RED & GOLD THE COMMUNITY MAGAZINE of CATHEDRAL SCHOOL FOR BOYS
INSIDE: LEARNING FROM
A DISTANCE WITH GRACE page 13 HOW TO:
Take A Virtual Vacation from Your Dining Room page 21 TALES OF A FIFTH-GRADE MOM page 25 RISING VOICES with Jordon Gomes ’08 page 34
THE CATHEDRAL SPIRIT
AT-A-GLANCE
MESSAGE from the Headmaster
We at Cathedral School for Boys devote each day to the spirited dialogue, dynamic lessons, and intentional character building that guide each young boy to engage in the way that best fits him, while he simultaneously develops empathy and respect for the world around him. Because Cathedral is raising the bar on raising boys.
DEAR CATHEDRAL SCHOOL COMMUNITY: These times are so unprecedented that I have struggled to construct an analogy that appropriately depicts the complex- ities of what it means to run a school during the pandemic. The closest I can configure is that of playing in a soccer match under unanticipated, radically altered, and ever-changing rules. (As a lifelong soccer player, I just had to pick this sport.) Not only have the field’s boundaries changed, but they are asymmetrical and shift constantly. A single referee has been replaced by a cohort of arbiters, whose approach lacks cohesion and consistency. (Some have never even played the game.) What were once standard, rectangular goals have been replaced by amorphous shapes that both mutate and reposition constantly during the match. In short, the game looks profoundly different from the one we have played for decades. We wonder, at times, whether we can even call this sport “soccer” anymore. Also at work is, perhaps, an even more nefarious influence— the infection of structural and systemic racism. (Unlike the coronavirus, alas, this illness is not novel to us.) I have long felt that all schools carry the responsibility of developing young women and men who stand ready to make a positive difference in the world. For Cathedral School, this has and will continue to include—both in our educational approach and in our insti- tutional practices—the affirmative obligation to confront and dismantle systems of racism and oppression. We all—students, staff, alumni, and parents—share this obligation. Never has this work been more important. Amid these uncertainties, however, stands the consistency of Cathedral School’s Mission. While its expectations remain inviable, we need to reconsider their application in a changed and changing world. What does “an excellent education for boys” look like if students are learning at home? How do we perpetuate our commitment to “attracting a diverse student body” within a city as racially and socio-economically stratified as San Francisco? How does the death of George Floyd (and so many others) change the way we “develop social responsibility” in our students?
34 Zip Codes Represented 17 Preschools 12 Different Religions
268 STUDENTS
44% OF STUDENTS
98% OF 2020 GRADUATES
Self-identified as students of color
got into their first choice High School
3% STUDENT-BODY ATTRITION OVER THE PAST 5 YEARS
95% OF FAMILIES
24% OF STUDENTS
contributed to the Cathedral School fund
Adjustable Tuition
27 SPORTS TEAMS (Grades 5-8)
Headmaster Jones delivers diplomas to the boys from the Class of 2020 upon their graduation.
95.7% OF STUDENTS
participate in sports
It may be easy to grow increasingly sullen and frustrated in the face of such unprecedented and unpredictable times. There is great comfort, however, in knowing that institutions like ours— readily embracing a broader public purpose—exist. Although our approach may change, our commitment to developing communities “bonded by open-heartedness, hope, compassion, and concern” remains essential to our approach. Very truly yours,
7 DIFFERENT SPORTS
60 STUDENTS PLAY IN SCHOOL BAND
20 CHOIR BOYS
10 YEARS AVERAGE TENURE FOR TEACHERS
TEACHERS THAT ATTEND PROFESSIONAL DEVELOPMENT: 100%
100% OF STUDENTS Grades K-8
participate in Service Learning and the 1:1 iPad progrm
Burns Jones Headmaster
TEACHERS WITH ADVANCED DEGREES:
80%
FALL 2020 • RED & GOLD | 1
RED & GOLD THE COMMUNITY MAGAZINE of CATHEDRAL SCHOOL FOR BOYS
Editor’s Note: THE CATHEDRAL SPIRIT DEAR COMMUNITY, The Red&Gold you now hold in your hands almost never was. In April learning and they speak to the creative ingenuity of our faculty and staff, Trustees, parents, and of course, our boys. What weaves all of these stories together is something I call the “Cathedral Spirit.”
IN THIS ISSUE 1 Message from the Headmaster 3 Editor’s Note 4 Portrait of a Pet 6 The Cathedral Spirit 10 Fufilling the Strategic Vision 13 Learning from a Distance with Grace 21 How to: Take a Virtual Vacation from your Dining Room 25 Tales of a Fifth-Grade Mom 27 Finding the Right High School Starts with Finding Self 31 Master Teacher Award 32 Pearls of Wisdom 34 Rising Voices with Jordan Gomes ’08 38 Moving In, Up, and On 40 Escape the Screen and the Scene
2020, Headmaster Jones and I put the magazine’s production on hold due to the uncertainty of what the rest of the school year would bring us. In June, we decided to bring the magazine back for the 2019-20 year, and thus, I had to reconsider which school stories should be told. Each magazine I have creative directed since 2015 has fashioned itself as a year-in-review and included sections on our school events, our alumni, our graduation, our Annual Report, and our international field trips*. However, the pandemic disrupted our typical review. The collection of stories before you, such as “Tales of a Fifth- Grade Mom,” “Escaping the Screen and Scene,” and “Learning from a Distance with Grace,” were written in the last few months of the school year and the early months of the summer. They are a snapshot of how we managed our shift to distance
A spirit that remains steadfast. It flows through our School (and through this magazine) and proves that a community “bonded by open-heartedness, hope, compassion, and concern” can surmount any trial. This will be my last Red&Gold as the acting Editor-in-Chief. It was my great pleasure to get to know your boys over the last five years. I have thoroughly enjoyed developing the stories about the wonderful daily life of our Cathedral School for Boys. Cheers,
Katie Rice Jones *This year’s Annual Report will contain some of the magazine sections that were excluded from this publication of the Red&Gold.
XX Caption XX
On the Cover... The Cathedral Spirit:
OUR MISSION
RED&GOLD TEAM
EDITOR-IN-CHIEF Katie Rice Jones COPY EDITORS Megan Brown Harrison Wilkes DESIGN Jenna Del Vigna PHOTOGRAPHY Michele Bell
Little Brother Charlie Olshan ’28 and Big Brother Caden Crosby ’24 share a book and a hug. (Cover Photo: Katie Rice Jones)
To provide an excellent education for boys at the elementary level. To attract a diverse student body of strong academic potential.
To provide a school committed to intellectual inquiry and rigor, centered in the Episcopal tradition, respectful of and welcoming to people of all religious traditions and beliefs. To develop social responsibility through exemplary programs of outreach and service. To create a community bonded by open-heartedness, hope, compassion, and concern.
4th-grade boys posted love notes around the School during Valentine’s Day 2020.
Elizabeth Jones Katie Rice Jones
Cathedral School for Boys, a department of Grace Cathedral, is accredited by the California Association of Independent Schools, and is a member of the National Association of Independent Schools and the National Association of Episcopal Schools. As an institution with 501(c)(3) non-profit status, it relies on the generosity of individual and community support and an active Parents Association to fund its annual operating and capital needs. If you’d like to make a gift to the School or would like more information on how you can make a difference in the lives of the School and our boys, please contact Yvonne Blaxter at Blaxter@cathedralschool.net. All gifts to the School are fully tax-deductible as allowed by law. CATHEDRAL SCHOOL FOR BOYS 1275 Sacramento Street, San Francisco, CA 94108 (415) 771-6600 www.cathedralschool.net
Boys line up to check out a good book with Ms. Decker.
Newly-minted Big Brother and Little Brother head to lunch hand-in-hand.
Ms. Rieger with her second-grade boys
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SPECIAL ASSIGNMENT: PORTRAIT OF A PET PAT O’CONNOR, Upper School Art Teacher
Ms. O’Connor assigned an art project to the 6th-grade boys that combined the love of masterworks and the love of their pets.
I AM SO GRATEFUL TO THE MANY COMMUNITY MEMBERS who sent articles on online museum exhibits to visit virtually during shelter-in-place. This got me—thinking about master artworks that could be viewed from the couch. I believe, as most surely do, that it is important to continuously expose student artists to the broad arena of masterful artworks from the past and present. This exposure enables students to engage in critical analysis of how artists organize the elements and principles of art to express important messages visually. The theme of “pets” and the thread of “humor” running through this assignment certainly made the viewing of art relevant to our middle school-aged students, as these themes are truly close to their hearts. This sixth -grade assignment allowed the boys to exit their enclosed COVID-19 spaces into the world of the imagination, and to take their pets or stuffies along with them. By copying these artworks and having fun doing so, the students experienced, through their own hands, how artists organize space, line, color, texture, and shape to create visual messages. These days, the boys are asked to re-imagine much of their lives from school to sports to socialization. However, transfor- mation itself is not all bad. For instance, something culturally familiar, like Johannes Vermeer’s painting of “The Girl with the Pearl Earring,” can be lovingly re-imagined to “Pug with the Pearl Earring.” In this re-imagining, the original piece develops more meaning to the student artist and his transfor- mation—a new, more powerful meaning. My students have much to learn through the study of the masters, and this assignment offered a delightful venue for this type of exploration.
Rembrandt's Self-Portrait with Velvet Beret by Matty Parkes '22
Back Cover: Room in San Francisco by Michael Tom ’22 Inspiration—Edward Hopper’s Room in Brooklyn
The Pug with the Pearl Earring by Michael Kelley ’22 Inspiration—Johannes Vermeer’s The Girl with the Pearl Earring
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Ms. Roggero show off her spirit during virtual Beach Spirit Day.
Allister Adair waves during his Graduation Celebration
THE CATHEDRAL SPIRIT BY KATE JUERGENS, Director of Lower School On a Thursday afternoon in early March 2020, the halls at Cathedral were vibrating with a new kind of energy. As educators, we are very familiar with boy-energy—the noise, the movement, the excitement. It’s what inspires us and keeps us grounded. This particular afternoon, however, the energy felt different. We had just made the unprecedented decision to close our campus due to the serious nature of the COVID-19 virus. In classrooms, teachers were organizing and packing up student supplies, the boys were nervously talking about learning from home, and administrators were finalizing the technology needs. Though we had been talking about this potential for weeks and teachers had been working overtime to be prepared for distance learning, the uncertainty of it all felt heavy.
Coach Thomas presents the Soccer Juggling Challenge as part of virtual Field Day
Beach Spirit Day
AS THE LAST STUDENT LEFT CAMPUS THAT AFTERNOON, we reflected on the educational preparation we had done. We were ready to make the first leap into distance learning and like any challenge we face, our teachers were committed to maintaining the quality of teaching and learning, even virtually. To some degree, we felt ready. But, I’ll never forget overhearing someone say, as we turned off the lights and left campus, “What do we do about Chapel?” With the shelter-in-place order, phrases like “distance learning,” “remote school,” and “emergency teaching” were flooding our email inboxes and thoughts. But one word was noticeably lacking in the new vocabulary this situation had created: COMMUNITY. The question, then, became not only how do
we provide an excellent education at a distance, but how can we maintain our Cathedral community when we can’t be together? Now, more than ever, we needed to maintain and strengthen our connections and support each other with compassion. And so, just as we began to prioritize all things teaching and learning, so too did we prioritize the Cathedral Community at a distance. In moments of uncertainty, consistent communication is essential. Headmaster Jones, therefore, quickly created Town Hall meetings where information was shared and questions were asked. Held every Tuesday morning, Cathedral families logged on and listened to Mr. Jones’ articulate updates on-going developments. It was also an opportunity for our community to ask questions, share
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concerns, and simply be heard. Despite the drastic changes imposed upon the world of education, the work of our School continued and Town Hall gave us an outlet to communicate how things were going. During many Town Halls, we had as many as 215 viewers tuning in. Various members of our staff presented developments specific to their work, including Jim Schmidt from the Development Office, Kristen Vilhauer with an update about high school placement, and Melisa Seward Block who highlighted our financial health. There were meetings where we had many decisions to share, and other meetings where there were more questions than answers. Town Hall meetings were less about knowing it all, and more about maintaining our community by building trust through transparency and reassurance. Laughter is said to be the best medicine and what better way to smile than engage in hilarious trivia, mind-boggling magic, and a day at the beach. Early on in our shelter-in-place, we created Sunday Family Trivia Game, where families and faculty sought the glory of winning the top spot by answering fun
trivia questions. Trivia Game was also a great way to highlight our graduating eighth-grade students. Each week, several eighth graders were cleverly incorporated into the questions. To celebrate and thank the whole community for their support throughout the year, the Development Office organized a night of illusion— Magic: the (Virtual) Gathering —with San Francisco magician, Kevin Blake. With a record Cathedral Zoom atten- dance of almost 200 families, we laughed, gawked, and cheered as Kevin read the mind of Headmaster Jones, and magically identified the correct numbers of a Lotto ticket that had been sealed in a box all night. It was a great evening to share together and remember that magic can do wonders for the mind, heart, and soul. We also had a lot of fun with Virtual Beach Spirit Day. Teachers and students alike dressed for Zoom calls as if it was a day at the beach. Perhaps the biggest loss with distance learning was not being able to share music or messages together in Chapel . So much of who we are resounds in the singing and silence that Chapel provides. Therefore, it was imperative that we find a creative way to keep the spirit of Chapel alive. Within a week of shelter- in-place, we were able to present three weekly Chapels: Lower School Chapel, All-School Chapel, and Hymn Sing. As the only asynchronous Chapel, the pre-recorded Lower School Chapels allowed families to enjoy the videos together. John Walker, our Lower School Performing Arts teacher, and I worked together to create Chapels where the messages were tangible, meaningful, and joyful. We explored creating beauty, creativity, what to do when you’re feeling blue, and racism and social justice in the shadow of George Floyd’s death. On Wednesday mornings, the whole school gathered not only to pray together and share messages of hope and resilience, but also to hear the Eighth-Grade Chapel Talks. This growing tradition gives eighth graders the opportunity to share their thoughts, opinions, and experiences as they relate to Chapel themes. Finally, Cathedral simply isn’t Cathedral without Hymn Sing . So every Friday morning, we gathered one more time as a distance community and sang (albeit on mute). Though we couldn’t hear everyone lend his or her voices, we shared the music just the same. And as one scrolled through the Zoom boxes of different families gathered together, and boys waving ‘hi’, the power of Hymn Sing was palpable. All of a sudden, it was the end of May and summer was in sight. What end of the year tradition do you think students love the most? The Student Council Fair is always fun, but that’s not it. Graduation is beautiful and touching, but still, that’s not it. Can you guess it? That’s right, Field Day. Images of the sack race, the relays, and of course, the penultimate tug-of-war may be flooding your mind. And in spite of all of the creative ways we were able to maintain our Cathedral community at a distance, you might conclude that trying to replicate
Headmaster Jones at Town Hall Zoom
Mr. Harlow at Town Hall Zoom
“THE QUESTION BECAME NOT ONLY HOW DO WE PROVIDE AN EXCELLENT EDUCATION AT A DISTANCE, BUT HOW CAN WE MAINTAIN OUR CATHEDRAL COMMUNITY WHEN WE CAN’T BE TOGETHER?”
Virtual Lower School Chapel
Mr. Walker performing for the boys during Lower School Chapel
Field Day was out of the question. “Never!” our Athletics Department proclaimed. And so began yet another incredible effort to not only maintain our traditions at a distance, but to make them even more fun, inclusive, and spirit-driven. Over the course of three weeks, our athletics staff created and posted Field Day videos featuring activities that can be done at home. Everything from balling up a pair of socks and “shooting baskets” to the ever-popular Cookie Monster game, challenging students (and adults) to move a cookie from your forehead to your mouth without hands! Red and Gold teams posted videos using Flipgrid and cheered each other on through virtual sidelines. It was a festive and engaging way to end three months of being apart, and only confirmed that the Hawks remain competitive, supportive, and ready for anything.
Schools around the world are looking out on a new frontier of education. The change is rapid and it is expansive. At Cathedral, we embrace change, as difficult as it can sometimes be, because we know that with change comes growth. And yet, while the tides of social, economic, racial, and educational change impacted our every decision, so too did the unwavering value of Cathedral community and character-building. Despite the obstacles in our path, we remained as committed to the students’ academic well-being as we did to their whole family’s emotional health. By prioritizing connection, we maintained our community. By creating spaces for prayers and tears, we strengthened our bonds. And by laughing together, we reassured each other that at the end of the day, the Cathedral Community never quits, no matter the distance, virtual or otherwise.
Creating magic with Kevin Blake and Cathedral
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FULFILLING THE STRATEGIC VISION
Fulfilling the Strategic Vision, a comprehensive $20M fundraising campaign, was quietly launched during the School’s 60th Anniversary to secure the philanthropic support needed to realize these aspirations by (1) growing the School’s endowment and (2) developing the additional campus space needed to support modern instructional practices. ENDOWMENT GROWTH: $5M Commitment to Support our Teachers Endowment growth since the early 2000’s has helped Cathedral School for Boys maintain its position as a nationally- regarded independent school and ensure its legacy for generations to come. By supporting salary growth, benefits, and professional development costs, a healthy endowment is critical to the School’s ability to attract and retain talented teachers in a competitive marketplace. The Board of Trustees felt strongly that the Campaign should achieve a $5M commitment to the endowment, restricted to support teacher salaries and professional development, before proceeding with major campus development plans. In 2017, to celebrate the School’s 60th anniversary and honor its founding headmaster, a group of alumni led by Bill Bennington
’79 and Greg Lee ’78 raised the first $1M in gifts and pledges to establish The Canon David R. Forbes Master Teaching Chair—an endowed fund to recognize and support outstanding teachers at the School. (See p. 31 to read more about the first recipient of this award.) Building on the success of The Forbes Fund, the Campaign Committee secured an additional $4M in gifts and pledges to the endowment for teacher salary support, fulfilling the Board’s requirements to begin fundraising for campus construction. REMOVING BARRIERS TO ACCESS: The Community Scholars Program In addition to raising endowment funds for teacher support, the Campaign sought to make a Cathedral School education more accessible to all qualified students, regardless of socioeconomic background. With an extraordinary leadership gift from the Witter and Gillette families, the School has established a $1.5M endowed fund to support the Community Scholars Program, a comprehensive merit scholarship for high-achieving students from under-represented communities entering the fifth or sixth grade.
Entry-level remodel that opens up for an extraordinary view of Grace Cathedral.
An ambitious campaign to grow our endowment and expand our campus to inspire excellence in teaching and learning. In 2016, the Board of Trustees of Cathedral School for Boys launched an ambitious strategic planning process that centered on one essential question: How do we provide the finest educational experience for boys anywhere? A dedicated committee engaged in a course of study that involved interviews, parent forums, school visits, surveys, and a great deal of research and debate. The resulting five-year Strategic Plan, approved by the Board in 2017, includes three overarching goals: PROGRAM
Maintain our leadership in boys’ education so that we prepare boys for success in high school and in an increasingly complicated world. PEOPLE Foster a community that attracts and supports talented educators and remains accessible to all qualified students regardless of background. PLACE Improve the use of learning space, both on campus and off, to support new educational approaches and better meet the needs of boys and teachers.
STRATEGIC PLAN 2017–2022 CATHEDRAL SCHOOL FOR BOYS
Roof-top remodel
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CAMPUS EXPANSION & ENHANCEMENTS The second and current phase of the Campaign seeks to raise $13.5M for campus renovations and expansion, specifically: • State-of-the-art science suite in the Upper School (completed) • Extensive renovations to all classrooms to facilitate modern instructional practices • Construction of a new addition on the terrace—a footprint created for this purpose during the last major campus renovation in 2010 During the summer of 2019, with the help of talented a rchitect and Board member Matt Peek ’85, we completed the Upper School science suite. The centerpiece of our campus expansion and enhancement plan remains. This summer, we had planned to begin construction on a two-story addition to the terrace—the space between the School and Grace Cathedral, while at the same time undertaking a complete renovation of the classrooms in the main school building. By creating additional open-plan space and innovative classroom configurations, these changes to our campus will better support the more modern, experiential, and
collaborative approach to learning to which we aspire. Flexible space for small group work will allow teachers to take advantage of smaller class sizes and instructional approaches proven to produce better academic outcomes. We have been quietly raising the funds needed to complete this extensive work and, thanks to the remarkable dedication and generosity of our community, have secured nearly $11M in commitments toward our $13.5M campaign goal. As a result of the COVID-19 pandemic, the Board voted to postpone construction until the summer of 2021. This additional year will give us time to consider any modifications to current renovation plans that might better position the School for modern education. The successful completion of this Campaign will not only transform our campus, but will also affirm the qualities that distinguish Cathedral School for Boys. This Campaign is as much about the people and programming as it is about the place. It provides both the physical space and the financial support to inspire the best possible teaching, learning, and collaboration within an increasingly diverse community that better reflects our city and our world.
Finn Hocking '22 completes his puzzle of the Roof . (The puzzle was gifted to families to help the boys visualize how the School’s building will change.)
Teamwork makes dreamwork: Brothers Ryder ‘22 & Hudson Anderson ‘27 complete their puzzle.
Dylan Langner ‘20 in Distance Learning mode
LEARNING FROM A DISTANCE WITH GRACE BY TARA BOLAND, Director of Admission
In March of 2020, Cathedral School for Boys was launched into unprecedented territory when the School shifted from a traditional school on campus to Distance Learning mode at home.
On Thursday, March 12, we began a seemingly regular school day, with students excited about a planned three-day weekend beginning Friday. They left school on Thursday with their backpacks stuffed with textbooks, supplies, and iPads and with the news that for the next two weeks school would be taught at home. On Monday, March 16, school resumed from home. Over the next couple of pages are the memories of teachers, parents, and boys and what their experiences were
like—capturing a most unexpected and unusual spring. As I write in June 2020, looking back at the past 100 days, I do so with an admittedly limited perspective. I experienced Cathedral’s distance learning as Director of Admission and a parent of a Lower School and an Upper School student. This is a snapshot of what a few members of the Cathedral School for Boys community experienced in the spring of 2020.
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Announcing the School closure on March 12, Headmaster Jones declared that school would be closed for two weeks and acknowledged that we might be out for longer. No one knew exactly how long it would be. He concluded: “I suspect that, especially if the closure is a prolonged one, our professional and personal lives will soon grow more complicated. However, I encourage us all to continue to operate with patience, with trust, and with empathy. In typical Cathedral School fashion, let’s try to make the best of these circumstances and teach our sons through our example.” While it was doubtless a challenging time for everyone, the Cathedral community rose to the occasion. Our academic leaders, Director of Lower School, Kate Juergens, and
were made. Cathedral teachers learned on-the-fly and continued to do what they do so well: connecting with their students and parents, creating meaningful assignments, and continuing their own professional development to best meet student needs during this uncertain time. As families’ employment, finances, and routines were turned upside down, Cathedral became a beacon for families—a place where students and parents gathered virtually two to five times a week. Lower School Chapels, created by Mrs. Juergens and Lower School Performing Arts Teacher, John Walker, were shared with the entire community and everyone was invited to join a synchronous Wednesday All-School Chapel and Friday Hymn Sing. Town Halls were broadcast every Tuesday morning hosted by Headmaster Jones.
have access to technology for distance learning. The cost and logistics were too great a hurdle. Children lost out on their school breakfasts and lunches. Families’ experiences varied enormously based on the circumstances with which their family entered shelter-in-place, how their family was impacted, and by what schools and communities could offer to support their families. Inequities were never greater. The Cathedral community turned to one another. I believe that sense of belonging and connection, along with a thoughtful and well-executed plan for distance learning fostered patience, trust, and empathy among Cathedral families. It enabled families to persevere knowing that they weren’t in this alone. The time and growth demanded of teachers, staff, parents, and students were enormous and grueling, but everyone shifted and adapted with admirable grace. The experience varied student to student, based on the type of learner, the age of the student, and whether an adult was available to support the learning. Christine Chen, a first-grade parent, states that the most challenging part was “trying to replicate the Cathedral kindergarten classroom experience; it was simply impossible.” That challenge held for teachers and parents alike. The Lower School teachers—especially kinder- garten through second-grade teachers—had the monumental challenge of making Zoom calls work for children who were generally not ready for them. For the youngest students, calls and assignments required an adult to be involved to manage. There were often younger siblings around who had very little to keep them busy. Ms. Chen says that she was most grateful for “the structure of having a schedule so we could better organize our day. The kindergarten teachers (Emy Gelb and Liz Johnson) and Mr. Walker’s willingness to allow little sis Audrey to participate during classes made such a difference.” Grateful first-grade parent Lindsay Olshan echoed those sentiments when she wrote to Ms. Gelb and Ms. Johnson, “The unexpected gem of this whole thing was how you both wrapped your virtual arms around (our younger son) Luke and included him in your lessons. It was so heartwarming to see (both of our sons, Charlie and Luke) huddled up together and hear you calling on him. That has left an indelible mark.” Librarian Alli Decker says that when she read stories aloud to her students, “the boys would be in bed, snuggling with their pets, or cozy on their couch. Often younger siblings joined us.” In the Lower School, school became a family affair. The family affair extended to parents who had the time and ability to often get more involved in school work than they had in the past. Third-grade parent Max Glynn writes, “I had to work closely with my son for distance learning. We definitely had many heated moments of mutual frustration, but overall the experience was positive. I cherished the time we had
Director of Upper School, Chad Harlow, working with Instructional Technology Teacher, Jimmy Santosa, and IT Manager, Hayley Richards, researched options for distance learning. They rolled out a thoughtful and intentional plan. For the first two weeks all teaching and learning was asynchronous (assignments were posted online via written instruction or recorded video, students worked independently, and submitted work back to
Director of Development, Jim Schmidt, and Assistant to the Headmaster, Harrison Wilkes, began hosting weekly trivia games to brighten up our Sundays and give everyone a chance to connect. The Cathedral community was extremely lucky to be located in a city and state that transitioned to sheltering in place very quickly and had a very low infection rate. To my knowledge, no immediate
“IN TYPICAL CATHEDRAL SCHOOL FASHION, LET’S TRY TO MAKE THE BEST OF THESE CIRCUMSTANCES AND TEACH OUR SONS THROUGH OUR EXAMPLE.” – HEADMASTER JONES
Trevor Lam ‘23 in Distance Learning mode
working together, and it renewed our relationship. The teachers also consistently had my back if we ran into challenges.” Parents and teachers—especially of the younger students— created new working relationships as they collaborated. Many parents spoke of their new found respect for the teachers and the work they do. Sandra Salcedo, parent of a recent eighth-grade graduate, wrote, “I was always grateful for the teachers and coaches. I have always admired the job teachers and coaches do at the School, but I was so grateful for their job more than ever.” Parents employed outside the home struggled to balance their own work with that of their children, especially younger children who needed a lot of attention. Essential workers didn’t have the luxury of managing what was happening at home. They confronted tough choices about their health and that of their family, holding on to their jobs, and managing child care and their children’s needs during a time of great uncertainty. For those parents for whom work shifted into the home, the usual tug of war between conflicting demands was exacerbated. Parents balanced their own Zoom calls with those of their children, managed schedules that didn’t always align, and tended to the multitude of emotions children experi- enced over the course of the day. Parents became assistant teachers, daytime cooks, technology support, and after-school childcare providers, along with all of their other responsibilities. Children were often left to problem solve on their own, or abandon that which they couldn’t figure out. Work poured into the nighttime hours after the children went to bed. Some of our own Cathedral faculty members were balancing the same challenges: teaching their students, while finding piecemeal solutions for their own children in the absence of childcare. Parents balancing outside work and managing young children were taxed by the circumstances.
family members of our community were diagnosed with COVID-19, but extended family and friends were impacted and suffering was all around us. Economic disparities, often cutting across racial lines within our country, were exacerbated as jobs were lost and essential workers were not given the luxury to opt out of interacting with the general public. People living within close quarters and with less access to healthcare were disproportionately impacted by COVID-19. The shuttered shop fronts, tents on sidewalks, and empty streets were reminders of how dire the situation was. In the midst of profound need, Cathedral benefited from being such a well-resourced institution. Students in 2nd–8th grades already had assigned iPads. We were able to provide one to any kindergartner who needed one. The School could count on each student having access to Wi-Fi because we provide it to families that don’t have it. There was no delay in resuming classes, and classes continued as full-days. Food from our lunch provider Acre Gourmet was sent home to families who needed it. Aaron Mullen, Director of Inclusion & Student Life, spent time checking in on families. But this was not a universal experience for families within our city or our country. In many places, classes could not continue for students who did not
teachers). Two weeks into distance learning parent-teacher conferences were conducted. In the third week, teachers began to transition to a combination of asynchronous and s ynchronous learning (synchronous learning entails “live” lessons via Zoom or other tools). Six weeks into distance learning, a survey was sent out to families to find out how the programming was working, and programmatic adjustments
Creative Ingenuity: Kent Rosenfeld ‘21 uses his 3-D printer to create mask straps.
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“THE CATHEDRAL COMMUNITY TURNED TO ONE ANOTHER. I BELIEVE THAT SENSE OF BELONGING AND CONNECTION, ALONG WITH A THOUGHTFUL AND WELL-EXECUTED PLAN FOR DISTANCE LEARNING FOSTERED PATIENCE, TRUST, AND EMPATHY AMONG CATHEDRAL FAMILIES.”
feedback for students. I never thought I would record myself teaching lessons and I had never heard of Zoom. Within the span of a week I was doing daily Zoom classes and daily videos of me teaching concepts to the kids. Shout-out to Mr. Santosa and Ms. Richards for helping us during that transition and fielding the many questions I would ask about Zoom or other apps!” The learning curve was steep for everyone. The hardest part for children and adults alike was not seeing one another day in and day out. Ms. Rieger lamented, “One of my favorite parts of teaching is the energy and connection created in our classroom community.” For a school built around relational teaching, everyone struggled to not be able to be face-to-face. Ms. Murray reflects, “Replicating the personal connection between teachers and students was perhaps the most challenging (and heartbreaking) aspect of distance learning. Synchronous sessions using Zoom were awkward for most boys, especially younger boys.” Mr. Walker concurred: “The most challenging part was not being able to read body language and get instant non-verbal feedback from students.” While they articulated it differ- ently, students also struggled with the limitations of video calls. Ms. Murray concludes, “I found that creating asynchronous videos (using Zoom as a recording tool, as well as the Zoom touch-up feature) to teach mini-lessons helped add a little personality and some of that connection. The boys could watch the video more than once if needed.” Teachers made imperfect tools work and figured out how to make connections under less than ideal circumstances. Necessity drove new projects for students and inspired new ways for the boys to draw upon and express their creativity. Ms. Rieger said that a favorite project of hers was “our second- grade writing projects! Our Poetry Study was really fun and was a great lens into how the students were doing with a lot of room for creativity. It culminated in a ‘Poetry Slam’ where the second graders were able to share one poem they wrote and a poem by a famous poet they admired. These were incredible to share with the whole class, and the boys loved it! We also did a research project on different animals and used Nat Geo Kids as a resource. The students picked an animal and became an expert through books, websites, and articles. They gathered data and wrote incredible books that they were really proud to share with each other!” Students became more proficient with technology themselves and gained independence, allowing them to dive deeper into subjects and create work that they were very proud of. Some of those students even became tech support for their parents. Jimmy Santosa, Instructional Technology Teacher, created a project that drew upon his love for and deep background in music. Mr. Santosa reflects, “A project that allowed me to connect with students was the Maker’s Orchestra. Lower
P.E. @home
School boys were invited to build musical instruments from materials found at home. Students and specialist teachers met weekly over Zoom to talk, laugh and share their instruments. Teachers also made instruments, and everyone recorded a video to accompany the song This Little Light of Mine . It was an enjoyable time for students and teachers to be together.” Sean Breen, Upper School Performing Arts, saw tremendous results when the students submitted work to him that they were able to work on in their own time. Mr. Breen says that he grew as a teacher as “I realized that my creativity can be expressed in so many ways, from creating animations to creative solutions to tech issues.” Mr. Walker says that he is grateful for “technology and the unlooked for opportunities and solutions it presented, which I will continue to implement once the pandemic ends.” The best assignments were those that allowed his students to compose and create. He loved “receiving dozens of videos of students performing, singing, and dancing uninhibitedly.” He was stretched in new ways and says that he “learned to be more and more confident in my musical skills, and other skills that ostensibly didn’t seem to apply to my job, but that became essential to what I do, and how I connect with the community.” He concludes that the experience was “significant, essential, and lasting. I am grateful to distance learning for helping me to grow in ways unlooked for.” Many of these lessons will endure. The growth was happening simultaneously for students and their families. Shipley Salewski, Trustee and parent of a third grader, Gray, says she was most grateful for “the extraordinary compassion and humanity of the teachers, who brought their whole selves to their ‘classroom’ every day, and made my son feel connected to and grateful for his school experience.” Every single one of his teachers touched Gray from afar. Ms. Salewski reflects, “I have certainly never felt more connected to—or grateful for—CSB than I do now. I know the teachers better, see the genius of their instruction more clearly, and treasure the values even more. It’s hard to say you feel grateful for a time that has been such a hardship for so many, but I do feel it. My relationship with my son and this school will be shaped by this experience for the remainder of his time at the School.” Ms. Salewski says that she remained connected to the school
by “attending Chapels, Hymn Sings, and also through volunteer roles. Working side by side with others who care about the same school and values always makes me feel connected.” Ms. Salewski agrees that the technology piece was hard, “having to manage the iPad, the Zoom calls, the screen time, the unmonitored access to YouTube.” But “Gray loved his (second-grade project) ‘All About’ book, which he wrote about grizzly bears. It was the first time I’ve seen him independently researching, and the first time I had seen him go past what was assigned in a writing assignment. He was exhilarated!” Upper School students generally managed their distance learning independently—but it varied from student to student, depending on their circumstances. The schedule shifted as the Upper School faculty found the best balance between academics, the arts, and physical education. Consideration was given to ensure that they boys weren’t on screens all day, but also recognizing that was the only way to have immediate feedback. Teachers and administrators quickly recognized the importance of providing boys with the tools to help them organize themselves, and schedules for maintaining a sense of normalcy. Eighth-grade parent Stephanie Lehman recounts, “Pivoting to distance learning was certainly an adjustment for all of us. The first order of business was finding a location in the house
First-Grade Co-Lead Teacher Tracy Murray reflects that while the shift to distance learning presented many new challenges, some of the positives were that she was forced to prioritize the skills that are most important for her students to learn. Some boys thrived with self-paced assignments for which the boys could choose how long an assignment would be and how to work on the assignment. Ms. Murray, like most teachers, learned beside her students. “We were forced out of necessity to embrace technology in a way that we never had before. While Seesaw was a tool that I had very little basic knowledge of prior to distance learning, it has now become a technology platform that I feel quite adept in using and plan to continue to use even after we get back on campus.” Kelli Rieger, Second-Grade Co-Lead Teacher concurs, “(Prior to distance learning) we used iPads a couple of times a week in the classroom so we were proficient with a couple of apps like Seesaw, Flipgrid, and Book Creator. The transition to solely rely on iPads for teaching was challenging for everyone (students, teachers, and parents) and also an area of substantial growth. We are now experts on at least five apps that allowed us to continue learning and give immediate
Photo Caption here. Dominic Sohn ‘26 listens Mrs. Juergens during Lower School Chapel
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where Peter was going to be able to focus, have privacy, study, and interact on his Zoom calls. Once he claimed his space, the process as it was rolled out became very routine and logistically very accessible. So from a day-to-day schedule standpoint, distance learning ultimately became fairly predictable.” Recent eighth-grade graduate Dylan Mong recounts, “I was most grateful for the structure that the synchronous schedule provided. The built-in breaks were very helpful for me because they gave me a set time to take a break from school work. The schedule also gave me an end time that I could look forward to after a full day of school and homework.” As new demands were placed on students, Mr. Harlow and the Upper School faculty looked for places where students could
touchpoints that our School provided to stay connected and informed. The weekly Town Hall meetings were EXCELLENT— every week the topics were relevant and the CSB administration was completely transparent with their thinking and plans on how to navigate distance learning. We logged into every Town Hall. The daily emails from Mr. Harlow were also very helpful and kept us looped in without having to ask Holden (our son) a million questions.” Relationships and community continued to be a paramount piece of the Cathedral education experience—for students and parents alike. Ms. Cane recounts, “The most challenging part of distance learning for our son and family was missing out on all the camaraderie that in-person school allows. Sports, playdates
just how critical the in-person teacher/student, and peer/ peer connection is to learning specifically and to the school experience generally. The teachers missed being with the boys and the boys missed being with the teachers and with each other. In typical CSB fashion, the teachers did everything in their power to address this social-emotional component.” While a Zoom class may be a poor substitute for one-on-one time with a teacher, logging onto the Zoom calls and feeling those teachers’ love and support meant so much to students and their parents. Ms. Lehman continues, “Mr. Breen, Peter’s advisor, was able to maintain the close-knit environment amongst his advisory boys, and took extra steps to ensure that advisory was ‘even more fun’ than usual. Mr. Breen was clearly concerned about the effects of prolonged social distancing, quarantining, and distance learning on the psyches of his advisees and he made sure to check in with the boys and their emotional states daily. It was also very clear that all of Peter’s teachers did the same, both with their classes and with their own advisory groups.” Dylan Mong ’20 says, “I stayed connected to the School
As commitments outside the home such as athletics, music lessons, rehearsals, birthday parties, and other social commit- ments all disappeared, families rediscovered family meals, board games, puzzles, family movie nights, and long walks in the city. Whether inspired by Mr. Corrigan or not, students learned how to better contribute at home through chores. Pets were adopted, families discovered the limits of their Wi-Fi, and everyone’s hair grew long. Ms. Lee says, “The impact upon my family was that we’ve spent many hours together. The good news is that we all still love each other! It was interesting to learn how much food we all eat when every meal is at home.” Stephanie Lehman sagely reflects: “Obviously distance learning is not ideal for a myriad reasons, and it is a way of approaching the school year that requires a lot of give and take, as well as trial and error, particularly with respect to logistics and practical matters. It is a relief to know that thanks to the professional and caring teachers and faculty, it can also remain a healthy space for our boys’ emotional health and growth.” I heard it over and
with friends, small interac- tions with teachers, Chapel, etc. That said, Cathedral did a GREAT job of facilitating this as well as they could virtually. Teachers were available for office hours, weekly trivia, virtual chapel, virtual Field Day.” Each event that Cathedral was able to replicate or create for families helped foster that sense of connection and normalcy. Every parent I spoke to raved about the role that Chapel played for their family. Many said they regularly cried at Chapel. Parent Ms. Glynn said “Lower School Chapel buoyed the spirits of my family more than a few times. Being able to send the videos of the Chapels to family members allowed isolated grandparents to connect
have greater flexibility and autonomy. P.E. became an optional class. Director of Athletics, Alex Iljas explains, “When we started distance learning, we made the decision to shift our Upper School P.E. curriculum to a model that made it suggested rather than required. This was to account for differ- ences in household and family structures; we wanted to emphasize our academic core curriculum and still give an offering for students who needed the structure to continue their athletic and physical growth.” With choice came the opportunity for some students to really thrive. “I was beyond impressed by the 20 or so students who
“NECESSITY DROVE NEW PROJECTS FOR STUDENTS AND INSPIRED NEW WAYS FOR THE BOYS TO DRAW
over, the Cathedral faculty and staff made such a difference during this trying time. Cathedral School for Boys was very fortunate over the spring of 2020 to be located in a region and a city that were relatively untouched by what was likely the first wave of COVID-19, and we don’t take that good fortune lightly. It was hard. Don’t get me wrong. Ask any parent with young children who require attention and activity, or parents
community by playing the weekly Sunday trivia and being a part of group texts for each class. I also stayed connected with friends by playing a video game called Fortnite.” Dylan’s mom, Trustee and parent Sandra Lee, echoes Dylan’s sentiments. She writes, “I was most grateful for the CSB community. No other independent school had a fun weekly event to keep the
UPON AND EXPRESS THEIR CREATIVITY.”
community connected like the family trivia contest. Special kudos to Mr. Schmidt and Mr. Wilkes for coming up with great questions for ten weeks!” Ms. Cane adds, “Cathedral trivia was another weekly highlight! The comedic team of Mr. Schmidt and Mr. Wilkes was great. (My son) Holden and I would always be laughing hysterically at the commentary and at the fact that we were terrible at trivia.” Ms. Lee shared an assignment that should become a regular component of every class at every grade level: The Corrigan Quarantine Challenge! Ms. Lee writes, “A special thank you to Chris Corrigan for coming up with such a great idea. Mr. Corrigan gave his advisory group a challenge to complete eight tasks within three weeks. Some of the tasks were: cook dinner for your family and clean up afterward, clean a bathroom in your home such that it passes a parent’s inspection, do laundry (wash, dry, fold) for yourself and at least one other family member. My son, Dylan, had never cooked an entire family dinner or done laundry before so it was great for him to learn how to do some new chores.”
of middle school or high school students frustrated by their sudden lack of freedom. Ask parents trying to balance work while overseeing school pushed beyond their limits. Ask parents who served as Essential Workers, pulling them away from their home when their families needed them most, and forced them to make the choice between their family’s health and economic necessity. Ask families separated from extended families, some of whom were sick. Ask the suddenly unemployed, and the owners of businesses that had been built over years and decades that were forced to close. People were sick, and dying in huge numbers. Economic, social, and racial disparities were exacerbated. Everyone was stressed by the barrage of news. It’s no accident that the Black Lives Matter movement gained new momentum as our country saw yet another scourge of our Black citizens killed by the hands of law enforcement, and as a country we began a new reckoning with our racist history. The spring of 2020 brought tough times for our families, our country, and our world.
Crockett Picache ‘26 uses his iPad to connect with his class.
made a commitment day in and day out to attending P.E. classes at 8 a.m. and 3 p.m., before and after core classes; some of these students even committed to doing two-a- days for the entirety of the shelter-in-place! These students demonstrated an impressive commitment and passion for self-improvement. It has been one of the most inspiring and motivating experiences that I have had with students.” Parents felt informed and understood how and why decisions were being made thanks to weekly Town Halls, daily emails from Mr. Harlow, regular emails from Mrs. Juergens, the continuity of the weekly Bulletin, and a weekly “Cathedral Community Update” email from Headmaster Jones. Sixth- grade parent Halle Cane says, “I was most grateful for all the
with the school community and in doing so spread the much needed expressions of hope and love.” Everyone in her family would watch Lower School Chapels: Ms. Glynn’s son J.W., her preschool-age daughters, and her mother. In the Admissions department, we shared the Lower School Chapels with our incoming kindergarten families and I found myself sharing them with my sisters to watch with their children. Middle school students are by nature social beasts and the challenge of how to address their social needs were top of mind for Mr. Harlow and the Upper School teachers. Parent Ms. Lehman says, “What was less predictable was how much Peter missed being in class interacting in person with his teachers and his classmates. It was interesting to experience
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