Faculty and Staff Interviews

Grade 4 at Cathedral: Growth, Confidence, and Leadership

— March 23, 2026
 
Grade 4 is the culminating year of Lower School at Cathedral School for Boys. By this point, boys are no longer simply learning how school works. They are being asked to manage longer projects, think more independently, speak with greater confidence, and begin seeing themselves as leaders within the community. It is a year that offers students a first real glimpse of what lies ahead in Upper School, while still preserving the energy, imagination, and joy that define Lower School.
 
We sat down with Lisa Macapinlac Rockefeller, Grade 4 lead teacher, and Benny Lawrence, Grade 4 assistant teacher, to talk about what makes this year distinctive, how students grow across the year, and what they hope boys carry with them into the next stage of their Cathedral journey.
 
A Bridge to Upper School
 
For Ms. Macapinlac Rockefeller, who has taught both kindergarten and high school, Grade 4 occupies a uniquely important place in a student’s development.
 
“In fourth grade, we’re really trying to be that bridge to Upper School,” she said. “Something that stands out to me from Upper School is synthesizing, taking all the things you’ve learned and putting them into your own claims or your own new learning.”
 
That kind of thinking appears throughout fourth grade. Students may read articles, watch videos, conduct interviews, visit historical sites, and reflect on those experiences together. Over time, they begin to move beyond simply gathering information and toward forming ideas of their own, then learning how to support those ideas with evidence and experience.
 
As the oldest students in Lower School, fourth graders are also increasingly aware that younger students are watching them.
 
“They become the big kids of the Lower School,” Mr. Lawrence said. “They set an example for a lot of their peers.”
 
Growing Independence
 
If Grade 3 is where responsibility begins to take shape, Grade 4 is where students are asked to sustain it more consistently. Longer projects require boys to track their progress, manage their time, and understand that getting to the finish line takes planning as well as effort.
 
“For me, time management is a huge piece,” Ms. Macapinlac Rockefeller explained. “Maybe in the past teachers would be giving them checkpoints along the way, but now they really have to manage it themselves.”
 
That growth happens within the reality of a fuller schedule. Homework increases in Grade 4, and many boys are also balancing choir, sports, clubs, and other after-school commitments. Rather than leaving all of that planning to adults, students begin learning to think ahead and take ownership of their responsibilities.
 
Homework Club has become one meaningful support for that transition. It gives students structured time to complete their work, ask questions, and experience the satisfaction of finishing strong. It also serves as an early bridge to Upper School study habits, helping boys see that independence is not about doing everything alone, but about learning how to manage their work well.
 
Reflection and Emotional Growth
 
Mr. Lawrence pointed to reflection as one of the most noticeable areas of growth across the year. Morning meetings include regular check-in questions such as roses and thorns, internal weather, gratitude, and hopes for the day. Early in the year, students often give quick, surface-level responses. By spring, many are speaking with more honesty, specificity, and self-awareness.
 
“It’s so funny,” he said. “At the beginning, we would get through morning meetings so fast because students would give the most surface-level brief answer. Now we’re always running out of time because they’re really talking about how they’re feeling.”
 
That reflective practice extends beyond the classroom. At the end of field trips, students offer appreciations to docents and volunteers, often with a depth and sincerity that leaves a lasting impression. Those moments suggest an important shift: boys are becoming more able not only to have meaningful experiences, but also to reflect on them thoughtfully and express their gratitude with care.
 
Learning Through Projects and Experience
 
Field trips and interdisciplinary projects are central to the Grade 4 experience. They are not separate from academic learning, but deeply connected to it.
 
In the Journey Project, for example, students examine immigration through research, personal interviews, reading, writing, and a visit to Angel Island. Through that process, they begin to understand history not simply as a collection of facts, but as a set of human experiences shaped by circumstance, choice, and inequality. Students are asked to draw connections, notice contrasts, and articulate what they are learning in ways that are thoughtful and personal.
 
Ms. Macapinlac Rockefeller described another powerful example from a Presidio field trip, when students tested kites they had engineered. Most of the kites did not fly, and the frustration was real. But during reflection afterward, many students were able to name what they had learned, not just about engineering, but about persistence, disappointment, and growth.
 
That willingness to reflect, revise, and keep going shows up in writing as well. Over the course of the year, students make dramatic gains in both the length and sophistication of their work. They progress from short early assignments to substantial pieces of writing that require detail, structure, and revision. Later in the year, students take on another persuasive research paper, learning how to use multiple sources, cite evidence, and support a claim clearly.
 
Voice, Leadership, and Public Speaking
 
Public speaking is another important part of Grade 4. Through show and tell, classroom presentations, the Field Foundation Competition, and Chapel Talks, students learn to stand before others and speak with confidence and purpose.
 
Chapel Talks, in particular, offer students the chance to address the broader school community and share something meaningful in their own voice. Teachers scaffold that work carefully, giving boys many smaller opportunities to practice before they step into more visible settings.
 
Leadership, too, is woven into daily life. Students rotate through classroom jobs, serve as table captains and line leaders, and take part in Big Brother activities with Kindergarten students. These roles may seem small on the surface, but they help students understand that leadership often begins with responsibility, consistency, and care for others.
 
Discussion also becomes an important arena for leadership. Through class debates, four corners activities, and Socratic-style conversations, students practice listening closely, speaking respectfully, and reconsidering their thinking. They are learning that leadership is not only about stepping forward, but also about making space for the ideas and experiences of others.
 
Looking Ahead
 
Outdoor Education offers one of the final and most memorable experiences of Grade 4. Students hike, cook, pitch tents, identify plants, navigate caves, and spend time together in a setting that asks them to stretch in new ways. For some, it is their first time sleeping away from home. For all, it is an opportunity to build confidence, resilience, and trust in one another.
 
It is also meaningful because it comes near the end of students’ time in this Lower School formation. When the boys return in the fall, they will be entering Upper School and moving into new class groupings. In that sense, Outdoor Education becomes both a culminating experience and a transition point.
 
When asked what they hope students carry with them into Upper School, both Macapinlac Rockefeller and Mr. Lawrence spoke about something deeper than academic preparation alone. Mr. Lawrence hopes boys hold onto their childlike wonder, resisting the urge to rush too quickly into adolescence. Ms. Macapinlac Rockefeller hopes they leave with a stronger sense of agency, knowing that their voices matter and that they are capable of shaping the world around them.
 
Grade 4 at Cathedral is a year of transition, growth, and possibility. It is where boys begin to see themselves not only as capable students, but also as thoughtful speakers, reflective learners, and emerging leaders. As they prepare to enter Upper School, they carry with them stronger skills, greater confidence, and a growing sense that what they think, say, and do truly matters.
 
 

Previous Faculty & Staff Interviews

List of 24 items.

  • 2026-03-23 — Inside Grade 4 at Cathedral: A Conversation with Our Grade 4 Teachers

    March 23, 2026
     
    Grade 4 is the culminating year of Lower School at Cathedral School for Boys. By this point, boys are no longer simply learning how school works. They are being asked to manage longer projects, think more independently, speak with greater confidence, and begin seeing themselves as leaders within the community. It is a year that offers students a first real glimpse of what lies ahead in Upper School, while still preserving the energy, imagination, and joy that define Lower School.
     
    We sat down with Lisa Macapinlac Rockefeller, Grade 4 lead teacher, and Benny Lawrence, Grade 4 assistant teacher, to talk about what makes this year distinctive, how students grow across the year, and what they hope boys carry with them into the next stage of their Cathedral journey.
     
    A Bridge to Upper School
     
    For Ms. Macapinlac Rockefeller, who has taught both kindergarten and high school, Grade 4 occupies a uniquely important place in a student’s development.
     
    “In fourth grade, we’re really trying to be that bridge to Upper School,” she said. “Something that stands out to me from Upper School is synthesizing, taking all the things you’ve learned and putting them into your own claims or your own new learning.”
     
    That kind of thinking appears throughout fourth grade. Students may read articles, watch videos, conduct interviews, visit historical sites, and reflect on those experiences together. Over time, they begin to move beyond simply gathering information and toward forming ideas of their own, then learning how to support those ideas with evidence and experience.
     
    As the oldest students in Lower School, fourth graders are also increasingly aware that younger students are watching them.
     
    “They become the big kids of the Lower School,” Mr. Lawrence said. “They set an example for a lot of their peers.”
     
    Growing Independence
     
    If Grade 3 is where responsibility begins to take shape, Grade 4 is where students are asked to sustain it more consistently. Longer projects require boys to track their progress, manage their time, and understand that getting to the finish line takes planning as well as effort.
     
    “For me, time management is a huge piece,” Ms. Macapinlac Rockefeller explained. “Maybe in the past teachers would be giving them checkpoints along the way, but now they really have to manage it themselves.”
     
    That growth happens within the reality of a fuller schedule. Homework increases in Grade 4, and many boys are also balancing choir, sports, clubs, and other after-school commitments. Rather than leaving all of that planning to adults, students begin learning to think ahead and take ownership of their responsibilities.
     
    Homework Club has become one meaningful support for that transition. It gives students structured time to complete their work, ask questions, and experience the satisfaction of finishing strong. It also serves as an early bridge to Upper School study habits, helping boys see that independence is not about doing everything alone, but about learning how to manage their work well.
     
    Reflection and Emotional Growth
     
    Mr. Lawrence pointed to reflection as one of the most noticeable areas of growth across the year. Morning meetings include regular check-in questions such as roses and thorns, internal weather, gratitude, and hopes for the day. Early in the year, students often give quick, surface-level responses. By spring, many are speaking with more honesty, specificity, and self-awareness.
     
    “It’s so funny,” he said. “At the beginning, we would get through morning meetings so fast because students would give the most surface-level brief answer. Now we’re always running out of time because they’re really talking about how they’re feeling.”
     
    That reflective practice extends beyond the classroom. At the end of field trips, students offer appreciations to docents and volunteers, often with a depth and sincerity that leaves a lasting impression. Those moments suggest an important shift: boys are becoming more able not only to have meaningful experiences, but also to reflect on them thoughtfully and express their gratitude with care.
     
    Learning Through Projects and Experience
     
    Field trips and interdisciplinary projects are central to the Grade 4 experience. They are not separate from academic learning, but deeply connected to it.
     
    In the Journey Project, for example, students examine immigration through research, personal interviews, reading, writing, and a visit to Angel Island. Through that process, they begin to understand history not simply as a collection of facts, but as a set of human experiences shaped by circumstance, choice, and inequality. Students are asked to draw connections, notice contrasts, and articulate what they are learning in ways that are thoughtful and personal.
     
    Ms. Macapinlac Rockefeller described another powerful example from a Presidio field trip, when students tested kites they had engineered. Most of the kites did not fly, and the frustration was real. But during reflection afterward, many students were able to name what they had learned, not just about engineering, but about persistence, disappointment, and growth.
     
    That willingness to reflect, revise, and keep going shows up in writing as well. Over the course of the year, students make dramatic gains in both the length and sophistication of their work. They progress from short early assignments to substantial pieces of writing that require detail, structure, and revision. Later in the year, students take on another persuasive research paper, learning how to use multiple sources, cite evidence, and support a claim clearly.
     
    Voice, Leadership, and Public Speaking
     
    Public speaking is another important part of Grade 4. Through show and tell, classroom presentations, the Field Foundation Competition, and Chapel Talks, students learn to stand before others and speak with confidence and purpose.
     
    Chapel Talks, in particular, offer students the chance to address the broader school community and share something meaningful in their own voice. Teachers scaffold that work carefully, giving boys many smaller opportunities to practice before they step into more visible settings.
     
    Leadership, too, is woven into daily life. Students rotate through classroom jobs, serve as table captains and line leaders, and take part in Big Brother activities with Kindergarten students. These roles may seem small on the surface, but they help students understand that leadership often begins with responsibility, consistency, and care for others.
     
    Discussion also becomes an important arena for leadership. Through class debates, four corners activities, and Socratic-style conversations, students practice listening closely, speaking respectfully, and reconsidering their thinking. They are learning that leadership is not only about stepping forward, but also about making space for the ideas and experiences of others.
     
    Looking Ahead
     
    Outdoor Education offers one of the final and most memorable experiences of Grade 4. Students hike, cook, pitch tents, identify plants, navigate caves, and spend time together in a setting that asks them to stretch in new ways. For some, it is their first time sleeping away from home. For all, it is an opportunity to build confidence, resilience, and trust in one another.
     
    It is also meaningful because it comes near the end of students’ time in this Lower School formation. When the boys return in the fall, they will be entering Upper School and moving into new class groupings. In that sense, Outdoor Education becomes both a culminating experience and a transition point.
     
    When asked what they hope students carry with them into Upper School, both Macapinlac Rockefeller and Mr. Lawrence spoke about something deeper than academic preparation alone. Mr. Lawrence hopes boys hold onto their childlike wonder, resisting the urge to rush too quickly into adolescence. Ms. Macapinlac Rockefeller hopes they leave with a stronger sense of agency, knowing that their voices matter and that they are capable of shaping the world around them.
     
    Grade 4 at Cathedral is a year of transition, growth, and possibility. It is where boys begin to see themselves not only as capable students, but also as thoughtful speakers, reflective learners, and emerging leaders. As they prepare to enter Upper School, they carry with them stronger skills, greater confidence, and a growing sense that what they think, say, and do truly matters.
     
     

  • 2026-03-17 — Conversación sobre el aprendizaje, el crecimiento y el futuro

    Note: The English translation of this conversation is provided below, following the original Spanish version.
     
    17 de marzo de 2026
     
    Jenny Cals, directora de Currículo e Instrucción en Cathedral School for Boys, conversa con Freddie Picazo, estudiante de octavo grado, sobre su experiencia aprendiendo español, su crecimiento como estudiante y la importancia del lenguaje en un mundo cada vez más interconectado. Durante la entrevista, Jenny le hace preguntas sobre su proceso de aprendizaje y, más adelante, se invierten los roles y Freddie le pregunta sobre su próximo traslado a España, donde asumirá el cargo de directora en el American School of Bilbao. La conversación da lugar a una reflexión compartida sobre la curiosidad, la confianza y el valor de las relaciones en el aprendizaje.
     
    Ms. Cals: Hola, Freddie, gracias por tomarte el tiempo para esta entrevista. Para empezar, ¿cómo describirías tu experiencia en Cathedral?
     
    Freddie: Bueno, yo empecé a aprender español en cuarto grado, pero he estado en Cathedral desde Kinder. En la clase de español soy muy cercano con mis maestros y compañeros. Aprendemos gramática, vocabulario y hacemos una mezcla de proyectos para mostrar lo que sabemos. Las clases son muy positivas y creativas, y la excursión a Costa Rica es un momento especial para practicar español.
     
    Ms. Cals: Qué bien. Entonces, ¿tienes ganas de ir a Costa Rica?
     
    Freddie: Sí, mucho.
     
    Ms. Cals: Genial. ¿Cómo ha cambiado tu confianza al aprender español?
     
    Freddie: Cuando empecé, estaba nervioso y tímido para hablar y practicar, pero con el tiempo aprendí a lanzarme y a hablar, aun cometiendo errores. Eso me dio más confianza en mi español.
     
    Ms. Cals: Muy bien. ¿Qué momento recuerdas con más cariño de la clase de español?
     
    Freddie: Las ferias hispanas son muy especiales. Es un proyecto al principio del año para todas las clases de español. El objetivo es estudiar países hispanohablantes, su comida, preparar recetas de platos típicos y aprender sobre sus tradiciones y días festivos. Es muy divertido, y cada país y proyecto es diferente.
     
    Ms. Cals: Qué interesante. ¿Te acuerdas qué país te tocó estudiar?
     
    Freddie: Sí, Guatemala.
     
    Ms. Cals: Muy bien. ¿Qué has aprendido sobre las culturas del mundo hispanohablante?
     
    Freddie: He aprendido que los países hispanohablantes son similares y únicos a la vez. Son similares porque comparten el mismo idioma, pero también son diferentes por sus tradiciones, sus días festivos y sus culturas.
     
    Ms. Cals: Exacto. ¿Y por qué crees que es importante aprender otro idioma?
     
    Freddie: Es importante porque te ayuda a conectar con el mundo. En mi caso, mi familia habla español y es importante para mí poder hablarlo y entenderlo.
     
    Ms. Cals: Muy bien. Ahora te toca a ti.
     
    Freddie: ¿Cómo te sientes al prepararte para esta nueva etapa en España?
     
    Ms. Cals: Pues es una mezcla de emociones. Estoy ilusionada y agradecida por la confianza que han puesto en mí. También estoy un poco nerviosa porque será un reto importante que implica crecer. Y, al mismo tiempo, siento nostalgia por la comunidad de Cathedral, porque he conocido personas fantásticas aquí y las voy a echar mucho de menos.
     
    Freddie: ¿Qué es lo que más te emociona de ser directora allí?
     
    Ms. Cals: Me emociona poder ayudar a una escuela a crecer y construir una visión de futuro junto a un equipo que cree en el proyecto. También me ilusiona el contexto internacional: conocer un lugar nuevo, una cultura distinta y otro idioma. Aunque soy catalana, ahora voy al País Vasco, que es un lugar nuevo para mí, con otra lengua y otra identidad. Es todo un mundo por descubrir.
     
    Freddie: ¿Y hablas catalán?
     
    Ms. Cals: Sí, lo hablo. Pero lo aprendí igual que tú has aprendido español. Mi padre era catalán, pero yo no crecí hablándolo ya que nací en El Salvador. Lo aprendí después, y es muy bonito poder conectar con tu familia a través del idioma.
     
    Freddie: ¿Cómo crees que tu experiencia en Cathedral te ayudará en España?
     
    Ms. Cals: Mi experiencia aquí ha sido muy positiva. He formado parte de un equipo que me ha acogido bien y ha compartido conmigo sus ideas y su visión. Confiaron en mí desde el principio, y eso me permitió trabajar con seguridad. En España, uno de mis objetivos será construir esa misma confianza, porque cuando hay confianza, también hay sentido de pertenencia, y es entonces cuando las personas dan lo mejor de sí.
     
    Freddie: ¿Qué has aprendido de los estudiantes aquí que te llevarás contigo?
     
    Ms. Cals: Me llevo muchas cosas. Sobre todo, que las relaciones importan muchísimo: entre maestros, entre alumnos y en toda la comunidad. También que el sentido del humor es importante — aquí los alumnos se ríen mucho. He aprendido que puedes ser tú mismo en un entorno seguro y que las normas de convivencia son fundamentales. Y, por último, que hay que cuidar la ilusión por aprender y no olvidar disfrutar. Si no disfrutas, no tiene sentido.
     
    Freddie: Y la última: ¿qué consejo nos darías a los que seguimos nuestro propio camino?
     
    Ms. Cals: Que sigan siendo curiosos. Es importante hacer preguntas y saber escuchar. El camino de la vida no es directo; se hace el camino al andar. Hay que ir con calma, porque a veces las cosas no salen como esperas, y cuando toman otro rumbo, hay que afrontarlo con optimismo. Como dice el dicho: “al mal tiempo, buena cara.” Mi consejo es seguir adelante y aprender de cada situación.
     
    Freddie: ¿Y qué significa esa frase?
     
    Ms. Cals: Significa que, cuando las cosas no salen como esperabas o atraviesas momentos difíciles, es importante mantener una actitud positiva y seguir adelante. No siempre podemos controlar lo que nos ocurre, pero sí podemos decidir cómo reaccionamos y qué aprendemos de cada experiencia.
     
    Freddie: Sí.
     
    Ms. Cals: Muy bien. Muchas gracias, Freddie. Ha sido un placer.
     

    Conversation about Learning, Growth, and the Future

    — March 17, 2026
     
    Jenny Cals, Director of Curriculum and Instruction at Cathedral School for Boys, speaks with eighth-grader Freddie Picazo about his experience learning Spanish, his growth as a student, and the importance of language in an increasingly interconnected world. During the interview, Jenny asks Freddie questions about his learning process, and later the roles reverse as Freddie asks her about her upcoming move to Spain, where she will serve as Head of School at the American School of Bilbao. The conversation becomes a shared reflection on curiosity, confidence, and the value of relationships in learning.
     
    Ms. Cals: Hi, Freddie. Thank you for taking the time for this interview. To start, how would you describe your experience at Cathedral?
     
    Freddie: Well, I started learning Spanish in fourth grade, but I’ve been at Cathedral since Kindergarten. In Spanish class, I’m very close with my teachers and classmates. We learn grammar and vocabulary, and we do a mix of projects to show what we know. The classes are very positive and creative, and the trip to Costa Rica is a special opportunity to practice Spanish.
     
    Ms. Cals: That’s great. So, are you excited about going to Costa Rica?
     
    Freddie: Yes, very much.
     
    Ms. Cals: Wonderful. How has your confidence changed as you’ve learned Spanish?
     
    Freddie: When I started, I was nervous and shy about speaking and practicing, but over time I learned to take the leap and speak, even while making mistakes. That gave me more confidence in my Spanish.
     
    Ms. Cals: Very good. What moment do you remember most fondly from Spanish class?
     
    Freddie: The Hispanic fairs are very special. It’s a project at the beginning of the year for all Spanish classes. The goal is to study Spanish-speaking countries, their food, prepare recipes of traditional dishes, and learn about their traditions and holidays. It’s really fun, and each country and project is different.
     
    Ms. Cals: How interesting. Do you remember which country you studied?
     
    Freddie: Yes, Guatemala.
     
    Ms. Cals: Great. What have you learned about the cultures of the Spanish-speaking world?
     
    Freddie: I’ve learned that Spanish-speaking countries are both similar and unique at the same time. They’re similar because they share the same language, but they’re also different because of their traditions, their holidays, and their cultures.
     
    Ms. Cals: Exactly. And why do you think it’s important to learn another language?
     
    Freddie: It’s important because it helps you connect with the world. In my case, my family speaks Spanish, and it’s important for me to be able to speak it and understand it.
     
    Ms. Cals: Very good. Now it’s your turn.
     
    Freddie: How do you feel as you prepare for this new chapter in Spain?
     
    Ms. Cals: Well, it’s a mix of emotions. I feel excited and grateful for the trust that’s been placed in me. I’m also a little nervous because it will be an important challenge that involves growth. At the same time, I feel a sense of nostalgia for the Cathedral community, because I’ve met wonderful people here and I’m going to miss them very much.
     
    Freddie: What excites you most about being the Head of School there?
     
    Ms. Cals: I’m excited about helping a school grow and building a vision for the future alongside a team that believes in the project. I’m also excited about the international context: getting to know a new place, a different culture, and another language. Although I’m Catalan, I’m now going to the Basque Country, which is new to me, with another language and its own identity. It’s a whole world to discover.
     
    Freddie: And do you speak Catalan?
     
    Ms. Cals: Yes, I do. But I learned it just like you’ve learned Spanish. My father was Catalan, but I didn’t grow up speaking it because I was born in El Salvador. I learned it later, and it’s very meaningful to be able to connect with your family through language.
     
    Freddie: How do you think your experience at Cathedral will help you in Spain?
     
    Ms. Cals: My experience here has been very positive. I’ve been part of a team that welcomed me and shared their ideas and vision with me. They trusted me from the beginning, and that allowed me to work with confidence. In Spain, one of my goals will be to build that same trust, because when there is trust, there is also a sense of belonging, and that’s when people give their best.
     
    Freddie: What have you learned from the students here that you’ll take with you?
     
    Ms. Cals: I’m taking many things with me. Above all, that relationships matter tremendously — between teachers, between students, and across the whole community. Also, that a sense of humor is important — students here laugh a lot. I’ve learned that you can be yourself in a safe environment and that shared expectations for how we live together are essential. And finally, that we need to nurture the joy of learning and not forget to enjoy the process. If you’re not enjoying it, it doesn’t make sense.
     
    Freddie: And lastly: what advice would you give to those of us continuing on our own paths?
     
    Ms. Cals: Stay curious. It’s important to ask questions and to know how to listen. The path of life is not a straight line; you make the path by walking it. You have to move forward calmly, because sometimes things don’t go as you expect, and when they take a different turn, you have to face it with optimism. As the saying goes, “In bad weather, put on a good face.” My advice is to keep going and learn from every situation.
     
    Freddie: And what does that phrase mean?
     
    Ms. Cals: It means that when things don’t go as you expected or you go through difficult moments, it’s important to maintain a positive attitude and keep moving forward. We can’t always control what happens to us, but we can decide how we respond and what we learn from each experience.
     
    Freddie: Yeah.
     
    Ms. Cals: Very good. Thank you so much, Freddie. It’s been a pleasure.
     
     

  • 2026-03-05 — Student Spotlight: Peeta Shen ’26 Launches Upper School Coding Club

    March 5, 2026
     
    At the start of the school year, Grade 8 student Peeta Shen launched the Upper School Coding Club, giving students in Grades 5–8 the opportunity to learn coding and build their own projects using the program Scratch. The club meets in the STEAM Lab with faculty sponsor Mr. Thornley, but the initiative, organization, and leadership come from Peeta himself. Over the course of the year, club members have explored game design, coding fundamentals, and creative problem-solving. This spring, the group created interactive math games designed for first graders. On March 5, I sat down with Peeta to talk about how the club started and what students have been building.
    Mr. Lewis: What inspired you to start the Coding Club?
     
    Peeta: I’ve always had a strong interest in coding and building projects and games, especially using Scratch and Python. Since our school had never had a coding club before, I thought it would be a great opportunity to start one. I wanted to share my interest with other students and help people learn a skill that’s really important today.
    Mr. Lewis: When did you first get interested in coding?
     
    Peeta: Around fifth grade I discovered creating games, but in sixth grade I got much more interested after watching YouTube videos where people were building different projects. I started experimenting with Scratch, watching tutorials, and slowly learning how coding works.
    Mr. Lewis: How did the club actually get started?
     
    Peeta: At the beginning of the school year, I went to Mr. Thornley and asked if he would be willing to work with me to start a coding club. I told him I wanted to share my interest with other students and if he could help make it happen.
    Mr. Lewis: What exactly is Scratch?
     
    Peeta: Scratch is a program created by MIT that helps beginners learn coding. Instead of typing lines of code, you use blocks that represent commands like loops, variables, and inputs. You put the blocks together to build programs, which makes it easier for beginners to start coding.
    Mr. Lewis: What kinds of things can you build with Scratch?
     
    Peeta: Even though Scratch looks simple, you can build pretty complicated games and programs. Some creators make projects with physics and animation. So it’s beginner-friendly, but you can still build complex things.
    Mr. Lewis: What projects has the club worked on this year?
     
    Peeta: We built a Pong game, and another project where Scratch writes your name. We also did personal projects, where students could build whatever they wanted. Some students made tic-tac-toe or shooter games. One built a quiz game, and another made a clicker-style game.
     
    One project I really liked was a game where you guess San Francisco ZIP codes by clicking on the correct location on a map.
    Mr. Lewis: I hear you’re sharing your work with first graders.
     
    Peeta: Yes. We built math games for first graders that help practice addition and subtraction through word problems. Tomorrow, we’ll present the games, explain them, and let the first graders try them.
    Mr. Lewis: How many games are there?
     
    Peeta: Around four or five different games.
    Mr. Lewis: How many students are in the club?
     
    Peeta: Usually around four to five students come to meetings.
    Mr. Lewis: What surprised you about running the club?
     
    Peeta: Scheduling was harder than I expected because many students had sports and other commitments, so I had to adjust the times carefully. I was also surprised and impressed by how creative everyone’s ideas were when they built their projects.
    Mr. Lewis: Did students have different levels of coding experience?
     
    Peeta: Yes, there was definitely a range. Some students were new to coding and others already had experience. That’s one reason I chose Scratch — it works well for beginners but still lets more experienced students build more complex projects.
    Mr. Lewis: What’s the hardest part of designing a game?
     
    Peeta: Coming up with ideas or fixing bugs. Even if you’re good at coding, you still need a good idea. And bugs can be frustrating. But if you keep working on them, you can usually solve the problem.
    Mr. Lewis: What advice would you give younger students who want to start coding?
     
    Peeta: Start small. Scratch is a great beginner platform, and there are lots of tutorials and resources online. As you learn more, you can move into languages like Python or JavaScript and build bigger projects.
    Mr. Lewis: Have you experimented with AI tools for coding?
     
    Peeta: Not yet, but I’ve heard AI can be super helpful with generating code, debugging, coming up with ideas, or even building entire projects, so I might try it in the future.
    Mr. Lewis: What do you hope happens with the Coding Club after you graduate?
     
    Peeta: I hope younger students keep it going. My goal was to create a space where students can get together, learn coding, and build projects they’re excited about. If sixth or seventh graders take leadership and continue the club, that would be really great to see.
     
     

  • 2026-03-03 — Inside Grade 3 at Cathedral: A Conversation with Our Grade 3 Co-Lead Teachers

    March 3, 2026
     
    Grade 3 marks an important turning point in a boy’s Lower School journey. If Kindergarten begins with belonging, Grade 1 introduces structure, and Grade 2 builds independence, Grade 3 is where students begin to take true ownership of their learning.
     
    We sat down with Rilee Hakola and Raymond Chrisman, Cathedral’s Grade 3 co-lead teachers, to talk about how expectations shift during this year, how students grow academically and socially, and what they hope boys carry with them into the final year of Lower School.
     
    Ms. Hakola joined Cathedral in 2022 after teaching second and fourth grade at Marin Country Day School. Mr. Chrisman joined Cathedral in 2020 and previously taught third and fourth grade in both Massachusetts and the Bay Area.
     
    Ownership and Responsibility
     
    For Ms. Hakola, the defining word for Grade 3 is responsibility.
     
    “I’d say ownership or responsibility,” she explained. “By the time students reach third grade, they understand the routines of school. They know what the morning should look like, what the expectations are, and how to get started with their work. We’re still here to support them, but we’re not holding their hands anymore.”
     
    Mr. Chrisman agrees that Grade 3 is a moment when expectations rise.
     
    “This is when responsibility really begins,” he said. “Students are more capable than they would ever imagine. Part of our job is helping them see that. When we set a high bar and expect them to rise to it, they are often surprised by what they can achieve.”
     
    The shift is visible in daily routines. Students are expected to manage their work more independently, complete assignments thoughtfully, and take responsibility for staying on task. When they struggle with time management or focus, teachers guide them back toward the habits that help them succeed.
     
    “Our goal isn’t to make things easy,” Ms. Hakola said. “It’s to help them realize they can do hard things.”
    Growing Academic Stamina
     
    Academic growth in Grade 3 is both visible and dramatic.
     
    One of the biggest changes is in reading. At the beginning of the year, many students struggle to sustain attention for extended reading periods. By the end of the year, most are able to settle in with a book for long stretches of time.
     
    “In the fall, some students can barely make it through a reading block without getting up repeatedly,” Mr. Chrisman explained. “By the spring, they can sit with a book for half an hour and stay engaged. That’s a huge change.”
     
    Writing follows a similar progression. Students begin using a more formal writing process that includes outlining, drafting, revising, and producing a polished final piece.
     
    “We’re really guiding them through the drafting process,” Ms. Hakola said. “They outline, write drafts, revise their work, and eventually type their final piece. The writing process in third grade asks a lot of students, but it is thoughtfully scaffolded to make it manageable. Students receive direct, real time feedback that supports their growth and confidence. They build on skills learned in previous years while also applying new concepts from current lessons directly into their writing, strengthening their understanding through immediate practice and reflection.”
     
    Mathematics also introduces important benchmarks. One of the most significant is mastering multiplication facts, which becomes a foundational skill for later math learning.
     
    “Multiplication is a big milestone in third grade,” Mr. Chrisman said. “Once students really understand multiplication, division begins to make more sense as well.”
    Learning Accountability
     
    Grade 3 is also the first year when students begin receiving formal homework assignments on a consistent basis. With that change comes a new level of accountability.
     
    Students are responsible for bringing assignments home, completing them, and returning them on time. Teachers guide them through this transition while encouraging independence.
     
    “We want them to take ownership,” Ms. Hakola said. “That includes remembering their work, managing their time, and understanding that their effort matters.”
     
    The emphasis is not on perfection but on growth.
     
    “We don’t give letter grades in third grade,” Mr. Chrisman explained. “We focus on progress. Even with work that remains very hard for them, a student might improve dramatically between a first attempt and a later one, and that growth is what we want them to recognize.”
    Social Growth and Emotional Maturity
     
    Third graders also experience important social and emotional changes.
     
    Conflicts between friends still occur, particularly during recess or group activities, but students gradually develop better tools for navigating those situations.
     
    “There are always small conflicts between friends,” Mr. Chrisman said. “That’s normal. But over time students get better at managing their emotions and working through those challenges.”
     
    Ms. Hakola sees similar growth throughout the year.
     
    “By the spring, many students have developed much stronger self-control and emotional awareness,” she said. “They’re learning how to respond to feedback, how to manage frustration, and how to keep working even when something feels difficult.”
     
    Another subtle shift occurs during recess. Because Grade 3 shares afternoon recess with Grades 1 and 2, the boys begin to see themselves as the older students in the group.
     
    “We talk about leadership on the playground,” Ms. Hakola explained. “They’re the oldest students in that space, and that means they have a responsibility to model good behavior for the younger grades.”
    The Mission Project
     
    One of the most anticipated parts of the Grade 3 year is the Mission Project, a cross-curricular research and construction project that combines history, reading, writing, and creativity.
     
    Students begin by studying the history of California’s missions and the experiences of both missionaries and Indigenous communities. Each student then selects a mission to research and completes a series of reading assignments and note-taking exercises.
     
    “They read chapters at home, take notes, and gradually build a deeper understanding of the mission they’re studying,” Ms. Hakola said.
     
    Students then use their research to create a visual display, which may include a model of a mission or a representation of an Indigenous village. The project culminates in a Mission Fair, where students present their work to classmates, teachers, and families.
     
    “It’s a really meaningful project because it brings together so many skills,” Ms. Hakola said. “Students are researching, writing, building, and presenting.”
    Preparing for What Comes Next
     
    As the year draws to a close, both teachers hope students leave Grade 3 with a strong sense of confidence in their abilities.
     
    “We want them to understand that when they work hard, they can accomplish a lot,” Mr. Chrisman said. “Students often surprise themselves when they realize what they’re capable of.”
     
    For Ms. Hakola, the most important takeaway is a strong work ethic and a growing sense of independence.
     
    “They work really hard in this classroom,” she said. “By the end of the year, they’ve learned that effort matters and that they’re capable of doing more than they thought possible.”
     
    Grade 3 at Cathedral is a year when responsibility begins to take shape. Students learn to manage their work, take ownership of their learning, and recognize the connection between effort and achievement. As they prepare to enter the final year of Lower School, they carry forward not only stronger academic skills but also a growing confidence in their ability to meet new challenges.
     
     

  • 2026-02-09 — Inside Grade 2 at Cathedral: A Conversation with Our Grade 2 Co-Lead Teachers

    February 9, 2026
     
    Grade 2 is often described as a turning point in a boy’s Cathedral School journey, a year when confidence, curiosity, and independence begin to come together in more visible, intentional ways. It is a moment when students move from learning how school works to beginning to understand how they work as learners. We sat down with Margaret O’Brien and Lisa Scarsella, Cathedral’s Grade 2 co-lead teachers, to talk about what makes this year distinct, how learning shifts socially and academically, and what they hope students carry forward.
     
    Mr. Lewis: How does Grade 2 fit into a student’s Cathedral School journey?
     
    Ms. O’Brien: “We really lead our lessons with the phrase ‘I wonder …’ We want our second graders to be filled with a sense of wonder, not just in the classroom, but in all aspects of their lives. Learning takes place everywhere, and we want them questioning, observing, seeking, and wondering wherever they go.
     
    Our classroom is the spark. We want students to be active participants in their learning, not passive receivers. When they ask a question, we say, ‘Let’s figure it out together.’ That mindset of curiosity, agency, and shared discovery is what we hope leads to lifelong learning.”
     
    Ms. Scarsella: “Once students have that curiosity, they’re ready to use reading and writing as tools to keep exploring. When reading, they’re no longer just asking, ‘What does this say?’ but ‘How can I answer this question?’ That’s a big shift. They’re starting to trust that they have something worth saying and that they have the skills to say it.”
    Mr. Lewis: What feels most different about students when they arrive in Grade 2?
     
    Ms. O’Brien: “The Kindergarten and Grade 1 teams do such a beautiful job preparing them. Developmentally in Grade 2, we really start to see students move from a more egocentric view of the world to realizing that other people have feelings, perspectives, and needs.
     
    Competitiveness begins to show up, and we work intentionally to channel that into healthy leadership and learning how to manage disappointment. Students also start to recognize that their actions have an impact on others, on friendships, on the classroom, and on the community as a whole.”
     
    Ms. Scarsella: “Their experience of themselves as part of a classroom community really expands. They arrive ready, especially in reading, and that readiness allows them to engage more deeply in everything else. They’re beginning to see themselves not just as students doing school but as learners who belong to a learning community.”
    Mr. Lewis: Where do you begin to see confidence shift from needing reassurance to coming from within?
     
    Ms. O’Brien: “We normalize making mistakes. We talk all the time in class about courageous learning and about challenging yourself to share even when you’re not sure you’re right. When students see that we don’t have all the answers either, they begin to understand that learning is a process. Confidence grows through that process, not before it.”
    Mr. Lewis: How does independence show up in new ways in Grade 2?
     
    Ms. O’Brien: “In Grade 2, independence really begins with self-awareness. We tell students all the time, ‘You are the one who knows what you need as a learner.’ That means learning to advocate for yourself, whether that’s asking for a focus tool, choosing flexible seating, or letting us know what will help you do your best work.
     
    At the same time, we ask students to take ownership of their learning. We often ask, ‘Is this your best work?’ not because we’re looking for a single right answer, but because they are the ones who know when they’ve truly challenged themselves. Students begin to stretch their thinking, add detail, reread, revise, or try a problem in a new way. That combination of knowing what you need and taking responsibility for the quality of your work is the foundation of independence in Grade 2, and we see it grow all year long.”
     
    Ms. Scarsella: “Socially, independence shows up as students taking responsibility for themselves within a community. We talk a lot about behavior in friendships, how actions affect others, and what it looks like to take responsibility when something goes wrong.
     
    Students begin to recognize that being regulated and focused isn’t just about themselves; it changes the experience for everyone in the room. When they’re able to manage their bodies, express their needs, and stay engaged, learning becomes more enjoyable and productive for the whole class. That awareness is a big shift. They start to understand that independence doesn’t mean doing everything on your own. It means knowing your role in a shared learning environment and showing up in a way that supports both your own growth and the growth of others.”
    Mr. Lewis: What academic growth stands out most over the year?
     
    Ms. O’Brien: “The depth of their thinking. They go from saying, ‘I just know,’ to giving multi-sentence explanations of how they solved a problem. In writing, they move from strong paragraphs to full books, with introductions, details, and conclusions that truly draw in an audience.”
     
    Ms. Scarsella: “They’re still learning to read more complex texts, but they’re also reading to research independently. They choose books because they want answers, and that motivation makes all the difference.”
    Mr. Lewis: Can you talk about the beaver project and why it’s such a meaningful experience?
     
    Ms. O’Brien: “This project is the ultimate ‘show what you know’ opportunity. It’s cross-curricular, student-driven, and has grown tremendously over the years because of student ideas. Students research, write, build, graph, design, and present. They design beaver lodges and dams with Ms. Vicente in STEM, revise writing through peer feedback, and even introduced conservation as a guiding theme after asking why it wasn’t included. They exceed expectations because they’re invested. The project belongs to them, and that ownership changes everything.”
     
    Ms. Scarsella: “They’re creating nonfiction books from start to finish: brainstorming, organizing, drafting, revising, and editing. It’s the full writing process. And because the work is meaningful and student-owned, they take enormous pride in what they create.”
    Mr. Lewis: What do you hope students carry from Grade 2 into the next stage of their Cathedral journey?
     
    Ms. O’Brien: “A love of learning and an appreciation for one another. We want students to feel safe showing up as their authentic selves and to know that curiosity and growth don’t have limits.”
     
    Ms. Scarsella: “We want them to trust themselves, to know they have the skills they need to keep learning and exploring. As they move into Grades 3 and 4, they become mentors to younger students, and we hope they feel both the responsibility and the pride that come with that role.”
    Grade 2 at Cathedral is a year of transformation, when curiosity deepens into ownership and confidence begins to grow from within. It is a year in which boys learn not only academic skills, but also how to understand themselves as learners, how to ask questions, take risks, advocate for their needs, and contribute meaningfully to a shared community. By the end of Grade 2, students begin to see themselves as capable, engaged learners whose voices, questions, and ideas truly matter, and as emerging leaders who are beginning to understand their role as mentors to younger boys in the Lower School.

  • 2026-01-28 — In Conversation with Aaron De La Cruz: Artist, Designer, and CSB Parent

    January 28, 2026
     
    Aaron De La Cruz is a San Francisco–based visual artist and a current Cathedral School for Boys parent. In this wide-ranging conversation, Aaron reflects on his Mexican heritage and family roots, his early experiences as a young artist, how parenthood has reshaped his creative work, and why community, integrity, and giving work away remain central to how he thinks about art — and parenting.
     
    On identity, heritage, and working across disciplines
     
    Q: For those who don’t know you or your work, how would you describe yourself and what you do?
     
    Aaron De La Cruz:
     
    I usually describe myself as a visual artist. I’m a California kid — born in Los Angeles, raised in Fresno — but San Francisco has been home for about twenty-five years now.
     
    The work I produce lives in a few different worlds. I have work in museums. I’ve done permanent public art projects. I also do commercial work. So I exist in this gray area where people ask, “Are you a fine artist? Are you a designer?” I don’t really wear a single hat. As challenging as that can be, it’s also very freeing.
     
    I’m the first artist in my family. My parents were field workers before they had office jobs. They had some college education but were unable to complete their degree. They were and still are incredibly hardworking people. They supported what I did, but art was never something that was supposed to work out. There was always that underlying feeling of, “This is cool, but you should probably think about something else.”
     
    Q: Your website talks about moving between fine art and design. How do you think about that distinction?
     
    A lot of it comes down to context. With fine art, you often have space — a gallery, a museum — where people want to dig deeper. With design, you’re entering a broader dialogue. You’re creating something meant to live in public. You have to think about longevity, how it will age, how it will be used, and what story it tells over time.
     
    Even though I wasn’t formally trained in design or architecture, I pull from those disciplines because I was always interested in them. When I got out of art school, I realized I didn’t have to limit myself. I could take one idea and let it live across different forms.
     
    On being a young artist and finding a language
     
    Q: You’ve described your work as minimal and direct but layered. Does that still feel accurate?
     
    Yes. I try to produce with as little information as possible, whether that’s black pigment, wood, or cement. I’m always asking: How can I take one thing and maximize its meaning?
     
    A lot of that comes from being the first artist in my family. There’s fear around art: fear of not understanding it, fear of becoming an artist, fear of stepping into a gallery. I like exposing the process because I want people to feel invited rather than excluded.
     
    That goes back to when I was young. From about age seven to seventeen, I was deeply into graffiti. I became obsessed with letterforms and handwriting: cursive, Farsi, Chinese characters. I started taking letters apart and putting them back together so they felt recognizable but unfamiliar.
     
    At the time, I didn’t know what I was doing. I just knew I wanted to make something people recognized, even if they couldn’t immediately name it. I was learning that people respond to forms their bodies already know. That muscle memory carries meaning.
     
    On heritage, materials, and meaning
     
    Q: Your work often talks about reduction and exclusion, about what’s present even when it isn’t visible. Where did that come from?
     
    That started very early. A lot of what I do now is rooted in my family and my culture.
     
    My dad once gave me a book on Diego Rivera the importance of the Mexican Muralist Moment and pre-Hispanic art and said, “These are our people. This is our culture.” That moment stuck with me. I realized people who looked like me had always had a voice in art — sometimes legal, sometimes not — and that voice mattered.
     
    Materials matter to me for the same reason. Cement shows up a lot in my work because my father taught us how to work with our hands. We built additions onto our house. Plywood, tile, those choices are intentional. They’re learned experiences.
     
    I also carry cultural objects with me. There’s a serape from my dad’s old truck that’s one of my earliest visual memories. It represents home, work, and pride. I’ve built entire bodies of work around that idea of weaving, of holding things together.
     
    On growing older, letting go, and giving work away
     
    Q: Has your relationship to your work changed as you’ve gotten older?
     
    Completely. I remember my first art show in Fresno. Someone wanted to buy a piece, and I was afraid to sell it. I didn’t want to let it go.
     
    Now I give work away as often as I sell it. I’ve learned that something meaningful to me can mean even more to someone else.
     
    I once gave a painting to a woman who later wrote me an email saying it had changed the feeling of her household. Her son was autistic, and the piece brought a sense of calm into their home. Years later, she came up to me at Cathedral and said, “You don’t know who I am, but I’m the person who wrote you that email.” She’s a parent at CSB.
     
    Moments like that are why I do this. Art becomes a vehicle for connection.
     
    On parenthood and how it reshaped his work
     
    Q: Has being a parent affected your work as an artist?
     
    Oh yeah, directly. My kids are everywhere in my work. Their initials are embedded in pieces. Their colors are there. Blue appears often because it was my grandmother’s favorite color, and my sons’ shared middle name, Azul, references it as well.
     
    My kids were raised in the studio. They know process. They know discipline. When you become a parent, you start thinking about legacy. You start asking, “What happens to this work when I’m gone?” That changes how seriously you take what you’re making.
     
    Early on, the question was: Can I survive off art? Can I pay bills? Can I provide for my family? Now it’s: Can I show my kids that this is real work and that creativity has value in the world?
     
    On whether his children should follow in his footsteps
     
    Q: Are there ways you hope your children do or don’t follow in your footsteps creatively?
     
    Being an artist is hard. I used to laugh when my wife told me that, but it’s true.
     
    All my kids are creative in different ways. One draws and plays music. One connects deeply with music and public speaking. One loves dance, fashion, and structure. I don’t want to kill any of those instincts by saying, “This is what an artist looks like.”
     
    I don’t expect my kids to become artists. What I hope is that they understand how art works in the world and that they support it. Too many creative aspirations get shut down simply because no one in the family has done it before.
     
    If they choose that path, I’ll be their biggest cheerleader. If they don’t, that’s okay too.
     
    On the NFL Origins project and Playbook
     
    Q: How did your work with the NFL’s Origins program come together?
     
    The NFL Origins program has been around for several years, usually working with clothing brands. This was the first time they offered the NFL license directly to an individual artist. Licensing was new to me so I was hesitant at first, but I was up for the challenge. When I release works that are reproductions they are typically small-run — often under a hundred pieces — so this is the first time possibly going over that depending on the public’s response and stepping out of my comfort zone. Time to play ball with the big boys as they say!
     
    What mattered most to me was that the work still felt like my work. I didn’t want it covered in Super Bowl logos or location stamps. When you see the garments, there are only a couple of subtle references. The rest is about the design and the story behind it. I wanted to create something I would be proud to make even if the NFL weren’t attached to it.
     
    Q: The designs are inspired by football but also by family. Can you talk about that?
     
    This project is very much because of my boys. I had other designs ready, but at the last minute I asked my sons to draw football plays, routes they were familiar with from playing. That became the turning point.
     
    All my work is about deconstructing forms and breaking things down to their simplest expression. When you think about football, everything comes down to a play. So I took my mark-making and turned it into routes. If you’re familiar with my work, you’ll recognize it immediately. If you’re a football fan, you might look at it and think, “That’s weird. You can’t run that route.” I loved that tension.
     
    The collection is called Playbook. It’s primarily black and white, inspired in part by referee uniforms and chalkboard diagrams from older eras of the game: white chalk on a dark surface, simple marks carrying a lot of information.
     
    There’s also a gray hoodie in the collection. The gray references fog, cement, and the city itself, San Francisco. Our curbs, our streets, the way the city is physically marked. That material language matters to me. Cement shows up again and again in my work because it’s part of how I grew up and how I understand place.
     
    On Cathedral School for Boys
     
    Q: What drew your family to Cathedral School for Boys?
     
    Honestly, there were things I didn’t expect. I didn’t expect such strong support for student voice, inclusion, and the arts at a boys’ school. The art program is deeply rooted and aligned with my values around social justice and expression.
     
    My boys feel seen at CSB. Teachers notice their character, not just their grades. There are moments when specific teachers have really understood who my sons are, how they communicate, how they lead, how they grow.
     
    The Latino student affinity group has also mattered. It gives my sons space to feel pride in who they are, even in a community that isn’t predominantly Latino. That visibility matters.
     
    Q: Have there been moments when you’ve seen your sons feel especially known or understood?
     
    Yes, many. During Upper School student-led parent-teacher conferences, teachers have articulated things about my sons that I knew were there but hadn’t heard echoed so clearly. That’s powerful as a parent.
     
    It means a lot when teachers you don’t even know well come up to you and say, “Your boys are doing great.” That recognition, beyond grades, matters deeply to me.
     
    My kids love being at CSB. They feel supported academically, artistically, and socially. Until the day they stop wanting us around campus, I’ll keep showing up.
     
    In Closing
     
    At the end of the day, art, parenting, and community all intersect for me. I don’t always know where things are going, but I trust the process. I like the handshakes. I like the connections. I like seeing how something small can ripple outward.
     
    That’s the work, in the studio and beyond.
     
    I want to end by saying thank you to the staff and community at CSB, who have been incredibly supportive over the years. This truly means a lot to me, and it feels good to be part of a school that supports the arts and recognizes their importance for our future.
     
     

  • 2026-01-23 — Where Confidence Takes Root: A Conversation with Our Grade 1 Co-Lead Teachers

    January 23, 2026
     
    Grade 1 is often described as a pivotal year in a child’s school journey. For Jen Drake and Emma Murray, Cathedral School for Boys’ co-lead Grade 1 teachers, that description rings true, not because Grade 1 abandons the joy and play of Kindergarten, but because it builds purposefully on it.
     
    “First grade really acts as a bridge,” Ms. Drake says. “Students arrive with confidence in being part of a group, but the academic expectations increase quickly. We do reading, writing, math every day, and at the beginning of the year, that can feel like a lot.”
     
    Ms. Murray agrees. “Early on, they’re exhausted by the end of the day. It’s a longer day, and everything is new. But by January, it’s remarkable how capable they become. They know the routines, they understand what’s expected, and you can see how proud they are of themselves.”
     
    Structure, Routine, and Readiness
     
    Both teachers emphasize how much first graders thrive on structure. Clear schedules, predictable routines, and consistent expectations help students feel safe and ready to learn.
     
    “We’re very intentional at the start of the year,” Ms. Drake explains. “We set the tone early so they know what learning looks like here. We also talk openly with them about why we’re doing this, because in second grade, and beyond, they’ll be asked to do even more.”
     
    That structure doesn’t eliminate fun; it balances it. “We talk about learning and fun,” Ms. Murray adds. “As the year goes on and the routines become familiar, the fun comes back in stronger ways, because they feel confident and secure in what they’re doing.”
     
    Academic Growth You Can See
     
    Ask Ms. Drake and Ms. Murray about academic change over the course of the year, and the answer is immediate: everything.
     
    “Reading is the biggest transformation,” Ms. Drake says. “At the start of the year, some students need more confidence or extra decoding strategies. With Fundations and regular practice, things begin to click, sometimes almost overnight.”
     
    Ms. Murray describes watching that moment arrive. “We reread decodable texts throughout the week, and you can see how delighted they are when they realize, ‘I can read.’ That pride is real, and it changes how they see themselves as learners.”
     
    Writing follows a similar arc. With a strong focus on sentence structure and clarity early in the year, students gradually gain the tools to write independently, from factual pieces to imaginative stories. “Practice is practice,” Ms. Murray notes. “If there’s writing on the page, we’re learning.”
     
    Social Growth, Boundaries, and Belonging
     
    Academic growth is only part of the story. Grade 1 is also a year of tremendous social and emotional development.
     
    “We spend a lot of time teaching consent, boundaries, and ‘I’ statements,” Ms. Drake explains. “Students learn that they can’t control others, but they can control how they express themselves.”
     
    Over time, conflicts decrease, self-regulation improves, and students become more capable of resolving challenges independently. “They still need support,” Ms. Murray says, “but they’re learning how to advocate for themselves and respect others, and that confidence shows up socially as well as academically.”
     
    Morning meetings, Friday Share, and daily greetings at the classroom door all play a role in building community. “Standing at the door each morning makes a big difference,” Ms. Murray adds. “They know we’re there. They know they’re welcome. That matters, especially at this age.”
     
    Finding Their Voice
     
    Public speaking begins early in Grade 1, whether through reading aloud, morning sharing, or presenting during Friday Share.
     
    “At first, they might turn toward the board or the teacher,” Ms. Drake says with a smile. “But slowly, they learn to face their audience, project their voices, and speak with confidence.”
     
    Later in the year, students will also take part in Author’s Chair, sharing their own writing aloud with classmates. “They’re excited to talk about what matters to them,” Ms. Murray notes. “When they care about what they’re sharing, their confidence really grows.”
     
    Curiosity at the Center
     
    Curiosity is never far from the surface in a Grade 1 classroom. Ms. Drake and Ms. Murray intentionally connect learning to students’ interests, whether that’s dragons, sports teams, or a conversation sparked during morning meeting.
     
    “We want learning to feel meaningful,” Ms. Drake says. “When students see how something applies beyond the classroom, there’s a real light-bulb moment.”
     
    Those moments happen often. “They’re naturally curious,” Ms. Murray adds. “Sometimes one idea leads to another, and suddenly we’re deep into a conversation, and that’s a good thing.”
     
    What They Carry Forward
     
    When asked what they hope students take with them into Grade 2, Ms. Drake and Ms. Murray answer in unison: manners.
     
    They laugh, but the sentiment behind the answer runs deeper.
     
    “I always say this to every first-grade class,” Ms. Drake says. “If you leave this classroom being a good person, that matters most. Academics will come; we can support that. But how you treat others, how you see yourself, and how confident you feel in who you are, that’s what lasts.”
     
    She pauses, then continues. “We want them to know they are smart, creative, and capable in their own ways. Helping them understand themselves and believe in themselves is a big part of why we love teaching first grade.”
     
    Ms. Murray agrees, adding that belonging is central to everything they do. “We want them to know they are always welcome here. Even when they move on, we’re still their first-grade teachers. If they ever need anything, we’re here.”
     
    Ms. Drake smiles. “We tell them all the time: the first-grade door is always open. Even when you’re in eighth grade. Come back. Say hi. We love seeing them grow.”

  • 2026-01-15 — Inside Kindergarten at Cathedral: A Conversation with Our Co-Lead Teachers

    January 15, 2026
     
    Kindergarten is where a Cathedral journey begins. It is a year defined by curiosity, imagination, belonging, and the careful work of helping boys see themselves as learners and community members. We sat down with Ms. Simrin and Ms. Vestal, Cathedral’s co-lead Kindergarten teachers, to talk about their paths to Kindergarten, what co-teaching makes possible, and how they nurture curiosity, independence, empathy, and leadership from the very start of a boy’s school experience.
     
    Two educators, two paths, one classroom
     
    Ms. Vestal joined Cathedral School for Boys in 2023 as a Grade 2 co-lead teacher and transitioned to Kindergarten this year, which she describes as a return to something foundational.
     
    “This age group brings me so much joy,” Ms. Vestal said. “Their style of learning and the way they move through the world is incredible to watch. It’s such a privilege to be an adult in their lives at this stage.”
     
    Having taught across multiple settings — from teaching English in Thailand to working in San Francisco independent schools — Ms. Vestal sees Kindergarten as the beginning of a critical window.
     
    “In Grade 2, students are at the end of early literacy. In Kindergarten, they’re just beginning, learning letter sounds and discovering what reading even is. Being part of those building blocks, both in literacy and in a child’s life at Cathedral, is a huge honor.”
     
    Ms. Simrin has been part of the Cathedral community since 2015 and is now in her fourth year teaching Kindergarten. She came to the grade during the pandemic, stepping into a moment of real need.
     
    “Kindergarten was a big shift, even though it’s only a couple of grades away from where I had been teaching,” she reflected. “There’s something really magical about this age.”
     
    For Ms. Simrin, that magic shows up in how boys think, imagine, and create.
     
    “They’re so uniquely themselves, unfiltered and filled with joy and curiosity. They’re incredibly industrious. What they come up with as creators and makers is amazing, and my instinct is always to grow that part of them, not stifle it with adult expectations.”
     
    What the co-lead teaching model makes possible
     
    At Cathedral, Kindergarten through Grade 3 classrooms are led by two fully credentialed teachers who share responsibility equally. For Ms. Simrin and Ms. Vestal, co-teaching is not a structure to work around; it is a tool they actively design with.
     
    “The thing I love most about co-teaching is how dynamic it allows us to be,” Ms. Simrin explained. “One day we might be team-teaching and acting things out together. Another day we’re working in small groups or supporting individual students while the other leads.”
     
    That flexibility allows instruction to shift in real time based on student needs.
     
    “When we’re planning,” she added, “we can say, ‘This group needs something different today; can you take them?’ That level of responsiveness is really special.”
     
    Ms. Vestal emphasized how rare it is to have two experienced teachers fully present in the classroom.
     
    “We bring different experiences and approaches, and we’re constantly collaborating. It’s unique to Cathedral to have two fully credentialed teachers working together in this way, and it benefits the boys every day.”
     
    While each teacher may take the lead on specific areas — Ms. Simrin currently spearheads math and Ms. Vestal leads phonics through Fundations — teaching is never siloed.
     
    “Even when one of us is leading a curriculum area,” Ms. Simrin said, “we’re still both teaching it, often in small groups. We’re always incorporating each other.”
     
    This collaborative approach is further strengthened by the broader Kindergarten teaching team. This year, the Kindergarten team also includes Ms. Miller, the Kindergarten associate teacher. Working closely with Ms. Simrin and Ms. Vestal, Ms. Miller supports students throughout the day, strengthening academic learning, social-emotional development, and classroom routines. Her presence adds another layer of consistency and care, ensuring that each boy is seen, supported, and encouraged as he builds confidence and independence.
     
    A morning designed for belonging
     
    Kindergarten mornings are intentionally unhurried. Rather than rushing into academics, the day begins with what both teachers described as a “soft start.”
     
    “The goal is helping each student land where they need to be,” Ms. Vestal said. “There’s drawing, building, reading, and talking with friends, whatever helps them feel ready.”
     
    This choice-based start gives boys agency and signals that their emotional readiness matters.
     
    From there, the class moves into Morning Meeting, a cornerstone of the Lower School experience.
     
    “Morning Meeting is where our classroom culture really takes shape,” Ms. Simrin explained. “Everyone is known, seen, and heard. It’s the foundation of belonging, not just in this room, but for their experience at Cathedral.”
     
    For Ms. Simrin, it is also the most meaningful part of the day.
     
    “I love hearing their shares, watching them play games together, and navigating all the social-emotional learning that happens in that space. It’s relational work, and it matters.”
     
    Curiosity, independence, and leadership, five-year-old style
     
    Kindergarteners arrive naturally curious, and the teachers see their role as amplifying that instinct rather than directing it.
     
    “We encourage wondering out loud, to yourself, with a partner, or with the group,” Ms. Vestal said. “Their questions drive learning.”
     
    Independence shows up in concrete, developmentally appropriate ways. Boys take on classroom jobs, help one another, and begin to see themselves as capable contributors.
     
    “At this age, they’re really looking for responsibility,” Ms. Vestal added. “They want to help, and we give them those opportunities.”
     
    Leadership, in Kindergarten, is taught in small, meaningful steps.
     
    “Leadership might be standing in front of the group and sharing,” Ms. Simrin said. “Or it might be knowing when to step back and listen.”
     
    Through classroom roles, collaborative projects, and moments of reflection, boys begin learning that leadership includes both voice and restraint.
     
    “We’re teaching them that leaders don’t just tell others what to do,” she explained. “They listen, they notice, and they make space.”
     
    Teaching empathy and creating belonging
     
    Empathy is woven throughout the Kindergarten day, sometimes explicitly and sometimes through lived moments.
     
    “We talk about empathy directly, what it looks like, sounds like, and feels like,” Ms. Vestal said. “And we model it, including when we make mistakes.”
     
    Stories play a central role in this work.
     
    “When we ask, ‘How do you think that character feels?’ boys start connecting emotions to actions,” Ms. Simrin explained. “That awareness is the beginning of empathy.”
     
    Ms. Simrin also described how they use the idea of “windows and mirrors” to help students understand difference and belonging.
     
    “A window is when you’re learning about an experience that isn’t your own. A mirror is when you see yourself reflected,” she said. “We try to create both through stories, celebrations, and family involvement.”
     
    Belonging, for both teachers, is something that must be named, practiced, and revisited.
     
    “That feeling of ‘I belong here’ is powerful,” Ms. Simrin reflected. “When students feel safe and known, learning opens up.”
     
    What they hope boys carry forward
     
    As the Kindergarten year unfolds, both Ms. Simrin and Ms. Vestal hold clear hopes for what boys take with them into first grade and beyond.
     
    “I hope they carry a love of learning,” Ms. Vestal said. “And a sense of belonging, an excitement to grow and begin something new.”
     
    Ms. Simrin echoed that sentiment and added a deeper layer.
     
    “I hope they leave knowing they are known and loved here,” she said. “And that they carry a growth mindset and an awareness of how to create inclusive spaces for others.”
     
    Kindergarten at Cathedral is more than an entry point. It is where boys begin learning how to learn, how to belong, and how to show up for one another, foundations that shape their journey for years to come.

  • 2025-12-15 — Exploring Creativity with Ghilly DeYoung, Lower School Visual Arts Teacher

    December 15, 2025
     
    At Cathedral School for Boys, the visual arts program invites students to explore creativity as both a skill and a way of understanding the world. In the Lower School, that work is guided by Visual Arts Teacher Ghilly DeYoung, whose classroom emphasizes curiosity, confidence, and joyful experimentation. In this interview, Ms. DeYoung reflects on her teaching philosophy, the progression of artistic skills from Kindergarten through Grade 4, and the role art plays in helping boys feel seen, capable, and connected, to themselves and to the wider world.
     
    Question: What do you hope every student feels when he walks into the art studio?
    Ms. DeYoung: Above all, I want students to feel a sense of safety and comfort. You can’t truly be creative without emotional safety. If you’re worried about being judged or doubting yourself, it’s very hard to take creative risks. Being an artist means putting your ideas and vulnerabilities on display, so students need to feel accepted and supported. That sense of safety allows them to explore who they are and trust their instincts.
     
    Question: How would you describe your teaching philosophy for Kindergarten through Grade 4?
    Ms. DeYoung: My teaching is very relationship-based. Kindness comes first. I use a lot of humor, but I’m also firm. I try to strike a balance where students understand expectations, feel supported, and still have a lot of fun. I want them to feel seen, loved, and confident in the space, because that’s when meaningful learning happens.
     
    Question: What does creativity look like in boys this age, especially for those who don’t see themselves as artists?
    Ms. DeYoung: Art with boys at this age is incredibly active and visceral. There’s almost always a story happening behind what they’re making. There’s a quote, often attributed to Oliver Sacks, that boys draw verbs while girls draw nouns. While it’s a generalization, after more than twenty years of teaching, I do see some truth in it. Boys’ artwork often involves action, movement, and narration. They’re not just drawing an object; they’re telling a story through it.
     
    Question: From a curriculum perspective, how does visual arts learning progress from Kindergarten through Grade 4?
    Ms. DeYoung: We’re very intentional about skill development over time. By the time students leave Lower School, we want them to feel confident drawing figures, faces, animals, and perspective, and to have a strong foundation in color and composition. The challenge is teaching those skills in ways that feel engaging and joyful rather than rigid or boring. Art should be the last place students feel bored. Even students who don’t consider themselves passionate about art should feel capable of creating something successful and age-appropriate.
     
    Question: Are there projects from this year that made you pause and think, “This is why I teach art”?
    Ms. DeYoung: Absolutely. One moment that stands out was revisiting a lesson I’ve taught for years but changing the order of the steps. It was a mixed-media project that can be complex for this age group, and simply shifting the sequence made everything click for the students. It was a great reminder to stay open, experiment, and not get stuck doing things the same way just because they’ve worked before.
     
    Question: Can you share an example of a specific project?
    Ms. DeYoung: One project I loved this year was a fourth-grade printmaking lesson focused on creating a symmetrical snowflake. Students designed one quarter of the snowflake and printed it on rotation to complete the full design. There was a real mathematical challenge there, especially with symmetry, and at first many students were confused. But once they began printing and saw the pattern come together visually, it clicked. It was exciting to see them work through that challenge and have so much fun doing it.
     
    Question: How do you support students who are hesitant or perfectionistic when it comes to art?
    Ms. DeYoung: Flexibility is key. I introduce lessons with clear instructions, but I don’t want to be overly rigid. Differentiation is important, because when instruction is too narrow, it can exclude different ways of thinking and working. I always emphasize that everyone’s art should look different and that it would be boring if it didn’t. Giving students permission to work at their own pace and follow their instincts helps them take creative risks.
     
    Question: At what age can you start to see a student’s artistic strengths emerge?
    Ms. DeYoung: Sometimes you can see it right away, even in Kindergarten. Developmentally, kids are on such a wide spectrum at that age. Some come in drawing incredibly well, while others are still developing fine motor skills. But early on, you can often notice strong visual awareness, color sense, or deep interest. It’s my job to meet each student where he is and provide the right level of support or challenge.
     
    Question: If someone walked into your classroom on a typical day, what would they see, hear, and feel?
    Ms. DeYoung: It would probably feel a little chaotic, in the best way. I don’t believe in a silent art room. There’s talking, laughing, experimenting, and movement. The space feels colorful, energetic, and creative. It’s a place where students are actively engaged and enjoying the process.
     
    Question: How do your projects help connect students to the wider world?
    Ms. DeYoung: Art is a powerful way to build cultural awareness. Across all grades, and especially in second grade, we study art from different countries and cultures. Students explore how materials, patterns, colors, and styles shift around the world. That exposure helps them understand that there are many ways of seeing and making, and it encourages appreciation, curiosity, and respect for different cultures.
     
    Question: What role does art play in helping students feel confident and successful at school?
    Ms. DeYoung: Art plays a huge role. Research consistently shows that students with access to arts education do better academically. But beyond that, art gives students another way to use their brains and express themselves. Some students may struggle in traditional academic areas but thrive in art, and that success builds confidence. Everyone wants to feel good at something, and art provides an important avenue for that.
     
    Question: You’re also a working artist. What are you exploring in your own practice right now?
    Ms. DeYoung: I’ve always been actively making art, but right now I’m in an interesting transition. For years, I focused heavily on painting animals and plants, whether for commissions or personal work. Lately, my work has shifted toward more abstract, metaphysical themes. It feels a little uncomfortable and uncertain, but also exciting. I don’t fully know where it’s going yet, and that’s part of the fun.

  • 2025-12-03 — How Values Guide Cathedral’s Financial Stewardship: A Conversation with Melisa Seward Block

    December 3, 2025
     
    Last week we spoke with Melisa Seward Block, Cathedral’s CFO/COO, about how values shape the school’s financial decision-making, from long-range planning to socially responsible investing.
     
    Question: Families often hear that Cathedral’s financial decisions are “values-driven.” What does that mean in practice?
    Ms. Seward Block: One of the things I love about Cathedral is that our values are not something we reference only in Chapel or in classrooms. They guide everything, including how we steward the resources families entrust to us. In the financial realm, that shows up most clearly in our approach to socially responsible investing. Cathedral follows the Episcopal Church’s long-standing model of Avoidance, Affirmative Investing, and Advocacy. We avoid investing in companies whose activities contradict shared social or moral values; we make affirmative investments that benefit underserved communities; and we use our shareholder voice to encourage responsible corporate behavior. To me, that is a direct reflection of who we say we are as a school.
     
    Question: How does this approach support Cathedral’s broader mission?
    Ms. Seward Block: In our community, we talk a lot about developing character, leadership, empathy, and responsibility. That can’t just be something we teach the boys; it also has to be something we model. Socially responsible investing is one way we do that. It shows students that the choices we make, even behind the scenes, reflect our commitments to fairness, inclusion, and care for others. When students see that, it reinforces the idea that leadership is grounded in integrity. That alignment between mission and operations is really important to me.
     
    Question: What does “advocacy” look like when the school is investing its funds?
    Ms. Seward Block: It simply means using our voice. When we hold shares — often through pooled funds — we can vote our proxies, join with other Episcopal institutions on resolutions, or request greater transparency on issues like labor practices, environmental impact, or governance. None of it is about being antagonistic. It’s about constructive influence and encouraging companies to act responsibly. The Episcopal Church has been doing this for decades, and we’re proud to follow that lead.
     
    Question: December is a big month for the Cathedral School Fund. How does financial stewardship connect to fundraising?
    Ms. Seward Block: They’re deeply connected. When families give to the Cathedral School Fund, they’re supporting the daily life of the school: the people, programs, and opportunities that make this place special. My job is to ensure that those gifts are managed with integrity, care, and long-term responsibility. And I want families to know that we carry that responsibility seriously. Every contribution, no matter the size, becomes part of a mission-driven financial system that prioritizes students, aligns with our values, and keeps Cathedral School strong for the future.
     
    Question: Any final thoughts you want families to know as we head into the new year?
    Ms. Seward Block: Just that I’m grateful. This community is generous in so many ways: with time, with partnership, with trust. And that generosity strengthens our school in ways that go far beyond the budget. For my part, I will always work to ensure that Cathedral School’s financial practices live up to the values that define our community. That’s something I care about deeply.

  • 2025-11-17 — Lower School STEM Spotlight: A Conversation with Ms. Jennifer Vicente

    November 17, 2025
     
    Jennifer Vicente, now in her fifth year teaching Lower School STEM at Cathedral School for Boys, brings curiosity, creativity, and hands-on learning to every grade from Kindergarten through Grade 4. We sat down with her to learn more about how the STEM program develops across the Lower School and how boys learn to think like engineers, scientists, and designers.
     
    Question: What is the overall goal of STEM learning in the Lower School?
    Ms. Vicente: The goal is to cultivate curious, resilient, and effective problem solvers. STEM at Cathedral School for Boys isn’t just about learning science facts or coding syntax. It’s about building a mindset rooted in inquiry, creativity, and perseverance. By the time students leave Grade 4, I want them to see themselves as people who can analyze real-world problems, design thoughtful solutions, and iterate until they achieve results that work.
     
    Question: How long have you been teaching STEM at Cathedral?
    Ms. Vicente: This is my fifth year in the role. While the title has shifted somewhat, the core work has remained the same: helping boys explore, design, test, and refine ideas through hands-on challenges.
     
    Question: What are the different STEM projects you’re working on in Kindergarten through Grade 4 right now?
    Ms. Vicente: We begin with playful, hands-on engineering in Kindergarten and increase complexity each year:
     
    • In Kindergarten, students learn the basics of planning, building, testing, and improving. They use materials like Play-Doh, popsicle sticks, and pipe cleaners to create simple prototypes, for example, blacktop shade structures to explore heat and temperature.
    • In Grade 1, students are studying light and waves and creating shadow puppets. They’re learning about transparent, translucent, opaque, and reflective materials, and they’re using the laser cutter for the first time to turn their drawings into cut or scored designs.
    • In Grade 2, students are choosing an animal and designing a habitat, incorporating research on predators, prey, and environments. This year, they’ll use 3D printing to create their animals, adding a new engineering dimension to the project.
    • In Grade 3, students are exploring forces and motion through moving sculptures. They’re designing pieces digitally, sending them to the laser cutter, and troubleshooting cuts or prints that don’t come out as expected, an important part of learning how engineers iterate.
    • In Grade 4, students have been studying energy transfer and flight by designing and testing kites. They’re learning about lift, thrust, gravity, and air resistance and conducting multiple rounds of testing, including a field test in the Presidio on Friday.
     
    Across all grades, we gradually increase students’ independence, introduce new tools (like coding, 3D printing, and laser cutting), and ask them to solve more complex challenges.
     
    Question: What does the design-thinking process look like in Lower School?
    Ms. Vicente: We introduce the foundations as early as Kindergarten: plan, build, test, improve. By Grade 2, we begin using the term “design thinking,” and students learn to:
     
    • ask questions
    • plan for a solution
    • create and test prototypes
    • adjust one variable at a time
    • reflect and iterate
     
    Unlike traditional versions of the scientific method, design thinking is cyclical and flexible. Students learn that questions can emerge at any step and that sometimes the best way to start is simply to build.
     
    Question: How do you help students feel comfortable with failure?
    Ms. Vicente: We name it directly. Early in the year, we talk about how scientists and engineers rarely get things right on the first try. With Kindergarteners, failures can bring tears. But by Grades 3 and 4, boys often smile when structures fall over because they understand it’s part of the process.
     
    We highlight examples of redesign, celebrate attempts — not just successes — and encourage students to collaborate, share observations, and offer one another solutions. Over time, they develop grit, flexibility, and confidence.
     
    Question: Can you share an example of a recent project that illustrates this?
    Ms. Vicente: Our Grade 4 kite flight test in the Presidio on Friday was a perfect example. Many kites didn’t fly initially: some were too heavy, some used the wrong materials, and others didn’t generate enough lift. But instead of giving up, students immediately ran for tape, string, or new materials. They wanted to keep testing.
     
    Seeing that joy — the determination to redesign and try again — was such a powerful moment.
     
    Question: How often do classes meet for STEM?
    Ms. Vicente: In Grades 3 and 4, we meet twice a week for 45 minutes. In Kindergarten through Grade 2, the schedule alternates, averaging about one and a half classes per week.
     
    Question: Do you collaborate with homeroom teachers or other specialists?
    Ms. Vicente: Yes. When it’s a natural curricular fit, we bridge projects across classrooms. Examples include:
     
    • Kindergarten – Farm-to-Table Unit: Students grow lettuce, peppers, squash, and tomatoes in our indoor hydroponic garden and outdoor beds, then harvest and prepare the food together.
    • Grade 1 – Sound and Vibration: We will collaborate with Performing Arts to help students understand the relationship between sound and vibrating materials.
    • Grade 2 – Beaver Dams: Students apply homeroom learning to design and test dams and lodges in STEM. They complete three full iterations.
    • Grade 3 – Weather Hazards: We will collaborate with homeroom social studies to study the effects of weather-related hazards on communities.
    • Grade 4 – Energy and Flight: We are collaborating with Ms. Rockefeller to prepare for kite testing.
     
    I also collaborate regularly with Mr. Thornley in the STEAM Lab when students need materials cut, prepared, or 3D printed.
     
    Question: What do you hope parents see when they observe their sons in STEM?
    Ms. Vicente: I hope they see that their children are capable, creative thinkers — not just learning facts, but engaging in meaningful problem-solving. Every project has purpose and structure. Even when students are working with LEGO bricks or clay, they are learning about design, materials, testing, and revision.
     
    And as a parent myself, I know it can be hard to watch children struggle. But struggle is part of learning. I want families to see that failure is not an endpoint; it’s a catalyst for curiosity, resilience, and new ideas.
     
    Question: Why do you think the STEM Lab is so popular among parents during our open houses?
    Ms. Vicente: STEM today looks completely different from what many of us experienced growing up. Instead of listening to a teacher lecture, students do the science. They code. They build. They test. They problem-solve. They bring ideas to life.
     
    I think parents are curious and excited to see that their sons are learning science through exploration, collaboration, and creativity.
     
    Question: What moments bring you the most joy?
    Ms. Vicente: The moments when students don’t give up. When a structure collapses or a kite fails to fly, and instead of being discouraged, they light up and say, “I’m going to fix this.” They grab materials, ask questions, collaborate, and return determined to try again.
     
    Those are the moments that remind me why STEM matters and why our boys are so capable.

  • 2025-11-04 — Basketball Season Spotlight: A Conversation with Daniel Tesfai

    November 4, 2025
     
    Arguably CSB’s most popular sport, basketball brings energy, teamwork, and excitement to every corner of campus. We spoke with Daniel Tesfai, Director of Athletics, about what makes the program so special and what he’s looking forward to this season.
     
    Question: What makes basketball such a special part of Cathedral’s culture?.
    Mr. Tesfai: Basketball is a special part of life at Cathedral because it’s about more than just the game. Over 80 percent of our boys, from Kindergarten through Grade 8, get involved, and you can feel the energy everywhere, from recess to the gym. What I love most is watching boys discover the game in P.E., join a team, and grow not just as players, but as teammates and young people. It’s a program with deep roots, and the excitement and commitment the boys bring every day remind me why basketball is such a powerful way to teach character, teamwork, and perseverance.
     
    Question: How do you define success for our basketball teams beyond the scoreboard?
    Mr. Tesfai: Success isn’t just about winning games. It’s about who our players become through the game. The scoreboard tells one story, but the real measure of success is the growth of each young boy, as a student, a teammate, and a person of character.
     
    We want our players to leave this program better prepared for life, to be accountable, resilient, unselfish, and confident in who they are. If they learn to show up every day, work hard, lift others up, and stay true to their values, then we’ve succeeded, regardless of the scoreboard.
     
    At CSB, we like to say: “Always give your best, have fun, and act with honor.” It’s about respecting the process, putting in the work, and pursuing excellence both on and off the court. When the culture is right and players focus on growth, effort, and teamwork, the wins take care of themselves.
     
    Question: What’s your coaching philosophy when it comes to developing young players?
    Mr. Tesfai: My job as a coach is to develop the whole person, not just the basketball player. I want every kid in our program to learn how to work, how to lead, and how to handle adversity with maturity. Development to me means building great habits. It’s not about chasing highlights; it’s about consistency, effort, and accountability every single day. We focus on mastering fundamentals, understanding the game, and being a great teammate.
     
    I also believe in empowering players to think for themselves. Basketball is a decision-making game, and so is life. We teach the boys to read situations, communicate, and trust their preparation. If a player leaves here with a strong sense of self, ready to thrive in high school academically, socially, and athletically, then we’ve done our job. Winning comes from that foundation.
     
    Question: What lessons does basketball teach that carry into the classroom and beyond?
    Mr. Tesfai: Basketball is one of the best classrooms there is. Every day it teaches lessons about preparation, communication, discipline, and resilience — the same qualities you need to be successful in school and in life. On the court, you learn that effort and attitude are choices. You learn how to handle failure, how to be coached, and how to work with people who see the world differently from you. Those lessons translate directly into the classroom, showing up prepared, asking questions, supporting your teammates, managing pressure.
     
    Beyond that, basketball teaches humility and gratitude. You start to realize that success is never about you alone; it’s about how you fit into something bigger. If our players can take those lessons into their academics and in life, then the game has truly done its job.
     
    Question: Can you share a moment that captures the spirit of Cathedral basketball?
    Mr. Tesfai: Last year’s Grade 8 Navy Team really captured what we wanted our program to be about. There was a game where they only had four players available; everyone else was sick or away. One of the four wasn’t even feeling well, but not one of them complained. They just competed, supported each other, and gave everything they had.
     
    What stood out wasn’t the score, it was their response to adversity. They showed grit, accountability, and a genuine love for playing together. That’s what being part of Cathedral basketball is all about: showing up for your teammates, doing your best, and finding joy in the work, no matter the circumstances.
     
    Question: How do you help boys who are new to basketball build confidence?
    Mr. Tesfai: Confidence comes from preparation and experience, not just natural talent. For boys who are new to basketball, we focus on the fundamentals first, the things they can control every day, like passing, dribbling, and understanding team concepts. We give them opportunities to contribute in meaningful ways in practice and in games, and we celebrate small successes along the way. It’s about helping them see progress, no matter how incremental.
     
    We also make sure they feel supported by their teammates. When a player knows he belongs and that mistakes are part of learning, he’s free to take risks, make plays, and grow. Confidence, in the end, comes from competence and trust in yourself, your preparation, and your team.
     
    Question: How does basketball bring the Cathedral community together?
    Mr. Tesfai: Basketball has a unique way of bringing the Cathedral community together. The Faculty vs. Grade 8 Game is a perfect example — it’s more than just a game, it’s a celebration. Teachers, coaches, and students all get involved, planning and building their lineups in secret, and by game day, the rooftop is alive with energy. Younger boys gather courtside, everyone’s cheering, and even the Slam Dunk Contest before tipoff gets the crowd excited.
     
    What really stands out to me isn’t just the fun, it’s how the game creates connections, builds pride, and gives everyone a shared experience. It’s a reminder that basketball is about more than what happens on the court; it’s about community, culture, and the joy of being part of something bigger than yourself.
     
    Question: What are your goals for this season?
    Mr. Tesfai: My goals don’t really change from year to year. We want to compete hard, play together, and do things the right way, with humility, discipline, and gratitude. Basketball is just our classroom. If the boys learn to value the work, lift each other up, and grow as students and teammates, then we’ve succeeded, regardless of the scoreboard.
     
    Question: How do you hope Cathedral basketball continues to evolve?
    Mr. Tesfai: I want Cathedral basketball to keep growing in a way that builds people, not just players. When older students take younger ones under their wing, when alumni stay connected, that’s when you know the culture’s healthy. The Crypt Classic captures that spirit, celebrating gratitude, connection, and the joy of being part of this program.
     
    Question: Did you grow up playing basketball?
    Mr. Tesfai: I did. I grew up in Santa Rosa and started playing seriously in middle school. I was lucky: a local high school coach ran a summer clinic I attended, and he later became my JV coach. That experience really sparked my love for the game. From there, basketball became more than just a sport for me, it was a classroom. It taught me discipline, teamwork, and how to handle both success and failure. I played through high school, a bit in college, and I still try to get out and play whenever I can. It’s always been a source of joy and perspective in my life.
     
    Question: How did your experiences as a player shape your approach to coaching?
    Mr. Tesfai: Honestly, it all comes back to the relationships I had with my coaches. They demanded accountability, effort, and doing things the right way, not just trying to win, but learning how to compete with purpose. Those lessons stuck with me. So when I coach now, that’s what I try to give back. Of course, I want to win, but more than that, I want the guys to walk away understanding how to work hard, handle adversity, and be good teammates. That’s the real win.
     
    Question: Quick lightning round: favorite NBA team, player, and pump-up song?
    Mr. Tesfai: Favorite team? I’ve got to go with the Warriors. I really respect how they play for each other and move the ball. I’ll always have a soft spot for the ’96 Bulls though. Favorite players? Steph Curry, Michael Jordan, Kobe Bryant, Cheryl Swoopes, and Maya Moore — all competitors who led with heart, humility, and toughness.
     
    As for a pump-up song? It’s not exactly a pump-up song, but one I’ve come to appreciate mostly because it played constantly at the Stanford basketball games I’ve gone to over the years: Can’t Stop the Feeling by Justin Timberlake. It’s got that pure joy and energy that’s a good reminder not to take things too seriously and to have fun with the game.

  • 2025-10-17 — A Conversation with Ms. Richards, Senior IT Manager

    October 17, 2025
     
    When She’s Not Solving Tech Glitches, She’s Mastering Tabletop Strategy
     
    Editor’s note: As part of a new series highlighting the passions and interests of Cathedral School faculty and staff beyond the classroom, we sat down with Senior IT Manager Hayley Richards to learn how tabletop strategy and cooperative games became her favorite way to unwind.
     
    When Cathedral’s Senior IT Manager Hayley Richards isn’t troubleshooting a Mac or configuring an iPad,, there’s a good chance she’s at a table surrounded by dice, cards, and a handful of laughing friends. Her passion? Strategy and co-op games, anything that makes you think and rewards planning ahead.
     
    “I like games that require a strategy you can develop over time,” she says. “Ones where you get better with practice.”
     
    Ms. Richards traces her love of gaming back to her grandmother.
     
    “My grandma was ruthless at cards,” she laughs. “We played a game called Spite and Malice, and she never went easy on me. That’s probably why I’m so competitive now.”
     
    That competitive streak has shaped how she and her husband, Zack, play today.
     
    “We’ve learned to stick to co-op games,” she admits. “It can get ugly otherwise.”
     
    Among their favorites is Time Stories, a cooperative mystery where players travel through time and work together to solve a puzzle before time runs out.
     
    “I love time-travel concepts,” Ms. Richards says. “It’s like a choose-your-own-adventure story, and if you don’t make the right choices, you have to start over. It’s challenging but fun.”
     
    She also enjoys “deck-building” games such as Pokémon TCG, where players construct unique decks of cards to battle opponents, and inventive titles like Dice Forge, where players literally build their dice as they go.
     
    “You pop new faces onto the die as you play, so you’re customizing your luck,” she explains. “It’s tactile and satisfying.”
     
    Ms. Richards’s enthusiasm for games extends beyond entertainment.
     
    “So many of them teach real-world skills, like problem-solving, critical thinking, foresight, and collaboration,” she says. “Even video games like Keep Talking and Nobody Explodes are great for communication. One person describes a bomb they see on screen while everyone else uses a manual to guide them through defusing it. It’s chaos, but in the best way.”
     
    Though she never had gaming consoles growing up, Ms. Richards has found her own niche.
     
    “I’m terrible at high-stress video games,” she confesses. “I prefer relaxing ones like Animal Crossing or Mario Party, low-stakes or basically a board game in digital form.”
     
    Asked what game everyone should try at least once, she doesn’t hesitate.
     
    “Munchkin,” she says with a grin. “It’s silly, fast-paced, and just a little bit ruthless. Perfect for families or friends who want to dip their toes into more strategic games.” After a pause, she adds, “Or Spite and Malice for anyone brave enough to play against their grandma.”

  • 2025-10-16 — What’s the Definition of Debonair? A Conversation With Mr. Wolfe

    Upper School English teacher Devin Wolfe believes that sometimes the best technology for learning language is no technology at all. Last year, Mr. Wolfe (re)introduced an old-school classroom tool: the paper dictionary. We sat down with him to learn why flipping pages still matters.
     
    October 16, 2025
     
    Question: You started your career teaching technology. What led you to make the shift to English?
    Mr. Wolfe: Before teaching, I was a writer and editor for tech publications. I enjoyed teaching technology for a while, but I realized I cared more about ideas and writing than about the latest tech tools. I’ve always loved language, history, and storytelling, so English felt like the right fit.
     
    Question: Earlier this week, walking past your classroom, I saw the students using dictionaries. What inspired you to bring paper dictionaries into your classroom?
    Mr. Wolfe: Three things, really. First, I’ve always loved physical dictionaries. I used to read them for fun as a kid, and I’m finding some students who do the same. Second, Cathedral’s focus on limiting screen time aligns with my own thinking. And third, I’ve been doing “vocabulary searches” for a few years, and students using online dictionaries were often just typing in the definitions I gave them to reverse-engineer the answer. They weren’t really reading, learning, or engaging with language. Switching to print dictionaries slows them down and deepens that learning.
     
    Question: How do you use them in class?
    Mr. Wolfe: Each table of three or four students shares a dictionary, so collaboration is built in. I actually didn’t want every student to have his own; talking about what they find, helping each other, and negotiating spelling or meaning are all part of the learning.
     
    In our vocabulary searches, I’ll say, “On page 128 of Wonder, there’s a word that means _____.” Students hunt for the word, check its definition, and identify its part of speech. It’s slower, but they absorb more and think more carefully about language.
     
    Question: What has the student response been like?
    Mr. Wolfe: At first, a lot of groaning, mostly about how much faster iPads would be. But they’ve come around. They like the competition of finishing first as a group, and they’re collaborating more. Sometimes they even stumble across interesting words and share them with each other, which, honestly, I think is part of the fun of discovery. It’s a healthier distraction.
     
    Question: Have you noticed changes in how students focus or engage?
    Mr. Wolfe: Definitely. They’re more collaborative and less isolated. With iPads, they tended to work in silos; with books, they’re talking, reasoning, and helping each other. It’s also helping their alphabetizing and spelling skills. Finding a word requires you to know how it’s spelled, something that typing never teaches.
     
    Question: What do you hope students gain from this?
    Mr. Wolfe: Focus and patience. Using a paper dictionary eliminates the digital distractions that creep in when a screen is open. It also slows the pace in a good way. They notice related words, see patterns in spelling, and make connections they might miss online. There’s something memorable about physically turning the pages to find meaning.
     
    Question: How does this align with Cathedral School’s philosophy?
    Mr. Wolfe: It fits perfectly. Cathedral’s move toward less screen time mirrors my own belief that students learn best when they read, write, and think with fewer digital shortcuts. The dictionary project connects to my larger goal as an English teacher: getting students to slow down, read more carefully, and appreciate words for their nuance and history.
     
    Question: What’s next?
    Mr. Wolfe: We’ll be using thesauruses — yes, paper ones — to strengthen word choice in writing, especially poetry. Eventually I’d like to explore etymology with the students. Understanding where words come from opens a whole new dimension of curiosity.
     
    Question: What’s your favorite word?
    Mr. Wolfe: Debonair. A classmate once gave me that nickname in high school, and I still like the word. It’s stylish, a little old-fashioned, and I don’t hear it much anymore, but I aspire to live up to it.
     
    Question: Anything else you’d like to add?
    Mr. Wolfe: Only that rediscovering the paper dictionary has reminded me why I became a teacher. It’s not just about the words themselves; it’s about watching students connect, collaborate, and find joy in learning.

  • 2025-10-10 — A Conversation with Judy Hilbrich Sheppard, Upper School Math Teacher

    This year, Cathedral’s Upper School math program has undergone its most significant evolution in a decade. The transition from Big Ideas Math to Illustrative Mathematics has brought new opportunities for acceleration, clearer benchmarks for placement, and a renewed commitment to joyful, confidence-building math instruction. Ms. Hilbrich Sheppard — known to students as Ms. HS — explains what’s new and why it matters.
     
    October 10, 2025
     
    Question: How was the Upper School math program structured last year?
    Ms. HS: For many years, our fifth-grade classes used the Bridges Math program, which focuses on conceptual understanding and the why of math. In Grades 6–8, we relied on Big Ideas Math as a backbone, but teachers had to supplement it heavily. We also grouped students into two sections: Red and Gold. The Gold class offered more repetition and practice, while the Red class was less practice-based and went into more breadth and depth on the same topics. Students could move between them based on data and growth, which worked well but required a lot of curricular customization from teachers.
     
    Question: What prompted the change this year?
    Ms. HS: We’d been researching new curricula for several years, but between COVID disruptions and staffing changes, it took time to land on the right fit. Last year, our math team — working with Jenny Cals and Lukas Rahlson — reviewed multiple programs, consulted other schools, and met with developers. By the end of the year, we unanimously chose Illustrative Mathematics. It’s a research-based, inquiry-driven program that aligns with Common Core standards and offers both regular and accelerated pathways. Cathedral adopted the accelerated curriculum.
     
    Question: How does the new sequence work?
    Ms. HS: In Grades K–5, Bridges continues unchanged. Starting in Grade 6, every student takes the Accelerated 6 course, which actually combines sixth- and seventh-grade content. In Grade 7, students study Pre-Algebra, which is a mix of seventh- and eighth-grade material, and by Grade 8, everyone takes Algebra I.
     
    For the first time, we now offer Geometry as an additional option for students who have demonstrated readiness. It’s a small 8th grade class this year, taught by Denny Gillingham.
     
    Question: What determines whether a student is in the Red or Gold section or moves between them?
    Ms. HS: Everything we do is data-driven. We keep track of every student’s math data: ERB and MDTP scores, unit tests, and classroom assessments. We review it each fall and again in January. If a student meets certain thresholds, they can move between sections. It’s objective and transparent, which helps families understand placement decisions.
     
    Question: You mentioned online courses. What are those?
    Ms. HS: Beginning next year, students who want to accelerate further toward Geometry will complete two school-funded online components: an additional course during the second semester and over the summer. These are designed to give all students an independent path forward. It takes the subjectivity out of acceleration; families can opt in, complete the courses, and then we use the resulting data to determine readiness.
     
    Question: What do you hope students take away from math at Cathedral?
    Ms. HS: More than anything, I want students to enjoy math and see it as creative problem-solving, not just memorization. Some students thrive on acceleration, and we’ll continue to support them. But others grow best by slowing down, taking the time to build deep understanding and connect ideas across topics. In fact, students who consolidate concepts thoughtfully often go further in math over time because their foundation is so strong. Every math learner is different, and our goal is to meet each student where he is, helping him build confidence, curiosity, and persistence with challenging problems and risk-taking.
     
    Question: Anything new happening in your classroom right now?
    Ms. HS: My fifth graders are finishing their surface-area and volume unit with a project we call the Candy Box Challenge. They design and build giant scaled replicas of theater-size candy boxes, then turn those creations into short films in collaboration with Brandon Joseph in Performing Arts. It’s hands-on, cross-disciplinary, and so much fun. You really see how math is very creative and connects us in everyday life.

  • 2025-10-06 — A Conversation with Michael Vietmeier, Grade 5 & 6 History Teacher and Instructional Coach

    As part of Cathedral School for Boys’ focus on professional growth and collaboration, instructional coaching has become a cornerstone of faculty development. Michael Vietmeier shares how the program began, what it looks like today, and how it strengthens teaching and learning across the school.
     
    October 6, 2025
     
    Question: What sparked the idea for Cathedral’s instructional coaching program?
    Mr. Vietmeier: The idea grew out of conversations several years ago, before the pandemic, when a small group of faculty, myself included, started what was then called the “program team.” It wasn’t administrative; it was teacher-led and focused on professional development from within the faculty. We wanted colleagues helping colleagues, teachers supporting teachers in refining their craft.
     
    When COVID hit, that idea evolved into the CARE Team, which stood for Community, Agency, Relationships, and Education, and a few other words depending on what we needed at the time! The goal was to rely on the talent already within our building to help one another grow. Over time, as our structures evolved, that work naturally led to the instructional coaching model we have now.
     
    Question: How did the program officially begin?
    Mr. Vietmeier: During the pandemic I realized how valuable peer-to-peer learning could be. I spoke with Mr. Jones about creating a coaching role, and he encouraged me to develop a plan. After completing a certification course through the Harvard Graduate School of Education, I launched a pilot program last year. Mr. Jones said, “If you can get three or four teachers to try this, let’s see what happens.” By the end of the year, I had worked with fourteen.
     
    Each teacher came with different goals, for example, designing a new unit, refining classroom management, aligning interdisciplinary projects. The response was incredible, and it confirmed how much teachers value accessible, in-house professional support.
     
    Question: How is coaching different from evaluation?
    Mr. Vietmeier: It’s not evaluative at all. It’s collaborative and curiosity-driven. My goal isn’t to judge but to ask, “Where are you right now, and where do you want to grow?” It’s about helping teachers identify strategies that work for them.
     
    That’s what makes it so energizing. It’s like any coaching relationship: the teacher becomes the learner again. There’s trust, vulnerability, and mutual respect. And if I don’t have the answer, I can connect teachers to someone who does. Our building is full of experts; we just need more ways to learn from each other.
     
    Question: What are some examples of how coaching has strengthened teaching?
    Mr. Vietmeier: One project I worked on with Mr. Jaggers, Upper School visual arts teacher, and Mr. Thornley, STEAM Lab assistant, began as a traditional history assignment on westward expansion. Together, we reimagined it into a cross-disciplinary “ultimate expedition vehicle” project. Students designed landscapes in art, used the Glowforge Laser Cutter in the STEAM Lab, and created stop-motion animations to present their work. The learning became deeper, more creative, and more connected across subjects.
     
    That’s what happens when teachers collaborate: we design experiences that engage more kinds of learners and bring out the best in our students.
     
    Question: How does instructional coaching reflect Cathedral’s mission of cultivating scholars and leaders of strong moral character?
    Mr. Vietmeier: Leadership and growth aren’t just for students. The program empowers teachers to take initiative, take risks, and model that same curiosity and perseverance for their students. It’s rooted in our mission: constantly striving to grow, reflect, and improve as a community. Like the labyrinth in our logo, it’s about continual movement and renewal.
     
    Question: What’s next for the program?
    Mr. Vietmeier: This year we’ve added a second coach, Upper School math teacher Denny Gillingham, which is a huge step forward. We’re also refining systems for teachers to request coaching and connecting the work with other initiatives like The Writing Revolution and Teach Like a Champion. We want the process to be simple, accessible, and aligned with everything else we’re doing to strengthen teaching and learning.
     
    Question: What do you find most rewarding about leading this work?
    Mr. Vietmeier: Honestly, it’s the people. I love seeing teachers try new things, take risks, and grow. That vulnerability builds trust and community. It reminds me a lot of what I love about sports: you’re part of a team, learning together, getting a little better every day. Coaching, whether in the classroom or on the field, is really about that same joy of shared progress.

  • 2025-09-26 — Building Foundations: A Conversation with Jacqui Cameron on Lower School Behavior Expectations

    As the new school year begins, our Lower School is introducing Behavior Boost-Ups, in other words, simple, consistent expectations designed to help students make good choices and strengthen our community. We sat down with Jacqui Cameron, Director of Lower School, to learn how these expectations connect to Cathedral’s mission and how families can partner with us to support boys in their growth.
     
    September 26, 2025
     
    Question: What are the core goals of our Lower School behavior expectations?
    Ms. Cameron: They really tie back to our school’s mission. Our work in the Lower School is about building the foundation for our boys to grow into exemplary young men of strong moral character. When kids do make mistakes, and it is ok if they do, behavior support gives students opportunities to learn from their mistakes and to make better choices in the future.
     
    Question: How would you explain the expectations in a kid-friendly way?
    Ms. Cameron: Simply put, it’s about making good choices at school and being a good person. With Kindergarteners, I might use a story to show how a character makes better choices or learns from their mistakes. With older boys, like fourth graders, the expectations are the same, but the conversations become more detailed as we help them understand what’s behind their choices. In these conversations, we want the boys to take responsibility for their actions and really learn from these mistakes so that they make a different choice next time when they are in a similar situation. Throughout these conversations supporting students with their mistakes, we hope that our students are gaining new strategies and tools to use next time they are in a similar situation. We hope that during those “next times,” students will then make better choices and, through all of this, even become better people.
     
    Question: Which behaviors matter most in K–4?
    Ms. Cameron: Growing into good people (strong moral character), making good choices (exemplary young men), and spreading kindness to one another.
     
    Question: How are teachers reinforcing expectations in classrooms?
    Ms. Cameron: We’re calling these new behavior expectations “Behavior Boost-Ups”; teachers have signage for these in their classrooms. They introduce and revisit the expectations during morning meetings. Every couple of weeks, we introduce a new focus, and we’ll revisit these throughout the year. We’ll also highlight them in Lower School assemblies and eventually collect them into a student book. The goal is consistency and common language across classrooms, so boys hear the same messages everywhere.
     
    Question: How do teachers reinforce positive behavior?
    Ms. Cameron: The most powerful tool is modeling. Teachers model the expectations, and so do students. We recognize and praise boys when they make good choices, which sets strong examples for others. That acknowledgment feels good, and it reinforces the behavior we want to see within our community.
     
    Question: How does SEL fit into this work?
    Ms. Cameron: SEL is embedded in everything we do. When a behavior issue comes up, teachers talk with the students involved, running through a full “check-in” process with them, giving them a chance to share their perspective, name their feelings, and work toward repairing the situation. If patterns emerge, parents are looped in, and I or Mr. Mullen may get involved in supporting the situation. The aim of this process is always restorative and reflective.
     
    Question: What happens when expectations aren’t met?
    Ms. Cameron: It usually starts with a teacher-led check-in and restorative conversation. If the issue continues, we communicate with families, and additional support may be brought in. Consequences are designed to connect directly to the behavior. For example, after a playground dispute in kickball, students worked with me to create a list of positive options for handling conflict, which we then shared with other students.
     
    Question: How do you make sure responses are developmentally appropriate?
    Ms. Cameron: Teachers use their experience and knowledge of students at each grade level. Every situation is different, so responses are individualized. The key is helping students to reflect: What happened? Where was the mistake? What can I do differently next time? That reflection is where the real learning happens.
     
    Question: What does repairing harm look like for common issues like unkind words or recess conflicts?
    Ms. Cameron: We call it a check-in. Students share their perspectives, take responsibility, and often apologize. I remind boys that they’re CSB brothers. This is a family, and repairing relationships is part of that.
     
    Question: How can families support this approach at home?
    Ms. Cameron: When we communicate about a behavior issue, we don’t expect parents to “fix” it, but we do ask them to follow up. Reinforcing the school’s conversations at home helps boys see that parents and teachers are sending the same message.
     
    Question: Anything you’d add?
    Ms. Cameron: Just that we don’t have any “bad” kids at Cathedral; we actually have amazing kids at this school! However, when mistakes are made, we want students to learn from those mistakes. Our students are wonderful boys, and giving them safe opportunities to stumble and grow is part of what makes Cathedral so special.
     
     
    Hallway Behaviors:
    • Walk in a straight line
    • Hands and bodies to ourselves
    • Staying together
    • Nothing above a whisper
    Thank you!

  • 2025-09-22 — Interview with Lukas Rahlson, Director of Upper School

    September 22, 2025
     
    Upper School Retreats
     
    Question: What do you see as the biggest value of starting the year with Upper School retreats?
    Mr. Rahlson: When the boys are outside of a school setting, they often engage differently. Being off campus allows them to show another side of themselves and feel more comfortable. The goal is to strengthen bonds, both among classmates and between students and their advisors, through shared experiences.
     
    Question: Is that bonding mostly passive, or is it intentional?
    Mr. Rahlson: It’s very intentional. Students participate in team-building activities, group conversations, and goal setting designed to build community.
     
    Question: Can you briefly describe what each grade did this year?
    Mr. Rahlson: Fifth graders spent the day at the Presidio, where they participated in team-building activities on the Presidio Green before heading out for a fun afternoon of bowling. Sixth graders enjoyed a day in Golden Gate Park, focusing on team-building while spending time together outdoors. Seventh graders embarked on a citywide scavenger hunt in small groups, kept reflective journals, and came together to share their experiences. Eighth graders took part in a service-based beautification project in Golden Gate Park, engaged in team-building exercises, and capped off the day by paddle boating on Blue Heron Lake.
     
    Question: Did the boys use public transportation?
    Mr. Rahlson: Yes. They either walked or took public transit, depending on the grade. The advisors served as chaperones, which is key since Advisory starts each day and those relationships are central to the Upper School experience.
     
    Question: Why is San Francisco such a meaningful backdrop for these experiences?
    Mr. Rahlson: San Francisco offers incredible diversity. It’s an urban environment surrounded by natural beauty. The retreats also help boys step outside of Nob Hill and experience new parts of the city, sometimes places they’ve never been before.
     
    Question: What do you hope students carry forward from these retreats?
    Mr. Rahlson: Ideally, they learn something new about a classmate or teacher. Even small insights can strengthen relationships and make the learning environment more positive throughout the year.
     
    Outdoor Education
     
    Question: Our fifth graders and sixth graders are embarking on their outdoor education trips tomorrow. How do these trips connect with academics?
    Mr. Rahlson: They’re tied directly to the curriculum in Grade 5 and Grade 6. For example, fifth graders are studying sea otters and will kayak in Elkhorn Slough, where they’ll see otters in their natural habitat. Sixth graders go to farm camp on the Sonoma Coast, where they stay on an active ranch, work with a rancher, and care for farm animals, all tied to their science and history units.
     
    Question: What about Grades 7 and 8?
    Mr. Rahlson: Grade 7 goes in the spring for whitewater rafting and a high ropes leadership trip. That program is designed to prepare them for becoming Grade 8 leaders. Grade 8 participates in international and service trips in the spring as well.
     
    Question: Is there a sense of progression across the years?
    Mr. Rahlson: Yes. In Grades 5 and 6, the trips are tightly linked to curriculum. Grade 7 shifts toward leadership, and each year the trips involve more independence and remoteness. By the time they’re in eighth grade, students are ready for international language immersion and service-based experiences.
     
    Question: How do you choose the sites?
    Mr. Rahlson: Some trips were inherited, but over the last five or six years we’ve shifted to make them more curricular. A big change I made was requiring all outdoor ed to be tent-based, in other words, no more dorm-style accommodations. Sleeping in tents adds challenge and authenticity to the experience.
     
    Question: What skills or lessons do you hope boys gain?
    Mr. Rahlson: Resilience, comfort with discomfort, and gratitude for everyday conveniences. When they get home, even something as simple as a hot shower or fresh food feels like a gift.
     
    Question: Can you recall a moment that shows the impact of these trips?
    Mr. Rahlson: I think of boys who struggle on the first night, feeling homesick or out of place, who by the end of their trip say to me, “That was really hard, Mr. Rahlson, but I’m glad I did it.” Those are their personal “Mount Everest” moments, and they’re incredibly powerful.
     
    Question: Do you see growth year to year?
    Mr. Rahlson: Yes, but it changes. For younger students, the challenge is being away from home. By Grade 7, they’re developing real skills, setting up tents, building fires, working in teams. The focus evolves as they mature.
     
    Question: When does the program officially begin?
    Mr. Rahlson: It starts in Grade 4 with a trip to Pinnacles, which helps them adjust to being away from home and sets the stage for the Upper School trips.
     
    Question: Any final thoughts?
    Mr. Rahlson: Outdoor education is a staple at Cathedral. The boys look forward to it, the faculty look forward to it, and we’re fortunate to have advisors who are willing to take on these experiences alongside the students.

  • 2025-09-18 — Interview with Ben Thornley ’10, STEAM Lab Assistant

    Ben Thornley ’10 returned to his alma mater in 2024 to serve as STEAM Lab Technician. In this conversation, he reflects on his experiences as a student, his professional journey in design and fabrication, and his hopes for how the STEAM Lab inspires our boys.
     
    September 18, 2025
     
    Question: You graduated from Cathedral in 2010. What stands out most when you think back on your time as a student?
    Mr. Thornley: What stands out most are the incredible teachers, many of whom are still here today, and the solid academic foundation I received. Mr. V, in particular, was instrumental in my transition when I joined Cathedral in fifth grade, and he’s still here, now as more of a mentor than a teacher. I also think often about traditions. Hearing the choristers every Friday still takes me back to Lessons & Carols, which was magical when I was a boy. Those traditions left a lasting impression.
     
    Question: What inspired you to return to Cathedral as a member of the faculty?
    Mr. Thornley: I had such a positive experience as a student here that when I learned about the new STEAM Lab, I was immediately interested. My background in design, fabrication, and makerspaces lined up perfectly with the role. When a last-minute staffing change opened the door, I came in as a teaching assistant, then covered fifth grade science during a maternity leave. By the second semester last year, I was helping teachers collaborate across disciplines using the STEAM Lab. It felt like a natural fit and a way to give back to the community that shaped me.
     
    Question: How would you describe your role in the STEAM Lab?
    Mr. Thornley: My job is to bring projects to life through tools like 3D printers, the laser cutter, and design software. Sometimes I’m fabricating a quick teaching aid, other times I’m co-leading a multi-week unit. I support teachers in both the Lower and Upper School, helping translate curricular goals into hands-on experiences. At its best, the Lab becomes a hub for collaboration; science, math, art, and history all intersect here.
     
    Question: Can you give an example of a project that highlights the interdisciplinary nature of the Lab?
    Mr. Thornley: One current project involves eighth graders designing propeller-powered cars. They’re learning about circuits in science, designing chassis in CAD, laser cutting the parts, optimizing performance with the scientific method, and then analyzing the data in math. It’s a great example of STEAM in action. Another was a fifth-grade project on westward expansion; students created landscape sketches in art, which I laser-cut into layered scenes. They painted them and even animated them. Projects like these let boys see connections across disciplines.
     
    Question: How do you collaborate with teachers across grades?
    Mr. Thornley: Teachers usually come to me with a spark of an idea, and together we build it into a project. In Lower School, I’ve supported STEM units by fabricating models or creating custom materials. In Upper School, I’ve co-designed projects like board games about ancient civilizations. This year, I’m also collaborating with art and performing arts to create set pieces and props for a production that ties into lessons on political posters and civil rights. My schedule isn’t fixed; it shifts to match the needs of the curriculum.
     
    Question: What do you hope students take away from their time in the Lab beyond technical skills?
    Mr. Thornley: I want them to carry forward a mindset rooted in design thinking: empathize, define, ideate, prototype, test, and implement. It’s an iterative, circular process, not a straight line. You expect to fail early, learn from it, and keep improving. That mindset applies far beyond STEM; it’s a powerful framework for problem-solving in any field. Most of all, I hope they see themselves not only as users of technology but as creators.
     
    Question: What tools or materials excite you most in the Lab right now?
    Mr. Thornley: I’m especially partial to the laser cutter. It’s fast, precise, and challenges students to think critically about how 2D designs become 3D objects. I love experimenting with materials, wood, acrylic, cardboard, even textiles and leaves. The 3D printers are also much improved compared to what I used in college — auto-calibrating, faster, and more reliable — but the laser cutter pushes design thinking in unique ways.
     
    Question: How does the Lab support creativity and problem-solving at different ages?
    Mr. Thornley: Introducing these tools early sparks imagination. A Lower School student might begin with simple exposure, like laser cutting a basic shape. By Upper School, that grows into design proficiency. The range of tools encourages boys to experiment, iterate, and think outside the box. It shows them that their ideas can take physical form, and that’s empowering.
     
    Question: Has working here changed the way you view your own CSB experience?
    Mr. Thornley: Yes. It makes me proud to see Cathedral embracing both tradition and innovation. We still have the old Cathedral and cherished traditions, but now there’s also this cutting-edge space where boys create with technology. When I was here, I didn’t have access to this kind of lab until high school and college. I often tell students how fortunate they are to begin so early.
     
    Question: If a parent or prospective family asked why the STEAM Lab matters at Cathedral, what would you say?
    Mr. Thornley: The STEAM Lab brings interdisciplinary learning to life. It shows that science, technology, engineering, art, and math aren’t just abstract subjects; they intersect in meaningful, tangible ways. Here, boys become not only consumers of technology but creators and problem-solvers. It fosters creativity, critical thinking, and collaboration, all essential skills for today’s world.

  • 2025-09-12 — A Quick Chat With Our PA President

    The Parents Association (PA) plays an essential role in building the strong sense of community that defines Cathedral School for Boys. This year, Betsy Ahlstrand is leading the charge as PA president. We asked her a few questions about her vision for the year and her hopes for our parent community.
     
    September 12, 2025
     
    Question: What drew you to serve as Parents Association president this year?
    Betsy: I’ve always felt grateful for the warmth and energy of our parent community, and I wanted to help continue that tradition. Serving as PA president gives me the chance to help parents feel connected, included, and excited about being part of CSB.
     
    Question: What are your priorities for the year?
    Betsy: My focus is on building a positive community that cheers each other on. That means making sure our big events — like the Fall Bash and the Spring Celebration — are joyful and welcoming, but also creating smaller opportunities for parents to connect. I want new families to feel supported and returning families to feel energized.
     
    Question: How do you see the Parents Association partnering with the school?
    Betsy: The PA is really here to amplify the school’s mission. That could mean supporting teachers with classroom needs, celebrating our students, or creating spaces where families get to know one another. We’re also a bridge, helping families understand how they can be involved in ways that feel meaningful to them. We are grateful to all of our parents who volunteer.
     
    Question: What do you enjoy most about our parent community?
    Betsy: Everyone brings their A-game. Whether it’s volunteering at an event, sharing their expertise by serving on a committee, or simply bringing their enthusiasm, parents show up. It all helps the school to thrive.
     
    Question: Outside of Cathedral, what should families know about you?
    Betsy: I’m a working mom, and I use the time during my daily long walks with my dog to disconnect and think. I don’t listen to podcasts or look at my phone. I use the time to think creatively, to solve problems, and enjoy a daily break in our beautiful city.

  • 2025-09-11 — Spotlight on Grade 4

    Grade 4 at Cathedral School is a year of discovery, responsibility, and growing leadership. Lead Teacher Lisa Macapinlac Rockefeller and Assistant Teacher Benjamin Lawrence bring these themes to life through field trips, reading, and hands-on projects. We sat down with Ms. Rock — as her students know her — to hear more about how she guides boys to “read the world” as well as books.
     
    September 11, 2025
     
    Question: What themes guide your field trips and classroom experiences in Grade 4?
    Ms. Rock: Our work often centers on leadership through land stewardship. We build from the boys’ natural curiosity about the world around them. For example, we carry forward lessons from earlier grades, like “leave it better than you found it,” and we connect them to larger questions of responsibility, history, and community. The boys create and add to a living set of agreements around safety, respect, and learning, which shapes every trip we take.
     
    Question: Can you give an example of how this plays out on a field trip?
    Ms. Rock: Our recent visit to Recology San Francisco helped the boys see where our trash goes and how their daily choices affect the environment. They’re excited to take action, whether through bin audits, adding signage around campus, or even requesting new recycling bins. It’s inspiring to see them realize that leadership means doing something tangible for their community.
     
    Question: How does this connect to the curriculum?
    Ms. Rock: We tie field trips directly to social studies and literacy. For instance, our “Run for Salmon” curriculum teaches about the California watershed, Indigenous history, and current events such as dam removal and salmon restoration. Alongside this, the boys learn note-taking, debate, and how to annotate nonfiction texts. We tell them: in Grade 4, you’re not just reading books—you’re learning to read the world.
     
    Question: What are some other key field trips for Grade 4?
    Ms. Rock: We visit Pinnacles National Park, Angel Island (as part of the migration story unit), Slide Ranch (to explore food pathways), and Heron’s Head Park, where the boys weed and plant native species. Each trip asks them to see their city and environment in new ways and to take responsibility for the places they call home.
     
    Question: You also mentioned being excited about the reading curriculum this year.
    Ms. Rock: Yes. We’re piloting Reading Reconsidered in Grades 4–8. I’ve seen real gains from pre-teaching vocabulary and background knowledge. For example, while reading Restart by Gordon Korman, the boys are encountering complex terms like “retrograde amnesia.” They’re stretching their comprehension in ways I haven’t seen before at this stage.
     
    Question: And outside of the main curriculum?
    Ms. Rock: I started a journalism elective for a small group of boys who opted out of band. They’re learning to hand-write articles, think about photojournalism, and even lay out a newspaper. It’s been energizing to see their creativity and ownership. Next semester they’ll also take on a STEAM project with our colleagues in the lab.
     
    Question: Thank you, Ms. Rock. To close, what’s something from the field trips that you hope the boys will take away from the year?
    Ms. Rock: It’s about learning where we’re from, taking care of it, and then being proud to share it with others.

  • 2025-09-09 — The Year of Instruction: Teaching and Learning at Cathedral: An Interview with Jenny Cals

    Jenny Cals is the Director of Curriculum and Instruction at Cathedral School for Boys.
     
    September 9, 2025
     
    Question: What is the “Year of Instruction” all about?
    Ms. Cals: Each year, Cathedral focuses on an academic area that drives student learning. Guided by our three-year cycle, Standards → Instruction → Assessment, we concentrate on one area at a time to be purposeful and impactful.
     
    This year, 2025–2026, is the Year of Instruction. We are paying close attention to how we teach: the daily practices and routines that bring learning to life. These are not just good ideas, but research-based strategies proven to deepen engagement and increase success. By dedicating this year to instruction, we ensure that every student benefits from consistent, high-quality teaching in all K–8 classrooms.
     
    Question: Where did the plan for the Year of Instruction begin?
    Ms. Cals: It grew out of conversations with faculty, professional training, and time spent observing our extraordinary teachers. A turning point came when Chris Corrigan, our Grade 7–8 English language arts teacher, and I attended Reading Reconsidered, a Teach Like a Champion (TLAC) course. We returned inspired by how clear, research-based strategies could transform learning, and that energy helped fuel broader conversations at Cathedral.
     
    Working with Michael Vietmeier, our Grade 5–6 history teacher and instructional coach, we also launched peer instructional rounds—opportunities for teachers to visit each other’s classrooms, learn together, and exchange feedback. This year, those rounds will continue with TLAC strategies as a common framework.
     
    To support the work, we expanded our coaching team so every teacher has more opportunities for growth and collaboration.
     
    Question: How did you start the Year of Instruction?
    Ms. Cals: Over the summer, all teachers read selected chapters of Teach Like a Champion. In August, we gathered for a full day of training with TLAC facilitators.
     
    Teachers identified the techniques most relevant for Cathedral, then practiced and rehearsed them together. We focused on routines that make classrooms run smoothly, such as Strong Start, Habits of Attention, and Turn and Talk. Feedback was overwhelmingly positive: in the TLAC survey, 100% of faculty agreed or strongly agreed that the sessions would support student achievement.
     
    This training isn’t about making every classroom identical. Cathedral already has remarkable teachers. TLAC simply provides a shared language and clear framework for routines. When expectations are consistent across classrooms and grade levels, students transition more smoothly and focus on learning right away.
     
    Question: What does this mean for teachers?
    Ms. Cals: The Year of Instruction gives teachers clear priorities for 2025–2026. With a common TLAC language, we can reflect more deeply, exchange feedback, and bring new strategies back into our classrooms.
     
    Throughout the year, teachers will:
     
    • Set goals with Division Directors and instructional coaches
    • Practice strategies until they become habits
    • Reflect and share so individual growth builds collective growth
    • Use universal planning strategies such as beginning with the end in mind
    • Strengthen writing instruction through The Writing Revolution
    • Deepen reading instruction with TLAC techniques
     
    In short, it’s a year of focused, practical growth, honing both classroom systems and strategies that most impact student learning.
     
    Question: What will students notice?
    Ms. Cals: Students will feel classrooms are welcoming, structured, and focused from the moment they walk in. Practices like Threshold, in which teachers greet students at the door, set a warm, personal tone and signal that every student is seen.
     
    Clear routines and strong starts give students a predictable foundation to dive into learning right away. Lessons will feel purposeful and engaging, with goals made visible and outcomes clear. Most importantly, boys will see their teachers modeling growth: trying new approaches, reflecting, and showing that learning is lifelong.
     
    Question: How does this connect to Cathedral’s Portrait of a Graduate?
    Ms. Cals: The Year of Instruction strengthens daily practices so they align with the qualities we want for every Cathedral graduate:
     
    • Scholarship: Students set goals and collaborate; teachers mirror this by setting goals and learning alongside colleagues.
    • Leadership: Students make decisions that better their community; teachers model this by making intentional instructional choices and sharing learning.
    • Character: Students act with integrity and compassion; teachers show the same qualities as they try new strategies and learn from mistakes.
     
    When boys see teachers living these habits, in other words, setting goals, reflecting, and collaborating, they understand that the Portrait of a Graduate is more than words. It’s our lived culture.
     
    Question: What’s the big picture for families?
    Ms. Cals: Simply put, when teachers grow, students thrive. The Year of Instruction sharpens our craft so every boy experiences consistent, engaging, and challenging learning.
     
    This work builds on Cathedral’s existing strengths. By focusing on clear routines, purposeful planning, and shared strategies, we make sure every classroom is a place where students feel supported and pushed to do their best.
     
    When teachers set goals, practice new strategies, and reflect on their growth, they model the very habits we want for our students. By investing in this work now, we’re ensuring every boy benefits from classrooms filled with clarity, consistency, and care.

  • 2025-09-08 — Interview With Ms. Vilhauer on the Fall High School Visits

    Each fall, Cathedral School for Boys hosts admissions representatives from local high schools. These visits give our Grade 8 students the chance to meet directly with admissions professionals in a comfortable setting on their home campus. We sat down with Kristen Vilhauer, CSB High School Counselor, to talk about the purpose and value of these visits.
     
    September 8, 2025
     
    Question: What is the main purpose of hosting high school representatives at Cathedral each fall?
    Ms. Vilhauer: These visits give our Grade 8 students a chance to meet with admissions representatives in a comfortable environment — on their home turf — so they can learn more about each school. A secondary benefit is that the high schools get to see our campus in action and observe how Cathedral students carry themselves, which always leaves a strong impression.
     
    Question: Who usually comes to represent the schools?
    Ms. Vilhauer: Most often it’s the director of admissions, though sometimes they send another representative who is especially good at connecting with middle school students. Either way, it’s an opportunity for our boys to hear directly from someone who will be involved in the admissions process.
     
    Question: How do these visits fit into the overall high school counseling process?Question:
    Ms. Vilhauer: The fall of Grade 8 is devoted to research. Students attend open houses, visit high school campuses, and participate in events. These lunchtime visits at Cathedral are one more way to gather information. By October or November, students narrow their lists to the schools where they’ll apply, typically about four. Applications and essays then follow in November through January.
     
    Question: What can students expect in a typical session?
    Ms. Vilhauer: The sessions are short because they take place during recess, usually about 25–30 minutes. A representative will present for around 10 minutes, sometimes with a slideshow, and then leave plenty of time for questions. I encourage students to prepare thoughtful questions in advance, such as, “What is your favorite tradition at your school?” or “What kinds of students thrive at your school?”
     
    Question: How should students decide which visits to attend?
    Ms. Vilhauer: I encourage them to attend as many as they can. It’s excellent practice in talking with admissions professionals and hearing how schools describe themselves. If a student is particularly interested in a school, it’s important he make the effort to attend, since it’s also a chance to make a positive impression.
     
    Question: Why is this small-group setting valuable?
    Ms. Vilhauer: At an open house, students are one of hundreds. Here, they are one of just a handful. They can introduce themselves, ask specific questions, and be remembered. That kind of personal connection can really matter when they apply later.
     
    Question: What advice do you give students about making a good impression?
    Ms. Vilhauer: Look engaged, ask thoughtful questions, and be respectful listeners. Even small things like shaking hands or greeting the representative by name make a difference. These directors of admission truly enjoy meeting young people, and these sessions are great practice for our boys in presenting themselves with confidence.
     
    Question: What should parents understand about the role of these visits?
    Ms. Vilhauer: They are another valuable touchpoint in the admissions process, giving boys the chance to explore schools on their own. It’s practice, but it’s also independence. These visits allow students to ask their own questions, gain perspective directly from admissions representatives, and build confidence before they step onto a high school campus.
     
    Question: What does success look like at the end of these visits?
    Ms. Vilhauer: Success means that students have deepened their understanding of the schools and, ideally, made an impression by asking a good question or by engaging thoughtfully. More broadly, success is when our boys finish the fall with a sense of what high school is like and who they want to become over the next four years. Most of all, I hope our students are excited for the journey ahead.

  • 2025-09-05 — Interview with Chef Israel De Leon

    Cathedral School is thrilled to welcome Chef Israel De Leon, who brings fine dining experience and a passion for community-centered cooking to our lunch program. We sat down with him to learn more about his journey, his food philosophy, and what he hopes to bring to our boys.
     
    September 5, 2025
     
    Question: You’ve worked in some of San Francisco’s finest restaurants. How did you go from fine dining to cooking at a school?
    Chef Israel: That shift started during COVID. At the time, I was working with Clif Bar on recipe development, and when everything shut down, I partnered with them and the Oakland School District to prepare Meals on Wheels. Being able to cook for kids and families during such a difficult time brought me real joy. I realized that community-centered cooking was something I wanted to do more of.
     
    I kept working in restaurants after that, but the idea of cooking in a school stayed in the back of my mind. When the chance came through Epicurean Group, it felt like the right fit. The idea of doing work that had impact—encouraging kids to make healthy choices, enjoy their meals, and eventually try cooking themselves—was too good to pass up.
     
    Question: Tell us a little about your background. Where did you grow up, and what was your family life like?
    Chef Israel: I grew up in San Diego, in the Chula Vista and Bonita area near the border. Food was always a big part of our home life. My mom cooked every day, and I loved being in the kitchen with her. I’m the youngest of four, so there was always a lot going on, but those meals were a constant. That foundation of family and food shaped the way I see cooking today.
     
    Question: How is cooking for children different from cooking for adults?
    Chef Israel: Kids are much more honest than adults, and that honesty makes them my toughest critics. In fine dining, a dish might have twenty components layered together to create complexity. Here, I have to keep things simple enough for boys to recognize, but still flavorful and appealing, and in some ways, that’s harder.
     
    What’s surprised me is how adventurous the youngest boys are. Our kindergartners and first graders love vegetables, salads, onions, you name it. But by seventh and eighth grade, the window narrows and they tend to gravitate toward pizza and burgers. I see it as part of the challenge: how do I keep things approachable but also keep their palates open?
     
    Question: What’s most important to you when designing meals for our boys?
    Chef Israel: Nutrition comes first. These boys are growing quickly, and it’s my responsibility to make sure every plate has the balance of protein, vegetables, and starch they need to fuel learning and growth. Flavor is the next priority; kids like simple food, but there’s still room to layer in depth so they’re excited to eat it.
     
    I also try to think about meals in terms of sustainability, both for the body and for the planet. Meals should sustain their energy, but they should also reflect careful sourcing and portioning so we’re not wasting food.
     
    Question: How do you introduce new foods?
    Chef Israel: My favorite way is through soups. A soup can turn something intimidating into something approachable. If I want to introduce squash or broccoli, for example, I’ll make it into a soup first. Once they’ve tasted and enjoyed the flavor in that form, it’s easier to bring in the vegetable itself later. It creates a sense of familiarity that opens the door to trying new things.
     
    Question: Is there one dish you’d especially like the boys to try?
    Chef Israel: Yes, rolled taquitos the way my mother made them when I was growing up. They’re crunchy, juicy, with just the right amount of acidity and cream, topped with fresh salad. It’s a recipe full of love and memory for me, and I think the boys would really enjoy it. The only challenge is that it’s labor-intensive, so I’m working on ways to make it manageable for our kitchen team.
     
    Question: Will the menus include global cuisines?
    Chef Israel: Definitely. One thing I love about our boys is that they’re already familiar with a wide variety of cuisines. I want to build on that by introducing Indian curries, Asian stir-fries, Mexican dishes, and even some African flavors—Ethiopian food, for example, isn’t something they might encounter often in the Bay Area. Lunch is a short part of the day, but it can still be a chance to expand horizons.
     
    Question: Sustainability is a big value at Cathedral. How does that play into your work?
    Chef Israel: At Epicurean, sustainability is one of our guiding principles, along with local and organic sourcing. For me, that means being precise about portioning. In fine dining, we threw away pounds of food every night. Here, I measure carefully: smaller portions for the youngest boys, and more for the older ones. I’d love to create a system where unused food gets donated to shelters or families. That way, we’re minimizing waste while staying true to our mission.
     
    Question: Do you have a favorite meal to cook?
    Chef Israel: At home, I love making Greek salad with heirloom tomatoes, cucumbers, and feta, paired with a roasted chicken brushed with honey, molasses, and spices. It’s simple, flavorful, and versatile; I can make it once and use it in different ways. For me, that’s the sweet spot: fresh, sustainable, and satisfying.
     
    Question: Do you listen to music while you cook?
    Chef Israel: Always. In the mornings, when I start here at 5:00am, I’ll usually put on jazz, something calm to ease into the day. If I’m in a different mood, it might be Kendrick Lamar, The Police, or even classical music. I collect vinyl records, so music has always been part of my creative process in the kitchen.
     
    Question: The boys want to know how you make the burgers and corn soup so good.
    Chef Israel: A lot of trial and error! With the corn soup, I tested complicated versions and simple ones, and in the end the simplest recipe worked best. The boys love it. And one thing I learned early on is not to be afraid of salt. Used properly, salt is what unlocks flavor.
     
    Question: You’ve worked in Michelin-starred restaurants. How does that compare to cooking here?
    Chef Israel: I’ve worked at one- and two-star Michelin restaurants, and those experiences were incredible, demanding, precise, and unforgettable. But at the end of the day, I think it’s more meaningful to feed children than to cook a $300 meal for adults. This work feels more important. It lets me use what I’ve learned in fine dining and apply it in a way that has lasting impact.
     
    Question: If the boys could vote for a fun lunch, what would you secretly hope they chose?
    Chef Israel: Fried popcorn chicken with rice and cabbage. It’s one of my favorite comfort foods, especially from Chinatown. It’s simple, joyful, and always a hit.
     
    Question: Where’s your favorite place to eat in San Francisco?
    Chef Israel: Rich Table is one of my favorite restaurants; the food and atmosphere are outstanding. But honestly, I love local delis and Chinatown spots. Any place that serves authentic, flavorful food quickly and affordably is my go-to.
     
    Question: Finally, what do you hope the boys take away from their time with you?
    Chef Israel: That food matters. I want them to look forward to lunch, but also to learn about flavors, nutrition, and the value of eating well. If they leave here knowing a little more about how food connects to health, culture, and community, then I’ve done my job.

Ms. Macapinlac Rockefeller

Lisa Macapinlac Rockefeller joined Cathedral School for Boys in 2022 as a Grade 4 lead teacher. A 20-year educator, she holds a B.A. in English with a minor in Asian American studies from UC Davis and a teaching credential from San Francisco State University. Her background includes work with underserved youth, educational technology, and teaching both high school and early childhood education. Lisa is also a proud Cathedral School parent and active supporter of a Bay Area Filipinx culture and ecology summer camp. She enjoys reading, cooking, writing, and time outdoors with her family.

Mr. Benny Lawrence

Benjamin Lawrence serves as a Grade 4 assistant teacher at Cathedral School for Boys. He holds a B.A. from The Evergreen State College, where he focused on interdisciplinary learning and student-centered education. Benjamin brings a calm and encouraging presence to the classroom and is passionate about supporting boys’ academic growth and social development. He is dedicated to helping students build confidence, curiosity, and a love of learning.

Cathedral School for Boys

Located in San Francisco, California, Cathedral School for Boys is an independent elementary school for boys in Kindergarten – Grade 8. Our mission is to provide an excellent education through intellectual inquiry and rigor that is centered in the Episcopal tradition and is respectful of and welcoming to people of all religious traditions and beliefs.