4315 Lincoln Avenue Oakland, CA 94602

i
 Music, learning Chinese,
saving the planet, friends,
clubs, calculus, Charlottes
Web, politics, Shakespeare, The sky is
the limit

molecular genetics, finger View of San Francisco

Bay from our Upper
School building

paint, tomatoes, technology,

What do you swimming, basketball . . .
care about? Weve got it at Head-Royce.

Do you care about three-dimensional geometry or the

compatibility of democracy with socialism in modern
governments? Reading The Aeneid the way it was intended
in the original Latin? Have you ever served meals to the
homeless in downtown Berkeley? How about taking up
the steel drums or mastering the butterfly stroke?
Head-Royce will help you get there.

Can you see yourself sitting on a sunny patio eating an

organic salad made with vegetables that you started from
seed in the campus garden? Meeting interesting people
and making friendships that last for years beyond high
At Head-Royce, school? Discovering the college thats the perfect fit for you?
we care about five core
themes that form the basis
of our educational program
Whatever it is, you can find it
scholarship, diversity, citizenship, green, global at Head-Royce.
ii 1

care about . . .
attitudes toward diversity.
During my junior year, I at-
tended the People of Color
Conference. I had been strug-
gling with my identity, trying
to find a balance between
my two different heritages
(my mother is French and my
father is Chinese American).
I went, hoping the confer-
ence would help me in my
struggle and open my eyes
to views on diversity from
around the country. The con-
Diversity in action
Head-Royce is committed to creating a welcoming, The What Are You project invited everyone in
open and diverse community that values the dignity the school community to snap a self-portrait with
and worth of each individual member. The What a Polaroid and post it on a wall of the schools art
Are You project stands out as an impressive ex- gallery; then use pencil and paper to answer the
ample of how serious our students are about these question What Are You? and post the statement
values. on the gallerys opposite wall. The overall effect of
Every year, a small group of Upper School stu- the exhibit was striking, provoking a lot of thought
dent leaders attends the national People of Color and discussion about identity, acceptance and the
Conference: a multiracial, multicultural gathering importance of an open mind.
of students from around the country that focuses A student described it like this: Our main mes-
on self-reflection, forming allies and building com- sage? You determine your own identity, and the
munity. Following one recent conference, the kids only person who can label you is you.
returned to school inspired and energized with a
plan to create their own version of an exhibit they
had heard about at the conference.
We believe that all people have a right to be who they want to be
. . . and most important, we believe that the only one who can define you is you. Be proud of who you are. Dont
be afraid to tell the world. m ission statem en t w r it ten by H ea d - Royce stud en ts for th e W h at A r e You p roj ec t

ference did that and more.

Olivia, senior

This was by far the most diverse community I

Learning how to learn. Mastering new skills and testing new saw when I was considering schools for my child.
ways of thinking. Acquiring and expanding knowledge. Refining research Socioeconomic, racial, religious diversityits not
and analytic techniques. Becoming a persuasive speaker and writer. Build-
just a goal here, its a reality. Lower Sch o o l parent
ing an arsenal of strong problem-solving approaches.

These are the tools of scholarship. They are the
underpinnings of our academic program at Head-
Royce, because they are lifelong requirements for
achievement in any field.
With more than 100 years of experience in in-
dependent education, we have created and shaped
our mission-driven curriculum to cultivate these
tools in our students. We know, for instance, that
the best way to engage kids intellectually is to
make each lesson relevant, to design projects that
are as experiential and hands-on as possible and
to present current issues for examination and dis-
cussion. Each year, kindergarten through twelfth
grade, we introduce learning techniques and
strands of knowledge that are deliberately built
upon across subjects and in subsequent grades.
Whether they are first graders applying for
the jobs needed to run an imaginary Kid City
smoothly, eighth graders constructing a hot air bal-
loon or twelfth graders setting off on their senior
projectsmonthlong apprenticeships with local
professional organizationsthey are eager to get
to work. They cant wait to conquer the challenge,
because they find the work genuinely meaningful.
We know that kids learn best when they really care
about what theyre learning.
So many ways to be smart
Our curriculum, kindergarten
through twelfth grade, reflects
renowned psychologist Howard
Gardners Theory of Multiple
Intelligences, which asserts that
intelligence goes way beyond
traditional academics to encompass
a whole range of smartsfrom
verbal and mathematical to musical,
interpersonal and kinestheticand
beyond. The entire academic and
co-curricular program has been
carefully designed to ensure that
the whole range of intelligences is
nurtured and celebrated in every
Head-Royce student.

The Head-Royce student

body is about 50%
students of color and
one-third of the employees
2 are people of color. 3
 LUKE cares about friends
and family. They are always
number one. I also care about
academics and athletics and
having a successful future.

The Lower School knits its

community together in Families
Every six weeks, on a Friday morning, sixteen different
Families gather to catch up, have some fun and discuss im-
portant issues. The parent of each Family is a Lower School
teacher; the children are a dozen studentstwo or three from
every grade, kindergarten through fifth.
Kindergartners look up to their new big brothers and sis-
ters (what could be more thrilling than having a really big
kidan 11-year-oldtake a special interest in you?), and the
older kids enjoy being the leaders and role models, showing
the ropes to the younger ones.
Families are the perfect setting for character education.
Teachers introduce values like respect, kindness, courage,
honesty and justice through books, games and discussion.
The range of ages and backgrounds allows for many different
perspectives and opinions.
Head-Royce teaches kids what it means to be responsible citizens of their local Children remain in the same Families throughout their

and global communities, providing experiences that show what it feels like to be Lower School careers. Their teachers watch them mature and
change as they strengthen their sense of belonging to their
in someone elses shoeswhether its the student at the next desk, a child at an Families and their school. Its all part of creating a caring com-
Oakland inner-city school or a Buddhist grandmother at an assisted living center munity at Head-Royce.

in Thailand. Head-Royce champions open minds.

The environment at Head-Royce is warm and ac-
cepting. Kids feel comfortable being themselves
here. Adults look out for every student, and each
student knows that there is at least one caring
adult to turn to with a question or a problem.
At Head-Royce, students feel valued and re-
spected. They take it for granted that their ideas
will be considered with the same seriousness as
those that come from a member of the board of
trustees or the head of school. And when students
are treated with concern and respect, they natu-
rally develop the habit of treating others the same
way.
How does Head-Royce create this community
culture? Its a combination of adults who model
caring behavior for students and traditions that
develop understanding, close bonds and empathy.

A caring community is the most

important ingredient to a successful school. A
network of support is key. There must be enough
Citizens for change

safety nets around. Here, every child and every Community service is so integral
to the Middle School experience at
Head-Royce that four full days are
of the shoreline, a local creek and
area parks. They learn to remove
invasive plants and replace them

family is known. C a r l T h i e r m a n n , U p p e r Sc h o o l H e a d
Bumping into
friends after
carved out of the regular aca-
demic schedule each year to allow
with healthy, native species. Eighth
graders hone their mentoring skills
lunch outdoors
students to participate together by tutoring second graders from
on the patio.
Fallout in significant, off-campus service local public schools.
Each year, on the second day of school, all Middle and Upper School students head out learning projects. A sixth grade teacher describes
of town with their classes for a camping trip to one of Californias spectacular outdoor Each grade level concentrates on the Head-Royce approach to
destinationsit might be the rapids of the American River or Mountain Camp in Placerville. a specific service need. Sixth grad- community service this way: We
For two or three days, they hike, climb and white-water raft. But even more important, they ers focus on food. They tour and strive to be thoughtful about how
hang out together, face different challenges from those theyll have in the classroom, pad- volunteer at a local organic farm we teach service learning. Its a
dle or set up a tent with kids theyve never had the chance to get to know. and help organize and support a process, not a product. We want
One senior says, Its a fresh start at Fallout each year. Socially, people food bank for the needy. Environ- the kids to experience how good it
dont go right into the same old groups. When they return to school from mental preservation is the topic feels to take care of our community.
a demanding outdoors experience to begin the year with new friends, for seventh graders, who put their
students feel a strong sense of shared community. sweat into cleaning up sections

4 5
 Ms. Sparks appreciates the great studentteacher Dr. Enelow cares about
ratio. Were so lucky to have such small class sizes. We hip hop. Every year, he
really can give every kid what he or she needs. No one raps The Canterbury Tales
falls between the cracks. (6th grade) in Middle English for his
Western Classical Lit class.
(11th grade English)

Ms. Dunlap Theres nothing better than

taking my students outdoors to experience
the wonders of our local Sausal Creek and
Ask any studentLower, Middle or Upper Schoolwhat then integrating that into the core curriculum
of the second grade. Another thing I really
they like best about Head-Royce and its a good bet the answer will be: care about is continuing my own education.
the teachers. They are experts in their fields, eager to share their Head-Royce provides many ways for faculty
to keep current on educational and global
enthusiasm for their subjectsand its obvious that they love their
issues. (2nd grade)
jobs. They take the extra time to discover the ideal approach for each
child. They inspire students to reach way beyond the mainstream.
Students say its because the teachers really care about them.

Theyre the backbone.

Theyre what make this school. I love them.

Ms. Van Ness cares about reaching the next level

and the one after that. The school doesnt rest on its
laurels. Each year we try to do even better than the year
before and that brings us up to a different caliber.
(4th grade, assistant head of the Lower School)

Mr. von Kugelgen

loves physics because it
explains how the world
works. (Upper School
science, Robotics) Ms. Diaz cares about making sure my
students have immediate feedback, even
if I have to spend hours working at home.
Willie Adams cares about happiness. I want all of my If they take a test today, theyll have their
students to feel happy and empowered when they learn new grade tomorrow. It really helps them to stay
things about the world and themselves. (Middle School Dean on track. (Upper School Spanish)
of Student Life)

Mr. Bernard cares about the anti-hate

and anti-bias curriculum. The second grade
Families Unit educates students about a range
of family types, such as gay/lesbian families,
single parent families, divorced families,
adoptive families and mixed race families. Mr. Clark is crazy about his trumpet,
(2nd grade) algebra and burritos. (8th grade math,
6 7
Middle School jazz ensemble and
beginning band director)

Lower
At Head-Royce, recess is always fun, there are so many possible friends.
School
Im interested in all subjects and theres a happy feeling in the air.
Marcus, 5th grad e
Our Lower School teachers appreciate the motivated kids at Head-Royce:
These are the kids who really want to learn. Its so great to have
students who think its cool to be smart. They love coming to school.
Children form lifelong attitudes about school and
learning during their earliest school years, and we
are committed to making sure they feel enthusias-
tic, capable and successful. Head-Royce students
take it for granted that their questions will be val-
ued just as much as their answers. They assume
that their thoughts and comments will be sought
out and respected. They thrive on a steady stream
of carefully planned, mind-stretching challenges.
And they expect to have a great time.
Lower School academics provide a strong foun-
dation of knowledge and skills in reading, writing,
mathematics, social studies, science, world lan-
guage, library and technology. Concepts are intro-
duced at the concrete level and become more com-
Math Labs: (almost) as much fun as recess
After lunch on any typical Tuesday, children crowd
around tables or spread out on the floor, spilling
out of the classroom into the hallway. Several
groups of four students, each with a teacher, are
gathered around activities that are generating fur-
rowed brows and smiles of accomplishment.
Each week for over an hour, our second, third
and fourth graders participate in Math Lab. Its
more than practicing the skills they learn in the
core curriculumcomputation, fractions, place
value. This is a chance for kids to enjoy the math
skills theyre learning in class every day, using
them as tools to solve sophisticated problems.
They might play games with dice, for example,
Theres a tremendous amount of
choice and dynamism. But theres
also a lot of structure. You really feel
like your kids are known. It makes
them feel comfortable, important
and valued. Lower S ch o ol pa rent
8 9
Ms. Nilsson
cares about teaching
children to make a
connection with the
natural world, to
savor the beauty of
nature and to learn
to be good stewards
of the environment.
(kindergarten)
[G RADE S k 5]
Cultivating creativity sFirst and second grade students stud-
Visual arts instruction at Head-Royce ied the life and work of environmentalist
stretches the imagination, teaches tech- and artist Andy Goldsworthy, renowned
nique and results in some stunning cre- for his site-specific sculptures created
ations. More often than not, it is tied to from natural and found objects. The kids
the academic curriculumsocial studies, scouted the campus to find locations for
language or science, for example. Here their own sculptures and hunted outside
are some examples of art projects with for natural sculpture elements such as
multidisciplinary connections recently twigs, feathers and stones. Working in
completed by our Lower School students. small groups, they installed their cre-
Fourth grade students enriched their ations all over campus.
In first grade social studies, students
study of the Navajo Native American
tribe when they viewed a documentary learned about the Ndebele people of
on the cultural significance of Navajo Zimbabwe. Ndebele women have long
plex and detailed as each childs knowledge and weaving through history and the been known for their decorative arts,
reasoning abilities grow. By the time they complete meaning of many of the symbols used in especially murals that feature eclectic
fifth grade, Head-Royce students are well prepared traditional blankets. Each student then combinations of designs including letters
to tackle the more rigorous academic demands of created his or her own blanket design on of the alphabet, numerals, representa-
Middle School. a piece of canvas. The paintings were tions of urban buildings, windmills and
The Lower School program reflects our strong entered in a local art show and displayed airplanes. The kids tried their own hands
in shop windows at this traditional art using tagboard and
belief that creative arts and music, healthy eat-
in Oakland. acrylic paints.
ing and exercise habits, character values, a love
of nature and a great sense of humor are just as
important as academics in preparing our children
to grow into happy, successful adults. In the words
of Ms. Van Ness, our fourth grade teacher, Were
always looking to the future. We know that this is
a group of leaders were helping to create.
and in the process, learn about probability theory
and bell curves. Or develop their spatial reasoning
abilities as they make true-to-scale models of the
classroom out of Legos and graph paper. Math
Labs give kids a whole new attitude about math.
Math-loving students have a great time playing
in the world of quantitative puzzles and kids for
whom math is not a favorite subject discover new
talents that are, amazingly enough, math-based!
Not coincidentally, Math Labs provide an early op-
portunity for children to learn what may be the
most valuable skill of allworking collaboratively
in groups.
Alia cares about
being in band
And for all the kids who dont want to because we get
leave at the end of the school day to learn new songs
Here is a sampling of our After School and I am excited to
play the flute.
Program enrichment classes and activities:
chess, with Berkeley Chess School
stitchery
gardening
math games
guitar with Kenan Guitar School
open science lab
taekwondo with UC Berkeley Martial Arts
kids carpentry
steel drums
swim lessons
after school band
 Mr. Taylor cares most about learning
and interacting with lots of different people.
I tell students that they cant understand
the morning paper or even talk to their
neighbor unless they know something
about the collective history of people.
(Middle School history)
Middle School
[G RADE S 6 8]
What do Middle Schoolers need?
At Head-Royce, we are very clear about exactly what Middle Schoolers need. They are not overgrown elemen-
tary school kids or miniature high schoolers. The Middle School years constitute a distinctive period of rapid
growth and developmentintellectually, physically, socially and emotionally.
Middle Schoolers are reaching out into an adult
world of ideas and experiences, yet they hang
on to the comfortable and familiar. They long for
independence, but they still need structure and
guidance. They want to develop new relationships
and make different kinds of social connections,
but they feel more self-conscious than ever be-
fore. They are just beginning to find their talents
and passions. Teachers at Head-Royce understand
Middle Schoolers and they know how to create an
environment where they will grow, thrive and de-
velop self-confidence.
The worlds most widely spoken languages
can be heard every day in the classrooms of
the Middle School at Head-Royceusually inter-
spersed with the sound of enthusiastic laughter.
Students can opt for Mandarin Chinese, French
or Spanish to fulfill their world language require-
ment (Latin is also an option).
The curriculum in our language classes is de-
signed to appeal to Middle Schoolers innate desire
to talk, talk, talk with each other. So lessons in-
English translation: really interesting
10
What can you learn by mucking around with sludge?
Eighth grade science students look forward to in class to separate and identify the various
the big end-of-the-year assignment: the sludge substances in the flask. Then they document
project. Its a lot like Harry Potters Advanced their findings in a lab report and post them to
Potions class. a website.
Each small group of students receives a The teacher remains in the background,
flask containing a concoction that they refer allowing the students to take the lead in their
to as SLUDGE . Its a combination of liquids own learning and discovery. Its a great way
that the kids have been working with all year, to end the Middle School science program
with a couple of soluble and insoluble solids giving the kids an opportunity to take on the
thrown in. The challenge? To use the knowl- role of real lab chemists.
edge and research techniques theyve learned
Were all Middle Schoolers at heart.
We love the kids, we love our subjects, we love the grade levels.
Ci a ra Colem a n, Mi ddle Sc hool m at h sp ecialist
In the spotlight In sixth
Our integrated Middle School program includes grade, the Middle School
literature, music, language, history, math and sci- fine arts program includes
ence labs and hands-on arts activities. As they a rotation of art, drama,
progress through the program, students master music and chorus. Seventh
the analytical, problem solving and writing skills and eighth grade offer
theyll need to succeed in a rigorous college-prep choices: chorus, Concert
Upper School program. Band, art, drama and
Musical Theater. Here,
But we make sure they enjoy the process. As
students are rehearsing
Andrew von Mayrhauser, sixth grade English and
for a performance of the
history teacher says: The moment of Middle
musical comedy Grease.
School should be joyful and happy for what
it is right now, not just what it leads to.
clude hard-to-pass-up activities like passing notes
in class in Chinese, French or Spanish. Or shar-
ing made-up ads for an online dating service. What
better way to learn words like freckles, curly, or
skateboarder.
Make the conversation irresistible, and the kids
learn the vocabulary without even knowing it. Its
just the happy byproduct of trying to get the point
across.
You choose Twice a week, there is time built into the schedule
for activities courses, where students can choose from an array of
teacher-supervised clubs, art projects, games or just hang-out-with-
buddies time. Choices have included Readers Caf, Boot Camp,
Chillaxing, German, Knitting, Ceramics, Chess, Yoga, Flag Football,
Speech and Debate, Ultimate Frisbee, Photography, Yearbook
11

Upper School
High schoolthe big kids, the rigorous but riveting course work, the incredible extracurriculars, the leader-
ship, travel and service opportunities, and best of all, the independence and trust conferred by the faculty.
The next few pages take you on a tour through some of the courses, projects and activities that make the
Upper School such a stimulating place.
Upper School electives: freedom of adventure
One of the best things about becoming an Upper
School student is that you have the flexibility and
freedom to sample some of the fascinating, out-of-
the-box advanced classes offered. These courses
are opportunities for faculty to create the most
compelling and engaging curricula they can imag-
ine, based on topics about which they are truly
passionate.
Here are a few examples of Upper School advanced
courses, in which as physics teacher Owen von
Kugelgen puts it, We make the kids experience
absolutely real.
Robotics To little kids, LEGO Mindstorms NXT
is a toy, but to robotics experts and professional
engineers it is a tool that enables them to proto-
type their inventions. Robotics students at Head-
Royce use the technology to design, build and pro-
gram autonomous, intelligent robots. Thanks to a
computer brain and sensors, these robots can be
trained to do complex tasks.
Imagine creating a robot that can maneuver in-
dependently through a slalom course. Master that,
and the students are on to competitive sumo bot
wars, where the champion robot uses light sen-
sors to resist being pushed off the edge of a table. A
robot track meet? Absolutely. The robots learn to do
sprints, shot-put and the high hurdle.
Dr. Brakeman
cares about making
Sounds like playing games, but students are
her Neurobiology learning engineering design principles, soldering
class as real world and programming techniques and creative prob-
as possible. She de- lem solving.
scribes some of the
simulation activities Advanced Placement BC Calculus At Head-
involving real cases Royce, BC Calculus provides a solid, satisfying an-
and actual brain swer to the age-old question, What use is all this
and spinal cord
math ever going to be?
scans: Its playing
medical school at a
very high level.
12
[G RADES 9 12]
After years of studying arithmetic, algebra and
geometry, in this class students get to apply all
theyve learned in mathas well as much of what
theyve covered in scienceto fascinating, signifi-
cant, real world problems.
Why, for example, did the twin towers of the
World Trade Center collapse, despite being de-
signed to withstand a jets impact? You need to
use calculus to understand how a combination of
pressure, force, heat and volume resulted in such
a catastrophe.
Or, what is the maximum population the earth
can expect to hold without damaging the ecosys-
tem? In BC Calculus, students learn to apply a
model rooted in both mathematics and biology to
study the limits of population growth. Timely topics
in todays world.
Comparative Politics Why is the U.S. unique
in its type of democracyand is it any better? How
have new communication technologies changed
the aspirations of citizens of less developed coun-
tries? How can the globes limited resources be shared
fairly among nations when consumption continues
to increase exponentially? When students learn
to set aside their American preconceptions about
politics to view the governments of other countries
around the world with fresh eyes, the resulting
questions and discussions can become very com-
plex and thorny.
One student describes Comparative Politics this
way: Its a self-selecting group of people interested
in arguing and discussing politics. I learned a lot
by debating with very smart people. And I became
much more interested and informed about global
politics within a few weeks. I would take this class
again in a heartbeat.
Ms. Yee cares about the wide variety of
talents, interests and passions that each person
on campus has. Im constantly in awe of what
my students and my colleagues have accom-
plished. (Upper School English and history)
I-Search
Female disc jockeys, the growth of lacrosse on the the motivating power of students special inter-
West Coast, the meaning of art, the juvenile jus- ests to propel them through high level research,
tice system in California, palm reading, analysis interviewing and writing challenges.
of whether teachers or students have more home- Many students discover a field of study or a
work, body image and plastic surgery, Internet passion that they want to pursue in greater depth
dating. What can these things possibly have in through I-Search. Three years later, when its time
common? They are all topics recently chosen by to plan their senior projecta four-week inten-
students upon which to base their I-Search proj- sive apprenticeship in the real worldmany
ects for freshman English. students find themselves seeking out internships
Each spring, ninth graders complete a research that expand upon their I-Search experiences. As My passion for my I-Search topicI wanted
assignment in which they investigate a contem- Andy Spear, Upper School English teacher says, to write about breast cancer because I have
porary subject, primarily through personal inter- There are often amazing correlations between I-
friends whose mothers are fighting the disease
views, but also using data culled from the library Search, senior projects and professional career
and the Internet. The project takes advantage of choices. allowed me to excel on this project. And the
results gave me the drive to put all my passion
into future projects. Sa sh a, so p h o mo re
New Institute Helps Students Learn by Doing
The Institute for Applied Learning was recently established to provide
students with extensive and varied opportunities for hands-on learning
and to encourage our students future leadership in areas including glob-
al education and STEM. The institute provides students with resources
to connect individual academic interests with practical applications and
experiences outside the traditional classroom through clubs, associa-
tions, internships, competitions and events, outside coursework, service
projects in the local community, study-abroad programs and trips, sum-
mer programs and professional mentoring.
For example, during summer 2013 we successfully piloted a Technol-
ogy Internship Program with students working in hands-on, real-world
job situations both on and off campus. In addition, each year Head-Royce
students participate in local, national and international STEM (science,
technology, engineering and mathematics) competitions. The extra-cur-
ricular competitions each demand multiple-month commitmentswith
students designing, prototyping, engineering and troubleshooting solu-
tions to technically advanced challenges. During the 201213 academic
year, our students competed and had great showings in the following
competitions:
Dana Foundations Design a Brain Experiment (1st and 2nd places)
UC Berkeleys Pioneers in Engineering (semifinals)
San Jose Tech Challenge (3rd place)
Vex Robotics World Championships (silver medal and Amaze Award)
13

Upper School athletic teams
baseball, mens Varsity
basketball, mens frosh/soph, JV
and Varsity, womens JV and Varsity
cross country, mens and
womens Varsity
golf, mens and womens Varsity
soccer, mens JV and Varsity,
womens JV and Varsity
softball, womens Varsity
swimming, mens and
womens Varsity
tennis, mens JV and Varsity,
womens JV and Varsity
volleyball, mens Varsity, womens
JV and Varsity
track, mens Varsity, womens Varsity
care about . . .
our student-athletes putting forth their best effort
every day. Win or lose, succeed or fail, one of the
best lessons kids can get out of the high school
athletic experience is learning how to give their all
on a daily basis. If the effort is there, then success
will follow. This will translate to all endeavors in
which they participate for the rest of their lives
Oh, and I also care about beating the competition.
Coach Blakeley, athletic director
We want our students to choose wisely for the moment as
well as for the future. That is the delicate balance we strive to help each student find.
Crystal La n d, a ssi stan t he ad of s c h o o l , ac a d e m i c d e a n
Academic and college advising
Students receive individualized academic coun-
seling throughout their Head-Royce careers. As
freshmen, all students meet with the academic
dean to draft their four year plan. Advisors and
grade level deans follow up with students to guide
them as they think about their course choices, and
to encourage them to balance academics with ex-
tracurricular activities such as community service,
athletics, performing arts, debate or student pub-
lications.
As students progress through high school, the
college counseling staff gets involved as well, add-
ing the college perspective as students consider
Advanced Placement and other rigorous courses.
This leads smoothly into advising students on
their college application process.
14
Matt, senior, varsity basketball, varsity soccer,
varsity volleyball
Adam Duritz 82Lead singer, Counting Crows
Basketball has always been a significant part of my
life and it has shaped my high school career as well.
My head coach has really influenced who I am on and
off the court. As a member of the basketball team you
become really connected to the coaches and your
teammates because you spend so much time with
them. I learned valuable leadership and communica-
tion skills that are vital in all areas of life, not just
sports.
I chose Head-Royce because I wanted a place
where I could have top level academics and high level
athletics. Here, that combination is offered. It amazes
me how talented and well-rounded so many kids are
at Head-Royce.
Next year I will be playing basketball at Claremont
McKenna College, but Ill always remember Head-
Royce as a great and special place.
care about . . .
the Head-Royce Jazz Combo. It was unbelievable to play at Yoshis
(one of the most prestigious jazz clubs around) with topnotch sound
equipment, great acoustics, and tables full of friends and family. But
the sound check, now that was something. I climbed up the same worn
stairs as some great jazz legends, stepped out onto the stage, and
looked out into the empty club. That was the moment that took your
breath away and loosened your jaw. That was the moment that made
you feel like a professional, like a somebody, like a rock star.
Martin, senior, drummer, Caravan Jazz Ensemble
and student-run Jazz Combo
College counselors customize each students
advising plan based on individual needs. Some stu-
dents choose to schedule planning meetings with
their counselors once or twice a week; others less
frequently. But one thing is for sure: students have
someone to guide them every step of the way.
The college counseling staff, the head of school,
the academic dean, and the dean of the Upper
School get together every other week to participate
in college cabinet meetings, when they review
every students planning and progress through the
college admission process. The goal is to ensure
that the experience is positive and productive, result-
ing in matching every student with a college that
will be a great fit.
Where do our alumni go? The skys the limit.
Head-Royce alumni have made their mark in all professional arenas, including service, the
arts, journalism, law, sports, medicine, technology, and business. Here is a sampling of what a
few of our alumni have been doing since graduating from Anna Head and Head-Royce.
Helen Wills Moody Roark 23Eight-time Wimbledon champion
Cynthia Holcomb Hall 46Federal judge, U.S. Court of Appeals, Ninth Circuit
Mari Lyons 53Visual artist with paintings in more than 100 private and corporate collections
Suki Schorer 57World famous ballerina and principal dancer, New York City Ballet
Christine Johnston Laddish 61Longtime Head-Royce Lower School teacher
Jocelyn Larkin 76Director of litigation and training for the Impact Fund
Shelby Tupper 80Entrepreneur and graphic designer
Will Glaser 83Digital music pioneer, co-founder of Pandora music website
Corwin Booth 84Ph.D. in condensed matter physics and P.I., Lawrence Berkeley Laboratory
Persis Berlekamp 86Assistant professor of art history, University of Chicago
Sara Buckelew 88Assistant professor of adolescent medicine, University of California, San Francisco
Rachel Fine 88Executive director, Los Angeles Childrens Chorus
Rick Arney 88Managing director, Barclays Global Investors
Anna Lapp 91Kellogg Fellow; author; and founding principal, Small Planet Institute
Zac Unger 91Firefighter and author
Daniel Wu 92International film star, based in Hong Kong
Peter Alexander 94NBC News correspondent
Andrew Lau 97Co-founder and chief technology officer, Bankfox
Alison Epstein 97Spanish teacher at San Francisco independent school
David Gilbert 00Fulbright Scholar and international environmental photographer
Trevor Parham 01Artist, educator, creative director, and founder of Eklectyk Creative Media
Valerie, senior, co-president/ choreog- Ive learned SO much from participat-
rapher of FADE ing in FADE. As a freshman, I learned
that hard work pays off. I tried to be as
Head-Royce students are pretty unique-
reliable as possible, and to show the
ly motivated. FADE (Fine Arts Dance
choreographers that I was available to
Ensemble) clearly exemplifies this:
work whenever they needed me. My
we are a student-run production, from
junior year, I became the co-president/
beginning to end. FADE was started by
choreographer. I learned most how
a student in 1999, and has grown from
to lead by example. It took time, but
about 10 to over 30 members. Not only
I learned how to strike a balance be-
are students in charge of choreograph-
tween being a fun leader and setting
ing; our lighting and tech crew are all
a standard for success.
students. Our FADE momsthree
Being in creative control of the show
great friends of the ensemblecome
is a unique experience. Its incredible
to every rehearsal, bearing food, water
to see our ideas put to life in front of
and moral support.
hundreds of people.
15
greening
[Co mmit t e d to s ustai n a b i l i t y]
when a person or organization starts to think and know more
about environmental problems
Thats a relatively new definition of the word greeningmany
dictionaries still define it only as a particular apple varietybut its
not a new idea at Head-Royce. From the head of school to the littlest
kindergartner, we are proud to be leading the way in teaching and
living to protect the environment and sustain our planet.
This means that our buildings use super-effi-
cient energy systems and renewable technolo-
gies, our school caf is dedicated to providing
nutritious and delicious local food, our Lower
School students have hands-on learning in the
schools organic garden, and we make a deliber-
ate effort to keep our environment free from
harmful chemicals.
Maybe even more important are the many
ways weve embedded the concepts of greening
and sustainability into activities and courses
Talking trash Students from the Lower
School (above) and Upper School (right)
participate in the annual trash audit.
16
[gree-ning]noun
across all grades. It can be as simple as teach-
ing first graders that they make a choice each
time they discard a piece of trash or as complex
as studying the co-evolution of the atmosphere
with life on earth in Upper School science. But
whatever the age of the child or the sophisti-
cation of the lesson, its always about instilling
a fundamental awareness in every Head-Royce
student of the urgent need to care for our en-
vironment.
Taking out the trash
Students have a live encounter with garbage once
each year during the annual Trash Audit.
Twenty-four hours worth of trash is collected
and bagged up for sorting, weighing and analysis
every bottle, candy wrapper, apple core and damp
paper towel. Three volunteer groups of students
and facultyone Green Team each from the Low-
er, Middle and Upper Schoolssort the smelly stuff
into categories: food waste (destined for compost),
recyclables, and landfill (thats old-fashioned gar-
bage, the stuff that cant be repurposed).
Next, the kids meticulously weigh each category
and compare it to the previous years results. The
goal is to evaluate our effort to reduce the schools
landfill output by properly sorting our waste. In the
years since we began auditing our habits, weve re-
duced overall waste by almost half!
Debra Harper, Lower School science teacher and
co-chair of the Green Council, says, the kids usual-
ly react by saying EWWW when they realize how School heads outside for gardening class where a
gross it is. And they become indignant over the
wrongs they discover. They cannot believe some-
one would contaminate the recycling bin. They
take it personallyit really makes an impression
on them.
Yes, its a dirty job, but someones got to do it.
Head-Royce eco-stats
50% of the schools waste is diverted
from landfills through recycling and com-
posting programs
17% of the total electricity that the
school uses is generated by the 412 so-
lar panels installed on the rooftops of our
Upper School and gymnasium buildings
6,000 square feet of space is dedicated
to our on-campus organic, edible garden/
classroom
13% of the building materials for our
LEED-certified Upper School
building were sourced with recycled
content and the building features efficient
plumbing fixtures that reduce water con-
sumption by 36%
Head-Royce is one of only 7
schools certified as an Alameda County
Green Business
Growing greener
The favorite classroom of many Head-Royce stu- Along the way, the kids learn about plant biol-
dents is located outside on the hillside next to the ogy, ecology, nutrition, sun, rain, ancient history,
pool. Its our edible garden, 9,000 square feet of worms, insects and where their food really comes
fertile, sunny landscape dedicated to the produc- from. They gain some insight into the agricultur-
tion of organic fruits and vegetables. al lifestyle lived in so many countries around the
Every other week, each student in the Lower world. They develop respect for the earth, its needs
and its potential.
teacher puts them to work planting, mulching, till-
ing, digging irrigation trenches and harvesting. The
garden is managed completely by students in the
course of their classes.
Extras from the garden
go home for dinner:
apricots
tomatoes
broccoli
If it rots, well compost it.
pears
leeks
garlic
Wa rren Ferna ndes, Upper Sc hool math teach er onions
spinach
herbs
kale
carrots
potatoes
cabbages
cauliflower
strawberries
brussels sprouts
chard
17
 care about . . .
Kathmandu, Nepal Travel! Last summer I traveled to Thailand and had the trip
Location of the of a lifetime. I loved learning the language, volunteering at a
Amagar Childrens home for the elderly, participating in a monk chat and getting
Home where Upper the awesome Thai massage. I absolutely loved every part of
School students the trip, and in the end, I didnt want to leave! 11th grader
Global education is a lot more than a trendy add-on at Head-Royce. Its integral can volunteer when

to what we teach and how we teach it, whom we invite to visit our campus theyre not canoe-
ing, riding elephants
and where we send our students to experience new perspectives. Its a realiza- or trying to spot

tion that each of us is a full-fledged member of a global network, and that how Corsica
rhinoceros at Chitwan
National Park.
One of the 26 regions of France, and a
we choose to participate as individuals, groups and nations affects all of the
destination for Middle School students
other members. It requires a deep appreciation and acceptance of cultures and on a summer travel and study program.

people around the globe.

France, Spain,
Italy, China
Agra, India
Through the
Oakland, CA Location of the Taj Mahal, a
School Year Abroad
Stateside launching pad stopping point on the tour
Consortium, Head-
for global education at of Upper School students
OAKLAND Royce high school
Head-Royce. who initiated an exchange
Cuernavaca, Mexico juniors can spend
program with girls from
Lower School students a full year living Beijing, China Shanghai, China
the Pardada Pardadi girls
stayed with host fami- and studying in Upper School students at- Head-Royce has estab-
school. A few months later,
lies here as part of their another country tended the Peking Opera lished a partnership and
students from Pardada
Mexican expedition. while earning and visited the Forbidden exchange program with
visited Head-Royce.
graduation credits. City during their travel/ the Shanghai Childrens
study program to China Palace.
and Thailand. While in
China, they also visited
the Great Wall and the
natural panda preserve
at Wolong.

Pucar, Ecuador
A village visited by Middle Schoolers Chiang Mai, Thailand
South Africa
who engaged in construction work on a Another of Head-
The Colla Voce chorus group visited South Africa
summer cultural exchange and service Royces partnerships is
during summer 2012 for two weeks after a year of
learning trip. Adventures included with the Prince Royal
studying African rhythms and music. Highlights
hiking at high altitudes, bargaining in College. We host teach-
included exchanging songs with the choir at Oprah
Spanish at an open air market and ers and students from
Winfrey Leadership Academy for Girls, learning
touring the capital city of Quito. Chiang Mai during the
about apartheid in Soweto and visiting Robben
school year, and our
Island, where Nelson Mandela was incarcerated for
kids visit there during
18 of the 27 years he was in prison.
the summer.

From planetary geology to Japanese literature Beginners lessons Exchanging viewpoints

Even our youngest students begin to develop a gen-
to global population studies, our curriculum is full of pathways to take kids
uine, in-depth understanding of other world cul-
beyond the world of Oakland, Calif. We are proud to be the only independent tures. For example, they start their studies of the
school in the Bay Area to offer four languages: Spanish, French, Latin and language and culture of Spanish and French speak-
ing countries in second grade. In third and fourth
Chinese. Head-Royce families have hosted students from China, Spain, India
grades, they create traditional Mexican-style masks
and Vietnam. We seek out the best study-abroad programs and organize op- and learn about the paintings of Frida Kahlo. This
The partnerships that we have developed with
schools in Asia enable our students to make mean-
ingful connections with kids and teachers from
other culturesto see things from a completely
different perspective.
The summer after Abigails freshman year, she
traveled with the Head-Royce contingent to China
At dinner, one of the girls turned to my mother
and asked, If your parents and your children were
both in the water drowning, who would you try to
save first? My mother thought for a long time and
finally answered, My childrenthey are the future Bangkok, Thailand
and they have their whole lives ahead of them. Thailands capital city, where students saw
Our visitors looked at each other with surprise, and the Grand Palace and met the monks of

introduction to Mexican culture culminates in a
portunities for students to travel internationally, try out their world language
summer travel opportunity in which faculty lead a
skills and engage in community service projects. Grants and financial aid are group of fifth and sixth graders on a tour through
available so that any Head-Royce student with a desire to explore can do it. Cuernavaca and Mexico City. Each experience ex-
pands and builds upon the previous one.
and Thailand. In China, she says, We were lucky
enough to have a buddy to show us around. This
was my favorite part of the trip because you got to
live the life of someone your age in another coun-
try. I realized that we were much more similar than
I could have imagined.
That fall, Head-Royce welcomed a group of
students from the same Chinese school Abigail
had visited. She decided to be a host and give the
students an experience that was just as great as
mine. One conversation stands out in her mind
as the moment where she gained a flash of insight
into the Chinese way of seeing the world.
then told us that their own parents would choose to Wat Pho Buddhist temple.
save their parentsnot their children. Now it was
my turn to be surprised. I realized that the sense of
duty one feels for ones parents is very different in
the Chinese culture.
The question caught us all off guard
and made us think about the differences in
lifestyles, cultures and perspectives around
the world. And thats exactly what global educa-
tion at Head-Royce is all about.
Abigail with
her Chinese
host family

18 19
care about ... I love new kids! (9th grader) whether or not Ill see my friends after we graduate. (12th grader) the health of the planet and the minds of the people living on it. I also care about milkshakes which are yummy. (8th grader) theater, being in as many productions as possible. And getting into a good college. (10th grader) swimming and looking

good. (9th grader) being interested in what Im learning. Head-Royce offers courses that are interesting and interactive. (10th grader) I going green with Head-Royce. (5th grader) the teachers. A lot of the time we get to have fun and fool around but we still learn a lot. (8th grader) Ms. McKennas English class because it inspires sunshine. (10th grader) the delicious

food and the scrumptious snacks in the caf. (10th grader) writing creative stories. (5th grader) getting good grades, hanging out with my friends, winning baseball games, and playing guitar. (10th grader) the great clubs heretheyre excellent places to explore your passions. (10th grader) SOFTBALL! (8th grader) learning new things and later helping. And being

happy. And making friends. And memories. And learning about the world. (10th grader) earth, the Oakland Athletics, summertime, computers. (8th grader) learning about different cultures. (10th grader) playing tennis and volleyball and I like to draw random stuff. (5th grader) having time to relax and read. (8th grader) crew and getting my license. My parents

work very hard to send me here so I care a lot about taking advantage of my education. (10th grader) my love and passion for art, especially painting. (8th grader) my favorite part about Head-Royce is hanging out with my friends and socializing. I like this because we all get along and discuss what has been happening lately. (5th grader) my favorite part of Head-Royce is

the wonderful teachers. (8th grader) conservation and nature. (8th grader) I love Fallout! (10th grader) being in class with kids who care about learning. Im opposed to the concept of nerd being a bad thing. (12th grader) musical theater. Its really fun here; you get to express yourself. (8th grader) writing. Im working on writing vignettes with one of my teachers

outside of school and were trying to get them published. (9th grader) the way projects here always tie back to the real world, no matter what you do. (8th grader) learning about other cultures. I had two Chinese exchange students stay with me. As soon as they stepped off the bus, I knew that we were going to get along. We still keep in touch. (7th grader) Go Jayhawks!
 This book is printed on paper
made from 100% recycled
fiber and 100% post-consumer
waste, processed chlorine
free, designated Ancient Forest
FriendlyTM and manufactured
with electricity that is offset with
Green-e certified renewable
energy certificates.

See what we care about.

This book shows just a glimpse of what its like to be a student at Head-Royce. Admission is open to all students
regardless of race, color, religion,
Come visit and see for yourself what we care about here. Sit in on some
gender, disability, sexual orientation,
classes. Talk to a student or two. Check out the food in the Jayhawk Caf. Meet nationality or ethnic origin.

with one of our admissions officers.

For more information or to

P HOTO GRA PH Y: GE OR GE D RAP ER & SAM DE A NER

schedule a visit, please contact us.

510.531.1300
www.headroyce.org
CRE AT IVE: CHEN EY & CO MPAN Y

Office of Admissions & Financial Aid

4315 Lincoln Avenue
Oakland, CA 94602

iv