in fifth grade and
then guitars in sixth grade.
A professional pianist and
music director, Gae understands the
benefits that the performing arts can
offer young children, from building
self-confidence to teaching time
management (Village Voices and
Vivace both require after-school time
commitments). In addition, Vivace
and Village Voices teach compassion.
In alignment with the school’s
commitment to service, each group
brings the joy of music to both a local
convalescent home and a pediatric
hospital wing on top of their oncampus performance schedule.
Perhaps most importantly, however,
these programs instill a lifelong
appreciation of the performing arts.
Some 13 years into her Chadwick career,
Gae has seen an entire class of students
— her original Kindergarten class —
move on to take leads in Middle and
Upper School musicals as well as in the
surrounding community. She has even
launched a new Middle School show
choir, Middle Magic, to give students
a bridge between their Village and
Upper School show choir experiences.
Though athletics and growing
social commitments can often make it
difficult for students to continue with
their performing arts ambitions once
they enter Middle and High School,
Gae says Chadwick does a wonderful
job of providing students with eclectic
performance opportunities, e.g.,
a role in the school play and on the
Dolphin football team. And her motto
whispered to vocal students as they
go on-stage is, “Break Allegro,” not
“Break a Leg!”
“I’m grateful to Margaret
Chadwick for insisting that the
performing arts were an integral part
of the Chadwick curriculum,” Gae
says. “As a music teacher herself, Mrs.
Chadwick knew how vital music can
be to developing the whole child. It not
only develops poise, confidence and
musical skills, it also sets up a lifetime
love and appreciation for music and all
the performing arts.”
Meet Sarah Schaffner
K-2 Music Director
Village School students perform at the Winter Concert.
Sarah Schaffner recently joined the Chadwick faculty to as director of the school’s K-2 music program.
Why did you decide to teach music to
You previously worked in the public
young children?
school system. How does Chadwick’s
music program compare?
I originally earned my Master’s in
Music Education from Syracuse
University. I’ve had the chance to work
with children of every age — from
newborns through college students.
For me, elementary-age children have
always been my favorite. They have so
much enthusiasm. They’re willing —
and excited — to try anything. And
of course, it’s so fulfilling to introduce
them to music during such a formative
time in their lives.
When I worked in Torrance, I had
800 students spread across four
schools. It’s difficult to get to know
each and every students’ talents
and personalities working in that
environment. At Chadwick, I have the
chance to get to know every child’s
individual strengths. I can show them
that they can sing. They can play
an instrument — even if they never
thought they could.
What is the biggest benefit of a music
What’s one of the greatest memories of
program for young minds?
working at Chadwick thus far?
By far, the biggest benefit I can think
of is creativity — teaching children to
think in creative ways. The real world
is not about reciting — it’s about being
resourceful. Music and other creative
genres encourage that ability to think
things through and create the outcome
one is searching for.
This past school year, I was proud to
welcome renowned opera singer (and
Chadwick grandparent) Marilyn
Horne to my Grade 2 classroom.
Before she came, my students thought
opera was just about singing really
loud, or really high. She showed them
that it’s really about the story — the
tragedy and the comedy, the drama.
It was amazing for them (and for me).
What are your goals for K-2 students?
In tangible terms, my goal is to teach
my students to read music while
singing. On a deeper level, I believe it’s
my job as an educator to help young
people realize the value of music — to
see and truly appreciate what it can
bring to their lives.
Are you able to pursue your love of music
outside of Chadwick’s campus?
Yes, I am a vocalist in Pacific Chorale
in Orange County. I’ve had the
opportunity to sing alongside the
Pacific Symphony, Andrea Bocelli, and
the LA Philharmonic led by Gustavo
Dudamel. This summer I’ll also be
doing a cathedral tour of Paris, where
I’ll have a chance to perform songs
written by current and historical
organists and composers-in-residence
at various locations. It’s an exciting
opportunity to share my love of music
with others around the world.
T h e C o m pa s s
21
2012
Strategic Plan
Introduction
In summer 2010, acknowledging that the most recent strategic plan for Chadwick School was
created in 2005 as a five-year document, the Board of Trustees approved a process leading to
the creation of a new strategic plan to guide both campuses, Chadwick School and Chadwick
International. The intent of this effort was to create a plan to guide the School’s work for the
next ten years.
This process began on the premise that strong schools must evaluate themselves regularly and
establish goals and priorities to ensure their ability to deliver their mission in a changing world.
Goal One
Provide a student-centered, experiential education that inspires in Chadwick students a lifelong
commitment to academic excellence, exemplary character, self-discovery, and global perspectives.
Strategy One
Outcomes
Identify the characteristics that define a Chadwick
student/alumnus, including expected learning outcomes.
•
Tactics:
• Identify the core competencies, knowledge, skills,
and outcomes of a Chadwick student/graduate
• Develop demonstrations and cornerstone
assessments of competence at key points
•
Strategy Two
Curriculum
Provide an integrated K-12 (Chadwick School) and
Pre-K-12 (Chadwick International) experiential
curriculum that fosters academic excellence, selfdiscovery, and the joy of learning in every student.
Tactics:
• Identify, celebrate and support each student’s
unique capabilities, needs, and achievements
• Evaluate and develop a written plan to expand
experiential learning opportunities in the
curriculum
• Evaluate offering a post-graduate
year program
• Evaluate the core sequences of curriculum
offerings including AP, Honors, and
22
•
•
International Baccalaureate courses
Use curriculum maps and department
mission statements to review, assess, and
align the Pre-K/K-12 program
Evaluate and improve math, reading, and
study skills
Provide opportunities for original student
research throughout the educational program
Inventory, form, and foster beneficial
relationships with colleges, businesses, and
individuals who can enrich the educational
experience of the students
Strategy Three
Pedagogy
Foster and ensure the use of best pedagogical
practices.
Tactics:
• Develop and implement a five-year written
plan to effectively use technology throughout
the curriculum
• Inventory and expand differentiated instruction
and student-centered, inquiry-based
opportunities throughout the educational
program on and off campus
• Study and define optimum student load and
class size
Strategy Four
Character
Develop ethical literacy, leadership, and
exemplary character through curricular and
co-curricular offerings.
Tactics:
• Sustain emphasis on core values education
• Use athletics, outdoor education, performing
arts, clubs, student government, and community
service programs to foster desired character
traits (Division Directors/CI Principals/annual
evaluation)
• Inventory and create opportunities to foster
leadership, character, and ethics education
through the curriculum
• Inventory, expand, and communicate
leadership opportunities
• Review and strengthen opportunities for
participation in environmental sustainability
• Develop relationships that support each student’s
social, affective, and emotional development
Strategy Five
Multiple Perspectives
Develop and enhance in our students the ability to
understand multiple perspectives and to thrive and
lead in an increasingly interconnected world.
Tactics:
• Develop and foster collaboration between
all constituencies at Chadwick and Chadwick
International
•
•
•
Evaluate models and develop a written plan to
infuse multiple perspectives, experiential and
co-curricular education into the entire curriculum
Provide targeted professional development
including cross-perspective training, standards,
cross-cultural communications, etc.
Allocate financial aid or develop low/no cost
programs to ensure equity in student participation
in all programs
Strategy Six
“Best-Fit”
Attract and retain a diverse student population that is
well suited to the educational goals and opportunities
at Chadwick.
Tactics:
• Develop and implement a written recruitment/
enrollment plan
• Develop and implement a written retention plan
• Review and improve orientation programs for new
families
• Develop a sustainable financial aid program to
maximize the availability of financial aid/support
• Strengthen programs that support student wellbeing and wellness
• Strengthen the advising and college counseling
programs to better serve the needs and aspirations
of the student
• Provide opportunities for original student research
throughout the educational program
• Inventory, form, and foster beneficial relationships
with colleges, businesses, and individuals who can
enrich the educational experience of the students
T h e C o m pa s s
23
Strategic Plan
2012
Goal Two
Attract, develop, and retain outstanding faculty and staff as the primary means for
inspiring optimal student experiences and outcomes.
Strategy One
Characteristics
Strategy Two
Retention
Identify the characteristics that define a strong,
diverse, effective, and mission-appropriate faculty
and staff; hire accordingly.
Ensure a climate of professionalism, collegiality,
and innovation that fosters high morale.
Tactics:
• Identify ideal characteristics
• Develop recruitment guidelines, objectives,
and means
• Undertake proactive national and international
recruitment of the very best faculty and staff
• Develop a network of academic feeder resources
• Develop a robust human resources program to
support faculty recruitment
• Hire accordingly
Fourth-grade teacher Matt Risk
24
Tactics:
• Develop a written plan to communicate faculty
and staff achievements internally and with
constituents
• Evaluate a 360-degree feedback system to assure
board, faculty, and staff communication
• Assess faculty and staff morale through an
annual survey and address results
• Define and communicate faculty and staff
structure, roles, and responsibilities on both
campuses
• Audit and define the optimal workload/faculty
(including preps, sections, co-curricular roles,
etc) across the school enterprise
• Create a senior administrative position to
support academic programs K-12 in Palos Verdes
• Evaluate and improve faculty and staff support
from the technology and business departments
• Conduct an annual survey of compensation
models and benchmark salary and benefit
packages
• Develop a written plan for housing on and near
the campuses
• Develop a written plan to offer local, national,
and international exchanges for faculty and staff
Strategy Three
Quality
Provide regular feedback on performance and support
continuous professional development that fosters
caring and complex relationships with students.
Tactics:
• Develop a robust human resources program to
support optimum outcomes
• Ensure 100 percent compliance in annual
performance evaluation
• Implement a program for individualized
professional development
• Implement a training and support program for
those charged with leadership and management
• Strengthen observation systems
Top: Fifth-grade teacher Samantha Inglis
Bottom left: Middle and Upper School Spanish teacher Luis Morales, Jr.
Bottom right: History teacher Robert Evans
T h e C o m pa s s
25
Strategic Plan
2012
Goal Three
Provide the resources to sustain and advance the Chadwick mission.
Strategy One
Prioritization
Prioritize institutional needs to determine
resources and a timetable to implement plans
for Chadwick’s future.
Tactics:
• Review and quantify costs associated with the
campus Master plans
• Create and prioritize the technology plan
• Develop an interactive enrollment plan to assure
the sustainability of the school
• Quantify non-capital program needs
• Develop a written plan to mitigate conditional
use permit (CUP) related risks
Create and implement an integrated marketing and
communication program.
Strategy Two
Financial plan
Tactics:
• Develop and implement a Parent Survey Action Plan
• Define resources needed for an integrated
marketing/community relations plan with internal
and external baseline measurements
• Define measurements to gauge school pride and
spirit
• Conduct ongoing, stakeholder market research
• Strengthen the website and communication
vehicles
• Develop and implement a written communitybuilding effort, including communication for all
internal constituents
Create a financial plan that supports the
Chadwick educational program and ensures
financial sustainability.
Strategy Four
Partnerships
Tactics:
• Engage in feasibility testing and conduct
a fundraising campaign to meet highest
priority needs
• Create a comprehensive donor cultivation
and stewardship plan
• Create a robust major gifts program
• Update financial aid needs and projections
annually
• Demonstrate prudent endowment management
• Create five-year rolling operating and capital
budgets
26
Strategy Three
Marketing and
Communication
Create a set of strategic partnerships to foster
innovation.
Tactics:
• Create technological partnerships
• Assess the Round Square and other networks for
innovative partnership opportunities
• Identify higher education partners
• Engage current parents and families as partners
in educational innovation
• Strengthen Alumni Relations to provide
benefits for students and faculty and to increase
satisfaction and engagement of alumni
• Create outreach programs to raise the profile
of Chadwick in the community through local
businesses and organizations
Strategy Five
Leadership
Create and implement a plan to ensure the leadership
and governance required to fulfill the mission.
Tactics:
• Assess and define the department chair role,
responsibilities, and support needs.
• Identify the needed characteristics and skills of
Board members
• Create a written plan to recruit and evaluate
desired Board and committee members
• Identify the needed characteristics and skills of
key administrative leadership
• Continuously assess and adjust the governance
and administrative structure to meet the
leadership needs of the enterprise
Strategy Six
Assessment
Continuously assess Chadwick against this plan
and best practices.
Tactics:
• Implement, monitor, update, and communicate
the Strategic Plan
• Engage in continuous research including peer
school benchmarks
• Develop and monitor a balanced scorecard
of meaningful metrics to ensure effective
management, leadership, and governance
performance
View video.
T h e C o m pa s s
27
New interpretive panels guide visitors
through Chadwick’s campus
— and natural history
Left: Seventh-grade life science teacher Martin Byhower, Rachel Abrahamson ’17, Daisy Houle ’17, and Jon Renslo ’12 read one of the new panels. Right: Several panels feature interactive elements.
Step onto Chadwick’s campus and one is immediately taken with
the tranquil beauty of the school’s setting. Now, thanks to a series
of newly installed interpretive panels, visitors can embark on a selfguided tour to learn more about the natural history of the area and
Chadwick’s history, as well as work going on inside the classrooms.
The idea for the interpretive panels came from Middle School
life science teacher Martin Byhower. He had always wanted a way
to share information about the area’s native plants, as well as the
school’s many sustainability efforts. When a family donated funds
for a project of his choosing, he knew that he wanted to develop
the panel series.
designers of such systems, in creating the signage. In addition to
Acorn’s professional recommendations, they also brought a personal
understanding of the school. (The company is owned by Jennifer
Rigby, wife of Martin Rigby ’66.)
Overall, Chadwick’s panels are designed to:
•
Help students and faculty connect with Chadwick’s natural and
cultural history, including its long-standing tradition of outdoor
and experiential learning
•
Help students and faculty understand the meaning and
implications of sustainability
•
Inspire and promote stewardship behaviors
“I wanted to help orient both visitors and regular members of
the school community to the campus and the canyon and share
some of the many aspects of the school’s sustainability programs,”
Byhower said. “I also thought these signs could be a point of
departure for teachers of all levels and disciplines who want to
do a lesson or activity related to one of the featured topics —
or simply visit the canyon.”
The panels are very similar to those one might see at area nature
preserves, historical sites and museums. In fact, Byhower enlisted
the help of The Acorn Group, one of the nation’s preeminent
28
The content for each panel was developed out of
an interpretive planning session (facilitated by
Rigby) involving several students, faculty, staff,
and trustees. The purpose of this meeting was to
explore how the panels would convey messages
related to Chadwick’s history, mission, and
sustainability efforts. The group came up with a
number of suggested topics ranging from habitat
restoration and native landscaping to recycling
and composting. They also included Margaret
Chadwick’s vision for the campus, as well as the current vision
for Chadwick Canyon. In addition, they referenced best practices
adopted by students, faculty, and other staff and the implications
Native plants are highlighted, above.
Top: Kirsten Lanigan ’17, Jordan Wong ’17, and Jared Kramer ’13 check out the new installation.
Bottom: Rachel Abrahamson ’17 demonstrates an interactive panel.
of these practices in larger realms—be it energy independence,
biological diversity, resource conservation, or zero waste.
The interpretive panel project was made possible thanks to a
generous anonymous gift that fully funded the project. Additional
thanks go to Martin Byhower, Mary Baldovin, Miguel Lopez, Bob
Rule ’76, and those who participated in the panel planning session:
Laurie Hanley, Ted Hill, Ruth MacFarlane, Jeff Mercer, Doug Morgan,
Fran Pullara, and students Alexa Aranjo ’12, Roderick Go ’11,
David Harris ’14, Alexandra Nguyen-Phuc ’14, Jonathan Renslo ’12,
and Lauren Stoneburner ’11.
T h e C o m pa s s
29
C ommunity S ervice
30 Years
of
Service
A talk with program founder Mark Wiedenmann
Jason Snyder ’90 volunteered with Community Helpline as a senior.
A big campus with a
BIGGER HEART
One of the most impressive aspects of Chadwick’s
community service is how varied it is. Each week, students
volunteer at sixteen organizations within the community,
and take on numerous other large-scale projects throughout
the year, from a blood drive to International Peace Day.
According to Community Service Director Becky Noble,
that is no accident.
“Everyone has different interests,” she says. “When
students find a niche that truly gives them gratification —
whether it’s the environment, international work, work with
the economically disadvantaged or supporting those with
cognitive impairment — they will find a commitment to
service that stays with them their entire lives.”
New projects this year include Press Friends, a project
allowing Middle School students to help students at local
Boys and Girls Clubs learn how to create their own
newspapers, and Heart of the Village, wherein Chadwick
Village students travel to an elementary school in Compton
to mentor and partner with same-aged students from their
local school.
In addition, numerous projects are taking shape right
on the Chadwick School campus. The Commodores
program allows Upper School students to tutor students in
Chadwick’s Middle School and ninth grade, and Upper School
students have also helped coach Middle School athletic
teams. The opportunities allow older students to serve as
leaders and mentors and to acknowledge what they gained
through their Chadwick education.
“I see limitless opportunities, even within this school,”
Noble says. “Service is just a part of our culture.”
30
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Though founder Margaret
Chadwick instilled the
concept of service to
Chadwick students since
the school’s earliest days,
the program did not officially
launch until 1981 when
Upper School Director
Mark Wiedenmann joined
the campus.
“The idea then was that adolescence
is an idealistic time,” he says. “We wanted
to take advantage of that by providing
opportunities for students to connect
and create meaningful relationships with
people in need. When they realize that
they can make a positive impact in the
lives of others, it has a transformative
effect. It’s always incredibly valuable
for children at that age to focus on
something outside of themselves.”
In fact, for Wiedenmann, the concept
of relationship-building has always been
key to the program’s success. Though
students do participate in a wide range
of fund-raising and donation programs
through various school activities, the
school’s service program has always
focused on forming concrete connections
with a range of different people, allowing
students to knock down stereotypes and
bring that positive energy back to the
Chadwick campus.
When a schedule change in the mid
1980s allowed for students to perform
service as part of their school day
(rather than in the evenings/weekends),
the opportunities to build those longterm relationships sky-rocketed. What’s
more, suddenly students didn’t need to
choose service instead of study time.
They were shown that it had significance
in its own right.
“How we use our time is a reflection
of our values,” Wiedenmann says.
“At Chadwick, helping others isn’t
tangential — it is essential. It’s built
into our class day.”
Over the years, the program has
continued to grow, thanks in large part
to program director Becky Noble, as well
as dozens of parent volunteers, and the
numerous vans the school has been able
to purchase to transport children to the
fifteen off-campus service locations. Yet
no matter how much the program has
grown, one thing that hasn’t changed is
that there is not — and never has been —
a requirement for community service.
“Human nature is to resist if you are told
to do something,” Wiedenmann says.
“By allowing students to choose to serve
others, they’re creating their own love of
service. When they leave as graduates,
chances are good they will have ongoing
disposition to help others.”
In fact, Chadwick’s alumni survey
indicates that 80 percent of graduates
continue to do service after leaving the
campus — an astounding fact given the
fast pace of today’s society.
“Students often think they will be the
givers in their service program,” he says.
“What happens is that they receive more
than they ever imagined.”
Migrant workers harvest crops in Salinas, California.
Chadwick’s Salinas
Sherwood Elementary students made mini-pinatas with Chadwick student volunteers.
Project
For decades, Chadwick students made
a long trek down the California coast
to visit an orphanage near Ensenada,
Mexico twice a year. Once there, they’d
spend an entire weekend building,
painting, cooking, and teaching. But
most importantly, they’d build longterm relationships with the children
who lived there. Unfortunately, in
recent years, political conditions within
Mexico have made it too difficult to
continue Chadwick’s visits to the orphan
community. That left Community
Service Director Becky Noble searching
for a new project that could provide
the same outcomes of language
exchange, cultural understanding, and
relationship-building — without forcing
the students to leave the safety of the
United States.
“Many of our kids actually spoke
up early on and felt that they didn’t see
a need to do an international project
when there is so much need in their own
backyard,” she said. “That’s when I heard
about Oscar Ramos and his work in
Salinas.”
Salinas, California, also known as
“The Salad Bowl” of the United States, is
an area full of migrant workers — and
poverty. Some 97 percent of children
in Salinas live near the poverty line,
and more than 75 percent have limited
English ability. Without proper homes,
many live in carports, or are forced
to wash up at truck stops on their way
to school. Others spend so much time
caring for their own brothers and sisters
that they have little time to focus on their
own educations. Ramos — himself a
former migrant — wanted to change that.
Ramos beat the odds against him,
working his way through school and
later earning a degree at the University
of California, Berkeley. Now a thirdgrade teacher, he and a dedicated cadre
of teachers now work to instill a love of
learning at Sherwood Elementary School,
where the majority of students are
children of migrant workers.
When Noble first read Ramos’ story
in the New York Times, she decided to
contact him to see if there was something
Chadwick School could do to get
involved. Not long after, Chadwick’s own
Salinas Project was born.
Three times per year, Chadwick
students make another long trek — this
time up the coast to Salinas. Throughout
the weekend, they stay in labor camps
and perform a variety of activities,
from working with students in their
classroom to discussing the importance
of education with the students’ families.
They also take their own turn at
planting and picking vegetables to better
understand where our food comes from
— as well as the work of the people who
are doing it. Students have also taken
on special projects, such as helping the
children make family memory books,
performing reader’s theater, developing
a family math night, and creating a book
of free educational activities that migrant
parents can do with their children.
According to Noble, the project
has been extremely popular, especially
among Chadwick’s own Hispanic
students, many of whom have discovered
a history of migrant workers within
their own families. Still, she believes the
program has the potential to strike a
chord with almost anyone who comes in
contact with it.
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T h e C o m pa s s
31
C ommunity S ervice
Community Service Advisory Board
By Becky Noble, Director of Community Service
Chadwick’s
community service
program emphasizes
the relationships
that develop between
our students and
those they serve.
By working with
others, our students learn about the
world at large and about themselves
… about their capacity for empathy,
kindness, and understanding our Core
Values. It is through these transformative
relationships that our students come to
see the common traits they share with
others who are seemingly unlike them.
Such relationships can only mature given
repeated, consistent interactions over the
course of time; for that reason, our students
volunteer at one site, in one setting, for the
entire year of service.
While our weekly on- and off-campus
service experiences are not flexible in their
nature, our program does offer a number
of weekend, after-school, and vacation
service opportunities which are created
and directed by the members of our highly
selective Community Service Advisory
Board (CSAB). CSAB is composed of 16
Upper School students who make service
a priority in their lives. Through weekly
meetings, they provide the framework for
a wide array of alternate service activities
available to all of our students. The list of
opportunities is almost endless, but CSAB
provides the inspiration, leadership, and
structure for experiences that continue
to emphasize relationship building. The
range of opportunities runs from building
homes with Habitat for Humanity, to
mentoring work with foster children
in Watts, from creating a holiday gift
experience for low-income families in
Wilmington, to stocking libraries in poor
public schools. While the specific tasks
may vary, the goal is always the same: to
provide our students with the opportunity
to appreciate their own gifts, to acknowledge
an obligation to share their manifest talent
with others, and to develop their capacity for
compassion. To those ends, CSAB is in class
of their own.
LEARNING through TEACHING
Anthony Fadil ’13
I volunteer at Willenberg School in San
Pedro. Every week, the 2 p.m. bell rings
promptly, signifying the beginning of P.E.
Students from the class that I volunteer
in leave the classroom in waves, but one
student, Nathan, always stays behind for
me to walk him to P.E. Nathan has issues
with hearing, and does not speak. He is
also incredibly shy with visitors. The first
day I met Nathan, I was assigned to sit
at his table and play a game of memory:
he would turn over two cards from two
different sides of the table until he was
able to acquire a match. Throughout the
entire game, he would cover his face with
one hand, keep his head down toward
the table, and briskly turn over cards in
pursuit of a match. After minutes of my
encouragement and compliments for his
noble game-playing, he lowered his hand
and lifted his head to leave for P.E. As he
left his chair, I gave him a “thumbs up.” He
stopped in his path and excitedly returned
32
the gesture. I knew then that he accepted
me and invited me into his select group
of friends. A simple “thumbs up” was
what bonded us: it was something unique
we shared. Ever since that first day of
meeting, Nathan greets me with the same
“thumbs up” and shakes his hand slightly
as he does it. That is how I can tell he is
happy to see me.
This is just one of the many gratifying
moments I experience while participating
in community service. Through Chadwick’s
Community Service program, I am given
opportunities to give back, and it is a
great feeling to know that I can make
a difference. For me, giving back is a
fantastic feeling on its own, but being
appreciated by the recipients of my
service adds another dimension to my
participation. I am happy to know that
I can serve as a friend to the students that
I work with because it means that I am
truly doing something useful. Nathan
demonstrates such happiness throughout
all of my interactions with him, and it
is through this fact that he grounds me,
reminding me to be grateful for the little
things. His eager greetings assure me
that I am spending my time well in
giving it to others.
STOKED for Service
Charlie Friedland ’06
What involvement did you have with
SEAD encourages participating students’
community service while you were a
academic preparedness and personal growth
student at Chadwick School?
through specially designed courses, year-round
When you start community service at a young
age, as almost everyone does at Chadwick, it
becomes a part of you. No matter where you
are in the world, there are opportunities to help.
While at Chadwick, I served on the Community
Service Advisory Board. We spent a lot of time
working with Director Becky Noble to ensure
that Chadwick students were best serving
different areas of the community. The most
rewarding community service activity
I did at Chadwick was tutoring at Park Western
Elementary in San Pedro. My classmates and
I worked with the special-ed students on
different projects. We tutored the same group
of kids all four years of high school and could
see the impact we had on their lives.
mentoring, and extensive interactions over three
years with Dartmouth undergraduates, alumni,
faculty, administration, and community members.
In addition, I volunteered at David’s House
at Dartmouth Hitchcock Medical Center, which
serves as a home away from home for families
of sick children being treated at the hospital.
Thousands of families have stayed at David’s
House, and each one has a unique, inspiring story.
Over the past couple of years, my brother
Zach ’02 and I have been working with a program
called Stoked, which teaches life skills to at-risk
and disadvantaged youth through action sports.
I became involved with the program in Los
Angeles, after my brother worked with Stoked in
New York City. Participating youth are challenged
to come out of their comfort zone to learn a new
sport (snowboarding, surfing, skateboarding)
Why did you choose to carry on with
and have some fun in a safe environment.
service after graduation?
Each day at the program includes a specific
life-lesson. Each student is paired with a specific
Not only is service a great way to give back,
mentor to help him or her grow personally and
but it is also a lot of fun. Every time I have
have a positive influence. I have met numerous
participated in service events I have built
participants and mentors who have left lasting
relationships with memorable people that
impressions on me. After speaking with many
truly appreciate help and support. It is these
of them, I know that Stoked is a program that they
relationships and the satisfaction that keep
learn from, value, and enjoy.
me coming back in different capacities.
Whether it is organizing a fundraiser through
snowboarding, surfing and skateboarding
(I am currently coordinating a “Trishredathon”
fundraiser to benefit a program called Stoked),
or serving hot lunches at a soup kitchen
downtown, it really comes back to the same
basic reason for doing community service: it
is simply rewarding to help others. In addition,
there is always something that I can learn from
the people I work with, especially when they
come from a different background and have
different life experiences.
Describe your current job and how
service factors into it.
I currently live in Los Angeles and work in
the Investment Banking Division at Morgan
Stanley. The company sponsors numerous
fundraisers each year and actively encourages
all employees to participate. Morgan Stanley
also has a “Service Month,” where all members
are encouraged to go out and actively participate
in helping their community. This past summer,
Becky Noble helped me to identify a valuable
opportunity where Morgan Stanley’s Los
What types of service activities have
Angeles office could help. We served a great
you been involved in?
lunch at Midnight Mission in Los Angeles and
worked with Habitat for Humanity to restore
While at Dartmouth I worked with a program
a house in Long Beach. While I work long
called Summer Enrichment at Dartmouth
hours, it is encouraging that Morgan Stanley is
(SEAD). SEAD expands the educational
supportive of community service activities.
opportunities for promising high school
students from under-resourced urban and
rural schools while offering the Dartmouth
Left to right: Zach Friedland ’02, Stoked participants, and
Charlie Friedland ’06.
Moving — and shredding
— mountains
Charlie Friedland discusses one young girl who inspired
him during a service trip with Stoked, an organization that
promotes personal development, academic achievement, and
healthy living to under-served youth through action sports.
During a snowboarding trip with Stoked, I met a girl
named Marcela. On the bus ride up to the mountain,
I found out that she had never seen snow, let alone been
on a snowboard. Marcela grew up in El Salvador and
moved to Los Angeles when she was 10 years old, and
she is currently a senior in high school. She happened to
be put in my group, and it quickly became clear that she
was picking up the sport more quickly than the rest. After
lunch, I decided that she was ready to head up the chairlift.
In talking to Marcela, I learned that she desperately
wants to go to college and clearly has the grades to do
so. Unfortunately, she told me, her family does not have
the money to support her aspirations. She now plans to
attend a junior college, while earning enough money to
attend a culinary institute. She then wants to be a chef.
I was surprised she was so open with me, and I was able
to learn so much about her on one chairlift ride ... up
the bunny slope. We got to the top, she strapped in, and
made her way down the mountain, leaving her friends
in the dust. I don’t think she fell down once, and at the
bottom of the run, her smile was contagious. It was clear
that she left all her troubles behind her on that run.
I was impressed that Marcela was able to tackle
her problems and set-backs — things she’s inherited
through no fault of her own — and deal with them
in a mature and reasonable way. Just as she succeeded
in snowboarding on her first day seeing snow, I have
no doubt she will be able to succeed in her future
endeavors. Stoked enables these kids to realize they
can accomplish things and beat challenges they
probably never thought they could.
community a unique learning opportunity.
T h e C o m pa s s
33
C ommunity S ervice
Giving back: It’s a family thing
Ara Cho ’04
Ara Cho ’04
As a Korean American,
Ara Cho ’04 knows what
it’s like to be “the different
one” in a group of friends
or colleagues. So when she
had the chance to serve
as a Big Sister to Korean
girls adopted into American
families during her time
at Tufts University, she
jumped at the chance.
The program, an
initiative of the Tufts
University Korean Student
Association, is meant
to help girls struggling
with identity issues, and
insecurities that come along
with being the “different”
one in one’s family.
“Having another Korean
girl to talk to helps them
understand themselves and
where they came from,”
Cho says. “It showed them
that it’s cool to come from
a different place.That it’s cool
to embrace who they are.”
View the community
service slide show.
34
Ara Cho was actively involved in community service
throughout her Chadwick education, participating in
everything from the school’s student-led Community
Service Advisory Board to the soup kitchen and
orphanage programs.
Inspired by her personal experiences
in service, she chose to attend Tufts
University, in large part because of its
strong culture of civic engagement.
And it was there that she enrolled
in a philanthropy class that would
change the path of her life.
“I can’t explain it,” she says.
“But once I took that class, it got me
thinking: maybe this is how I want to
utilize my interest in social change.”
Feeling inspired, Cho called
her mom to mention what she’d
been learning about philanthropic
initiatives. It was then that she
learned that her family had started
its own foundation in 2001 to fund
projects in Central America and
the former Soviet Union promoting
cultural understanding. Another
surprise: her parents offered her the
chance to lead it.
Ever since, Cho has managed
her family’s Small Rock Church
Foundation, working on outreach
programs everywhere from
Nicaragua to Korea, building
churches, schools, and an untold
number of relationships between the
people she meets there.
“Family is a big part of who I am,”
she says. “Small Rock has been the
perfect way to combine my passion
for both giving and family.”
Though it’s been nearly 10
years since Cho left the Chadwick
campus, she’s kept the school —
and its people — close to her heart,
as well. She recently worked with
Community Service Director
Becky Noble to create a presentation
on microfinance. She even took
time to meet prospective parents at
Chadwick International during a
recent two-year tour in Korea.
Though she’s starting to
transition out of her role at the
foundation to work on another
family project involving event and
hospitality management, it’s clear
that service is and always will be a
major part of Cho’s life.
“Chadwick School, and my
family, are where my love of service
began,” Cho says. “I know that
feeling will be with me forever.”
1
2
4
5
3
6
A Tradition of Service
1) Zach Goodman ’12 distributes food at All Life Charities.
2) Karen Polsky ’85 makes friends at a house-building site in
Mexico. 3) Will Clark ’12 with children at Launch Preschool.
4) Sara Figel ’10 and Ari Kassardjian ’10 at the annual
Community Service car wash. 5) Andrew Knox ’12, Blake
Range ’12, and Crystal Ciaramitaro ’12 prepare food
at the Midnight Mission. 6) Upper School Director Mark
Wiedenmann in Mexico in 1987. 7) An unidentified student
at work on campus in 1947. 8) Jared Agnew ’12, Crystal
Ciaramitaro ’12, Sarah Lucenti ’13, Austen Peterson ’13,
and Andrew Knox ’12 promote reading with Access Books.
9) Ivan Gabriel Martin, a 2011 exchange student from Spain,
coaches English learners in San Pedro. 10) Rainbow Connection
members (Back row, left to right) Benno Rosenwald ’07,
Mark Trapani ’10, Jordan Place ’09 and (front row, left to
right) Alex Fadil ’08 and Kurt Buchbinder ’10 bring cheer
in 2007. 11) Juan Zamudio ’13 takes part in the Salinas Project.
9
7
8
10
11
T h e C o m pa s s
35
Grant Hevland ’21 pursues a fellow student.
Eighth-graders (left to
right): Esther Jung ’16,
Austin An ’16, Jay Song ’16,
and Hyoyoung Jeong ’16
Chadwick International Update
Greetings from Songdo, South Korea! It has been a wonderful and eventful year at
Chadwick International School, and I would like to take this opportunity to talk about
some of the highlights from this school year.
As you may well know, we started this year with 470 students in grades pre-K through 8, with slightly over 80 faculty members
and administrators from 13 different countries. We welcomed some new administrators to the school, including Elementary
School Principal Shelly Luke Wille and Middle School Principal Craig Williamson, both of whom bring tremendous energy,
enthusiasm, experience, and talent to the school. We also brought in more than 30 faculty members to complement the faculty
who were in Songdo during the inaugural 2010-11 school year, and their presence has been incredibly beneficial to our school
culture and community.
CI Elementary School
We are very proud of the educational program that we are
offering at Chadwick International. The daily experience of
our students is a very rewarding and appropriately challenging
one and is evidence of Chadwick’s mission in action. Actually,
it is less about describing “highlights” than it is about offering
snapshots of students “doing”: learning about themselves,
exploring new concepts, communicating well with others.
Adorning the halls of the Elementary School are self-portraits
of first-graders from the Unit of Inquiry, “Who We Are.” In the
atrium, a “city” of recyclable materials constructed by the
pre-K students occupies space alongside the couches. In
classrooms, second-graders used computerized animation to
demonstrate understanding of body systems; third-graders
performed poetry, which is particularly exciting for students
who are just learning English. Robots were constructed and
deployed by students of all ages. Rube Goldberg contraptions
were constructed by fourth-graders in the project lab.
Fifth-grade students worked furiously on the culminating
project of the Primary Years Programme, the “exhibition,”
a demonstration of the knowledge, skills, and attitudes that
they’ve learned over the last two years.
36
CI Headmaster Jeff Mercer with third-graders (left to right) So Min Lee, Rachel Yoo,
Do Won Suh, Noah Kim, Finnegan Cameron, Grant Hevland, and Daniel Ryu.
from
Jeff Mercer, Headmaster, Chadwick International
CI Middle School
Middle School students are living out the
Chadwick mission on a daily basis as well.
For instance, they took part in “Human
Creativity and Innovation Day,” which had
students dressed up as historical figures
in a “living museum,” integrating art,
science, mathematics, and social studies
as they presented things like scale models
of their inventions or buildings while also
describing, in character, the historical
significance of their subject. The entire
eighth grade recently performed “Slices of
Shakespeare,” which was excerpts of Julius
Caesar done as theater-in-the-round, with
multiple actors performing elements of the
same part. Across all levels, evidence of a
“Chadwick education” abounds: seventhgrade students going birding with their
science teacher; weekly assemblies that
center on the core values and student
performances; field trips that tie back into
the curriculum; athletic endeavors that
focus on skill development and the joy of
active participation more than on winning
or losing; cross-disciplinary activity
involving all subject areas; an Honor Code
and a heavy emphasis on living the core
values. It has been a great year!
Upper row left: Pre-kindergartner Coco Sharp and pal; Upper row center: Elementary students love the library reading
nooks; Upper row right: First-graders Tevin Lee, Kelly Park, and Toby Moore with their teacher, Joy Radnich;
Center right: Middle School English teacher Erin Henkels (far right) leads a class discussion; Bottom right: Middle School
mathematics teacher Lynn Crew encourages exploration.
T h e C o m pa s s
37
Fifth-graders Jason Choi and Race Cameron (on screen) conference with other students via Cisco Telepresence.
Collaborative efforts with Chadwick School
Collaboration between the two campuses progressed very
nicely, with each grade level engaging in some meaningful
interactions with their overseas counterparts. Some examples
include seventh-grade English students working in crosscampus groups on a web design project based on a Korean
coming-of-age novel called “A Step From Heaven”; sixthgraders worked on travel guides for Songdo and Palos Verdes
and created a poster in advisory groups based on the theme
“This I Believe.”
As an extension of the “Creativity and Innovation Day,”
the seventh grade held a mock press conference, with CI
students in costume and students in Palos Verdes peppering
them with questions over the Telepresence. Third-graders
and Kindergartners have “buddies” on the other campus, and
use the technology to communicate with their counterparts.
Second-graders have exchanged “Flat Stanley” between the two
schools. This communication between Palos Verdes and Songdo
enriches the educational experience of all our students.
Other institutional highlights included hosting KORCOS,
the annual meeting of faculty from overseas schools in Korea.
Like the CAIS conference that was hosted for years at Chadwick
School, the KORCOS conference presented a wonderful
opportunity for professional development, as our teachers were
able to listen to some interesting speakers, share ideas and
attend workshops with teachers from other schools. It was
38
a rousing success, very well organized, and it was an excellent
opportunity to show off our school to other educators in Korea.
We also celebrated “World Read Aloud Day” on our campus,
promoting worldwide literacy, and in so doing, we invited
teachers, administrators, and guests to read to our students.
Acclaimed author Bruce Coville came to Chadwick
International and read to our students, which was a big hit,
and we just completed the second book fair of the year.
While our primary focus was on the current school year,
we have also spent considerable time and energy preparing
for the 2012-13 school year. Our admissions season ended in
March, and we are gearing up to start in August with around
700 students in grades pre-K through 9. We have hired our
Upper School Principal, David Maher, who was most recently
working with the World Leadership Institute and immediately
before that at Fountain Valley School in Colorado Springs,
Colorado. He moved over to Songdo in mid-April and is
busy getting us ready for our August opening. We have also
completed the hiring of our first Upper School crew, and we
couldn’t be more thrilled with the talent that we are bringing
to Chadwick International. We are very excited about all that
has transpired this year, and we can’t wait for next fall. I look
forward to writing about the Upper School program and other
doings at Chadwick International at that time.
1
2
1) Noah Kim ’21 dashes across the field.
2) Third-grade students check their reach.
3) A new day begins. 4) Elementary School
Counselor Angeliki Tertipi assists a budding
artist. 5) Left to right: Katie Lee ’18, Katie
3
Yu ’18, Jessica Kang ’21, kindergarten teacher
Ginger Puffer, Chadwick School student
Melanie Bork ’18, and Seo Yun Yang ’21.
6) Chelci Lee ’18 and Kris Kim ’18 enjoy
orchestra rehearsal.
4
5
6
View the CI
outdoor ed video.
T h e C o m pa s s
39
Making memories at
Alumni Weekend 2011
This year, Homecoming and Alumni Weekend were combined to offer an array of activities, including the Third Annual
Chadwick Golf Tournament. On October 15, 2011 Chadwick invited alumni back to campus for a spirited
homecoming victory over Pasadena Polytechnic School, followed by the Alumni Athletic Hall of Fame Induction Dinner.
1
2
3
4
5
1) Number 7 has enthusiastic fans! 2) Chadwick and Poly players acknowledge a game well played. 3) Taylor Jackson ’14. 4) Alumni
football players stand for “The Star-Spangled Banner.” 5) Left to right: Jackie Johnson Kehle ’56 with daughter Karen Kehle Ulman,
grandson and 2011 Homecoming King Kyle Ulman ’12, grandson Kevin Ulman ’15, and husband Gerald Kehle. 6) Alumni Director Alex
Jones chats with Richard Thompson ’60. 7) Freshman dig in during the Tug-of-War. 8) Seniors dash toward the Tug of War on Class
Colors Day. 9) Left to right: Past Middle School Director John Fiske, Alumni Athletic Hall of Fame inductee Lisa Hudson ’83, current
Chadwick parent Laura Hudson Abrahamson ’81, and Lisa’s husband, Jack Rebbetoy.
6
7
40
8
9
Top: Alumni football players were honored at Homecoming. Left to right: Peter Sibbison ’75, Chris Radeski ’03, Tim Bruinsma ’65, Richard Thompson ’60, Tom Midgely ’54,
Zach McKinney ’03, Hobbie Coale ’68, Chadwick Middle School Director Charlton Jackson ’88, and Dezri Smith ’70.
Bottom: Quarterback Hank Trumbull ’12 eludes Poly’s defense.
T h e C o m pa s s
41
Athletic Hall of Fame
A
thletics have been an integral
part of Chadwick School’s
educational philosophy since
the school was founded in 1935.
It was when the school moved
from its founding location in
Commander and Mrs. Chadwick’s
San Pedro home in 1938 to the
current campus that competitive
team sports programs began.
Today Chadwick fields 60
varsity and junior varsity teams
in 15 sports for boys and girls
in grades 7-12. Students in
the Village School enjoy a full
physical education program that
allows them to participate in
15 sports, as well. Chadwick’s
athletic facilities include Pascoe
Pavilion Gymnasium, Commander
Chadwick Athletic Field, a
swimming complex, a baseball
field, a softball field, two soccer
fields, a weight room, and a rock
climbing wall.
This year, Chadwick welcomed
four new members of the Alumni
Athletic Hall of Fame. These
inductees exhibited excellence
both on and off the playing field.
Orville Grant Cope ’51
42
The Chadwick Varsity Basketball team circa 1951. Front row,
left to right: Skip Kurrus, Charles Cook ’51, Stanley
Bergerman ’51, Jack Hutchison ’52, Ralph
Pursche ’51, and Peter Winter ’51. Back row, left to
right: Larry Bolton ’51, Orville Cope ’51, Everett
Trader ’51, Bob Harden ’51, Randy Teague ’53,
Peter Douglas ’51, Jarl de Boer ’51, and Coach
Estes. (Not pictured: Rodney Fierman ’52)
Orville Grant Cope ’51
Orville Grant Cope was Chadwick’s
first student to attend the school
for 12 consecutive years. The
various offices he held and the
honors he won during his time at
Chadwick attest to his remarkable
abilities. Cope was freshman class
and student council president, a
member of the Letterman’s Club,
and the winner of Time Magazine’s
Current Event Award in both his
junior and senior year. While at
Chadwick, Cope played varsity
football (’48 and ’49), varsity
baseball (’49, ’50, and ’51), and
varsity basketball (’49, ’50, and ’51).
He served as basketball team
captain in 1951.
After graduating from
Chadwick, Cope went on to play
multiple sports for Whittier
College, including two years of
freshman basketball, two years of
varsity cross country, and two years
of varsity track. Following college,
he opted for an academic career in
political science and international
relations. He maintained an

interest in track and field, and
stayed in good physical condition
by running and bicycling; in fact,
he continues to be an avid bicyclist.
Tarn McGrew Cooper ’60
Although only enrolled at
Chadwick for two years, the
late Tarn McGrew Cooper left a
significant mark. A four-letter
athlete at Chadwick, he starred in
basketball, baseball, and football,
winning the Holland Award and
All League honors as a passing
quarterback. He earned his fourth
letter as a one-man track team in
1959, when he was Chadwick’s sole
representative in the Prep League
meet. Cooper tied for 1st place in
the pole vault and took 3rd place
in the high jump. He also received
the prestigious Sportsmanship
Award. In addition to his athletic
leadership, Cooper served as
dormitory president in 1958 and
1959 and as student body president
in 1959.

Tim Charles Bruinsma ’65
Tim Charles Bruinsma was enrolled
at Chadwick for five and a half
years. He served as student body
vice-president in 1964, as well as
class president for three years, and
class vice-president for one year.
Bruinsma was also the recipient of
the Citizenship Award.
Bruinsma’s athletic
contributions were numerous.
He competed on the varsity and
junior varsity football teams,
varsity baseball team, varsity
track team, and was named to
All League honors in both
football and baseball.
Tim Bruinsma ’65 with wife Claudia.
Bruinsma also competed as a
diver and a swimming relay racer
when the swim team was short on
numbers. He received the Holland
Award in 1964 and was a member
of the Letterman’s Club.
Following Chadwick, Bruinsma
continued his football career as
a halfback and safety at Lehigh
University. He then went on
to compete as a
sprinter and polevaulter for the
Claremont McKenna
College track and
field team.
Lisa Hudson ’83
While at Chadwick,
Lisa Hudson played
Left to right: Heidi Hutchison ’83, Jill Meine Sanders ’83, Lisa
varsity volleyball,
Hudson ’83, Sarah Bradsher Buzby ’83, and Cris Hayes ’83
varsity basketball,
celebrate Lisa’s inauguration.
and varsity softball from
1980-1983. Lisa served as a
team captain and garnered
In 1996, Hudson founded
MVP and All CIF honors in
Boarding For Breast Cancer, a nonmultiple sports.
profit that annually educates more
Following Chadwick, Lisa
than one million people at 150
played volleyball at University of
events about the importance of early
California, San Diego, transitioning
detection and a healthy lifestyle.
to beach volleyball and winning
numerous tournaments in mixed
and women’s doubles. In 1985,
she began playing on the women’s
pro volleyball tour, and helped
to establish the Women’s Pro
Volleyball Association in 1987.
In 1988, Hudson joined the WPVA
Board of Directors, serving as
vice-president for five years.
At the same time, Hudson
founded and marketed her own
skateboard and snowboard
clothing brands, “Swag” and
“Prom.” She went on to work at
Lisa Hudson ’83 with her husband, Jack Rebbetoy.
Disney and ESPN as a video game
producer. In 1998, Hudson and her
husband, Jack, formed Black Sun
Productions, a video and mobile
application company specializing
in action sports.
T h e C o m pa s s
43
3rd Annual
Chadwick School
Golf Tournament Results
Women’s Teams
First place
Traci Mihm, Ellie Fronauer,
Stephanie Slocum and Grace
Memmo ’13
Second place
Amanda Freeman, Christie
Mavredakis, Leslie Werksman,
Marjorie Bowen
Third place
Gina Harpur, Dukhee Cho,
Marian Wymore, Manette
McDermott
Men’s Teams
First place
Bob Leff, Greg Markman,
Hubert Gesser, David Binkley
Top right (left to right): Women’s 2nd Place Foursome, Chadwick parents Leslie Werksman, Christie Mavredakis,
Amanda Freeman, and Marjorie Bowen; Bottom left: Austin Wang ’04 and John Fiske; Center: Fore! Right: Cris
Hayes ’83 with her brother Bob Hayes ’85.
A hole in ONE at the
Second place
Austin Wang ’04, Mike Carney,
Parker Bennett, Pansing
Singahaseni
3rd Annual Chadwick School
Golf Tournament
Third place
Mark Sear, Rick Ascher, John
Argue, Greg Knoll
The 3rd Annual Chadwick School Golf Tournament took place Monday,
October 17, 2011, at the Palos Verdes Golf Club. Golfers enjoyed
a wonderful afternoon of golf and fellowship, followed by a festive
cocktail reception, dinner, and a live auction. Guests also enjoyed a major
surprise: During the event, Jim Colon of Toyota Motor Sales, USA, Inc.
>>
announced that Toyota would be generously donating a brand new 2012
Toyota Camry Hybrid to Chadwick School for an opportunity drawing
supporting financial aid, to be awarded at the CPA Spring Event.
The happy winners of the 2012 Toyota Camry Hybrid
Opportunity Drawing were Florence and Dennis
Kawamata, grandparents of True Goya ’15.
All in all, it was a very successful day in support of Chadwick. We
extend our sincerest thanks to Chris Hutchison and Mark Sear for
serving as tournament co-chairs for the past two years and welcome
Brian Horner and Ken Baronsky as the new tournament chairs for the
4th annual tournament.
44
It’s
almost
tee time!
Part
of
HOMECOMING
We e k
e nd
Fall
2012
4th Annual Chadwick SCHOOL Golf Tournament
Monday, October 22, 2012 • Palos Verdes Golf Club • Check in begins at 10 a.m. • Shotgun Start 11:30 a.m.
Please join tournament co-chairs Ken Baronsky, father
of Sara ’14 and Anna ’17, and Brian Horner, father
of Alexa and Blair ’14, at the Palos Verdes Golf Club for
a day of golf, food and fun. Scramble tournament play will
be followed by a cocktail reception, dinner, and live auction.
Check-in begins at 10 a.m., and a dinner and live auction
awards presentation will be held in the evening.
Visit www.chadwickschool.org/tournament for more
information or for sponsorship opportunities. E-mail Anna
Lucier at [email protected] or 310-377-1543, ext.
4033 to learn about this upcoming event.
T h e C o m pa s s
45
A legacy of GIVING
Johnson Legacy Society Dinner 2012
On February 11, 2012, the annual Chadwick School
Legacy Dinner was held in the Leavenworth Library.
The event honors Chadwick School trustees, former
trustees, and members of the Johnson Legacy Society
for their service and commitment to Chadwick School.
It was a lovely evening with entertainment
provided by Richard Babcock, director of
orchestras, and eight student musicians including
Patty Jeon ’14, Michelle Ling ’14, Alexandra
Nguyen-Phuc ’14, Juri Watanabe ’14, Tomohiro
Ohkubo ’13, Bryan Renslo ’13, Jonathan Renslo ’12,
and Teddy White ’13.
The keynote speaker of the evening was
Senior Class President Nicole Compton ’12,
who delivered an inspirational speech about her
experience at Chadwick. (Read Nicole’s speech on
page 60 of this issue.)
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2
“The small culture here connects
everyone and everything,
leaving very few to graduate onedimensional,” Nicole said. “These
are the things I treasure about
Chadwick, and I hope to see them
continue to be fostered.”
The evening wrapped up with a commemorative slide
show provided by Chadwick Archivist Fran Pullara,
and all guests received a gift of watercolor orchid art
produced by Village-artists Hayden Handler ’23,
Austin Keesey ’23, Sienna Chan ’24, Ava Schwartz ’23,
and Evan Tall ’23.
Special thanks to all Legacy Society families, who
have chosen to make Chadwick School a part of their
families’ planned giving initiatives.
46
3
4
5
1) Sandy Davidson and Bob Rule ’76. 2) Ted Hill, Sue Christie and Bill Davidson ’63.
3) Betty Davidson, faculty member Amy Hill and Chadwick Archivist Fran Pullara.
4) Tomohiro Ohkubo ’13 and Jon Renslo ’12. 5) Nancy Fifer Black ’56, Trustee
Chris Hutchison, Karen Hutchison, Donovan Black.
Frances J. and Frank L. Johnson Legacy Society
The Frances J. and Frank L. Johnson Legacy Society was established in 1996 by
Frank Johnson ’47 and Jacqueline Johnson Kehle ’56 in memory of their parents’
unfailing love and support for Chadwick School. Entirely comprised of planned
gifts from Chadwick alumni and other community members, it continues to
be one of Chadwick’s most important revenue sources, supporting the very
foundation of our school and ensuring Chadwick’s strength and stability for
generations to come.
The Johnson Legacy Society is one of the easiest ways for those who have
been especially inspired by their Chadwick School experience to establish their
own legacy with the school. We hope that you will take a moment to consider
becoming a member, and help us to build upon the foundation that the Johnson
Family established for our school.
6
Have you included Chadwick in your estate plans?
Thank you! Please consider notifying the school’s development office. It is our
sincere desire to honor and recognize you in the appropriate manner. Your gift
may also inspire others to think about a similar gift arrangement. For more
information about making a bequest or any other type of gift to Chadwick,
please contact Anna Lucier at (310) 377-1543, ext. 4033 or at alucier@
chadwickschool.org.
We thank and honor the following people who have named Chadwick
in their estate plans:
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6) Past Trustees Blair Contratto and Judy Wolstan with
Barry Wolstan. 7) Trustee Ruth MacFarlane, Board Chair Rick
Learned ’62, and Victoria Foote. 8) Lynne Rosenberg ’81,
Ana Paludi, and Trustee Mike Lebowitz.
Anonymous (6)
Douglas Jones ’56
Estate of Evelyn Adkins
Randy Kiyabu ’77
Estate of Rainer Arnhold ’42
Stephanie and Brewster Knight
Estate of Gloria and William Bayzerman
Jill and Roger Laverty
Nancy Fifer Black ’56
Richard Learned ’62
Elizabeth and Scott Calfas
Constance Lee
Tim Casey ’60
Marilyn and Harry Lepape
Estate of Alice Virginia Chadwick
Estate of Jeanne Quinlin Lilley ’47
Blair and Anthony Contratto
Bette and Donne Moen
Sandra and William V. Davidson ’63
Heidi Lipman Monaco ’60
Estate of Sigrid Arnhold Edwards
Estate of Bonnie Joy Morse ’59
Kathryn Forte
Melanie and Frank Poturica
Michael Gleason
Frances Pullara
George Goodwin ’66
Robert Schuchard ’70
Gretchen and James Greene
Ann Steiner ’66
Karen Ingebretsen Hoffman ’58
Betty Field Strauss
and Bruce Hoffman
Karen and Christopher Hutchison
Erica and Tony Vickers
Richard Warmington ’60
Estate of Dorothy and James Ingebretsen
Frances Jamison Johnson Charitable Lead Trust
T h e C o m pa s s
47
In Memoriam
Cynthia (“Sue”) Leavenworth
Sue and Don Leavenworth
48
Cynthia (“Sue”)
Leavenworth, beloved
member of our school
community and wife
of former Chadwick
Headmaster Don
Leavenworth, passed away
on Bainbridge, Island,
Washington, on Monday,
March 12, 2012, after a
brief illness.
Sue was a dedicated
and involved member of the
school community, filling
countless roles as volunteer,
parent, and publications
editor during the nearly 17
years that Don served as
headmaster (1972-1988).
Don died in 1999, and Sue
moved from Santa Ynez,
California, where she and
Don retired, to be near to her
youngest daughter, Julie ’73,
in Washington.
Sue’s obituary, which
the family provided,
follows: “Sue led a
glamorous youth before
her recent days with a
cane and walker! (Her
own words.) Graduating
from Finch Junior College
in New York City, she
worked for Mademoiselle
magazine, then went home
to Canton, Ohio, where
she wrote articles for the
local newspaper.
She married her first
love, Don, who left Yale to
become one of the youngest
B-17 pilots before he
returned to graduate and
become a headmaster for
31 years. They were married
51 years, mostly living in
Southern California and
summering at their home
in Ontario on the Muskoka
Lakes in Canada. The
couple had three daughters:
Mil, a sociologist and
social policy analyst in
New Hampshire; Laurie,
a farmer and Labrador
breeder in Massachusetts;
and Julie, a school
administrator, who lives in
Indianola, Washington, and
works nearby on Bainbridge
Island at Madrona
School. They also had six
grandchildren and four
great-grandchildren.
Sue worked with her
husband in the development
office of Chadwick School.
She was an avid reader and
will best be remembered
for her wit and warmth.
She also loved raising
Golden Retrievers and West
Highland terriers.”
A family memorial will
be held this summer in Santa
Ynez, California, where Sue
will be interred next to her
husband, Don.
John G. (“Jack”) Davidson
June 16, 1920 – October 12, 2011
(Adapted from an obituary provided by the Davidson family)
John G. (“Jack”) Davidson was born in Nashville, Tennessee,
the youngest son of Norman and Julia Davidson. The family
moved to Southern California in 1929 to get a new start after
being hit by the Great Depression. At the age of 14, Jack was
asked by his aunt to take the daughter of a friend out on a
blind date — thus he met the love of his life, Betty Jean Martin.
As a young boy in Hollywood, Jack delivered papers in the
Hollywood hills on a bike with no gears and had many other
jobs to help supplement the family income during the 1930s.
Jack graduated from Hollywood High School in 1938
and Northwestern University in 1942, with a Bachelor’s
degree in business. At Northwestern, he was president of Beta
Theta Pi fraternity
and maintained
lifelong friendships
with his fraternity
brothers. Following
his commissioning
as an Ensign in the
U.S. Navy, Jack and
Betty were married
on October 24, 1942.
During the remainder
of WWII, he served
first as executive officer
and then captain on
anti-submarine patrol vessels off the
U.S. Coast and in the Western Pacific.
Jack returned home to Los
Angeles following WWII and joined
his brother Norman in the wood
products business where he spent
the next 38 years. During this time,
Jack guided Davidson Plywood &
Lumber Company, Island Woods
International, Findlay Miller Timber
Co., and Pacific Wood Products into
positions of national leadership within
both the domestic and imported plywood industries. He
served as president of the Hardwood Plywood Manufacturers
Association and was a founding member and president of the
Imported Wood Products Association where he was elected of
the IWPA Hall of Fame Award in 1996. He also received the
National Plywood Distributors Association’s Plywood Scroll
of Honor. Jack was a leader in the importation of hardwood
plywood from Japan, the Philippines, Taiwan, Korea, and
Indonesia and was known in the industry as “Mr. Plywood.”
In 1984 Jack retired from the wood products industry
and formed The Davidson Group with son Bill to engage in the
development and management of commercial real estate
projects in Southern California.
The family
moved from Pasadena
to Rolling Hills on
the Palos Verdes
Peninsula in 1951,
where Jack was an
active participant
with wife Betty in
the community
for the next 60
years. Jack served
as president of
the Rolling Hills
Community
Association, was
a member of
the Board of Trustees at Chadwick
School from 1967 -1970, and assisted Betty for the past 50
years in her work for the Peninsula Committee of Children’s
Hospital. Jack enjoyed being an urban cowboy and spent many
happy days on horseback in Rolling Hills, on Catalina Island,
and at Rio Blanco Ranch in Colorado. He also rode for many
years with the Rancheros Visitadores and the Los Caballeros,
where he served as president. He was also an avid fly fisherman
and enjoyed teaching his grandchildren how to fly-fish in the
streams of the Sierra Nevada and the White River in Colorado.
He was an emeritus member of the Los Angeles Jonathan Club.
Jack enjoyed many good times with friends at
community social
events. What Jack
treasured most, however,
was his family. He
is survived by Betty,
his adored wife of
69 years, daughters
Sherry Davidson
Gentry ’61 and
Therry Lambert
’60 and Therry’s
husband Ed, and
son Bill Davidson
’63 and wife Sandy;
grandchildren
Russell Davidson
’92 and wife Laura,
Andrew Davidson ’94
and wife Kellie, Ian
Davidson ’01, John
Gentry ’85 and wife
Lisa, Edgar Lambert,
and Devi Lehman and husband
Chris; great-grandchildren Billy, Alexander, Caitlyn,
Georgia and Tucker Davidson, Jack and Grace Gentry ’19,
and Olivia Lehman. To Jack’s great joy, all of his family lived
close by in Southern California.
T h e C o m pa s s
49
In Memoriam
Gail Rattray Lussier ’57
Gail Rattray
Lussier
passed away
peacefully on
November 23,
2011, at
Churchill
Banner
Community
Hospital with her son at her bedside.
She was born August 26, 1939, in
Scottsbluff, Nebraska, the only child of
Robert and Grace (Weybright) Rattray.
Soon after she was born, the family
moved to Long Beach, California,
Richard Stanley Tryce ’50
Richard Stanley Tryce died March 15
at the age of 80 at his home in Portola
Valley following a long illness. Born
in Los Angeles to Stanley and Dorothy
Tryce, Richard attended the California
John Phipps ’57
John Phipps, a 2009 inductee to the
Chadwick School Athletic Hall of
Fame, passed away recently following a
battle with Parkinson’s Disease.
John came to Chadwick in his teen
years. His mother passed away when he
was 14. It was then that he lived briefly
with the family of Reverend Tourigney,
who taught history and team sports
at Chadwick and encouraged Phipps’
50
where she spent her childhood, with
her formative years and secondary
education being spent at Chadwick
School. Gail stayed on at Chadwick
after graduation to teach women’s
athletics, then attended San Jose City
College and finally San Jose State
University, where she was a proud
member of the Delta Zeta Sorority.
Gail met husband Raoul after she
returned to Long Beach, and that is
where they were married on July 25,
1964. Knowing they wanted to raise
a family in a smaller community, the
couple moved to Reno and then shortly
thereafter to Fallon where their only
child, Devin Raoul Lussier, was born in
1967. Their marriage was a wonderful
39 years ended only by the death of
Raoul on December 24, 2003.
Gail loved her time in Fallon and
was fortunate to be involved in the
Beta Sigma Phi Sorority and, along
with her husband, in the Shrine and
Elks organizations. At her request no
services were held, but a celebration of
a life well lived was held at a later date.
In lieu of flowers, Gail wished for
donations to be made in her name
either to Chadwick School or to CAPSChurchill Animal Protection Society,
P.O. Box 5128, Fallon, Nevada 89407.
Military Academy before graduating
high school from Chadwick School.
He earned two degrees from Stanford
— a Bachelor’s of Science in industrial
engineering and a Master’s of Business
Administration. After serving in
the U.S. Air Force, he worked as an
engineer for many years before moving
into the real estate business. Richard is
survived by his wife of 56 years, Yvonne,
his daughter, Kathy, his son, Robert, and
his brother, Donald Tryce.
father to send him there. It was
while studying with Gladys Quinlin
and Margaret Chadwick that John
developed a love of science, learning,
and sports. According to those who
knew him well, these three people
became his second family, and both
science and teaching shaped the
direction of his life forever.
Following Chadwick, John
attended Brown University, where he
majored in biological sciences, played
football, excelled at rugby, and found
an interest in sailing. During summers,
he worked at Disneyland, where he
met his future wife, Ethel Donna
Walker. After graduating from Brown,
John taught biology at Chadwick and
coached football. Ethel also eventually
taught at Chadwick, and John moved
on to the Beverly Hills School District.
John is survived by his wife and
two children, Anne and John Andrew.
The family lived in Malibu, California.
Luiza Dini Chadwick School Village Librarian 2006-2012
Oct. 5, 1978 – March 30, 2012
On April 2, Headmaster Ted Hill
informed the community that Luiza
Dini, the Village School librarian, had
passed away unexpectedly after a brief
hospitalization.
A celebration of Luiza’s life was
held on Saturday, April 7, on the
school’s Vanderlip Lawn and inside the
Leavenworth Library Learning Center.
More than 200 people attended.
Polly Dini, Luiza’s mother, said her
daughter was born on October 5, 1978
in Torrance, attended local schools and
graduated from West High School. She
received her Bachelor’s in art history
and English in 2000. In 2003 she
received her Master’s in library science
from San Jose State University. Her
first job was with the Orange County
Library District and she began working
at Chadwick in 2006. Though she had
many interests and activities, Luiza
particularly loved music.
President of the Friends of the
Library Pam Haering Freer, on behalf
of all the parents, wrote, “Losing
Luiza has left an enormous void in the
Village Library and in our hearts. We
will always remember and appreciate
her enthusiasm, helpfulness and
warmth. Her passion was working
with her students — reading to them,
teaching them, and helping them select
‘just the right book’. Nobody could
“Don’t cry because it’s over; smile because it happened.” – Dr. Seuss
bring a story and its characters
to life quite the way that Luiza
did. Each time she read aloud,
her students sat riveted. We are
thankful to Luiza for igniting
a love of reading, learning and
literature in our children, and it
is these lucky children who will
carry her legacy forward.”
Top photo: Luiza Dini reads with Chadwick kindergartners.
In lieu of flowers, donations in Bottom: Luiza Dini with 5th-grade teacher Michelle Gallagher.
Luiza’s memory can be made to the
American Kidney Fund or the Crohn’s
and Colitis Foundation.
T h e C o m pa s s
51
class
notes
Hoagy Carmichael ’56 with daughter Anesha.
1949
Richard (Dick) Jacobsen is proud to announce
the graduation of his granddaughter,
Katie Fester ’12. Katie joined the Chadwick
Family in ninth grade and has been an
active member of the Chadwick community,
serving as a member of the Varsity Girls
Water Polo Team (co-captain), Varsity Swim
Team (four years), Peer Mentors, Athletic
Council, Admirals, and Navigators. Katie will
be attending Bucknell University in the fall.
Dick is retired and his son, Thomas, owns
and manages the family business, Jacobsen
Pilot Service, Inc.
Heidi Lipman Huchberger ’60
and husband Bertrand Huchberger.
Left to right: James Steinmann, father Charles Steinmann ’63 with first grandson, Jack, and
Bill Davidson ’63.
a job in the field of environmental advocacy.
My wife of 15 years, Charmaine, and I have
adopted a fabulous little girl, Anesha, who
further confirms that life is what you make
of it. I have just finished my fourth book, all
on subjects related to the world of fly fishing
(Bob Martin take note) and am looking
forward to some quality salmon fishing this
summer. Last year I took a ’46 Willys Jeep
completely apart, and after 10 months of
grease-stained manuals, it looks like new.
Free rides to any classmates, and photos
upon request. The gym and my daughter
have kept my health on an even keel. I want
to be around to see her graduate from
college, and to feel the press of the river
on my legs when I reach four score and ten.
Good health and good luck to all.”
Monika Ferling Folson (See 1991 and
photo, page 56.)
1958
Peggy Ellis (See 1964.)
Katie Fester ’12
1954
Tom Midgely returns to campus
periodically with his Dremel high speed
rotary tool to restore the signatures of
Chadwick founders, teachers, and alumni
that appear on four benches located next
to Roessler Hall. This past October, Tom’s
granddaughter, Kendall, joined him as an
assistant engraver.
1956
Hoagy Carmichael writes, “Since the ’56
reunion, my 29-year-old son, Ben, has
finished his tour at Oxford and has taken
52
1960
Don Gimbel writes, “Dear fellow members
of the class of ’60, how time has flown
by since our 50th reunion! It seems like
only a few months ago. One of the things
that I recall Chadwick teaching us was
perspective: how to look at situations from
different vantage points and try to make
wise decisions. I have spent a lifetime doing
that, sometimes succeeding and others,
well, perhaps not as I had wished. In early
January, my wife, Ellen, was diagnosed with
Stage 4 lung cancer. As a result, we have
spent most of the time since then at SCCA,
Seattle Cancer Center Alliance. Talk about
changing one’s priorities! We are leaving
Seattle tomorrow to return to our home in
Montana. It will be good to get home and
see our Airedale. Ellen’s prognosis is pretty
good. She is on a drug called Tarceva, which
was approved by the FDA only last August.
I continue to manage global money but my
global travel will be curtailed. I was recently
appointed to the national board of CASA
(Court Appointed Special Advocate for
Abused and Neglected Children), so that,
too, is taking a fair amount of time. Best
wishes for a good 2012 and remember, if you
want to make God laugh, tell him your plan.”
Heidi Lipman married Bertrand
Huchberger on Sunday March 4, 2012, at
the Concordia-Argonaut in San Francisco.
Several Chadwick School alumni, faculty,
and friends were in attendance, including
Barry Ulrich, Chris Carver Ulrich ’60, Ed
Lambert, Tish Amberg Poe ’60, Therry
Thong Lambert ’60, Vincent Cobb ’60,
Trustee Ruth MacFarlane, Chip Nielsen ’60,
Joan Cobb, Headmaster Ted Hill, and
Alumni Director Alex Jones. The bride
and groom enjoyed a honeymoon in India
and will reside in both San Francisco and
Nice, France.
1962
Diana Caden Arnold-Grycan is proud to
announce the birth of grandchild number
six, Ava Rene, born to daughter Jenna
and her husband, Brian. Diana and her
husband, Bob, have just returned from the
Pan Am Maccabi games in Brazil, where
son, Michael, brought home the Gold for
the United States in basketball for the team
players aged 35 to 45.
Tom Pollack ’68
Tom Midgely ’54 and granddaughter Kendall
Sandi Shepard ’65, Boo Gallas ’65, Susan Andrews ’65, and Victoria Danzig ’65
1963
Bill Davidson forwarded a picture of
Charles Steinmann with his son James and
first grandson, Jack.
1964
Jean Ann Ellis writes, “The Ellis clan
is expanding with five current living
generations. In context with current
Chadwick events about Ansel Adams and
Cedric Wright’s connection to Chadwick,
I have a memory of Lee (Ellis Lewis ’66)
and me spending a day being followed
around campus by this older man, who
turned out to be Cedric Wright, taking our
pictures by the blue bus, here and there,
and the heart-shaped stone in front of
Mrs. Hutch’s class. I also have the original
catalogs. One has my mom’s notes about
each picture. There is ‘the view from our
kitchen window,’ and then the notes about
all of us in each of our pictures in the
catalog. In the summer of 2010, my sister,
Peggy ’58, and I were lucky to get tickets
to the Antiques Road Show. Among the
pieces we brought were the photos Peggy
was given, and the signed ones I was given
by these two great artists. My photos hang
in my house in my black and white gallery.
What a childhood!”
Brian Vidor (See 1965.)
1965
Susan Andrews emails, “What a great
idea to combine the three groups from
’64-’66 for a summer reunion weekend
at Chadwick. I am forwarding a photo
of four best friends from our time at the
school: Sandi Shepard (Sonia Hayward),
Boo Gallas, Susan Andrews, and Victoria
Danzig. Missing from the photo is our
host, Susie McNary Johnson. From the
Band of ’66 on Friday through Brian
Vidor’s ’64 party and the Sunday gathering,
we all had a blast. I went home to a new
post-retirement position as Head of Oak
Hill School, serving kids on the Autism
Spectrum in the San Francisco Bay Area.
Having helped start the school a decade
ago while recovering from lymphoma, I took
on the ed job due to a passion for working
with kids dealing with autism. Looking
forward to our next reunion.”
Jim Helms ’66
surfboards that Al Merrick had shaped
for me personally, so I was crazy happy.
During their trip, we rescued a large sea
turtle that had floating syndrome and
cleaned all the parasites off of it before
turning it over. We also hiked up the
Conchagua Mountain Mirador, which
offers an amazing view of three countries.
I want to invite all Chadwick students
and alumni to visit La Tortuga Verde and
encourage everyone to help us save sea
turtles and further the education of the
children in our village. Learn more about
this and our ocean front yoga pavilion at
our website latortugaverde.com. Students
and alumni stay free ... you only pay for
the food you eat. I created my own fantasy,
and now I get to live in it and I am inviting
all who read the Compass to share and
enjoy this magical experience. Don’t take
my word. Contact Jim Helms or alumni
director Alex Jones, who also visited with
her husband last year. Vamos a la playa.”
1966
Jim Helms writes, “Victoria and I, along with
two of our children (Kyle and Aneal), just
returned from a visit with Tom Pollak ’68 at
his La Tortuga Verde ‘lifestyle’ establishment.
His basic resort is nestled in a coconut grove
right on the beach near Cuco, El Salvador.
This is one of the most picturesque beaches
we have ever visited. We spent a great deal
of time just relaxing, reading or watching
the waves gently breaking on the sand. He
has a resident pelican, Albert, who roams
the area and spends time watching the
guests come and go. Tom rescued him after
he had sustained a severe injury to his wing.
If you are adventuresome, this is a great trip.
(See also 1968.)
1970
From Fred Fuld, “I am currently running
my investment blog, stockerblog.com, doing
the speaking circuit with the MoneyShow,
writing investment books, doing some
computer training, and much more. I am
still living in Northern California.”
1968
Tom Pollak adds to Jim Helm’s ’66 class
note with the following: “Jim Helms,
his wife, Victoria, and children, Aneal
and Kyle, visited me at my wellness and
yoga retreat surf hotel, La Tortuga Verde,
in El Salvador during the third week of
February. They brought with them two new
Dezri Smith writes, “On a recent trip from
Kansas City to visit my daughter in Denver,
I took a small detour (2,300 miles) on my
return trip to visit Yellowstone, Mount
Rushmore, and Sturgis, South Dakota, as
well as 10 states including Idaho and North
Dakota. It brought my total to 49 states and
34 countries visited or lived in thus far.
T h e C o m pa s s
53
our projects. My husband and I also enjoy
boating. We go to Catalina quite often and
run into classmates Ron Hood and Scott
Bilowit from time to time. Some other
Chadwick alumni we have spent time with
recently are Bill Davidson ’63, Andrew
Davidson ’94, and Greg Morse ’94. Their
stories of the ‘old’ days at Chadwick
always add a good time to any gathering.”
1980
Mark Wolf (See 1974.)
1981
Lynne Rosenberg is a newlywed and is
renovating a home in Hermosa Beach. She
married Tom Gilbert last summer.
Above:
Lynne Rosenberg ’81
and Tom Gilbert.
Middle left: Dezri
Smith ’70 with
Anne Hall ’70.
Middle right: Riley Werts
Bottom: Beth Mossman
Morroquin ’88
One of the real highlights of the trip
was dinner with my 1970 classmate from
Chadwick, Anne Hall, or ‘Montana
Annie’ or ‘Annie Hall’ as they know
her in Bozeman, Montana. The wait
staff thought it was hilarious that the
1969 Homecoming Queen was reunited
with her escort at the Montana Bar and
Grill some 42 years later, but it was pure
joy and a real blessing to see Annie
again and to catch up on her current
adventures in life!”
1974
Anjela Moore Ponce writes, “I have
enjoyed communicating with my
classmates this past year. It is great to
hear from you all. You all have so many
exciting things happening in your lives.
Keep it up! In January I embarked on
a new adventure by moving to a
nonprofit affordable housing developer,
Integrity Housing. Its primary goal is to
increase the supply of affordable rental
housing to those in need. I was honored to
be included in this venture and am excited
to see how our programs can enhance the
lives of others. I have had the opportunity
to work with Mark Wolf ’80 on a few of
54
1988
Siobhan Wilson Green is doing well in
Northern Virginia, running the company
she and her husband founded, Sonjara,
Inc. Their new product, Griot, is an
online financial management tool for
government contractors. Sonjara provides
web solutions for the federal government
and private sector, with expertise in
information and communications
technology for international development.
Siobhan and Andy also have two great
kids, Anthony (8) and Liam (6), who are
crazy about Star Trek, robots, and
dinosaurs, especially all at once.
In November 2011, Beth Mossman
Morroquin was selected as Educator
of the Year by the Daily Breeze.
1990
Jason Ambrose writes, “I am working
at Appirio, which is a technology
consulting company focused on cloud
computing with platforms like Salesforce,
Google, and Workday. I run the Cloud
Management business, which focuses
on maintaining cloud applications. I’m
living in the East Bay with two kids, 5
and 3, and my wife, Nicole.”
Kristin Jackson Behfar is a professor
at the Darden School of Business,
University of Virginia. She and her
husband have two children.
1991
On January 11, 2012, Keshni Kashyap
introduced her new novel “Tina’s Mouth:
An Existential Comic Diary” through
Houghton Mifflin Harcourt at the
Peninsula Center Library. Keshni has
received strong reviews for her first novel.
More than 40 festivals have screened her
films, and she serves as a seasoned writer
for “The Daily Beast.” Her satirical writing
is now available on Amazon.com. (A copy
of “Tina’s Mouth” is in the Chadwick
School Daniels Collection housed in the
Leavenworth Library.)
Regina Paetel recently visited campus for
the first time in more than 20 years. She
was joined by Monika Ferling Folson ’56,
who hosted her as a German exchange
student. Regina currently lives and works
in Germany. (See photo, page 56.)
1992
Andrew Werts, his wife, Jonna, and their
son, Charlie, are excited to welcome their
newest addition, Riley Werts. Riley is an
Australian Shepard and is keeping the
Werts family very busy.
1994
Andrew Davidson and Greg Morse
(See 1974.)
Cameron Falck (See 1998.)
1996
Bryan C. Sullivan continues to follow
in the footsteps of Señor Craig Ball by
teaching Spanish at Culver City High
School. He is also following in the
footsteps of Coach Johnny Marmelstein by
completing an NSCAA National Diploma
for high school and college soccer coaches.
Sullivan just completed his first season as
assistant coach of the Culver City High
School Boys Varsity Soccer Team.
1997
Tony Tootell (See 1998.)
Vikram Udani writes, “I will be
completing my neurosurgical residency
at the UCLA Medical Center this June.
Fifteen years after graduating from
Chadwick, I’m finally done with my
professional training. I will be joining
a private practice group of five other
neurosurgeons in San Diego. My
wife, Sarena, and daughter, Anya, are
looking forward to the move. If any other
Chadwick alumni are in the area, we
would love to hear from you.”
1998
Paulo da Costa wed Cayce Falck on
July 23, 2011, at a private orchard in
Rancho Palos Verdes. Other Chadwick
alums in attendance included Cameron
Falck ’94, Colin Falck ’03, Joe Wright ’00,
Rory Uphold ’04, Jeff Lombardo ’98,
Luke Lombardo ’01, Bill Broome ’98,
John Thorrington ’98, Krista Jensen
Thorrington ’98, Mark Thorrington ’00,
Zak Rangwala ’98, Brett Karas ’98,
Mike Anderson ’98, Farnoosh Fathi ’98,
Joanne Garduno ’98, Christina Van
Wert ’98, Yoko Hirabayashi ’98, Aida
Mollenkamp ’98, Jody Gilbert Fong ’99,
Tony Tootell ’97, Ryan Waggoner ’00,
and Kelly Condon Waggoner ’00. The
newlyweds frequently visit the South Bay
and will always call it home, but they
currently reside in San Francisco. They love
being in Northern California, and would
enjoy catching up with any alums in the area.
Anita Rizi Lashkari ’98 and Suzanne Rizi
Mokhtari ’99 both got married in 2009
and are pictured with their brother Bijan
Behzad Rizi ’09 at Anita’s wedding. Anita
just had her first child, Kamran Kourosh
Lashkari. Suzy will be the pediatric chief
resident at Harbor UCLA, and Bijan
will be graduating from Tulane next year
in public health. He was recently elected
as the director of the Tulane Emergency
Medical Services.
1999
Jody Gilbert Fong (See 1998.)
Suzanne Rizi Mokhtari (See 1998.)
2000
Mark Thorrington, Kelly Condon
Waggoner, Ryan Waggoner, and Joe
Wright (See 1998.)
2001
Luke Lombardo (See 1998.)
2003
Colin Falck (See 1998.)
Alumnus and Chadwick faculty member
Chris Radeski was married on New Year’s
Eve to Erin Martinez.
Matthew Reese and Carrie Carr were
married in Del Mar, California, on
July 2, 2011, and were lucky enough to
share it with friends from Chadwick. In
attendance were Daniel Inadomi ’03, Davey
Cohen ’03, Danielle Krauthamer ’08, and
Nikki Krauthamer ’04.
2004
Michael Klopfer is a biomedical
engineering graduate student at University
of California, Irvine, working on his Ph.D.
He recently appeared on Bravo TV’s ‘Top
Chef Masters’ as a science adviser to one of
the celebrity chefs, along with several other
graduate students who supported other
competing celebrity chefs in the application
of science in cooking.
Nikki Krauthamer (See 2003.)
Rory Uphold (See 1998.)
2006
Zoe McKinney writes, “I don’t have any
super exciting news: no awards, Ph.Ds,
engagements, or children (I only graduated
in 2006), but I do think I’m the only one
(or at least one of the very few) in my class
living abroad, so I thought I’d share a bit
about my experience. I have lived in Quito,
Ecuador, since July 2010, just after my
graduation from Vanderbilt University.
I was first a program director for Manna
Project International (an international
community development organization),
designing curricula for and executing
social and educational programs in a
rural Ecuadorian town. Since August
2011, I have been working as an overseas
operations associate with Asylum Access,
an international NGO that offers free legal
services to refugees and asylum seekers in
Africa, Asia, and Latin America. I plan on
attending law school in the fall to pursue a
career in international human rights.”
2007
Christen Press continues her professional
soccer career abroad in Gothenurg,
Sweden. She was named one of four
alternates to the U.S. Olympic team in
Women’s Soccer. She has started a weekly
blog that you can find online.
Anne Stotler has been working in Addis
Ababa, Ethiopia, as a Princeton in Africa
Fellow at Save the Children since June 2011.
She’ll be returning to the Los Angeles area
for the summer and would love to hear from
anyone who is still in town! Feel free to
email Anne at [email protected].
From left to right:
Suzanne Rizi
Mokhtari ’99,
Anita Rizi
Lashkari ’98
and their brother
Bijan Behzad
Rizi ’09
Top photo, left to right: Danielle Krauthamer ’08, Daniel
Inadomi ’03, Matt Reese ’03 with wife Carrie Carr, Davey
Cohen ’03, and Nikki Krauthamer ’04
Bottom photo front: Jake Radeski ’13, Shane Gallas ’03,
Andrew Herzik ’03; Back: Mark Nourafchan ’03, Grady
Gamble ’03, Chris Radeski ’03, Andrew Wolstan ’03,
Steven Nageotte ’03, Jim Baumann ’03, Jack Baumann ’05
2008
Danielle Krauthamer (See 2003.)
Sam Mitchell and Tai McDermott made
the All-American team for water polo. This
was the third year that Sam was selected for
the team. He was also a team captain this
year at Connecticut College.
2009
Bijan Behzad Rizi was recently elected
as the director of the Tulane Emergency
Medical Services. (See also 1998.)
2010
Kurt Buchbinder helped his Princeton
University Tigers take third place in the
NCAA water polo championships (behind
T h e C o m pa s s
55
only USC and UCLA) on Sunday, December
4, 2011, at UC Berkeley. He also earned
an ACWPC All-Academic Award for the
second consecutive year.
Alumni Event Roundup
2011
Last February, Madison Webster was
named Whitman College Women’s Tennis
“Whittie of the Week.” Her coach blogged,
“This first-year Whittie from Long Beach
will blow out your ear drums with her
cheers, blow you away with her powerful
shots and relentless volleys, and blow
your heart open with how positive and
supportive she is. A ‘baller’ doubles partner
this weekend and always bringing tons of
positive energy, ‘Mad dog’ was ferocious this
week.” The award followed Madison’s No. 1
doubles win at Willamette.
2012
Katie Fester (See 1949.)
Left bottom: Jaye Buchbinder ’11 and Kelly Owen ’10 at Alumni Athletic Day.
Right bottom: Father and son take in the action.
Alumni Athletic Day
More than 100 alumni, faculty, students, and former parents
attended the 5th Annual Alumni “End Your Year with a Cheer”
Athletic Day on December 30, 2011. Alumni joined current
students in a friendly round-robin of co-ed athletic games including
volleyball, soccer, water polo, and basketball. The games were
followed with a taco lunch. Great way to start the New Year!
Kurt Buchbinder ’10
Paulo da Costa ’98, Cayce Falck ’98 and wedding party
Wednesday night Alumni Basketball players pose with the gifts they donated. The gifts were later
distributed by members of Chadwick’s Community Service program.
(Left to right) Chadwick Librarian Jane Terry, Monika Ferling
Folson ’56, and Regina Paetal ’91.
Pick up a game:
Weekly alumni basketball
Spearheaded by Andrew Werts ’92, the weekly alumni pick-up
basketball game continues to be a popular event. Please join the game
on Wednesday evenings from 7:30-9:30 p.m. in the Pascoe Pavilion
Gym. Contact [email protected] for more information.
56
Jeff Kidd with Madeleine Kidd ’10.
Cheering ’em on
at Torrance Turkey Trot
For the eighth year, the alumni office, in conjunction with the departments of
community service and athletics, sponsored the Thanksgiving morning Torrance
Turkey Trot Fun Run. Chadwick community service student volunteers hosted a table
and helped get participants into true trotting spirit with Mardi Gras beads and raffle
prizes. Many alumni and current families stop by the booth for what is always a truly
rewarding community event!
Top left photo, left to right: Linda
Anthony Calhoun ’79, Nina
Lee-Tall, and Mark Tall.
Left bottom photo, front row
(left to right): Linda Anthony
Calhoun ’79, Ellen Wesel,
Briana Pullen ’93, Garrick
Peters ’87, Andrew
Werts ’92, and Michelle
Croasdale. Back row: (left to
right): Michael Carney, Chris
Adishian ’87, Stephanie
Uchima ’00 (hidden),
Steve Barrett ’77 (hidden),
McKenzie Stuckman ’02,
Loren Peters ’93, Diana Mack,
David Constable ’69, and
Eric Briggs ’93
Left to right: Deborah Stellar
Herzik ’72, Alumni Director
Alex Jones, and Chadwick parent
Kimberly Dixon Ingram.
Network now
The Chadwick Professional Network
The Chadwick Professional Network launched in November 2011 and serves as a vibrant breakfast series for business
professionals within the Chadwick Community — including alumni, parents, former parents, and friends of The School.
Headed by Garrick Peters ’87, events include speakers, as well as opportunities to promote businesses, develop business
prospects, share ideas, and seek/offer business and internship opportunities within the Chadwick Community.
More than 60 people attended a kick-off reception at Tin Roof Bistro in Manhattan Beach on January 26, 2012. The
Chadwick Professionals meet at 7:45 a.m. at Café Marmalade in El Segundo four times each year. For more information
on the Chadwick Professional Network or to attend the next meeting, contact [email protected].
For other networking and business opportunities, log in to the Alumni Portal at www.chadwickschool.org for the online
career center, and be sure to join us on LinkedIn at http://www.linkedin.com/groups/Chadwick-School-Alumni-138332.
T h e C o m pa s s
57
Alumni Event Roundup
Chadwick heads north ...
Chadwick took the show on the road to the Bay
Area, where the alumni office and Chadwick trustee
Heidi Lipman Huchberger ’60 hosted an exhibit and
reception for Chadwick alumni at the Concordia Club
in San Francisco on February 16, 2012. The special
exhibit featured beautiful and rare photography
depicting Chadwick School by esteemed artists Ansel
Adams and Cedric Wright. An outstanding slide
show and talk by Chadwick historian and alumnus
Lance Bowling ’66 was the highlight of the evening.
Sisters Paula Jackson ’66
and Jennifer Jackson ’62
1
2
3
6
5
4
View the presentation.
1) Sara Norberg and Nathan Norberg, son of the late John Norberg ’54. 2) Left to right: Alumni Director Alex Jones, Advancement and Alumni Affairs Director Jonathan Tufo, and Tiberio Lizza ’54.
3) Steve Elia ’86 with Dina Colman ’86. 4) Barbara Wilson Bochner ’70, William Bochner, Heidi Lipman Huchberger ’60, and Bertrand Huchberger. 5) David Werdeger and Katherine
Werdeger ’52. 6) Sandy Feldhorn ’67 studies an image.
58
Reunions
Class of ’81
30-Year Reunion
November 12, 2011
Class of ’01
10-Year reunion
December 23, 2011
The class of 1981 held a 30th reunion dinner at Petros
Los Olivos at the Fess Parker Inn in Los Olivos,
California.
Along with the help of some classmates (and Facebook),
Supin Chen pulled together a well-attended, last-minute
holiday reunion at Hennessey’s in Manhattan Beach.
Class of ’96
15-Year Reunion
December 3, 2011
Organized by Eddie Chen and Justin Liu, the class
of 1996 made it a family affair when more than 30
alumni, along with their children and guests, came
back to the Hill to celebrate their 15th reunion. While
the adults caught up over a Red Onion buffet lunch on
Vanderlip Lawn, the kids enjoyed pizza, face painting,
a balloon artist, and the playground. The day was
capped off with a campus tour by Chadwick Director
of General Services Bob Rule ’76.
Class of ’06
5-Year reunion
December 22, 2011
The Class of 2006 celebrated its five-year reunion and the
holidays with a reunion at Hennessey’s Hermosa Beach
on December 22, 2011.
T h e C o m pa s s
59
from Nicole Compton
Senior Class President
(Adapted from a speech delivered at the annual Legacy Dinner on February 11, 2012.)
My sister goes to a public high school and it would
It is hard to imagine that senior year has come and gone
not be fair to say that students there are not academically
so fast. My time here seems to have flown by. Although
focused or are not receiving a solid education, because
I came to Chadwick in ninth grade and do not share all
they are. The difference is the personal attention and
of the same experiences as those who are WOWs,
feedback each student receives here at Chadwick, not
I feel my short time here has allowed me to experience
to mention the number of essays we write, and the
the environment and culture this school embodies.
opportunities we
From the first day of
have for analytical
Freshman Year to the last
development. This
week of Senior Year, my
school, without a
appreciation for Chadwick
doubt, has a strong
has stemmed from those
academic program,
two things: environment
but what makes it even
and culture. Chadwick is
more challenging and
not just a great community
rigorous is how many
and school because of
activities Chadwick
its academic rigor; it’s
students are part of
also great because of its
outside of the classroom.
advocacy for honesty,
No student here is just
communication, and
an athlete or just a
personal growth.
math geek. The small
My four years here have
Nicole Compton ’12 with her mother, Kathy, and Headmaster Ted Hill.
culture here connects
shown that Chadwick is
everyone and everything, leaving very few to graduate
truly a collective and stimulating learning experience. It
one-dimensional. Not to be cliché, but I like to call
is not the student versus the teacher; it is the student with
Chadwick students Renaissance men and women.
teacher. I can attest to teachers coming to my basketball
There are many “very Chadwick” experiences that we
games, Mrs. White responding to my emails late at night,
get to enjoy during Senior Year. In October, we decorated
and so many teachers offering extended personal extrathe whole campus black and created a Mayan fortress
help sessions. The ability for me to get help on a college
to represent the prophecy of the 2012 apocalypse. What
application from my sophomore year English teacher
other school allows students to stay late into the night
highlights the incredible student-teacher relationship.
building a temple, lining hallways with palm fronds, or
Chadwick is a community with high moral and
lining trees with streamers? Recently we played a game
academic standards and expectations. I have learned that
called Assassins, hiding from each other with water
the environment in which one learns affects that person’s
guns during passing periods. Soon most of us will be
overall development and experience. When teachers
off on a three-week backpacking trip. And finally, on the
and parents have low expectations for their students
afternoon of graduation, each senior will stand in front
or children, it is rare for that individual to strive to do
of a crowd and listen to a personal speech about each
better. But with high expectations, more often than not,
one of us, rather than simply having our names called.
teenagers will surprise you and rise to the challenge. For
These are unique things that only Chadwick grads get
a teacher to be able to leave the classroom when students
to experience.
are taking a test ... for students to be able to leave their
I often times regret and second-guess decisions
backpacks on Vanderlip Lawn with no worries that they
I make, but I have never regretted my decision to come
will be taken ... for students to be able to take tests at
to Chadwick. Everything that defines me at this school,
home with no guidance ... are all testaments to the honor
from senior class president to captain of the girls
code upheld here every day. It would be naïve to think
that this honor code is never broken, but the fact that this basketball team, would have been a lot more difficult
type of behavior is expected creates a very special culture. to achieve somewhere else.
60
Get connected!
Join the Alumni Network!
The Chadwick Alumni Network was created
to strengthen both social and professional
relationships among Chadwick alumni, offering
a platform to share ideas and serve as a catalyst
for promoting Chadwick’s global mission. Recent
initiatives have included alumni internship and
professional networking programs, and alumni
social media strategies. The network is open to
all Chadwick alumni, regardless of how long they
attended the school.
The Alumni Network Board meets on
campus several times each year to discuss
alumni initiatives and to move alumni ideas and
programming forward. All alumni are invited
to join in Alumni Network meetings! Please
contact [email protected] for more
information or to get involved.  
View the Alumni
Portal.
And
don ’t
f o rg
the Al et
umni
P o rt
al !
Congratulations to Ryan McClendon ’00, who won an
iPAD 2 for signing up for the Alumni Portal! Sign up today
at www.chadwickschool.org/alumnisignup to connect with
classmates and hear the latest news.
Join the Alumni Portal at
www.chadwickschool.org/alumnisignup
Follow us on Facebook at
www.facebook.com/chadwickschool
Watch our videos at
www.vimeo.com/chadwickschool
T h e C o m pa s s
61
NON-PROFIT
U.S. POSTAGE
PAID
LOS ANGELES, CA
26800 South Academy Drive
Palos Verdes Peninsula, CA 90274-3997
www.chadwickschool.org
PERMIT #1831
postmaster: address service requested
Parents of Alumni
Please forward this
publication. If your son
or daughter no longer
maintains a permanent
address at your home, please
notify the Alumni Office at
(310) 377-1543, ext. 4023,
of his or her mailing address.
Thank you!
2012-2013
Admission Events and Dates
Applications for the 2013-14 school year are available on the Chadwick School website. If you would like more
information about Chadwick’s admission process prior to our upcoming events, please call (310) 377-1543,
ext. 4025, or email [email protected].
Application due date, Grades K-5
Monday, December 17, 2012
Application due date, Grades 6-12
Thursday, January 17, 2013
Tours and events may be reserved online at www.chadwickschool.org/visit.
Village (K-6) Tours
All tours and events begin at 8:15 a.m.
and end at 9:45 a.m.
For parents
Thursday, October 18, 25
Thursday, November 1, 15, 29
Thursday, December 6, 13
Thursday, January 10
Campus Preview for MS
and US
For students and parents
Prospective 6th graders and families
are welcome.
Sunday, December 9 at 1 p.m.
View the
admissions website.
Kindergarten Open House
For parents
Sunday, October 28 from 2 p.m. to 3:30 p.m.
Sixth Grade Information Night
For students and parents
Tuesday, January 15 from 7 p.m. to 8 p.m.
Home Receptions
For parents
In Ladera Heights/Los Angeles, Long Beach,
Manhattan Beach and Palos Verdes
For more information please call (310) 377-1543,
ext. 4025.

Compass - Chadwick School

Transcription

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