Lamplighter Winter 2023/24

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Samara

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Jen

Kerdel-DeMarco

Front Cover Photo: A first grader hard at work in a Woodshop class taught by Tara Parsons, Art Department Head.

The Allen-Stevenson School actively seeks to forward the equity and diversity of our community in our admissions, programs and hiring. The AllenStevenson School does not discriminate on the basis of

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FROM THE HEAD OF SCHOOL

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This winter’s Lamplighter features the many ways to be an Allen-Stevenson boy, alumnus, educator, and volunteer. In these pages, we look back at Closing Exercises for the Class of ’23, when each of our eighth graders stood proudly at the podium to deliver a message about what his time at AllenStevenson has meant to them. More recently, at this fall’s Founders Day, we celebrated Allen-Stevenson’s 141st school year and welcomed two young alumni, Will Pinkos ’20 and Luke Sarsfield ’20, as guest speakers. Both young men described their early exposure to service learning at Allen-Stevenson and spoke to our current students about how a love of helping others continues to play a central role in their lives.

Empathy is at the core of compassion as our A-S school psychologist, Dr. Beth McLaughlin, writes in her article highlighting the continued relevance and importance of integrating Social-Emotional Learning (SEL) into our curriculum. In another piece, we introduce new members of our Education Technology team and hear from our newly-founded AI at A-S Club, a group of faculty exploring the impact of AI on education.

Mr. Lyon stops to chat with Lower Division boys

While we remain focused on today’s best practices, we always keep an eye on tomorrow’s promise and obligations. With that in mind, we are delighted to have included an overview of AS2030, Allen-Stevenson’s Strategic Plan, which sets out our goals for the next several years. Kudos to the Strategy and Communications Board Committee and so many others for their extensive thought, research, and energy, which fueled this plan.

As A-S moves forward, we also honor our past. Please read the tributes to David R. Trower h’95 and David Kersey h’98, educators who devoted much of their rich professional lives to making Allen-Stevenson the school it is today. Their legacies endure as do our many traditions and spirit of continuous improvement.

For many, a highlight will be reading the alumni news. The features on Clarence Agbi ’02 and Townsend Crum ’90 are of particular note, as neither of these alums could have imagined the paths their lives would take following graduation from A-S. We are always proud of our alumni and the ways they remain connected to our community at 132 East 78th Street.

To that end, we encourage all of you to stay in touch and, if you find yourself nearby, stop in for a visit. Our doors are always open.

Duncan Lyon Head of School

Boys gathered in the gym for Founders Day

Around A-S

AS SEEN ON SOCIAL MEDIA...

Electives at Allen-Stevenson are an excellent way for students to explore a wide variety of interests outside the curriculum—we often discover many hidden passions in our talented faculty as well! Everything from newspapers to public speaking, and Japanese culture to leather working with Ms. Exposito!

These boys didn’t want to stop sewing, cutting, and chiseling. Riveting—literally!

#AllenStevensonUpper

#AllenStevensonManyWays

After learning about various famous figures, boys in fifth-grade Spanish took their learning outside of the classroom for a scavenger hunt. They worked together to identify each person by a description of their accomplishments— en español, of course!

#AllenStevensonFifthGrade

#AllenStevensonSpanish

Kindergarten boys borrowing their first A-S library books! Fostering a love of learning, autonomy, responsibility, and community.

#AllenStevensonLibrary

#AllenStevensonKindergarten

#AllenStevensonPassionate

In celebration of Hispanic/Latinx Heritage Month, Upper Division boys were joined by Edgardo Miranda-Rodríguez, creator of the graphic novel, La Borinqueña, for Upper Division Assembly. The novel celebrates the rich history of Puerto Rico and its people while following the adventures of community hero and Columbia student, Marisol Ríos De La Luz! (who, after acquiring superpowers, becomes La Borinqueña).

Edgardo incorporates elements of Puerto Rico’s past and present, showcasing important topics ranging from Taíno mythology to the environmental issues affecting modern-day Puerto Rico.

Following the presentations, eighth-grade boys greatly enjoyed reading the graphic novels which will soon make their way into circulation in our Library Tech Commons.

#AllenStevensonUpper

#AllenStevensonLTC

After planning and measuring, second graders worked on sawing and sanding skills in Woodshop. Boys were focused on the process of shaping and refining wood that will soon become the bodies of 3D helicopters. We can’t wait to see their progress!

#AllenStevensonWoodshop

#AllenStevensonHandsOnLearning

#AllenStevensonSecondGrade

#AllenStevensonMath

Eighth graders took to the neighborhood streets for their air quality walks. After mapping their own routes, students worked in pairs and used precise tools to measure both air quality and temperature against several variables, including the presence of vehicle traffic and greenery. Boys compared their findings with one another to assess the data collected. It was a great way to take their learning outdoors and back inside to enrich the classroom experience.

#AllenStevensonEighthGrade

#AllenStevensonScience

Seventh-grade boys in Mr. Cooley’s Science and Engineering class took to the kitchen for a lesson in real-world chemistry by baking their own bread.

Together the class explored a number of concepts involved in bread-baking: homeostasis, fermentation and yeast, as well as the ways that sugar, water temperature, and carbon dioxide affect the process.

The boys then researched various types of bread, applying all that they learned to bake their loaves. This week, families were invited into the classroom to share breakfast with the boys and enjoy the results of their studies. From cinnamon buns to sourdough, science was never so delicious!

#AllenStevensonScience

#AllenStevensonSeventhGrade

MUSIC PROGRAM CONTINUES TO GROW

Student musicians shared their talents during a selection of spring concerts. The 4th/5th/6th Chorus, 5th/6th Wind and String Ensembles, and 7th/8th Orchestra performed pieces that showcased a wide range of musical styles. From the orchestral “Theme From Jurassic Park” to the choral rendition of the Zulu song “Freedom is Coming/ Siyahamba,” the program highlighted the boys’ breadth as performers and their commitment to rehearsing throughout the year.

After some thoughtful changes to the curricular schedule, this year more boys than ever are participating in Allen-Steveson’s expanded musical offerings, which include:

• 3rd/4th/5th Chorus New!

• 3rd-Grade String and Flute Ensembles

• 4th/5th String and Wind Ensembles

In addition, for the first time, sixth-grade students were invited to join what are now the 6th/7th/8th Chorus and the 6th/7th/8th Orchestra, boasting an enrollment of 49 and 52 boys, respectively.

Scan to view our music photo galleries on SmugMug

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FALL THEATRE REVIEW

Our boys took center stage alongside students from The Nightingale-Bamford School (NBS) during this year’s two stellar fall productions!

First, sixth graders took to the stage for Disney’s The Lion King JR. This vibrant and emotional musical was a co-production with the Sixth Grade at The Nightingale-Bamford School, directed by Diane Davis, head of theatre at NBS. Over four performances, these young actors confidently brought this beloved story to life, donning stunningly intricate costumes and lending their voices to the musical’s unforgettable songs.

Soon after, seventh- and eighthgrade thespians provided families with an evening of comedy in the A-S Assembly Hall with An Appropriate Disaster, a production featuring two one-act plays: Appropriate Audience Behavior by Ian McWethy and The One-Act Play Disaster by Don Zolidis. Joined by seventh- and eighth-grade girls from NBS, actors showed off their comedy chops while the skilled student tech crew, managing lights and sound, made sure everything ran smoothly behind the scenes. Thank you to Julie Montero, Director of Theatre & Technical Theatre, for bringing these plays to the A-S stage, and to Daisy Walker P’23, ’25, for all her assistance!

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Winter 2023/24

Scan to view our theatre photo galleries on SmugMug

Clarence Agbi ’02

Senior Data Scientist at TRM Labs

Interview by Candace Silva, Associate Director of Communications & Jen Ziplow, Director of Alumni Relations and Annual Giving

Clarence Agbi was a self-proclaimed Renaissance boy while at Allen-Stevenson, and it seems that little has changed since he graduated from A-S in 2002. Now a data scientist living and working in Washington, D.C., Clarence remains an active alumnus, making his mark on the community as a co-facilitator and mentor for the Boys of Color at Allen-Stevenson (BOCAS) affinity group. We recently spoke with Clarence about his career, the future of technology, and his experience at Allen-Stevenson as a student and now as an alumnus.

What does your work as a Data Scientist entail? I’ve worked as a data scientist in several different areas such as defense, cybersecurity, banking, and finance. Lately, I have delved into a completely new domain—blockchain intelligence. We use data science to gather intelligence on different cryptocurrencies in order to make crypto safer. Specifically, I create models and algorithms to follow money on the blockchain to catch criminals hiding money. Based on this information, we might determine that some crypto transactions are part of criminal activity and need to be further investigated.

It’s a form of compliance known as anti-money laundering (AML) used by banks today to prevent criminals from hiding money in accounts and cashing out. In the land of crypto, there are no banks; there are exchanges that exchange cash for crypto. Those exchanges struggle to be compliant with current AML regulation and use blockchain intelligence to analyze the crypto they accept from anonymous users.

It’s a complex problem to follow money on the blockchain but a rewarding one because we stop criminals from cashing out and help law enforcement recover funds for victims of those criminal activities.

What was your path to your current role? I’ve always been interested in getting my hands dirty. I remember playing with blocks and puzzles (and loving those things!) as a child. I loved math and science while at Allen-Stevenson and in high school. I studied electrical engineering in college and graduate school because I wanted to build robots.

In school, math and science were easy for me. I always found labs really cool—mixing the chemicals and putting things together. There was more math and theory in college, but the things I excelled at were always hands-on.

For my senior thesis in college, I built two robots from scratch. These robots moved around together, found objects in a field, and moved those objects in and out of the field. There were varying problems to solve in making them: How do we wire things together? How do we program different behaviors? I really loved that project because I was able to use lots of theoretical concepts to build something real and make it work. I went to graduate school thinking, “I’m going to do more of this,” but, in fact, I did more theoretical research than practical hands-on application.

Eventually, I pivoted and found my way into data science which is a good mix of theory and application.

Clarence featured in the 2001 issue of The Unicorn

How do you feel your time at A-S influenced your trajectory moving forward?

The ratio between teachers and students allowed for a lot of attention as a student. You have the opportunity to dive into things and be curious.

I remember in biology class, we got to look at things under the microscope, and people pulled all kinds of interesting things to examine. In a bigger class, you would never be able to do that or have that depth of conversation.

Where do you see technology going in the near future? I think my career exists because computers got faster, smaller, and cheaper, so we’re collecting data on literally everything. The question now is, what do we do with that data, and how do we use it to impact the world? That’s where data science comes in.

As for the future, data is the new gold. As we collect more data and computers become even faster, we can use data to build really complex models like the large language models used in ChatGPT. These models are interesting because they ultimately try to mimic human conversation and make users feel like they are talking to another human.

I think the future of data science is using algorithms and models to learn and mimic human behavior, from the way we speak to the way we drive and even how we create art.

A big part of the Allen-Stevenson experience is the 3As— Academics, Athletics, and the Arts. What activities were you involved in while at A-S? I did all three. I was a kind of Renaissance boy then and probably a little bit now, too. I was the student president and a math and science nerd, so I participated in the Academic Bowls and excelled academically. I performed in Gilbert & Sullivan’s H.M.S. Pinafore, and was Oberon, king of the fairies, in A Midsummer Night’s Dream. I also remember being in Chorus with Ms. Demko.

As for athletics, I was on the soccer, basketball, and track teams. I wasn’t very good, but I had a lot of fun. It was a tough schedule trying to do everything at A-S. I remember coming to AllenStevenson early in the morning from Queens and coming home after dark because of rehearsal and sports practice.

How do you stay connected to A-S now as an alum? I wasn’t all that connected for a long time, though I did look at the Lamplighter. My brothers went to A-S, too, so I would occasionally come back because of them. However, it wasn’t until the incident with George Floyd and everyone being at home in 2020 that I really started to pay attention to what was going on at A-S.

I got an opportunity to get plugged back into A-S via mentoring boys in BOCAS. I’ve seen some familiar faces like Ms. Vermont-Davis and met new people like Mr. Spain. I often spoke with Mr. Trower and saw Mr. Kersey at alumni meetings. It felt different but also the same—it was like home.

Do you have any advice that you would give to the boys who are currently at A-S? My biggest piece of advice is to be open and try new things! A-S is a good place to learn, grow, and make mistakes. I would have never thought of myself as an actor had I not been Oberon, king of the fairies.

Contrary to popular belief, I’m a very shy, introverted person. But at A-S, I stepped up. I remember having to give speeches as Student Council President and being so nervous with public speaking. It was really scary for me at the time, but I had the courage to try new things, which pushed me to keep trying new things later in life.

When I left graduate school, I said to myself, “I don’t want to teach. I don’t want to do research. What do I want to do?” And I thought, “I’ll try something new.” I’d never heard of a data scientist, but why not? That attitude helped me in my career.

Clarence with his ninth-grade class

Clarence with the 2000-01 Basketball team

Learning for the Future: An Ongoing Commitment to Understanding and Utilizing Technology

By Jenny Bruce,

Interim Director of Communications; Thomas Brill, Fifth Grade Homeroom and HistoryTeacher; Sam Carcamo, Helpdesk Manager; Sarah Kresberg, Director of Library Tech Commons; and Ainsley Messina, Lower Division Academic Technology Integrator

Allen-Stevenson leadership and faculty place a premium on staying current with best practices in education. To that end, we also prioritize staying well-informed about the best educational technology that supports teaching and learning. Former Head of School, David Trower, made it part of his mission to ensure that A-S integrated meaningful technology into the curriculum, including laptops and smartboards. Today, Head of School, Duncan Lyon, is charged with ushering A-S into the mainly uncharted waters of Generative Artificial Intelligence, which is already beginning to shape how students learn. In the coming pages, we are excited to introduce two new members of our Technology Team and share thoughts from the newly formed AI at A-S Club.

Technology Integration

This year, Allen-Stevenson welcomed Ainsley Messina as Lower Division Academic Technology Integrator. Ms. Messina has demonstrated her versatility and breadth of knowledge in teaching technology classes to our boys in Second through Fourth Grade while also teaching Digital Fluency to Grades Seven and Eight. We are excited to add Ms. Messina’s expertise in teaching technology to our faculty and benefit from her perspectives on the role of technology in education today.

Incorporating robots and coding into the K-8 curriculum introduces students to skills they will likely need in a rapidly changing technological landscape. In addition to learning the fundamentals of programming, these tools also develop logical and critical thinking—abilities with far-reaching implications beyond the realm of computer science. Boys learn how to design, construct, and program robots in the framework of robotics, encouraging experiential learning that ignites imagination and creativity. The universal language of coding also promotes computational thinking, improving students’ capacity to deconstruct complex issues into smaller, more manageable parts. K–8 schools lay the groundwork for digital literacy by presenting these ideas to children at a young age, giving them the confidence they need to succeed in an increasingly technologically advanced society. Furthermore, students working collaboratively with robots and coding learn cooperation and teamwork, which strengthen technical proficiency and essential interpersonal skills.

In seventh-grade Digital Fluency this year, students embarked on a deep dive into machine learning, understanding how computers can learn from data. As part of the curriculum, they explored various real-world applications of different types of machine learning and artificial intelligence, studying AI innovations from healthcare to environmental issues, and learning how AI positively impacts our world. The highlight of the semester was the podcast project, which had each student select and discuss an AI innovation of interest to them. These podcasts showcase the students’ new knowledge and demonstrate their ability to communicate ideas in an engaging and accessible way.

Digital Art

Allen-Stevenson is delighted that Sam Carcamo, Helpdesk Manager, is sharing his passion for creating digital art in a class for sixth-grade students! The Lamplighter staff asked Mr. Carcamo to share his thoughts about digital art and its role in today’s classroom:

In a technologically-driven age, art education should reach beyond conventional artistic materials, providing students with the tools to express creativity digitally. Using graphic design software, drawing tablets, and multimedia platforms, students can explore their artistic potential in ways relevant to modern forms of expression and communication. As ever, regardless of the medium, in arts education, the process is more important than the product, and through the process of making digital art, students tap into their fertile imaginations, working with the tools at hand to express their vision. This smooth fusion of art and technology prepares students for a future in which technology plays a significant role in ways still to be discovered. Adopting new ways of using technology while developing visual literacy, emotional intelligence, critical thinking, and problem-solving skills are all essential to preparing our boys for tomorrow’s workplace.

Approaching the midpoint of the school year, I am excited to share the extraordinary progress our sixth-grade boys have made in digital art class. Since the beginning of the year, equipped with iPads, the Procreate app, and their vivid imaginations, students have plunged enthusiastically into the world of digital creativity. Their collective resourcefulness has been remarkable to experience, with each project showcasing growing skill sets and stronger artistic vision. The joy of watching boys bring their unique ideas to life on their digital canvases leaves me eager to see how they will continue to grow and impress us in the coming months.

Faculty “AI at A-S” Club

Immediately upon the release of OpenAI’s ChatGPT in November of 2022, it became clear that artificial intelligence would present a radical shift in education. Teachers, administrators, students, and researchers are grappling with questions surrounding generative AI’s role in human learning. To what extent will this technology live in schools? How do we prepare students to navigate the potential and the pitfalls of AI? Will we have to rethink the long-standing agreed-upon outputs of schooling? In the quest for answers, AllenStevenson’s Sarah Kresberg, Director of Library Tech Commons, and Thomas Brill, Fifth Grade Homeroom and History Teacher, enrolled in the Penn Graduate School of Education’s Certificate Program; “Introducing Artificial Intelligence (AI) in the Classroom.”

Ms. Kresberg and Mr. Brill started the AI at A-S Club following a suggestion from Head of School, Duncan Lyon, who wanted to create an informal space for faculty and staff to play with the new technology and consider these profound questions. As part of their University of Pennsylvania Graduate School coursework, Ms. Kresberg and Mr. Brill are drafting an AI policy for the A-S community, which will be updated regularly. As an educational institution, it is imperative that A-S take a proactive approach to understanding the world into which our students will graduate.

While nobody can foresee precisely how generative AI will impact learning, in their paper Assigning AI: Seven Approaches For Students With Prompts, Dr. Ethan Mollick and Lilach Mollick suggest that AI may be used as a mentor, tutor, coach,

Sixth graders create original digital art

Seventh-grade boys refine their podcasts

teammate, student, simulator, and tool. AI can provide feedback, deliver explicit education, promote metacognition, offer alternative perspectives, serve as a recipient of student teaching, facilitate practice, and enhance efficiency for both students and teachers. These are groundbreaking uses of the technology that some teachers at A-S are beginning to explore with colleagues in the AI at A-S Club.

With AI holding immense promise for educators, our excitement is tempered by the fact that the technology is not inherently programmed to accomplish these objectives without risk. Since generative AI models are predictive, they are

designed to produce answers that sound plausible but may be factually inaccurate. Disturbingly, each generative AI model has a set of built-in biases, based on both the training data and the humans involved in training them. Additionally, there are privacy concerns, given that the models utilize data input by users for future training, although some models may provide an opt-out option. Perhaps the biggest concern for educators and parents alike is the use of generative AI by students to circumvent the hard work of learning, possibly delaying the development of essential skills and the ability to think critically.

Our teachers have much work ahead. We must discern how pedagogy needs to adapt so that we may remain true to our vision as an institution that prepares our boys for the future. While so much of our relationship with technology is currently uncertain, we remain steadfast in our commitment to facultystudent relationships as the key drivers of learning.

Mollick, E., and Mollick, L.,, (2023, September 23). Assigning AI: Seven Approaches for Students, with Prompts. Social Science Research Network.

Boys in Third Grade build early coding skills using Blockly

First-grade boy uses Clever Badge to sign on

Eighth-grade student explores coding

The Positive Impact of SocialEmotional Learning

By Dr. Beth Mclaughlin, School Psychologist, and Dr. Amanda Siegel, Psychology Extern

Schools are inherently social environments, and learning is a social and emotional process. Students learn through collaborative interactions with peers, teachers, and parents that rely on social skills, including listening, perspective-taking, negotiation, and help-seeking. Joy, frustration, pride, embarrassment, and confidence are emotions that can drive and determine the learning process in both positive and negative ways. For the optimal outcome, students need the appropriate tools to recognize and regulate these feelings. All learning is therefore built on a foundation of social and emotional competency, and the research shows that schools need to attend to these critical skills to teach students effectively.

Social and Emotional Learning (SEL) competencies fall into five broad categories, according to the Collaborative for the Advancement of Social and Emotional Learning (CASEL):

1. Self-awareness is comprised of accurately identifying emotions in oneself and recognizing one’s strengths, needs, and values, along with personal and cultural identities.

2. Self-management describes the ability to manage stress and strong emotions and to act in self-directed and self-motivated ways in the pursuit of personal and collective goals.

3. Social awareness is the ability to recognize others’ perspectives and show empathy and compassion for the feelings of others, along with the capacity to recognize the social and organizational norms and situational demands that influence behavior.

4. Relationship skills include interpersonal and cultural competencies in communicating effectively, solving conflicts, and developing positive and fulfilling relationships to create teamwork and collaborative problem-solving.

5. Responsible decision-making involves taking into account all relevant information to make reasoned judgments about solutions for personal and social problems while anticipating and evaluating the possible outcomes of one’s actions.

Overwhelmingly, the literature on SEL demonstrates a strong link between social-emotional learning curricula and improved academic outcomes. Evidence-based SEL programming fosters safe, caring, cooperative, and well-managed learning environments. This, in turn, leads to greater attachment, engagement, and commitment to school and decreased risky behaviors, which ultimately contributes to improved academic

performance, as well as school and broader life success. In other words, interventions designed to target social-emotional well-being have far-reaching impacts on students’ academic functioning. In a meta-analysis of 213 school-based SEL programs, the research found that when compared to controls, “SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.” (Durlak et al., 2011). Of note, these impacts extend to all students, not just socially or emotionally vulnerable youth.

Recent work in psychology has also recognized the importance of SEL competencies for promoting equity and belonging (Mahfouz & Anthony-Stevens, 2020). For all students, cultural identities are central to an understanding of self and provide a lens through which others are viewed. SEL competencies are

culturally situated and differences should be honored. For example, beliefs about the self vary across cultures and cannot be assumed to be universal. At the same time, SEL competencies are crucial for promoting appreciation for and empathy for more extensive sociopolitical and cultural experiences. The more children have been encouraged to develop awareness of the emotional and social lives of themselves and others, the more they will embrace the idea that all humans deserve to feel a sense of belonging.

Faculty at an IFSEL training, August 2023

SEL at A-S

Allen-Stevenson understands that social and emotional competencies are critical for student success, and teaching these foundational skills is infused throughout the school day. A-S boys learn to identify their emotions and how they show up in thoughts, feelings, and body sensations. Emotions that can be named and acknowledged can be managed through breathing, mindfulness, cognitive, and behavioral techniques, all of which promote positive self-regulation. Boys are also taught to consider the perspectives and feelings of others and to use this awareness to build positive relationships, negotiate the inevitable conflicts, and uphold both the rights and responsibilities of learning within a community. We encourage boys to bring these critical skills to personal and social problem-solving and to understand the sometimes difficult current events that touch their world.

We also recognize that there is no one-size-fits-all curriculum that will meet all students’ needs, so teachers and administrators utilize a variety of sources and approaches. In the Lower Division, faculty incorporate elements of the Responsive Classroom teaching and discipline model, emphasizing the importance of creating warm, nurturing, and inclusive classrooms in which SEL skills are modeled and practiced. In addition, much of the literature explored through read-alouds and in reading groups creates opportunities for SEL themes to be explored. In conjunction with this framework, First Grade uses the Fly Five SEL Curriculum to teach cooperation, assertiveness, responsibility, empathy, and selfcontrol directly. This programming will be extended downward into Kindergarten this year. Additionally, teachers incorporate

elements of Zones of Regulation, Second Step, and Caring School Community to enhance their core teaching. Lessons are infused throughout the school day through direct teaching of specific skills and in response to situations that arise during the day.

In the Upper Division, the School is partnering with the Institute for Social and Emotional Learning (IFSEL) to create an advisory curriculum that brings these same core competencies to the older students. The fifth-through-eighth-grade Health Curriculum also provides direct instruction for recognizing and responding to bullying, building positive coping skills and healthy relationships, and stress management, among other important topics. In addition, cherished time with Lower Division buddies is infused with SEL. Older boys embody and practice the skills they continue to strengthen by working with their younger counterparts, guiding and supporting them as the young boys explore themes of self and social awareness, and building relationships through thoughtful activities.

It has been well documented that a strong partnership between school and caregivers enhances SEL skills and academic success. Research has shown that effective parent involvement can increase the positive outcomes of SEL curricula (Albright & Weisberg, 2010). Acknowledging just how invaluable these relationships are, we continue to create opportunities to partner with families to support student development. This fall, the School hosted a workshop with IFSEL for Upper Division parents and caregivers, which shed light on the SEL work taking place in A-S classrooms.

Participants learned about research-based strategies for supporting middle school-aged students, navigating challenges, and promoting the social-emotional well-being of the whole family. In addition, A-S hosted psychologist and acclaimed author Dr. Lisa Damour, who met with both faculty and families. While here, Dr. Damour shared from her book The Emotional Lives of Teenagers providing educators, parents and caregivers insight into teen development and ways to support them during this developmental stage.

As always, Allen-Stevenson’s leadership team and faculty work together to create the best possible learning environment for boys, where students feel intellectually and emotionally challenged and supported throughout their K-8 journey. SEL plays a critical role in Allen-Stevenson’s commitment to each boy’s academic success and development. It is just one of the many ways Allen-Stevenson helps boys reach their full potential and prepares graduates with the skills necessary to take on the next phase of their journeys.

Center for the Collaborative Classroom. (2023, September 21). Caring school community —collaborative classroom. Collaborative Classroom. https://www.collaborativeclassroom.org/programs/caring-school-community/ Institute for Social and Emotional Learning (IFSEL). (n.d.). https://www.instituteforsel.net/ Responsive Classroom. (2023, November 13). https://www.responsiveclassroom.org/ Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011, February 3). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of SchoolBased Universal Interventions. Child Development, 82(1), 405-432. What Is the CASEL Framework? (n.d.). CASEL. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#responsible Zins, J. E. (2004). Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press. Zones of Regulation. (2023, July 28). The Zones of Regulation | A Curriculum For Emotional Regulation. The Zones of Regulation. https://zonesofregulation.com/ Albright, M. I., & Weissberg, R. P. (2010). School-family partnerships to promote social and emotional learning. In S. L. Christenson & A. L. Reschly (Eds.), Handbook of school-family partnerships (pp. 246–265). Routledge.

Dr. Lisa Damour shared her expertise with the Allen-Stevenson community

Upper and Lower Division boys connect during time with buddies

Townsend Crum ’90

Senior Engineering Project Manager at Apple

Interview by Candace Silva, Associate Director of Communications & Jen Ziplow, Director of Alumni Relations and Annual Giving

Townsend Crum ’90 didn’t necessarily plan on a career in the tech space, but his unique skillset put him on a course toward the industry. Recently, Townsend sat down with us to reflect on his time as a student at Allen-Stevenson and his career journey from map-making to project management.

Can you please share your trajectory from leaving Allen-Stevenson to entering the tech world?

I attended Boston University and majored in geography. In the mid 90’s digital mapping and location services were quickly becoming big. After graduating, I worked for a small mapping company, creating digital maps for an electric utility business in Connecticut. I loved the creative aspect of map-making and was very interested in computers and technology, so digital mapping was a great fit for me. I worked in the geospatial industry for more than twenty years, creating hundreds of maps for consumer products and private companies.

Over the years, I became more interested in project management. Before working at Apple, I was a project manager on a team that made mobile applications for field survey crews.

What are the skills you feel are necessary for a successful Project Manager to possess? You need to be really organized and detail-oriented. You’ve got to be on time – and make sure that other people are as well. You have to be approachable, but also willing to address when someone might not be doing their work.

Are there any skills that you honed at Allen-Stevenson that you still use today? Allen-Stevenson taught me to be curious about how things work. That skill definitely stuck with me and has been beneficial in my career. I’m always looking to understand and ask questions about why things are a certain way. I am continually learning.

Were there any classes at A-S that piqued your curiosity? Science class. As a student, you were always trying to understand something new. Woodshop, too. That might sound less obvious, but in Woodshop you’re given a bunch of pieces, and you have to put them all together to make something new while figuring out how to use the different tools.

What kinds of activities were you involved in as a student? I was on the A.V. crew for Gilbert & Sullivan and the Shakespeare plays that we performed back then—again figuring out how things work and learning how to use the equipment.

I was also interested in baseball, hockey, and history.

What are some skills that you feel would be useful in your field in the near future that students would benefit from learning? Definitely computer coding. That’s actually something I don’t know. —I understand how software is built. I know how to work with software engineers and the process that they go through, but in terms of writing the actual code, no.

Townsend with the 1988-89 Baseball team

Design is also big. For example, user interface design—how an app looks on your phone or your computer and how you interact with it. You have all these features on your phone or your computer, and they work a certain way, but somebody took a lot of time to make them look that particular way. How people interact with a product is all very thought out. I think there’s a creative aspect to it as well. If you have an idea for an app or a piece of software, you go from writing the idea down to drawing it out, to then fleshing out the idea to see if it can become something.

Being very detail-oriented and organized is also important. Software is really complex and there are so many moving pieces and different types of people involved in making something…like your email app, for instance.

Were there any classes you took at A-S that made an impact on you?

Science with Mr. Ripple. He was a very vibrant, smart person. There was no one like him. He was so interesting and knew so many cool things. He took us to a professional laboratory. And, as a group of teens, we had never seen anything like this. Everyone was just blown away. He got me very interested in science and how things work.

What are some of the ways you stay connected to the School? The alumni events are always fun to attend, and it’s a chance to catch up with people either in my year or a couple of years ahead or behind me. I also get involved with the Alumni Council—and doing things like this interview!

I have a couple of good friends who were my classmates, who live in New York, and I still keep in touch with them on a regular basis.

A-S has a strong alumni community. What is it about Allen-Stevenson that keeps alumni connected? Part of it is the size of the school. My grade was about 30 students, so at A-S you got to know every single person in your class very well – even a grade above and below you.

The teachers were like an extension of your family. David Kersey was almost like a father to me and truly one of my great friends. I spent time at his house in Maine with him, his wife, Christine, and their family.

For those of us who came in when we were very young, It provided a real sense of family. We grew up together. When I graduated, I didn’t want it to end.

Do you have any advice for current Allen Stevenson students? If you find something that you enjoy doing, follow that interest and be passionate about it. As I said before, being on time and being organized goes a really long way—in your career and personal life. That was definitely something that Allen-Stevenson taught me.

Townsend with the class of 1990

THE ENDURING TRADITION OF FOUNDERS DAY

By Samara Spielberg, Spanish Department Head

At the heart of our cherished Allen-Stevenson traditions lies Founders Day— a celebration that serves as a poignant reminder of our roots, our growth, and the profound sense of community that makes us who we are. As we pause to honor this special occasion, we reflect not only on how far we’ve come but also on the timeless values that have remained a constant for over a century. Founders Day continues to be a bridge connecting our past with a vibrant present, inspiring us to gaze into the future with hope and purpose. This year’s theme, "What did you do to help today?" transformed our celebration into a collective endeavor to make a positive impact.

As eighth-grade boys prepared to connect with their kindergarten buddies, they were prompted to reminisce about their own Lower Division days. These reflections sparked conversations about favorite books, cherished games, and moments that ignited their continued passion for learning. Then came the question: What are your fondest Founders Day memories?

Nostalgia-filled responses revealed the enduring impact elder buddies had on our current eighth-grade boys when they were younger. Tales of shared games, laughter, and mentorship illustrated the significant effect these connections had on shaping young minds. For our eighth graders, it was now their turn to be that older boy.

The day kicked off with Upper Division buddies leading their younger counterparts in a reading of Sonia Sotomayor’s book Just Help! Inspired by the characters’ simple acts of kindness, students brainstormed ways to contribute to their communities. As mixed-age groups engaged in collaborative tasks, they discovered the joy of working together for the common purpose of helping others.

In a heartwarming project, the boys assembled stuffed animals, with each step in the process symbolizing their commitment to making the world a better place. These cuddly creations, complete with unique identities, will offer comfort to migrant children in New York City and Costa Rica—a testament to the compassionate spirits cultivated at A-S.

Proudly clutching their fluffy creations, the boys gathered in the gym, eyes fixed on this year’s speakers—A-S alumni and high school seniors, Luke Sarsfield ’20 and Will Pinkos ’20. Chosen for their outstanding service work, Luke and Will recounted their A-S experiences where the seeds of service were planted and nurtured. Their stories of playing Bingo at nursing homes, serving meals to the unhoused, and rallying communities for cancer awareness inspired 800 pairs of curious eyes gazing up at them.

Luke, now a leader in his high school’s community service program, and Will, a volunteer at Memorial Sloan Kettering, imparted invaluable wisdom and advice: "Being a positive community member is a lifelong gift. Carry it beyond your time at Allen-Stevenson and let it guide your path…keep building on your kind acts. It’s the littlest things, acts of compassion, that mean so much during hard times." The call to action echoed through the gym, urging boys to embrace service not just as a duty, but as a fundamental part of their identity.

In closing, Luke and Will challenged the younger boys to answer the question that Sonia’s mother asked her every night in Just Help!: "How will you help today?" With this powerful resounding charge, Founders Day concluded, anchoring a legacy of service, compassion, and the unwavering belief that each one of us has the power to make a difference.

Scan to view more photos from Founders Day on SmugMug

The Journey from Physical Education to Athletics at A-S

By Rich Alifano, Director of Athletics and Physical Education

At Allen-Stevenson, Physical Education and Athletics function as an integral part of the curriculum and offer students of every age equal opportunity to engage in sports. Not only do our programs support students in developing fundamental movement skills and overall health and fitness, but they also advance fellowship and goodwill, promote selfrealization and growth, and encourage learning the qualities of good citizenship.

The exuberance, energy, and thirst for activity that characterize our kindergarten boys are reflected in their eyes that sparkle as they enter the Gym; to them, a boundless expanse awaiting their adventures in play and learning. It is here that the journey begins—a physical education class, carefully designed for our youngest learners. This is where we

introduce our boys to the many activities and games that will ignite their future engagement as active and healthy adults. Watching these boys chase, skip, tag, throw, and catch their way through classes with their friends—it’s pure joy!

That glee and excitement continue to bubble over throughout their Lower Division years. First-, second-, and third-grade physical education classes provide the foundation for the boys’ time as A-S student-athletes. In these early grades, the boys progress through modified and lead-up games that emulate the sports they will play as Upper Division athletes. It is in these lower grades that we embark on our teaching of social skills in sports. Our focus is not on winning, but rather on teamwork, cooperation,

respect, listening, personal space, and the concept of “we before me.”

As the boys navigate through Grades Four, Five, and Six they are asked to apply these social skills in a setting that more closely resembles that of a “real” game. By the time they reach Grade Six, they are practicing as a team in one of seven interscholastic sports, preparing for games against our peer schools. Now we truly begin to test their growth as student-athletes, guiding them through the challenges of competition. Learning to win and lose gracefully, dealing with adversity, and developing leadership skills are just a few of the lessons our sixth graders begin to tackle.

Grades Seven and Eight provide opportunities to compete on an interscholastic team or participate in an intramural activity. Our intramural program offers a well-rounded experience where activities are balanced between traditional sports in a modified setting and cooperative team games commonly found in a physical education curriculum.

Those boys who elect to participate on one of our eleven interscholastic teams continue to build their prowess as athletes, their “we before me” mindset, and their foundation as both leaders and teammates.

As teachers and coaches, we aim to foster a healthy self-concept and body in our student-athletes. We recognize and embrace the notion that athletic competition adds to school spirit and helps our students, both as spectators and participants, develop pride in their school and in themselves. We see this displayed not only in how hard our boys compete but also in the friendships and school spirit that remain years after they graduate from Allen-Stevenson.

Go Unicorns!

Varsity Soccer player takes a shot

Varsity Basketball player at the free throw line during a home game

Scan to view our athletics photos on SmugMug

Allen-Stevenson 2030

We are excited to share Allen-Stevenson’s Strategic Plan —AS2030—designed to guide and inspire decisions over the next several years that will benefit the cornerstones of our school—boys, faculty and staff, community, and future-focused projects—and, as always, with the student experience as our priority.

The comprehensive strategic planning process, led by the Board of Trustees, began in 2018. AS2030 incorporates data and research from all community constituent groups gathered during the 2018-2020 strategic planning process, from David Trower’s position paper, Looking Back, Looking Ahead, and the Head of School search in the summer and fall of 2021. With changes in education caused by COVID-19 disruptions and faced with a fast-evolving marketplace, the formalization of the plan under Duncan Lyon’s leadership will allow us to factor these changes into our planning to prepare our boys for the future. We can move forward with a shared vision and aligned priorities as a school.

Please delve into the plan on our website and read through the goals under each of the four cornerstones—ASCEND (our boys’ learning and preparation for graduation and beyond), ASPIRE (to be the best educators for boys and workplace for our employees), ASSIST (our community through learning and participation opportunities), and ASSURE (the future trajectory of our school). The plan is not meant to be all-encompassing but to highlight where our focus will be placed through 2030. Some of this work is already underway, as exemplified by stories in this issue of the Lamplighter.

As the field of education evolves, so do we. We think our AS2030 plan will help us simultaneously preserve our great traditions and guide AllenStevenson on its journey to ensure the promise of future-ready boys.

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CONGRATULATIONS TO THE CLASS OF 2023!

The Allen-Stevenson School community came together on June 14, 2023, for Closing Exercises in celebration of the Class of 2023.

Those in attendance, both in person and at home, heard moving words from Head of School, Duncan Lyon and Board President, Metin Negrin P’20, ’22, ’24. Musical selections showcased the talents of the 7th/8th Grade Chorus, cellists Alexander Deifenbach ’23, Benjamin Harris ’23, Samuel Molko ’23 and Wilson Stavros ’23, as well as French horn soloist Plácido Domingo ’23.

Each member of this extraordinary group of graduates took to the podium to share inspiring (and often humorous) parting words they wrote themselves before passing the microphone to Tyler Parrot ’23 for the Eighth Grade Farewell. Reflecting upon his time at A-S, Tyler beautifully captured the school experience, saying, “Our time together at AllenStevenson is about more than any letter grade. School is about friends, opportunity, and a chance to try something new. Most importantly, Allen-Stevenson is about family.”

To close out the program, Cooper Corleto ’23 passed the lamp to rising eighth graders, a symbolic and poignant transfer of responsibility to the Class of 2024 as these boys became the new leaders of the school community.

WHERE OUR GRADUATES ARE GOING

Our community congratulates the boys of the class of 2023 who are excited to be attending the following high schools:

HIGH SCHOOL

Day Schools

The Birch Wathen Lenox School

The Bronx High School of Science

Brooklyn Friends School

The Browning School

The Dalton School

Delbarton School

Dwight-Englewood School

Ethical Culture Fieldston School

Friends Seminary

Grace Church School

Hackley School

Harvest Collegiate High School

Horace Mann School

Loyola School

The Packer Collegiate Institute

Regis High School

Riverdale Country School

Runnymede College

Trevor Day School

Trinity School Boarding Schools

The Hotchkiss School

Landmark School

The Loomis Chaffee School

St. George’s School

Suffield Academy

TASIS

Allen-Stevenson is proud to have representation from the class of 2022 at the Collegiate School, which was inadvertently omitted from the list of ongoing schools in the 2022/23 Winter Lamplighter.

COLLEGE UPDATES FROM OUR YOUNG ALUMNI

Where do you attend college? What year are you in?

I am a junior at the University of Pennsylvania.

What is your major?

I am double majoring in Finance and Business Economics and Public Policy (BEPP).

What has been your favorite class or extracurricular activity?

So far, my favorite class has probably been sports law. My favorite extracurricular has been debate, carried over from high school.

What is your fondest memory of your time at Allen-Stevenson?

I really loved classes with Mr. Kersey, Mr. Goss, and Mr. Haarmann. If I had to pick one specific memory, I would say one time in music class with Ms. Schrade-James, around 2nd or 3rd Grade, when she had us create dot drawings while she played piano.

Where do you attend college? What year are you in?

I currently attend Swarthmore College, a small liberal arts college just outside of Philadelphia. I’m currently studying abroad at the University of Oxford for the year!

What is your major?

I am a Political Science, Philosophy, and Economics (PPE) major and an Asian American Studies minor.

What has been your favorite class or extracurricular activity?

My favorite class has most certainly been Advanced Theories of Justice. The course is centered around applying contemporary political philosophy to modern-day issues, such as what the duties and rights of nations are with respect to climate change, if any. I find it to be an insightful way to examine the world through a combination of principle and practice.

For extra-curriculars, I enjoy competing on the Swarthmore Mock Trial team. There is a certain level of thrill I haven’t been able to find anywhere else when I portray myself as a courtroom attorney on trial. I’m also quite fond of the team—I have found my closest friends there. It’s truly a wonderful group of people that I’ve had the privilege of leading as both captain and president of the organization.

What is your fondest memory of your time at Allen-Stevenson?

I can’t pinpoint an exact memory, but I will note that I was only at A-S for 9th Grade, and our class size was quite small. I appreciated that because we all got close fairly quickly, and I remember joking and laughing more that year than I had ever before. Being at A-S really changed how I viewed friendship.

Jack Klein ’18

Kilin Tang ’17

The Allen-Stevenson Parents Association

enriches our school community in so many ways. Throughout the year, our parent volunteers create numerous opportunities for our families to come together, offering moments of celebration, connection, learning and giving.

This fall, our community has already been able to participate in the following PA-organized events:

● Thoughtful discussions and affinity dinners

● Mothers of A-S Boys (MASB) and Fathers of A-S Boys (FASB) outings and events

● Community service learning events

● Book clubs and author discussions

● Halloween Treats on the Street

Minae Ham Community Service Coordinator

Lindsay Sklar Co-Chair School Store

Jennifer Saad Co-Chair School Store

Ellen Oseroff Logistics Coordinator

Tara Stocknoff Treasurer

Faith Rosen Communications

Lamplighter: WELCOME

Kerry-Ann Evans-Thompson Immediate Past President

Lauren Erbst President

Emily Weinstein Vice President

Stacy Westreich Co-Chair Community Engagement

Danielle Burroughs Class Rep Coordinator

Jamie Magid Co-Chair Community Engagement

WELCOME NEW TRUSTEES

Carolyn Weinberg P’26

McCartney Wilkins P’24

Carolyn Weinberg oversees the innovation and commercialization of products globally for BlackRock, the world’s largest asset manager. Carolyn’s teams mobilize the firm to build new product lines, forge strategic partnerships, and create thought leadership in support of BlackRock’s growth priorities, such as transition finance, fixed income, and alternatives.

Carolyn co-leads BlackRock’s Global Product Executive Committee and is a member of BlackRock’s Global Operating Committee, Global Executive Committee Investment Subcommittee, and Global Executive Committee Sustainable Subcommittee, among other leadership positions. She has four times been included on Barron’s list of "100 Most Influential Women in U.S. Finance."

Previously at BlackRock, Carolyn was Global Head of Product, iShares, and Index Investments and oversaw the commercialization and development of products globally for the world’s largest ETF provider. In this role, Carolyn was instrumental in driving the firm’s successful growth in fixed income ETFs and sustainable indexing, while also creating and growing new data and trading ventures.

Before joining BlackRock in 2018, Carolyn created structured derivatives solutions for corporations at Citibank, where she was Head of the North America Corporate Solutions Group. Previously, she was Deutsche Bank’s Head of Risk Solutions Structuring, a member of Morgan Stanley’s Corporate Derivatives Group, and a consultant at McKinsey & Company.

Carolyn graduated magna cum laude from Harvard College in applied mathematics and earned an MBA from Harvard Business School.

Carolyn lives in New York City with her husband, Philip, her son Josh Korn (sixth-grader at Allen-Stevenson), her daughter Sarah Korn (ninth-grader at Horace Mann), and Lucca—a Lagotto Romagnolo. In addition to serving on the Board of The Allen-Stevenson School, she serves on the Dean’s Advisory Council of the Harvard Radcliffe Institute and as an Ambassador of the U.S. Ski and Snowboard Foundation.

McCartney Wilkins, mother of Jack ’24, has been a part of the Allen-Stevenson community for over 18 years.

After receiving her B.S. in Special Education and Elementary Education from Vanderbilt University, McCartney taught first and third grades at the Cathedral School of St. John the Divine. From 2005-2014, she worked in the Technology Department and the Learning Resource Center for the middle school grades at Allen-Stevenson. When Jack entered Kindergarten at AllenStevenson, McCartney left teaching and became an active volunteer at the School. She has been a tour guide, library volunteer, and has chaired the annual Benefit, the annual Book Fair and the Annual Fund. Until his passing in February, her husband, Jay, was a member of the Allen-Stevenson Board of Trustees, serving as Chair of Trusteeship, member of the Executive Committee, and Co-Chair of the Capital Campaign.

McCartney currently serves on the Board of Trustees at The Haverford School, is a member of the Pediatric Council at the Hospital for Special Surgery, and the Dare to Grow Capital Campaign Cabinet for Peabody College at Vanderbilt University. She works closely with Girl Rising, a girls’ education non-profit with a mission to use the power of storytelling to change the way the world values girls and their education. McCartney was part of a group of Allen-Stevenson and Girl Rising educators who presented at the International Boys School Coalition Annual Conference in June 2022.

Lauren Erbst P’26, ’29

Lauren Erbst joined the Allen-Stevenson community in 2017 when her oldest son Sammy started Kindergarten. She now has two sons at A-S—Sammy is in 6th Grade and Oliver is in 3rd Grade. In addition to her current role as President of the AllenStevenson Parents Association, Lauren works as Counsel at the law firm Tannenbaum Helpern Syracuse & Hirschtritt LLP. She specializes in the area of Commercial Real Estate with a focus on office, retail and warehouse leasing, sales, acquisitions, borrower-side real estate finance, development, and joint venture transactions.

Lauren graduated from The George Washington University with a Bachelor of Arts in Computer Science and a Bachelor of Business Administration in Marketing. She then earned her J.D. from Fordham Law School. After law school, Lauren began her career in the Real Estate Group at the law firm Schulte Roth & Zabel and later worked at Frankfurt Kurnit Klein & Selz PC.

Lauren grew up in Manalapan, New Jersey. She currently lives in Manhattan with her husband Jared and, in addition to her two sons at A-S, her daughter Layla is in Kindergarten at Spence. In her spare time, Lauren enjoys traveling, spending time with friends and family, running, reading, and cooking.

BOARD OF TRUSTEES 2023-24

Executive Committee

Metin Negrin, President

Alexander Klabin, Vice President & Treasurer

Heather McAuliffe, Secretary

Kerianne Flynn

Rashida La Lande

Duncan Lyon, Head of School

Committee

Lauren Erbst*

Aryn Grossman

Alexis Hunter

Lauren Irwin

Chris Jones

A. Reed Katz ’03*

Monica Keany

Blair Klaff

Cameron Koffman ’12

Colm MacMahon

Amy Peck

Anupama Poole

Audrey Rasch

Ian Schrager

Michael Schrieber

Thomas Uger

Carolyn Weinberg

Andy Willis

McCartney Wilkins

Dr. Christian Chung, Advisory

* member ex officio

Trustees Emeriti

Marian R. Bicks

Jane Phillips Donaldson

Richard N. Foster

D. Ross Hamilton

John J. Hannan

Susan B. Hirschhorn

E. William Judson

Robert J. Katz

George A. Kellner

Peter B. Kellner ’84

Robert Liberman ’58

Thomas H. Lister

Peter deF. Millard

Richard C. Perry ’70

Joe L. Roby

Ronald S. Rolfe ’60

Lisa Pagliaro Selz

Andrew Steffan

Leonard A. Wilf

WELCOME NEW FACULTY AND STAFF

Sam Carcamo

Sam Carcamo is AllenStevenson’s newest Helpdesk Manager and Computer Art teacher. Combining his love of technology and art, Sam pursued his master’s degree in Computer Arts from the School of Visual Arts and his work has been showcased in numerous spaces across New York City. He is excited to share his passion for technology and art with the Allen-Stevenson family.

In his free time, Sam enjoys creating his own artwork and stickers. He always enjoys playing tabletop games like Magic: The Gathering and Dungeons and Dragons, and has competed in video game tournaments.

Will Green

Will Green joined AllenStevenson this year as Sixth Grade English Teacher. Will taught middle and high school English and Social Studies in Hollandale, Mississippi. He journeyed to the South through Teach for America after receiving a Bachelor of Arts in Economics and Rhetorical Theory from Bates College.

While teaching in Mississippi, he also earned a Master of Science in Education from Johns Hopkins University. As a teacher, Will strives to create a stable and structured classroom environment where students can activate their voices and take agency over their learning. Outside of school, Will enjoys the outdoors but also appreciates the joy of a quiet reading day. He is excited to share this love of literature and the natural world with his students!

Ainsley Messina

Ainsley Messina serves as the Lower Division Academic Technology Integrator and is also an advisor for Seventh Grade. She teaches seventh- and eighth-grade Digital Fluency, bringing her unique background and passion to the classroom.

Ainsley has dedicated the past ten years to teaching computer science in both Nashville and New Orleans. She has developed a deep-seated passion for guiding her students through the exciting world of computer science, igniting their creativity, and sparking their imaginations along the way.

When she’s not in the classroom, Ainsley loves exploring New York City, visiting friends and family, cooking, and taking her three beloved dogs for walks in Prospect Park.

Amanda Siegel, Ph.D.

Amanda recently completed her Ph.D. in School Psychology and M.S.E. Candidate in Preschool Psychology at Fordham University. She has worked with a diverse population of students in various settings, including independent general education classrooms, therapeutic day schools, urban public schools, private assessment clinics, and outpatient community health centers. Her graduate research examines the perception and treatment of students with disabilities in a K-12 setting, as well as the impact of supportive programming on the adjustment, coping, and stress of students with learning disabilities in higher education.

In her free time, Amanda enjoys photography and digital art, baking for family and friends, soaking up the magic of Disney with her sister, and taking adventures with her six-year-old pup, Bella.

Sarenne Sutton

Sarenne Sutton is extremely excited to join The AllenStevenson School as a Fifth Grade English Language Arts teacher. Sarenne is a native New Yorker who grew up on the Upper East Side, not far from the School. She obtained her Bachelor of Science degree in Special Education from New York University before teaching reading, writing and science at the Eagle Hill School to students in Grades 2 through 6. Sarenne continued her education, earning her Master of Science in Speech Language Pathology from Columbia University. She has worked in a number of settings, including hospitals, but has spent the majority of her career in schools.

Sarenne has also worked as Speech Team Leader at an agency, where she conducted evaluations and provided language therapy—including reading and writing remediation—to students in numerous charter and public schools while simultaneously supervising and training speech-language pathologists. Before joining Allen-Stevenson, Sarenne worked at a high school as a Language Therapist, taught ninth- and tenth-grade English, developed and taught a Learning Strategies course, provided decoding instruction through the Wilson program, and incorporated executive functioning strategies into the curriculum. Sarenne is currently working towards her Certificate of Advanced Study in Literacy

and Language from MGH Institute of Health Professions and is expected to complete her coursework this summer.

On the weekends, Sarenne looks forward to watching her son play baseball and writing plays with her daughter. She enjoys skiing with her husband and children in the winter and hiking once the snow melts.

Wenjie Wang

Wenjie Wang joined The AllenStevenson School this fall as Staff Accountant. Wenjie graduated from Baruch College in 2013 with a Bachelor of Business in Accounting. In 2021, she began pursuing her CPA license.

Wenjie emigrated from Shanghai, China, to the United States in 2010. She speaks both Mandarin and Shanghainese, a dialect from her native city. When not working, Wenjie’s hobbies include cooking, baking, and drawing anime. She is enthusiastic about sharing her culture and welcomes the community to connect with her should they want to learn her language or cook genuine Chinese dishes.

RECENT RETIREMENTS

Allen-Stevenson recently celebrated the following beloved faculty and staff members who have retired after many years of dedicated service. We thank them for their invaluable contributions to our school community and wish them well as they embark on this next chapter. Though they are moving on from 78th Street, they will always remain welcome members of the Allen-Stevenson family.

Pat Begley

Albino Domínguez

Susan Etess

*We are delighted to include Tyden and Holten L., who began their Allen-Stevenson journey together in 2022.

Leonardo and Gabriel A. (7th Grade)

Zachariah (3rd Grade) and Benjamin (Kindergarten) A.

Constantine (4th Grade) and Alexander (5th Grade) B.

Connor (Kindergarten), Asher (6th Grade) and Owen (4th Grade) G.

Tim K. ’00 and William K. (Kindergarten)Tyden (1st Grade) and Holten (3rd Grade) L.*

Benjamin (Kindergarten) and Alexander (4th Grade) N.

Jake (3rd Grade) and Noah (Kindergarten) R.

Matteo (5th Grade) and Luca (2nd Grade) V.

At Allen-Stevenson, the use of technology has always been thoughtfully incorporated into the boys’ school experience to enhance their learning. From the opening of our first computer lab in 1982 to our current Digital Fluency course, A-S boys have been given opportunities to thoughtfully explore new and emerging tools, while understanding the role they play in our school and in our world. While the computers themselves have certainly gotten smaller over the years, students’ skills and technological proficiency have only grown.

How did you engage with technology during your time at A-S?

1980s

1980s

1980s

alumni NEWS

BACK TO 78TH STREET

Alumni Out & About

On June 7, the Allen-Stevenson Class of 2020 Gold, along with their parents, returned to Allen-Stevenson to celebrate their accomplishments as they prepared to graduate from high school.

ALUMNI INDUCTION CEREMONY

Before Closing Exercises on June 14, Allen-Stevenson eighthgrade boys and their families gathered for the Alumni Induction and Pinning Ceremony. These youngest alumni received Allen-Steven lapel pins from members of the Alumni Council, as well as some alumni fathers.

Jaison Spain ’97 and Kaya Karakaplan ’23

Sam Hecker ’20, Matthew Friedman ’20, Max West ’20, Jack Feinberg ’20, David Peart ’20, Braden Queen ’20, Stephen Peck ’20, Henry Gould ’20, Nolan Dando-Haenisch ’20, Ayan Khilnani ’20, Sam Smith ’20, Richie Heller ’20, Raam Melvani ’20

The Class of 2023 with members of the Alumni Council and Alumni Parents

Alumni Council President Reed Katz ’03 and Stone Jacobs ’23

Kris Harris ’95 and sons Ben Harris ’23 and Josh Harris ’21

SUMMER SOCIALS

In August, Allen-Stevenson hosted two well-attended summer socials in Southampton and New York City. Parents, alumni, faculty, staff, alumni parents and grandparents enjoyed connecting with one another.

Daniel Colon P’22, Laurie Bannister-Colon P’22 and Dore Lebeau Toung P’22

Jared Erbst P’26, ’29, Craig Voorhis P’25, ’28, Howard Zimmerman P’00, Townsend Crum’90 and Alfonso Kimche P’28

Kai Otani-Hudes ’20 and Ken Hudes P’20

Surita Pines P’26, Lauren Erbst P’26, ’29 and Michal Mufson P’26, ’29

Alumni Out & About

YOUNG ALUMNI HOMECOMING

On November 21, we held our annual Young Alumni Homecoming event for our high school-aged alumni. We had over 70 young graduates join us to catch up with one another and beloved faculty members.

Oliver Putzer ’21, Coach Peduto and James Herzberg ’21

Señorita Spielberg, Adam Moriarty ’23, Coach B. Alifano, Andreas Loucopoulos ’23, Ryan Sholinsky ’23, Henry Cheng ’23

Justin Lioudis ’20, Brandon Lioudis ’20, Mr. Krawec and Noel MacMahon ’20

Daya Singh ’22, Sebastian Irausquin-Petit ’21, Xander Goodman ’22

Coach Wiseman, Jesse Peck ’21, Grey Stevens ’21, Mr. Dransfield

1977

Dewey Wigod ’77 is working with the Roentgen Museum to present a film documentary project on Wilhelm Conrad Roentgen and the discovery of the X-Ray at a symposium in Germany.

1986

Christopher Goodman ’86, Brooks Connell ’86, Jeremy Hirsch ’86, Michael Tiedemann ’86, and Tony Woods ’86 gathered at Rao’s following the Park Avenue Tree Lighting in December.

1990

Jed Novotny ’90, Townsend Crum ’90, and Jamie Magid ’91 gathered with fellow leadership donors and volunteers at the annual Lamplighter Circle Reception in October.

1992

Over the summer, Cannon Hersey ’92 along with Peabody award winning filmmaker Taku Nishimae made a multimedia presentation on the untold story of John Hersey’s experience writing Hiroshima, the first depiction of the human toll of the atomic bomb.

2004

Ralph Acevedo ’04 graduated from Teachers College, Columbia University, with a Master of Arts in the Teaching of Social Studies. He is currently teaching social studies at New World High School in the Bronx.

2002

2005

Malcolm Ring ’05 married Jessica Racioppi on a beautiful summer evening in June 2022. The wedding took place in Water Mill, New York.

Matt Levinson ’02 (Stage Name: Matt Butler) released the full studio album of the music from ’Reckless Son’. To celebrate the album, there was a special show at FRIGID NYC’s classic black box theater Under St. Marks.

alumni NEWS

2009

Last spring, Director of Secondary School Counseling, Ben Neulander P’20, ran into Adam Silverman ’09 and his parents, Susan and Jeff, while on a trip in Ireland.

2013

A.J. Davis ’13 premiered his short film in the spring. The film is entitled "Vial" and chronicles the hardships of an addicted man and his inability to stay clean and sober and the impact on his mother and son. The audience included some of A.J.’s A-S classmates.

2016

Dylan Porges ’16 participated in the 2023 Pan American Games in Santiago, Chile as a member of Mexico’s Men’s Swim Team. He was a member of the Mexican 4x200 Freestyle Relay Team which set a new Mexican National record by two seconds in addition to his finishing in the top ten in three other individual freestyle competitions.

2019

Malcolm Whites ’19 and James Wlodarczak ’19 graduated from The Hotchkiss School on June 2. Last year they lived on the same dorm hall! This past fall, Malcolm started at the University of Chicago to play baseball and James headed to Dartmouth College to row on the men’s heavyweight rowing team.

2020 Blue

Skyler Brozyna ’20 Blue performed with his band, Graham’s Crackers, at the Rockwood Music Hall in early June.

Charlie DeMarco ’20 has signed with Major League Soccer’s New York Red Bulls (NYRB) as a goalkeeper. Charlie is rostered with NYRB-2 of MLS Next Pro for the 2024 season until he reports to Georgetown University in August to begin his division 1 NCAA collegiate soccer career with the Hoyas. Charlie’s recruiting class is ranked #1 in the country and Charlie is ranked #49 nationally by Top Drawer Soccer. Congratulations and good luck, Charlie!

2022

Current students and alumni gathered at Blooming Grove in May for a weekend of fishing and skeet shooting. Pictured are Henry Goodman ’24, Nicolas Henriksson ’22, Sebastian Henriksson ’22, Jack Wilkins ’24, Xander Goodman ’22, and Jonathan Linen ’10

REMEMBERING DAVID KERSEY H’98 AND DAVID TROWER H’95

By Candace Silva, Associate Director of Communications, and Sarah Woods, Communications Project Manager

A close-knit community with enduring friendships and legacies has long been a hallmark of Allen-Stevenson. In 2023, we lost two giants, David Kersey and David Trower, and our community will forever feel their truly lasting influence.

From the Assembly Hall, where Mr. Kersey directed young actors, to the Library Tech Commons, the hub of the school and the embodiment of Mr. Trower’s love of literature and desire for technological accessibility, we follow and gain from their guiding light.

Recognizing and appreciating that boys learn in different ways, both men sought to support all learners, as witnessed in the powerful classroom debates, insightful speeches, scientific discoveries, compassionate contributions, passionate performances, and the daily risks A-S boys take as they challenge themselves academically, emotionally, and physically.

Lifelong learning and deep comprehension were their mantras, contributing to the benefit of generations of A-S boys, faculty, and staff. In so many ways, David Trower and David Kersey have helped assure that Allen-Stevenson will move forward—strongly and rightly.

Fortiter et Recte!

David R. Trower h’95 1946-2023

David R. Trower h’95, served as the head of school for 32 years, and these pages are dedicated to his legacy. David was a pillar of this community, touching the lives of generations of A-S boys and families, setting a standard and an example of what it is to be a scholar and a gentleman.

At a gathering this fall, we celebrated David’s incredible life with hundreds of Allen-Stevenson community members. Speakers shared memories of his intellect, kindness, wit, and generosity. Amongst them was trustee and Alumni Council member Cameron Koffman ’12, who shared a touching memory and spoke of Mr. Trower’s significant influence on his life. Below is an excerpt from his remarks:

Few individuals have had such a profound impact on the lives, values, and ethos of countless young men as David Trower had. Standing up here and speaking today is truly difficult because I can say unequivocally that Mr. Trower had such a pivotal influence on who I am. And yes, even 11 years out of AllenStevenson, it feels weird to think of him as David—he’ll always be Mr. Trower in the mind of so many alumni.

The values I hold today, about how to be a gentleman, about how to treat other people, the way I approached and committed myself to my education in high school and college…David Trower laid the foundation for all of that by helping to set a mission for the school and guide it on that course. It’s the little things, too – I’m even told in the professional world that I have a good, firm handshake with strong eye contact and that is honestly attributable to him.

I have many anecdotes about Mr. Trower that I could share— funny stories from when he scolded me and fellow classmates after a prank call incident, life lessons he shared with me about resilience after I was dejected that I had lost the speech contest, or testaments to his character such as the fact that long after I left Allen-Stevenson and ran for State Legislature, he donated to and supported my campaign. The list goes on. However, I want to focus on my last interaction with Mr. Trower.

The last time I saw David Trower was in June at Susan Etess’ retirement celebration. I was there with my mother—and she was one of many parents from over a decade ago in attendance, which shows just how special and well-regarded AllenStevenson’s leaders are. As we were leaving, we went to say hello to Mr. Trower, and he said he had a story to share.

As you might recall, ahead of David’s retirement, Board President Metin Negrin solicited submissions for a memory book to honor him. It was presented to Mr. Trower upon his

retirement and I, of course, wanted to submit something as a gesture of gratitude to commemorate one of my role models.

Mr. Trower told my mother and me that he had kept the book private and not really shared it with anyone. However, he said, recently he and Carol had very close friends stay with them who had requested to see it. After they pushed to see it, he took out the book and would only show them one memory. It was the one that I had written. He expressed how touched and gratified he was by the sentiment of my commemoration.

My mother and I almost cried on the spot. I had been trying to impress this larger-than-life figure since I was five, so it felt particularly emotional that something I had written had evoked that reaction from him. It felt like it validated the outsized role he played in the formation of my character. As he found the sentiment to capture his essence and memory so accurately I want to share it with you. I wrote:

Shaking Mr. Trower’s hand every day was a true highlight of the Allen-Stevenson experience. There’s something quite special about the eye contact you make with him, with his firm handshake, where he makes you feel like the only person in the world. That charisma was part of the entire aura of a gentleman he exudes and was so critical to the type of person that I sought to become while at AllenStevenson. Having a Head of School who so enjoyed speaking to students every morning and who, over the years, formed true relationships with them was a special aspect of Allen-Stevenson. David, you truly left an indelible imprint on this school!

…Allen-Stevenson is more than just a school; it is a tightly-knit community deeply committed to each other. A big family that is aligned on values of how we should comport ourselves, how we should treat others, and what kind of citizens we should be in this city, in this country, and in this world.

This July we lost one of the architects of this community. Let us strive to build it even stronger, continuing to embrace the values of respect, compassion, empathy, and the pursuit of knowledge. In doing so, we shall keep David Trower’s legacy alive for generations to come.

David Kersey h’98 1943-2023

The following pages are dedicated to Mr. David Kersey h’98, who devotedly served The AllenStevenson School for over 50 years. From teaching history and directing theatre to supporting alumni relations, his name became synonymous with Allen-Stevenson. He shared this sentiment in a 2019 Lamplighter interview celebrating his 50th year of teaching, saying, “At a certain point I suppose I became one with the School and that we, the School and I, melded into one.”

Mr. Kersey continued to nurture his relationships with students long after they graduated. His presence drew many alumni back to 78th Street as their relationships with him transitioned from that of teacher to student to cherished friends.

Roger Raines ’80, Alumni Council Vice President and close friend to Mr. Kersey, was one such alumnus. Roger shared memories of Mr. Kersey with the community at his memorial service this past June. Below is an excerpt from his remarks:

The great theatrical lyricist Oscar Hammerstein wrote in The King and I:

It’s a very ancient saying,

But a true and honest thought,

That if you become a teacher,

By your pupils you’ll be taught.

Oscar Hammerstein’s protégé was the other great composer-lyricist Stephen Sondheim, who has gone on record about his considerable affinity for teachers and the teaching profession, especially what he learned from Hammerstein. I would like to think that the protégé honored his mentor years later in Sunday in the Park with George where one of the characters proffers as a kind of valedictory: “There are only two worthwhile things to leave behind when you depart this world of ours—children and art.

David had lots of children—all boys—and teaching us was his art.

Mr. Kersey was going to be teaching me the same World History course usually taught by Mr. Pariseau, who would be on sabbatical that year. My older brother Robert, a straight-A student, had taken this class with Mr. Pariseau only two years before and warned me how tough the class was—even for him—and that I had better be prepared.

He was a great teacher, and I believe that great teachers are just great students eager to share what they have learned. He loved his school, and he loved his boys, and he had this absolute superpower where he remembered all of our names! And our class years! If you were lucky, you may have received a birthday card from him, too! He remembered that I was born on Thanksgiving just as I remembered that his birthday fell upon the anniversary of the Hindenburg blowing up.

As a teacher, he got me. He understood me, and he wanted me to succeed knowing full well that my poor grades did not articulate my potential.

In this course, we were supposed to be concentrating on the rivers of Mesopotamia, but the only “rivers” I was interested in at the time was Mickey Rivers, who was The Yankees’ center fielder.

It was, as my brother foretold, a tough class and I was barely treading water by the time we had to come up with the final paper that might determine whether or not I would be graduating with my class that June.

One day after class, Mr. Kersey found me sitting sullenly at my desk and inquired if I had decided what my paper was going to be about. And I couldn’t answer. I had nothing. But he noticed a book sticking out of my bookbag about Hollywood movies from the 1930s and 40s. He tapped my shoulder, pointed toward the book, and said, “That’s what you’re going to write about.” Practically doing a double take, I replied, “How is that possible? Movies wouldn’t even be invented for two thousand years!”

“We’re moving the clock ahead, Rawger. That’s what you’re going to write about.”

He wanted me to apply myself regardless of the subject. He knew that I would write a crappy paper on a subject that I didn’t care about, but he also knew that I might potentially write a good paper on something that I had a passion for.

David counseled me without judgment, and it was this wonderful moment of enlightenment. I flourished when I could have floundered. But this was David’s greatness, he let me find and embrace my individuality as I’m sure he did with many of you when you were struggling to figure things out.

As I grew up and grew older, I was fortunate enough to count David among my closest friends. We went to the theatre, enjoyed dinners, and often found ourselves in overlong conversations about everything and nothing. That’s what old friends do.

There is a story about Oscar Hammerstein that, toward the end of his life, he had given a photograph of himself to young Stephen Sondheim who, in turn, asked his mentor to sign it. It was slightly awkward for Sondheim as he admitted that “it was like asking your father for his autograph.” But after some thought, Hammerstein obliged his protégé and inscribed it: “To Stevie: My friend and teacher.”

I’m grateful that, like all of you, I was able to look at this man and say, “There goes David Kersey, my friend and teacher.”

Jay Wilkins

January 26, 1977—February 4, 2023

Parent, trustee, and cherished friend to The Allen-Stevenson School, Jay Wilkins, passed away on February 4, 2023.

John Campbell Wilkins, Jr., was born in Philadelphia, on January 26, 1977, and true to his roots, remained a loyal Eagles fan throughout his life. He graduated from The Haverford School and earned his B.S. at Vanderbilt University where he served as president of his Phi Kappa Psi pledge class. More importantly, it was there that he fell in love with his future wife, McCartney. They married in Nantucket in 2005 and settled in New York City where Jay began an accomplished career in finance, ultimately ascending to the role of President of Harvest Partners. In 2010, Jay and McCartney welcomed their son, John Campbell Wilkins III (Jack), who began his AllenStevenson journey in 2015.

Jay served on Haverford’s board of trustees for nine years and was also an active member of The Allen-Stevenson School board. Generous with his time, wisdom, and philanthropy; Jay was always dedicated to elevating those around him.

An extraordinary friend, husband, and father, Jay inspired those in his orbit to do extraordinary things of their own. He measured his own success by the accomplishments he helped others achieve and was happiest when offering his time, advice, and experience. In both business and life, Jay’s philosophy was: “I’ll see you and I’ll raise you.”

To honor Jay’s memory, legacy, and extraordinary contributions to the community, the School established The Jay Wilkins Memorial “I’ll See You and I’ll Raise You” Fund. The income from this permanently restricted fund provides general endowment support to the School consisting of, but not limited to, financial aid, faculty and staff compensation, facility improvements, and other institutional priorities for future generations of proud Allen-Stevenson boys.

We regret to say that Arthur (Tony) Cowen III ’50 passed away on July 18th, 2023. He leaves behind a legacy of love and cherished memories.

We are sad to share the passing of Bradley Gaylord, Jr. ’43 on October 14, 2023, at the age of 94. He will be missed by his two children, Brad Gaylord and Kathy Brammer, and his grandson Nicholas Gaylord.

If you would like to acknowledge a community member, whether a parent, grandparent, or past faculty or staff member in the In Memoriam section of our next issue of the Lamplighter, please email the Alumni Office at alumni@allen-stevenson.org.

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