As the Upper School has grown in both size and complexity, Mike Davis and I agreed that more personnel devoted to student support and school culture development was necessary. Thus, when Judy Zinn retired last year, we saw a new opportunity to revamp and grow the dean structure in the Upper School. As a result, this year we have four deans, each in charge of a particular class. They are Meg Hill (9th grade), Emily Perez (10th), Steven Hammer (11th) and Gabe Bernstein (12th).

 

Steven Hammer and Meg Hill are both well known to the community, as they have been teachers here for 20 years and 12 years, respectively. Steven has been a dean of students in actual title or responsibilities for the last 14 years and knows as much about the "nuts and bolts" of the Upper School as anyone. (He has also become the "parking czar," so any student driver gets to know him well!) In the classroom Steven is an exemplary math teacher, known for his success with AP Calculus. Meg Hill is a phenomenal Spanish teacher, who also teaches dance and choreographs theatre productions. She has been one of our most successful advisors during her time here.

 

Many of you got to know Gabe Bernstein last year in two roles: first as the head soccer coach for the men's team and as an assistant to Sean Stedeford for the women's team. Both teams won 3A state titles. Second, Gabe served as an academic support resource for dozens of students last year, which built upon similar roles he played at both the Tilton School (NH) and the University of Virginia. Emily Perez is new to CA but has many years of experience in schools. Last year Emily taught English at DSST, and before that she taught for many years at the Lakeside School in Seattle, as well as Woodside Priory School in San Francisco. She has done extensive work in gender studies and in support of students of diverse backgrounds. Her track record as a student advocate and a supportive colleague is stellar. Emily earned her B.A. from Stanford and then an MFA in Creative Writing at the University of Houston.

 

Much as we once had a "team leader" structure per grade level, the school will now have one faculty member devoted to each class. He or she will work with that team of advisors to help ensure a quality experience for all students in that grade, plan class meetings and other programs, and be a presence in the halls and at school events. These teacher-deans will become experts at the grade level with which they work and stay with that grade every year, even as the advisors move along through the grades with their groups.

 

Over the course of the year, the four deans will lead parent meetings (usually 3-4 per year) in which they can present information and answer questions pertinent to that grade level. In addition to those opportunities, parents should feel comfortable calling or e-mailing the appropriate grade level dean at any time, especially about  matters regarding extended absences, parking and driving, social conflicts between students, dress code, trouble in a particular class, involvement in student clubs, and social events like dances. Students and faculty have also been informed that these are the deans' main areas of responsibilities. Of course, advisors and our school counselor Liza Skipwith will continue to play important roles in students' lives as well, and parents should always feel comfortable contacting those faculty members, too. In general, Dr. Davis and I have agreed that we don't want the deans to carry out old stereotypes about deans as disciplinarians or rule enforcers (although they will necessarily spend a small portion of their time on those tasks), but rather, we see them first and foremost as being strong advocates for students, while also keeping their eyes on the big picture of the grade levels.

 

Years ago, a survey conducted by the National Association of Independent Schools (NAIS) found that one of the primary reasons students choose a school like CA is because they want a strong sense of community, a feeling that they are both contributing to and benefitting from the culture of a place. As part of that experience they value the connections they make with trusted adults. An increased role for deans, along with a new Director of Inclusivity, will certainly help us make that even more of a reality.