And What a Wonderful Day It Was!

The school year began on one of the warmest days of the year. Ms. Mallard played the harp in the breezeway as our preschool and kindergarten families arrived, while grades students waved goodbye to their parents and crossed campus to class.

Once everyone was settled in their new classrooms, we gathered in the oak grove for the rose ceremony, in which first graders were paired with their eighth grade buddies and officially welcomed to the grades with a beautiful rose and a walk under a rainbow silk (pictured below).

After that, campus was alive with activity. Fourth graders helped move picnic tables and haul hay bales from the truck to their new outdoor classroom.

First graders got some healthy exercise in the first games class of the year.

Fifth graders worked with logs and axes in their first woodwork class.

And this was just day one! Please check back for more photos and stories from the 2021-2022 school year.

A Message From Our Director

At the conclusion of the 2020-2021 school year, our director, Megan Neale, shared the following letter with our families. We hope you will find optimism in her message.

Life is not always easy. Even for those of us who are fortunate enough to live in this beautiful land with an abundance of food and clean water, there is still illness, death, separation, and loss. The past year has reminded us, sometimes in the most painful way, that it takes strength and courage to meet the challenges of the world with compassion.

In 1919, the first Waldorf school was created in response to the devastating loss and destruction of World War I. Founders Rudolf Steiner and Emil Molt wished to educate children who would be incapable of inflicting violence on others and who would be inspired to create a more peaceful world. Many things have changed over the last 100 years, yet there is still war and we still work for a better world. And we still have hope.

Our job as educators, and as parents, is not to fend off the pain and loss in life, or to eradicate it, but to strengthen the inner forces within young children so that they may meet life’s inevitable challenges with love, care, and strength. Over their years at Marin Waldorf School, students develop resilience in ways both overt and subtle. It is a process that is slow, incremental and deliberate, and that we approach with different means at different ages. This week on campus, you could see a four-year-old Sunflower preschooler diligently sweeping sand out of the breezeway, gently guided by his teacher, while, in the amphitheater, a fourteen-year-old 8th grader was hauling heavy boards to build a set for this year’s class play, The Tempest. Here, we do not shy away from discomfort, we value the lessons that come from challenges, and we know that hard work is part of a meaningful life. We can observe the Sunflower’s pride in the freshly swept hallway and the 8th grader’s satisfaction in their elaborate set. It is after the hard work and the difficulties we face that we are able to stand a little taller and shine a bit brighter.

Soon we will complete the school year and send off our beloved 8th grade class. We know they need strength, endurance, and fortitude to meet life and remain open-hearted, even under the best of circumstances. They are ready to take the next step. They have been prepared by their teachers, parents, and life itself with a willingness to work hard, to strive, and to bring an open heart to the world.

As we approach summer break, we find ourselves, and our school community, is in many ways strengthened and bolstered by the unexpected challenges of the past year, as well as by its many moments of joy and beauty. Educating children to lead us through the next generation is a deeply optimistic act. We have learned that hope is an action.

With that, we wish you a joyous summer with your family and look forward to continuing our journey together next year.

Megan Neale

Seasonal Greetings From Our College Chair

Sarah Whitmore, the lead Manzanita kindergarten teacher, is also our college chairperson for the 2020-2021 school year. In a beautiful letter to families that was sent out last week, Sarah shares thoughts on the season, the solstice, and togetherness. We are delighted to share it again here.

I write to you with a heart full of pictures from our campus. 6th graders playing “Silent Night” on recorders in the Peace Garden—filling the EC outdoor classes with song. Preschool children trailing behind their teacher singing about their little lanterns shining bright. A 4th grade boy offering, with arm very outstretched for social distance, a crown-sized evergreen wreath to our 8th grade teacher, Ms. Deason. “It’s for you. We are making holiday wreaths.” She places it on her head, a solstice queen.
The campus is alive with a warm, festive mood. Though it’s cold outside, we couldn’t be warmer as we unveil a multitude of Festivals of Light with our classes. School is a sanctuary during this difficult time—a balm. How can we share this light?

Most of us have an understanding that the word solstice refers to the sun. We know that the summer solstice (~June 21) is the longest day of the year, with the sun sharing peak amounts of light and warmth. In contrast, the winter solstice (~Dec. 21) is the shortest day of the year—offering the least amount of the sun’s warmth and light. This astronomical phenomena is easily observable. We have all sensed it. We recognize this seasonal moment in our bones.

The word solstice translates to something like, when the sun stands still. The winter solstice is a reflection point, opposite to the summer solstice. We are approaching this still point—when the sun shares minimal light and warmth. In response, I invite you to cultivate and kindle your own human warmth, your inner light, and share it generously. It’s no wonder so many holidays that involve gift giving, sharing, gratitude and actual light/candles arise during this time of year.

Covid brought a unique challenge to us during the summer solstice—but we could comfortably be outdoors, take walks, drink in the sunlight even if our group of friends or family was smaller. My husband and I walked late into the evening that June night—greeting strangers and neighbors who were eating outdoors on their porches. Connecting.

The winter solstice—in this time of Covid—will present us with new lessons. How can we say yes, share, give, encounter others in a meaningful way this year? How will we express our love to those close to us and to our would-be friends and neighbors without being physically together?

It seems so important to reach out to others during the coldest and darkest time of year. Interesting that the sun gives us the most usable form of vitamin D—so essential to immune health. Could it be that our inner warmth and light, shared with others, could offer some immune support?

I want to share with you that even behind masks and with many feet between u, we are radiating light and we are reaching each other. We hope you will find ways to share your light with family and friends—safely but truly—the way we have been able to at school.

As we say to each other in kindergarten each morning, with a bow to each friend:

Golden Sun in heaven blue
Come and warm us through and through
Come and bring us of your goldThat the blossom may unfold
That my heart’s blossom may unfold:
to you, to you, to you and to you…

Gallery: Day of the Dead, November 2

On Monday, our students came together to create a colorful altar in observance of the Mexican holiday Día de los Muertos (Day of the Dead), overseen by Spanish teacher Maestra Pineda. (You can read her description of Día de Muertos by clicking here.)

As an assignment for Spanish class, 7th and 8th grade students created beautiful individual tributes for the altar and wrote biographies of their loved ones to accompany them.

Their work was on display in the Peace Garden on Monday, November 2. Throughout the day, different classes visited the altar with their teachers, viewing the pieces and leaving their own photos and mementos.

First graders visit the Día de Muertos altar with their teacher Mr. Baril.
8th grade before performing a song on Día de Muertos.

In the morning, the 7th and 8th graders gathered to sing together. Enjoy the beautiful video below.

El Vuelo de los Ancestros

Under the guidance of Spanish teacher Has Pineda, the traditional Mexican holiday Día de los Muertos has become a part of our school’s annual celebrations. Last year, as part of the school’s festivities, our 8th grade class presented a wonderful play in Spanish to the student body, 3rd graders baked the traditional sweet bread pan de muerto, and we all brought mementos and photos to assemble a traditional Día de Muertos altar to remember departed loved ones.

This year, students worked with Maestra Pineda to create a beautiful altar in the Peace Garden (click here for photos). Below, Maestra Has Pineda describes the origins and meaning behind Día de Muertos celebrations.

El vuelo de los Ancestros
Return to the ancient path,
the roadmap of greatness,
the elders call must be obeyed,
thoughts of the ancestors is enough,
everything is hidden within it.
It is the beginning of healing
for all of us and our land.
Put your ears on the ground to listen
to what they have to say.
Tilt your head and look up for
the sky bears witness to this truth.
The air still sings their music,
even the waters also whispers their songs
for they drank from the same well as you.
Emeka Mokeme, The Elders Call
by Morgan Vierheller

Death has been in all cultures and throughout history, an event that invites reflection, rituals, ceremonies, the search for answers, which causes fear, admiration and uncertainty. The festival of the Day of the Dead in Mexico is a tradition that began long before the arrival of the Spanish. About 3,000 years ago, the original Aztecs left a legacy that shows, in the eyes of the world, a culture of great intangible wealth: the spiritual. Through these practices and beliefs they speak to us of respect and love for connections even after physical death.

Pre-Hispanic cultures shared the belief that there is an immortal and soulful entity that gives consciousness to the human being and that after death continues its path in the world of the dead, where it continues to need utensils, tools and food. 

Every year, as the fall season arrives Mexicans and many other people from around the globe turn their hearts and minds  to loved ones that have crossed the threshold and once more  enlighten the bridge between the dead and the living by celebrating “dia de los muertos”. The most representative element of the Day of the Dead festival are the altars with their offerings, a representation of the vision of death, full of allegories and meanings.

This year at Marin Waldorf school we will be honoring with respect, wonder and inclusivity this festival of remembrance. Each class will be offering a gift to the “ofrenda”. First graders cut out pieces of paper to make banners or “papel picado” that will represent the air element. Fifth grade will be making Cempasúchitl  flowers(marigolds). They are a symbol of the impermanence and fragility of life and have many uses in Day of the Dead celebrations. 7th graders learned about the history and the components of an altar while 8th graders will write biographies of a loved one they will be honoring during day of the dead. 

We set up an altar in the peace garden to allow all students to walk through and in reverence take part of this beautiful celebration. 

Meet the Imaginative Rod DeRienzo

In the second installment of our interview series, we’re introducing the delightful Manzanita early childhood assistant teacher Rod DeRienzo. Mr. Rod is known to many children on our campus as the famous voice of the Gold Monkey and Jeremy the Giant, two characters from an original story series he created for his daughter (if you aren’t a fan already, you can listen to one of his stories by clicking here). To grades students, he’s Mr. DeRienzo, last year’s lead aftercare teacher and the creator of stories about Phillipe, Suzette, and the mice of Córdoba.

Below, Mr. Rod shares how he began making up children’s stories, how he found Waldorf education, and what he likes about working in the Manzanita classroom.

Tell me about your background.
I grew up in New Jersey, in suburbia. My father was the mayor of my little town for 30 years.

Wow! 
Yep. Proud Democrat! And I got my first job before I was a year old. 

And what was that?
I was a male model. I was the “dry baby” for the Pampers commercials that ran for about three years between 1972-75. You can still find them on YouTube. 

That’s amazing!
Yes, millions of people have seen my rear end.

How do you even get cast for something like that?
That was my mother. She thought I was such a cute baby.

Did you see yourself as a teacher growing up, or is that something that came later?
Again, with my father being mayor, he was always involved in Scouts and coaching and all that, so I think I inherited his interest in helping children. For a time I was the adult leader of the Boy Scouts and Cub Scouts, when I was 18 years old. Yup, I’m an Eagle Scout. 

I’ve always been interested in education. I helped tutor my niece and nephews before I had my own family. I went to a Montessori grade school so I’ve always appreciated alternatives to the standard.  

After college, I went right into the family business, which was corporate moving in the New York–New Jersey area. I ran crews of 100+ men, big trucks in and out. I got to yell a lot. But that experience probably helps with staying calm amongst herds of children.

What brought you to Waldorf?
My wife. She found it for my stepdaughter, Oona. To be honest, at first I thought it was silly. I thought the children would know nothing but churning butter and knitting. But when Oona was in kindergarten I volunteered in the woodworking class, as a father volunteer, and that’s when I started looking around and realizing how wonderful it all is. 

Dave Alsop, who was involved in the Bay Area Center for Waldorf Teacher Training, was running a new dad circle where we would meet at the school once a week, read a book, and talk about how to be good fathers. It was through him that I learned about the teacher training and my wife suggested that I take it. She knew my destiny long before I did!

I enrolled in BACWTT in 2013. That year BACWTT was moving their summer session from the East Bay to the Marin Waldorf campus and they needed someone with moving experience.

You’re kidding?
No, I’m not. 

So since 2013, I’ve been on BACWTT’s board of directors. Actually, now I’m the president of the board. So I’ve come a long way from my initial what are these hippies doing? 

My first Waldorf job was in the kindergarten with Ms. Lisa, even before I graduated from the teacher training. I was the early childhood aftercare assistant. I’ve taught a combined 5th/6th grade at another Waldorf school and have substituted in all the classes here at MWS and was the grades aftercare teacher here for a few years. During training, I wanted to be in the high school track, because my college degree is in medieval history, but fate seems to bring me to the little ones. 

What’s the best part of the day in the Manzanita class?
The best part of the day? Hmm, it’s hard to say. I think the best part of the day is observing the children during free play. I’m part referee, part lifeguard. And to see them—how they interact, how they’re growing, how they work through their dilemmas—it’s just wonderful to see.

What’s it like working in early childhood and having your son right across the way?
It’s perfect. We want him to be independent and not always with Daddy, but I get to look over the fence and see him playing. I can hear the teachers singing, “Ozzi, put that stick down!” 

You know, it’s precious, and I wouldn’t give it up for anything. Our children grow up so fast. Oona is already in 8th grade! And here we are, starting from the bottom up again. It’s kinda nice.

That’s where all the stories come from—it’s from Oona. Because I would tell Oona stories every night, and the books we had—the standard Doctor Seuss and whatnot—I thought I could do better. I started telling her stories and we would be giggling and laughing away in the room and my wife Tanya would wonder, What are you telling her, is it appropriate? What’s going on in there?

To provide proof of my appropriateness, I began to record our stories. It then became a tradition to record all of our bedtime stories. For Oona, I have 800 or so recorded. And for Ozzi, we’re on 604 as of last night.

So Tanya could hear them too?
Yup, she trusts me now. After a decade or so! 

Well, now your stories have made you famous on our campus. 
For years I’ve told the children stories in aftercare, both grades and early childhood, as well as during the distance learning last year. I also recorded stories during the summer for my fans.

Are you sure you don’t want to write a book?
No, you know, it’s the sound and the voices. I like uploading stories to my Patreon site. I intend to add some more stories for November. Actually, my wife and I do have a rough draft of a historical romance we’ve written together. But that story is not for the kids! 

Meet Dena Malon, Our Magical Grades Director

Today, we are beginning a new (mostly) weekly column in our school newsletter and on Grandmother Oak, focused on stories, lessons, and insight from our faculty and staff. For some, becoming a Waldorf teacher is a lifelong calling. For others, a more unexpected and circuitous path led to our school. We want to share these stories, as well as lessons and stories from our students in each classroom, from preschool to 8th grade.

Fittingly, we begin the series with an interview with our grades director, Dena Malon, whose life began in New York City, where she grew up the daughter of a professional magician—”an immaculate showman,” as she describes him—and eventually brought her to Atlanta, back to New York, and then to Northern California.

A former actress, a native New Yorker, and a longtime Waldorf teacher who joined MWS in the 2019-2020 school year, Dena Malon took the new role of grades director for 2020-2021. In the first month of school, she’s already taking a hands-on approach to the role, teaching lessons, mentoring teachers, and working directly with students in and out of the classroom.

How did you become a Waldorf teacher?
I was an actress, a long time ago. I’m from New York, and I trained there. Then I moved to Atlanta where I had a successful acting career. I became the artistic director of an educational theater company, because I always believed there were therapeutic and healing aspects in drama. I started working with children and senior adults and people in prisons and in all different kinds of communities, helping them to open up to the creativity within themselves. 

Then I started working in schools primarily, using drama to help students, in grades kindergarten to college, learn how to communicate better, to write more effectively, and to become more engaged in what they were learning. Imagining opens you up, and when you write, you’re just writing down what you have imagined. So it’s very effective. I did a lot of training for teachers in using drama to enhance the curriculum and classroom management.

I also created issue-oriented plays that explored sexual abuse, watching too much television, uncovering your own creativity. I was the artistic director of a theater company [pictured left] and our company toured all over the southeast, bringing the arts to education.

I first read about Waldorf education in Mothering Magazine, before I had children, and I thought, This sounds incredible. Years later, I had a three-and-a-half-year-old and a newborn, and we were driving down the street and there was a sign for “The Children’s Garden: A Waldorf Kindergarten”—and I thought, oh my gosh, that’s that school that I read about. That was the beginning. I knew very little about it, but I could sense that something extraordinary was happening and I wanted my children to be a part of it.

After a few years, I knew I wanted to become more a part of it. I wouldn’t have become a teacher in any other form of education, but this was so creative, and so different, and it fascinated me—to learn about a different way of working with students. I became a first grade teacher when Max was in the third grade and Jack was in kindergarten. 

How old are your sons now?
They are 28 and almost 32. And I absolutely adore them. They’ve been working remotely as creative directors for strategic communication firms for three or four years. In this capacity, they traveled all over the United States, Canada, and Europe. Jack, in particular, loves being in Mexico.

One of the most extraordinary times in my life is when I went to visit them when they were living in Tulum. We had beautiful dinners together, and the one day that they had to work when I was there they treated me to a “rebirthing experience” at a spa.

What was your childhood like?
My father was a magician. I grew up watching him perform. It was very exciting. When he did shows for children, I would get to go. He was an immaculate showman. I learned a sense of timing from him—to always leave the audience wanting more.

I always wanted him to call me up, to be one of the children involved in baking a magic cake. I would say, Please, call me up, I won’t tell anybody I’m your daughter! I just wanted to be under the spell. He never would. So when we got to the place in the act when I knew that no one else was coming up, I would say to whoever was sitting next to me, “That’s my father!”

I’ve often reflected on the fact that the first man in my life was a magician, who could make impossible things happen.

That’s very unique.
Right. So I thought I really need …

… to do something with that! I’d love to see what you do.
I have been working on a story about it.

Do you have any other ideas for writing projects?
I have been thinking about writing an imaginative one-woman performance that traces my own incarnations through history. I am married to one of the instructors from my Waldorf training, Thom Schaefer, who is the education director at Credo High School. When Thom was going to Israel to live and work—we were friends for a long while, before we were married—I told him to find the most beautiful spot in Jerusalem and shout out my name to bring me back, because I thought my story should start there, but thousands of years ago.

I love that. Did he do it?
Yes. He traveled a lot, and he began to call my name out in many places. He’d come back and he’d write me, or he’d call me, and he’d say, I was just in Turkey and I found this place… and he’d send me postcards from where he called my name.

How do you envision your role as grades director? What will you bring to our school?
Over the years, I’ve learned a lot through teaching the curriculum. I’ve taken two classes all the way through the grades, and through this, I’ve come to understand the support that teachers need.

Adult education is also important to me. I like talking to parents about the curriculum and how Waldorf schools operate. I am so grateful that at this time in my life I have been given the opportunity to share my experience with this community.

What’s something you’d like to share with parents about Waldorf teachers?
The teacher sees your child as who they are, right in front of them, but also their potential, for who they can become. You are working with the present and you’re also envisioning the future.

Finally, I wanted to ask, during this time—with the pandemic, the fires, the social unrest—any silver linings or takeaways?
We have the opportunity to learn to communicate in deeper ways. We are looking into each other’s eyes. Even unbeknownst to ourselves, we have to be more communicative with our eyes because that’s what we see. We’re learning to read more about each other, without the benefit of the whole face. Another benefit is teaching outside, which is something we will never give up!

With DEI, and the sensitivity that’s being brought up, this time is making us look at the curriculum and at our own attitudes. It’s making us even more conscious of who we are, which is very important— important for all of us.

*

Dena Malon is the grades director at Marin Waldorf School. Thank you for sharing your story with us!

Interview by Julie Meade. This interview has been edited and condensed for clarity.

Staying Safe Outside of School

Over the summer, Cammi Bell, RN, MS, joined our staff as the health coordinator. With decades of experience as a school nurse and a Nurse Manager and Clinical Nurse Specialist in the NICU at California Pacific Medical Center, Cammi is using her expertise to guide our campus health and safety programs this year, in addition to serving as our school’s health liaison with Marin County Health and Human Services. Cammi has helped us mitigate our risk of COVID exposure on campus through multiple measures, including facial coverings, frequent hand-washing, outdoor instruction, and physical distancing.

We feel good about what we’ve achieved on campus, but life doesn’t stop there. Below, Cammi answers common questions about and offers advice on how to stay safe outside of school.

As we settle into our second month of school,  a few questions have come up from parents about being in school yet also being a part of a larger community. I wanted to share some of those questions and provide guidance for you as you plan. These answers are based on all the latest information we have from the Marin County Department of Health.  

What are the safest activities to participate in outside of school?
The safest activities to participate in outside of school are those that follow the Marin County Department of Health guidelines for recreational activities.  The county has revised its guidelines and currently allows students to participate in ONE activity outside of school. Of particular interest may be the Arts and Entertainment section which covers museums, aquariums, parks, etc. and the Childcare and Youth Programs tab which covers cohort activities and Youth Sports.You can reference the county website here https://bit.ly/30nyv9u

How can I safely visit our grandparents or other older family members without putting them at risk?
Grandparents and elderly relatives are in a category of individuals that are considered high risk because of their age and potentially because of other medical conditions.  The best way to keep them safe is to minimize any contact with potentially infected individuals.  Since you are attending school and seeing a small, stable cohort of people daily, you are already at a higher risk of infection and should restrict your contact with those people as much as possible. When you do visit your relatives, it is important to wash your hands frequently, wear a face covering while you visit, and maintain a 6-foot distance from them as much as possible.  

Can siblings come to play dates?
No. We are not allowed to mix cohorts. We are following the county guidelines that require stable cohorts and require that those cohorts do not mix. The county understands that siblings are in different cohorts and live together, and they do allow for this small amount of stable mixing. However, allowing siblings to come to playdates would allow haphazard and random mixing of many different cohorts and that is strictly prohibited by the county.

Am I allowed to have play dates with children from other cohorts?
No. For the same reason siblings are not allowed to come to play dates. 

Can I carpool with children in other cohorts?  Some students schools are using school buses, so is carpooling different? 
Carpooling is prohibited.  The county does not allow cohort mixing and carpooling would violate this rule.  In addition, a carpool means you are traveling in an enclosed space, typically for more than 15 minutes, which is in opposition to the required rules for distancing. Schools that are using school buses for student transport have strict health protocols in place for how the students will be managed on the bus, health screening for the driver of the bus, and cleaning and sanitation practices in the vehicle.  Marin Waldorf School cannot enforce those types of protocols for casual carpools.  

Can I use a public swimming pool?
The county allows for use of a public swimming pool under these guidelines  https://bit.ly/33is9tY

Planning Safe Play Dates
Some other items for consideration. For safe play dates, consider planning them with only one or two other children in the cohort to keep it consistent. If you would like to safely celebrate your child’s birthday, let them celebrate with their play date student.

And of course the same rules apply when hosting a friend off campus as they do in school: Wash your hands, wear a mask (with a few safely distanced mask breaks thrown in), and stay distanced. We want to model the same safe health behaviors for our kids wherever they may be. The goal is to minimize any additional exposures to your child and your family. The more we continue to contain and slow the spread of COVID this fall, the more likely it will be that we can safely navigate the cold and flu season and begin to open up in the spring.   

In health, 

Cammi

A Visit From Coast Miwok, in the Shade of Grandmother Oak

Yesterday, Dean and Jason, two representatives from the Coast Miwok Tribal Council, joined our faculty and staff on campus. We gathered in the shade of Grandmother Oak, where Dean and Jason spoke their truth, told us about their ancestors, shared their knowledge of the land, and invited us to reflect more deeply on the place we live, the land our school occupies, and the history we teach. It was a fitting start to a school year that will begin during a global pandemic, and one in which the natural world (particularly the beautiful valley oaks and bay laurel trees on our campus) will play an outsize role in our experience. To conclude, they joined us in a walk-through of our school’s outdoor classrooms, in preparation for our students’ arrival.

During the past month, our faculty and staff have been like busy bees, buzzing around campus (literally) with saws, drills, and pick-up trucks, assembling the outdoor classrooms. We have been ticking off the to do list and distributing Humanity Shields and hand sanitizer. We have been making safety plans and obsessively monitoring the air quality.

With so much to do, it felt impossible to slow down … until we were all gathered in the shade of the oak trees yesterday afternoon. Our guests, and the moment of reflection they inspired in us all, rejuvenated our mood, preparing us mentally and spiritually to welcome our students back to campus.

Dean and Jason, thank you! We hope we will continue to learn from you and the land this year, and into the future.

A Message From Our Diversity, Equity, and Inclusion Committee

As we mourn yet another senseless death of a Black man at the hands of police and continue to see the lives of Black, Brown and Indigenous people compromised and threatened, we are continuing to dedicate ourselves to the work of social justice and bringing your children an antiracist education.  

Our faculty and staff have taken up individual and collective work over the summer in looking at our curriculum with an equity lens, adding books to our libraries, creating or purchasing art that represents Black, Brown and Indigenous people, and developing ideas to broaden and strengthen our curriculum content. We have purchased crayons for each class which will broaden the capacity for different skin tones, and have watched a tutorial on how to use our colors for many various shades. But know that the work both continues and goes much deeper than that. 

This summer, we welcomed Randolph Carter (bio below) to guide us through a DEI (diversity, equity, inclusion) training.  As part of our DEI intensive, we read thought provoking articles, we took racial antibias tests put forth from Harvard University. It was an eye opening exercise we invite you to explore: https://implicit.harvard.edu/implicit/takeatest.html.

We looked at our own biographies and conversed about ideas related to bringing a strong antiracist education to Marin Waldorf School. Faculty and staff were grateful to share together and to deepen our understanding. We are pleased to announce that we will continue our relationship with Randolph, as we have brought him on board as an outside consultant to work with the DEI group, the staff and faculty, and the extended community.  

We look forward to welcoming parents into the conversation in a formalized way, and in the meantime encourage you to reach out to us at dei@marinwaldorf.org with any comments and or questions.

As both the founder of East Ed and a member of the Black Panther Party, Randolph has devoted his career to promoting equity and diversity in education and communities. He is currently directing the campus diversity efforts at Portland Community College, Cascade Campus. He was a Fellow in the Harvard University School Leadership Program, Graduate School of Education, where he received a master’s degree in education with a school leadership qualification. He is currently a doctoral student in the School of Education Leadership and Change at Fielding University.

He was a middle school reading specialist, a school administrator, and while at the National Association of Independent Schools, he directed their equity programming and founded two of their signature projects: People of Color Conference and Student Diversity Leadership Conference. Randolph has also served on numerous school boards, including Fielding Graduate University and the Institute for Community Enrichment. He is a member of the Education Committee of the New Press. His publications include peer-reviewed articles and book reviews published in national journals.