Feb 062015
 

Photo by quintanomedia is licensed under CC BY 2.0

Monday evening our family did what we try to do every year on February 2 – celebrate one of our favorite holidays by watching one of our all-time favorite movies, “Groundhog Day”. For those who do not remember it, the movie tells the story of Phil Connors (played by Bill Murray), a weather forecaster who finds himself stuck reliving Groundhog Day over and over and over.

At the beginning of the movie, Phil is a self-centered and cynical weatherman forced to cover the annual Groundhog Day celebration in Punxsutawney, Pennsylvania. The one day visit turns into an endless loop in which he finds himself waking up each morning to the same song and stuck in a perpetual cycle of reliving Groundhog Day. Initially, he tries to use the situation to his advantage, taking knowledge of what is going to happen each day to do things like steal money from the back of a bank truck or convince people to do things for him. The emptiness of these efforts eventually leads him to try to end it all, only to find himself incapable of even doing that. No matter what he does, he finds himself waking up, the clock at 6 am, “I’ve got you babe,” playing on the radio.

Eventually, Phil shifts his focus in two ways. First, he decides to focus on improving himself, taking piano lessons and learning how to create ice sculptures, for example. Second, he starts to focus on helping others. We see Phil timing his walk down a sidewalk just in time to ensure he catches a boy falling out of a tree, kneeling in the street with a jack and tire iron to change the flat tire of a group of older woman, performing the Heimlich on a man who is choking on a piece of steak. Phil learns about every person in the town, spending the time to find out what each person needs and striving to spend his entire day making each person’s life better. In the end, his producer falls in love with Phil because he is a truly good person and Phil, after what seems like thousands of days, finally wakes up on February 3, freed from his endless Groundhog Day loop.

Watching this past week, I was struck once again that Phil’s resolution happens when he develops a growth mindset and, at least to my mind, embraces Hillbrook’s core values – be kind, be curious, take risks, be your best. Phil shifts from a cynical and selfish individual, to a generous and kindhearted person focused on reaching beyond himself to make a difference in the world. Only when he truly becomes selfless, when he realizes his ability to be his best, does he fall in love and find himself released from his one-day prison.

This Monday morning at Flag I wished everyone Happy Groundhog Day and noted that Punxsutawney Phil saw his shadow, meaning that we are in for six more weeks of winter. While I suspect that very few of us are overly concerned about an extended winter – indeed, if anything, we are all hopeful that a longer winter might bring more rain! – I know myself that keeping tabs on the most famous groundhog in America each year is actually just an excuse for re-watching a classic movie and for reminding myself of the importance of striving each day to be the best person I can be.

To the groundhog.

Jan 092015
 

Over the course of the past few months, I have been asking faculty and staff members to review our new “Who We Are” video and to share with me examples from their experiences that exemplify these values – we are curious, we work together, we talk…and we listen, we solve problems, we make things better.

Their stories have inspired me and remind me of the extraordinary educational experience that happens each day for our students. During this past week, these stories have also helped to ground me as I have spent time with Board members and many other members of our community preparing for next week’s Town Council meeting where our appeal of the October Planning Commission decision will be heard. After nearly four years, we are nearing the end of this complex and challenging process.

As I was talking with one of the teachers earlier this week, it occurred to me that our school’s approach to the CUP application provides another exemplar of “who we are.” Throughout this long and sometimes frustrating process, our community has remained resolute, focused on finding a solution that enables the school to better meet our mission while ensuring that we are good neighbors and members of the broader Los Gatos community.

We have retained a growth mindset throughout, hosting numerous meetings with neighborhood groups and showing our willingness to both talk and listen as we have sought creative and meaningful ways to address the concerns of our neighbors. Looking at our proposal today, we have responded directly to the suggestions of our neighbors, including:

  • proposing an all-day count that ensures that traffic will remain at the 2011 baseline level (880 average) in perpetuity. This 2011 baseline represents a 40 percent decrease from traffic levels in the early 2000s.
  • proactively and in good-faith adopting an aggressive Traffic Demand Management program that includes a range of shuttle options and shows the neighborhood and the Town of Los Gatos that we are serious about meeting the proposed all-day count.
  • hiring a staff member to serve as a Transportation Coordinator and placing a traffic support person in the neighborhood each day to ensure we are able to manage traffic proactively and ensure the safety of our students and of the broader Los Gatos community.
  • proactively implementing an all-day counting system that is hosted by a third-party provider and ensures that the Hillbrook community, the Town and the neighborhood will all have a clear and transparent mechanism to monitor the school’s compliance with the new conditions.

I am incredibly proud of how our community has worked together to improve traffic in our neighborhood. It is a testament to the community’s focus on solving problems and making things better and a model for other schools in Los Gatos and beyond.

Next Tuesday, we need our community to come together to share our story and to stand up for Hillbrook. We need to show the Town Council members that we are united in support of our application and that we are serious about our commitment to being good neighbors. We also need to explain to the Town Council that the Planning Commission’s decision to create an 880 cap, instead of an 880 average, significantly impairs our ability to operate as a school. As Board Chair Chuck Hammers and I shared in our letter in early December, a small number of neighbors are no longer focused on finding a fair and reasonable compromise, they are intent on creating conditions that will cripple our school. We cannot allow a small group of people to use misinformation and hysteria to damage our school, a thriving part of the Los Gatos community for the past 79 years.

Who are we?

We are a school that is committed to providing an extraordinary educational experience that inspires students to achieve their dreams and reach beyond themselves to make a difference in the world.

We are a school that has asked for a modest increase in enrollment that will allow us to strengthen our program and ensure we can continue to thrive for generations to come.

We are a school that, true to our values, has listened with an open mind to our neighbors and has proactively adopted and implemented a Transportation Demand Management program that will ensure that the school will be able to increase enrollment without increasing traffic.

In the end, we are a school. A school that has served children from Los Gatos and the surrounding area for 79 years, and that will continue to serve children for generations to come. Each day that I walk around campus and see children and teachers at work and at play, I am reminded what an engaging, vibrant, and joyful place it is.

Dec 122014
 

Tuesday morning, I reached into my box and pulled out an envelope. Inside, a card greeted me with the following message:

“My Dear Hillbrook Friends, Here is my contribution for our school. Wishing you a very Merry Christmas and a joyous and prosperous New Year. With all my love, Richerd Cancila.”

Enclosed was a $25 check. As I read the card, I was struck by the following phrase “our school.” Nearly 70 years after graduating, Richerd – The Children’s Country School’s (Hillbrook’s original name) first student and a graduate of the Class of 1946 – remains deeply connected to the school, retaining the same strong sense of ownership that he has always felt for this place and this community. Each month Richerd sends a card with a $25 check.

Last week at the opening session for the People of Color Conference (POCC), NAIS President John Chubb talked about a school, Cathedral School on the Upper East Side in New York City, where he said it was clear that every child mattered. He described a school that was by the standard indicators of independent schools intentionally diverse, with nearly 40 percent of students identifying as students of color and 37 percent of its students receiving tuition assistance. He noted the school’s commitment to producing “citizens of the world,” and highlighted their identity curriculum. As he later wrote in his blog for NAIS:

“Starting in kindergarten, teachers help students, very deliberately, appreciate the similarities and differences among them, and the simple dignity of every child. As students mature, they come to appreciate every difference, including family structure, sexual orientation, and socioeconomic status. As I visited classrooms, one teacher shared with me a recent conversation with a group of second-graders in which they volunteered differences. One student said, “Money.” The teacher asked for more: “You know, apartments, cars, toys; not everybody has the same things.”

At Hillbrook, we are also intentionally diverse, with 34 percent of our students identifying as people of color and nearly 20 percent of our students receiving tuition assistance. Our commitment to diversity harkens back to our earliest days when the majority of our students, like Richerd, were wards of the state, students who, without Hillbrook, would not have had the opportunities that would help them succeed in school and beyond. Like Cathedral, we have, since our beginnings, been committed to creating an environment where every child matters and where all families feel a full sense of ownership.

A key part of nurturing that strong sense of community is continually reflecting upon ways in which we are or are not meeting the challenge to ensure that all children feel like they matter. In order to do that, we need to create a culture in which children are allowed to be their own people and where difference is recognized, understood, appreciated and valued. Understanding and appreciating differences starts in the many ways in which we strive to know each child and each family, but it goes beyond that, as we look to educate children about differences and to teach them about ways in which inequity and injustice still persist today in our country and around the world. In addition, we strive to teach our students about the opportunities, and the challenges, that different people have faced both historically and today due to differences. During POCC, I heard several extraordinary speakers who told their stories about how difference impacted their lives. Maysoon Zayid, an Arab-American comedian with cerebral palsy, joked that she has 99 problems and palsy is just one of them. “I’m Palestinian, I’m disabled, I’m female and I live in New Jersey.” She also noted how she had persisted in spite of these challenges and how her father had always told her, “If I can can, you can can.” As she said, “The doctor said I wouldn’t walk, but I’m here in front of you. If we had more positive images [of handicapped people], it might foster less hate on the internet … If I can can, you can can.”

The conference opened the morning after the recent grand jury decision in the Eric Garner case in New York and in the wake of the nationwide conversation about Ferguson. Participants at the conference talked formally and informally about the historical and contemporary roots of contentious police relationships with communities of color, and about the continuing need for our communities and our society to challenge our students to think about racism and prejudice today. Inspired by the experience and realizing the importance of engaging our students in these critical conversations, Middle School history resident Jules Findlay, who was part of the nine-person Hillbrook delegation that attended the conference, and 7/8 history teacher Jenn Gingery helped guide their students through a two-day conversation about Ferguson and the related issues earlier this week. As Jules noted in a conversation with some members of our faculty earlier this week, she knew that we as a school have an obligation to create spaces for these types of difficult dialogues, particularly with our oldest students. Other teachers who attended the conference echoed similar sentiments about the need to find age-appropriate ways to have conversations about diversity and inclusivity.

The Inclusivity Task Force, which is made up of Board members, parents, and members of the faculty and staff, is actively working to revise the school’s Statement of Inclusivity and to create a 3-5 year strategic road map to help us nurture an increasingly inclusive community. As a school, we continue to engage this conversation in multiple ways because we know that the work of inclusivity, diversity and community building is never done. I hope that, like Richerd, all members of our community feel like they are coming home when they step foot on campus, that every student and every family feels part of our school.

Mark Silver
Head of School
Nov 212014
 

I remember a trip to my grandfather’s house when I was 13. I was the youngest of six grandchildren and the only grandson. It was the first time I had visited him on my own, and I remember a sense of both excitement and a bit of trepidation. What could I possibly do with my grandfather for three days?

The first morning, I woke up and sleepily walked into the dining room. My grandfather looked up from his cup of coffee and bowl of porridge and nodded at me. He was a man of few words. I gathered my own breakfast, and I sat down at the table and started to eat. After a minute or so, he cleared his throat and started talking about the next few days. He described some of the different activities he thought we could do. For a kid who lived in a major metropolitan area and who was used to racing from one activity to another, I remember thinking it was going to be a long few days.

The next few days proceeded at a different pace than my usual life. We spent time sailing, my grandfather allowing me to guide the tiller and teaching me how to raise and lower the sails. We drove into the “big town,” a community of just under 10,000 people. We hit some golf balls, my grandfather patiently teaching me to swing for the first time. And, we spent a great deal of time just sitting together in the living room or on the porch, reading a book or just staring off into the distance. Much to my surprise, the three days passed quickly.

Looking back at it, I now realize that he was as anxious and uncertain as I was. What could he possibly do with a 13 year old boy for three days? I have no doubt that he had spent considerable time talking to my mother before my arrival, trying to figure out how to keep a 13 year old entertained. In the end, we quickly adapted to each other and developed an appreciation for each other’s company. I was a teenager, only beginning to see that there was a world beyond myself, while he was a retiree who had played a distant, formal father role in the 1940s and 1950s when my own mother was growing up. Spending time with a teenager was a new experience for him.

Today, our campus was filled with grandparents and special friends who made the effort to spend time with our students. They had an opportunity to learn a bit about the program our students experience each day, and also were treated to a short concert. Some of the grandparents and special friends have been attending for years, while others were here for the first time.

Each year as I walk among the grandparents and special friends, I’m taken back to my own childhood and the time I spent with my grandfather. I suspect that for both the older and younger generations, there were moments today where they were not quite sure what to do with each other. I also imagine that very few children took the time to thank their grandparents or special friends for attending today. As a parent sandwiched between my own children and my parents, however, I recognize the extraordinary power of these relationships across the generations. I am so grateful that my own parents and my in-laws have consistently made the effort to be involved in my children’s lives.

I suspect I never adequately thanked my grandfather for the time he spent with me, although I also trust that he knew that I appreciated the time, even if I didn’t know how to say it. To my parents, my in-laws, and the many other grandparents and special friends who are making the effort to engage with the children of today, thank you.

And, as I watch Jackson whistling away as he moves around the house, I’m struck by how our forbears remain with us long after they have gone. While my grandfather died nearly 30 years ago, his spirit clearly lives on.

Happy Thanksgiving.

Mark Silver

Head of School

Oct 242014
 

“Good morning,” I said enthusiastically, opening the door for one of our JK students yesterday morning. “Looking forward to a great day at school?” A big smile came across his face. “Of course,” he exclaimed, “It’s Buddies Day.”

Buddies Day. Once a month, across the campus, everything else stops for 45 minutes as we bring our students together for one of our most beloved and long-standing traditions. The program knits our community together, building relationships across the grade levels. Our younger students learn that they have older friends around campus who are there to support them and who know them by name, while our older students are reminded of the importance of being a role model and are given permission to play and have fun. Yes, even as 8th graders, our students are given opportunities to be children. It is one of the joys of an elementary school, the ability to bring different ages together and celebrate the spirit of community.

Yesterday’s Buddies Day was a particularly memorable one, as each group of students – JK/K-4th/5th; 1st-6th; 2nd-8th; 3rd-7th – created paper kindness quilts. Inspired by the children’s story The Kindness Quilt, by Nancy Elizabeth Wallace, students listened to a videotaped reading of the story by librarian Kelly Scholten and then had an opportunity to design their own square for the paper quilt. Students were asked to think of an act of kindness they had seen at school, and then create an illustration to show others what had happened. Squares were attached to a paper quilt and the quilts were then hung in the office for everyone to see.

A quick perusal of the squares, reveals wonderful examples of kindness in action at Hillbrook.

“I saw someone carrying something for a person whose hands were full.”
“I saw someone playing what others wanted to play.”
“I saw someone playing with new people”
“Somebody was kind to me when they let me sit next to them on the bus when it was full.”
“Someone helped me with confusing math terms.”
“My friend gave me a hug because I was sad.”
“I volunteered to sing with a friend when she was scared to perform.”
“I saw someone open the door for the whole class.”
“My sister was kind to me when she let me use the swing.”
“After someone dropped all of their colored pencils, another person helped the person pick them up.”
“I saw a person helping someone else go up to the office when they were hurt.”

What strikes me about all of these examples is that they are simple actions that require little to no preparation. What do they require? A recognition of the world around you, an ability to empathize with other people, and a willingness to take a risk and reach beyond yourself to offer a hand to someone in need.

Yesterday I wrote entry #60 in my kindness journal. As I shared on the first day of school, I am keeping this journal this year in an effort to pay more attention to the acts of kindness that take place every day around me. I have found that this daily ritual has heightened my awareness of the generosity of others and has also increased my sense of gratitude and wonder both personally and professionally. Reviewing entries, I am struck by the extraordinary number of people who have reached beyond themselves to make a difference in someone’s life. It inspires me, often humbles me and challenges me to be more aware of how my own actions – whether big or small – can make a difference.

We are building community at Hillbrook, one square at a time. What would you place on your square?

Mark Silver

Head of School

Take a peek at this sweet video which captures the spirit of the project, compiled by School Lbrarian and Instructional Technology Coach, Kelly Scholten.

Oct 032014
 

I did a double-take a few weeks ago, as I walked by a few parents and children lingering in the front office in the middle of the afternoon, all cleaned-up and snazzily dressed in well-coordinated outfits. Why do they look so good? Had I forgotten about an event? A quick glance down toward the Village of Friendly Relations, however, and I was reminded why they were there. There, in the sweltering September heat, was photographer and parent Jessie Salas, enthusiastically and effortlessly guiding families through photo shoots as part of our annual Family Photo Project.

Given the heat on this particular day, families had wisely decided to use the office as a staging area, ensuring that everyone, including the youngest children, appeared fresh and enthusiastic in the photographs, not sweaty and cranky. Jessie and her team of parent volunteers – Tina Briceno, Kaylyn Lehmann and Vanetta Wiseman – were not quite so fortunate to escape the heat over the course of the afternoon, but it did not seem to phase them in the least. They happily welcomed, coordinated and photographed families, ensuring that everyone who participated left with a smile on their face.

The Family Photo Project was introduced to the school a few years ago, part of an HSPC effort to build community. While most people were initially drawn to the event for personal reasons, knowing they would end up with a high quality photo of their family, many people quickly recognized that the highlight of the event was actually the hanging of the photos in the Multi-purpose room. This year, Jessie provided a sneak peek with the following video that includes photos from the different shoots.

A tour of the photos provides a glimpse into the personalities of different families, as well as the extraordinary diversity of our community. Some families are color coordinated, while others adopt a more laissez-faire approach to outfits. Some children smile widely, while others are a bit more demur. Playful, pensive, slightly formal, or delightfully devious – the photos offer an enticing window into the personalities that make up our community. We even have an opportunity to meet some of the pets.

Watching the video – and thinking back on the many photos from previous years – I find myself reconnecting with why I think Hillbrook is such an extraordinary community. The photos offer reminders to me of what makes each person and family unique, a celebration of the individuality that enriches our community. At the same time, as I view the photos in their totality, I am struck by the extraordinary collective strength we possess as a group.

The past few weeks have been an intense moment for the school, with back-to-back Planning Commission meetings that have seen hundreds of Hillbrook parents, students, teachers, and staff come out to support our school. While the proceedings have been long and at times challenging, I have been inspired by the articulate, passionate, and respectful way in which our community has shared our application and our hopes for the future.

Last night, as I found myself starting to gear up for another round next week, I pulled up the Family Photo video and watched it again. The video recenters me and reminds me of why we are doing what we are doing. It’s about families and it’s about children. My family and I feel so privileged to be a part of this extraordinary community.