Welcome to our St. Andrew's e-newsletter! Twice a month, you'll read exciting news about our scholars, artists, athletes, and servants--in and outside the classroom. You'll hear what inspires our teachers in the "Teacher's Corner," and you'll get wowed by what our graduates are doing these days in the "Alumni Spotlight." If you consider yourself a member of the St. Andrew's community, then this newsletter is for you.

Calling all writers! If you're itching to put pen to paper (or finger to keyboard!) we would love to hear from you. Cru's News is looking for guest contributors who want to share newsworthy items with the St. Andrew's community. Did you catch a unique classroom moment? A play rehearsal? An athletics practice or game? A moment when the community rallied together? Did you have an interesting talk with a teacher or faculty member?

If you have an idea for an article, contact us at [email protected].

Our October editions of "Cru's News" will be delivered on 10/9 and 10/23. 

In our previous installment of "Cru's News" we heard Kama's thoughts on his new Lower School scheduling system and project-based learning model. In our second installment, we discuss his own academic experiences as a young man, and what new insights he has gained through his studies as a Ph.D. candidate in Education Policy & Change at University of Texas-Austin.

As a young man, Kama's own academic experiences had moments of frustration and inspiration. As a high school student in Midland, TX, he decided to participate in a foreign exchange program in Germany. When he returned to the U.S., he had to complete two years of schooling (his Junior- and Senior-year coursework) in just one year in order to graduate on time. It was hard work, and at times frustrating. But Kama credits his AP Economics teacher Hugh Franks (now retired in Dallas) for helping him through it. Hugh recognized Kama's potential and reached out to him. Kama explains, "At the time I was working in a motorcycle shop, and not really thinking of college. But [Hugh] saw me for who I was, and he offered me mentorship." Kama credits Hugh with giving him the encouragement and confidence he needed in a time when he was uncertain about his future. When thinking of the close relationships between students and teachers here at St. Andrew's, Kama beams with pride when he says, "I love that that's not an anomaly at this school. I know with supreme confidence each student has that here."

Kama recognizes that, while some schools that have state and federal regulations dictating curricula, independent schools are "poised to lead the way to reclaim educational innovation, to drive the conversation and change the culture. I've been studying experiential learning models for four years now, and I wonder 'Why is this not happening in our schools?'"  Kama thinks teaming with universities could garner solid, well-researched insights to educational change. Kama asks, "Why can't St. Andrew's be a national leader and reclaim educational research? Why do we need to do mass education this way?"

Kama says he will apply his classroom principles he used as a teacher to the Lower School community, "encouraging and empowering [teachers and students], offering them a voice in the process, and giving them that 'mama bird nudge' they need." Like a proud 'mama bird,' Kama sits tall as he describes the St. Andrew's faculty, "I absolutely adore them. They are all pushing themselves, asking questions, and are incredibly solution oriented." Kama wants to instill a culture of observation, reflection, and feedback among the teachers, which is why he likes to regularly visit classrooms to observe: "Feedback and accountability are important."

When asked what inspired him to pursue teaching, Kama recounts a single, gut-wrenching experience he had as a young public school teacher. He remembers when he started teaching in public school, he knew "something was wrong." A group of "clipboard-toting" administrators would come to his class and assess how closely he followed their curriculum structure. When they confronted Kama about his approach, they insisted, "Don't bother with the low performing kids, they're going to fail anyway." Kama firmly explains, "Every ounce of my being rejected that." He knew he needed to help change attitudes about kids and their abilities to succeed. "St. Andrew's humanity is what drew me in. The desire to know each child," is what resonated with Kama and made him certain he found the right community.

As a parent to 20-month-old Isaiah and 5-month-old Nayeli, Kama can't help but think of their future in the classroom. He admits, "When I think about this school, I often think about what I would want my own kids to have." Ultimately, Kama sees the St. Andrew's community as "a blessing. I love grappling with how this grand, ornate puzzle works." Listening to Kama discuss St. Andrew's, it's clear he will bring all his energy and expertise to the table for "every child, every day." 

Margaret Sauer's 4th Grade Math class has students collaborating on an exercise.

St. Andrew's strives to provide the best learning environment for its students. Even with small class sizes, it can be hard to accommodate what is often a wide range of learning styles. That's why our Learning Specialists (Nuala Judycki, Perrin Shelton, and Pam Craig) are such a vital resource to the St. Andrew's community. We spoke briefly with Nuala to better understand how she sees her role in the daily life of the school, and how parents and teachers can use her and her team as a resource.

This year, there are three Learning Specialists who are devoted to each campus: Nuala at the Upper School, Perrin at the Middle School, and Pam at the Lower School. Nuala describes the Learning Specialist role as a "behind-the-scenes support to students, teachers, and parents. In past years our role was that of an aide in the classroom, but we've moved away from that to be more of a case-by-case observer." Nuala says the Learning Specialists can make recommendations if more tutoring is needed, and work with parents to create an Individual Profile Plan (IPP) if necessary. Nuala is quick to point out that the IPP is not a modification of the teacher's curriculum, but a guide based on national standards that have been reviewed by the Specialists.

A major focus for the Learning Specialists is supporting the academic transition years, when curriculum difficulty and social-emotional development can impact student success. Nuala says their goal is to "empower both parents and students to reach out to us. We are here for them."

2nd Grade students greet parents arriving on campus for Back-to-School Night on Sept. 17.

Most Back-to-School nights across the country tend to look the same, but here at St. Andrew's, Back-to-School (BTS) Night is a time for students to shine. On September 17,  the 2nd Grade teachers really put their students in the spotlight. Nicole Williams, Jimmy Agnew, and Mark Benthall's students were excited to be the presenters and tour guides for their parents during the classroom portion of Back to School Night.

The 2nd Graders dressed in formal attire and greeted all the parents as they arrived on campus. Nicole explains, "We practice good eye contact, solid handshakes, and speaking clearly, and the parents are always quite impressed. They often think the students are in 4th Grade, and I proudly correct them 'Nope, they are 2nd Graders!"  

The 2nd Grade teachers structured the parents' visit so that the students drove the majority of the activities. Parents were

The tour of the school was prepared in advance as well. Students created posters for each of the "CARES" words (cooperation, assertion, responsibility, empathy, self-control) they follow daily, and then placed each poster in a different spot on campus where they exercise that characteristic. For example, a "self-control" poster was hung nearby an office, where students regularly wait quietly to be led to their next activity. To make the tour interactive, parents were given questions to ask students at each of the CARES spots.

Finally, the whole group of parents and students were invited to the library for a brief question-and-answer session before dismissing for the evening. Nicole handed out a packet with supplementary information on Social Emotional Learning, homework policies, and contact information for one-on-one discussions with parents. When asked why the 2nd Grade teachers changed their BTS Night structure years ago, Nicole explains that, "Lecturing parents and then handing them packets of materials they didn't have time to read wasn't effective, and not really reflective of all that was being learned. With this student-led approach, the kids are the focus. I am so proud of them. They are so capable of handling this, and they are proud too." 

Middle Schoolers Officially Brand Their Houses

The House Captains for the Wilson Swords, Nazro Shields, Henry Oaks, and Bailey Bells pose together after their Naming Ceremony on Sept. 19.

The Middle School gathered together to formally name their four houses in a ceremony on Sept. 19. They described the St. Andrew's connection to each of their house names, and their color and symbol selections. MS Dean of Students Tim Moore then explained the goals for the houses, including how to earn points.

(Watch the video recap of the ceremony on our Facebook page).

The current standings are:

Bailey Bells - 30 points

Henry Oaks - 37 points

Nazro Shields - 29 points

Wilson Swords - 20 points 

Congratulations to our 7th/8th Grade 5A Volleyball team (pictured left), who won first place in the Lake Travis ISD tournament this weekend, as well as our 7th/8th Grade 3A Volleyball team (pictured right), who were consolation champs in the Lake Travis ISD tournament.

Congratulations to the Upper School's Boys and Girls Cross-Country teams, both ranked in the Top 5 for all private schools in Texas! See the rankings here: http://txrunning.com/cccat-poll-week-1/ 

The Crusaders defeated the Eagles 27-18 on Sept. 19. Photo credit: Michael Rogers.

St. Andrew's Varsity Football team defeated St. Dominic Savio on Friday, Sept. 19 at Beck Stadium, with a final score of 27-18. Sophomore quarterback Evan Marshman finished the night with 160 yards passing and two touchdowns on 14 attempts. He added 53 yards rushing and one TD. Junior Cole Baker had 128 yards on only 11 attempts, and Blais Herman hauled in 5 catches for 131 yards and the two scores.  Senior defensive back Ben Thurman picked off two Savio passes, and Junior Tommy Chafizadeh added an interception of his own.

Admissions Newsletter Debuts

A Lower School student's study of Kandinsky

As the Lower, Middle, and Upper School Admissions team members gear up for an active season of events for prospective families, we wanted to share with you our new Admissions e-newsletter. This e-newsletter is tailored to prospective parents and designed to keep them informed of school news and important events and deadlines.  Research shows that over 90% of families learn about SAS through current families.  Please consider sharing the Admissions newsletter with friends, neighbors, and colleagues. Click here to read it now. Thank you for your support of St. Andrew's!

Anna Rau ('07) visited Rommel Eclarinol's Film class this month to discuss her career as a producer in Los Angeles, CA. Anna graduated from Emerson College's film program, and has been producing music videos and short documentaries for various studios. Her most recent project was FX channel's "Fargo" series. Anna currently co-owns a production company, From the Range, with her business partner Corbett Jones (pictured above, with student Allie Novess, left). Thank you Rommel Eclarinol for sharing this alumni news.  

Dorothy poses with her summer reading bulletin board.

If scientists could bottle Dorothy de la Garza's energy, you would never need a cup of coffee again. She has made her mark in her journalism, public relations, and education careers; participated in adult soccer leagues and volunteerism; and created a family with a husband, four children, and six grandchildren. If you thought writers were shy wallflowers, let Dorothy prove you wrong.

Dorothy points out that "Writing is an important creative outlet for people who, like me, can't sing, dance, act, paint, or draw." That's how she found writing: as a young girl she began writing plays. One of her favorites was her own version of the Dickens classic "A Christmas Carol." But even at an early age, Dorothy had an interest in serious subject matter, particularly American politics. She wrote a play about a child in the South confronting Jim Crow laws.

Though instinctively drawn to writing at an early age, Dorothy credits her teachers with instilling in her the confidence to pursue it. First, as a young 7th-grade student in her Chicago public school, her teacher pulled her aside and said, "You should be a writer." Then, in high school her Journalism teacher said she needed to study journalism at University of Texas. Dorothy followed her heart--and her teachers' advice--and enrolled in the Plan II Honors Program at UT. The power of positive reinforcement is something Dorothy takes seriously and hopes to pass on to her students. She says her job is to "see a student's gifts and tell them what they're good at. But don't pressure them."

Her career as a journalist and self-proclaimed "PR flak" took her from coast to coast--Texas to D.C.--along with her husband. Dorothy worked for Senator John Tower for 10 years, and when asked how she managed her career and raising four kids, she credits Senator Tower with being "open-minded enough to allow me to bring my child to the office."

Dorothy quips, "Any political sin I have ever committed I am repenting for now by teaching." She began her transition to teaching first as a student teacher in Dallas public schools, then as an Upper School teacher at Episcopal School of Dallas. Though she knew teaching was a great fit for her, she yearned to teach English in a smaller group setting. "I couldn't teach writing the way I wanted because, with 30 or so kids in your class, times three or four sections, well you do the math!" She wanted to know her students well enough to identify their gifts.

At 70 years old, Dorothy proudly proclaims, "I'm the oldest teacher at St. Andrew's." She now teaches the way she had hoped: focused on the writing process and providing feedback. She uses tennis balls to illustrate her metaphor for mastering English class. Each tennis ball has a word on it: grammar, writing, vocabulary, reading. When you add in other tennis balls representing family time, church, friends, etc., it can get overwhelming to try and juggle them all. But she says, "I just ask that every student give their two cents in every discussion."

Dorothy's outgoing personality shines through in her teaching style, and she doesn't shy away from serious subject matter. Her 7th grade syllabus asks,"'What is important in life?" while her 8th grade syllabus asks, "What is the nature of the human capacity for good and evil?" Dorothy loves studying Shakespeare, Dickens, Steinbeck, and Harper Lee, and hasn't yet grown weary from teaching her beloved authors. She is quick to point out, "I came to teaching late in my career, I was 50. I've only been doing this 20 years. I am surrounded by teachers much younger than me that have been doing this 30, 35 years!"

If her success as a teacher wasn't enough, Dorothy also introduced what are now Middle School traditions: the annual Texas Independence Day Chili Cook-off, the Austin Shakespeare field trip, and the Yom Hashoah/Holocaust observance service with Chaplain Ashley Brandon. Dorothy explains the Holocaust observance service: "The chapel's message is to resist evil in everyday settings. Not remain indifferent to bystanders, but instead make a difference in world."