As a speaker Jim Collins was passionate, engaging, and inspiring; “Good is the Enemy of Great,” he preaches, and he implores organizations to reach for greatness by adopting his five organizational development strategies.Rob Evans is a low key alternative—sometimes sardonic, sometimes mordant, but always compassionate, as unusual as that combination might seem. “The Perfect is the Enemy of the Good,” he responds, and urges us to stay our course, to perpetuate the things we do so well.

Rob Evans reminded us that the tradition of independent education has not been marked by fast-paced innovation, but by a consistent commitment to the idea that our schools be places where great teachers form great relationships with great students, a formation made more possible by small classes and small schools, and they forge for their students great expectations and facilitate great fulfillment of those expectations.

I am often asked what the philosophy of Saklan Valley School is, and sometimes I fear people are expecting a particular kind of answer: maybe a “brand name” philosophy like Montessori; maybe an ideological answer like “Deweyan progressivism,” or “Back to Basics” orthodoxy; or maybe a sophisticated graduate school type of answer like “We employ a “Vygotskyan” approach to differentiated instruction in order to develop higher psychological and symbologic intellectual processes in our students.”

The Saklan philosophy is something much simpler: it is that we are more committed to, and due to our structure, more able to build and develop, strong relationships between teacher and students and among students, than most other schools, thereby providing our students a greater sense of trust, safety, and motivation, and thus helping them to learn more and grow better. Mrs. Schofield just said to me again—“I taught public school for ten years, and I was a good public school teacher, but I had thirty students, and could never have had the relationship I have now with my 12 students, and it is that relationship which allows me to help a shy student prepare to give an oral presentation to thirty adults.”

I sometimes name this “philosophy” of education the “good old country day school” approach—it is what independent schools have employed as their guiding principle for over a century. And if you would like to see this philosophy more fleshed out and more intellectualized—I can refer you to a book on the subject by a Harvard Professor, Art Powell, called Lessons From Privilege, The American Prep School Tradition.
Even as we are embarked this year on re-stating our mission and core purposes, and strategically planning for our future, I think we are honoring the wisdom of Evans to perpetuate the good, and not let it become a casualty of a frenetic searching of the next best thing.

Saklan’s 1998 Mission Statement The educational mission of Saklan Valley School is to expand the heart, mind and character of each individual by providing successive academic and personal challenges in an environment of support and encouragement. In each student we seek to develop a respect for and responsibility to self, peers, community and the world. We are committed to fostering in each student a genuine and lasting love of learning.

The Saklan mission statement we have employed since 1998 nicely expresses our essence; it was written by the then new Head of School, and I appreciate its expressiveness and balance (see sidebar: The Old Mission). I like its commitment to an atmosphere of support and encouragement, and its commitment to developing our students’ respect and responsibility is essential. I like that we provide our students challenges, and yet, I have found it slightly odd to employ the language of “successive academic and personal challenges” in a school mission statement. And as colorful as the image of expanding mind, heart and character is, I find it in some ways too metaphorical for my purposes.

We have sought this year to be more inclusive in our process of identifying Saklan’s core purposes—we collected a great deal of helpful input at meetings of the Parent Association, Faculty, and Board in September; we surveyed teachers and trustees further to develop our ideas; we then categorized the data we received and put it out to a second round of surveys for teachers, parents, and trustees. What emerged from all this was a clear re-affirmation of our three top tier purposes: community-academics-character.

However, there were additional elements we did not want to lose, such as leadership, globalism, inclusivity, creativity, and critical thinking. And we recognize that by elaborating we can do more to distinguish and differentiate ourselves, and do more to set us on our course of ongoing development for the future.

To do so, to elaborate, we have added to community the modifiers inclusive and caring. We know it is important, in an age and an area of great diversity, to commit to a course of welcoming and truly including many kinds of people into our community. And we know, again, that children learn best when they feel cared for by and connected to their parents, teachers, and classmates. We know that it is also essential to teach students to care.

To express more fully our academic purpose, we chose the words intellectual development. I worry that the word “academic” carries the concept of schoolwork—it might sound as if we think that our ultimate purpose is to ensure our students are successful at the subjects we teach them. Intellectual development instead conveys our purpose is to develop minds featuring more informed and more effective intellects. Here at Saklan it intellectual development is and should be engaging—students should be excited about and actively involved in it—and it should be rigorous—demanding, challenging, intense. We want it to be analytical and creative—we want students’ intellects to be sharper, more critical, more able to take things apart, AND to be more creative, more imaginative, and more able to put things together.

As for character, we flesh that out, as it were, by expressing the core components of what we think character means and implies—Respect, Responsibility, and Integrity. These core character traits we, the Saklan community, have as our purpose to live and embody.

We were not quite ready to leave off there. We wanted to convey more about the purposes of our preparation—and to reintegrate a couple of the concepts that couldn’t quite be captured in the three core statements. So we are adding, to this new statement that we prepare for leadership in an increasingly complex, interdependent, and diverse world. We may be a bit of a refuge at times, here at Saklan, but we retreat here in order to prepare ourselves for an immersion in the wider world—and for the opportunity to make a difference.

Honestly, we are still putting finishing touches upon our verbs—we may have clarified our core purposes, but the particular activity we employ to deliver them turns out to be harder to clarify. We have not quite finalized the linking verbs—I leave them in italics—but the Board of Trustees has approved unanimously the expression of core purpose as follows:

Saklan’s 2007 Core Purposes Saklan Valley School is an inclusive and caring community which fosters engaging and rigorous, creative and analytic, intellectual development, and embodies respect, responsibility, and integrity, to prepare students for leadership in a complex, interdependent, and diverse world.

Jonathan E. Martin
Head of School

student scoop

Eighth Grade Cultural Adventures in Washington, D.C.

Despite a broken arm (Mrs. Ellis), a variation on pink eye (Mr. P), a 102-degree fever (Cole Markley), pneumonia (Andy Kirkpatrick, who sadly couldn’t make it), and a half-dozen items accidentally left behind (backpacks, cameras, wallets, “lifeline” binders... all recovered, save one)—Saklan Valley’s 8th grade class enjoyed an extraordinary cultural adventure in Washington, D.C., in February.

Designed as a hands-on investigation of American cultural values, the weeklong trip gave students numerous opportunities for exploring our national identity. We visited renowned memorials, museums, and government houses, including the Lincoln, Jefferson, and FDR memorials; monuments to WWII, Korea, and Vietnam Veterans; numerous Smithsonians, from the American Indian, Natural History, and Air & Space museums to the Freer/Sackler, Hirshhorn, and National Portrait galleries; and, of course, the Library of Congress, Supreme Court, Pentagon, and Capitol. We participated in a solemn wreath-laying ceremony at Arlington National Cemetery and stopped by the Saudi Arabian Embassy for a shiny propaganda film and a no-holds-barred Q&A session. The students also interviewed David Mark, celebrated journalist, author, and editor of the recently launched independent media outlet The Politico.

In the weeks prior to our departure, each student was required to research and develop presentations on two of the sites we expected to see up close in Washington. When on-site, the students then presented their speeches to their classmates, conducted further research, and engaged in various dynamic activities, such as scavenger hunts at the museums and extensive discussions led by Mr. Prestianni. To deepen their personal understanding of our studies, each evening the students also wrote “reflections” (brief essays) on the topics of the day. There were no right or wrong answers—indeed, the kids’ opinions ran the gamut—as long as each argument was well supported (i.e., connecting the sites to the concepts).

A few of the writing prompts: Using examples from the Freer/Sackler, Hirshhorn, and National Gallery of Art—and without simply saying “personal expression” or “anything you want it to be”—what is art? What is the value of remembering the Holocaust in such graphic detail? What is the message—collectively and individually—of the presidential memorials? Compare and contrast the role in American culture of the military and the legislative branch as depicted at the Pentagon, Arlington National Cemetery, and the Capitol building.

One of the most challenging assignments was this: Connect the American ideal shown in the Library of Congress and the Supreme Court with the American reality embodied in the National Portrait Gallery. Here’s Grace Eggert’s incisive response:

The three historic places we went to today symbolize the values and ideals of the American people.

The Library of Congress presents us with Utopian ideals that we believe are required to become the elite in our society. The Supreme Court gives us ideal actions and watchwords of the elite. The National Portrait Gallery breaks away and shows us real examples of the elite, who don’t necessarily gain their status the way we’re told they should, or who don’t defend what tradition dictates they should.
The Library of Congress includes decorations and sayings on the walls like patriotism, courage, and knowledge of the sciences. When examined, the building and its contents paint a picture of wealth, power, and selective acceptance gaining you elite status. The Supreme Court displays the job of the elite as being the protection of justice, and the interpretation and administration of law. It even depicts a war between good and evil on a frieze, where Justice fights for the good and powerful. This suggests that those in a position of power are constantly right.

The Portrait Gallery shows us the real elite, those who rose up and gained fame through quirks and unusual ability, like Mohammed Ali and Josephine Baker. They didn’t have wealth or immense education, but did have strength and courage. These real elite take the ideals of the United States of America and use them in unexpected ways, earning themselves true fame through their individuality and great personal strength.
Like the other kids, Grace had no more than a half-hour to process her thoughts and get them on the page.

A few more highlights:

• Seeing a “debate” (i.e., statements for the record) in the Senate between a trio of Republican legislators from the Midwest and Ted Kennedy (D-MA)
• Garrett Franklin’s revelation at the Natural History Museum that the U.S. as a global superpower is not unlike a T-Rex
• Grace, Garrett, Danny Johnston, and Courtney Sitzman representing the school with their noble participation in the wreath-laying ceremony at Arlington (see the video on saklan.org!)

• The manners and courtesy demonstrated by all the students at our festive “fancy” restaurant dinners

• Jesse Marseille’s extraordinary act of compassion after the ceremony, lending Grace his warm tennis shoes (she was dressed formally for the event) and marching a full mile back to the bus in only his socks—in subfreezing temperatures

• Andy Kirkpatrick’s oral report on the Holocaust Museum, delivered over the phone from his sickbed in Orinda and translated to the student audience by Jesse

• All of the students taking care of each other at the emotionally overwhelming Holocaust Museum

• Jared Madden and Margaret Lumley’s consistently comprehensive presentations and journal write-ups

• All of the kids helping out Mrs. Ellis when she slipped on the ice and broke her arm

• Nathan Kayhan’s discovery of the humanity-saving philosophy of Speciesism

• Accolades by Garrett’s aunt, who witnessed our students’ brilliant discussion on art at the National Gallery

• Cole Markley’s offhand comment about the merits of brie versus some other cheese at our Super Bowl party (a distinctly Saklan moment!)

• Emily Thimesch’s outstanding presentation on the Portrait Gallery, which prefaced a revealing activity where the students saw themselves in the paintings of various presidents and celebrities: Nathan – Nixon (“nothing will stop him from getting what he wants”); Jared – Jimmy Carter (“wisdom in his eyes, an openness to discovery”); Garrett – George Washington (“his cheeks are so soft”); Emily – JFK (“complex, many colors/emotions”); Margaret and Courtney – Shirley Temple (“happy, smiley”); Grace – Mohammed Ali (“strong, dark, mysterious”); Cole – Ulysses S. Grant (“questioning, compassionate, awkward”); Danny – Ronald Reagan (“happy, different”) and Elvis (“chillin’”); Jesse – Paul Robeson (“sure of himself”) and Ethel Mermen as Annie Oakley (‘nuff said?)

With love,
Mr. Prestianni & Mrs. Ellis

auction corner

DREAM BIG IS ONLINE NOW!
BID AND WIN
IT’S SIMPLE AND SECURE
saklan.org/dreambig

The first part of our annual auction celebration is now underway with the online auction segment. We have fantastic auction items and registration is super simple on this very secure site.

All you do is go to: www.saklan.org/dreambig to put in your private registration information and then you’re off to the site and shopping for all those must-have items. The online auction segment will start at 3 p.m. March 9th and run through 10 p.m. March 20th.

You’ll be thrilled to see the variety of items we are offering from the hard to find Nintendo Wii, to a 3-three-bedroom Penthouse suite in Los Cabos, to a week in Palm Desert, to I-Pod shuffles, lots of photography sessions, theater tickets from SF to the East Bay, baseball tickets, soccer camps, tutoring, cooking lessons, ski lift tickets, aquariums, home organization, gardening consultations, in-home tech service, Botox, haircuts and color, spa days and, LOTS MORE!!!

Please share the web link with all of your friends and family on your email address book to help increase our success from this first ever online auction.

Fund - A - Need Fund-a Need will also be available through the online auction. This year we have two areas of need. First, the teachers have requested new digital projectors, layered maps and topographical globes to enhance their teaching opportunities and the kids’ knowledge of the world. Second, we are excited to put money towards the installation of a sport court in our blacktop area. This would not only provide the kids with a better year-round footing, but it will complete the renovation and beautification of our outside activities areas. So there you have it: Register! Bid! Win! It’s easy.

Auction Party And the fun has only begun…be sure to send in your RSVP’s for our Dream Big -The World Awaits auction party on March 24th at Round Hill Country Club. The evening features an international wine tasting, Putt and Pour, Sip and Sparkle, and POP! game along with many more fabulous items in our silent auction segment. Enjoy a lovely sit-down dinner with your friends and join the action of the LIVE auction where the paddles fly and the winning is BIG! After the dust has settled, you can dance the night away to the sounds of Replica.

Auction Catalogs You should have received one of the two Auction catalogs. The first catalog is for the online segment only. The second catalog for the Silent and Live Auction Party will be distributed on Thursday, March 22nd.

We are Dreaming BIG,
Kathy Franklin
Vicki Filter
Michelle Thimesch

board corner

Many board members attended the annual CAIS conference in January. The keynote speaker, Richard Chait, a specialist in non-profit boards, organizational behavior, and organizational success, gave a fascinating talk about the function of boards. One notion is that board functions are fiduciary, strategic, and generative. All three are critical, but it is the generative function which is most elusive. How we frame questions determines the course of decision making, and it is through generative thinking (making sense of circumstances, thinking outside the box, incorporating concern for values, beliefs and assumptions) that ultimately the best strategy and fiduciary action will evolve.

Our board seeks progress and success on all these fronts. Toward that end, we try to be self-aware and evaluate how our work contributes to the school’s mission. The board just finished a mid-year assessment of our goals and is pleased with our progress, enthused to complete them, and excited as we think about new goals on the horizon. You might recall that in October we shared our “to-do” list with you. It includes Core Purposes, Mission Statement; Strategic Plan revisions; review of financial reporting and measures; Master Plan implementation; and the committee-driven goals such as Annual Giving which we address every year.

You may have participated in helping define our Core Purposes through the brainstorming session at the Parent Association meeting in September or through the surveys in the Friday Notes. Faculty and Board were also polled. In the end, three core purposes were identified: Community, Intellectual Development, Respect & Responsibility. The Mission Statement is a natural extension of this; it articulates the special way Saklan pursues its purposes. Our Mission Statement is in the final stages of review but will incorporate that we are an inclusive community that prepares students for leadership in a complex and diverse world.

The Finance Committee was successful in revising financial statements and measurements this year. This work has been tremendously helpful to the board in discussing financial issues. There is further refinement to be done, but the most critical challenges have been now been accomplished.

Our Master Plan committee has sent requests for proposals to five architecture firms. These firms have been invited to interview with us. Next month we will select a firm to work with us to write a Master Plan for our campus. The Master Plan will inform and direct our campus optimization.

Our standing committees continue their ongoing work. The most visible projects this year are the office renovation, installation of the deck shade structure, and the success of the Annual Giving campaign. The office renovation and shade structure were funded both by a gift from the Class of 2006 and by the general fund. The Annual Giving campaign raised over $200,000, well surpassing our goal. Annual Giving is critical to financing the school and ensuring its success. The generosity of our parents is remarkable. The Board is incredibly grateful to the parent body for its support and to the committee for its hard work in completing the campaign.

The Board’s greatest challenge is always to look to the future, to think of how our work today will sustain the school for years to come. Our inspiration to do this is the amazing dedication from students, parents, faculty and administration in fulfilling the mission of the school, every day. It is through our community’s sustained daily efforts of offering our time, talents and financial support that the vision of Saklan becomes reality in the fine students that we prepare to be citizens

It is the work of many that creates this very special place that is so important to us all.

Your Board of Trustees,

Diane Wilcox, Chair
Annie Barendregt, Vice-Chair
Paul Felton
Stephanie Brandt
Kate Dey
Jennifer Griessel
Marc Gordon
John Macauley
Betsy Hill
Lisa Rokas
Marcela Salem
Bill Vaughn
Joan Jump
Ruth Bailey
Jonathan Martin, Head of School