By Robert Kostrzeski | Director of College Counseling
I am truly delighted to have joined the Waldorf School of the Peninsula community this semester as the new Director of College Counseling. My first visit to campus was filled with delightful highlights: fresh eggs delivered to our Pedagogical Administrators, chicken coops meticulously crafted by our students, innovative cell phone spa cubbies. A visiting university representative marveled at the thriving pumpkins in our garden, took a deep breath and remarked, “this feels like a return to education.” Teachers are always ready to engage in meaningful conversations in the hallway, and our faculty meetings are imbued with purpose and intention. The atmosphere here is not only cozy and inviting but also rich in kindness and focus. I could not have envisioned a more fulfilling in-person visit. As a newcomer to Waldorf education and specifically to WSP, I left campus with heartfelt gratitude, especially towards the students and teachers.
While I have had the pleasure of meeting many students, faculty, staff, and families, there are still some I have yet to connect with. For those who missed my earlier introduction, I would like to share a bit about myself. I am a student-focused advocate and advisor, most recently serving as the University Counseling Coordinator/High School Counselor at the International School Nido de Aguilas in Santiago, Chile. I have contributed to various boards, such as MaiaLearning and EAB Global Concourse, both of which are dedicated to educational college counseling. In my role as Co-Chair of the International ACAC (Association of College Admission Counseling) Pre-Conference Institute, I have had the privilege of training hundreds of counselors.
With 25 years of experience in education and admissions counseling, I currently serve as the Academic Director for the International University Advisor certificate program at The University of Pennsylvania’s Graduate School of Education, training college advisors worldwide. My background includes leading admissions and directing international exchange/study abroad programs, as well as serving as a university counseling director at both U.S. independent and international schools. My experience spans institutions such as the School of International Training (VT), the University of Arizona, The Gregory School (AZ), Drew School, and Wildwood School (CA), along with the Awty International School (TX). I regularly present at professional conferences, including International Association for College Admission Counseling (ACAC) and the Council of International Schools (CIS), most recently delivering a session on the use of AI in the college admissions process in July 2024. My international experience includes work in Chile, Malaysia, Switzerland, Thailand, Turkey, Vietnam, and, of course, the United States. I currently reside in South America and connect with WSP students virtually.
I take great pride in supporting and guiding the Class of 2025—a remarkable group of changemakers, dancers, artists, gender-fluid souls, open-minded global citizens, multilingual orators, compassionate advocates for social justice, and thoughtful, articulate individuals. As I prepare my recommendation letters, each one brims with the “flowers of the page” cultivated by our dedicated faculty. During a particularly poignant moment at a faculty meeting, each teacher shared vivid anecdotes about our students, which I eagerly incorporated into my letters. My heart swelled with emotion as I witnessed the growth, self-actualization, and confidence that WSP students so vividly embody. WSP is a nurturing blend of family, warmth, and elevated academic learning. Here, we not only cultivate the mind but also inspire the spirit through love, creativity, and kindness.
WSP students stand out for numerous reasons, particularly their innate ability to engage with adults. They advocate for themselves with authenticity and genuinely connect with the mentors who support them. In today’s landscape of selective admissions, character has become a paramount component of the application process, especially given the pervasive online distractions faced by families and teens. WSP students exemplify empathy and care for one another, emerging as agents of change on a social-emotional level that surpasses that of many teenagers I have encountered in my career.
The Class of 2025 is set to apply to over 80 unique colleges and universities across four countries and 16 different states. They boast an impressive average unweighted GPA of 3.66, with 42% of the class intending to apply Early Decision and 58% opting for Early Applications (Early Action, Restrictive, or Priority). We will share more detailed statistics once their applications have been submitted and results are announced in the spring.
I also had the privilege of meeting the Class of 2026 while proctoring the PSAT. They are a truly remarkable group of young academic industrious WSP leaders. We will be offering an on-campus SAT preparation course for them as they eagerly look ahead to the next steps in their educational journey.
I cherish working with teens, honing my teen 007 Jedi skills and enjoying life as a father to my nine-year-old son. I firmly believe every young person deserves a trusted sounding board – someone who recognizes and nurtures their potential.
In many ways, Waldorf School of the Peninsula is leading the way; our graduates are distinguished by their deep connections, groundedness, and tender-heartedness. The critical thinking and depth of insight reflected in their academic pursuits are truly impressive. I embrace WSP’s commitment to authentic learning opportunities and its dedication to inclusivity and belonging. I am forever grateful for this opportunity.
Image: Members of the class of 2024 matriculated to the above colleges and universities.
At Waldorf School of the Peninsula, students experience music as a journey of self-discovery, challenge, skill, community building, and emotional expression. Here, music is more than an elective, it is a vital and integral aspect of the curriculum.
Wonder: The Early Years As our youngest students walk slowly down the hallway along with their teacher, we hear a ‘good morning’ song. Music fills the air throughout the day for all sorts of reasons, such as a blessing over our food or a way to set the mood during story time. Both vocal and instrumental experiences are essential, as they develop different capacities: vocal music is created from within the body, while instrumental music uses external materials that foster coordination and muscle memory.
The strings journey begins when our 3rd grade families, with the guidance of class and music teachers, help their child choose a string instrument that resonates with their temperament. The instrument is perfectly sized, as if it were made just for them. Wonder sets in: What is this object made of? How do I make a sound with it? Is the bow really strung with hairs from a horse’s tail? These early questions spark curiosity, leading to a lifelong relationship with music. As students learn about posture and position, they experience a physical connection between their bodies and the sounds they can make. Each class continues to grow as a social being, working together to create beauty as a group, even with the simplest of songs.
Our learning is deliberate and magical! The students begin learning to play by ear, focusing on the beauty of the sound. “Look what I figured out!” they exclaim with wide-eyed excitement, rushing forward with newfound skills. As confidence builds, they practice together before class, experiment singing and playing in rounds, and create layers of harmony that reflect their own growing complexity. We introduce note-reading and musical terminology gently. The progression is slow but steady, developmentally appropriate, and always focused on fostering independence and creativity.
Growth: The Middle Years
By Middle School, the music has grown more complex, and so have the students. We continue singing through this time of vocal changes, which can be challenging. If a string instrument did not speak to a child during their early years, they can now play a wind, brass, or percussion instrument in the Band. Imagine two rooms, each filled with 35 middle schoolers, fresh from recess, ready for a different kind of play time.
In this phase, music becomes a deeper form of self-expression and communal collaboration. Orchestra and Band are each divided into sections, contributing to the richness of the sound. We sing multi-part music, and play Soprano, Alto, Tenor, and Bass recorders. Our music reflects the diverse personalities we find in the classroom. Some students thrive on fast, rhythmic passages, while others prefer the comfort of familiar melodies. With that said, all students perform each piece with a sense of ownership, knowing that their contribution is essential to the whole.
This is also a time of growth and questioning. Adolescents are notorious for self-doubt, and many will struggle with the physical and technical challenges of their instruments—whether it’s learning vibrato, shifting into higher positions, or simply keeping up with new key signatures. Teachers and families must continue to support the students, encouraging them to persevere, fostering resilience and a growth mindset.
Transformation: High School By the time students reach High School, they are no longer beginners. They have honed their skills, developed their own musical voices, and learned how to collaborate as a group. The music they play now demands a level of emotional depth and intellectual understanding that goes beyond the mechanics of playing an instrument. Each rehearsal becomes an exploration of emotion and storytelling. Students learn to use different techniques, such as dynamics, phrasing, and tone color.
During the performances for our community, the audience is drawn into the music, invited to experience something new. High schoolers may be asked to reflect on their music through art or poetry, deepening their connection to the pieces they perform. By this stage, students have the confidence to play anything, to tell a musical story, and to appreciate the beauty of their own journey.
Music Promotes Lifelong Learning
Music is a vehicle for wonder, growth, and transformation. It teaches discipline, fosters collaboration, and provides students with a sense of accomplishment and personal identity. Whether students go on to pursue music professionally or simply carry their love for it into adulthood, the lessons learned will stay with them for life.
One thing I found fascinating this month is a short history of the pumpkin and how it relates to the Cinderella fairy tale. Since their introduction from the Americas back into Europe around the 15th century, pumpkins quickly became known as a fast growing farming staple due to their hardiness and ability to grow food quickly. But when nobles looked down upon this as peasant food, the fast-growing and empty-inside of the pumpkin also made it a great insult for politicians and aristocrats, the idea of being grandiose but having no substance inside. Thus when the fairy tale was written around 1700, the pumpkin became a perfect symbol of Cinderella’s carriage; a hard working peasant staple turned into something elegant but made out of nothing but fairy dust! Hear more about it on the GastroPod podcast, looking at food through the lens of Science & History.
As deeply caring parents who are invested and engaged in your child’s education, the question of how is your child’s school preparing them for their future and where their education will take them is natural and reasonable. As you may know, some of our WSP faculty are Waldorf graduates as are several of our board members. This past week, Sarah Gillis, the child of a previous WSP School Administrator Sue Levine, took flight aboard SpaceX and played violin in space! You may be thinking that Dr. J has lost his remaining marbles, but read on. It is true! Her beautiful message of “unity and hope and highlighting the resilience and potential of children everywhere” showcased the promise of a Waldorf education, a century old education for today.
As school has returned to session all across California, there has been a nationwide conversation about whether or not schools should ban phones from campus. The following article, More California Schools Are Banning Smartphones, but Kids Keep Bringing Them, discusses this and the associated challenges in doing so. We feel fortunate to be part of a community that values a play based childhood that incorporates technology when developmentally appropriate.
Top image: Illustration by Adriana Heldiz/CalMatters; iStock
by Leah Lader, WSP Music Teacher & DEIJB Committee Member
Welcome back from the DEIJB committee! DEIJB stands for Diversity, Equity, Inclusion, Justice, and Belonging. Our committee consists of faculty and administrative staff members who meet weekly for self-study, healthy discussions, and collaborative projects which make a positive difference in our school’s ongoing work of better incorporating DEIJB.
We have great news to share – starting this school year, AWSNA, the governing body for Waldorf Schools in North America, added an 8th Principle to offer further guidance: Waldorf schools honor and embrace human diversity and dignity.
Over the course of the next two years, WSP will work with Alma Partners to start us off on the right path and advance our commitment to DEIJB. Alma Partners works primarily with Waldorf schools to align their practices with their values and bridge the gap between ideals and actions. We experienced the first two workshops in August with Masumi Hayashi-Smith, our Alma Partners Facilitator, who will continue to lead us through an additional six workshops over the course of the next two school years.
During these first two workshops, we discussed the differences between intention and impact. In the context of DEIJB, our intentions might be rooted in kindness or a desire to be inclusive, however, focusing solely on good intentions can sometimes serve as a defense mechanism to avoid accountability. This often arises due to a lack of awareness around the historical and cultural contexts which inform how our actions are received. Understanding the impact of our actions requires a deep commitment to self-reflection and learning.
By centering impact, deepening our understanding of bias and privilege, and grounding our work in shared agreements & community aspirations, we can move from well-meaning gestures to transformative actions that truly support diversity, equity, inclusion, and justice, as well as create a community of belonging where all feel welcomed and supported.
I am truly delighted to have joined the Waldorf School of the Peninsula community this semester as the new Director of College Counseling. My first visit to campus was filled with delightful highlights: fresh eggs delivered to our Pedagogical Administrators, chicken coops meticulously crafted by our students, innovative cell phone spa cubbies. A visiting university representative marveled at the thriving pumpkins in our garden, took a deep breath and remarked, “this feels like a return to education.” Teachers are always ready to engage in meaningful conversations in the hallway, and our faculty meetings are imbued with purpose and intention. The atmosphere here is not only cozy and inviting but also rich in kindness and focus. I could not have envisioned a more fulfilling in-person visit. As a newcomer to Waldorf education and specifically to WSP, I left campus with heartfelt gratitude, especially towards the students and teachers.
As our youngest students walk slowly down the hallway along with their teacher, we hear a ‘good morning’ song. Music fills the air throughout the day for all sorts of reasons, such as a blessing over our food or a way to set the mood during story time. Both vocal and instrumental experiences are essential, as they develop different capacities: vocal music is created from within the body, while instrumental music uses external materials that foster coordination and muscle memory.
instrument is perfectly sized, as if it were made just for them. Wonder sets in: What is this object made of? How do I make a sound with it? Is the bow really strung with hairs from a horse’s tail? These early questions spark curiosity, leading to a lifelong relationship with music. As students learn about posture and position, they experience a physical connection between their bodies and the sounds they can make. Each class continues to grow as a social being, working together to create beauty as a group, even with the simplest of songs.
By the time students reach High School, they are no longer beginners. They have honed their skills, developed their own musical voices, and learned how to collaborate as a group. The music they play now demands a level of emotional depth and intellectual understanding that goes beyond the mechanics of playing an instrument. Each rehearsal becomes an exploration of emotion and storytelling. Students learn to use different techniques, such as dynamics, phrasing, and tone color.
