Endowment

Every year, the Facilities and Maintenance teams at The Bush School are charged with projects across the campus to make improvements that benefit the entire community. Funds that support the operations of the school help ensure our facilities are state-of-the art and optimal for learning.

Athletics plays an essential role in the Bush community, whether students are active participants or general supporters of the program. Dedicated coaches, most of whom are faculty members, make participation in athletics an opportunity for experiential learning in leadership. The coaching staff emphasizes fundamental technical, tactical, and emotional skills needed to succeed in interscholastic play while reinforcing positive values and social competencies such as sportsmanship, teamwork, perseverance, time-management, and ethical judgment. Participants are able to apply the outcome of these invaluable life lessons on and off the playing fields during their time at Bush and beyond. Your support of athletics ensures that all students have a chance to become leaders in and outside of the classroom.

The Bush School is proud to extend its campus and community beyond the urban landscape of Seattle across the Cascade mountains to The Bush School Methow Campus. In the fall of 2016, the school acquired a twenty-acre campus and educational facility in Mazama, WA. This campus, located in the region known as the Methow Valley, provides students with immersive experiences. Your support of the Methow Campus supports students to experience interdependence between community, environment, and self.

The Theater Program at The Bush School helps students explore many passions and skills. From deepening their performance skills to mastering technically difficult lighting designs, even people who might not see themselves as actors, performers, and directors find a place in the program at Bush. Support of drama at Bush ensures that students can practice their talents in person and virtually.

The founder of The Bush School Helen Taylor Bush believed that the most sacred resource at a school is the teacher, because of their ability to guide experiential learning and transform students lives. The endowment supports Bush’s ability to not only support our faculty with leadership from Sally Maxwell, but also to offer competitive salaries to bring and keep talented educators in our community.

Support of Financial Aid at the Bush School means we are able to invite a more diverse and talented group of students to attend the school, regardless of their financial situation. Financial Aid makes Bush a more vibrant community.

Each year, the Head of School’s Office and the Senior Leadership Team set curricular and operational priorities for the school. Enacting these priorities would not be possible without donor support.

The Music Program in each division at The Bush School, promotes intentional creating and keen listening; it celebrates music as an emotional outlet and empowering expressive form; and it balances music literacy, performance and ensemble experience, and explorative learning. Your support of the Music Program ensure that faculty have the support they need to provide a robust program for students.

Supporting teachers to create innovative curricular ensure that students at The Bush School will receive a cutting edge educational experience. From Wilderness Programs to engineering courses, providing resources to faculty for professional development increases their ability to approach their teaching creatively and collaboratively.

Supporting student leadership at The Bush School is foundational to the school that is mission driven and student led. Different programming opportunities from student clubs, to athletics, to mentorship, at The Bush School allows students to build upon their leadership and management skills. 

The Bush School's technology, library, and media literacy curriculum supports the mission and foundations of The Bush School by working closely with all students to support technical creativity, basic literacies, and information fluency. Your support of technology and innovation ensures that the school can continue to create a place where exception teaching can occur online and in person.

Students learn most effectively from direct experience, taking risks, actively participating, and holding authentic responsibility for outcomes. Wilderness and International Programs at The Bush School engages students in every aspect of experiential education, and support the these programs allows the school to continue to offer a wide array of opportunities for students to learn and grow in nature and abroad.

Head of School Priorities: Dr. Percy L. Abram

Each year, the Head of School’s Office and the Senior Leadership Team set curricular priorities for the school. In the 2019-2020 school year, we focused on three areas in particular: civics education, supporting student affinity groups, and technology pedagogy. What follows are stories about these foci that were supported by your philanthropy. These priorities, and so many others, would not be possible without donor support.

Civics Education:
This year, History Day was one of the last Upper School events that took place prior to the COVID-19 outbreak and subsequent school closures issued by Governor Jay Inslee. On March 4, Nancy Bowman, Upper School Civic Teacher, organized History Day, inviting members of the broader Seattle community to explore local and regional history, issues of social justice, and avenues for civic engagement.

Fifty-minute sessions were held on the Upper School campus, and the keynote address was delivered in Schuchart Gym by Superior Court Judge Frank Cuthbertson of Pierce County Superior Court. The robust line-up of speakers included experts in their respective fields of law, policy, and community organizing:

History offerings

• Stephanie Johnson-Toliver from the Black Heritage Society on Black history in Washington State
• Nina Wallace and Caitlin Oiye from Densho on Japanese American internment and how the Japanese community (and other marginalized/oppressed communities) can and should tell their stories and determine the historical narrative
• Cori Tingstad ’14 on redlining and segregation in Seattle, past and present
• Rahul Gupta from the Wing Luke Museum–on the 1886 Chinese Riots

Social Justice offerings

• Tiffany Lamoreaux of Solid Ground on anti-racism
• Judge Frank Cuthbertson of Pierce County Superior Court on the decriminalization of mental illness

Political/Governance/Civic Engagement offerings

• Austin Jenkins, political reporter out of Olympia for local NPR stations
• Lisa Ayrault of FairVote Washington about the merits and drive for ranked choice voting here and across the nation
• Common Purpose, dedicated to ending voter suppression and ensuring voter rights and participation
• Osta Davis ’09 part of the Democratic Campaign Committee in the Washington State House
• Omar Cuevas Vega of the State Poverty Action Network, storytelling for advocacy

In a year ripe for political engagement, History Day illuminated the diverse ways in which students can be civically engaged and effect positive social changes in their local communities.

Supporting Student Affinity Groups:
Another way that our students build community is through clubs and affinity groups. Clubs are largely defined as interest groups: anyone with an interest in a theme or activity can participate. Affinity groups are spaces where participants must all share an identity that connects them.

In the Upper School, there are more than forty student-led clubs and affinity groups focused on issues of human rights and exploring racial identity.

The Bush School is proud to be mission-driven and student-led. I am especially proud of the work of Blazers Understanding Whiteness (BUW) this year. With the recent increase of conversations around anti-racism and white identity, Upper School students wanted to re-imagine their anti-racist group from White Students Combatting Racism to Blazers Understanding Whiteness (BUW). Two students, Celia and Louise, recently put together a letter to the Upper School with this information. In their words, here is what BUW is and how it has evolved:


Technology Pedagogy: 
The ability for students to meet, for classes to continue, and for teachers to troubleshoot, largely depends on our incredible Technology team, led by Director Ethan Delavan.

Earlier this year, Ethan spoke about the importance of technology as a measurement of literacy in our society today. Especially during this exceptional time, technology has provided a platform to connect, learn, perform, and practice safely.

“Technology really is now where literacy was maybe 200 years ago, where all of a sudden it's become something that's really important for all of us to know at some level and have some real competencies in technology. And it is the basis of human interaction in a globalized society.”

Some technology performs better depending on the need of the user. Part of the challenge for the Bush Tech team is not only the increase in need, but the increase in expertise on the numerous platforms that exist for educators today.

In addition to actual learning content, Bush teachers needed to recreate an environment that was comfortable for learning. Social emotional learning can help build that environment, even in a virtual classroom, by creating connections and community. The way technology and support was leveraged to empower our community is inspiring. Additionally, Ethan spoke to the ways that their team, teachers, and staff, address some of these challenges by asking a lot of questions.

“It’s not that each teacher needed to come to the same answer. Each teacher came to a lot of different answers. And the way you do a physical education class might be really different than the way you do a biology class at a distance. But if you start asking those same questions about student experience, you tend to really deepen the kind of learning that happens remotely and still maintain a really experiential focus for students.”

In the years ahead, technology will continue to be an important aspect in creating a rich learning environment for our students. As Ethan shared, and as our school community has demonstrated, technology extends far beyond the physical laptops, cords, and routers; there is a strategic pedagogy that under girds our effort to educate our students and support our faculty.

From technology pedagogy, supporting student affinity groups, and engaging civics education curriculum, our entire community grew from these innovative experiences. Your support of the endowment and strategic priorities ensures that our school continues to thrive, no matter how difficult the circumstances. This past year has shown us that we are stronger when we collaborate and imagine together, and this is made possible by commitment of philanthropy to The Bush School.

Q&A with Bushra Jawed - First Grade Teacher

How many years have you been at Bush?
I’ve been at Bush for 2 years - I started in Fall 2018.

Can you share and reflect on a meaningful moment or experience related to professional development in the last school year?
I think one of the biggest takeaways from this summer in terms of professional development was taking the Lucy Calkins Writers Workshop based out of New York. Because of COVID-19, it became a virtual workshop on Zoom, and a broader group of people could participate in the class. It became more accessible, and they treated the workshop as though we were together in a regular classroom. They also asked us to consider various scenarios, such as a hybrid model, an unexpected return to fully remote schooling, etc. 

Participating in the Writers Workshop Teachers College Professional Development was very helpful because the content was presented as if we were back in a regular classroom. They also talked through questions like: what would happen if all of your students were doing remote learning? What about if you have some students in class and some doing a hybrid model? What if you have some students who are on campus a few days and then off campus? How do we manage to be authentic or true to this Writers Workshop program in a way that is different from the schedule and yet find enough time to complete all the steps laid out in the program? I was really appreciative of that experience.

What inspired you about Bush’s Professional Development Program?
It's been incredibly inspiring that Bush provides Professional Development for its teachers and it speaks volumes to how much the community values its faculty. I was able to put many of those strategies and techniques that we used in the writers workshop into practice right away when we began the school year this fall. Working for a school that allows us to attend workshops and really focus on growing our skills as educators encourages us to learn and grow in the same way we want our students to learn and grow. 

Additional comments
A silver lining in all of this is the support that we as a Lower School team have for each other.

Q&A with Bushra Jawed - First Grade Teacher

How many years have you been at Bush?
I’ve been at Bush for 2 years - I started in Fall 2018.

Can you share and reflect on a meaningful moment or experience related to professional development in the last school year?
I think one of the biggest takeaways from this summer in terms of professional development was taking the Lucy Calkins Writers Workshop based out of New York. Because of COVID-19, it became a virtual workshop on Zoom, and a broader group of people could participate in the class. It became more accessible, and they treated the workshop as though we were together in a regular classroom. They also asked us to consider various scenarios, such as a hybrid model, an unexpected return to fully remote schooling, etc. 

Participating in the Writers Workshop Teachers College Professional Development was very helpful because the content was presented as if we were back in a regular classroom. They also talked through questions like: what would happen if all of your students were doing remote learning? What about if you have some students in class and some doing a hybrid model? What if you have some students who are on campus a few days and then off campus? How do we manage to be authentic or true to this Writers Workshop program in a way that is different from the schedule and yet find enough time to complete all the steps laid out in the program? I was really appreciative of that experience.

What inspired you about Bush’s Professional Development Program?
It's been incredibly inspiring that Bush provides Professional Development for its teachers and it speaks volumes to how much the community values its faculty. I was able to put many of those strategies and techniques that we used in the writers workshop into practice right away when we began the school year this fall. Working for a school that allows us to attend workshops and really focus on growing our skills as educators encourages us to learn and grow in the same way we want our students to learn and grow. 

Additional comments
A silver lining in all of this is the support that we as a Lower School team have for each other. 

Q&A with Jo Ito, Athletics Director

How many years have you worked at Bush? 
7 years

Can you share and reflect on a meaningful moment or experience related to Athletics in the last school year?
The Bush School was recognized with the National Athletic Trainers’ Association (NATA) Safe Sports School award for its athletic program. The award champions safety and recognizes secondary schools that have met the recommended standards to improve safety in sports. The award reinforces the importance of providing the best level of care, injury prevention, and treatment.

 “We are honored to receive this recognition from NATA,” said Director of Athletics, Jo Ito. “We remain committed to keeping our student-athletes safe during team practices and games so they can accomplish their own goals of great competition, winning records, fair sportsmanship, and good health. Our goal is to lead our athletics program to the highest safety standards for our players. A huge thank you goes to our Athletic Trainer, Grace Katt. She played a vital role in establishing a long list of safety and health procedures which have put us in a position to be considered for this prestigious award.”

What was the biggest expense for Athletics in 2019-2020?
New uniforms for both Varsity Cross Country and Track & Field, various equipment for Cross Country Skiing, coaching stipends, and field rentals.

What inspired you about your work in Athletics last year?
Adjusting to the circumstances with the pandemic last spring season was certainly challenging.  I was great to see the athletics staff rally to pull off successful virtual recognition events for both the Middle School and the Upper School, as well as launch a social media campaign to celebrate the senior athletes. Witnessing our department's willingness to pivot, to be flexible and creative, and to come through in support of our student-athletes was truly inspiring.

Head of School Priorities: Dr. Percy L. Abram

Each year, the Head of School’s Office and the Senior Leadership Team set curricular priorities for the school. In the 2019-2020 school year, we focused on three areas in particular: civics education, supporting student affinity groups, and technology pedagogy. What follows are stories about these foci that were supported by your philanthropy. These priorities, and so many others, would not be possible without donor support.

Civics Education:
This year, History Day was one of the last Upper School events that took place prior to the COVID-19 outbreak and subsequent school closures issued by Governor Jay Inslee. On March 4, Nancy Bowman, Upper School Civics Teacher, organized History Day, inviting members of the broader Seattle community to explore local and regional history, issues of social justice, and avenues for civic engagement.

Fifty-minute sessions were held on the Upper School campus, and the keynote address was delivered in Schuchart Gym by Superior Court Judge Frank Cuthbertson of Pierce County Superior Court. The robust line-up of speakers included experts in their respective fields of law, policy, and community organizing:

History offerings

• Stephanie Johnson-Toliver from the Black Heritage Society on Black history in Washington State
• Nina Wallace and Caitlin Oiye from Densho on Japanese American internment and how the Japanese community (and other marginalized/oppressed communities) can and should tell their stories and determine the historical narrative
• Cori Tingstad ’14 on redlining and segregation in Seattle, past and present
• Rahul Gupta from the Wing Luke Museum–on the 1886 Chinese Riots

Social Justice offerings

• Tiffany Lamoreaux of Solid Ground on anti-racism
• Judge Frank Cuthbertson of Pierce County Superior Court on the decriminalization of mental illness

Political/Governance/Civic Engagement offerings

• Austin Jenkins, political reporter out of Olympia for local NPR stations
• Lisa Ayrault of FairVote Washington about the merits and drive for ranked choice voting here and across the nation
• Common Purpose, dedicated to ending voter suppression and ensuring voter rights and participation
• Osta Davis ’09 part of the Democratic Campaign Committee in the Washington State House
• Omar Cuevas Vega of the State Poverty Action Network, storytelling for advocacy

In a year ripe for political engagement, History Day illuminated the diverse ways in which students can be civically engaged and effect positive social changes in their local communities.

Supporting Student Affinity Groups:
Another way that our students build community is through clubs and affinity groups. Clubs are largely defined as interest groups: anyone with an interest in a theme or activity can participate. Affinity groups are spaces where participants must all share an identity that connects them.

In the Upper School, there are more than forty student-led clubs and affinity groups focused on issues of human rights and exploring racial identity.

The Bush School is proud to be mission-driven and student-led. I am especially proud of the work of Blazers Understanding Whiteness (BUW) this year. With the recent increase of conversations around anti-racism and white identity, Upper School students wanted to re-imagine their anti-racist group from White Students Combatting Racism to Blazers Understanding Whiteness (BUW). Two students, Celia and Louise, recently put together a letter to the Upper School with this information. In their words, here is what BUW is and how it has evolved:


The student and adult catalysts working on these issues now and in the decades prior have created a true learning environment, improving their practices to best support their peers. This affinity group continued to meet, even through remote schooling.

Technology Pedagogy: 
The ability for students to meet, for classes to continue, and for teachers to troubleshoot, largely depends on our incredible Technology team, led by Director Ethan Delavan.

Earlier this year, Ethan spoke about the importance of technology as a measurement of literacy in our society today. Especially during this exceptional time, technology has provided a platform to connect, learn, perform, and practice safely.

“Technology really is now where literacy was maybe 200 years ago, where all of a sudden it's become something that's really important for all of us to know at some level and have some real competencies in technology. And it is the basis of human interaction in a globalized society.”

Some technology performs better depending on the need of the user. Part of the challenge for the Bush Tech team is not only the increase in need, but the increase in expertise on the numerous platforms that exist for educators today.

In addition to actual learning content, Bush teachers needed to recreate an environment that was comfortable for learning. Social emotional learning can help build that environment, even in a virtual classroom, by creating connections and community. The way technology and support was leveraged to empower our community is inspiring. Additionally, Ethan spoke to the ways that their team, teachers, and staff, address some of these challenges by asking a lot of questions.

“It’s not that each teacher needed to come to the same answer. Each teacher came to a lot of different answers. And the way you do a physical education class might be really different than the way you do a biology class at a distance. But if you start asking those same questions about student experience, you tend to really deepen the kind of learning that happens remotely and still maintain a really experiential focus for students.”

In the years ahead, technology will continue to be an important aspect in creating a rich learning environment for our students. As Ethan shared, and as our school community has demonstrated, technology extends far beyond the physical laptops, cords, and routers; there is a strategic pedagogy that undergirds our effort to educate our students and support our faculty.

From technology pedagogy, supporting student affinity groups, and engaging civics education curriculum, our entire community grew from these innovative experiences. Your support of the endowment and strategic priorities ensures that our school continues to thrive, no matter how difficult the circumstances. This past year has shown us that we are stronger when we collaborate and imagine together, and this is made possible by commitment of philanthropy to The Bush School.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Tracy Asplen, Middle School Technology Teacher

How many years have you worked at Bush?
This is my second year. 

Can you share and reflect on a meaningful moment or experience related to Middle School Technology in the last school year?
When we went to remote school last spring, I was in a unique situation because I had all 180+ middle school students at the same time. I decided to engage them in a Design Thinking "sprint" to come up with solutions to real world problems using technology. I surveyed students about their interests, divided them into teams, and engaged them in "how might we..." questions. These questions ranged from making grocery shopping safer to developing new hobbies. Students researched, came up with conclusions, and created prototypes to answer the questions. Results included cookbooks, games, and Kahoots, just to name a few. The entire process was supervised by me using SprintBase, an online "sprint" facilitation website. I worked closely with the company, and they even ended up writing an article on their website about my project.

What inspired you about your work in Middle School Technology last year?
I really wanted students to know that their ideas and opinions mattered.

What was the biggest expense for Middle School Technology in 2019-2020?
My project was free, but I know that many students needed tech support for remote school, including devices, routers, etc. As a department, we explored options for creating online galleries of student work, but they were cost prohibitive at the time. Thankfully, this year I was able to purchase Microbit kits for every middle school student. Using these devices, we are able to focus our attention on coding.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Head of School Priorities: Dr. Percy L. Abram

Each year, unrestricted support helps provide funding for priorities set by the Head of School’s Office and the Senior Leadership Team. In the 2019-2020 school year, we focused on three areas in particular: civics education, supporting student affinity groups, and technology pedagogy. What follows are stories about these foci that were supported by your philanthropy. These priorities, and so many others, would not be possible without donor support.

Civics Education:
This year, History Day was one of the last Upper School events that took place prior to the COVID-19 outbreak and subsequent school closures issued by Governor Jay Inslee. On March 4, Nancy Bowman, Upper School Civic Teacher, organized History Day, inviting members of the broader Seattle community to explore local and regional history, issues of social justice, and avenues for civic engagement.

Fifty-minute sessions were held on the Upper School campus, and the keynote address was delivered in Schuchart Gym by Superior Court Judge Frank Cuthbertson of Pierce County Superior Court. The robust line-up of speakers included experts in their respective fields of law, policy, and community organizing:

History offerings

• Stephanie Johnson-Toliver from the Black Heritage Society on Black history in Washington State
• Nina Wallace and Caitlin Oiye from Densho on Japanese American internment and how the Japanese community (and other marginalized/oppressed communities) can and should tell their stories and determine the historical narrative
• Cori Tingstad ’14 on redlining and segregation in Seattle, past and present
• Rahul Gupta from the Wing Luke Museum–on the 1886 Chinese Riots

Social Justice offerings

• Tiffany Lamoreaux of Solid Ground on anti-racism
• Judge Frank Cuthbertson of Pierce County Superior Court on the decriminalization of mental illness

Political/Governance/Civic Engagement offerings

• Austin Jenkins, political reporter out of Olympia for local NPR stations
• Lisa Ayrault of FairVote Washington about the merits and drive for ranked choice voting here and across the nation
• Common Purpose, dedicated to ending voter suppression and ensuring voter rights and participation
• Osta Davis ’09 part of the Democratic Campaign Committee in the Washington State House
• Omar Cuevas Vega of the State Poverty Action Network, storytelling for advocacy

In a year ripe for political engagement, History Day illuminated the diverse ways in which students can be civically engaged and effect positive social changes in their local communities.

Supporting Student Affinity Groups:

Another way that our students build community is through clubs and affinity groups. Clubs are largely defined as interest groups: anyone with an interest in a theme or activity can participate. Affinity groups are spaces where participants must all share an identity that connects them.

In the Upper School, there are more than forty student-led clubs and affinity groups focused on issues of human rights and exploring racial identity.

The Bush School is proud to be mission-driven and student-led. I am especially proud of the work of Blazers Understanding Whiteness (BUW) this year. With the recent increase of conversations around anti-racism and white identity, Upper School students wanted to re-imagine their anti-racist group from White Students Combatting Racism to Blazers Understanding Whiteness (BUW). Two students, Celia and Louise, recently put together a letter to the Upper School with this information. In their words, here is what BUW is and how it has evolved:


The student and adult catalysts working on these issues now and in the decades prior have created a true learning environment, improving their practices to best support their peers. This affinity group continued to meet, even through remote schooling.

Technology Pedagogy 

The ability for students to meet, for classes to continue, and for teachers to troubleshoot, largely depends on our incredible Technology team, led by Director Ethan Delavan.

Earlier this year, Ethan spoke about the importance of technology as a measurement of literacy in our society today. Especially during this exceptional time, technology has provided a platform to connect, learn, perform, and practice safely.

“Technology really is now where literacy was maybe 200 years ago, where all of a sudden it's become something that's really important for all of us to know at some level and have some real competencies in technology. And it is the basis of human interaction in a globalized society.”

Some technology performs better depending on the need of the user. Part of the challenge for the Bush Tech team is not only the increase in need, but the increase in expertise on the numerous platforms that exist for educators today.

In addition to actual learning content, Bush teachers needed to recreate an environment that was comfortable for learning. Social emotional learning can help build that environment, even in a virtual classroom, by creating connections and community. The way technology and support was leveraged to empower our community is inspiring. Additionally, Ethan spoke to the ways that their team, teachers, and staff, address some of these challenges by asking a lot of questions.

“It’s not that each teacher needed to come to the same answer. Each teacher came to a lot of different answers. And the way you do a physical education class might be really different than the way you do a biology class at a distance. But if you start asking those same questions about student experience, you tend to really deepen the kind of learning that happens remotely and still maintain a really experiential focus for students.”

In the years ahead, technology will continue to be an important aspect in creating a rich learning environment for our students. As Ethan shared, and as our school community has demonstrated, technology extends far beyond the physical laptops, cords, and routers; there is a strategic pedagogy that undergirds our effort to educate our students and support our faculty.

From technology pedagogy, supporting student affinity groups, and engaging civics education curriculum, our entire community grew from these innovative experiences. Your support of the endowment and strategic priorities ensures that our school continues to thrive, no matter how difficult the circumstances. This past year has shown us that we are stronger when we collaborate and imagine together, and this is made possible by commitment of philanthropy to The Bush School.

Due to COVID-19, The Bush School did not offer faculty sabbatical in the 2019-2020 school year. Pending an improvement to public health and stabilization of school operations, the sabbatical program will return to interested faculty.

This year, we interviewed students, faculty, staff, and administrators across campus to hear more about their experiences with projects and initiatives that relate to specific funds. Though the George Taylor Sabbatical did not occur this year, we hope you enjoy the story below of how one faculty member was supported through professional development. 

Bushra Jawed - First Grade Teacher

How many years have you been at Bush?
I’ve been at Bush for 2 years - I started in Fall 2018.

Can you share and reflect on a meaningful moment or experience related to professional development in the last school year?
I think one of the biggest takeaways from this summer in terms of professional development was taking the Lucy Calkins Writers Workshop based out of New York. Because of COVID-19, it became a virtual workshop on Zoom, and a broader group of people could participate in the class. It became more accessible, and they treated the workshop as though we were together in a regular classroom. They also asked us to consider various scenarios, such as a hybrid model, an unexpected return to fully remote schooling, etc. 

Participating in the Writers Workshop Teachers College Professional Development was very helpful because the content was presented as if we would be back in a regular classroom. They also talked through questions like: what would happen if all of your students were doing remote learning? What about if you have some students in class and some doing a hybrid model? What if you have some students who are on campus a few days and then off campus? How do we manage to be authentic or true to this Writers Workshop program in a way that is different from the schedule and yet find enough time to complete all the steps laid out in the program? I was really appreciative of that experience.

What inspired you about Bush’s Professional Development Program?
It's been incredibly inspiring that Bush provides Professional Development for its teachers and it speaks volumes to how much the community values its faculty. I was able to put many of those strategies and techniques that we used in the writers workshop into practice right away when we began the school year this fall. Working for a school that allows us to attend workshops and really focus on growing our skills as educators encourages us to learn and grow in the same way we want our students to learn and grow. 

Additional comments
A silver lining in all of this is the support that we as a Lower School team have for each other.

Q&A with Bushra Jawed, First Grade Teacher

How many years have you been at Bush?
I’ve been at Bush for 2 years - I started in Fall 2018.

Can you share and reflect on a meaningful moment or experience related to professional development in the last school year?
I think one of the biggest takeaways from this summer in terms of professional development was taking the Lucy Calkins Writers Workshop based out of New York. Because of COVID-19, it became a virtual workshop on Zoom, and a broader group of people could participate in the class. It became more accessible, and they treated the workshop as though we were together in a regular classroom. They also asked us to consider various scenarios, such as a hybrid model, an unexpected return to fully remote schooling, etc. 

Participating in the Writers Workshop Teachers College Professional Development was very helpful because the content was presented as if we were back in a regular classroom. They also talked through questions like: what would happen if all of your students were doing remote learning? What about if you have some students in class and some doing a hybrid model? What if you have some students who are on campus a few days and then off campus? How do we manage to be authentic or true to this Writers Workshop program in a way that is different from the schedule and yet find enough time to complete all the steps laid out in the program? I was really appreciative of that experience.


What inspired you about Bush’s Professional Development Program?
It's been incredibly inspiring that Bush provides Professional Development for its teachers and it speaks volumes to how much the community values its faculty. I was able to put many of those strategies and techniques that we used in the writers workshop into practice right away when we began the school year this fall. Working for a school that allows us to attend workshops and really focus on growing our skills as educators encourages us to learn and grow in the same way we want our students to learn and grow. 

Additional comments
A silver lining in all of this is the support that we as a Lower School team have for each other. 

Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Julia Sarewitz, Lower School Music Director and Performing Arts Chair

How many years have you worked at Bush? 
Since 2017, three years.

Can you share and reflect on a meaningful moment or experience related to Lower School Music in the last school year?
I was teaching Fifth Grade about the 12-bar Blues progression and improvisation. One student at a time would improvise on the xylophone while everyone else played the progression on their instrument of choice. I had one student who was shy about his musicality and, after some healthy encouragement from his peers, he decided to give it a go. This musically-shy student performed the most incredible, energetic, bluesy solo any of us had heard! The entire classroom erupted in cheers and hoots and hollers afterwards - it was one of those goosebumps, never forget it classroom moments!

What was the biggest expense for Lower School Music in 2019-2020?
Purchasing ukuleles for the music classroom. It is incredible how much they have inspired kids and expanded what we do and learn about in music!

What inspired you about your work in Lower School Music last year? 
The students! They are such creative and curious people. Seeing them light up about learning a new song, dance, or instrument fuels me to continue to deepen my approach to teaching music.

2019-2020 | Student Leadership

Each year, the Head of School’s Office and the Senior Leadership Team set curricular priorities for the school. Student leadership is always a focus. These priorities, and so many others, would not be possible without your donor support.

Supporting Student Affinity Groups

Another way that our students build community is through clubs and affinity groups. Clubs are largely defined as interest groups: anyone with an interest in a theme or activity can participate. Affinity groups are spaces where participants must all share an identity that connects them.

In the Upper School, there are more than forty student-led clubs and affinity groups focused on issues of human rights and exploring racial identity.

The Bush School is proud to be mission-driven and student-led. I am especially proud of the work of Blazers Understanding Whiteness (BUW) this year. With the recent increase of conversations around anti-racism and white identity, Upper School students wanted to re-imagine their anti-racist group from White Students Combatting Racism to Blazers Understanding Whiteness (BUW). Two students, Celia and Louise, recently put together a letter to the Upper School with this information. In their words, here is what BUW is and how it has evolved:


The student and adult catalysts working on these issues now and in the decades prior have created a true learning environment, improving their practices to best support their peers. This affinity group continued to meet, even through remote schooling.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Julia Sarewitz, Lower School Music Director and Performing Arts Chair

How many years have you worked at Bush? 
Since 2017, three years.

Can you share and reflect on a meaningful moment or experience related to Lower School Music in the last school year?
I was teaching Fifth Grade about the 12-bar Blues progression and improvisation. One student at a time would improvise on the xylophone while everyone else played the progression on their instrument of choice. I had one student who was shy about his musicality and, after some healthy encouragement from his peers, he decided to give it a go. This musically-shy student performed the most incredible, energetic, bluesy solo any of us had heard! The entire classroom erupted in cheers and hoots and hollers afterwards - it was one of those goosebumps, never forget it classroom moments!

What was the biggest expense for Lower School Music in 2019-2020?
Purchasing ukuleles for the music classroom. It is incredible how much they have inspired kids and expanded what we do and learn about in music!

What inspired you about your work in Lower School Music last year? 
The students! They are such creative and curious people. Seeing them light up about learning a new song, dance, or instrument fuels me to continue to deepen my approach to teaching music.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Kristin McInaney, Experiential Programs 

How many years have you worked at Bush? 
22 years.

Can you share and reflect on a meaningful moment or experience related to Experiential Programs in the last school year?
One meaningful moment that stands out is a letter we received from the parents of a  Middle School student who went on the Joshua Tree Trip in February 2020. This trip was part of our Wilderness Program Trip offering for the Middle School students.

The parents shared how grateful they were because this was a positive moment in an otherwise difficult year that continued to bring him joy. He was really struck by the landscape of Joshua Tree, which is so different from the Pacific Northwest. The sunrises and the sunsets and the experiences of being in that environment are beautiful memories he will continue to have. The parents wrote: “You have made an indelible mark in my son’s mind.”

What inspired you about your work in Experiential Programs last year?
That’s the interesting and exciting thing about Wilderness Trips. Sometimes it takes time to get metabolized and processed. The students need time to process the experience. Immersive learning experiences can be overwhelming or difficult during the moment, but later, you realized these really important development steps were made, and the student comes back and says “this was one of the most important experiences of my life.”

What was the biggest expense for Experiential Programs in 2019-2020?
Much of our programming could not continue due to the pandemic last spring. However, in the months ahead, we look forward to using creativity, grounded in safety protocols, to continue to offer students safe, engaging Wilderness Program opportunities.

Q&A with Casey F. ‘21, Upper School Student and Jeremy Bryan, Upper School Drama Teacher and Performing Arts Chair

How many years have you been at Bush?
Casey: 13, since Kindergarten  
Jeremy: 14 years, since 2006

Can you share and reflect on a meaningful moment or experience related to the Upper School Theater program in the last school year?
Casey: Last fall, Bush's theater department put on The Laramie Project, a documentary-style piece of theater about the reaction to the 1998 murder of gay University of Wyoming student Matthew Shepard. His death in Laramie, WY sparked local and national protests, calling for more acceptance of the LGBTQ community. There's one specific scene that held a lot of emotional weight for many of us involved, in which part of the cast sings 'Amazing Grace' to drown out a hateful monologue. This moment was incredibly important to me—like we were directly sharing a message of love and coming together against injustice with the audience.

What was the biggest expense for the Upper School Theater in 2019-2020?
Jeremy: The purchases were not as big due to the way the school finished out. The costume budget for The Laramie Project ran close to $3000 alone due to the enormity of the show. Towards the end of the year, we took a look at the needs of the theater and what improvements were priorities.  During the summer, we purchased individual microphones for each of the students in the fall show.  Because of the pandemic, we knew that doing a streamed performance was most likely what would need to happen, so this was the big purchase. 

What inspired you about your work in the Upper School Theater program last year?
Casey: The people. Bush's theater department fosters some of the most creative, kind, and dedicated students I've ever had the immense pleasure of working with. Not a day goes by where I'm not grateful for their enthusiasm and friendship. I'm really proud of how our team is adapting to the new challenges posed this year. These circumstances may not be ideal for the theater department, but you'd better believe we're still working!

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Adam Choice, Director of Admissions and Financial Aid

How many years have you worked at Bush? 
Since 2019. For one and a half years.

Can you share and reflect on a meaningful moment or experience related to Financial Aid in the last school year?
I would have to say that the most meaningful moment this past year was Bush leadership's response at the start of the pandemic. Back in March, we began to realize the scale and impact that the financial and health crisis would have on our community and began to start planning. It was clear from the Board and from Head of School Percy L. Abram, that supporting our community was a priority and we have been working directly with the finance committee to monitor the need and the budget. Over the past six months, we've been able to support fourteen families (nineteen students) who have experienced financial hardship to ensure that they can remain as part of the Bush community.

What was the biggest expense for Financial Aid in 2019-2020?
The Bush School awarded close to $4 million in financial aid for the 2019-2020 school year. We are also able to provide up to $200,000 in additional financial aid for programs, events, and items not covered by tuition.

What inspired you about your work in Financial Aid last year? 
As a school that prides itself on community and relationship building, we felt that it was important to do what we could to help families who have been impacted financially during the pandemic. It is truly inspiring to see Bush leadership's commitment to supporting members of our community in this way.

Q&A with Tracy Asplen, Middle School Technology Teacher

How many years have you worked at Bush?
This is my second year. 

Can you share and reflect on a meaningful moment or experience related to Middle School Technology in the last school year?
When we went to remote school last spring, I was in a unique situation because I had all 180+ middle school students at the same time. I decided to engage them in a Design Thinking "sprint" to come up with solutions to real world problems using technology. I surveyed students about their interests, divided them into teams, and engaged them in "how might we..." questions. These questions ranged from making grocery shopping safer to developing new hobbies. Students researched, came up with conclusions, and created prototypes to answer the questions. Results included cookbooks, games, and Kahoots, just to name a few. The entire process was supervised by me using SprintBase, an online "sprint" facilitation website. I worked closely with the company, and they even ended up writing an article on their website about my project.

What inspired you about your work in Middle School Technology last year? 
I really wanted students to know that their ideas and opinions mattered.

What was the biggest expense for Middle School Technology in 2019-2020?
My project was free, but I know that many students needed tech support for remote school, including devices, routers, etc. As a department, we explored options for creating online galleries of student work, but they were cost prohibitive at the time. Thankfully, this year I was able to purchase Microbit kits for every middle school student. Using these devices, we are able to focus our attention on coding.

For the past several years, The Bush School community has worked together to envision a New Upper School Building located next to Gracemont. This is the first step in Bush’s Education Master Plan. The expanded space in our New Upper School Building will help optimize Bush’s enrollment. A larger Upper School community will increase access to a Bush education, welcoming a more diverse community into the school, and creating an even more robust learning environment and student experience.

Ten new modern classrooms and 20,000 square feet in additional educational space will create an even more robust and adaptable learning environment for our students and teachers. The expanded space will allow Bush to thoughtfully grow our Upper School admissions capacity, bringing a greater diversity of student perspectives to the classroom. Class size will continue to remain small relative to our peer schools. Without the need to increase faculty commensurately, the larger student body will allow the school to fulfill other strategic priorities, including financial aid and staff compensation. 

The new Lake Washington Entrance will provide enhanced ADA accessibility to the Upper School campus and the new multipurpose room will allow students and teachers across our K-12 community to gather and connect.

In a groundbreaking event in November 2020, Head of School Percy L. Abram, Ph.D shared his enthusiasm for improving accessibility to the Bush campus “For the very first time, one of the things that we’ll be able to say is that this is a truly ADA accessible Upper School.  Coming in from Lake Washington Boulevard, being able to take the elevator to the main floor and then exiting out.”

Your vision and leadership giving to the endowment helped ensure that future projects are more inclusive of everyone in our community. Thank you for your positive impact and legacy on this campus.

Each year, the Head of School’s Office and the Senior Leadership Team set curricular priorities for the school. In the 2019-2020 school year, we focused on three areas in particular: civics education, supporting student affinity groups, and technology pedagogy. What follows are stories about these foci that were supported by your philanthropy. These priorities, and so many others, would not be possible without donor support.

Civics Education:
This year, History Day was one of the last Upper School events that took place prior to the COVID-19 outbreak and subsequent school closures issued by Governor Jay Inslee. On March 4, Nancy Bowman, Upper School Civics Teacher, organized History Day, inviting members of the broader Seattle community to explore local and regional history, issues of social justice, and avenues for civic engagement.
 
Fifty-minute sessions were held on the Upper School campus, and the keynote address was delivered in Schuchart Gym by Superior Court Judge Frank Cuthbertson of Pierce County Superior Court. The robust line-up of speakers included experts in their respective fields of law, policy, and community organizing:
 
History offerings

• Stephanie Johnson-Toliver from the Black Heritage Society on Black history in Washington State
• Nina Wallace and Caitlin Oiye from Densho on Japanese American internment and how the Japanese community (and other marginalized/oppressed communities) can and should tell their stories and determine the historical narrative
• Cori Tingstad ’14 on redlining and segregation in Seattle, past and present
• Rahul Gupta from the Wing Luke Museum–on the 1886 Chinese Riots

 
Social Justice offerings

• Tiffany Lamoreaux of Solid Ground on anti-racism
• Judge Frank Cuthbertson of Pierce County Superior Court on the decriminalization of mental illness

 
Political/Governance/Civic Engagement offerings

• Austin Jenkins, political reporter out of Olympia for local NPR stations
• Lisa Ayrault of FairVote Washington about the merits and drive for ranked choice voting here and across the nation
• Common Purpose, dedicated to ending voter suppression and ensuring voter rights and participation
• Osta Davis ’09 part of the Democratic Campaign Committee in the Washington State House
• Omar Cuevas Vega of the State Poverty Action Network, storytelling for advocacy

In a year ripe for political engagement, History Day illuminated the diverse ways in which students can be civically engaged and effect positive social changes in their local communities.
 
Supporting Student Affinity Groups
Another way that our students build community is through clubs and affinity groups. Clubs are largely defined as interest groups: anyone with an interest in a theme or activity can participate. Affinity groups are spaces where participants must all share an identity that connects them.
 
In the Upper School, there are more than forty student-led clubs and affinity groups focused on issues of human rights and exploring racial identity.

The Bush School is proud to be mission-driven and student-led. I am especially proud of the work of Blazers Understanding Whiteness (BUW) this year. With the recent increase of conversations around anti-racism and white identity, Upper School students wanted to re-imagine their anti-racist group from White Students Combatting Racism to Blazers Understanding Whiteness (BUW). Two students, Celia and Louise, recently put together a letter to the Upper School with this information. In their words, here is what BUW is and how it has evolved:

What is BUW?
BUW is a space for white people to educate ourselves about whiteness as an identity and culture rather than a societal default. The burden of the education of white people has fallen on people of color for far too long, and our goal is to help Bush students and faculty dig into our own whiteness and the feelings that come with it. We work hard to maintain a sense of transparency and accountability by keeping public notes of our meetings and collaborating with race-based affinity groups and qualified professionals (people of color paid to do race work).
 
How has BUW evolved?
Two years ago, we decided Bush’s previous anti-racist group, White Students Combatting Racism (WSCR), was not serving the community, so we got to work on how to improve it. We sent out forms to the student body and got feedback about how the group had functioned in the past. Many students voiced concerns about an all-white space, as well as worry that WSCR had “white savior” motives, since racial progress has never been spearheaded by white people and the dismantling of racist systems cannot be done by white people alone. After hearing how people felt, we made some changes. First, after a four-month process of in-depth conversation, research, and reflection, we found a new name that we thought better suited our motives: Blazers Understanding Whiteness. We also changed our mission and focus to better fit the role of white community members and the needs of The Bush School.
 
The student and adult catalysts working on these issues now and in the decades prior have created a true learning environment, improving their practices to best support their peers. This affinity group continued to meet, even through remote schooling.

Technology Pedagogy 
The ability for students to meet, for classes to continue, and for teachers to troubleshoot, largely depends on our incredible Technology team, led by Director Ethan Delavan.

Earlier this year, Ethan spoke about the importance of technology as a measurement of literacy in our society today. Especially during this exceptional time, technology has provided a platform to connect, learn, perform, and practice safely.

“Technology really is now where literacy was maybe 200 years ago, where all of a sudden it's become something that's really important for all of us to know at some level and have some real competencies in technology. And it is the basis of human interaction in a globalized society.”

Some technology performs better depending on the need of the user. Part of the challenge for the Bush Tech team is not only the increase in need, but the increase in expertise on the numerous platforms that exist for educators today.

In addition to actual learning content, Bush teachers needed to recreate an environment that was comfortable for learning. Social emotional learning can help build that environment, even in a virtual classroom, by creating connections and community. The way technology and support was leveraged to empower our community is inspiring. Additionally, Ethan spoke to the ways that their team, teachers, and staff, address some of these challenges by asking a lot of questions.

“It’s not that each teacher needed to come to the same answer. Each teacher came to a lot of different answers. And the way you do a physical education class might be really different than the way you do a biology class at a distance. But if you start asking those same questions about student experience, you tend to really deepen the kind of learning that happens remotely and still maintain a really experiential focus for students.”

In the years ahead, technology will continue to be an important aspect in creating a rich learning environment for our students. As Ethan shared, and as our school community has demonstrated, technology extends far beyond the physical laptops, cords, and routers; there is a strategic pedagogy that undergirds our effort to educate our students and support our faculty.

From technology pedagogy, supporting student affinity groups, and engaging civics education curriculum, our entire community grew from these innovative experiences. Your support of the endowment and strategic priorities ensures that our school continues to thrive, no matter how difficult the circumstances. This past year has shown us that we are stronger when we collaborate and imagine together, and this is made possible by commitment of philanthropy to The Bush School.

Q&A with Stacy Bell, Middle School English Faculty

How many years have you been at Bush?
Since 2021, eight years.

Can you share and reflect on a meaningful moment or experience related to the Methow in the last school year?
For four day and three nights, Saturday, February 8-Tuesday, February 11, nine middle school students led by Middle School Teachers Stacy Bell, Brian Rafferty, and Caroline Huxtable had fun in the snow participating in Methow Winter Sports including snow shoeing, fat-tire biking, and cross-country skiing.

The key elements of the Methow Winter Sports Wilderness Experience are building unity of purpose in our group, taking risks by trying new winter activities, and connecting to place through a visit to the Methow. The activity leaders are coaching on the level of risk posed by the activities and focus on participation over competence. We look for student leadership in roles such as: leading the group on the cross-country ski trail, proposing games or activities during down time, and choice activities such as building a snow shelter or a campfire in the snow. 

In addition to the outdoor activities, Bush students connected to the Methow community by staffing the warming hut, located on the ground ground level of the main building at the Methow campus,  and partnered with students from Methow Valley schools. The Bush group worked cooperatively to cook their meals and explore the Bush Methow Campus. 

What inspired you about your work in the Methow last year?
This is an introduction to the Methow, and it is open to all MS students. It appeals to the young student who may never have been away from home and the student who wants to try a wilderness experience for the first time. Kids have praised the elements of choice and being in a winter environment. Many students were trying cross-country skiing for the first time.

Additional comments 
This was one of the final trips the school did before shelter in place was issued by Governor Jay Inslee. This is a moment that the trip leaders and students cherish even more knowing we could enjoy the Methow and its community.

Due to COVID-19, The Bush School Senior Leadership, with collaboration from the Facilities Department, upgraded numerous spaces across campus to ensure the safety of faculty, staff, and students returning to campus.

Lower School Maintenance and Improvements:

• Installed Global Plasma Solution system on a HVAC equipment 
• Replaced CO2 sensors in the parking garage
• Replaced carpet in Room 213
• Installed six Smarboards – Kindergarten–Second Grade
• Screened and refinished Schuchart Gym floor
• Replaced basketball backboard drive motors in Schuchart
• Installed Pixellot camera in Schuchart Gym
• Replaced and repaired window blinds
• Renovated Lower School Admin Office into a Wellness Coordinator space
• Modified Community Room Kitchenette as required for an isolation room including light and exhaust fan controls, air pressure monitor and furnishings.
• Installed synchronized clock system in Lower School classrooms
• Upgraded Boiler flow controls in the Lower School
• Various patching and painting
• Installed new projector in the Lower School Music classroom
• Secured Extended Day outside storage area with extruded wire panels