BAY AREA TEACHER TRAINING INSTITUTE | 2017–2018 | ANNUAL REPORT

in residency, we trust

n i OUR MISSION BATTI’s mission is to provide the comprehensive preparation of aspiring independent and public teachers and leaders. BATTI graduates educators with the capacity and the determination to: • foster joyous, purposeful, and engaging learning for the full diversity of students • build ever more inclusive, innovative, and inspiring classrooms and • contribute to more just, equitable, and sustainable communities

Key BATTI features include: • two-year combined MA and credential program designed for full-time working professionals • personalized experiential learning in outstanding public, charter, and independent schools • opportunities to pilot cutting-edge pedagogy and spark school change

THE OF THE PACIFIC BENERD SCHOOL OF EDUCATION The mission of the Gladys L. Benerd School of Education is to prepare thoughtful, reflective, caring, and collaborative professionals for service to diverse populations. The School of Education directs its efforts toward researching the present and future needs of schools and the community, fostering intellectual and ethical growth, and developing compassion and collegiality through personalized learning experiences. Undergraduate, graduate, and professional preparation programs are developed in accordance with state and national accreditation standards and guidelines to ensure that students who complete these programs will represent the best professional practice in their positions of future leadership in schools and the community.

Please visit our website, www.ba-tti.org, to see our introductory videos produced by Portal A Interactive and Youth Beat

LITERACY INSTRUCTOR ANA ZAMOST LEADING HER FIRST-YEAR EAST BAY SECTION AT ST. PAUL’S EPISCOPAL SCHOOL real learning environments learning real

RESIDENCE, RESONANCE, AND RETENTION This has been another good year forBATTI . We are immensely proud of the 41 new teachers and 11 new leaders who graduated in May 2018 and jumped into their work with gusto this fall. For this Annual Report we want to take a deeper look at residency, since this immersive training process is what makes BATTI so successful. What is residency, exactly? It must have something to do with living in, or residing. After medical school, doctors-in-training spend three to seven years IN a teaching hospital as “residents.” This exhausting but thorough, hands-on way of learning a craft is spreading to the teaching profession. University schools of education, school districts, and state departments of education are turning to this “learning by doing”

from the executive director model for teacher preparation. Hello?? This is exactly whatBATTI has been doing for 17 years. We have trained over 400 teachers, and 80 percent of them are still in the classroom. In our slow-roast model, with a balance of theory and practice, our teacher candidates RESIDE in a well-resourced independent or for two years, receiving great mentoring, while also gaining experience in public school classrooms. We are happy to see the residency model catch on in districts as diverse as and Bakersfield, and in many charter schools such as the successful Aspire Public Charter network, now the residency-based Alder

of Education. n 1 Our program has grown in good new ways this year, with 3 new schools join- ing our coalition. We welcome Charles Armstrong School, which specializes in helping students with learning differences; Marin Preparatory, a SF-based school that focuses on Spanish bilingual education; and the Shu Ren International School, a Berkeley Mandarin immersion program. We are very fortunate to welcome five new members to theBATTI board. (See article inside.) We thank Annie Fujimoto, Chanda Guerin, and Jonathan Mayer for their service on the board these last years. This year we accepted a class of 35 diverse teachers into Cohort 17. Our third group in the Educational Leadership Master’s program will be completing the pro- gram in May. We’ll be putting the program on hiatus for this coming year while we find a new university partner, but we are proud of the accomplishments of our three cohorts of leadership graduates. Today’s view from our tenth floor office building in downtown Oakland shows four new office and residential towers under construction. Similarly, it is exciting to see the change and growth in our program and to watch our students and graduates take on new challenges.

Bob Houghteling Bob Houghteling BATTI Executive Director BATTI Executive Director THE RESIDENCY MODEL Emulating Excellence

Resident Teacher

Whole Group

What’s in a name? We used to call our students BATTI interns, but our thirty member schools use the terms support teacher, apprentice, AT, TA, Associate (newly popular), Assistant, and co-teacher. The term we have settled on now is Resident Teacher, reflecting a national 2 movement that is gaining steam. A teaching residency, like a medical residency, implies in-house specialized train- Follow-up Individual Instruction ing. In medicine it lasts 3 to 7 years; a growing majority of the BATTI school coalition asks residents to commit to two years of training. To continue the analogy, our school mentor teachers are the hospital “attendings”, watch- ing over their residents as they learn their craft, giving them gentle suggestions when necessary, and sterner do’s and don’ts when that is called for. There may be a parallel in the teaching hospital, but teacher training has always included another layer of coach; our Small Group Work BATTI supervisors visit 8 times a year and give feedback on the resident’s growing practice.

MODEL PROGRAM SPECIFICS OPTION SNAPSHOT PROOF TRADITIONAL CREDENTIAL 15-22 weeks of student Lots of theory, little practice 5 years after training, PROGRAM teaching; 2–5 days a week about half of these program graduates are still teaching FAST-TRACK URBAN 7 weeks of summer school, Lots of practice, little theory 5 years after this intense INTERNSHIPS then start the school year and support year, 20-25% of these gradu- e.g., Teach for America as the lead teacher in ates are still in the classroom charge of your classroom BATTI, ASPIRE, AND OTHER One or two years of full-time Lots of practice, lots of 5 years post-residency, 80% MENTORED RESIDENCY classroom teaching, but as an theory, and daily mentoring of BATTI graduates are still in PROGRAMS apprentice being mentored the classroom! by a veteran teacher applying theory to directexperience BATTI MENTORS: Tori Ulrich (Cohort 16) is a BATTI Resident at Brandeis Marin School. BATTI Supervisor, Hillery Jaffe-Urell, • Set aside an hour each week for an in-depth offers feedback and suggestions for progress meeting with their resident improvement; Assistant Director­, Raleigh Zwerin, provides additional • Use a weekly log to track the ongoing discus- support; On-site Mentor, Jeff Krieger, shares his wisdom. sion: included are “areas of growth”, areas for improvement, research and resources, and next steps • Attend two BATTI mentor trainings, to share

Supervisor best practices with other school mentors • Write 4 evaluations and lesson observations a year

BATTI SUPERVISORS: • Visit once a month, and observe the resident teaching a lesson One-on-One Coaching • Enrich the conversation with a pre- and post-observation conference • Follow up with a written summary, with next steps • Residents write a reflection back to the Director supervisor after the visit

Supervisor Feedback

Mentor

Post-Observation Conference THE RESIDENCY MODEL (CONT’D)

THE NATIONAL RESIDENCY MOVEMENT BATTI traces its residency back to the Shady Hill School Intern program, (Cambridge, MA), begun in 1926, and Denver’s Stanley British Primary program, begun in the 1990s. Urban school districts have supported residency fellows since the ’90s, and now over 1,000 new teachers nationwide are trained annually. While programs vary, the core of a successful program includes: • Growth comes in spurts. Many quiet, less confident new teachers emerge two years • A powerful mentoring relationship later with the strong presence required to • An opportunity to step back and reflect on “hold” a classroom. practice, at least once a week in a seminar • Oftentimes, the summer public school teach- setting with other residents ing experience accelerates growth rapidly. • Extra support from a dedicated administra- Residents find their voice of firmness in the tor at the school new environment, often out of necessity. 4 • Meaningful teaching experience • A mentor must be willing to let go and allow • An opportunity to take on more and more her resident to make mistakes, to face plant responsibility as the program progresses but help her get back up and figure out how Over the years, we have observed some to do it better the next time. patterns and learned these lessons in BATTI’s • Contrary to the old adage about new extended residency training: teachers—“No smiles before Christmas”— residents need to open up and share their background and interests with their students to truly engage and flourish. • A prepared teacher is a more successful teacher. Just as the mantra for a day’s suc- cessful lesson plan is preparation, prepa- ration, preparation, the secret of BATTI learning by doing

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residents’ future success is the practical BATTI graduates tell us frequently that experience they receive while residing, from as hard as their first few years of teaching content delivery to classroom management are, they can’t imagine facing that challenge to working with the parent community. without the deep preparation that our resi- dency training provided. We are proud to be part of a growing movement nationwide of teacher residencies. St. Elsewhere Cohort 1 ANNE DINKLAGE I am back to teaching full time and am can find me on Twitter and Facebook, and you can super excited to be reunited with one of my mentor support my work on Patreon. teachers from BATTI, Sarah Schroeder. She teaches K and I’m teaching 4th grade at Kensington in WCCUSD! Cohort 9 ANNIE FUJIMOTO In my MARY LINDSLEY I completed a Master’s degree and 19th year of teaching at Administrative credential program over the summer. Prospect Sierra School! I On a personal note, I gave birth to my first child, am the new Assistant Pro- Meredeth Rose, in January. gram Leader at Prospect CHRISTINE PARK I’ve been working on a revamped Sierra as well. My husband, vocabulary curriculum at Town School. I’ve already seen my son, and I are expect- results—increased willingness to take risks with words ing a new baby girl in May MELLO and more interesting word choices in speaking and to complete our family!! writing. I also had my second child, Connor, on December 17th. I plan on returning to work next fall. Cohort 4 ILIANA HAZZARD I returned to teaching full time this KATIA DUNKEL This year I stepped into the role of Assis- year, after a 3 year hiatus. I'm teaching 4th grade at tant Principal at Bret Harte in Oakland. Achieve in the Fruitvale district of Oakland. Many of our students come from Sequoia Elementary I also had a baby last March! School, where I had my public school placement in 2005–2006. It feels as if I have come full circle to where Cohort 10 I started with BATTI! ANUSHEH WARDA I’m in my 5th year teaching at Chabot. SANDRA MELLO I am living in San Diego with my hus- I’m also pregnant with my second child. I’m most proud band and 2 girls. My oldest is in 1st grade at my school. about how I’ve switched to a flexible seating style in I started working with this independent my classroom and I’m never going back! school as a long term substitute for Students have more autonomy, responsi- 6 . Then, I was hired as the 4th bility and ownership while they work, play grade teacher and I’ve been in this posi- and learn. tion for 2 years. Fun fact: after I finished CRISTINA BALDYGA I graduated from BATTI BATTI my husband and I joined the Peace in 2013, and this is my 10th year overall in Corps and I was an Elementary Literacy teaching. We moved to North Carolina Teacher Trainer in Vanuatu. right after graduation and we are still MORIARTY here in Cary (right outside of Raleigh). I Cohort 5 taught in several elementary grades before ELISSA MORIARTY (FISHER) We welcomed our second moving up to middle school, and I love it—the students child, Eloise Sterling, to our family in May 2018. She is are funny and quirky and sweet! On a personal note, my a delight, full of laughter and smiles. Avery is excited son David (with whom I was pregnant when I graduated), to be a big brother and giving his sister lots of love has just started kindergarten—it reminds me of how and laughs. Since leaving the classroom three years far we’ve come since my BATTI days! Hope everyone is ago, I have been caring for my kid(s) and working part doing well! time as an instructional coach. This year, I am coaching MEREDITH MUNOZ (FISHER) I recently had a baby girl teachers in TOOLBOX at two OUSD schools and continu- (Annie, 8 months old) and am job sharing 4th grade this ing to supervise BATTI interns. year at San Ramon Valley Christian so that I can con- SIMRITA DHANJAL After teaching for 12 years, I am now tinue to stay in the classroom and involved in my school the Associate Director of Admissions for K–8 at St. community but also spend time with her at home! Paul’s! It’s new and exciting and I am loving interacting with families in a completely different way. Cohort 11 LINDSAY MISAKIAN I was Lindsay Walsh back in the BATTI Cohort 6 days but got married in 2016. This year we had a son. BRAD KERSHNER Adam Harrison Misakian. I am back in the classroom In addition MISAKIAN to my work at Carolina in January! Friends School, I have JORDAN DROSD I am the Curriculum Liaison at Marin been giving public lectures Prep and working to support teachers as they imple- in North Carolina about ment the Bridges in Mathematics program in its first Parenting and Education year at our school. in the 21st Century. You JOHN DESERIO I moved to our fixer house in Richmond. In the process of transitioning my school into a non profit organization. I submitted my first attempt at a St. Elsewhere

Children’s book about ballet. In December, we welcomed Expeditionary Learning school in Grass Valley. I spent my our second child, Eugene, into the world. middle school years in an E.L. School where I learned by LAUREN HALPERIN I am back at Marin School in Albany traveling and taking my studies into the field. Now I get for my 5th year and am returning from maternity leave. paid to do the same thing! I prepared myself for teach- I had my first baby in January of this year. Her name is ing elementary age students and always had a lingering Tessa. I will send pictures via email! She has brought us fear of teaching middle school but I couldn’t have found so much joy and happiness. I still love teaching and have a more perfect fit for myself! I had an amazing team, recently become a Union Rep for my site. support administration, and phenomenal students who ALYSSA HAMMOND I’m continuing to mobilize Green are intelligent beyond their years! Thanks for helping me efforts at School of the Madeline in Berkeley. get to this point, BATTI! RENATA MARTIN I married my long-time partner last Cohort 14 LOVECCHIO December! I’m also very MARY BRANT Thank you so much! I’ve transitioned from happy to be teaching 6th the Bay Area to Seattle and I’ve loved getting to know grade, and have started my new school and students. I’m loving the curiosity and our school’s Green Team: flexibility of my Kindergarteners, and am so grateful. a student volunteer civic Thank you, BATTI, for preparing us to teach wherever we engagement group focused land! :) Hope all is well and I’ll be back for a visit soon! on environmental action. CHELSEA CUNDIFF I got married this past summer and and we recently closed on a house in San Rafael! We’re Cohort 12 super excited because it’s right around the corner from STEPHANIE CHAN I got married in September! my sister’s house. DANA LOVECCHIO I am teaching in a new school, district, and grade. Santa Clara Unified Cohort 15 does amazing training and profes- CUETO/BAKER NORA ROACH It’s my 12th year at San sional development. I’m in a year long Francisco . I am working with 7 program where I’m being trained in a two members of my cohort: Jamie Yuen- comprehensive intervention model for Shore and Justin Lenzi (Mr. Time)! reading, and I’m seeing how quickly JAMIE YUEN-SHORE Justime aka Mr. Time is readers can grow wirh the right sup- a first year 5th Grade teacher at SFday and port. So my dream of being Marty found the job through me and Nora from when I grow up is on track. his BATTI class. He is doing an AMAZING job, ANTONIA CUETO/BAKER I was married in all of his students love him, his class room the summer of 2018 and am loving life! is set up in a fun and engaging way (he has great taste) LUCY CLARK I left the classroom this year to gain experi- and he makes the coolest graphic organizers the teach- ence in new areas of education. I am currently working ing world has ever seen! Go Mr. Time! as Program Director for Springboard Collaborative, a ZACH BELL Did a ratio project around guacamole and non-profit working to close the literacy achievement fluffy slime. Each have 3 ingredients. Students had to gap by closing the gap between home and school. I miss decide in their teams what ratio of ingredients they reading to my kindergartners but I am learning a lot at wanted for their sample this new level and excited to be supporting students BELL batch. Then we voted across the Bay Area. as a class on the best ERIN FLATHERS I finished clearing my credential last year, guacamole and fluffy so this is the first year I am a full-fledged teacher and slime. Then they had to no longer a newbie! do the math to scale up the ratio to be enough Cohort 13 guacamole for the whole TIFFANY LIU I’m really excited teaching Maker Space + class (and then we made Programming Projects in my first year at Menlo. My it and ate it). husband and I are celebrating our 2nd year of marriage. NATALIE BABCOCK I got married this past June! OLGA KHAYKIN I moved in with my partner in Calistoga. JESSICA GERSON Thank you BATTI! I came into this KHARA (SCHMITT) CORMIA I finally feel like I have landed position feeling prepared and I love my job! my dream job! I am teaching 7th grade science at an EDUCATIONAL LEADERSHIP PROGRAM Leading by Example

After eighteen years of training teachers,BATTI is graduating its third crop of teacher leaders. These leaders follow the same residency model, experiencing and examining leadership from within an educational system, and evolving their leadership capabilities with on-the-job training, applying their learning from Monday night’s class in Tuesday afternoon’s faculty meeting. They currently

work in various school contexts—independent, public, and educational improving charter—and lead already through a variety of positions. After *We’ll be putting two years of study, collaboration, and action research, they will receive their Masters the Ed Leadership program on hiatus Degree in Educational Leadership* and look to new and expanded opportunities to this coming year lead. So what has this next generation of educational leaders learned as they prepare while we find a new to leave their residency? Find out a bit below. university partner.

Sixteen years of elementary classroom teaching have shaped my leadership style and educational philosophy. This program has helped me under- stand how to bring that experience to an administrative role, how to connect teaching life to educational leadership. After the BATTI Ed Leadership program, I am hopeful that I will have increased the scope of my influence as an educator. BATTI brings together a community of educational leaders, reminding us that we are not alone as we take our bold next steps in our careers. The colleagues I have from the program will be a phone call away as I confront the 8 problems that arise in my new role. MIKE SINCLAIRE 4/5 GR TEACHER-LEADER | THE BERKELEY SCHOOL

I have grown immensely in both my leadership skillset and my leadership confidence through the BATTI program. I have acquired a stronger aware- ness for how to inspire, engage, and empower members within my community while also flexing my newfound communication muscles in giving direct feedback. As an educational leader, I have refined (and will continue to work toward) my ability to shape a collaborative culture of teaching and learning through practice as an Instructional Coach. I have implemented concrete change within my current organization and feel proud to see and feel my most significant learning outcomes impact the diverse constituents in order to better our school community. CHLOE LANGON KINDERGARTEN TEACHER | THE NEW SCHOOL (SF)

Heading into BATTI, I always considered myself to be a school leader who leads with a teacher’s heart. Stewarding a collaborative approach, students and teachers continue to be top of mind. I greatly appreciate the cohort model of BATTI Educational Leadership program. BATTI invests a tremendous amount into creating a cohesive community of adult learners. My one regret is that we didn’t have even more social time together! I look forward to many years of keeping in touch and maintaining our trusted network. TONY CIFRA LOWER SCHOOL DIRECTOR | PRESIDIO HILL SCHOOL BATTI NEWS Colleagues in Collaboration

NEW BOARD MEMBERS welcome We are very excited to announce a large new group of board members. Joining long-time John Carlstroem members Terry Edeli, Miriam Phillips, Head of Black Pine Circle School Suzette Duncan, Matt Reno, Katrina Nisa Frank Tilds, Marty Conrad, Jennifer Liu, Sarah Lower School Head of Hamlin School, soon to be head of Prospect Sierra School Sandford-Smith, we now have these improving educational improving Kate Juergens distinguished new members, all from BATTI grad, Lower School Head, loyal BATTI schools. for Boys Nancy Nagramada NEW INSTRUCTOR Head, The San Francisco School Laurie Gold will teach the English Leslie Powell Learner course alongside veteran Katrina Assistant LS Head, Tilds this spring for the first time. An experi- Head-Royce School enced teacher, student teaching supervisor, and university instructor, Laurie brings a positive spirit and great insights into her work. A fluent Spanish speaker, Laurie taught Spanish bilingual classes in Oakland and New York, and will be a 9 great addition to the BATTI faculty.

MOVIN’ ON UP BATTI grad Elizabeth Brizendine Hall has moved into a lead- ership position. Beth GOLD is from the pioneer firstBATTI teach- ing cohort, and will become Lower School Head at Hamlin School next year. She will take on this leadership role in July when board member Nisa Frank assumes her new headship at BRIZENDINE HALL Prospect Sierra. Congratulations, Beth! system strategies NEW TEACHER PROFILES Putting It All into Practice

Check out how these 2018 alums have taken their BATTI educations and hit the ground running.

Megan Stimpson supportive classroom community of learners Garfield Elementary, OUSD, 2nd grade who are excited to come to school set the stage for years of lifelong learning to come! One big positive from my BATTI experience is a network of like-minded educators! My Katie Cohelan teacher family is made up of BATTI alums from Marin Preparatory School, 1st grade years before me, my mentor teachers, and fellow grad school friends—all great sources As a first year teacher, what has been most of ideas, support, useful to me and inspiration. are the relation- The Teaching ships I still have Assistant com- with my two ponent of BATTI lead teachers I means you worked with as get the practi- an associate. I cal experience STIMPSON am able to draw of being part upon everything 10 of everything I learned from 10 that goes into them—whether a school year—from setting up the room in I am setting up my classroom, lesson planning, August, to running family report card confer- or working with a student. For instance, Kristen ences, to assessing student progress. This year Espinosa taught me how to not only create a I have not felt like a true “first year” teacher safe space, but a brave space, where students because I’ve been able to take everything I feel comfortable taking risks. credentials learned from my mentor teachers and apply BATTI instructors prepared me by it in my own classroom. encouraging collaboration between students. I am always working to improve my This year when I began teaching at a new English Language Development instruction school and with a new co-teacher I felt as to best support my students’ English language though I knew how to plan collaboratively proficiency. 75% of my students are English with her and problem solve together. But there Language Learners—they speak Spanish, are still so many skills that I still need to work Mam, Mandarin, Amharic, and Farsi at home. on! In a BATTI class, one visiting public school This year I’ve been able to supplement my teacher advised that we had to get comfort- school’s curriculum with best practices learned able with the fact that no matter how hard we from BATTI courses. This year I have been work in BATTI, there will be a steep learning most excited about building positive relation- curve our first year of teaching. Inspired by ships with students and families. Kindergarten the Action Research approach, I am picking is a big transition year, for kids and parents one skill at a time to focus on improving. Right alike. Strong family-school partnerships and a now I am practicing accountability. When the in action classroom gets hectic it is easy for me to say to a student, “Can we talk about this later?” or “This isn’t the right time to discuss this” and then not follow up. Finally, it was vital that as a part of my “ I am so grateful that BATTI teacher training I got out of the independent gave me the opportunity to experience teaching in school bubble and had the privilege of regu- BURNETT a supportive environment larly observing a public school classroom. I before doing it all on my learned so much by observing how Alison own!” —MARIKAH BURNETT Kelly at Rosa Parks in Berkeley created a warm, respectful, and academically rigorous classroom community with 20+ students with diverse backgrounds and learning styles. I came away from this experience with a concrete under- standing of the similarities and differences between public and private schools.

Marikah Burnett Cobb Elementary, SFUSD, Kindergarten

There have been so many moments this year I’m having fun experimenting with Community where I have thought to myself, “Thank Meetings in a Kindergarten classroom! goodness I’ve done this before during BATTI!” This year, I’ve been confronted by the 11 From classroom organization systems to systemic injustices that exist within the public administering Leveled Reading Assessments education system. I was aware of these injus- to creating differentiated lessons for English tices before, but it’s been a bit jarring to witness Language Learners, I am so grateful that it firsthand. However, I’ve been pleased to see BATTI gave me the opportunity to experience just how powerful community & relationship teaching in a supportive environment before building can be for helping trauma-impacted doing it all on my own! I’ve found that the students feel safe and access learning! We have values I internalized during Soheyl’s Transform­ a Mentoring for Success program at my school ative Education really shaped me and drive where teachers are paired with students who what I value in my own classroom today. We could benefit from building a stable, trusting explored our own identities and thought about relationship with a positive role model. I meet how our experiences have contributed to who once a week with a 4th grader to talk about we are as people and educators. I realized that her week, do activities together, and work out bringing my whole self to school was not conflicts. My mentee often comes to my class- something that I was able to room to cool down do when I was in elementary when she’s upset. For school, and it is important to me trauma-impacted to create a space where students students, having a can do that in my classroom consistent and posi- now. And I recently realized COHELAN tive on-campus adult that Mona Halaby’s Commu- in their life can really nity Meetings fit well with my make a difference! school’s Restorative Justice in action approach to conflict resolution. EL 2

NAME SCHOOL PLACEMENT POSITION GRADE Celene Alva Cox Academy, Oakland Charter Lead 1 Natalie Babcock Los Feliz Charter for the Arts, LA Lead 5 Lucas Bailey Valley Vista Elementary, Petaluma Lead 2 COHORT 15, EL 2 GRADUATES Zachary Bell SOL Academy, OUSD Lead 6 Alexandra Brandenburg Garfield Elementary, OUSD Lead 2 Angela Brandt Kensington Elementary, WCCUSD Lead 2/4 Degrees of Marikah Burnett Cobb Elementary, SFUSD Lead K Jennifer Burns St Matthew’s Episcopal, San Mateo Lead 2 Marquita Carter Urban Montessori Charter, Oakland Lead 1 Certainty Catherine Cohelan Marin Preparatory, SF Lead 1 Tanya Cotom San Francisco Friends School Asst 1 Katelyn Dascomb Treeview Elementary, Hayward USD Lead K Spencer Donaldson Children’s Day School Asst 4 Monica Erviti Peninsula School Lead 5 Christina Garbarino Hamlin School for Girls Asst 3 Jessica Gerson Chinese American International School Lead 6 Katherine Hill Convent of the Sacred Heart Lead 3 Priti Hulse Prospect Sierra Asst 1 Audra Jones Convent of the Sacred Heart Asst 2 Emily Lenhart Nueva School Lead 2-4 Justin Lenzi San Francisco Day Lead 5 Fiona MacDonald Stuart Hall Lead 3 Hannah Michahelles St Paul’s Episcopal Lead K Payton O’Neill Roosevelt Elementary, SFUSD Lead 5 Mamie Pepper Marin Country Day School Co-teacher 2 Rachel Peterson Hamlin School for Girls Lead 1 Olivia Pogorelskin Carey School Lead 3 Vivian Ponte-Fritz School in Chacala, Mexico Lead Ana Popescu Bessie Carmichael, SFUSD Lead 4 Nora Roach San Francisco Day Lead 3 Emily Rubin Glenview Elementary, OUSD Lead TK Megan Schlieser The Academy, Berkeley Lead 3 Amy Shin Ascend International School, Mumbai Co-teacher 3–4 Beverly Sotelo Alta Vista Co-teacher 1 Antona Stanley Town School Asst 5 Megan Stimpson Garfield Elementary, OUSD Lead K Nicole Toliver St Paul’s Episcopal Lead 1 Lyla Weinstein Marin Country Day School Asst 1 Kewanda “Ke” Williams Black Pine Circle, Berkeley Asst K Asst. Matthew Wyatt Town School Specialist K-2 15Jamisyn Yuen-Shore San Francisco Day Lead 6 BATTI DONATIONS To Our Health

BATTI wishes to thank the following generous donors for their contributions:

Anonymous Charles Marlin* Steve Beckman* Noah Marsh And we wish to thank the following schools Lucy Clark* Michael Marshall* and organizations for allowing us to use Marty Conrad* Toni Martin* their space and materials: Michael Darby* Helen McKenna* Shirley Duong* Steve Morris* Aim High Terry Edeli* Fred Nathan, Jr.* Argonne School, SFUSD Charles Eley* Charles & Julie Palley* Berkwood-Hedge School Erin Flathers* Miriam Philips* Children’s Day School Louisine Frelinghuysen* Allan Ridley* Claremont Middle School, OUSD Mark Greenside* Rachel Ritvo* Avenue Presbyterian Church Mona Halaby* Nora Roach Head-Royce School Madeleine Heller* Gloria Ross Foundation* Holy Family Day Home Timothy Heller* Barney & Marjorie Rush* Lick-Wilmerding High School Wendy Horng-Brawer* Rhoda Schneider* Park Day School Fiora Houghteling* Caitlin Shapiro* Saint Paul’s Episcopal School Lawrence Houghteling* Asya Solomati San Francisco Day School Mary Houghteling* Loren Stephens* San Francisco Friends School Ashley Lapham* LeRoy Votto* The San Francisco School Jennifer Liu* Raleigh Zwerin* Temple Sha’ar Zahav Duncan Lyon *Donors for two or more years 13 Fiona Macdonald*

Financial Report FOR FY AUGUST 2017 TO JULY 2018

TOTAL INCOME: $588,000 INCOME n TUITION, BOOK FEES 67 % 90 n SCHOOL MEMBERSHIP, PARTICIPANT FEES 29 n DONATIONS, APPLICATION FEES, OTHER 4 70

TOTAL EXPENSES: $588,000 EXPENSES 50 n SALARIES1 67% n MENTOR STIPENDS 11 n FACILITIES & OFFICE RENTAL 9 n SUPPLIES, MATERIALS 8 30 n OTHER2 3 n OFFICE SERVICES3 2

1Executive Director, Assistant Director, Program Director, Administrative Assistants

10 2Includes public school stipend, supplies for graduates 3Insurance, accounting, marketing consultant, 15 website development, recruiting Be brave. Take risks. Nothing can substitute experience. —Paulo Coelho DESIGN: SPIKE LOMIBAO / JOHNLOMIBAODESIGN.COM | EDITORIAL ASSISTANTS: ELIZABETH FISHEL, ANA ZAMOST, RALEIGH ZWERIN | WEB DESIGN: THAI CHU, AARON GOBLER, DIANA RUIZ PHOTOGRAPHY: THAI CHU, BOB HOUGHTELING, DIANA RUIZ, ANA ZAMOST UNIVERSITY OF THE PACIFIC PROGRAM ASSISTANT Carey School Dr. Linda Webster, Interim Dean Diana Ruiz Cathedral School for Boys Gladys L. Benerd School of Education Chabot Elementary (OUSD) SPECIAL PROJECTS MANAGER Children’s Day School Dr. Dymaneke Mitchell, Associate Dean Ana Zamost Chinese-American Int’l School for External Programs Convent of the Sacred Heart Dr. Marilyn Draheim, Chair and BATTI/PACIFIC INSTRUCTORS Crestmont School Assistant Dean, Department of Chris Corrigan Hamlin School Curriculum and Instruction Soheyl Dahi Head-Royce School Davida Desmond Julia Morgan School for Girls Faith Keith, Program Services Assistant Marisa Felt La Scuola International School Dr. Jaci Griffen, Coordinator of Jennifer Cronan-Flinn Live Oak School Credential Services Hallie Foster Marin Country Day School Judy Gilson Marin Preparatory Academy BOARD OF DIRECTORS Laurie Gold New School San Francisco President Jeremy Hilinski N. Oakland Community Charter School Ann Jaquith Notre Dame des Victoires Miriam Phillips, Retired Business Megan Jensen The Nueva School Manager, The San Francisco School Ritu Khanna Park Day School Treasurer Colleen Sweeney The Peninsula School Matt Reno, Director of Operations Katrina Tilds Presidio Knolls School Aim High Lynna Tsou Prospect Sierra School Secretary Linda Webster Redwood Day School Katrina Tilds, Teacher, Lawton School, Sarah Wheeler Saint Matthew’s Episcopal Day School SFUSD, BATTI Instructor Ana Zamost Saint Paul’s Episcopal School San Francisco Day School Board Members PRELIMINARY PROGRAM San Francisco Friends School John Carlstroem, Head, SUPERVISORS Shu Ren International School The Berkeley School Joan Albertini The San Francisco School Terry Edeli, Retired Head, The San Johanna Brody Sea Crest School Francisco School, Educational and Aggie Brenneman Stuart Hall School for Boys Organizational Consultant Soheyl Dahi Town School for Boys Wendy Donner Urban Montessori Charter Marguerite Conrad, Associate Professor, Montine Fredrickson SF State University Judy Gilson COOPERATING PUBLIC, CHARTER, Suzette Duncan, BATTI Alumna and Laurie Gold AND SUMMER SCHOOLS Teacher, Instructor, Reach Institute Lana Harkness East Bay Nisa Frank, Lower School Head, Andrea Hess Berkeley USD Bears Program Hamlin School Cathy Howard Chabot Elementary (OUSD) Hillery Jaffe-Urell Claremont Middle School (OUSD) Kate Juergens, BATTI Alumna and Lower Erin Kendrew School Head, Cathedral School for Boys Cragmont School Melissa Lee Emerson Elementary (OUSD) Jennifer Liu, Director, New Teacher Elissa Moriarty Heads Up at Head-Royce Institute, Town School for Boys Tom Murray Hoover Elementary (OUSD) Katherine Orr Madera School Nancy Nagramada, Upper School Head, Rachel Rosner The San Francisco School Partners at College Prep Sarah Shields Sequoia School Leslie Powell, Assistant Lower School Leila Sinclaire Vincent Academy Head, Head-Royce School Charlotte Tracy Yu Ming Charter School Lynna Tsou Sarah Sandford-Smith, Labor and Sarah Wheeler San Francisco & Peninsula Employment Attorney Ana Zamost Aim High Argonne School EXECUTIVE DIRECTOR BATTI COALITION Bayshore Elementary Bob Houghteling MEMBER SCHOOLS Bessie Carmichael School Achieve Academy Bret Harte Elementary PROGRAM DIRECTOR, Cesar Chavez School EDUCATIONAL LEADERSHIP Charles Armstrong School Aurora School Lawton Davida Desmond Bentley School Mission Education Center The Berkeley School Paul Revere

ASSISTANT DIRECTOR PLEASE RECYCLE Brandeis Marin Sherman School Raleigh Zwerin Brandeis School of SF Washington Elementary (Burlingame) DEAN OF STUDENTS Katherine Delmar Burke School Soheyl Dahi

1624 Franklin Street, Suite 1005 • Oakland, 94612 • 510.891.1173 • [email protected] • www.ba-tti.org