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Rae Gregory

Grade 1 Head Teacher

Rae Gregory is from Monterey, California and earned her B.S. degree in Inclusive Elementary and Special Education from Syracuse University as well as her New York teaching certifications. She also earned her California Multiple Subject Clear Teaching Credential from CSUF. After graduating from Syracuse, Rae spent 3 years working at her high school alma mater, Santa Catalina School, and then spent 4 years teaching at another school in San Francisco. She came to Hamlin in the fall of 2022 and has felt at home ever since. As the product of an all-girls education herself, Rae understands how humbling yet empowering this environment can be. She is a firm believer in fair education, meaning giving every child the resources they need in order to be successful and fostering a positive classroom environment filled with joy and laughter. Rae enjoys learning and growing as an educator alongside her students.

 

In her free time, Rae loves teaching swim lessons, watching the Warriors, soaking up the sun, and walking her family’s dog, Big Riggs the Newfie!

Dear Hamlin Community,

 

As we open the doors to a brand new school year, I’m filled with both gratitude and excitement.

As the proud mother of Olivia (Class of 2027) and Juliette (Class of 2028), I’m honored to be entering my second year as Chair of Hamlin’s Board of Trustees and my seventh year of board service.

As I reflect on the year behind us and look ahead, I’m drawn to a tribute I recently shared with our board, honoring a remarkable cohort of departing trustees—leaders whose courage, wisdom, and deep commitment to Hamlin helped guide us through one of the most defining chapters in our school’s history.

These trustees—my peers, colleagues, and friends—joined the board in 2019. By the end of their first year, they were navigating the early onset of the COVID-19 pandemic and faced a pivotal decision: whether to move forward with our bold and transformative campus construction project amid profound global uncertainty.

With discernment and unwavering belief in Hamlin’s mission, they chose to proceed. It was a courageous, values-driven decision that continues to shape how I think about leadership and stewardship today. Their legacy reminds us that even in times of uncertainty, we must lead with both courage and care, always guided by the long view.

That spirit continues to inform our board’s work. As trustees, our charge is to lead with both imagination and accountability, always with our mission and CREED at the center. This year, our work focuses on ensuring Hamlin’s financial strength, with continued attention to our compensation strategy and long-term sustainability. We’ll also continue partnering with the school’s leadership team on key areas that shape daily life—from community well-being to the evolving role of technology in education.

At the same time, we’re beginning to shape the next chapter of Hamlin’s story by asking bold, forward-looking questions: How can we bring our strategic plan more fully to life so that it becomes a lasting bedrock for what’s ahead? How do we continue to care for and support every member of our community, ensuring that what we build is as vibrant and enduring as the legacy we inherit?

Last year, inspired by our “Tree Song” haiku, we grounded our work in intention and strengthened our canopy with conviction and vision. We swung together, supported by a foundation of care, trust, and shared commitment. This year, my hope is to deepen the roots of connection and nurture a future our girls so urgently need.

To all the parents, caregivers, faculty, staff, and alumni who make our work possible: thank you. Your partnership, engagement, and belief in Hamlin sustain and inspire us. On behalf of the Board of Trustees, we’re grateful for your trust and proud to walk this path with you.

We are only as strong as the community we build. And at Hamlin, that strength runs deep. It lives in our generosity of spirit, our shared sense of purpose, and our collective love for this school. Together, we’re shaping a future worthy of our girls.

Hamlin, and the mission that guides us, is as vital and relevant as ever. To our current and future extraordinary thinkers, courageous leaders, and individuals of integrity: let’s meet this moment with the grace, compassion, grit, and responsibility it demands.

We’ve seen what it looks like to lead with integrity and heart. Let’s take full advantage of the soil that has been cultivated, grow the roots that ground us and stretch the branches of what’s possible. In doing so, we will build a Hamlin that reflects the very best of who we are and who we hope to become.

Wishing you all a wonderful school year ahead.

 

With Gratitude,

Kelsey Lamond
Chair, Board of Trustees

 

 

 

As a culminating class project, Grade 8 students collaborate creatively on a scripted or devised performing arts production to perform for the Hamlin community in June before their graduation. This musical production offers students an opportunity to develop and share their skills in music, dance, acting, technology, and visual design (with set, props, costumes, and lighting) while bonding together as a class. Students work on their performing arts project over the course of the spring semester. These annual Grade 8 musical productions are based on meaningful content aligned with Hamlin’s mission and Creed and have been a favorite school tradition.

 

Intentionally placed in the middle of our 2-year U.S. history curriculum, Grade 7 students spend a week in Washington D.C. to explore our nation's capital, learn more about our federal government, and connect with the city and each other. Highlights include visits to important sites such as the U.S. Capitol Building, national museums, and the National Mall, as well as an alumni panel of Hamlin graduates who now live and work in Washington DC. 

 

In our Grade 6 Rise to the Challenge capstone project, students work in small teams to explore different ways in which Hamlin students can identify and meet the challenges of their time at school. Teams create a proposal letter about their selected challenge, and collaborate on a creative component for a capstone group presentation (film, podcast, theatrical performance, etc.). Goals of this project include practicing teamwork and project management, thinking deeply about the Hamlin experience, celebrating what works well and providing constructive feedback on making our school better, expressing ideas through creative and meaningful formats, and building confidence in public speaking and presenting.

 

Our Grade 5 Entrepreneurship Capstone Project immerses students in the world of small business and product creation as they ideate, build, and manage their very own small businesses from start to finish. Students gain an understanding of what it takes to create a business and the role female entrepreneurs play worldwide. As part of this project, students work in small teams to submit a business proposal, develop a product, gain hands-on experience in marketing, budgeting, customer research, and cost/profit modeling, and apply for a "micro-loan" to help fund their startup materials. At the end of the year, students "sell" their products at our Capstone Market!

 

 

 

 

 

 

 

The Jan Micha Influential Women in History Program is a way for Grade 4 students to learn about women who have made significant, positive, and often overlooked contributions that have changed the course of American herstory. Research, public speaking skills, and learning about different experiences through influential women’s stories are core principles of this project. Originally called the Famous American Women Program, it was renamed in 2015 to honor one of the program’s founders and beloved member of Hamlin’s faculty for over 30 years, Jan Micha.

In Social Studies, Grade 3 students spend the year focused on California: its people, its geography, and the events that have shaped it. Students study the state’s geography by looking at different regions and resources, as well as the often untold stories of California’s Indigenous People both past and present. They end the year by analyzing the movement of people throughout California and reading books about immigration.

 

Grade 2 students see a mini golf course through from ideation to completion. As part of this project, students work in teams to design a golf hole - they name it, make it challenging using angles, ramps, and obstacles, and even pick its par before creating a presentation for classmates using photos and videos about their design. They also visit local mini golf courses to practice their putting and learn more about the craft. Finally, students bring their visions to life and then invite parents and other grades to come try out their mini golf course! Through this project, students are able to get active while developing skills in math, robotics, creating and delivering presentations, and teamwork!

 

In Grade 1, students begin the year by exploring identity. They learn about themselves, their families, and what makes each person unique. This foundational work helps students build a strong sense of self and develop empathy for others.

 

Building on this understanding, students then engage in a project-based study of their community and neighborhood. They begin by observing their surroundings and generating their own questions about the people, places, and living things around them. From these explorations, students develop topics based on their interests, such as caring for the environment, supporting people in need, or making their community more inclusive.

 

Guided by questions like What does our community need? Who or what needs our help? How can we make a difference? students investigate their ideas through real world experiences. They go out into the neighborhood, interview community members and local experts, and work in small groups to deepen their understanding.

 

The study culminates in meaningful action. Students design and carry out projects that contribute to their community in authentic ways, such as creating awareness campaigns, organizing donation drives, building solutions, or sharing their learning with others. Through this process, students see themselves as capable, compassionate community members who can make a real impact.

 

Every spring, our Kindergarten classes begin their Emergent Units. The themes of these units are completely student centered, different between the classes, and vary every year. Themes are based on class discussions around interests and curiosities. Once the theme is determined, homeroom teachers get to work connecting with outside specialists and our in-house specialist teachers to integrate local and diverse activities and guest experts to heighten the learning experience. The culminating project is then shared with the larger community through performances, public speaking, and interactive, hands-on opportunities.

 

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