Issuu

How Leaders are Made Stories of Voice, Agency, and the People Shaping Catlin Gabel’s Future

inside 01-

Aline García Rubio on Building Skills for an Uncertain Age

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The Return of BLS Student Government

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Meet the Leaders of the Positive Masculinity Club

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Middle School Lessons in Leadership

Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 789 students from preschool through 12th grade. Its roots go back to the Portland Academy, founded in 1859. The school occupies 67 acres on Barnes Road, five miles west of downtown Portland, and a neighboring eight-acre East Campus currently used for offices and the Community Arts Program for adults.

Contents 01

Leadership in an Uncertain Age

A Student Government of the People, for the People

The revival of Student Government in the Beginning and Lower School is opening new opportunities for students to make an impact

HEAD OF SCHOOL

Dr. Aline García Rubio

ASSISTANT HEAD OF SCHOOL

Beyond What’s Expected

Of Note: Winter & Spring 2026

Board of Trustees Updates

Lessons in Leadership: In Their Own Words

Sara Nordhoff

CHIEF ADVANCEMENT OFFICER Nicole Rinetti-Clawson

DIRECTOR OF MARKETING AND COMMUNICATIONS, CALLER EDITOR Allison Dobscha dobschaa@catlin.edu

Ready, Set, Explore

Traditions: Spring Fest

Congratulations to the Class of 2026!

BRAND AND DIGITAL MANAGER CALLER DESIGNER Hannah Lee

CONTRIBUTING PHOTOGRAPHERS

Tea Bear, Mariah Botkin, Allison Dobscha, Ken DuBois, Hannah Lee, John Oribello

CATLIN GABEL SCHOOL 8825 SW Barnes Road Portland, OR 97225 (503) 297-1894 catlin.edu

COVER

New Head of School Aline García Rubio admires campus from the Vollum courtyard.

Meet the student leaders unpacking what it means to be a man in the Upper School’s Positive Masculinity Club

Three 8th-grade students share their perspectives on leadership

ALUMNI DIRECTOR Rebecca Allen allenr@catlin.edu

New Head of School Aline García Rubio reflects on how Catlin Gabel cultivates leaders

Photos from experiential learning opportunities in the Beginning & Lower, Middle, and Upper School

See where our recent graduates are headed

Alumni Profile: Jane Zalutsky ’76

This year’s Distinguished Alumni Achievement Award honoree shares insights from her career spent shaping events that bring people together

Class Notes

In Memoriam

BY DR. ALINE GARCÍA RUBIO HEAD OF SCHOOL

Leadership in an Uncertain Age Ours may be defined as a revolutionary era. We are living through profound societal and technological change. Global governments are shifting, artificial intelligence is reshaping human labor and relationships, and an individual’s sense of reality can be narrowed by siloed streams of information. J

“By listening carefully, by learning with and from others, Catlin learners discover what they believe, what they value, and what is worthy of their attention and action.”

Leadership in an Uncertain Age

hese changes have enormous implications for our human connection, our creative and productive lives, and our sense of security. The world is undeniably uncertain. A Catlin Gabel education provides a path for graduates to lead their own lives and to lead others through the unpredictable. Our pillars of progressive education are more relevant than ever. We educate for democracy so our students will be informed, discerning humans who use their foundational knowledge, deep thinking, and integrity to influence their communities. Faced with confusing information or incivility, Catlin Gabel learners know to inquire, analyze, find expertise, and draw conclusions. Through that practice, our students cultivate their minds, seek and find connections, and develop informed opinions. Our graduates leave Catlin Gabel prepared for the unpredictable because the skills they've mastered here transcend the academic experience. Daniel Goleman, psychologist and scholar of emotional intelligence, writes of how leadership requires self-awareness, self-management, understanding others, and social skills. Catlin Gabel provides rich experiences and provokes reflection so that students learn about themselves and each other in shared endeavors. Students building robots, walking the Japanese Alps, or drawing water from the pump in our new playground learn through human interactions. Through these relationships, they become healthy, connected people. They practice social and collaborative skills. They are guided lovingly and joyfully by

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teachers and by one another. As people, we need each other—to feel our value, to grow, to feel competent, and to lead. We all lead unique lives guided by our own interests, our moral compass, and our internal drive. Leaders also follow the insights and expertise of others. Excellent leaders pay attention. So do our students. They notice ideas, relationships, patterns, tensions, and possibilities. They learn to recognize the inner voice that says, “This is the way I want to go.” At Catlin Gabel, students practice using their voice in both small and significant ways. They choose what they wear to school. They co-design our schedule. They build exhibits to teach others. They shape the school’s strategic priorities. Learners use their voices on their rugs in the Beginning School’s circles, and they continue to use them all the way to their representation on our Board of Trustees (an opportunity rarely offered outside of progressive schools). By listening carefully, by learning with and from others, Catlin learners discover what they believe, what they value, and what is worthy of their attention and action. Through their work and interactions at Catlin Gabel, students grow to be connected, independent, and competent humans. These humans—our students—participate in consequential decisions that shape the future of their families, their communities, and the wider world. In a society increasingly shaped by technology, misinformation, and rapid social change, Catlin Gabel graduates will use the aggregate of their experiences, knowledge, discernment,

about dr. aline garcía rubio » Aline grew up in Mexico City; first came to Catlin Gabel as a high school exchange student

» Joined Catlin Gabel in 2004 as an Upper School science teacher

» Earned her medical degree from Universidad La Salle, Mexico City

» Served as Department Chair, Dean of Students, Assistant Division Head 2012-2017, and Head of the Upper School 2017-2024

» Taught at Olinca Springfield School and American School Foundation in Mexico City before moving to the U.S. to teach at Punahou School in Hawai‘i

» Served as Associate Head of School at Oregon Episcopal School in Portland 2024-2026

» Brings more than two decades of experience in independent schools; known for her student-centered leadership in progressive education » Selected as Catlin Gabel’s Head of School following a nationwide competitive search » Unanimously appointed by Catlin Gabel’s Board of Trustees

and creativity—their formed wisdom—to lead moral, loving, and productive lives. In that wisdom, our students integrate personal fulfillment with public responsibility. It is that fostered wisdom that will transcend the unpredictable. I first realized I was leading when I was elected as the 4th Grade Senator of my elementary school. I continued to have official and unofficial roles as a leader throughout my life (my medical school peers named me “the baton” for the direction I offered during years of late-night study sessions). Throughout my trajectory at Catlin Gabel, I was empowered to work with a broad range of intelligent, caring, and wise colleagues. I learned to listen carefully, to create connected teams, and to strive for alignment. I enter my headship at Catlin Gabel knowing how to practice leadership as a result of my experiences in collaboration, many of which took place here on our campus on Barnes Road. People want to be connected with one another. We want purpose, meaning, and a sense of competence through our work. With my leadership, Catlin Gabel faculty, staff, and administrators will act as an effective team—connected, empowered, and joyfully working toward our shared purpose. We will build and rebuild (and rebuild again!) trust and clarity. Our team will thus be a model for learners to pursue their own leadership, of self and of others. A school like Catlin Gabel provides an ideal setting for our collective growth. I can’t wait to get started!

SUMMER 2026

A Student Government of the People, for the People Leadership starts early at Catlin Gabel. The revival of Student Government in the Beginning and Lower School is opening new opportunities for students to define school priorities, express opinions, and make an impact.

The result? Two cohorts of student representatives from third through fifth grade. The first-ever BLS Spirit Week. A series of skits demonstrating kindness. And most importantly: 28 student leaders with greater confidence in their ability to enact change. While student government opportunities have existed for some time at Catlin Gabel in the Middle and Upper Schools, the program has been intermittent for the BLS. A pause that began in 2023 extended until 2025, leaving young students eager for more leadership opportunities.

hen Tracy Gray and Jewell Sparks decided to bring back student government in the Beginning and Lower School (BLS), they didn’t know where it would lead. That ambiguity was intentional.

“A recent belonging survey conducted from preschool through 12th grade showed us that students wanted to see more school spirit and joy,” said Jewell. “BLS students also wanted a better understanding of rules and how they’re implemented with consistency across grade levels.”

After a multi-year hiatus from a formal leadership program for Catlin Gabel’s youngest learners, Tracy, Assistant Head for Student & Family Support in the BLS, and Jewell, Assistant Director of Inclusive Student Programs, wanted student leaders to identify their own projects and priorities.

Based on this student feedback, Jewell and Tracy thought it was time to give BLS Student Government another try. They put out a call to students, recruiting an eager group of young leaders ready to make their community stronger, kinder, and more inclusive.

“An important part of the work is making sure we're continuously listening to what the students are saying they want the work to be,” said Tracy.

The group kicked off with a retreat, in which Jewell and Tracy facilitated discussions on leadership and helped the group develop its own norms

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for collaboration. The student representatives then visited areas around campus, including the playground, BLS classrooms and hallways, and the Barn, to observe where the community was falling short of the school’s values. Those observations helped the group identify their policy priorities: a spirit week to generate joy, a series of skits to demonstrate how to respond with kindness in tricky situations, and a community-wide survey of feedback from students in preschool through fifth grade. As they executed these projects, students gained critical lessons in effective leadership. For some, the biggest challenge was learning to set aside their own ideas to better reflect the priorities of their constituents. One student leader passionately advocated for “Worm Day” as one of the spirit week themes, only to find that it was not a popular idea with the broader BLS community. Despite their disappointment, the student tabled their pet project and willingly adopted the spirit days chosen by the student body (Bring a Stuffy Day, Wacky Wednesday, Silly Hair Day, and Catlin Spirit Day). “I think that’s really the educating for democracy piece for students,” said Tracy, referencing one of the four pillars of progressive education. “It’s moving beyond their own individual

“At this age, they don't come in with expectations of what a student council should look like…There's so much unapologetic ideasharing at this age that just is truly joyful.” —JEWELL SPARKS—

Asst. Dir. of Inclusive Student Programs

interest. Like, ‘I want to run for student council to do X’ as opposed to, ‘this is what we’re hearing from the community.’” For others, the biggest learning centered on ethical survey practices, including reviewing anonymous results without judgment and discovering how to gather input from students as young as four years old. Built into the program was a firm belief that young people are capable, opinionated, and deserving of a seat at the table. Rather than only recruiting representatives from fifth grade—the typical design for most elementary school student government programs—the council is open to students from third through fifth grade. “We know that our third graders have the critical thinking ability and the leadership capacity to be able to step into these spaces and be leaders of their community,” said Jewell. “Sometimes our third graders had really incredible ideas to contribute and would pose a question or a thought that allowed fourth and fifth graders to be challenged in their thinking as well.” Opening the door to younger students also created new opportunities, fueled by their creativity and open-mindedness. “At this age, they

The spring 2026 cohort of Beginning and Lower School student government. From left to right: Iasonas Xekalakis, Ronan Essex, Brooks Ellison, Calla McClure, Marion Felix-Lund, Brooklyn Litteken, Bailey Litteken, Shanaya Goel, Ford Willey, Felix Pscheid, Emily Fenster, James Bordley, Ryann Zanon

don't come in with expectations of what a student council should look like…There's so much unapologetic idea-sharing at this age that just is truly joyful,” said Jewell.

said Bailey Litteken, a fifth grader. “Everyone, including preschool and kindergarten, were able to share their ideas with our support,” added fourth grader Brooklyn Litteken. “It was fun to change the school and make it a better place,” said third grader Brooks Ellison. Tracy and Jewell plan to continue the program again next year, with a brand-new cohort of student representatives. What will they tackle next? We’ll have to wait and see what the students come up with.

Beyond joy, student participants found the experience rewarding. “It made us feel like our voices were heard,”

SUMMER 2026

Meet the student leaders unpacking what it means to be a man in the Upper School’s Positive Masculinity Club

FROM L TO R: NICO IGARASHI, ARI WAECHTER, KAI WOLAHAN, LEVI WHALEN STEWART

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beyond whats expected Since its founding in 2023, the Upper School’s Positive Masculinity Club has created a space for male students to come together in community and reflection. Participants engage in open discussion while examining—and challenging— what it means to be a man. The following excerpts come from an interview with the group’s 2025-26 student leaders, all members of the Class of 2026: Ari Waechter, Kai Wolahan, Levi Whalen Stewart, and Nico Igarashi.

> SUMMER 2026

beyond what’s expected

How would you define “positive masculinity,” and what is the purpose of the club? Ari Waechter: That's a question we go over in the first couple of meetings of the year. It means different things and serves different purposes to different people, but basically, it's a space where young men, alongside faculty, can talk about what it means to be a man, how to deal with more negative aspects of masculinity that are societally enforced, and how to counteract those ideas in a healthy way. Kai Wolahan: Most of our meetings consist of a group of about 15 to 20 regulars coming together. Sometimes there will be a presentation, but generally they're discussion-oriented. Most people speak from personal experience about how ideas of masculinity impact them on a daily basis, whether that's positive or negative.

What motivated you to get involved and become a leader in the group? Levi Whalen Stewart: Growing up playing competitive sports, I see a lot of toxic masculinity daily, and I have always been inspired to go against that narrative and work hard to improve team culture. Being a leader in the club and captain of multiple sports teams at Catlin has allowed me to address this problem more directly. By coordinating with our Athletics Department [Tyler Reuter and Kate Williams ’01] and other sports teams' captains, we have been able to focus not only on succeeding with wins but also on creating a good team culture. Kai: For me, the idea of gender expectations shaping behavior is something that I'm very interested in from an academic perspective. I'm going to college for sociology, and so that's definitely a topic that really interested me. On a more personal basis, it was just

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“I think there's a growing community of men online that are seeking to explore their own masculinity, and it's really interesting to hear those discussions around positive masculinity and being the best version of yourself.” NICO IGARASHI

nice to have a space where I felt I could be vulnerable with other people and talk about things that bothered me or how I want to improve as a person.

What examples of growth or change have you observed as a result of the club? Nico Igarashi: We had a joint meeting with the Middle School’s Positive Masculinity Club last semester, and there was this one

middle schooler at the start of the meeting who was really antagonistic towards the whole thing. He definitely didn't want to be there, and he was making jokes and kind of stirring up trouble. But after that, we went into a discussion about being vulnerable with your friends and the people around you, and what creates trust. And I remember looking at him when we were sharing and I saw his expression change from something that was standoffish and questioning to shock that we were sharing something this deep. And then when the conversation got its way around to him, he even shared his own anecdote. It was really fulfilling being able to see that kind of change happen, like, "Oh, maybe we are getting through to them in some kind of way."

Who do you look to for inspiration in terms of models for healthy, positive masculinity? Ari: For me, the obvious choices would definitely be the advisors that help us organize the club: John Harnetiaux, Chris Mateer, and Tyler Reuter. Those three all have a super good moral compass, and they do a great job helping us navigate how to best reach other people and learn about ourselves in the process. Nico: I get a lot of inspiration from online content creators. I think there's a growing community of men online that are seeking to explore their own masculinity, and it's really interesting to hear those discussions around positive masculinity and being the best version of yourself. Kai: My biggest role model's definitely been my dad, who's been a role model for me my whole life. I'm a big Prince fan too, as well as Victor Wembanyama, the basketball player.

beyond what’s expected

Levi: Two of my biggest role models are my brother and sister. My brother has always been very outgoing and confident in who he is. Everywhere he goes, he builds connections that go deeper than just the superficial layer. I admire my sister because of her completely authentic kindness and curiosity. She has always been a role model for me, and even though she is not a man, she demonstrates so many habits that I want to carry forth in my life.

You all recently attended a Young Men’s Conference in Seattle. What was it like participating in these conversations in a group beyond Catlin Gabel? Ari: It was really cool. It was maybe a hundred young boys, on a Saturday, and they all wanted to be there. We had a lot of discussions similar to the ones we have at school, but there were also different ones, and getting to hear insight and opinions outside of the Catlin community was really refreshing. Kai: It was interesting to hear different perspectives because, as much as we try to prevent it, Catlin becomes a bit of an echo chamber sometimes. It was interesting to step outside that and hear from people all across Washington, from eighth grade all the way up to adults.

As you enter your next phase as graduates of Catlin Gabel, how do you see this work carrying forward in your life? Nico: Going into college, I want to look for these kinds of spaces, or create my own if they’re not present.

difference in my team's culture. I am excited to use this club as a reminder to keep myself grounded and hopefully keep other teammates and friends from getting sucked into the toxic masculinity trends that I see so often in sports.

What has surprised you most since being part of this club? Nico: When we get really good turnouts, like 30 people or so, it's really interesting to hear how many people speak up when we're having those discussions. Almost everyone is sharing something that's personal in their own way.

“Moving on to play soccer in college, I want to be able to positively make a difference in my team's culture. I am excited to use this club as a reminder to keep myself grounded…”

Ari: What continues to surprise me is the amount of excitement people get over the club. It's pretty cool to hear people say, "Oh, when's Positive Masculinity happening?" or, "Oh my gosh, today I have this class, this class, and Positive Masculinity, best day of the week!" or something like that. Kai: Prior to joining this club, I thought of topics around gender in a more abstract way. And with this club, and hearing everyone's personal experiences, I feel like what surprised me most is just how widespread and prominent these issues are in daily life.

How would you define positive masculinity now? Kai: It’s reexamining traditional ideas of masculinity and choosing what aspects you want to include or leave behind in developing who you are as a man. Levi: Positive masculinity is being comfortable with who you are, including your emotions and feelings, without feeling constrained by the societal norms of what it means to be a man. Ari: It's really about finding yourself in the context of what it means to be a man or a male-identifying person and grappling with those ideas. Nico: Defining your own version of masculinity, not what anyone tells you masculinity is supposed to be.

LEVI WHALEN STEWART

Levi: Moving on to play soccer in college, I want to be able to positively make a

SUMMER 2026

OF NOTE WINTER & SPRING 2026 A collection of events, happenings, and recognitions that shaped our school

Middle Schoolers hosted students from Meiho High School, our sister school in Taiwan, for a week of learning and cross-cultural exchange. To honor Black History Month, the Upper School Black student affinity group (TRIBE) showcased Black/African fashion and trends at an Upper School assembly. 5th graders teamed up with kindergartners to practice counting to 100 in celebration of 90 days of learning. (1) The Upper School presented “Hadestown: Teen Edition” featuring the talents of over 50 student performers, costume designers, set builders, lighting and sound techs, and more. (2) A weekend Outdoor Education trip to the Oregon Coast allowed Middle Schoolers to explore tide pools, the beach, marine wildlife, and the joys of yurt camping.

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Seven Upper School students presented research at the regional Gresham-Barlow STEM Expo, qualifying for the state-level expo. Outgoing Head of School Tim Bazemore joined Isaac Brock of Modest Mouse (a CGS parent) onstage at our annual Gala & Auction. The event raised more than $780,000 for the CG Fund and school endowment. (3) The Middle School Oregon Battle of the Books team (Ira Shah ’32, Bodhi Chauhan ’32, Macy Hurin ’32, and Sagan Binkley ’32) brought home the gold at this year’s state championship in Salem. (4) Upper Schoolers Lucas Zhang ’28, Charlie Rose ’28, and Xinyu Luo ’28 took 1st place at Oregon History Day for their documentary about the history of Portland's Albina neighborhood. As part of Middle School’s Leadership for Change summit, students received a visit from The Sports Bra founder Jenny Nguyen,

who spoke about the importance of inclusion at the world’s first sports bar for women’s athletics. (5) Grandparents and Honored Guests brought smiling faces to campus for two days of joy and intergenerational connection. Thanks to the Karl Jonske ’99 Endowment Fund, Caldecottwinning author Doug Salati visited the Beginning & Lower School to share his time and talents with students. At the OSAA State Speech & Debate Championship, Catlin Gabel had one of its strongest showings ever, including the team’s first-ever state sweepstakes award. (6) Students and families walked or ran around the track in support of the school during our annual CG Fun(d) Run. The Middle School production of “A Wrinkle in Time” took audience members to new worlds (without ever leaving the Black Box Theater).

Campus bloomed with joy during this year’s Spring Fest, which featured the first-grade maypole tradition, student-led programs and fundraisers, a plant and book exchange, hands-on activities, and a community meal. (7) The Flaming Chickens’ FIRST Robotics Team 1540 completed a standout season with three district event wins, an undefeated 12–0 qualification run at Wilsonville, and a trip to the FIRST World Championship in Houston, powered by their highperforming robot “Hephaestus.” Upper School Swimming delivered a standout winter performance, with girls finishing 4th in state and showcasing strong depth across individual and relay events. 7th–8th grade Boys Basketball reached the league semifinals, continuing a strong showing in middle school athletics. Upper School Girls Basketball doubled its win total from the

previous season, with Sydney Perlewitz ’27 earning all-league honors. (8) Upper School Track & Field: girls won the district championship, with boys finishing 2nd, and the program sending 12 athletes to state in a strong overall showing across events. Hailyn White ’28 set a new school record in the pole vault, clearing 10 feet, 4.75 inches, while Teddy Ratliff ’26 established himself as the best 3A boys pole vaulter in Oregon. Upper School Tennis: boys finished 2nd in state as a team, led by Zareh Gonzalvo ’27 and Kai Stone ’29, who placed 1st and 2nd in singles competition. Girls Tennis also placed 2nd in state, with Jiya Mehta ’26 and Amanda Perez ’26 capturing their second consecutive doubles state title. (9) Upper School Girls Golf earned a 2nd-place finish at state, with Vishaka Priyan ’26 and Kate Austria ’29 both finishing in the top ten for the first time in school history.

(10) Catlin Gabel celebrated its 8th annual Rainbow Parade, a joyful community tradition centered on inclusion and belonging. (11) The CG community gathered to celebrate Juneteenth with food, crafts, music, and games. Former Assistant Head of School Kama Bruce was honored for his 4 years of extraordinary leadership. (12) Middle Schoolers celebrated Asian American & Pacific Islander Heritage Month at a student-led event featuring performances and games inspired by cultures across Asia and the Pacific Islands. Catlin Gabel community members contributed more than 2,000 volunteer hours and $2.1 million in philanthropic gifts this year, celebrated at our annual Celebration of Giving with the presentation of the Joey Day Pope ‘54 Volunteer of the Year Award to Robin Janssen.

SUMMER 2026

2026-2027 BOARD OF TRUSTEES UPDATES We welcome our incoming 2026-27 trustees, and thank our outgoing trustees for their service to the school, generosity of spirit, and commitment to Catlin Gabel’s mission.

INCOMING BOARD LEADERSHIP

Venture Fund (OVF), a venture capital firm backing startups across Oregon and southern Washington, where she plays a key role in sourcing, evaluating, and supporting early-stage investments. Prior to joining OVF, Deepthi spent over a decade in global leadership and consulting roles at Deloitte, where she advised internal teams and Fortune 1000 companies. She is a parent of a rising 9th grader at Catlin Gabel.

served on the Creative Arts Center Campaign, Finance, and Advancement committees. He is the parent of two Catlin Gabel graduates. Mark will remain on the board as a trustee.

INCOMING TRUSTEES John Gilleland, Chair

John Gilleland is Managing Director and Chairman of Campbell Global, which he joined in 1982, serving as CEO from 2002 to 2025. He is a pioneer in timberland investment management and chairs the board of OneFortyOne Plantations in Australia and New Zealand. John and his wife, Emma, joined Catlin Gabel in 1999 and are parents of two alumni. He served on the Board of Trustees from 2000 to 2013, including as Treasurer, Vice Chair, and Chair; rejoined in 2020; and begins a new term as Chair in 2026. He holds a B.S. in Business from Oregon State University and remains active in nonprofit leadership.

• Hannah Pscheid (Trustee) • Aline García Rubio ‘93 (Ex-Officio), Head of School • Sam Braff (Ex-Officio), Parent Faculty Association President • Joe Hall '97 (Ex-Officio), Alumni Council President • Rose Hogan ’27 (Ex-Officio), CGSA President

OUTGOING BOARD LEADERSHIP

Kate Warren Hall ’93, Secretary

Kate received a BA in economics and an Executive MBA from the Babson College F. W. Olin Graduate School of Business while also working for Cascade Corporation. She joined ESCO in 2014 to work in Mergers and Acquisitions, and joined its board in 2016. Kate is an alumna, with two children currently attending Catlin Gabel. Kate will remain on the board as a trustee.

OUTGOING TRUSTEES • Tyler Silver (Trustee) • Tim Bazemore (Ex-Officio), Head of School • Robin Janssen (Ex-Officio), Parent Faculty Association President • Eric Mandel ’99 (Ex-Officio), Alumni Council President

Mark Holliday, Chair

Deepthi Madhava, Secretary

Deepthi holds an MBA from the Indian School of Business and a bachelor’s degree in computer science engineering. She is a partner at Oregon

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Mark graduated from Northwestern University with a degree in economics. He is the president of the investment fund Goshawk Capital. He has Director, Audit Committee, and Finance Committee experience from his current and past involvement with corporate boards. In addition to serving as Chair of the Catlin Gabel Board of Trustees since Fall 2023, Mark has also

• Diana Manternach ’26 (Ex-Officio), CGSA President

See the full roster of Catlin Gabel Trustees at catlin.edu/trustees.

Lessons in Leadership:

in their own words

Middle School students are already discovering what it means to take initiative, show empathy, and make an impact. In this pair of first-person reflections, three 8th-grade students share their perspectives on leadership. SUMMER 2026

LESSONS IN LEADERSHIP

Using Our Voices For Change BY MAYA ROSENBAUM ’30, NINA ORESTE ’30

uring a middle school assembly in the Commons, the everpresent smell of stinky teenagers in the air, Jewell Sparks, Assistant Director of Inclusive Student Programs, was talking about leading a workshop during the Leadership for Change Summit. Our English teacher, Jen Kuehn, asked us a question: “Aren’t you guys going to lead a workshop?” We were surprised. She seemed so sure that we would step up and take the opportunity to lead a workshop that we just couldn’t disappoint her. We started brainstorming. As dedicated athletes, Maya, a basketball fanatic/ player, and Nina, an all-around athlete, we thought that a workshop on women’s sports and the inequalities within would be a great fit for us to lead. The Leadership for Change Summit is an annual event where students get to 14

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lead peer workshops on their passions, meet in affinity groups, and hear from keynote speakers. The summit is a great opportunity for students to step out of their comfort zones and practice using leadership skills. During affinity groups, students got to meet with Upper Schoolers who were able to connect over a piece of their identity and discuss how that affects the way they walk through life. This year’s keynote speaker was Jenny Nguyen, the owner of the Sports Bra in Northeast Portland, a sports bar that only plays women’s sports. She told us her amazing story of how the Sports Bra came to be and set the scene for our workshop later in the day. Throughout history, women’s sports have been underappreciated and underrepresented. At Catlin, students are taught to take action when they observe an inequality. When we heard about the Leadership for Change Summit, we knew it was the perfect opportunity to take on a leadership role and use our voices for good. Our workshop aimed to teach students about inequalities in women’s sports and what actions can be taken to work toward a solution. In our workshop, we mentioned many powerful and influential women in sports and talked about the different inequalities

they face depending on the sports they play. While athletes such as Megan Rapinoe, a prominent U.S. soccer player, have had a lot of success reaching equal pay among men and women, athletes like Napheesa Collier in the WNBA have had a much harder time achieving gender equality in their sports. Our goal was to educate our peers on these inequalities so that they would be more informed and more prepared to resist them in their everyday lives. We also talked about the gender pay gap outside of sports, encouraging those who aren’t as passionate about sports to still take action. At the end of the workshop, we asked our peers to share one thing they learned or connected with during our presentation. This allowed us to see how our presentation was received and what we should focus on in discussions later that day. We wanted our peers to walk out the door feeling empowered and ready to take action against injustices in their everyday lives. Over the course of the summit, we led the same workshop three times. After each one we realized we had grown as leaders in different ways. We grew more confident when presenting to our peers and learned how to connect with our audience by adapting our presentation in the

“I now see leadership as less of a role, and more of a presence that each person carries. It is not always about directing others, but also about how you show up in a group experience.” —Avi Tonry ’30 From Left to Right: Maya Rosenbaum ’30 and Nina Oreste ’30 shine a light on gender inequality in sports during the 2026 Middle School Leadership for Change Summit. Middle School students, including Avi Tonry ’30, painted Escuela Asentamiento Yama in Costa Rica during a Global Education trip.

moment. After the summit, people told us how much they connected with our workshop and how much they valued our presentation. One attendee talked about how our workshop made her consider the gap between men’s and women’s sports. She is now more aware in her everyday life of how it is much easier to access men’s sports. While she already knew that a gap existed, our workshop taught her just how unbalanced the system is. We realized how much of an impact using your voice can have and it made us want to continue leading in the future.

Showing Up For The Group BY AVI TONRY ’30

had the opportunity to experience leadership in Turrialba, Costa Rica, as part of my 8th-grade Global Education trip. One of the goals of this experience was not only to understand how people can work together, but also to support each other and grow through challenges. The trip helped me better

understand how leadership can work in a real-world environment. When I usually think about leadership, I mostly think of it as being in charge or making decisions for the group. However, in Costa Rica, I started to see how leadership can be less about authority and more about your attitude: how much effort you add to the group, and how you contribute to the group experience. In Turrialba, I worked together with my classmates to paint Escuela Asentamiento Yama, a tiny elementary school in a rural village. We completed the school in two days, with roughly 16 hours of work. The work was not very challenging physically, but the days were hot, the hours long, and the project repetitive. Despite these obstacles, everyone contributed to making sure that the school would be complete. The tropical climate, the repetition of the work, and the heat made the experience feel longer than it really was. There were moments when I would feel tired or less motivated to keep going. In those moments, I learned that leadership doesn't always look like taking the lead or directing others.

they contribute to the group work and tone. I learned that staying positive, offering a helping hand, or a kind word, can go a long way. By the end, some of us were covered in paint splatters. Others were scratching at bug bites. Others were wiping their sweaty faces on their shirts. All of us had a feeling of accomplishment, and we all were smiling. Looking back on the trip, I now see leadership as less of a role, and more of a presence that each person carries. It is not always about directing others, but also about how you show up in a group experience. In Costa Rica, I saw leadership in many forms, through persistence, attitude, and the willingness to contribute even when you are not always comfortable. Experiences like this are important because they show how people can grow through work, effort, and collaboration. Through this experience, I came to understand that leadership is not limited just to roles or titles, but is something that is practiced with everyday actions, especially in moments that involve effort, patience, and teamwork.

Instead, it can be found in how a person responds to their discomfort, and how SUMMER 2026

ready, set, H

ands-on learning is built into Catlin Gabel’s curriculum, from preschool all the way through 12th grade. In addition to experiential learning integrated into everyday lessons, each division hosts special annual opportunities for in-depth exploration: Wonder Week in the Beginning & Lower beginning & lower school wonder week School, Breakaway in the Middle let's make a mural School, and two-week Immersives Students co-created a mural alongside Portland-based artist and teacher William Hernandez. Student artists in the Upper School. designed, painted, and unveiled a new art installation for the Lower School building, learning tracing, layering, and color-mixing skills along the way.

beginning & lower school wonder week middle school breakaway

farm life

Over four days, 1st- and 2nd-grade explorers stepped into the boots of farmers, selecting baby chicks to nurture on campus. Students also visited local farms, met with farm experts, and learned about life cycles.

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pdx outdoors

From hiking and whitewater rafting to cross-country skiing on Mt. Hood, this Middle School group explored the natural beauty and cultural richness of our own backyard in the Pacific Northwest.

middle school breakaway

bake it til you make it

Students practiced baking techniques in a professional kitchen, mixing up bagels, cookies, and other concoctions while learning cooking and collaboration skills.

middle school breakaway

coastal artist retreat

Students traveled to the coast for an artist retreat. They foraged in the local woodlands for supplies, creating unique projects inspired by the coastal environment.

explore middle school breakaway

upper school immersives

archery, rock climbing, and a high ropes course. Participants built confidence, resilience, and teamwork as they pushed through each physical test.

Channeling the tradition of free outdoor Shakespeare, students rehearsed and performed a 60-minute production of “As You Like It” in the Catlin Gabel orchard.

upper school immersives

From visiting local wildlife refuges to exploring the Oregon Coast and Columbia Gorge, students learned ecology and photography skills to capture the wild beauty of the Pacific Northwest.

Students spent five days backpacking through the Willamette National Forest, building camp, navigating the trail, and developing resilience and leadership skills along the way. Read the full story at catlin.edu/applied-leadership or scan the QR code to see what five days on the trail can teach.

summer camp in spring shakespeare in the Students tackled epic adventure challenges like parks: as you like it

nature & wildlife photography

upper school immersives

the perfect circle: pizza in portland

Students explored iconic pizza styles across the city and the science behind dough, before crafting their own custom pies in Catlin Gabel's wood-fired oven.

applied leadership outdoors: backpacking expedition

SUMMER 2026

TRADITIONS

05.17.26

Spring Fest Spring Fest came to life across campus on a beautiful, sunny day in May thanks to the hard work of volunteers, students, alumni, and employees. The celebration reflected the creativity, care, and connection that have made this event a Catlin Gabel tradition since 1918.

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SUMMER 2026

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college size

The Class of 2026 took the stage in Cabell Theater on June 13 to receive their diplomas and celebrate their accomplishments. They’ve completed independent senior projects, applied to colleges and universities around the globe, taken challenging classes that pushed their thinking and expanded their skill sets, and made lifelong friends along the way. Here’s where they’re headed next year:

83 58 26 5 colleges/ universities

35%

medium (3k-10k)

34%

large (10k+)

by the numbers

students in class of 2026

30%

small (up to 3k)

states represented

countries represented

student athletes competing at college level

sports represented by those athletes

college region

39% east coast

19%

where they are headed this fall

west coast

boston college (2)

massachusetts institute of technology

university college dublin

boston university

mcgill university

university of california-irvine

bowdoin college (2)

middlebury college

university of chicago

brandeis university

mount holyoke college (2)

university of colorado boulder

bryn mawr college

northeastern university

university of notre dame

california polytechnic state university-san luis obispo

northwestern university

university of oregon (2)

oberlin college (2)

university of pennsylvania (3)

occidental college (4)

university of southern california (3)

oregon state university (2)

university of st andrews

rocky mountain

purdue university-main campus (3)

university of texas at austin

rensselaer polytechnic institute

university of texas at dallas

rhode island school of design

university of utah (2)

rice university (3)

university of washington

rutgers university-new brunswick

virginia polytechnic institute and state university

carleton college claremont mckenna college colorado college columbia university cornell university duke university (2) emory university georgetown university (2) johns hopkins university (2) linfield university loyola university chicago macalester college marquette university

smith college stanford university swarthmore college the american university of paris the university of british columbia (2) tufts university (2)

washington university in st louis wellesley college wesleyan university (3) william & mary

16% midwest

13% south

international

public/private

74%

private colleges

25%

public colleges

SUMMER 2026

commencement

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SUMMER 2026

ALUMNI PROFILE

JANE ZALUTSKY ’76 Jane Zalutsky ’76 has been chosen as this year’s Distinguished Alumni Achievement Award honoree. The award ceremony will be held on Thursday, September 17, 2026, during Alumni & Homecoming Weekend.

At the height of Seattle’s Bumbershoot festival, Jane Zalutsky ’76 helped welcome some 250,000 people to the city’s artsand-culture celebration each year. Across four days, audiences encountered music, dance, theater, film, installations, and artists from around the world. Zalutsky’s work helped make the festival not simply an event, but a shared civic experience. “As I plan my retirement party, I’ve been reflecting on what has been meaningful. I’ve had the opportunity to work around the world, impact local communities, and engage in civic affairs and politics. A lot of that goes back to my education at Catlin Gabel,” she says. As Zalutsky prepares to retire after a career spanning arts leadership,

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produced the Seattle Arts Festival, corporate marketing, consulting, Summer Nights at the Pier, and philanthropy, and civic engagement, WOMAD: The World of Music, Arts Bumbershoot remains one of many & Dance. The work demanded a rare examples of her ability to bring range of skills: artistic vision, fundpeople together through culture and raising, sponsorship development, community. From producing performarketing, public relations, and mances by the Bolshoi Ballet, R.E.M., detailed operational planning. and David Byrne to helping shape the future of Seattle Center, she “I’ve had an amazing opportunity has built a career around ambitious to really get to know what it takes ideas and the work required to bring to make an event happen,” Zalutsky them to life. says. “From the producing side, from the fundraising side, from the After graduating from Catlin Gabel, marketing and advertising side.” Zalutsky attended Brown University and later spent a year studying After 20 years in festival production, dance at New York University’s Zalutsky brought her experience School of the Arts. She returned to Washington Mutual, where she to New York City to dance professerved as First Vice President of sionally before transitioning from Experiential Marketing. There, she performing to producing at Dance Theater Workshop in the early 1980s. oversaw sponsorships around the country, including the creation of That early experience opened a the WaMu Theaters in Seattle and at path that would eventually bring Madison Square Garden. her to Seattle and to One Reel, the nonprofit arts organization behind When Washington Mutual collapsed Bumbershoot and other major during the financial crisis, Zalutsky regional events. once again embraced change. She founded JZworks, a consulting For two decades, Zalutsky helped practice focused on sponsorship, lead One Reel through a period marketing, and business strategy. of remarkable growth and influence. Alongside Bumbershoot, she The move reflected a pattern that

Catlin was eye-opening. I have a ton of respect for the education that I got there, and have carried so much of that with me in both my further education and in my life since then.

has guided her throughout her career. Rather than following a fixed plan, she has trusted her interests, skills, and instincts at each turning point. “A primary driver throughout my career has been engaging with the world around me. I was fortunate to do that in ways that felt right to me, even when they were unexpected,” she says. “I never was that focused intentionally with an end goal. I just kind of followed my passions wherever they led.” For the past decade, Zalutsky has served as the leader of the Seattle Center Foundation, supporting the public programs, cultural institutions, and community life of one of Seattle’s most recognizable gathering places. In her final years with the Foundation, she has helped develop a strategic vision and action plan for Seattle Center’s future. The proposal calls for investments in infrastructure, sustainability, facility renovation, and programming across the campus. If realized, it would represent the largest investment in Seattle Center since it was built for the 1962 World’s Fair.

Zalutsky’s leadership reflects a belief that arts, culture, and public spaces are essential to a thriving city—a conviction that has roots in her time at Catlin Gabel. Zalutsky describes the school as “really formative,” particularly in teaching her to take risks and step outside her comfort zone. She remembers the close relationships among classmates and faculty, outdoor experiences, and the school’s emphasis on service as enduring parts of her education. “Catlin was eye-opening,” she says. “I have a ton of respect for the education that I got there, and have carried so much of that with me in both my further education and in my life since then.” As she enters retirement and approaches her 50th reunion, Zalutsky is looking ahead with the same openness that has defined her career. Her advice to current students is to remain engaged with the world around them. “Follow your passions, certainly, but make room for involvement in your community,” she says. “No matter what you do for your career, it is

important to volunteer or become involved in something outside your work and family.” For Zalutsky, a life in the arts has never been only about presenting performances or producing events. It has been about creating the conditions for people to gather, discover, participate, and feel connected— work that has left a lasting mark on Seattle and reflects the values she first encountered at Catlin Gabel.

No matter what you do for your career, it is important to volunteer or become involved in something outside your work and family.

SUMMER 2026

CLASS NOTES

send us your news

We are pleased to publish Class Notes submitted by alumni or their class representative. Notes and photos may be submitted through the online submission form at catlin.edu/classnotes.

2000: Ali Jepson and Kasi Cambell continue to celebrate milestones together

1964: Stephanie Cohn with her first great-grandchild, Arthur

1974: Tom Buell cools off in the Gulf of California

2008: Emma Northcott at endurance training camp February 2026

1971: Haiku and Senryu: A Simple Guide for All by Charlotte Digregorio, is popular among educators

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1991: Beth Wheeler Krasemann on Aspen Mountain

2013: Elizabeth Moore is thrilled to announce the birth of her daughter, Katherine Moore

1963 CLASS REP: Jennie Tucker, jtucker@oregonwireless.net

of Jarrett’s popular book Human Transit was published in 2024.

1969 CLASS REP: Steve Bachelder, steve.bachelder@gmail.com

1983 CLASS REPS: Traci Rossi, traci.j.rossi@gmail.com; Adrienne Wannamaker, adrienne@wannamaker.com

Charlotte Digregorio ’71 was honored to chair a poetry panel at the 2026 Conference of the American Literature Association, held in Chicago. The panel spoke on American haiku, a poetic form often misunderstood by both the public and academics. The author of nine books, Charlotte’s goal is to publish one more before her retirement. Her latest, Wondrous Instruction and Advice from Global Poets: How to Write and Publish Moving Poems and Books and Publicize Like a Pro, is into its fifth printing. It was released in April 2025. 1973 CLASS REPS: Debbie Kaye, djek53@aol.com; Ted Kaye, kandsons@aol.com; Steve Swire, sswire@gmail.com

Tom Buell ’74 and his wife, Jamie Elsbury, spent three months in Baja California over the winter, mostly living in their 2018 Ford Transit campervan. The trip was an informal pilgrimage following the ports of call visited by author John Steinbeck and marine scientist Ed Ricketts on the 1940 expedition made famous in their book, The Log from the Sea of Cortez. 1975 CLASS REP: Len Carr, carrl@catlin.edu 1976 CLASS REP: Hester Buell Carr, hbc58@aol.com 1977 CLASS REPS: Laura Bachman, lbachman413@gmail.com; Paula Podemski, ppodemski@hotmail.com 1978 CLASS REP: Peggy Schauffler, schaufflermargaret@gmail.com 1980 CLASS REP: Tatiana Raimundo, sima1162@icloud.com

Jarrett Walker ’80 married Zachary Tucker in their backyard in Portland in July 2025. The revised edition

This November, Tori Lloyd ’85 had a chance meeting in Vermont with a couple who used to live in Oregon— dear friends of Kim and Ed Hartzell, beloved Catlin faculty! Tori describes it as a “ joyful surprise.” She wrote, “It reminded me how beautifully connected the world can be in the most unexpected ways.” 1990 CLASS REP: Heather McStay, ho45@columbia.edu

Beth Wheeler Krasemann ’91 teaches history and coaches running, skimo, and mountain biking in Colorado. She is enjoying her return to the West after many years in New England. She just published a book about exercising through breast cancer, titled 900 Minutes: Movement as Medicine.

Kasi Cambell ’00 celebrated Ali Jepson’s ’00 Early Childhood Education Certificates from College of the Canyons, with emphases in Infant & Toddler, Preschool, and Supervision & Administration, on June 6. They also celebrated Ali’s daughter Redding’s preschool graduation and her daughter Penny’s second birthday. Ali will serve as the Infant & Toddler Coordinator at Garden Patch Playschool, where children are encouraged to grow at their own pace in a natural, outdoor environment. 2001 CLASS REP: Tyler Francis, tyler.p.francis@gmail.com 2004 CLASS REP: Hannah Aultman, hannah.aultman@gmail.com

Mason Kaye ’04 is now the Director of Auxiliary Programs at The Carroll School, overseeing the after-school and summer programs on all the campuses. He was also recently elected to the Sherborn School Board. Andy Young ’04 loves living close to family in Portland and working at St. Vincent Hospital.

1992 CLASS REP: Melanie Novack Piziali, melaniepiziali@yahoo.com

2005 CLASS REP: Donna Canada-Smith, donna.canadasmith@gmail.com

1996 CLASS REP: Trace Hancock, tjhancock@gmail.com

2007 CLASS REP: Rob Kaye, robert.e.kaye@gmail.com

1997 CLASS REPS: Katey Flack, katey.flack@gmail.com; Phoebe Wayne, phoebevwayne@gmail.com

Liz Gillkey ’97 has started a new chapter as the Executive Director of The Little French School in Eugene. She writes, “it’s a joy to lead this dedicated community of Francophiles, where we are deeply committed to fostering French language acquisition and cultural appreciation in a joyful learning environment.” Outside of school life, she has been rediscovering Eugene and fostering puppies – a rewarding way to connect with the local community. 2000 CLASS REP: Alex Youssefian, ayoussefian@gmail.com

Since freshman year at Catlin Gabel, Josh Halladay ’08 has participated in a fantasy basketball league with fellow alumni Nick Shulevitz, Mark Levesque, Dylan Doyle, Nick Krishnamurthy, Julian Rosolie, Jesse Kimsey-Bennett, Zach Chapman, and a couple others they met along the way. Josh is the winningest member in league history. This year, Zach finished last with a disappointing 24-44 record. Emma Northcott ’08 has recently made the move to Bermuda with her husband, Jarno. She is currently training for the 2027 Gaucho Derby, one of just 45 riders selected to compete in this 500-kilometer horse race through the Andes mountains, completed over 10 days on horseback. Alongside her training, Emma is raising funds for the Neuroendocrine Tumor

SUMMER 2026

Research Foundation (NETRF), and would love the support of fellow alumni. 2013 CLASS REP: Alexandra van Alebeek, alexandra@vanalebeek.com

Elizabeth Moore ’13 is thrilled to announce the birth of her daughter, Katherine Moore. 2014 CLASS REP: Chris Park, parkcgs@gmail.com 2016 CLASS REP: Iris Ellenberg, irisellenber@gmail.com 2019 CLASS REPS: Miles Asher Cohen, milesashercohen@gmail.com; Lene Stockton, hlfstockton@gmail.com; Layton Rosenfeld, sparkyrosenfeld@gmail.com; Sydney Nagy, sydneycnagy@gmail.com; Helene Stockton, hlfstockton@gmail.com 2020 CLASS REPS: Annika Holliday, annika.holliday@icloud.com; Eamon Walsh, eamonreedwalsh@gmail.com 2023 CLASS REPS: Ben Rosenfeld, benro@stanford.edu, Emma Shields, shieldskemma@icloud.com; Colette Hyde, clethyde@gmail.com; Jane Zeigler, janehelenpdx@gmail.com

aLUmni reSoUrCeS STAY CONNECTED

Want to access the new Alumni & Friends Portal, receive the Quarterly Alumni & Friends E-Newsletter, and hear about upcoming alumni events? Update your email address at catlin.edu/contactform.

Join Us Come back to campus September 17-19 for Alumni & Homecoming Weekend, three days of reconnecting, celebrating, and making new memories. Catch up with classmates and former faculty, celebrate community milestones, and see what’s new at Catlin Gabel. On Saturday, join us in the Fir Grove for Reserves & Revelry, featuring wines from communityconnected wineries, live music, and a lively afternoon together. Whether your Catlin Gabel days feel like yesterday or a lifetime ago, we hope you’ll come back and be part of the weekend.

Facebook: Facebook.com/CatlinGabelSchool LinkedIn Group: LinkedIn.com/groups/53534 Instagram: Instagram.com/CatlinGabel

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in memoriam

The Caller is honored to print In Memoriam notices for alumni and family members. Notices may be submitted at any time through the online submission form at catlin.edu/inmemoriam.

Diana (Bayly) Baird ’46 Cousin of Joan Metz ’45

Joe Campbell

Father of Anna Campbell ’96

Jon Dickinson Sr

Father of Jon Dickinson Jr ‘83 and Joanne Dickinson ‘85, father-in-law of Phil Lucht ‘85

Molly Kohnstamm

Mother of Kevin ’79, John, Jeff, and David ’87; grandmother to Cooper ’15; founder of the Learning Center and Upper School Learning Specialist

Annie Loftin Lazar

Mother of Jack Lazar ’09, Rebecca Lazar ’11, and Cooper Lazar ’14

Valerie Lucht

Mother of Phil Lucht ‘85, mother-in-law of Joanne Dickinson ‘85

Peggy (Benson) Maradudin ’50

Deborah Orendurff

Mother of Karen Fort ’70, Rachel Johnson ’72, Michael Orendurff ’76, Becca Coren ’78, and Malcolm Orendurff ’86

Lois (Stone) Pappier ’42 Jane Rondthaler

Mother of Elizabeth Rondthaler Jolley ’76, Catherine Rondthaler ’80, and Mary Rondthaler ’82; grandmother to Ben Jolley ’03, Caroline Jolley ’05, Helen Jolley ’08, and Will Jolley ’11; former fourth-grade teacher

Josele Taylor

Grandparent of Alec Taylor Roman ’06 and Sophia Taylor Roman ’11

Astrid Unander ’72

Sister of Sig Unander ’70, cousin of Anna Gadsby ’68, and Liza Gadsby ’76

Marcia (Bate) Walker ’53

SUMMER 2026

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Connect, Learn, & Celebrate with Fellow Alumni Alumni & Homecoming Weekend sePTeMBer 17-19 Make Your Mark

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