Students Take Charge: Exhibitions and

Volume 25
Spring Wrap-Up 2009
Students Take Charge: Exhibitions
and Gateways at Wildwood
Spring at Wildwood is ripe with traditional rites of passage:
the handoff of elementary All School Meeting to the rising
4th graders, Fenway Park, the varsity sports recognition night,
and of course, Senior Institute’s Hamlet Night. But perhaps the
most critical passage points in middle and upper school are
Gateways and Senior Exhibitions, presentations during which
students must demonstrate their previous learning and prove
that they are ready to proceed to the next stage of their
academic careers.
Student presentations date back to 18th-century New
England schools and universities. Students were required to do
exit demonstrations—much like doctoral candidates today—
where they had to recite, dispute, and defend challenges in a
public session.
At Wildwood, this 360˚ approach to student
assessment starts in elementary school with student-involved
continued on page 2
Dear Reader,
Talking with Wildwood School parents
recently, I shared an observation—an
epiphany, really—I’d had partway
through last school year, my first at
Wildwood. Talking with these two
parents, whom I consider to be
particularly adept at raising kids and
awfully good to have as parents at the
school I’ve come to love, we began
exploring the concept of humility and
how much of an influence it has on
students at Wildwood.
After several months of working with students,
watching them in action in class, chaperoning community
involvement trips, and most especially, witnessing students
lead their audience through their Gateway or Senior
Exhibitions, I realized that Wildwood students grow into
incredibly confident young women and men. There’s a caveat,
however. That was my realization.
Unlike so many students at schools—public and
independent—around the country, I see in our students a
confidence that generally doesn’t cross over into arrogance, a
trait that so often accompanies the confidence that comes
from attending a school like Wildwood. Here, individual and
institutional successes are celebrated often and broadly,
prompting students to be confident, indeed, yet somehow
still humble.
Please don’t misunderstand: My students (and their
head of school, for that matter) are known to engage in some
serious swagger when a team wins a good athletic contest or a
mathlete places well in competition. It’s more than that,
however. As we strut and yell and celebrate, I see us behaving
in a way that’s tempered with humility, which was the new
understanding I gleaned during this recent conversation
with parents.
So where does this humility fit in? What is its origin?
I write this letter to you in the middle of what I now
realize amounts, at least in part, to Wildwood School’s annual
Humility Festival. Gateways and Senior Exhibitions are a rite of
passage at Wildwood. Because they call on students to reflect
on two years or more of growth and demonstrate evidence of
their learning, it’s impossible for 8th, 10th, or 12th graders to
escape the preparation and presentation without noting the
ways in which they’ve soared, as well as the ways in which they
haven’t. Teachers and especially advisors are there to guide and
push, question and cajole. But it’s really about individual
students being honest with themselves, because they are surely
going to need to be honest when they stand in front of a
collection of teachers, administrators, parents, and classmates
to celebrate their successes, own their shortcomings, and map
out their plans for ameliorating the areas that they and others
have labeled what we at Wildwood refer to as a “stretch.”
Honest and open discussions of students’ stretches—at
their best, handled without hint of judgment or threat—affords
students the chance to reflect on an area of relative weakness,
not from a place of embarrassment or shame, but with a spirit
of growth and learning. Isn’t that what school is supposed to be
about? Shouldn’t that respect be afforded every child
and adolescent?
Celebrating achievement is central to our work with
students, but it’s the difficult and critically important work we
do to help them understand their stretches that most prepares
them for college and life. Armed with the knowledge of what
does—and doesn’t—come naturally to them, they eventually
leave us with confidence and humility, not arrogance
and humiliation.
And so I close, having just witnessed several weeks of
Gateways and Exhibitions: Wildwood School at its best.
Warm regards for a happy, healthy, and safe summer.
Landis Green
Exhibitions and Gateways, continued from page 1
conferences. Beginning in their third year in the Pods, students
assemble a portfolio of their work, reflect on their strengths
and stretches, and share with their parents during conference
time (see page 6 for more about student-involved conferences).
Gateways and Senior Exhibitions are a natural
extension of student-involved conferences. Gateways occur at
the end of 8th and 10th grades, while Senior Exhibitions are the
capstone of Senior Institute. In each of these presentations,
students prepare a portfolio and oral presentation, then take
center stage to bring to life the phrase “I’m in charge of my own
learning” that is central to the Wildwood program.
Jill Davidson of the Coalition of Essential Schools (CES)
explained exhibitions thusly in a September 2008 article in
Principle Leadership: “Exhibitions prepare young people for
democratic participation, citizenship, and lifelong learning. They
function as rites of passage that help students become poised
self-advocates who are able to present themselves to the world.
Exhibitions require that students develop the capacity to
become intellectually curious, independent learners.”
Exhibitions demonstrate reflective growth as students
articulate their strengths and stretches, or areas that continue
to challenge them in their learning. In doing so, students
assume responsibility for their own learning in authentic ways.
For 8th grader Oliver O., reflecting on his learning has helped
him grow as a student and a learner: “When I don’t understand
something it really bothers me, but I calm down and think hard
about it until I get it. I didn’t used to be like that.”
Gateways and Exhibitions measure student knowledge
differently than tests. “Standardized tests are just snapshots
that measure mostly the ability to recall facts,” Brett Bradshaw,
CES director of strategic communications, told the Los Angeles
Times in a May 2007 article. He went on to explain that
assessments of student performance as demonstrated in a
Gateway or Exhibition measure “the ability to synthesize
information, compare and contrast, look for different points of
view, and think critically.”
Wildwood students infuse their personal and academic
passions into their Gateways and Exhibitions. Tenth grader
continued on page 3
2
The Gateway Process from a Student’s Perspective
Preparation for a Gateway presentation is very different from
studying for final exams. Students are required to present
and reflect not just on a semester of work, but two years’
worth of classes. In addition, they have to be ready for a very
public presentation that will include family, faculty, and
sometimes guests. Madeline S., an 8th grader, reports on her
Gateway experience in the journal entry below:
When I first began the Gateway process, I was very
nervous because I’ve always had a fear of public speaking.
To me, the hardest part of Gateway was knowing that I was
going to be speaking in front of all of my teachers and family
about myself. I also had a hard time thinking of my strengths
and stretches for certain classes. Being able to talk to my
teachers about my concerns made it much easier for me.
When I talked to my parents about how difficult it
was to prepare, my mother made it apparent to me that my
Gateway would help me get ready for high school and even
college. Speaking in front of people is something that I will
be doing for the rest of my life, and knowing that I have one
more Gateway and a Senior Exhibition ahead makes me
much more confident that I will succeed not only in college,
but also in life.
The teachers gave us time to work in class so we
could consult with them about our skills. If I didn’t know for
certain about one of my skills, they would be there to help
me in a heartbeat and assist me in figuring out what I
needed to know. I found it the most helpful to be able to
e-mail my advisor. I found myself e-mailing her almost twice
a day for help and revisions. She was always there to tell me
what needed to be improved. It was extremely helpful to
know that I could always turn to my advisor, and any teacher,
in a time of need.
Noah M. used his love of basketball to draw parallels to his
learning experience. Quoting his coach, Noah told his Gateway
audience that “practice is permanence,” and explained how he
applied that concept to his studies—especially science, where he
identified a stretch early in the semester. Through regular study
and consultation with his teacher, Noah proudly showed off his
results: 95% or better on all of his demonstrations.
Senior Alice B., who started her Wildwood career in 4th
grade, used her Senior Exhibition to focus on her growth as a
student and consider the potential that lies ahead at New York
University next year. Alice’s essential question, “How can I take
what I’ve learned at Wildwood to be an activist?” is certainly
appropriate. Alice was among several Wildwood seniors who
appeared in the Los Angeles Times in April, drawing attention to
safety issues for car wash employees. Alice’s activism was
sparked by her Human Rights study, which was also a theme in
her Senior Exhibition.
Eighth grader Madeline S. gets ready to present her first Gateway to family,
faculty, and guests.
After presenting my Gateway, I felt that a lot of
weight was lifted off my shoulders. It was very scary building
up to the Gateway, but once I started and saw all of my
teachers and family, I wasn’t nervous anymore. My worst
fear for Gateway was diminished, and talking about myself
proved much easier then I had expected. I’m very happy that
I got to experience a Gateway, and now I feel far more
excited for my 10th grade presentation than scared.
Gateways and Exhibitions are serious occasions
marked by intense reflection and preparation. But they are
celebrations, too. The pride and sense of accomplishment—from
students, their parents, and their teachers—are palpable. While a
gold star on a test may be nice, it doesn’t come close to the
hugs and high-fives students get at the end of an Exhibition
well done.
Deb Christenson, director of middle & upper school curriculum
Jennifer Rowland, communications director
Works Cited:
Davidson, Jill. “Exhibiting Authentic Achievement.” Principal Leadership.
September 2008:36-41.
Wagner, Tony. The Global Achievement Gap: Why Even Our Best Schools Don’t
Teach the New Survival Skills Our Children Need—and What We Can Do about It.
New York: Basic Books, 2008.
3
4
Wildwood’s 12th Annual Grandparents and Special Friends Day
“One curious thing about growing up is that you don’t only move
forward in time; you move backwards as well, as pieces of your
parents’ and grandparents’ lives come to you.” —Phillip Pullman,
award-winning children’s author
Wildwood’s elementary school is always a joyful place
to be, but when you add grandmas and grandpas to the mix,
the campus practically sings with good energy. This year’s
annual Grandparents and Special Friends Day was no different,
as hundreds of families shared special moments and created
lasting memories together.
The event took place on a hot day in April. Head of
School Landis Green welcomed the guests and offered a
special thank you to all the grandparents and family friends
who participated in this year’s Annual Fund. Their generous
support helps Wildwood continue to provide its unique
education program for their grandchildren and future
students, as well.
Following Landis’ remarks, the audience was treated
to inspiring performances by the kids. Pod 1 and Pod 2 joined
forces to sing “A Smile Connects Us.” The 4th grade recited
poetry they had written around the theme “We remember…”
Fifth graders talked about their study of the presidential
elections and sang the ever-popular “Presidents Song.” The
3rd grade concluded the program with creation myth stories.
Then it was time to head off to the classrooms.
Grandparents and friends were treated to readings,
discussions, and explanations of projects. And while students
did a lot of sharing about their work, our guests did some
sharing as well. Some of the visitors took part in a dance
lesson in Big Yard, and others rolled up their sleeves to create
art with the kids.
In 5th grade teacher Allan Yu’s class, grandparents
were invited to talk about their memories from elementary
school. The stories ranged from the hilarious—like the grandma
who dipped a little girl’s braids in an inkwell—to the very
serious. Two grandfathers, one from Taiwan and one from
China, told students about their experiences as children during
World War II. Everyone in the room sat spellbound as the two
men recounted stories of running for cover during air raids.
These stories and all the activities made for a truly
memorable day. If you would like to view photos from
Grandparents and Special Friends Day, visit our Web site,
wwww.wildwood.org, and click on “eStore” at the upper right
corner of the home page. Click on the link, “Printroom.” On
the left side of the screen, you’ll see a menu of events. Click
on “2009 Grandparents & Special Friends Day.” Enter the
password wildwood08-09, then click submit.
5
Fifth Grade Culmination Marks a Milestone
They sat up straight in their chairs on the stage; hair brushed,
hands clasped, eyes bright. Some smiled, others looked
downright nervous. After all, it was their 5th grade culmination
ceremony—an official farewell to elementary school and a step
toward the middle and upper school years ahead.
The students, their families, and all of the kids from the
Pods through the Grades had gathered under a huge tent on
the field for Wildwood’s traditional ceremony. “You are a
beautiful, insightful group of people,” Director of Elementary
School Katie Rios told the Class of 2016. “As a whole, you have
accomplished and discovered much.” Director of Middle School
Joel Murillo was on hand to welcome the soon-to-be-6th
graders. After each student was acknowledged with a
certificate, they demonstrated their vocal chops with a beautiful
rendition of John Legend’s “If You’re Out There.” In just a few
months, a new adventure will begin for them as they join their
peers at the middle and upper school campus.
At Wildwood, Self-Awareness Starts Early
One of the defining characteristics of Wildwood students is
the strong sense of self that results from kids taking regular
inventory of their skills. Starting in the Pods and continuing
through 12th grade, children are taught to reflect on their work
and on their roles as learners. When it comes time for family
conferences, students are more than ready to discuss their
progress and goals in detail.
Family conferences begin in the Pods. Children create
portfolios of projects and then join their parents and teachers as
they review their growth. In the third year of the Pods, students
take on a more active role in the conferences. They work with
their teachers to prepare and rehearse, and on the big day, they
take the lead in talking with their parents about their strengths,
stretches, and development in Life Skills. “Through reflection
and ownership, they gain an understanding of themselves
as learners,” explains Melissa Linehan Marsh, director of
elementary curriculum.
Elementary families have two conferences every year.
In the fall, parents meet with teachers to discuss goals for the
school year. Family conferences with kids, parents, and teachers
are held in the spring to review students’ work and look ahead to
the following year.
6
Wildwood mom Doreen Leddy shared her thoughts about
her 3rd grade daughter’s conference, which was held in May: “I
was so impressed with the degree to which she was able to reflect
about her work. It’s great to see her develop this ability that will
serve her throughout her life in everything she does. To be able
to set goals, then sit down and say, ‘Look what I’ve achieved’ is a
great way to see how they are building on what they learn.”
Wildwood’s current elementary family conference model
has been in place for four years. Last fall, school administrators,
teachers, and an upper school student presented the model at a
national workshop for the Coalition of Essential Schools.
“There’s accountability in these conferences that a
simple letter grade won’t give them,” says Melissa, who copresented the workshop.
Family conferences also reinforce a support structure
that’s in place for each student. “For us to be involved with her
teachers showed my daughter that everybody was supporting
her learning,” Doreen said. “We were able to reinforce what she
was learning in the context of her strengths and stretches.”
Conferences are a time for celebration—of goals reached,
work well done, and progress made. Says Doreen, “To have that
moment and say, ‘Look how far you’ve come’ is so rewarding!”
Spring 2009
The Essential
Question
What did you take away
from your Wildwood
Gateway or Senior
Exhibition experience that
you’ve since been able to
apply at college or in other
areas in your life?
Jeff Ponchick, ’05, learned
to be self-confident during
the presentation process.
He’s carried a sense of
overall composure into
professional situations.
Matt Emonson, ’08, says
that many of his college
seminar classes require
class presentations. Thanks
to Wildwood’s emphasis on
presenting for the Senior
Exhibitions, he feels he has
better presentation skills
than his college classmates.
He says his presentations
are clearer and more concise
because he is accustomed
to putting a lot of work and
preparation into the process.
Mallory Fuhrman’s, ’07
Senior Exhibition helped
her keep track of and
organize all the work she
had completed in previous
years. It taught her how to
present her accomplishments
and show her progress. In
college, Mallory finds these
skills really important,
particularly as she works
Daniel Cohen, ’06
Alumni Spotlight: Daniel Cohen, ’06
Daniel Cohen,’06, is one
funny guy. At Emerson College,
he met a bunch of other funny
guys and girls, and together
the schoolmates started the
comedy troupe Friends
Holding Hands (FHH). Haven’t
heard of them yet? Stay tuned,
because this band of
merrymakers is going places.
For starters, FHH
recently entered a short
comedic video in the funny
film category of
RooftopComedy’s 2009
National College Comedy
Competition. Of the hundreds
of submissions, their film, It’s
Been a Year, was chosen as
one of four finalists for the
top spot of Funniest
Filmmaker. Audiences and
online viewers voted at
www.rooftopcomedy.com and
through their mobile phones.
The top four films were
showcased at the 2009
Aspen RooftopComedy
Festival in June. (Results were
not available at press time.)
FHH has also been
working on a Web series
called ACTORS. The series is
a documentary-style comedy
that follows two college
roommates struggling to pass
an acting class while dealing
with each other’s
idiosyncrasies and lack of
social grace. There are a total
of eight episodes. Check
them out at vimeo.com/
channels/actors.
The troupe’s members
are in the process of building
their own Web site,
FriendsHoldingHands.com,
where they will post their
series and other videos
they produce.
In the meantime, Dan
plans to spend his summer
working on projects for FHH
and visiting old friends at
Interlochen, an arts-based
summer camp in Traverse
City, Mich.
continued on page 8
7
The Essential Question, continued
to build her portfolio and
résumé. The Exhibition
process also taught her
important presentation skills
like how to speak in front of
a group and how to answer
questions thoughtfully on the
spot. These skills, she realizes,
are important in college
and beyond.
1.
Caroline Barry, ’06, learned
how to defend and legitimize
herself and her work.
Class Notes –
Spring ’09
Brittany (Haugen) Hinderer,
’88, is enjoying living in Malibu
with her husband and two
daughters, Cooper, age 4, and
Charlie, age 1.
Will Meyers, ’02, who
culminated from Wildwood
before moving with his
family to the East Coast, just
completed his first year of
a double degree program
at Tufts University and New
England Conservatory. His
focus is environmental
studies at Tufts and music
composition and violin at New
England Conservatory. Will
was a 2008 Tufts National
Merit Scholar and is the
recipient of numerous music
awards and scholarships for
both violin and composition.
Will’s passions include music,
politics, the environment,
and literature.
Marie Eddison, ’05, plans
to attend Brown University
this fall to earn her master’s
degree in teaching.
continued on page 10
8
3.
5.
Class of 2009 Reminisces
About 5th Grade
Three days after the seniors from Class of 2009 walked across
the graduation stage, 30 of them—now officially young alumni—
came back to Wildwood for their 5th grade reunion. The picnic
was hosted by the Alumni Association at the Handprint
Courtyard on the elementary campus. The 30 young alums,
joined by their parents, had fun catching up and watching a
video of their 5th grade culmination ceremony, which had
taken place seven years earlier. Alumni can see more photos
from the picnic by joining our Facebook alumni group. Visit
www.wildwood.org/alumni and click on the Facebook link to join.
2.
4.
6.
1. Group photo
2. Max Halpert, Oliver J. Gard-Murray, Ray Robie, Ben Salk, and Michael
Richardson
3. Ben Salk, Oliver Stein, Jeremy Ruthberg, Caleb Shields, and Jake Reiner
4. Oliver Stein, Michael Richardson, Pod teacher Roxanne Bergmans, and
Jake Reiner
5. Max Halpert, Annabella De Meo, and Pod teacher Sherry Varon
6. Chloe Takayanagi, Annabella De Meo, Leila Giwa, and Rory HamiltonBattenfeld
Alumni Meet in the Big Apple
In April, members of Wildwood’s 11th grade class had the
opportunity to join Director of College Counseling Robert
Kostrzeski for a six-day tour of New York universities. Among
the schools they visited were Bard, New York University,
Sarah Lawrence, and Vassar. Wildwood alumnus
Blake Bishton, ’06, currently attends Bard and met up with
the group on his school campus. Sophie Ragir, ’07, who
attends Barnard College, joined the group for dinner in New
York City.
9
Class Notes, continued
Alumni Spotlight: Creativity and
Collaboration Clinch Film Award
Nick Cron-DeVico, ’08,
teamed up with four
freshman classmates at USC
to win the category of Best
Directing in the 13th annual
Ed Wood Film Festival. The
festival is designed to
challenge both
undergraduate and graduate
USC students to write, cast,
shoot, and edit a five-minute
film in just 24 hours using a
specific theme and prop.
Twenty films that
advanced past the preliminary
round of judging were
screened at Norris Cinema
Theater in “classic Hollywood
style” earlier this year. The
films, which were competing
for seven different awards,
were judged by industry
professionals and noted
USC faculty.
Nick and his team
won for Cue Cards, a film
about a social outcast who
writes notes and reminders
for himself on the back of
playing cards. The cards
inadvertently lead him to
getting “in” with a group of
trendy kids who invite him to
a party. At the party, he
continues to rely on the cards
for guidance. Things are
going well until the cards
start to exhibit signs of
awareness. Their messages
get more relevant and more
demonic, and the outcast has
to decide whether or not he
still trusts them.
Nick’s success at
USC is hardly surprising. An
active contributor at
Wildwood, Nick was the
student council president. He
also designed the cover art
for Wildwood’s 2008
yearbook. He continues to
draw and has his own Web
comic at www.cronny.com,
which features his alter-ego,
Jimmy Lux.
“He was supposed to
be the savvy, sarcastic
version of myself that I
wished I could be,” Nick
writes on his Web site of his
character. “As time went on,
though, our ages became the
same, and instead of writing
him the way I wished I could
be, I wrote him as a parallel
to myself.”
Nick is majoring in
screenwriting at USC’s School
of Cinematic Arts and plans
to minor in animation.
Olivia Mell, ’05, who
recently graduated from
Brandeis University, was
given rave reviews by her
university’s newspaper
for her senior project, a
performance titled “Woman
in the Background: Scenes
by Harold Pinter.” Her onehour production consisted
of three scenes from Pinter
plays, The Betrayal, The
Lover, and The Homecoming.
Olivia played the female role
in all three scenes.
Lee Cholodenko, ’06, has
been studying abroad
in Tunisia.
Rachel WilliamsFeuerstein, ’06, has been
studying abroad in Nepal.
Jenny Brum, ’08, was
in the Wheaton College
production of Macbeth this
past April. She was credited
as Donalbain/Macduff’s
child and as a musician for
the production.
Parker Cain,’08, who
attends Loyola Marymount
University, served as
assistant coach for
Wildwood’s varsity baseball
team this past season.
His favorite part about
coaching was being able to
see his former coaches and
teachers. Though he prefers
playing the game, he
appreciates that coaching
enables him to continue
learning and sharpening his
baseball skills. With Parker’s
help, the team went all the
way to the playoffs.
Here is what some of our
most recent alumni from
the Class of 2009 plan to
do this summer:
Alice Berliner is working
at Enlace, a nonprofit
organization focused on
human rights.
10
Gracie Dixon and her sister
Natalie, who attended
Wildwood until 2001, will
backpack throughout
Europe this summer. During
their one-month trip, they
plan to visit major cities
and stay in hostels and with
family friends.
Rachel Karten will work in
retail here in Los Angeles
before taking a vacation to
New York to visit friends
she met while participating
in past summer programs
at Amherst College and
Oxford University.
Lindsay Koenig is working
at SweetHarts yogurt shop
in Sherman Oaks and taking
some time to travel.
Sophia Melon will be going
on tour with her band,
KSM. They are traveling
the country with David
Archuleta and Demi Lavado.
Dylan Nichols is traveling
to Sweden to visit family
and will also travel to the
south of France and New
York. As a singer-songwriter,
she plans to perform in
Stockholm, New York, and
Los Angeles.
Elle Rotstein will be
working at R & D Kitchen in
Santa Monica this summer.
As for travel, she plans
to vacation in Loreto Bay,
Mexico, with her family and
Scott Wilkinson. She will
also take a road trip to San
Francisco and visit New York
to see friends and family.
Ben Salk is traveling to
Europe with his family,
playing baseball and music,
and relaxing with friends.
Wildwood Trustees Welcome
Four New Members
The Wildwood Board of
Trustees has added four new
members. Joshua Donen,
Monona Wali, Shawn Levy,
and Peter Frankfurt will begin
their terms in the 2009-2010
school year.
Joshua Donen is a producer
and partner in Stars Road
Entertainment, a production
company
based at Sony
Pictures. Prior
to forming
Stars Road,
Josh was
co-head of CAA’s motion
picture literary department.
Josh began his career as a
talent agent at the William
Morris Agency, then went on
to become a production
executive at ABC Motion
Pictures and later Universal
Pictures. Josh and his wife,
Nicolette, have been Wildwood
parents for 16 years. They
have three sons; the eldest
attends Loyola University in
New Orleans. The two younger
boys are at Wildwood’s middle
and upper school.
Monona Wali is a writer and
an adjunct faculty member at
Santa Monica College, where
she teaches
creative
writing. She
served as a
trustee for the
board of
Beyond Baroque, a literary
arts organization in Venice,
and was on the board of the
Waldorf School of Cape Cod.
Monona has a bachelor’s
degree from Syracuse
University and a master’s in
fine arts from the UCLA Film
School. She is the mother of
Wildwood graduate Kanchan
Wali-Richardson,’08, and a
daughter who is in
Wildwood’s 10th grade.
Shawn Levy developed a
love of both literature and
theater as a teenager,
pursuits he explored as an
undergraduate
at Yale
University.
Shawn
graduated
from Yale at
age 20 and went on to the
USC School of Cinematic
Arts. He is currently a
director and producer and is
developing several films to
produce through his
production company, 21 Laps
Entertainment, which is
housed at Fox. Shawn and his
wife, Serena, have two
daughters at Wildwood; the
younger is in Pod 5 and the
elder will enter 5th grade.
Peter Frankfurt serves as
creative director and
managing partner of
Imaginary Forces. Peter has
also produced
several
movies. While
studying
history at
Columbia
University, he began working
as a production assistant at
R/Greenberg Associates.
Within a few years, Peter
became a creative director
and executive producer. His
work is included in the
permanent collection of the
Museum of Modern Art and
has been honored by
numerous organizations,
including The British Design
and Art Directors Club, The
New York Art Directors
Club, The Clios, and The
Association of Independent
Commercial Producers. Peter
and his wife, Liseanne, have
two children, a daughter in
4th grade and a son in
6th grade.
Advising the Advisors: Wildwood’s
Advisory Prorgrams 101 Workshop
We all know that Wildwood is
a little different from most
schools, but our advisory
program is more than just a
little different. It is
distinguished.
Advisory at
Wildwood begins in 5th grade
and serves as a designated
class period in which
students come together for
academic, social, and
emotional support. In middle
and upper school, they use
advisory time for community
involvement work,
discussions of current events,
and focused study.
Each year, educators
nationwide contact Wildwood
to learn about our school’s
advisory program. Hundreds
have come to the campus to
observe advisory or attend
the Advisory Programs 101
Workshop, which is presented
regularly by Wildwood’s
Outreach Center.
In the fall, the
Outreach Center presented
an advisory workshop to a
cohort of 250 Los Angeles
Unified School District
teachers. Workshop leaders
also trained a separate group
of educators, which included
teachers from William Penn
Charter in Philadelphia and
local teachers from a middle
school in Pacoima. In
January, the Center offered
its first Advisory 201
program, which was designed
to train teacher leaders who
support advisory programs,
and in April, it hosted a wellattended Advisory Programs
101 workshop.
Although many
schools have advisory
programs, the distinguishing
element of Wildwood’s
program is the curriculum.
Without a clear map of
expectations and activities,
advisory can become a
glorified version of
homeroom. The Outreach
Center sells a compilation of
the school’s curriculum called
the Advisory Toolkit. During
the Advisory 101 workshop,
participants use the Advisory
Toolkit to plan curriculum.
They also have the
opportunity to experience
protocols through the
interactive workshop model.
A typical Advisory
101 workshop starts with a
Socratic Seminar. Teambuilding begins after lunch
on the first day, when
participants attempt to
untangle themselves from an
exercise called the Human
Knot. Later, they have the
opportunity to receive honest
feedback from Wildwood
students about their
experience in advisory. On
the second day, participants
engage in a heated Four
Corner’s Debate about the
nature of school. In this
protocol, participants literally
choose corners of the room
from which they present
their positions.
Participants
are appreciative of the
opportunity to learn by
doing. One teacher from
Roosevelt High School in
Los Angeles explained that,
“Even though Wildwood is
much different than my
school population, I totally
appreciate seeing the dream
and the vision. It makes me
believe that all is possible!”
Helping schools realize these
possibilities is the true work
of the Outreach program.
Brooke Merryfield
Outreach Coordinator
11
Graduation Day
“Our class is unique in both our passions and achievements,”
Wildwood graduate Rachel K. told the audience at the Class of
2009’s June 4 commencement ceremony. “And though we are a
diverse group, every quirk is embraced.”
Those quirks, along with wry humor, compassion,
talent, and intelligence, were the hallmark of the Class of 2009.
Fittingly, their graduation was a true reflection of all those
traits. On what other stage would Lena E. break out her ukulele
and sing her own ode to Wildwood? Sample lyrics: “I got enough
Perspective to fill a whole room/but a lack of Common Good
could put my rubric in the tomb/Side convos in class are really a
Habit of Connection/We only speak of our affection for debrief
and self-reflection.”
Sophia A. and Danielle S. read poems they had written;
Danielle’s was adapted from the film 10 Things I Hate About You.
Jake R. and Annabella D., who both started at Wildwood in the
Pods, did a vaudeville-esque routine that had the audience
12
in stitches:
Jake: “Fifth grade was our prime.”
Annabella: “How could we forget Charlotte’s debut as a
director and our debut as husband and wife in Fiddler on
the Roof?
Jake: “Yeah, and we hated being near each other!”
On a more serious note, best friends Kimmi L. and
Rachel K. shared with the crowd a mutual appreciation for each
other and for Wildwood. “Rachel and I met in 3rd grade, and we
have been inseparable ever since,” Kimmi said. Rachel added
later, “The skills Wildwood has taught us about self-reflection,
following your passions, and believing in yourself have led us to
understand that although we may be opposites, our differences
are what keep our friendship strong.”
Other student speakers included Eva W. and Olivia G.,
who shared the microphone and memories from their senior
year. Chad W. also reminisced about special class times,
particularly the campfires that were part of the Senior Retreat
and the Colorado River trip. Max L. shared his gratitude for the
people who “gave me a shoulder to lean on and a patient ear
which I could murmur my troubles to.”
Shere D. performed three songs with the senior class
Jazz Band and also took the opportunity to speak to the
audience. “Inside us, we all have the power to bring more love
and more compassion in the world,” he said. “We have the
power to bring joy and happiness into our lives and into the
lives of the people surrounding us.”
Scout W. took a turn at the podium to celebrate her
classmates, and Spencer N. acknowledged his teachers: “The
communication between students and teachers here is
incredibly unique. I consider some of my teachers to be my
friends.… I, along with many other students, have the cell phone
numbers for many teachers and administrators.... At what other
school can that be said?”
Once the student speakers concluded, it was time to
hand out diplomas. At Wildwood, tradition dictates that advisors
offer a few insights for each of their students as they invite
them to the stage to receive their certificates. They also give
each student a book that is carefully selected based on the
student’s passions.
Finally, after 52 graduates crossed the stage—including
13 “lifers” who had been at Wildwood since kindergarten—the
ceremony ended and everyone moved to the basketball courts
for a reception. The feeling that June afternoon could best be
summed up by the closing lines of Lena E.’s song:
“If it’s knowledge that you quest/Well then I’ve got one
request…/Take a trip to our school in the west/Where I can
honestly attest/To the fact that I am blessed/To attend a school
that’s really the best/(Even though everyone wins in a
Wildwood contest).”
13
Finding Support, Building
Community: Student Affinity Groups
at Wildwood
Even at a relatively small school like Wildwood, students can
feel alone—especially in middle and upper school, where kids are
struggling to define and balance their identities and still “fit in.”
Add factors like race, ethnicity, sexual orientation, and social
class to the mix, and you’ve got the potential for increased
adolescent stress.
Student affinity groups give students safe spaces in
which to explore issues related to identity. By gathering in small
groups of peers who share their cultural experience, students
learn to identify and speak confidently about issues of bias.
They also learn coping skills and explore ways to effectively
address any bias to which they may be exposed.
Wildwood offers facilitated affinity groups to students
of color; students who identify as gay, lesbian, bisexual,
transgender, and questioning (GLBTQ); and white students who
seek to learn about their own racial identity as well as their role
in serving as “allies” for others. The affinity groups are
voluntary and meet during an advisory period once a month.
Students who don’t wish to participate take part in alternative
diversity-related activities in advisory.
The dozens of kids who joined affinity groups reported
positive experiences. Robert Kostrzeski, director of college
counseling and one of the GLBTQ group facilitators, noted that
one student’s self-confidence “went through the roof” when the
student was able to have frank, confidential conversations
about his experiences. Likewise, a Division Three student who
participated in the students of color group said he would
recommend joining because “people need to know that they are
not alone.”
For white students, the white ally group offered a place
to talk about racial privilege and share uncomfortable
experiences related to race, class, and sexual orientation. “I
learned that you can’t really take away assumptions but shorten
the time in which you realize that you made one,” said an upper
school student.
Affinity groups are common at schools, universities, and
many major U.S. corporations. They create communities within a
community, and while that may seem counterintuitive on the
surface, educators have found that the larger group benefits
when its distinct members are confident, active participants.
“The most exciting moments for me were when I saw
students relax and talk with one another in supportive ways,”
said Division One teacher Becca Hedgepath, one of the
facilitators for the students of color group. “I saw the value of
having a space where students could support each other.”
Student affinity groups will continue to be offered next
year, and if this year’s student interest is an indication, they will
likely grow in members. “I loved this year because we had a lot
of discussion and interaction,“ said one student. “We learned
how to deal with [bias] positively.”
14
Faculty Profile:
Claudia Jaime Hatter
Call it coincidence, fate, or just good luck: 4th grade
teacher Claudia Jaime Hatter attended school on
Wildwood’s elementary campus back when it was Betsy
Ross Elementary School. Her favorite teacher? That would
be Mrs. Higa, who just happened to teach 4th grade.
“She just seemed to understand me,” Claudia
says. “She was lovely, kind, and funny. I wanted to make
her proud of me.”
Indeed, Claudia’s achievements would make any
teacher proud. As the daughter of immigrant parents—her
mom is from Chihuahua and her dad hails from Sonora,
Mexico—Claudia has defined her seven-year career at
Wildwood by her work both in and out of the classroom.
She has headed or played a role on numerous teams,
including the Green Team, Community Involvement, and
School Spirit. She led the group that reviewed K-5
language arts scope and sequence two years ago.
Currently, Claudia serves as one of the advisors
for Cultural Connections, is a member of the Multicultural
Leadership Team, and co-leads the teacher affinity group
for people of color. “I feel really supported here,” she
says. “There’s a place to be heard.”
Claudia started her Wildwood career in the Pods
and has taught 4th grade for the past five years. “Fourthgraders are like burgeoning adults,” she says. “They are
on the cusp of being sophisticated. There’s a huge growth
curve from fall to spring as they develop a sense of self
and try things out. It’s really fascinating!”
Becoming a teacher was something Claudia
began thinking about in high school. An inspiring English
teacher at Culver City High School urged her to get a
degree in education and come back to CCHS to teach.
Claudia took the advice to heart. She went to U.C. Santa
Cruz, earned her bachelor’s degree, and came back to
Culver City High to teach English for a year.
Claudia first heard about Wildwood from a friend.
Once she started at Wildwood, Claudia knew it was the
right fit.
“The opportunities for professional development
at Wildwood are amazing,” she says. “While we’re always
seeking out new philosophies, we also have established
practices. We all have a common goal and understanding,
and a common language.”
Seventh grader Ty D. finished seventh
in the CIF league tournament.
Upper school baseball pitcher Senior
Ben S. winds up for a big pitch.
The middle and upper school track and field team.
Spring Sports Wrap-Up
Senior Ben S. laughed at the memory of his freshman self: a
“little freshman, literally about 5 feet tall, pudgy, out of shape,”
who had low self-confidence and had never played team sports.
Fast forward four years later. Ben is now a towering young man,
the captain of the baseball team and a member of the soccer,
cross country, and golf teams. In his speech at the annual upper
school Sports Recognition Night, Ben detailed his growth as a
player and as a person through his participation in sports.
“What happened to me throughout these last four
years was really important, and none of this would have
happened if I hadn’t been at Wildwood,” he told the crowd of
parents, students, and coaches. “I got to start as a freshman on
varsity teams because Wildwood has a no-cut-policy. … And,
because Wildwood puts a stronger emphasis on personal growth
than recruiting, cutting players, or being the best team in the
state, I was able to excel as an athlete and grow as a person.”
Of course, Ben was able to own bragging rights, too.
The upper school baseball team went all the way to the first
round of the playoffs this year, finishing the season with a record
of 9 and 6. Here’s how our other spring sports teams fared:
• Middle school tennis ruled the courts this season, claiming
the gold championship for the Pacific Basin League.
Seventh grader Ben K. clinched the title for league singles
champion and was the MVP.
• Middle school baseball made it to the finals. The Wolves
lost to Crossroads in the championship game.
• Middle school golf wrapped up with an amazing 4-1 record
in the California Interscholastic Federation (CIF) league.
Seventh grader Ty D. finished seventh in the league
tournament, and 7th grader Jessie B. finished eighth.
• Middle school track and field was a small but strong twoperson force, with 7th grader Dena E. and 8th grader Kaila
M. making consistent improvement throughout the season.
• Upper school track and field saw three team members
qualify for CIF: 9th grader Rae D. for the triple jump; 10th
grader Chiara R. for the 300-meter hurdle event; and
senior Ben D. for the triple jump.
• Sophomore Davey B. made his upper school golf team
proud when he made it to CIF playoffs.
The middle school tennis team poses with their Pacific Basin League gold
championship trophy.
The Wildwood Wolf leads the audience in a howl at the upper school Sports
Recognition Night.
Middle school baseball team member Ezra S. tags out a base runner.
15
11811 Olympic Boulevard
Los Angeles, California
90064-1114
www.wildwood.org
RETURN SERVICE REQUESTED
Save the Date
Aug. 30
Families of Children of Color picnic
Sept. 1
First day of school for middle &
upper school students
Sept. 4 through Sept. 7
Labor Day Weekend, no school
Sept. 9
First day of school for new Pod
students
Sept. 10
First day of school for all
elementary students
Sept. 24
Middle School Back to School
Night
Sept. 28
Yom Kippur, no school
Sept. 29
Elementary Back to School Night
Oct. 1
Upper School Back to School Night
Editors-In-Chief
Jennifer Rowland
Chay Thaopaset
Editors
Colleen Pundyk, Caroline Sharp
Graphic Design
Hearken Creative
Writers Deb Christenson,
Kelly Halligan, Brooke Merryfield,
Colleen Pundyk, Jennifer Rowland,
Madeline Stedman
Photographers Vince Bucci, Cindy Gold,
Chay Thaopaset, Kelly Halligan,
Jennifer Rowland, Merri Howard-Shindler,
Alvera Taheri, and Jeff Zucker
Copy Editor
Jordana Brown
Advancement Data Management Director
Tracy Rosenblatt
Printer
West L.A. Print
PRSRT STD
U.S. POSTAGE
PAID
LOS ANGELES, CA
PERMIT NO. 1494