Ma r k e rthe

The Newsletter of Saint Mark’s School

in this issue:• What is global education?

• Our partnerships, near and far

• Funding global education

• Alumni news

While I am working hard to live each day resolutely in the present

during my 24th and final year at Saint Mark’s, some rumination is,

I suppose, inevitable. Reflection on from where we’ve come? Probably

only natural. As I look at where independent schools are generally, and

Saint Mark’s is specifically, I see profound changes from the time I began in 1987.

Where are we different? Without question, we are more diverse (in many

senses of the word), more technology-infused, more data-focused, more

research-based, and more forward-looking than we were 24 years ago.

In one area particularly our landscape is quite different.

Our sense of who and where we are in the world has

changed significantly, making us more global in out-

look. Our curriculum, our co-curricular activities, and

our partnerships all bespeak this new frame of mind:

We have developed a commitment to pass a global un-

derstanding on to students and families.

Whether it’s our first graders here and at our partner school in South Africa

making alphabet noun-and-verb books; our art students sharing their

concept of home with students at Beijing Experimental Primary School #2;

our students studying Spanish and environmental sustainability in Costa

Rica; our second graders immersing themselves in the wildlife of Australia;

or our school hosting visitors from South Africa and China, our horizons are

expanded, and our students are the beneficiaries.

I am excited by this development, one which I would only dimly have fore-

seen in 1987. We are pleased to devote this issue of the Marker to illuminating

this global outlook.

Damon KerbyHeadmaster

Future PresentLe

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What Is Global Education?It isn’t about fancy trips. This new mindset in schools is about how we relate to others and how we construct ourselves. by Jennifer Getz

In the late 1990s one of the primary questions facing independent schools across the nation was “How do we educate for the 21st century?” At Saint Mark’s we eagerly took up the challenge. While we valued and wished to preserve the strengths of our academic program, the warmth of our community, and the curious and en-gaged minds of our students, we simultaneously acknowledged our responsibility to prepare those entrusted to us for what lay ahead in an expanding world.

We embarked on the same journey as many other schools across the country, yet somewhere along the way our path became a clear and directed highway, ultimately leading to a commitment and vision that helps define us as a school where we not only teach global citizenship but where we are, in fact, global citizens.

At the heart of Saint Mark’s is the school’s mission; it pervades every aspect of school life, from the daily routine to the local and global partnerships that have become so integral to who we are. To “discover and nurture what is finest in each child” is key to educat-ing happy, healthy children; it is also key to strong and successful reciprocal relationships.

As our partnerships with eSibonisweni and Beijing expand and evolve, they provide both our students and those at our partner schools with opportunities to connect, to share, to communicate, and to collaborate. These opportunities contribute to the develop-ment of multicultural literacy, the ability to not only understand and appreciate the similarities and differences in customs, values, and beliefs of different cultures but also the willingness to look at things from another’s point of view. JoAnn McCarthy, writing in the Chronicle of Higher Education in June 2007 asserted, “These partnerships allow us to take our mission and core values and proj-ect them onto a global stage, thus making what we teach every day relevant on a much larger scale.”

Global citizenship, according to Paul Miller, Director of Global Initiatives for the National Association of Independent Schools, is not only a moral imperative but also a practical necessity. Today it is not enough to ensure that our children are provided with a college education; they also need preparation to succeed and lead on a global stage. They need to be curious about others while also learning about themselves; they need to study different cultures, traditions, and values and be able to juxtapose them with their own; they need to develop the skills to negotiate and collaborate without compromising their own beliefs. These skills and tools can ulti-mately lead to greater world understanding.

Saint Mark’s Guiding Principles for Global Education are de-signed to help us graduate students who are prepared to work, live, and lead in a multicultural and global world. As we face the second decade of the 21st century, we believe our students will go forth armed with intercultural understanding, a sense of membership in the broader global community, and a commitment to social justice and equity.

Jennifer Getz is Saint Mark’s Director of Special Programs.

• Promote respect for all people.

• Stimulate curiosity concerning the richness and diversity of humanity.

• Encourage discussion and engagement around a multitude of topics and issues.

• Educate students to recognize, appreciate, and work with diverse cultures,

traditions, histories, and religions.

• Promote global awareness and encourage partners to collaborate and explore in search of solutions to global problems.

• Stimulate discussion around issues of social justice and equity.

• Invite and encourage teachers, administrators, and staff to participate

in promoting global education with a view to ensuring that they become

role models of respect for the diversity of the global society.

• Provide professional development for faculty to promote outreach to our global partners and to enhance

our global curriculum.

• Invite and encourage parent support and involvement in initiatives that promote

multicultural and global education.

• Reach out to organizations and networks that promote global awareness and provide

guidance and support.

• Where appropriate, provide opportunities for philanthropic giving, some of which will provide opportunities for expanded

exchanges between schools.

uidingprinciplesG

FOR GLOBAL EDUCAT ION

It is a sunny afternoon in September, and the first meeting of the fall semester’s Spanish Cultural Exchange Club has begun. Pairs of students, from Saint Mark’s School and the nonprofit Canal Alliance, race in all directions trying to win a scavenger hunt. Coveted prizes go to the winners, but first the teams must follow very detailed instructions—in Spanish, of course. Teamwork is the name of the game. Canal students consult with the Alliance’s academic coordinator, Raquel Saunders, to clarify some variations in Spanish vocabulary and then rush off to help their partners win.

These heritage speakers from the Youth Education and Development Program of the Canal Alliance, a nonprofit assisting low-income and immigrant families, are uniquely qualified to help Saint Mark’s seventh graders. They hail from a variety of Hispanic cultures and have worked to acquire a second language in a new country, so they have a wealth of experience and knowledge to share. And, perhaps most important, they are middle schoolers themselves.

Two days earlier, the stu-dents from the Canal Alliance sat on the receiving end of this kind of support. Tuesdays find Saint Mark’s students carpooling to the Alliance for the homework “club.” Many of the Canal students will be the first in their families to attend college. A few will be the first to attend high school. Imagine studying a challenging subject in a language in which you are not completely fluent or have just begun to understand. With the assistance of their partners from Saint Mark’s, Canal Alliance students tackle math work-sheets, compose English papers, and study the human heart. They all learn a lot about the heart in more than one way.

Fast forward to a chilly December day, when the students are celebrating another successful semester of the Cultural Exchange Club. During this “meeting,” Saint Mark’s students have conducted interviews to present themselves and their partners to the class and now everyone is sharing food and playing interactive games, all in Spanish. Their pronunciation has improved significantly, and some of the self-conscious-ness about speaking a different language has fallen away. The bonds of friendship have developed in that safe space between partners who have a lot more in common than meets the eye. Canal Alliance students have passed algebra, studied Ameri-can history, and know a left ventricle from a right. Bowling and pizza complete this semester’s experience—culturally American but universally appetizing for budding teenagers and future world leaders.

Kelly Giddings and Tracy Caton are Saint Mark’s Spanish teachers and co-coordinators of the Canal Alliance Cultural Exchange Club.

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In San RafaelRecognizing the skills of others is crucial to success in partnership. by Tracy Caton and Kelly Giddings

In NepalThe fifth grade’s long-term commitment to a small nonprofit pays off. by Carolyn Toland and Lisa Gockel

The fifth grade first became involved with an orphanage in Nepal and its founder, Mr. Allan Aistrope, in 1990 through Diantha Bell, a fifth grade teacher at Saint Mark’s School. That year, we began our fundraising efforts with a car wash. After Diantha left Saint Mark’s, Carolyn Toland decided to contin-ue the relationship, and we are celebrating 20 years of assist-ing the small nonprofit now called Virtue’s Children Nepal.

Today the fifth graders raise money by holding campus bake sales with homemade treats twice each spring. New this year are the farmers’ markets they held on several Fridays in September and October. This initiative was the brainchild of student Talia Kertsman, who planted herbs in the school gar-den so that she could sell them to benefit the orphanage; she encouraged her classmates to do the same, and the farmers’ market was born. This effort has raised $476.25 so far.

Over 20 years the Saint Mark’s fifth graders have raised more than $5,000 for both the boys’ and girls’ orphanages now supported by Virtue’s Children. Mr. Aistrope’s connection to Nepal began in 1981, when he was a volunteer in the country’s first orphanage and saw firsthand the impoverished condi-tions faced by orphans and homeless children, many of whom are blind or disabled. He was inspired to found his own orphanage, Paropakar, and his efforts eventually grew into a nonprofit organization dedicated not only to sheltering these children, but also to educating them and giving them hope for a better future. Virtue’s Children is run completely by volunteers, so 100 percent of the funds raised directly benefit its programs.

Beyond raising money, Saint Mark’s fifth graders write letters to the boys at Paropakar. Mr. Aistrope hand-delivers these letters. Upon his visit to Saint Mark’s each year in June, he brings back a personal letter with photographs for each student. He also tells our stu-

dents how the money they’ve raised is used. This year we plan to have the fifth graders make a DVD introducing themselves and Saint Mark’s School.

This project has provided the fifth grade an opportunity to build a rewarding global relationship and given them a peek at Nepal’s customs and culture.

Carolyn Toland and Lisa Gockel are Saint Mark’s fifth grade teachers.

Speaking the international language of a bowling-and-pizza party.

Mr. Aistrope, executive director of Virtue’s Chil-dren Nepal, visiting with boys at the Paropakar orphanage.

I have been very fortunate to be part of the 2008 and 2010 delegations to our partnership school, eSibonisweni, in South Africa. Our 2010 trip, from July 18 to 23, helped us make huge steps toward deepening and strengthening our relationships. The two visits were quite different from one another in the level of our connections with the administration, faculty, staff, and “learners” (students).

Since the 2008 visit, we figured out that showing up on a Monday morning at the school did not provide for the smoothest start, so this year our delegation hosted a social gathering the evening before our visit to the school began. We were staying at the Tembe Elephant Park, which is just a few minutes’ drive from the school, and all the teachers

and administrators were invited to join us. The evening was filled with conversation and laughter while we enjoyed din-ner around a big fire. This experience helped everyone feel more comfortable together, which was evident the following morning when we arrived at the school: We were greeted with smiles and open arms and we felt welcomed and accepted.

During the week, I was involved in small discussion groups with the eSibonisweni teachers, which allowed them to ask questions about the teaching practices at Saint Mark’s School. We had created a real feeling of friendship, and the teachers felt comfortable enough to engage in open conversations, which was not the case in 2008. Then, the teachers were much more reserved. Their questions this time covered topics from classroom discipline to basic curriculum. We were able to share ideas and concerns regarding education.

Both sides want to create shared projects that will help our students engage in global education through this partnership. The lack of a reliable Internet connection on the eSibonisweni campus presents a real challenge, although we hope to

In South Africa In 2010, our partnership with eSibonisweni Primary School made huge strides, becoming much more reciprocal. by Lisa Becker

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Global education programs, especially in elementary schools, prepare and help students under the guidance and leader-ship of teachers to understand how the world works and to encourage students to find ways to participate, directly or indirectly, in the world in which they live. At the core of our connection with Beijing Experimental Primary School #2 is this understanding.

The basis of our partnership thus far has been teacher-to-teacher exchanges. We have conducted these for the past four years. These visits have enhanced both schools’ understanding of our two different education systems, which are very much influenced by culture. The contrasts have been of mutual benefit to both schools and certainly have helped build under-standing between the schools, especially from the perspective of teachers.

In late January, 17 administrators visited Saint Mark’s from Beijing Experimental. During this visit, both teams began discussing face-to-face the future goals and purpose of our partnership. We hope to build a common vision and further develop ideas touched upon in discussions over the past few years, including more teacher exchanges of a wide variety, future student exchanges, and possible family exchanges. This strategy would promote greater understanding of the two soci-eties and deepen the partnership, further making it integral to the programs of both schools. With this will come new jewels, and it truly will continue to make Saint Mark’s global educa-tion central and exciting in a world that is becoming increas-ingly “flatter.”

The sky is the limit and Saint Mark’s remains excited in forging a strong partnership with Beijing Experimental Pri-mary School #2.

Michael Pincus is Assistant Headmaster and Head of Upper School at Saint Mark’s.

In BeijingOur Mandarin language program, introduced in 2006, is all part of a grand plan. by Michael Pincus

improve the connectivity in the near future by working with a service provider in the local area.

I am fortunate to be able to share my experiences with my first grade students through stories and photos. They share my enthusiasm for reaching out to friends at eSibonisweni by asking questions about our similarities and differences; when I visited this summer, I took books that were made by my stu-dents about their lives. The lower-grade eSibonisweni teach-ers and I hope to develop curriculum-based projects once their Web access is consistent.

There is much to learn from each other’s culture, and we are lucky to have established such close ties with our friends at eSibonisweni.

Lisa Becker teaches first grade at Saint Mark’s.

Lisa Becker (center) with eSibonisweni teachers, from left, Nomusa Khanyile, Pearl Mdluli, Khanyi Mkhize, and Nompilo Nxumalo.

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Over the last 10 years, Saint Mark’s local and global partnerships have grown in exciting ways. The Canal Alliance partnership, work with the Paropakar orphanage in Nepal, and relation-ships with schools in South Africa and Beijing all prepare Saint Mark’s students to understand and interact within a culturally diverse and globally interconnected world.

A portion of the funding for these programs comes through the school’s operating budget mostly as it relates to staff time. However, much of the support for the specific schools and or-ganizations comes from the generosity of private donors. For example, since the eSibonisweni Primary School (in South Af-rica) partnership began 10 years ago, more than $300,000 has been raised by private donors to support not only the students and teachers there, but also the reciprocal exchange of ideas and lessons between faculty and students at both schools, thus contributing to and greatly enhancing our global curriculum. The exchange comes in the way of visits by Saint Mark’s teach-ers and families to eSibonisweni, the exciting and unique Janu-ary 2011 visit of 11 teachers and learners from eSibonisweni to Saint Mark’s, and, most recently, six privately funded NetBooks, which the eSibonisweni teachers can use to e-mail their counterparts here to develop class projects and share teaching ideas.

Since 2008, a combination of funding from Saint Mark’s and private donations has made possible trips to Beijing Ex-perimental Primary School #2 for three Saint Mark’s teachers. Our community members have also acted as hosts for three teachers from Beijing to Saint Mark’s. This program is on the cusp of expanding, and we look forward to possible student exchanges and family home stays in both countries.

At the heart of the partnerships lies the deep commitment of our students. Among their many contributions: the Lower School jump-a-thon (a sponsored rope-jumping event) and Trivia Night (for grades six through eight and alumni), which support the feeding of approximately 80 AIDS orphans at eSi-bonisweni; sales of baked goods and homegrown organic pro-duce, initiated and run by the fifth grade in support of Paropakar Orphanage in Nepal; and this year’s Fun Run, the proceeds of which went to the eSibonisweni Girls’ Scholarship Program, designed to keep girls in fourth grade and up in school.

In 2010–2011, a group comprising members of our board’s Finance Committee, faculty, and administrators began discuss-ing ways to formalize the budgeting for global education. We expect a structure to be developed by the next budget-planning phase in 2012.

These programs are foundational to our mission and give life to our claim to being “full of heart” in our mission state-ment. We thank all members of the extended Saint Mark’s community for the many ways in which they support our school’s multicultural and global awareness.

Wendy Levine is Saint Mark’s Director of Development.

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Partnership FundingPeople often wonder how our various programs are funded and how we are planning for the future. by Wendy Levine

An Artful WelcomeA local artist helps us beautifully illustrate Passport Day 2011. by Heather Huber

Each year for Passport Day, our campus is decorated with posters with our Seven Pillars of Character written in the lan-guage of the place we are visiting. This year, internationally acclaimed watercolorist Gabrielle Moore-Gordon has gra-ciously allowed the reproduction of her original works of art to illustrate the values and to welcome the guests from our South African partner school, who were with us for two weeks in January and conducted the workshops on this special day to celebrate their heritage.

A native of Zimbabwe, Ms. Moore-Gordon began painting animals because of her grave concern for the ongoing plight of wildlife in Africa. Her work also sensitively portrays its people. She returns to Zimbabwe annually to gather inspiration and material for her artwork. She was trained in studio art in Swit-zerland, studied many years in Hong Kong, and now lives and works during the remainder of the year on her houseboat, The Hippo, in Sausalito.

The inspiration for our welcome poster to the delegation is Gabrielle’s Sunset Over Africa, with the colors of the Afri-can sunset suggesting hope. In the Seven Pillars posters, each value is written in isiZulu, the language commonly spoken in Maputaland, where our partner school is located. Many thanks to Kindergarten parent Conny Fauser for her graphic design work on the posters.

Heather Huber is a Kindergarten parent at Saint Mark’s and the coordinator for the Sausalito Art Festival.

Class of 1984Stephanie Danford John and her husband Andrew welcomed their first child, Carys Elizabeth John, on December 26, 2010.

Class of 1987Sean Peisert and his wife Kathryn wel-comed their first child, Lucas Paul Peisert, into the world on December 1, 2010.

Class of 1995Suzanne Martindale was admitted to the California Bar in December 2010. She is now working as a staff attorney for Con-sumer’s Union in San Francisco.

Class of 1996Ashley Eagle-Gibbs had the opportunity to act as a chaperone on the Saint Mark’s sixth grade outdoor education trip to Pinnacles National Monument. She writes, “I loved outdoor education as a student at Saint Mark’s, and I feel that outdoor education is really important. I had a great time at Pin-nacles. I enjoyed the company of the stu-dents and faculty, as well as getting a little climbing and hiking in too.”

Jessica (Tanner) Mills was recently married to Andrew Mills in Pebble Beach, Califor-nia. The ceremony took place at the Inn at Spanish Bay on July 17, 2010.

Class of 1997Jessica Kubik recently received a master’s degree in clinical psychology from Simon Fraser University in Vancouver, B.C.

Class of 1998Avia Bushyhead is an actor in New York City. She graduated from the Tisch School and NYU and was selected as an under-study in August: Osage County, which showed on Broadway and on a 10-month national tour. She played twice in the Ken-nedy Center.

Brandon Driscoll-Luttringer is currently editing a feature documentary called Jiro Dreams of Sushi. From the film’s descrip-tion: “In the basement of a Tokyo office building, 85-year-old sushi master Jiro Ono works tirelessly in his world-renowned res-taurant, Sukiyabashi Jiro. As his son Yoshi-kazu faces the pressures of stepping into his

father’s shoes and taking over the legendary restaurant, Jiro-san relentlessly pursues his lifelong quest to create the perfect piece of sushi.”

Liz Eisenberg lives in San Francisco and does marketing for Sugar, Inc., in the Shop-style brand division.

Class of 1999Lydia Polhemus Hance is a professional dancer, choreographer, and instructor in Houston, Texas. She recently launched a dance company called Frame Dance Pro-ductions (framedance.org). She notes, “My work connects dance and technology and focuses on collaboration with diverse artists of genres outside of dance. My most recent work premiered at the Contemporary Arts Museum in September, and my choreogra-phy has been performed in Kuala Lumpur, Malaysia, and throughout the U.S., includ-ing New York City, Virginia, California, and all over Houston. I’ve performed with several modern dance companies and have toured all over the U.S. and in Malaysia, but what really drives me now is creating my own work and developing my dance company. I’ve been married for about three years to Jonathon Hance, whom I met in college. He is a musician and intellectual property attorney and the love of my life!”

Zack Miller has made the PGA Tour for 2011. Zack finished in sixth place at the qualifying tournament in Florida. The top 25 players make it onto the tour.

Liz Sklar is an actor, currently starring in a production of Chekhov’s Seagull with the Marin Theater Company. She and her hus-band live in Brooklyn.

Class of 2000Kate Baer is now a military police soldier stationed in Louisiana and will be deploy-ing overseas to Iraq in spring 2011.

Class of 2001Butler Bushyhead is working with a San Francisco startup company, Lexi, which is developing a tool similar Facebook but with the added feature of podcasts.

Class of 2002Maggie Eisenberg lives in San Francisco and works for Gap, Inc., as an analyst for Banana Republic.

Class of 2003 Tara Bredesen is majoring in human biol-ogy with a concentration in neuroscience and psychology at Stanford. She writes, “For the past two years I’ve been working in the psychophysiology lab doing experi-ments on emotion regulation and psycho-pathology, specifically post-traumatic stress disorder patients at the Palo Alto Veterans Affairs. But I’ve recently stepped down from that project and the lab setting as a whole for no reason other than to love the ground I walk on and to contemplate my undecided upcoming moves. I took time off from the academic trajectory to live with my grandparents in Kentucky and expand my mind with literature. This year I’m managing the kitchen of a co-op and appreciating the power to make good food choices for my community and me.”

Cooper Helfet attends Duke University, where he plays football and caught a touch-down pass in a game against Wake Forest College on September 11, 2010.

Eric Slessarev will graduate with a BS in earth systems and a BA in history from Stanford this spring. He writes, “Within these fields I specialize in ecosystems-level ecology and the history of science, respec-tively. I spent the summers of 2008 and 2009 doing ecological field work in Mexico and Hawaii. The summer of 2010 was de-voted to my honors thesis research, a study of nutrient-cycling dynamics in the pygmy forests of Mendocino County, California. I am still working on the project, which will culminate in an honors thesis in the spring and hopefully a published paper after I graduate. This is my second year manag-ing the kitchen at Hammarskjold House, a small, student-run co-op on campus. I am in charge of produce and dairy. I will certainly pursue a PhD in biology after I graduate, but only after two or three years. I have a far-fetched scheme to apply for a Fulbright next September and travel to Veracruz, Mexico, to improve my skills with the jarana, a kind of guitar from that region, which I have taken up playing in the last couple of months. In the long term, I imagine that I will head for academia. I have a deep love of ecological field re-search and would like to pose and answer both purely intellectual and conservation-related questions. This means a professor-ship somewhere, I suppose. I would also like some way to keep thinking about his-tory and the history of science. I would

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Al u m n i n e w s

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like to live on the west coast if I remain in the U.S.”

Ariel Weiss will get her BA in international relations with honors from Stanford’s Cen-ter for Democracy, Development and Rule of Law, with a minor in Middle Eastern Languages, Literatures, and Cultures. “I am currently writing a thesis, entitled Israel: Managing Democracy with Diversity. I plan to analyze Israel’s social, economic, and religious diversity and its impact on democracy. I spent six months in Israel, which inspired this project. This summer I worked for a professor in the Center for International Security and Cooperation on a project identifying patterns in the evolution of terrorist networks and creating a compre-hensive comparative framework to study the groups in. The hope is that this information will be developed into an interactive Web site for future use in national security stud-ies. I also worked for Senator Dianne Fein-stein in her San Francisco office. I plan to attend law school in two years. I also work for the admissions office and give Discover Stanford presentations.”

Class of 2004James Brenner has spent this semester studying international relations and Arabic at the University of Jordan in Amman.

Michelle Markle is in Honduras with Global Medical Brigades, providing medical care in the villages around the capital. She is also the co-chair of participant relations for Boston University’s Dance Marathon, BU’s largest fundraiser, to raise money for pediat-ric HIV/AIDS care. The highlight of her year has been being co-principal second violin in BU’s orchestra. She also works in an organic chemistry lab in a grant-funded position.

Class of 2006Michael Perlstein, co-captain of the 2010 Marin Academy boys’ lacrosse team, was selected as an Academic All-American by US Lacrosse. Michael was one of four play-ers from Northern California to receive this honor. He attends Dartmouth College.

Erin Wilson received Marin Academy’s 10 Seasons athletic award as well as the Most Outstanding Sportsperson award last spring before heading to Carleton College in Northfield, Minnesota. She is on the Car-leton women’s soccer team, and this season they won their conference title (MIAC) and made it into the NCAA tournament, where

they made it to the second round.

Class of 2007Katie Fitzpatrick received early acceptance to Bates College for fall 2011.

Courteney Jacobson recently received Heart of Marin’s Volunteer of the Year Award for her work at the Canal Alliance, which she began here at Saint Mark’s. She attends Marin Academy.

Alex Kinsella is a senior at the Bay School and has recently been named a National Merit Scholar. In addition, the Bay School faculty has selected him as the male winner of the Malcolm H. Manson award for schol-arship, integrity, and community contribu-tion. The award carries with it a fully paid four-year scholarship to whatever college Alex chooses to attend!

Maddie Scheer was a member of Marin Academy’s girls’ cross country team, the fastest girls’ team in the school’s history, at the CIF State Championships in Fresno this fall.

Class of 2008 E.G. Garcia was a member of the Marin Academy boys’ cross country team, the fast-est boys’ team in MA’s history, at the CIF State Championships in Fresno this fall.

Crisa Salarpi attends Terra Linda High School and last year traveled twice to Washington, D.C., for the National Youth Leadership Forum on Intelligence and Na-tional Security, and the National Student Leadership Conference on Intelligence and National Security. She has also attended many lectures by members of the FBI, CIA, and National Security Administration. In early November 2010, she was in New Orleans helping to rebuild houses and re-store wildlife habitats with the National Student Leadership Conference.

Class of 2010Jessie Colin was also a member of Marin Academy’s fastest-ever girls’ cross country team at the CIF State Championships in Fresno this fall.

Tell us your life story! We love hearing from our alumni. Contact Christine Maguire at cmaguire@saintmarksschool.org or (415) 472-8000, ext. 1016. And be sure to join our alumni Facebook group.

DateTHAT

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THE ALUMNIBREAKFAST

When? Friday, June 17, 8:30 to 10 a.m.

Where?Right here at Saint Mark’s,

39 Trellis Drive, San Rafael

Coming?RSVP@saintmarksschool.org

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