HEAD OF SCHOOL Dear UHS Community, As I navigate my final year at San Francisco University High School, I have been spending a lot of time reflecting on the entirety of my journey and the serendipitous circumstances of my start. Late in September of 1993, I got an unexpected phone call from Bill Bullard, then the Academic Dean of San NASIF ISKANDER Francisco University High School, urging me to take a twoweek position as a substitute physics teacher. I was reluctant to accept the offer, as I had never taught high school before, but Bill was very persuasive. I could never have imagined the profound impact that this phone call, and my first experiences in the UHS classroom, would have on the rest of my life. I vividly remember the remarkable experience of my first days of my teaching here. I had never encountered a community like this one: thoughtful and caring students and colleagues who, even though none of them knew me, seemed to be fully invested in my success. It was so unlike any professional or academic experience I had had before that I eagerly signed on for any other subbing roles that became available. Now, 32 years later, I am still here, and still in awe of this school, the people it brings together, and the culture that emerges from that mix. It has been an amazing privilege to be part of this community of scholars. I have had incredible role models here, both in my colleagues, who are passionate educators and leaders of remarkable skill, and in my students, who have been some of the most ambitious, courageous, and elaborate thinkers I have ever known. I have gotten to know many UHS parents, whose examples have made me a better parent myself. And there is so much joy here; people take great pleasure in what they dedicate themselves to, and genuinely enjoy each other. I can honestly say that I have laughed, and learned new things, every day that I have been at this school. An important part of the culture of UHS that has kept me inspired and invested all of this time is the commitment to growth and improvement on all levels. Students are ambitious about their own learning, and there is a deep tradition of faculty professional growth. And the school is itself a learner, constantly striving to improve. UHS has grown and changed in wonderful ways over the last 30 years, and I am grateful to have been part of that evolution. The school’s commitment to equity and social justice, one of its founding ideals, has become even more explicit and central to all that we do. And I can say that we are now a better school for every student who joins us, and we serve a much broader diversity of students than ever before. Two years ago, our school, like many, faced a significant challenge when the events in Israel and Gaza caused division within our community. In response, last year we developed comprehensive policies and frameworks to ensure everyone’s safety while maintaining our commitment to student learning on urgent and controversial issues. Rooted in our Statement
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UHS JOURNAL Fall 2025