Category: Head’s Corner

A Redwood Play Area – Designed for Explorers

At Saklan, we know that play is more than just fun — it’s where children test their limits, use their imaginations, and connect with each other. This year, we’re taking a big step forward in making our campus play spaces as inspiring as the learning that happens here every day.

With the help of Bay Area landscape architect Ron Lutsko, we are transforming our redwood grove into a natural play area designed for creativity and adventure. While we are still in the early phases of the design process, below are some of the elements we are considering.

  • Tree platforms that give the feel of small “treehouses”
  • Raised plank walks that wind between the trees
  • Log steppers and climbing features to challenge balance and coordination
  • A chalkboard tucked into the grove for drawing, writing, or group games

The design makes use of the existing redwoods, while adding new ones to create a Redwood Grove.  The design intends to weave new and natural play elements into the beauty of the grove. Children will be able to climb, balance, imagine, and create — all while being surrounded by nature.

This project is only possible because of our community’s generosity. At our 70th Anniversary Auction, Saklan families and friends raised over $115,000 through the Fund-A-Need. That collective gift is helping us reimagine what play can look like at Saklan.

The design is still evolving, and we’ll continue to gather feedback as we move forward. Our plan is to break ground later this year and open the new play area in the spring. When it opens, it will be more than just a playground — it will be a space where children can take risks, solve problems, and dream big. A place that feels both adventurous and nurturing, where Saklan students can grow together under the trees.

#HeadsCorner

Head’s Corner: Letting Curiosity Lead

This past Monday, I visited our Kindergarten classroom and found myself in the middle of something quietly profound. The students were working on their individual year-long learning quests — each one rooted in something they were deeply curious about. One child wanted to know how rats smell. Another wondered why cheetahs run so fast. A third was eager to learn how to be a teacher. These weren’t topics pulled from a textbook or assigned by a teacher — they were questions sparked by innate wonder.

What struck me as so “Saklanish” was how naturally the students took ownership of their learning. These quests weren’t for school — they were for themselves. Each student will pursue their question throughout the year, exploring, researching, creating, and sharing their discoveries with purpose and pride.

Neuroscientist Mary Helen Immordino-Yang puts it simply: “Whatever you’re having emotion about is what you’re thinking about. And whatever you’re thinking about, you might be able to learn about.” Her research shows that when students are emotionally connected to a subject, their learning becomes deeper, more resilient, and more meaningful. She calls this transcendent thinking — the kind that helps students not only master content, but also connect it to who they are and who they’re becoming.

At Saklan, this is at the heart of what we do. Whether it’s a Kindergartener exploring animal senses or a Middle Schooler wrestling with global issues through literature and debate, we begin with the learner — their questions, their voice, and their agency.

As we kick off the school year, I invite all of us to hold space for the questions that come from our children’s hearts. Let’s listen when they ask how to make shoes, why koalas climb, or why the world is the way it is. These questions aren’t distractions from learning — they are the beginning of deep, meaningful learning. When we honor our students’ natural curiosity and support their journey to make sense of the world, we’re not just teaching them facts — we’re helping them become thoughtful, compassionate, and capable learners. And that, after all, is the real purpose of school.

Warmly,

David 

The inspiration for this blog was drawn from kindergartners and the podcast “The Hidden Brain: How Our Brains Work.“ 

Head’s Corner: So Much Appreciation

I will start this week’s blog by recognizing and appreciating all the parent love that came onto campus this week via food and gifts. Thank you very much, our hearts and tummies are full.  As I enjoy all the love and gratitude, it makes me think of everything I appreciate about everyone here at Saklan.  Hence, it might be fitting to share some of the things I appreciate about those I work with.

Each person on this team brings something unique and meaningful to our school community. Here’s a snapshot of the qualities I appreciate in each of them:

  • Annette – Brings a 100% can-do attitude, always willing to do more, and is genuinely a Math Guru.
  • Christina – Cares deeply about student growth, both academically and social-emotionally.
  • Dianne – Meets pressure with creativity and calmness, a rare and steady force.
  • Emily – Has a vision for what’s ahead and catches every detail before it’s missed.
  • Erin – Solid, dependable, and incredibly caring—always there when needed.
  • Ester – Brings a breath of calm to every interaction, soothing and grounded.
  • Hector – Infuses fun into everything he does and is always ready to lend a hand.
  • Isaac – Offers a unique and powerful approach to both music and life.
  • Ivonne – Passionate about all things Spanish.
  • Javier – Can fix almost anything, but his true superpower is uplifting spirits.
  • Jennifer – Committed to turning good writers into great ones—one word at a time.
  • John – Helps students solve problems with agency, notices details about students we sometimes miss.
  • Joy – Always calm, always positive, always caring.
  • Kim K – Absolutely dependable and level-headed—our steady anchor.
  • Kim P – Deeply passionate about children and education; dedicated, caring, and always ready to help others.
  • Lauren – Creative and caring, always thinking outside the box.
  • Linda H – A voice of wisdom when it comes to understanding what children truly need.
  • Linda L – Deeply committed and tenacious—takes on the hard stuff with thoughtfulness and care.
  • Lisa – Knows her students through and through; thorough and fully committed to children.
  • Maggie – Takes on challenges with humility, humor, and a healthy attitude.
  • Maria – Brings a deep love and warmth to every interaction.
  • Meredith – Her passion for children and books has made reading a central tenet of Saklan life.
  • Mylesa – Radiates happy energy and an infectious “we got this” attitude.
  • Peta – Her wealth of experience makes every conversation about students a learning experience.
  • Philippa – A hidden talent of excellent writing paired with high creativity.
  • Riva – Brings extraordinary care and attention to every one of our kindergartners.
  • Rob – Models how to deliver high expectations with warmth and genuine care.
  • Saul – Calls himself the Math King (rightfully so!)—he takes students to the deep end of the pool.
  • Shay – Resourceful and adaptable, and keeps us all organized.
  • Vickie – Has a passion not only for science, but for all things learning, kids, and exploration.
  • Victoria – Quiet but deeply helpful and incredibly knowledgeable.
  • Yette – A great sense of humor, task-oriented, and a problem solver.
  • Zuly – Always positive and caring, with just the right dose of humor—and a laugh that lights up the room.

With gratitude and appreciation to everyone, 

David

Head’s Corner: How Life Imitates Project Work (and Vice Versa)

Pop Quiz! Which of the following statements applies to Project Work at Saklan?

 A. At the start of a Project, the end product is unknown
B. Project often takes unexpected twists and turns
C. Project is driven by prior experience and curiosity
D. All of the above

The answer, of course, is D—but you knew that already.

Now, go back and reread A, B, and C. This time, replace the word “Project” with “Life.”

That isn’t just a clever switch—it’s the reason project-based learning prepares students so well for life. Through project work, our students are practicing the very skills they’ll use every day: embracing uncertainty, exploring new ideas, and following their curiosity wherever it leads.

That’s what’s been on my mind lately, especially as we turn our attention to this year’s Fund-a-Need. What began as a straightforward plan to update some of our traditional play structures has grown into something much more meaningful, just like a good project.

The shift started with something small: a water spigot installed near the redwoods. That’s all it took. The kids flocked there, drawn by the natural beauty, the water, and the freedom to imagine. What emerged was an impromptu play zone, rich with storytelling, collaboration, and creativity.

Then came a visit from a landscape architect. And just like that, our focus shifted—from replacing monkey bars to reimagining our redwood grove as a nature-based play and exploration space, inspired by the children themselves.

This is what happens when we listen to kids, honor their play, and trust in the process. It’s life. It’s Project. It’s learning in motion.

This year’s Fund-a-Need will help bring this vision to life. With your support, we can transform our redwood grove into a place where imaginations continue to bloom.

Let’s build a space worthy of their creativity.

Head’s Corner: Playgrounds that Inspire

The Evolution of Play Structures – This Year’s Fund-A-Need

As a child, my memory of play structures at school is pretty vivid. We can start with the color—predominantly metal gray. Much of the parts looked like they were taken from the hardware store plumbing aisle. During the winter, they were cold to the touch; in the heat of summer—untouchable. How many of you have a memory—seared into your bottom—of speeding down the shiny metal slide on a hot July day?

Most of all, though, they lacked space for imagination.

Play structures have undergone a significant transformation over the decades, reflecting our evolving understanding of child development. It wasn’t until the past 20 years or so that play structures moved from being prescriptive in how children were meant to use them to designs open to a child’s imagination—a place where children could direct their own experiences.

Well-designed equipment becomes a canvas for inventive play, changing its purpose to match the day’s adventure. These structures support not just physical development but also cognitive growth, social skills, and emotional resilience—all through the power of self-directed play.

This evolution reflects a broader shift in how we view childhood—moving from seeing children as passive recipients of instruction to recognizing them as active constructors of their own understanding. Today’s most innovative play structures (and educational approaches) reflect a deep respect for children’s capabilities.

Sound familiar? It should; students’ “meaning making” of what they learn is a foundational tenet of authentic Project-Based Learning.

This year’s Fund-a-Need is more than just playground equipment—it’s an investment in the kind of education we believe in. Your contribution will directly impact how our students play, learn, and grow every day at Saklan. When we give our children thoughtfully designed spaces to play, we give them the tools to become the innovative thinkers our world needs through the simple but profound act of play.

Join us in bringing this vision to life! Your support for this year’s Fund-a-Need will help create dynamic play spaces that foster creativity, collaboration, and exploration—just as we do in the classroom. Every contribution, big or small, makes a lasting impact on our students’ daily experiences. Let’s build playgrounds that inspire the next generation of innovators and problem-solvers. Donate today and be a part of shaping the future of play at Saklan!

Head’s Corner: What Our Parents Are Telling Us

This year, we introduced a new way of listening to our parent community – Parent Pulse surveys that flow throughout the semester, capturing your feedback and insights over time. The results paint a vivid picture that matches what we see daily: engaged learners, strong connections, and a creative, compassionate, courageous community. 

Let me share what we’ve learned.

When 94% of parents see teachers who genuinely love their students, 89% find our curriculum challenging and engaging, and 93% value our approach to learning, it tells us something important. Add to this our Net Promoter Score (NPS) of 75 – far above what’s considered excellent.  These aren’t just numbers to us; they validate how we think all schools should work with children.  

Our commitment shines through in two key ways: making every child feel “seen and heard” (the primary reason 48% of families choose Saklan) and our project-based learning approach that creates meaningful connections between classroom learning and real-world challenges. Walking through our classrooms, you see this dual promise in action – teachers who know each student deeply, partnering with them through learning experiences that spark curiosity and build confidence.

While 91% of parents agree that Saklan welcomes families from all backgrounds, we know there’s more work to be done. Building a diverse, kind, inclusive community requires ongoing commitment and growth.

The type of work we do at Saklan is never finished; the school, like the humans that inhabit it, is always a work in progress. To those who filled in the survey last semester, thank you- your feedback is both validating and instructive. To our faculty and staff, parents, and students, your work making Saklan a model of what education should be is deeply appreciated. 

With gratitude and warmth,

David

PS- Keep an eye out for the next round of surveys.

Head’s Corner: Eating Sushi & Playing Piano

What Do Eating Sushi and Playing Piano Have in Common?

During Family Groups last week, students explored the concept of growth mindset – the belief that abilities and intelligence can be developed through effort, learning, and persistence. This idea, fundamental to our approach at Saklan, was developed by Stanford researcher Carol Dweck, and contrasts with a “fixed mindset” that sees abilities as static and unchangeable (think “I’m no good at math,” or “I can’t draw.”)

As I listened to their conversations, two insights perfectly captured this concept. One first-grade student shared how “eating sushi” exemplified developing new abilities – from initial resistance to eventual enjoyment. The eighth-grader in the group then remarked, “When I play hard pieces on the piano, I get better,” recognizing how tackling challenges develops skills.

These observations illustrate a growth mindset in action. Whether at the piano bench or the sushi bar, our abilities grow through practice, persistence, and embracing challenges. In our Family Groups, together, our older and younger students discover important social and emotional traits, creating bonds beyond the Family Group.

What makes these monthly gatherings special is how naturally such insights emerge through these peer interactions. While Standford researchers study growth mindset in laboratories, our students discover its power through shared experiences, creating a space where they teach and inspire each other across all grade levels.

#HeadsCorner

Head’s Corner: Teaching How to Think, Not What to Think

As someone who has taught history for a good portion of my professional life, I’ve always felt that how history is taught in the U.S. is a disservice to students. There is an emphasis on students “knowing” the country’s entire history, without understanding it. The curriculum will lean into a simplified version of history that leads students to a particular perspective. Rarely does history teaching slow down and ask students to wrestle with both sides of an issue and develop their own opinions. (Think Moraga Police Chief King reading All American Boys along with our eighth-grade class and then coming in to discuss his take on the novel.)

The other sin of how we approach history teaching in the U.S. is one of omission. We simplify complicated stories into fables that are easy to digest. For example, unpack the popular myth of Rosa Parks and her famous refusal to give up her seat on a Montgomery bus – the story that a meek, tired seamstress was too exhausted to walk to the back of the bus and accidentally started a movement that changed civil rights. There is a romanticism to that story, but it is wrong.

In reality, Rosa Parks had been an activist fighting for racial justice for decades before her bus stand. Though described as “quiet” in most of the obituaries that ran after her 2005 death, she was anything but.

The fable of Rosa Parks and the civil rights movement of the time betrays the reality, pain, and sacrifice of those who fight the good fight. It ignores how resistant Americans worked to challenge the status quo. It is also a disservice to the country.

As educators, we owe it to society to examine the fables and myths we have heard and those we have perpetuated – from Christopher Columbus to American Exceptionalism. We also owe it to our students to help them know less but understand more and reach their own conclusions, not ours.

Peace,

David

Head’s Corner: Power of Agency

Agency- Latin agentia “ability,” and ag(ere) “to do, drive”

Over the Winter Break, I received several emails from parents sharing with me a New York Times opinion piece they felt described Saklan perfectly. The article “Giving Kids Some Autonomy Has Surprising Results” should not be a surprise to anyone familiar with our work at Saklan.

“Agency” is a core value at Saklan. Students having “voice and choice” in their learning is a central tenet of Project Based Learning and our approach to SEL. Student agency honors students’ experiences and curiosities while giving them a locus of control over their lives. In short, it creates “buy-in” to learning. 

According to surveys by the Brooking Institution, very few students feel they have control over what they are learning. “The more time they spend in school, the less they feel like the author of their own lives, so why even try.”

In a majority of classrooms today, teachers introduce a topic and share with students what they will be learning. They have their standards to check off and material to cover. Just looking at those two sentences feels dispiriting.

Why not introduce a topic, ask students what they know about the topic (they know so much more than we often realize), and ask them what they want to investigate next? There are subtle differences between these two approaches, but student engagement is markedly different in the one that gives agency.

Giving agency raises academic standards by requiring students to invest in their own learning, reflect on their progress, and course-correct. If that sounds familiar, it is what we do as adults in our working lives. 

Agency creates a love of learning and a love in learning- and as if that is not enough to convince society that this is the right approach to education then a look at our standardized testing data should convince the doubters. 

Head’s Corner: Saklan Tuition Assistance

At Saklan, we strive to make education available to families who share what matters most to us: a love of learning and love in learning. Our tuition assistance program is part of that commitment, helping to create a vibrant community that strengthens our school.

Families are often surprised to learn that tuition assistance isn’t just for families with a below-average income. Our tuition assistance supports a wide range of family circumstances and income levels. Whether you’re managing multiple children’s educational needs, working to support your parents, or experiencing an unusual financial event, we encourage you to explore your options. While we can’t guarantee assistance to every family that applies, we work diligently to support as many qualified applicants as possible.

Moreover, we understand the sensitive nature of financial discussions. All aspects of tuition assistance applications are handled with confidentiality. Only our financial aid committee has access to your information, and all applications and decisions are kept private.

We are dedicated to growing and fostering our community. Applications for Tuition Assistance for the 2025-26 school year are now available through Clarity. If you have any questions concerning your eligibility for tuition assistance, please don’t hesitate to contact Mylesa, Saklan’s Director of Admissions, at admissions@saklan.org.