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Wha t do you care about?
The sky is the limit
View of San Francisco
Bay from our Upper
School building
At Head-Royce, we care about five core
themes that form the basis
of our educational program
We’ve got it at Head-Royce.
Do you care about three-dimensional geometry or the
compatibility of democracy with socialism in modern
governments? Reading The Aeneid the way it was intended—
in the original Latin? Have you ever served meals to the
homeless in downtown Berkeley? How about taking up
the steel drums or mastering the butterfly stroke?
Head-Royce will help you get there.
Can you see yourself sitting on a sunny patio eating an
organic salad made with vegetables that you started from
seed in the campus garden? Meeting interesting people
and making friendships that last for years beyond high
school? Discovering the college that’s the perfect fit for you?
Whatever it is, you can find it at Head-Royce.
Music, learning Chinese, saving the planet, friends, clubs, calculus, Charlotte’s Web, politics, Shakespeare, molecular genetics, finger paint, tomatoes, technology, swimming, basketball . . .
scholarship, diversity, citizenship, green, global
2
The Head-Royce student
body is about 50%
students of color and
one-third of the employees
are people of color.
“ This was by far the most diverse community I
saw when I was considering schools for my child.
Socioeconomic, racial, religious diversity—it’s not
just a goal here, it’s a reality.” Lower SchooL parent
care about . . . attitudes toward diversity.
During my junior year, I at-
tended the People of Color
Conference. I had been strug-
gling with my identity, trying
to find a balance between
my two different heritages
(my mother is French and my
father is Chinese American).
I went, hoping the confer-
ence would help me in my
struggle and open my eyes
to views on diversity from
around the country. The con-
ference did that and more.
Olivia, senior
Head-Royce is committed to creating a welcoming,
open and diverse community that values the dignity
and worth of each individual member. The “What
Are You” project stands out as an impressive ex-
ample of how serious our students are about these
values.
Every year, a small group of Upper School stu-
dent leaders attends the national People of Color
Conference: a multiracial, multicultural gathering
of students from around the country that focuses
on self-reflection, forming allies and building com-
munity. Following one recent conference, the kids
returned to school inspired and energized with a
plan to create their own version of an exhibit they
had heard about at the conference.
The “What Are You” project invited everyone in
the school community to snap a self-portrait with
a Polaroid and post it on a wall of the school’s art
gallery; then use pencil and paper to answer the
question “What Are You?” and post the statement
on the gallery’s opposite wall. The overall effect of
the exhibit was striking, provoking a lot of thought
and discussion about identity, acceptance and the
importance of an open mind.
A student described it like this: “Our main mes-
sage? You determine your own identity, and the
only person who can label you is you.”
Learning how to learn. Mastering new skills and testing new
ways of thinking. Acquiring and expanding knowledge. Refining research
and analytic techniques. Becoming a persuasive speaker and writer. Build-
ing an arsenal of strong problem-solving approaches.
These are the tools of scholarship. They are the
underpinnings of our academic program at Head-
Royce, because they are lifelong requirements for
achievement in any field.
With more than 100 years of experience in in-
dependent education, we have created and shaped
our mission-driven curriculum to cultivate these
tools in our students. We know, for instance, that
the best way to engage kids intellectually is to
make each lesson relevant, to design projects that
are as experiential and hands-on as possible and
to present current issues for examination and dis-
cussion. Each year, kindergarten through twelfth
grade, we introduce learning techniques and
strands of knowledge that are deliberately built
upon across subjects and in subsequent grades.
Whether they are first graders applying for
the jobs needed to run an imaginary “Kid City”
smoothly, eighth graders constructing a hot air bal-
loon or twelfth graders setting off on their senior
projects—monthlong apprenticeships with local
professional organizations—they are eager to get
to work. They can’t wait to conquer the challenge,
because they find the work genuinely meaningful.
We know that kids learn best when they really care
about what they’re learning.
So many ways to be smart
Our curriculum, kindergarten
through twelfth grade, reflects
renowned psychologist Howard
Gardner’s “Theory of Multiple
Intelligences,” which asserts that
intelligence goes way beyond
traditional academics to encompass
a whole range of “smarts”—from
verbal and mathematical to musical,
interpersonal and kinesthetic—and
beyond. The entire academic and
co-curricular program has been
carefully designed to ensure that
the whole range of intelligences is
nurtured and celebrated in every
Head-Royce student.
We believe that all people have a right to be who they want to be
. . . and most important, we believe that the only one who can define you is you. Be proud of who you are. Don’t
be afraid to tell the world. miSSion Statement written by head-royce StudentS for the “what are you” project
Diversity in action
3
4
Every six weeks, on a Friday morning, sixteen different
Families gather to catch up, have some fun and discuss im-
portant issues. The “parent” of each Family is a Lower School
teacher; the children are a dozen students—two or three from
every grade, kindergarten through fifth.
Kindergartners look up to their new big “brothers and sis-
ters” (what could be more thrilling than having a really big
kid—an 11-year-old—take a special interest in you?), and the
older kids enjoy being the leaders and role models, showing
the ropes to the younger ones.
Families are the perfect setting for character education.
Teachers introduce values like respect, kindness, courage,
honesty and justice through books, games and discussion.
The range of ages and backgrounds allows for many different
perspectives and opinions.
Children remain in the same Families throughout their
Lower School careers. Their teachers watch them mature and
change as they strengthen their sense of belonging to their
Families and their school. It’s all part of creating a caring com-
munity at Head-Royce.
A caring community is the most
important ingredient to a successful school. A
network of support is key. There must be enough
safety nets around. Here, every child and every
family is known. carL thiermann, upper SchooL head
The environment at Head-Royce is warm and ac-
cepting. Kids feel comfortable being themselves
here. Adults look out for every student, and each
student knows that there is at least one caring
adult to turn to with a question or a problem.
At Head-Royce, students feel valued and re-
spected. They take it for granted that their ideas
will be considered with the same seriousness as
those that come from a member of the board of
trustees or the head of school. And when students
are treated with concern and respect, they natu-
rally develop the habit of treating others the same
way.
How does Head-Royce create this community
culture? It’s a combination of adults who model
caring behavior for students and traditions that
develop understanding, close bonds and empathy.
Head-Royce teaches kids what it means to be responsible citizens of their local
and global communities, providing experiences that show what it feels like to be
in someone else’s shoes—whether it’s the student at the next desk, a child at an
Oakland inner-city school or a Buddhist grandmother at an assisted living center
in Thailand. Head-Royce champions open minds.
Fallout
Each year, on the second day of school, all Middle and Upper School students head out
of town with their classes for a camping trip to one of California’s spectacular outdoor
destinations—it might be the rapids of the American River or Mountain Camp in Placerville.
For two or three days, they hike, climb and white-water raft. But even more important, they
hang out together, face different challenges from those they’ll have in the classroom, pad-
dle or set up a tent with kids they’ve never had the chance to get to know.
One senior says, “It’s a fresh start at Fallout each year. Socially, people
don’t go right into the same old groups.” When they return to school from
a demanding outdoors experience to begin the year with new friends,
students feel a strong sense of shared community.
The Lower School knits its community together in Families
Bumping into friends after lunch outdoors on the patio.
5
Community service is so integral
to the Middle School experience at
Head-Royce that four full days are
carved out of the regular aca-
demic schedule each year to allow
students to participate together
in significant, off-campus service
learning projects.
Each grade level concentrates on
a specific service need. Sixth grad-
ers focus on food. They tour and
volunteer at a local organic farm
and help organize and support a
food bank for the needy. Environ-
mental preservation is the topic
for seventh graders, who put their
sweat into cleaning up sections
of the shoreline, a local creek and
area parks. They learn to remove
invasive plants and replace them
with healthy, native species. Eighth
graders hone their mentoring skills
by tutoring second graders from
local public schools.
A sixth grade teacher describes
the Head-Royce approach to
community service this way: “We
strive to be thoughtful about how
we teach service learning. It’s a
process, not a product. We want
the kids to experience how good it
feels to take care of our community.”
Citizens for change
LUKE cares about friends
and family. They are always
number one. “I also care about
academics and athletics and
having a successful future.”
6
Mr. von Kugelgen
loves physics because it
explains how the world
works. (Upper School
science, Robotics)
Mr. Clark is crazy about his trumpet,
algebra and burritos. (8th grade math,
Middle School jazz ensemble and
beginning band director)
Ms. Sparks appreciates the great student–teacher
ratio. “We’re so lucky to have such small class sizes. We
really can give every kid what he or she needs. No one
falls between the cracks.” (6th grade)
Dr. Enelow cares about
hip hop. Every year, he
raps The Canterbury Tales
in Middle English for his
Western Classical Lit class.
(11th grade English)
Ms. Dunlap “There’s nothing better than
taking my students outdoors to experience
the wonders of our local Sausal Creek and
then integrating that into the core curriculum
of the second grade. Another thing I really
care about is continuing my own education.
Head-Royce provides many ways for faculty
to keep current on educational and global
issues.” (2nd grade)
Mr. Bernard cares about the anti-hate
and anti-bias curriculum. “The second grade
Families Unit educates students about a range
of family types, such as gay/lesbian families,
single parent families, divorced families,
adoptive families and mixed race families.”
(2nd grade)
Ms. Diaz cares about “making sure my
students have immediate feedback, even
if I have to spend hours working at home.
If they take a test today, they’ll have their
grade tomorrow. It really helps them to stay
on track.” (Upper School Spanish)
Willie Adams cares about happiness. “I want all of my
students to feel happy and empowered when they learn new
things about the world and themselves.” (Middle School Dean
of Student Life)
They’re the backbone. They’re what make this school. I love them.
Ms. Van Ness cares about reaching the next level…
and the one after that. “The school doesn’t rest on its
laurels. Each year we try to do even better than the year
before and that brings us up to a different caliber.”
(4th grade, assistant head of the Lower School)
Ask any student—Lower, Middle or Upper School—what
they like best about Head-Royce and it’s a good bet the answer will be:
“the teachers.” They are experts in their fields, eager to share their
enthusiasm for their subjects—and it’s obvious that they love their
jobs. They take the extra time to discover the ideal approach for each
child. They inspire students to reach way beyond the mainstream.
Students say it’s because the teachers really care about them.
7
98
Our Lower School teachers appreciate the motivated kids at Head-Royce:
“These are the kids who really want to learn.” “It’s so great to have
students who think it’s cool to be smart.” “They love coming to school.”
Cultivating creativity
Visual arts instruction at Head-Royce
stretches the imagination, teaches tech-
nique and results in some stunning cre-
ations. More often than not, it is tied to
the academic curriculum—social studies,
language or science, for example. Here
are some examples of art projects with
multidisciplinary connections recently
completed by our Lower School students.
Fourth grade students enriched their
study of the Navajo Native American
tribe when they viewed a documentary
on the cultural significance of Navajo
weaving through history and the
meaning of many of the symbols used in
traditional blankets. Each student then
created his or her own blanket design on
a piece of canvas. The paintings were
entered in a local art show and displayed
in shop windows
in Oakland.
sFirst and second grade students stud-
ied the life and work of environmentalist
and artist Andy Goldsworthy, renowned
for his site-specific sculptures created
from natural and found objects. The kids
scouted the campus to find locations for
their own sculptures and hunted outside
for natural sculpture elements such as
twigs, feathers and stones. Working in
small groups, they installed their cre-
ations all over campus.
In first grade social studies, students
learned about the Ndebele people of
Zimbabwe. Ndebele women have long
been known for their decorative arts,
especially murals that feature eclectic
combinations of designs including letters
of the alphabet, numerals, representa-
tions of urban buildings, windmills and
airplanes. The kids tried their own hands
at this traditional art using tagboard and
acrylic paints.
And for all the kids who don’t want to
leave at the end of the school day
Here is a sampling of our After School
Program enrichment classes and activities:
• chess, with Berkeley Chess School
• stitchery
• gardening
• math games
• guitar with Kenan Guitar School
• open science lab
• taekwondo with UC Berkeley Martial Arts
• kids’ carpentry
• steel drums
• swim lessons
• after school band
There’s a tremendous amount of
choice and dynamism. But there’s
also a lot of structure. You really feel
like your kids are known. It makes
them feel comfortable, important
and valued. Lower SchooL parent
Children form lifelong attitudes about school and
learning during their earliest school years, and we
are committed to making sure they feel enthusias-
tic, capable and successful. Head-Royce students
take it for granted that their questions will be val-
ued just as much as their answers. They assume
that their thoughts and comments will be sought
out and respected. They thrive on a steady stream
of carefully planned, mind-stretching challenges.
And they expect to have a great time.
Lower School academics provide a strong foun-
dation of knowledge and skills in reading, writing,
mathematics, social studies, science, world lan-
guage, library and technology. Concepts are intro-
duced at the concrete level and become more com-
plex and detailed as each child’s knowledge and
reasoning abilities grow. By the time they complete
fifth grade, Head-Royce students are well prepared
to tackle the more rigorous academic demands of
Middle School.
The Lower School program reflects our strong
belief that creative arts and music, healthy eat-
ing and exercise habits, character values, a love
of nature and a great sense of humor are just as
important as academics in preparing our children
to grow into happy, successful adults. In the words
of Ms. Van Ness, our fourth grade teacher, “We’re
always looking to the future. We know that this is
a group of leaders we’re helping to create.”
After lunch on any typical Tuesday, children crowd
around tables or spread out on the floor, spilling
out of the classroom into the hallway. Several
groups of four students, each with a teacher, are
gathered around activities that are generating fur-
rowed brows and smiles of accomplishment.
Each week for over an hour, our second, third
and fourth graders participate in Math Lab. It’s
more than practicing the skills they learn in the
core curriculum—computation, fractions, place
value. This is a chance for kids to enjoy the math
skills they’re learning in class every day, using
them as tools to solve sophisticated problems.
They might play games with dice, for example,
and in the process, learn about probability theory
and bell curves. Or develop their spatial reasoning
abilities as they make true-to-scale models of the
classroom out of Legos® and graph paper. Math
Labs give kids a whole new attitude about math.
Math-loving students have a great time playing
in the world of quantitative puzzles and kids for
whom math is not a favorite subject discover new
talents that are, amazingly enough, math-based!
Not coincidentally, Math Labs provide an early op-
portunity for children to learn what may be the
most valuable skill of all—working collaboratively
in groups.
Math Labs: (almost) as much fun as recess
Alia cares about
being in band
“because we get
to learn new songs
and I am excited to
play the flute.”
[GradeS k–5]
Ms. Nilsson
cares about teaching
children to make a
connection with the
natural world, to
savor the beauty of
nature and to learn
to be good stewards
of the environment.
(kindergarten)
Lower School
At Head-Royce, recess is always fun, there are so many possible friends.
I’m interested in all subjects and there’s a happy feeling in the air. marcuS, 5th Grade
1110
Middle School
English translation: really interesting
Eighth grade science students look forward to
the big end-of-the-year assignment: the sludge
project. It’s a lot like Harry Potter’s Advanced
Potions class.
Each small group of students receives a
flask containing a concoction that they refer
to as SLUDGE. It’s a combination of liquids
that the kids have been working with all year,
with a couple of soluble and insoluble solids
thrown in. The challenge? To use the knowl-
edge and research techniques they’ve learned
in class to separate and identify the various
substances in the flask. Then they document
their findings in a lab report and post them to
a website.
The teacher remains in the background,
allowing the students to take the lead in their
own learning and discovery. It’s a great way
to end the Middle School science program—
giving the kids an opportunity to take on the
role of real lab chemists.
What can you learn by mucking around with sludge?
We’re all Middle Schoolers at heart.
We love the kids, we love our subjects, we love the grade levels.ciara coLeman, middLe SchooL math SpeciaLiSt
Middle Schoolers are reaching out into an adult
world of ideas and experiences, yet they hang
on to the comfortable and familiar. They long for
independence, but they still need structure and
guidance. They want to develop new relationships
and make different kinds of social connections,
but they feel more self-conscious than ever be-
fore. They are just beginning to find their talents
and passions. Teachers at Head-Royce understand
Middle Schoolers and they know how to create an
environment where they will grow, thrive and de-
velop self-confidence.
Our integrated Middle School program includes
literature, music, language, history, math and sci-
ence labs and hands-on arts activities. As they
progress through the program, students master
the analytical, problem solving and writing skills
they’ll need to succeed in a rigorous college-prep
Upper School program.
But we make sure they enjoy the process. As
Andrew von Mayrhauser, sixth grade English and
history teacher says: “The moment of Middle School should be joyful and happy for what it is right now, not just what it leads to.”
In the spotlight In sixth
grade, the Middle School
fine arts program includes
a rotation of art, drama,
music and chorus. Seventh
and eighth grade offer
choices: chorus, Concert
Band, art, drama and
Musical Theater. Here,
students are rehearsing
for a performance of the
musical comedy Grease.
You choose Twice a week, there is time built into the schedule
for activities courses, where students can choose from an array of
teacher-supervised clubs, art projects, games or just hang-out-with-
buddies time. Choices have included Readers’ Café, Boot Camp,
Chillaxing, German, Knitting, Ceramics, Chess, Yoga, Flag Football,
Speech and Debate, Ultimate Frisbee, Photography, Yearbook…
What do Middle Schoolers need?
[GradeS 6–8]
Mr. Taylor cares most about learning
and interacting with lots of different people.
“I tell students that they can’t understand
the morning paper or even talk to their
neighbor unless they know something
about the collective history of people.”
(Middle School history)
…can be heard every day in the classrooms of
the Middle School at Head-Royce—usually inter-
spersed with the sound of enthusiastic laughter.
Students can opt for Mandarin Chinese, French
or Spanish to fulfill their world language require-
ment (Latin is also an option).
The curriculum in our language classes is de-
signed to appeal to Middle Schoolers’ innate desire
to talk, talk, talk with each other. So lessons in-
clude hard-to-pass-up activities like passing notes
in class — in Chinese, French or Spanish. Or shar-
ing made-up ads for an online dating service. What
better way to learn words like freckles, curly, or
skateboarder.
Make the conversation irresistible, and the kids
learn the vocabulary without even knowing it. It’s
just the happy byproduct of trying to get the point
across.
The world’s most widely spoken languages…
At Head-Royce, we are very clear about exactly what Middle Schoolers need. They are not overgrown elemen-
tary school kids or miniature high schoolers. The Middle School years constitute a distinctive period of rapid
growth and development—intellectually, physically, socially and emotionally.
1312
Upper School[GradeS 9–12]
One of the best things about becoming an Upper
School student is that you have the flexibility and
freedom to sample some of the fascinating, out-of-
the-box advanced classes offered. These courses
are opportunities for faculty to create the most
compelling and engaging curricula they can imag-
ine, based on topics about which they are truly
passionate.
Here are a few examples of Upper School advanced
courses, in which as physics teacher Owen von
Kugelgen puts it, “We make the kids’ experience
absolutely real.”
Robotics To little kids, LEGO® Mindstorms NXT
is a toy, but to robotics experts and professional
engineers it is a tool that enables them to proto-
type their inventions. Robotics students at Head-
Royce use the technology to design, build and pro-
gram autonomous, intelligent robots. Thanks to a
computer “brain” and sensors, these robots can be
“trained” to do complex tasks.
Imagine creating a robot that can maneuver in-
dependently through a slalom course. Master that,
and the students are on to competitive “sumo bot
wars,” where the champion robot uses light sen-
sors to resist being pushed off the edge of a table. A
robot track meet? Absolutely. The robots learn to do
sprints, shot-put and the high hurdle.
Sounds like playing games, but students are
learning engineering design principles, soldering
and programming techniques and creative prob-
lem solving.
Advanced Placement BC Calculus At Head-
Royce, BC Calculus provides a solid, satisfying an-
swer to the age-old question, “What use is all this
math ever going to be?”
After years of studying arithmetic, algebra and
geometry, in this class students get to apply all
they’ve learned in math—as well as much of what
they’ve covered in science—to fascinating, signifi-
cant, real world problems.
Why, for example, did the twin towers of the
World Trade Center collapse, despite being de-
signed to withstand a jet’s impact? You need to
use calculus to understand how a combination of
pressure, force, heat and volume resulted in such
a catastrophe.
Or, what is the maximum population the earth
can expect to hold without damaging the ecosys-
tem? In BC Calculus, students learn to apply a
model rooted in both mathematics and biology to
study the limits of population growth. Timely topics
in today’s world.
Comparative Politics Why is the U.S. unique
in its type of democracy—and is it any better? How
have new communication technologies changed
the aspirations of citizens of less developed coun-
tries? How can the globe’s limited resources be shared
fairly among nations when consumption continues
to increase exponentially? When students learn
to set aside their American preconceptions about
politics to view the governments of other countries
around the world with fresh eyes, the resulting
questions and discussions can become very com-
plex and thorny.
One student describes Comparative Politics this
way: “It’s a self-selecting group of people interested
in arguing and discussing politics. I learned a lot
by debating with very smart people. And I became
much more interested and informed about global
politics within a few weeks. I would take this class
again in a heartbeat.”
Dr. Brakeman
cares about making
her Neurobiology
class as real world
as possible. She de-
scribes some of the
simulation activities
involving real cases
and actual brain
and spinal cord
scans: “It’s playing
medical school at a
very high level.”
Upper School electives: freedom of adventure
High school—the big kids, the rigorous but riveting course work, the incredible extracurriculars, the leader-
ship, travel and service opportunities, and best of all, the independence and trust conferred by the faculty.
The next few pages take you on a tour through some of the courses, projects and activities that make the
Upper School such a stimulating place.
Female disc jockeys, the growth of lacrosse on the
West Coast, the meaning of art, the juvenile jus-
tice system in California, palm reading, analysis
of whether teachers or students have more home-
work, body image and plastic surgery, Internet
dating. What can these things possibly have in
common? They are all topics recently chosen by
students upon which to base their I-Search proj-
ects for freshman English.
Each spring, ninth graders complete a research
assignment in which they investigate a contem-
porary subject, primarily through personal inter-
views, but also using data culled from the library
and the Internet. The project takes advantage of
the motivating power of students’ special inter-
ests to propel them through high level research,
interviewing and writing challenges.
Many students discover a field of study or a
passion that they want to pursue in greater depth
through I-Search. Three years later, when it’s time
to plan their senior project—a four-week inten-
sive apprenticeship in the “real world”—many
students find themselves seeking out internships
that expand upon their I-Search experiences. As
Andy Spear, Upper School English teacher says,
“There are often amazing correlations between I-
Search, senior projects and professional career
choices.”
The Institute for Applied Learning was recently established to provide
students with extensive and varied opportunities for hands-on learning
and to encourage our students’ future leadership in areas including glob-
al education and STEM. The institute provides students with resources
to connect individual academic interests with practical applications and
experiences outside the traditional classroom through clubs, associa-
tions, internships, competitions and events, outside coursework, service
projects in the local community, study-abroad programs and trips, sum-
mer programs and professional mentoring.
For example, during summer 2013 we successfully piloted a Technol-
ogy Internship Program with students working in hands-on, real-world
job situations both on and off campus. In addition, each year Head-Royce
students participate in local, national and international STEM (science,
technology, engineering and mathematics) competitions. The extra-cur-
ricular competitions each demand multiple-month commitments—with
students designing, prototyping, engineering and troubleshooting solu-
tions to technically advanced challenges. During the 2012–13 academic
year, our students competed and had great showings in the following
competitions:
• Dana Foundation’s Design a Brain Experiment (1st and 2nd places)
• UC Berkeley’s Pioneers in Engineering (semifinals)
• San Jose Tech Challenge (3rd place)
• Vex Robotics World Championships (silver medal and Amaze Award)
Ms. Yee cares about the wide variety of
talents, interests and passions that each person
on campus has. “I’m constantly in awe of what
my students and my colleagues have accom-
plished.” (Upper School English and history)
My passion for my I-Search topic—I wanted
to write about breast cancer because I have
friends whose mothers are fighting the disease
—allowed me to excel on this project. And the
results gave me the drive to put all my passion
into future projects. SaSha, Sophomore
I-Search
New Institute Helps Students Learn by Doing
14 15
Where do our alumni go? The sky’s the limit.
Head-Royce alumni have made their mark in all professional arenas, including service, the
arts, journalism, law, sports, medicine, technology, and business. Here is a sampling of what a
few of our alumni have been doing since graduating from Anna Head and Head-Royce.
Helen Wills Moody Roark ’23—Eight-time Wimbledon champion
Cynthia Holcomb Hall ’46—Federal judge, U.S. Court of Appeals, Ninth Circuit
Mari Lyons ’53—Visual artist with paintings in more than 100 private and corporate collections
Suki Schorer ’57—World famous ballerina and principal dancer, New York City Ballet
Christine Johnston Laddish ’61—Longtime Head-Royce Lower School teacher
Jocelyn Larkin ’76—Director of litigation and training for the Impact Fund
Shelby Tupper ’80—Entrepreneur and graphic designer
Adam Duritz ’82—Lead singer, Counting Crows
Will Glaser ’83—Digital music pioneer, co-founder of Pandora music website
Corwin Booth ’84—Ph.D. in condensed matter physics and P.I., Lawrence Berkeley Laboratory
Persis Berlekamp ’86—Assistant professor of art history, University of Chicago
Sara Buckelew ’88—Assistant professor of adolescent medicine, University of California, San Francisco
Rachel Fine ’88—Executive director, Los Angeles Children’s Chorus
Rick Arney ’88—Managing director, Barclays Global Investors
Anna Lappé ’91—Kellogg Fellow; author; and founding principal, Small Planet Institute
Zac Unger ’91—Firefighter and author
Daniel Wu ’92—International film star, based in Hong Kong
Peter Alexander ’94—NBC News correspondent
Andrew Lau ’97—Co-founder and chief technology officer, Bankfox
Alison Epstein ’97—Spanish teacher at San Francisco independent school
David Gilbert ’00—Fulbright Scholar and international environmental photographer
Trevor Parham ’01—Artist, educator, creative director, and founder of Eklectyk Creative Media
We want our students to choose wisely for the moment as
well as for the future. That is the delicate balance we strive to help each student find.
cryStaL Land, aSSiStant head of SchooL, academic dean
Academic and college advisingStudents receive individualized academic coun-
seling throughout their Head-Royce careers. As
freshmen, all students meet with the academic
dean to draft their “four year plan.” Advisors and
grade level deans follow up with students to guide
them as they think about their course choices, and
to encourage them to balance academics with ex-
tracurricular activities such as community service,
athletics, performing arts, debate or student pub-
lications.
As students progress through high school, the
college counseling staff gets involved as well, add-
ing the college perspective as students consider
Advanced Placement and other rigorous courses.
This leads smoothly into advising students on
their college application process.
College counselors customize each student’s
advising plan based on individual needs. Some stu-
dents choose to schedule planning meetings with
their counselors once or twice a week; others less
frequently. But one thing is for sure: students have
someone to guide them every step of the way.
The college counseling staff, the head of school,
the academic dean, and the dean of the Upper
School get together every other week to participate
in “college cabinet” meetings, when they review
every student’s planning and progress through the
college admission process. The goal is to ensure
that the experience is positive and productive, result-
ing in matching every student with a college that
will be a great fit.
Upper School athletic teams
• baseball, men’s Varsity
• basketball, men’s frosh/soph, JV
and Varsity, women’s JV and Varsity
• cross country, men’s and
women’s Varsity
• golf, men’s and women’s Varsity
• soccer, men’s JV and Varsity,
women’s JV and Varsity
• softball, women’s Varsity
• swimming, men’s and
women’s Varsity
• tennis, men’s JV and Varsity,
womens JV and Varsity
• volleyball, men’s Varsity, women’s
JV and Varsity
• track, men’s Varsity, women’s Varsity
care about . . . our student-athletes putting forth their best effort
every day. “Win or lose, succeed or fail, one of the
best lessons kids can get out of the high school
athletic experience is learning how to give their all
on a daily basis. If the effort is there, then success
will follow. This will translate to all endeavors in
which they participate for the rest of their lives…
Oh, and I also care about beating the competition.”
Coach Blakeley, athletic director
care about . . . the Head-Royce Jazz Combo. It was unbelievable to play at Yoshi’s
(one of the most prestigious jazz clubs around) with topnotch sound
equipment, great acoustics, and tables full of friends and family. But
the sound check, now that was something. I climbed up the same worn
stairs as some great jazz legends, stepped out onto the stage, and
looked out into the empty club. That was the moment that took your
breath away and loosened your jaw. That was the moment that made
you feel like a professional, like a somebody, like a rock star.
Martin, senior, drummer, Caravan Jazz Ensemble
and student-run Jazz Combo
Valerie, senior, co-president/ choreog-
rapher of FADE
Head-Royce students are pretty unique-
ly motivated. FADE (Fine Arts Dance
Ensemble) clearly exemplifies this:
we are a student-run production, from
beginning to end. FADE was started by
a student in 1999, and has grown from
about 10 to over 30 members. Not only
are students in charge of choreograph-
ing; our lighting and tech crew are all
students. Our “FADE moms”—three
great friends of the ensemble—come
to every rehearsal, bearing food, water
and moral support.
I’ve learned SO much from participat-
ing in FADE. As a freshman, I learned
that hard work pays off. I tried to be as
reliable as possible, and to show the
choreographers that I was available to
work whenever they needed me. My
junior year, I became the co-president/
choreographer. I learned most how
to lead by example. It took time, but
I learned how to strike a balance be-
tween being a “fun” leader and setting
a standard for success.
Being in creative control of the show
is a unique experience. It’s incredible
to see our ideas put to life in front of
hundreds of people.
Matt, senior, varsity basketball, varsity soccer,
varsity volleyball
Basketball has always been a significant part of my
life and it has shaped my high school career as well.
My head coach has really influenced who I am on and
off the court. As a member of the basketball team you
become really connected to the coaches and your
teammates because you spend so much time with
them. I learned valuable leadership and communica-
tion skills that are vital in all areas of life, not just
sports.
I chose Head-Royce because I wanted a place
where I could have top level academics and high level
athletics. Here, that combination is offered. It amazes
me how talented and well-rounded so many kids are
at Head-Royce.
Next year I will be playing basketball at Claremont
McKenna College, but I’ll always remember Head-
Royce as a great and special place.
1716
That’s a relatively new definition of the word “greening”—many
dictionaries still define it only as a particular apple variety—but it’s
not a new idea at Head-Royce. From the head of school to the littlest
kindergartner, we are proud to be leading the way in teaching and
living to protect the environment and sustain our planet.
Taking out the trashStudents have a live encounter with garbage once
each year during the annual Trash Audit.
Twenty-four hours’ worth of trash is collected
and bagged up for sorting, weighing and analysis—
every bottle, candy wrapper, apple core and damp
paper towel. Three volunteer groups of students
and faculty—one “Green Team” each from the Low-
er, Middle and Upper Schools—sort the smelly stuff
into categories: food waste (destined for compost),
recyclables, and landfill (that’s old-fashioned gar-
bage, the stuff that can’t be repurposed).
Next, the kids meticulously weigh each category
and compare it to the previous year’s results. The
Growing greenerThe favorite classroom of many Head-Royce stu-
dents is located outside on the hillside next to the
pool. It’s our “edible garden,” 9,000 square feet of
fertile, sunny landscape dedicated to the produc-
tion of organic fruits and vegetables.
Every other week, each student in the Lower
School heads outside for gardening class where a
teacher puts them to work planting, mulching, till-
ing, digging irrigation trenches and harvesting. The
garden is managed completely by students in the
course of their classes.
green•ing Head-Royce eco-stats
• 50% of the school’s waste is diverted
from landfills through recycling and com-
posting programs
• 17% of the total electricity that the
school uses is generated by the 412 so-
lar panels installed on the rooftops of our
Upper School and gymnasium buildings
• 6,000 square feet of space is dedicated
to our on-campus organic, edible garden/
classroom
• 13% of the building materials for our
LEED-certified Upper School
building were sourced with recycled
content and the building features efficient
plumbing fixtures that reduce water con-
sumption by 36%
• Head-Royceisone of only 7
schools certified as an Alameda County
Green Business
Along the way, the kids learn about plant biol-
ogy, ecology, nutrition, sun, rain, ancient history,
worms, insects and where their food really comes
from. They gain some insight into the agricultur-
al lifestyle lived in so many countries around the
world. They develop respect for the earth, its needs
and its potential.
goal is to evaluate our effort to reduce the school’s
landfill output by properly sorting our waste. In the
years since we began auditing our habits, we’ve re-
duced overall waste by almost half!
Debra Harper, Lower School science teacher and
co-chair of the Green Council, says, “the kids usual-
ly react by saying ‘EWWW’ when they realize how
gross it is. And they become indignant over the
wrongs they discover. They cannot believe some-
one would contaminate the recycling bin. They
take it personally—it really makes an impression
on them.”
Yes, it’s a dirty job, but someone’s got to do it.
[gree-ning]–noun
when a person or organization starts to think and know more
about environmental problems
If it rots, we’ll compost it. warren fernandeS, upper SchooL math teacher
Talking trash Students from the Lower
School (above) and Upper School (right)
participate in the annual trash audit.
Extras from the garden
go home for dinner:
apricots
tomatoes
broccoli
pears
leeks
garlic
onions
spinach
herbs
kale
carrots
potatoes
cabbages
cauliflower
strawberries
brussels sprouts
chard
[committed to SuStainabiLity]
This means that our buildings use super-effi-
cient energy systems and renewable technolo-
gies, our school café is dedicated to providing
nutritious and delicious local food, our Lower
School students have hands-on learning in the
school’s organic garden, and we make a deliber-
ate effort to keep our environment free from
harmful chemicals.
Maybe even more important are the many
ways we’ve embedded the concepts of greening
and sustainability into activities and courses
across all grades. It can be as simple as teach-
ing first graders that they make a choice each
time they discard a piece of trash or as complex
as studying the co-evolution of the atmosphere
with life on earth in Upper School science. But
whatever the age of the child or the sophisti-
cation of the lesson, it’s always about instilling
a fundamental awareness in every Head-Royce
student of the urgent need to care for our en-
vironment.
1918
OAKLAND
From planetary geology to Japanese literature
to global population studies, our curriculum is full of pathways to take kids
beyond the world of Oakland, Calif. We are proud to be the only independent
school in the Bay Area to offer four languages: Spanish, French, Latin and
Chinese. Head-Royce families have hosted students from China, Spain, India
and Vietnam. We seek out the best study-abroad programs and organize op-
portunities for students to travel internationally, try out their world language
skills and engage in community service projects. Grants and financial aid are
available so that any Head-Royce student with a desire to explore can do it.
Beginners lessonsEven our youngest students begin to develop a gen-
uine, in-depth understanding of other world cul-
tures. For example, they start their studies of the
language and culture of Spanish and French speak-
ing countries in second grade. In third and fourth
grades, they create traditional Mexican-style masks
and learn about the paintings of Frida Kahlo. This
introduction to Mexican culture culminates in a
summer travel opportunity in which faculty lead a
group of fifth and sixth graders on a tour through
Cuernavaca and Mexico City. Each experience ex-
pands and builds upon the previous one.
Exchanging viewpointsThe partnerships that we have developed with
schools in Asia enable our students to make mean-
ingful connections with kids and teachers from
other cultures—to see things from a completely
different perspective.
The summer after Abigail’s freshman year, she
traveled with the Head-Royce contingent to China
and Thailand. In China, she says, “We were lucky
enough to have a buddy to show us around. This
was my favorite part of the trip because you got to
live the life of someone your age in another coun-
try. I realized that we were much more similar than
I could have imagined.”
That fall, Head-Royce welcomed a group of
students from the same Chinese school Abigail
had visited. She decided to be a host and give the
students an experience that was “just as great as
mine.” One conversation stands out in her mind
as the moment where she gained a flash of insight
into the Chinese way of seeing the world.
“At dinner, one of the girls turned to my mother
and asked, ‘If your parents and your children were
both in the water drowning, who would you try to
save first?’ My mother thought for a long time and
finally answered, ‘My children—they are the future
and they have their whole lives ahead of them.’
Our visitors looked at each other with surprise, and
then told us that their own parents would choose to
save their parents—not their children. Now it was
my turn to be surprised. I realized that the sense of
duty one feels for one’s parents is very different in
the Chinese culture.
“The question caught us all off guard and made us think about the differences in lifestyles, cultures and perspectives around the world.” And that’s exactly what global educa-
tion at Head-Royce is all about.
France, Spain,
Italy, China
Through the
School Year Abroad
Consortium, Head-
Royce high school
juniors can spend
a full year living
and studying in
another country
while earning
graduation credits.
Chiang Mai, Thailand
Another of Head-
Royce’s partnerships is
with the Prince Royal
College. We host teach-
ers and students from
Chiang Mai during the
school year, and our
kids visit there during
the summer.
Agra, India
Location of the Taj Mahal, a
stopping point on the tour
of Upper School students
who initiated an exchange
program with girls from
the Pardada Pardadi girls
school. A few months later,
students from Pardada
visited Head-Royce.
South Africa
The Colla Voce chorus group visited South Africa
during summer 2012 for two weeks after a year of
studying African rhythms and music. Highlights
included exchanging songs with the choir at Oprah
Winfrey Leadership Academy for Girls, learning
about apartheid in Soweto and visiting Robben
Island, where Nelson Mandela was incarcerated for
18 of the 27 years he was in prison.
Pucará, Ecuador
A village visited by Middle Schoolers
who engaged in construction work on a
summer cultural exchange and service
learning trip. Adventures included
hiking at high altitudes, bargaining in
Spanish at an open air market and
touring the capital city of Quito.
Bangkok, Thailand
Thailand’s capital city, where students saw
the Grand Palace and met the monks of
Wat Pho Buddhist temple.
Abigail with
her Chinese
host family
Corsica
One of the 26 regions of France, and a
destination for Middle School students
on a summer travel and study program.
Cuernavaca, Mexico
Lower School students
stayed with host fami-
lies here as part of their
Mexican expedition.
Oakland, CA
Stateside launching pad
for global education at
Head-Royce.
Beijing, China
Upper School students at-
tended the Peking Opera
and visited the Forbidden
City during their travel/
study program to China
and Thailand. While in
China, they also visited
the Great Wall and the
natural panda preserve
at Wolong.
Shanghai, China
Head-Royce has estab-
lished a partnership and
exchange program with
the Shanghai Children’s
Palace.
Kathmandu, Nepal
Location of the
Amagar Children’s
Home where Upper
School students
can volunteer when
they’re not canoe-
ing, riding elephants
or trying to spot
rhinoceros at Chitwan
National Park.
Global education is a lot more than a trendy “add-on” at Head-Royce. It’s integral
to what we teach and how we teach it, whom we invite to visit our campus
and where we send our students to experience new perspectives. It’s a realiza-
tion that each of us is a full-fledged member of a global network, and that how
we choose to participate as individuals, groups and nations affects all of the
other members. It requires a deep appreciation and acceptance of cultures and
people around the globe.
care about . . .
Travel! Last summer I traveled to Thailand and had the trip
of a lifetime. I loved learning the language, volunteering at a
home for the elderly, participating in a monk chat and getting
the awesome Thai massage. I absolutely loved every part of
the trip, and in the end, I didn’t want to leave! 11th grader
I love new kids! (9th grader) … whether or not I’ll see my friends after we graduate. (12th grader) … the health of the planet and the minds of the people living on it. I also care about milkshakes which are yummy. (8th grader) … theater, being in as many productions as possible. And getting into a good college. (10th grader) … swimming and looking
good. (9th grader) … being interested in what I’m learning. Head-Royce offers courses that are interesting and interactive. (10th grader) … I ♥ going green with Head-Royce. (5th grader) … the teachers. A lot of the time we get to have fun and fool around but we still learn a lot. (8th grader) … Ms. McKenna’s English class because it inspires sunshine. (10th grader) … the delicious
food and the scrumptious snacks in the café. (10th grader) … writing creative stories. (5th grader) … getting good grades, hanging out with my friends, winning baseball games, and playing guitar. (10th grader) … the great clubs here—they’re excellent places to explore your passions. (10th grader) … SOFTBALL! (8th grader) … learning new things and later helping. And being
cultures. (10th grader) … playing tennis and volleyball and I like to draw random stuff. (5th grader) … having time to relax and read. (8th grader) … crew and getting my license. My parents happy. And making friends. And memories. And learning about the world. (10th grader) … earth, the Oakland Athletics, summertime, computers. (8th grader) … learning about different
Head-Royce is hanging out with my friends and socializing. I like this because we all get along and discuss what has been happening lately. (5th grader) … my favorite part of Head-Royce is work very hard to send me here so I care a lot about taking advantage of my education. (10th grader) … my love and passion for art, especially painting. (8th grader) … my favorite part about
the wonderful teachers. (8th grader) … conservation and nature. (8th grader) … I love Fallout! (10th grader) … being in class with kids who care about learning. I’m opposed to the concept of “nerd” being a bad thing. (12th grader) … musical theater. It’s really fun here; you get to express yourself. (8th grader) … writing. I’m working on writing vignettes with one of my teachers
outside of school and we’re trying to get them published. (9th grader) … the way projects here always tie back to the real world, no matter what you do. (8th grader) … learning about other cultures. I had two Chinese exchange students stay with me. As soon as they stepped off the bus, I knew that we were going to get along. We still keep in touch. (7th grader) … Go Jayhawks!
care about ...
iv
See what we care about.This book shows just a glimpse of what it’s like to be a student at Head-Royce.
Come visit and see for yourself what we care about here. Sit in on some
classes. Talk to a student or two. Check out the food in the Jayhawk Café. Meet
with one of our admissions officers.
For more information or to
schedule a visit, please contact us.
510.531.1300
www.headroyce.org
Admission is open to all students
regardless of race, color, religion,
gender, disability, sexual orientation,
nationality or ethnic origin.
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Office of Admissions & Financial Aid
4315 Lincoln Avenue
Oakland, CA 94602
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