Moments of: The Blog

List of 8 news stories.

• A Moment of: The Great Outdoors

  3/1/2024
  A company we are working with recently asked to schedule a time to visit and take photographs “when our campus is at its best.” For us, it is hard to choose that time, because each season on our campus has its beauty and charms. Even during these weeks of continued gray skies — and even more rain — the hills are lush and green, daffodils have started to spring, and many of us drive to school past fields of mustard flowers blooming. We are surrounded by a naturally beautiful landscape, and we are so fortunate that our founders chose this stunning landscape on which to build our school. Spending time in nature has also long been an integral part of our program. We firmly believe in the power of outdoor education to deepen our students’ connection to the natural world, to promote physical and mental wellbeing, to inspire curiosity and creativity, and to help our students learn about their own place in the ecosystem. 

  
  

  Over the past two days, during our annual Sophomore Retreat, our 10th graders had the opportunity to engage in outdoor activities, spend time with friends and classmates, and begin the process of coming together as a class as they prepare to take on the responsibility of being upperclassmen. Yesterday, our sophomores took off for Walker Creek Ranch in West Marin. Despite the drizzly weather, they were able to spend time hiking the hills and taking in the peaceful atmosphere of the surrounding trails. Most of our retreats and Passport Programs include an outdoor education component because being outdoors together, in the fresh air and away from devices, allows our students to focus, more meaningfully connect, and see one another in new and more empathetic ways. 

  
  

  On campus, we are embracing the natural world and thinking about the future of an SA experience in exciting new ways. Embarking on the construction of the Performing Arts Center project allowed us to reimagine our campus garden and horticulture programs. As we considered different options on our current campus footprint, we dreamed about extending our campus to include more space dedicated to bringing our students out of the classroom and into the natural environment. We were incredibly fortunate to have a neighbor approach us this summer about purchasing five acres of adjacent land to the northwest corner of our campus (see picture), and we were recently able to finalize our purchase of that property. 

  
  

  This property holds a great deal of promise and possibility: robust and vibrant gardens, a barn space that we plan to renovate and use for retreats and reflective space, a pond and creek that runs through the middle of the property, vineyards, and most importantly, assurance that our campus will continue to be surrounded by natural beauty and green space in that corner of campus. 

  
  

  Our Board’s Building and Grounds Committee has also been engaged in the process of reimagining our Campus Master Plan. To that end, we have engaged the landscape architecture firm Surfacedesign to help us maximize and enhance the numerous outdoor areas, or canvases of our campus. They are well known for designing some of the Bay Area’s most iconic spaces, including the Bay Area Discovery Museum, Golden Gate Bridge Plaza, Mission Bay Bayfront Park, among many others. The ultimate goal of our engagement with Surfacedesign is to conceptualize new ways for us to make the most of our outdoor spaces — creating new areas for students to hang out between classes, study, and meet with classmates and teachers in the natural beauty of Sonoma Academy — while encouraging us to see the outdoors as one of our most important classrooms.

  
  

  We firmly believe that when students and community members have the chance to learn, adventure, play, and engage with one another in natural spaces, they are able to develop a deeper connection with one another and a deeper appreciation for the land and their sense of responsibility to the natural world. We all use different skills, we develop different knowledge about ourselves, and we are each inspired to create, to investigate, and to take action in new ways simply by being outdoors. This is at the heart of our philosophy around outdoor education, and we look forward to providing more opportunities for our community to get outside together. 

  
  

  While it may be a bit wet for us to do so this weekend — although I know our hardened outdoor enthusiasts strongly disagree! — I hope we will all take moments this spring to more deeply connect with the outdoors throughout the region and, especially, on our campus. 

• A Moment of: The Teenage Brain

  2/2/2024
  by Tucker Foehl, Head of School
  
  There are a number of interesting and important studies that have advanced a central thesis — that the teenage years encompass vitally important stages of brain development and is a moment when human beings are most wired to learn—at the core of our educational philosophy at Sonoma Academy. 

  
  

  In one of my favorite books on this subject, The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults, renowned neurologist Dr. Frances E. Jensen offers a revolutionary look at the brains of teenagers, dispelling myths and offering practical advice for teens, parents and teachers. As Jensen notes, this is a moment of infinite possibility but also one that needs to be channeled and structured in a way that takes full advantage of the brain’s enormous capacity at this moment: “Adolescence is a stage of development in which teens have superb cognitive abilities and high rates of learning and memory because they are still riding on the heightened synaptic plasticity of childhood. These abilities give them a distinct advantage over adults, but because they are so primed to learn, they are also exceedingly vulnerable to learning the wrong things.”

  
  

  Our school is designed to create an educational environment that aligns with the developmental necessities of adolescence, while also capitalizing on this incredibly dynamic, formative, and powerful time of life. Underlying this philosophy is a simple but profound belief. We fiercely believe in teenagers. What that means is that we hold a fundamental respect and love for the uniquely transformative time of life we call “teenhood.” 

  
  

  Recently, as an aspect of our schedule redesign process, we have delved deeply into the most current research regarding how teenagers learn.

  
  

  It is this underlying belief that inspires the audacious (re)design of our daily and annual schedule, one that fully maximizes the dynamic and transformative nature of our curriculum and one that advances and enriches our overall program. While we are in the final stages of that exciting project, I would like to share some of the influential research around teen brain development and how our core values align with it to best design a school environment that sparks teenagers' infinite potential.

  
  

  Teens Are “Wired to Learn”

  The teen brain is experiencing a period of explosive development, with an increase in abilities such as abstract thinking and considering many  and divergent points of view. Current research suggests that adolescents even have a greater capability than adults and children to solve problems in new and creative ways. Heightened information processing abilities and social sensitivity during adolescence also make this a time of increased ability to navigate our complex social world. 

  
  

  Adolescent brains are also more capable of change than adult brains and, unlike children, adolescents have a greater capacity to shape their own brain’s development. What teenagers choose to do, the environments they find or place themselves in, and the peer group they engage with all can have a tremendous impact on their development. By engaging in certain patterns of behavior, teens are making certain types of brain activity stronger. This makes leaps in intellectual and emotional development possible during adolescence. 

  
  

  A school schedule that supports deep and immersive learning experiences — and gives access to courses and learning opportunities in and outside of the classroom — creates rich environments that capitalize on the teenage brain’s innate abilities to learn.

  
  

  The Impulse to Adventure

  When channeled appropriately, the profound teenage impulse to experiment, explore, and seek challenge and adventure helps teens mature socially and intellectually while developing the resilience they need to succeed in and outside of the classroom.

   

  Our programs are designed to include opportunities for students to take intellectual, academic, and emotional risks that will help them become more self-aware, identify their passions and interests, and become more competent and confident young adults. Giving teenagers the opportunity to take on new challenges in a supportive, safe environment feeds that drive to take risks and develops their confidence. When channeled constructively, this drive toward adventure helps teens discover new interests and develops their strong sense of self. Our redesigned schedule infuses this core element of our philosophy, and it deepens and broadly extends its impact throughout all aspects of our program.

  
  

  Finding Their People

  Human beings learn best within the safety and support of authentic relationships. Adolescents, in particular, are at a stage of development when concern for how they are perceived by others is at its peak and the desire to belong is at its strongest. While this aspect of social sensitivity is often talked about as a negative aspect of adolescent behavior, it is actually an empowering one within a healthy social environment.

  
  

  Having a group of engaged and supportive peers — especially those who uplift, celebrate, and encourage one another in discovering and celebrating their authentic selves — is a powerful experience for anyone, especially teenagers for whom the peer group is of paramount importance in developing a strong sense of self. These close relationships provide the supportive foundation teenagers need to feel comfortable exploring, discovering, and expressing themselves in ways that go beyond what they imagine is possible. 

  
  

  Activism & Self-Advocacy

  One final example of social sensitivity that increases during adolescence is concern with larger social structures and world events. This, coupled with the increased desire to develop agency and autonomy in the world, creates an awesome opportunity for teenagers to develop their capacities to be leaders and advocates for the things that matter most to them. Whether that is taking responsibility for getting help with a difficult assignment or advocating for social justice and climate action, teenagers need opportunities to exercise this agency as it relates to the complex world that surrounds them. 

  
  

  When teenagers learn about something they are passionate about — and they can experience the application of their learning in the world outside the classroom — there is a moment of affirmation that makes them excited and eager to dig deeper.

  
  

  One of the most exciting areas of opportunity we are exploring in our new schedule design is the ability to give our students even greater access to pathways of study and engagement that are individual and meaningful to them based on their unique passions, interests, and desires to be challenged.

  
  

  This is a challenging education that goes far beyond “college prep” — one that captures the enormous power and unique potential of the teenage brain, setting our students on their individual pathways toward personal fulfillment and success. Our new schedule will take these ideas even further and it will create a framework that expands and enriches the transformative potential of an SA education. 

• A Moment of: Looking Ahead

  1/19/2024
  by Tucker Foehl, Head of School
  I’m not sure when it exactly hit me. It could have been the moment we descended into Quito after a long day and night of travel from the Bay Area, or it could have been upon arrival to our home base in Ecuador, the 200-acre Palugo Farms. It definitely struck me as we embarked on a two-day expedition through the Andes, as we hiked from roughy 10,000 feet to 13,000 feet and then back down the same distance; and it fueled me as we descended into the rural indigenous village of San Clemente, home to an amazing community that has preserved their indigenous way of living while also welcoming visitors to participate in homestays and their active village life. It could have been in one of the multiple, daily circles we held as a group where we reflected on, and processed, the life-changing experience we were having together. Most likely it was all of these moments and so much more — one of the most meaningful experiences I have had as an educator. 

  
  

  What deeply impacted me throughout our Passport Program experience in Ecuador — in which Maitane, Maggie, and I, as well as our intrepid group of student adventurers, immersed ourselves in the language, culture, and sustainable living practices of our new Ecuadorian community — was how profoundly we experienced the core values of our school in a different country, a different language, and in such a different mode of living. As we review the mission and core values of our school, I am regularly reminded of the strength and meaning of our core values — they are everywhere throughout our campus, they are what drew so many of us to this school, and they are what excite and inspire us as we think about our next great decade and how we might more fully integrate these values into every aspect of our learning experience, our community, and everyday school life. 

  
  

  I could spend all afternoon sharing stories from our recent trip to Ecuador — if you are interested, please stop by and let’s talk! As I think about the immense value of experience, I also keep reflecting this week at SA about our schedule and how we spend our time, how we organize that time is fundamental to living and demonstrating our values; and the goal of our calendar and daily schedule should support our student’s personal growth and maximize their potential. 

  
  

  As I wrote earlier this school year, we embarked this fall on a full schedule review as we reimagined the process that would result in a new way of organizing our day and our time next school year. This was a clear directive from student and parent feedback as well as a directive from our Strategic Plan. In fact, we encourage you to take another look at the Strategic Plan to see how we have articulated the values we hold dear as central to an SA education. 

  
  

  The first initiative of our plan states: We go beyond college prep and our goal is to “Advance our overall program to ensure academic excellence and develop pathways of learning that allow our students to go beyond the traditional college preparatory model.”

  
  

  To advance this, we launched a Schedule Review Committee to undertake and oversee this deeply important work. That committee is led by our Assistant Head of School, Rommel Loria, and composed of students and staffulty. They have worked closely with our Teaching and Learning Committee (this is an ongoing group that meets regularly and focuses on all elements of teaching and learning at SA). Additionally, they launched a thorough review process with the help of consultant Shannan Schuster from the Independent School Management (ISM) group. ISM works with independent schools all over the country on a variety of strategic, operational, and implementation projects, with an area of focus in reimagining school schedules. ISM spent the fall semester getting to know our school, our priorities and goals, our curriculum and program, our students and staffulty, and interviewed many constituents about what they hoped to gain from a new schedule and a reimagining of our day-to-day schedule and school calendar. 

  
  

  Prior to Thanksgiving, on our recent professional development day, Shannan presented an in-depth dive into the current research on how teenagers learn and how to design a high school schedule that best aligns with what is understood about learning, memory, and adolescent development. She also shared possible frameworks that could accomplish our goals and align with our values as we strive toward implementing a schedule that strengthens and enhances our overall program. 

   

  While we are in the final draft phase of this process, we are incredibly excited to soon share the final product of this work and detail our innovative approach to our daily and annual calendar moving forward. We are confident that this will allow us to enhance our commitment to deep and meaningful learning — to a program that supports our students in their capacity to engage in a challenging and purposeful education — while enhancing their ability to discover their strengths, to develop their passions and interests, to unleash their joy of learning, and to connect their education with making an impact in the world beyond SA. 

  
  

  We look forward to communicating with you all soon about our schedule for next school year. We will have multiple opportunities — including a parent forum in our new Performing Arts Center —for you to engage with us in this important next step forward for our school. This is going to be a big year for SA and we are so excited to partner with you in every moment of it!

• A Moment of Teaching

  10/20/2023
  As we celebrate our seniors on the boys soccer and girls volleyball teams this afternoon and evening, it is a reminder to us that we have passed the midway point of our first semester.  And, with our first quarter report cards coming out this week, we are also deeply immersed in the rhythm and flow of the academic year.
  
  

  If this is your first year receiving a report card from SA, you might be struck by the level of engagement from our teachers. While this is really a progress report for our semester, we use standard grades to help identify where students stand in the class. Most importantly, our teachers take the time to provide substantive and thoughtful comments tailored to each individual student, addressing how they show up in the classroom, areas of strength, areas of growth, potential strategies that could help with challenges, and appreciations for their contributions to their classrooms and our community. A teacher might provide insight into specific things a student could focus on in the second quarter, or lay out goals they would like to see the student working toward. These comments are a “labor of love” that take a lot of time to produce. Please take the time to read through these and think about the thoughtful and supportive conversations that you want to have with your child.
  
  

  Going beyond simple letter grades is one example of how we go beyond the standard college prep model. The time and effort that our teachers put into these comments demonstrates a deep commitment to seeing each student as an individual and to seeking ways to help each individual student recognize and grow in their capacities as an active and engaged learner. “Going beyond college prep” is one of the key initiatives of our new Strategic Plan, which you can read in full here. 
  
  

  Our community gathered this past Wednesday to hear from a staffulty panel on the ways in which our academic program “goes beyond” the basics of a college preparatory education. The panel, moderated by our Assistant Head of School Rommel Loria, included classroom teachers Ramsey Musallam, Liza Zavieh, Drew Gloger, Maitane Elorza, and our Director of College Counseling Rolando Crisostomo and Associate Director of College Counseling Katie May. Our teachers spoke at length about the joy and inspiration they find in working with teenagers, their passion for teaching and the art of an engaged pedagogy, and about the ways in which they seek to prepare students for life beyond high school. You can view a recording of the evening here.
  
  

  One teacher made a comment that I have thought of often since Wednesday — that she is not just working to give our kids a skill set, but she is helping them to cultivate a mindset that will allow them to approach real world problems with curiosity, critical thinking, and the confidence that they will be able to figure out how to take on challenges, even when they are starting something completely new. This gets at the heart of our “going beyond” philosophy. The skills and capacities that students use in the classroom are important to their academic success, both here and in college. But we don’t just want to educate well-prepared future college students; we want to foster the habits of mind and the character traits that make for well-prepared human beings and lifelong learners.
  
  

  Here are just a few examples of this in action: how to research a topic you don’t know anything about, and how to investigate your sources. How to look for context and how to make connections across disciplines, and how to form theories about how and why these connections came to be. How to navigate tricky discussions with openness, empathy, and willingness to listen, and how to demonstrate respect and understanding even when there are differences of opinion. How to be a caring and compassionate community member with awareness of how your actions affect others. 
  
  

  Our college counselors also spoke about the importance of really engaging with the present moment in high school instead of focusing too myopically on the future, and this is another part of our “going beyond” approach. We celebrate the transformative power of the teenage years and try to create a school where the teenage brain has the right conditions to reach its full potential. This is a time of awakening intellect, intense social connection, rapidly evolving identity, and profound growth. We believe that each of our students is capable of great things, both in the present and in the future, and we encourage them to take risks and engage with new ideas so that they might discover the passions and capacities that will be meaningful to them throughout their lives. 
  
  

  After many years of working with teenagers, we know that along with deep learning, this is the kind of preparation that students need to be successful later on. In order to find real fulfillment and success after high school, they must also have a sense of who they are, what matters to them, and how they matter in the world. 

• A Moment of Leadership

  10/6/2023
  At today’s Homecoming Flag Football game, there was a familiar scene down at Ziemer Field: lots of student spectators cheering on the sidelines, many of them decked out in the colors of their favorite sports teams for Jersey Day (go Celtics!). In the center of it all, a group from the Student Leadership Council (SLC) who helped to plan the whole Homecoming Week, getting the crowd hyped for the game (they even had pom poms!). 

  
  

  SLC — made up of class representatives and officers elected by their fellow students — may be one of our most visible leadership organizations, but it is only one of the pathways to leadership at our school. We recognize and celebrate the many varieties of leadership here, not just in our student community, but in our adult community as well.

  
  

  We also saw student leaders in action on Wednesday’s Visit Day, when our team of Admissions All-Stars hosted prospective students from around the Bay Area. All-Stars are an integral part of the Admissions process, providing potential applicants and their families a personal point of view on what it’s like to be a Sonoma Academy student. Many of our current students look back on their time with an All-Star or other student host on Visit Day as a key factor in their decision to attend SA. 

  
  

  While the All-Star program is a formalized leadership program, complete with application, training, and a substantive time commitment, Visit Day hosts come from everywhere within our student population and are on a volunteer basis. I’m always impressed with the volume of students who volunteer to host a student each Visit Day--we typically have double or triple the number of students who wish to host than we do visitors!

  
  

  And today at lunch, I met with my Head’s Council, a group of seniors who are deeply involved with our school and our community. We meet monthly, and this is a place for these leaders to raise issues they have experienced at school, to provide a student perspective, and to share valuable information with me. Today, students asked to discuss specific topics — identifying problems and possible solutions — while I listened and only chimed in at the end. We discussed our Exploratory and Advisory programs and I greatly appreciated their insights and desire to advance these two important areas of our student experience. 

  
  

  I also want to recognize the less visible, less formalized demonstrations of leadership we see on campus every day. A student who recently stopped by my office to share some thoughts about our school culture and the ways in which it is not being upheld and transmitted. There are the new Marketing Interns posting their first “student takeovers” on our Instagram account. I also saw students clear dishes in the GAC that weren’t theirs and they encouraged others to do the same. The student who helped a fallen opponent stand up on the flag football field is just as crucial to our leadership ecosystem as the student standing up in front of the crowd. 

  
  

  Every community needs a variety of types of leadership: the kind that is up-front and in the spotlight, the kind that is behind the scenes, and the kind that isn’t often recognized as leadership -- modeling cultural norms and values like cleaning up after oneself, respectful listening in class, kindness to younger students, and a well-timed compliment, snap, or moment of gratitude. The leadership that involves speaking your authentic truth, sharing concerns with teachers or administrators when something doesn't feel or seem right, taking a risk in class or in community, or representing an opinion that differs from the majority. Our program is designed to provide on-ramps and opportunities in our students' initial year of school, and we support the development of these qualities in all of our students throughout their four years at SA.

  
  

  To learn a bit more about our student leadership opportunities and organizations, view our website. 

• A Moment of Community

  9/22/2023
  When I pulled up to campus today, I was greeted by a sea of green shirts, beaded necklaces in SA colors, and even green tutus! The whole school community — especially our students — are so hyped for our first big social event of the year: Back the Pack and Movie Night. As a student said to me, “this is a next level feeling of school spirit,” and I couldn’t agree more with that sentiment. This afternoon we will cheer on the Varsity Boys Soccer team, and then students will spend the evening watching Ratatouille in the Jackson-Banke amphitheater under the stars. These are the moments when our students make lasting connections and the meaningful moments of their high school experience: fun with their friends, pride in being a Coyote, and the sense of belonging that we all value so deeply. 

  
  

  That feeling of togetherness is at the heart of every Wednesday, when we all gather in the gym for Community Meeting. Each Community Meeting is a celebration of individuals — through our Senior Speeches, Moments of Talent and Reflection, among others — and of our community as a whole, through Coyote Cup competitions, special presentations, and other community-wide celebrations. Each of these gatherings leave us feeling uplifted and connected as one school community.

  
  

  That same feeling was palpable for the parents who attended New Parent Orientation and Back to School Night. We want our parents and families to feel welcomed and engaged every time they come to campus, and it is so meaningful to our staffulty that you form such important partnerships with us. As I mentioned at the beginning of the school year, this is your home, too, and we appreciate you making time to spend at SA (even for events that do not involve your child). 

  
  

  Next week, we will invite everyone in our extended community — students, parents, siblings, staffulty, alumni, and friends — to join us for our annual Fall Family Picnic. It’s one of our favorite nights of the year, a time set aside to simply meet new people, enjoy connection, and there is fun for every member of the SA family. The Family Picnic is more than a chance to enjoy a beautiful fall evening and listen to some great music. It’s an opportunity for parents to meet their child’s friends and classmates, to put faces to names, and to build relationships with other families. Spending time with other SA families enriches our understanding of our student’s social world, and it’s just a lot of fun to be at SA in this festive setting.

  
  

  When we ask our students, alumni, and families about what makes Sonoma Academy special, there are certain themes that come up again and again. Of course, people mention our wonderful teachers, deep  and meaningful learning, and our engaging classes. But there is one word that nearly everyone associates with SA — community. We foster a warm, inclusive, and close-knit school culture because we know that learning occurs best within a connected community where we all feel an empowering sense of belonging. We look forward to all the fun events on our calendar in the weeks ahead, from the Family Picnic next Friday to our Homecoming Dance on October 6, knowing that each gathering will create a lasting feeling of fun, community, and connection. As for this afternoon, all I can say is, GO YOTES!

• A Moment of Strategy

  9/8/2023
  As I enjoyed a coffee this morning with a number of staffulty who gathered together — we often have a coffee cart come early to school following a big event — our conversations quickly gravitated to the energy and enthusiasm of Back to School Night. It is a special evening for us as we see parents moving around campus, excited and energized as they experience the teaching and learning that fuels the magic of SA. I know many of you were able to experience the thoughtful pedagogy, critical thinking, and spirited engagement that is so central to our courses and learning environment. And, as I mentioned at the start of the evening, I hope you had fun at school last night as well!

  
  

  I also spent some time last night outlining the core philosophies of our strategic plan. This week marks a significant milestone for us as a school as we announced our Strategic Plan: 2023-2030. This plan resulted from a broadly inclusive and deeply intentional process that reaffirmed our core values and our sense of who we are as an institution as we also charted our ambitious path forward. Final strategic plans are by necessity somewhat broad as no one knows exactly what the evolution of our school and our society will look like over the next five to ten years. But successful strategic plans provide a “North Star,” a guiding compass, that ensures we know who we are and where we are headed. As we take our next steps forward in implementing the strategic plan, I wanted to provide a more specific overview of our implementation work for this school year and which groups will help to guide specific elements of our plan. 

  
  

  We have organized a number of working groups and committees to help us focus on year-one strategic plan priorities. These groups, their specific charges, as well as their general composition, are listed here:

  
  

  Board Strategic Plan Implementation Committee Composed of board members and myself, this group provides Board oversight and guidance to the overall implementation of our strategic plan.

  
  

  Schedule Review Committee One of our top priorities is a thorough review and reevaluation of our daily, weekly, and annual school schedule to ensure support for our programmatic priorities. This Committee is composed of staffulty and students and, in coordination with a scheduling consultant, this team will support the schedule analysis project and help us facilitate the decision-making process as we determine our future schedule. 

  
  

  Mission, Vision, and Core Values Strategic Committee This committee consists of Board members, staffulty, and students, and they will help to reimagine our school’s mission, vision, and core values to ensure their alignment and presence in the daily life of our school. 

  
  

  Diversity, Equity, and Inclusion Advisory Committee Rooted in restorative practice and in alignment with our strategic priorities, this committee will generate guidance and strategies for the SA community to approach long-term change. This committee is staffulty and they work closely with our student DEI advisory group and our Board DEI committee.

  
  

  Summer Program Relaunch Committee We are committed to relaunching our summer program in Summer of 2024 and expanding on that program in each year of our strategic plan implementation. This committee will engage in strategic conversations and action items to ensure a successful restart of our summer program.

  
  

  Community and Performing Arts Center Committee This group will envision programming and strategic partnerships both within our community as well as with people and organizations beyond our campus as we plan for this amazing facility to be a central gathering place on our campus.

  
  

  Additionally, we have launched four key operational groups that oversee various aspects of our school life and program. Each of these teams include a dynamic group of faculty and staff members, and they are tasked with specific elements of strategic plan implementation. These include: Teaching and Learning (led by our Assistant Head of School); Student Experience (led by our Director of Student Experience and Belonging); Strategic Initiatives and Advancement (led by our Director of External Relations and Director of Strategy and Communications), and Operations (led by our COO).

  
  

  There is a strong sense of purpose and direction as we embark on this work together. And an important part of being successful in these endeavors is an authentic and meaningful partnership with our entire community. There will be meaningful opportunities to engage with us and we welcome your input and feedback as we take our first steps forward in this process. We also hope you will join us for our parent engagement evenings, and the focus of our first event on October 18 is “Going Beyond College Prep.” I will also send quarterly updates on our strategic plan implementation, as well as the exciting developments that are part of normal school life and rhythm.

  
  

  It was so nice to see so many of you last night and I look forward to spending more time together throughout the school year. And, if you have thoughts to share or a deeper interest in our strategic plan, I am always up for a cup of coffee!

• A Moment of Community

  8/25/2023
  Even those who are new to our community have likely noticed that, while we are a relatively young school, we love our school traditions. The first weeks of school are filled with annual traditions, from the chalked names of our new students on the steps leading up to campus to the sparkly “little-kid” backpacks many of our seniors choose for their last year of high school. 

  
  

  One of our time-honored traditions is our Moments of Reflection, where any student or staffulty member can share their thoughts on any topic at a Community Meeting. Over the years we have had Moments of Reflection on everything from current political issues and important historical events to the cultural significance of the Kardashians. There have been spin-offs, too, like Moments of Talent where students can present a performance or a skill, or even a Moment of Champ (where our Coyote mascot makes an appearance to throw some swag into a raucous crowd!).

  
  

  As we head into the new school year, I was reflecting (pun intended) on these “moments of” and how they powerfully demonstrate an important aspect of our school culture. Whether they are serious and thought provoking or totally goofy and unexpected, they provide our community with a space to share something with our entire school and they bring us together. In that spirit, we are re-conceiving this column in the Courier as a “Moment of.” I will often share my own thoughts and reflections, but this will also offer a space for others to provide their own insights and their unique experiences and perspectives with our school community. 

  
  

  As with many who watched or attended, I have been reflecting on our Convocation ceremony, which is our first community gathering of the school year. This ceremony, which ushers forth the first day of classes, is a testament to the power of our community and the traditions we share, not just with the people sitting with us on that particular day in the amphitheater, but with previous generations of SA students, parents, staffulty, and trustees. Each Convocation features a few reminders of those shared connections. The Class of 2023 passed “The Spade” to the Class of 2024, a reminder to dig deep and persevere through challenges in their senior year. A group of students performed our beloved school song, which is always part of our more ceremonial days like Convocation and Graduation. And Board Chair Chris Hanna rang our school bell 23 times, once for each year of our school’s existence, as the senior class lined up to create a human tunnel for the Class of 2027 to pass through, which symbolizes a passage into their high school experience.  

  
  

  While each individual student’s Sonoma Academy experience is unique, all of our students, past and present, are architects of our school culture and part of our community. As we gathered, I asked each of our students to consider the ways in which they actively regenerate our school culture and the ways in which they participate in our school community. I had three simple, but important, messages for them to reflect on as we embark on this exciting year together — Be Open to New, Our School is Meant to be Fun and, always remember, You Belong Here. Please visit our website if you would like to read more of what I shared in my Convocation remarks. 

  
  

  Each Convocation features both a Senior Speaker and an Alumni Speaker; this year, Esme Hudson ‘24 and Will Twomey ‘18 assumed those honors. Both speeches were different in tone and infused with the unique perspectives of these thoughtful and accomplished speakers. They each also hit similar notes and even echoed some of my own points, as they each spoke about the joy of having fun at SA, the importance of being open to new people and experiences, and the need to be willing to share your authentic self in order to create a place where everyone feels that they belong. I highly recommend viewing both speeches online (you can view the whole ceremony here). 

   

  Now that we have enjoyed such a wonderful Convocation, our first few days of classes and excitement, and our annual grade-level retreats, our school year is truly underway. As we settle into the rhythms and routines of this year I feel energized and inspired thinking about our year ahead, and I wish everyone in our community a school year filled with joy, connection, and growth.