CommunityComment
Summer 2025
HEAD
Laurie
EDITOR
Sherin
Tiffany
John
Kelly
Sara
Sonie
Meet Laurie Smilack, Head of School
This summer, we are excited to welcome Laurie Smilack ’87 as Community’s new Head of School! Laurie brings more than 25 years of experience in elementary and early childhood education, with an outstanding track record as both a classroom teacher and school leader. She also has deep roots here— Laurie is a Community graduate and taught fourth grade at the school in the early 2000s.
We asked Laurie a few questions to help families get to know her as she steps into the role.
What inspired you to pursue a career in education?
I’ve always loved children. Whenever I volunteered or served in the community, I gravitated toward working with kids. From about age 15 or 16, I knew I wanted to be a teacher. I find so much joy in seeing kids light up with curiosity, discover their passions, and connect with those around them.
In my experience, being part of education means helping children become their best selves and lead with their whole heart. I enjoy being able to support kids in their journey of becoming. I also appreciate working with teachers to design and enhance a school’s curriculum and instructional practices. I’m naturally curious and like asking questions, and that serves me well in getting to know and supporting each individual in a community.
Tell us about your journey to becoming a Head of School.
Teaching has always been my first love. Over time, that passion led me to other roles. As a teacher, I was especially interested in curriculum design and instruction, which eventually led me to a director position. In that role, I focused on designing academic content while also equally prioritizing social-emotional learning. I wanted students to develop confidence in themselves and in their ability to engage with others to navigate a wide range of situations.
After serving as Director of Curriculum Instruction, I became a division head, which allowed me to build close relationships with faculty and staff, much like I had with students. I enjoyed supporting their growth and thinking together about how to best serve our kids.
At my core, I see myself as a teacher and a learner. Teaching means you’re constantly learning about your students and what
they need next. You’re also learning who they are and who they want to become. In this role as Head of School, I’m excited to create a clear vision, along with systems and structures, to ensure everything we do aligns with our mission of nurturing the gifts of mind, body and spirit within our special community. I wouldn’t want to be a head anywhere else. Community is where I started my educational journey, and it’s time to continue that journey in collaboration with students, teachers, and families to carry our mission forward.
What drew you to Community School specifically?
I came here as a student in fifth grade, and it was the beginning of my understanding of what joyful, hands-on learning could look like. I don’t have clear memories of school before then, but I vividly remember how much I loved it here. My teachers were true partners who encouraged me to explore my interests and become an active learner. Community propelled me forward into who I am as a leader and learner today.
After earning my master’s degree, I knew I wanted to teach at Community. The only reason I left was that my husband’s job took us out of state. Coming back now feels like coming home.
What experiences from your previous roles have best prepared you for this one?
I’ve had a wide range of experiences –from teaching to instructional coaching to strategic planning – that have shaped my approach to school leadership. Each role has taught me to stay flexible, open-minded, and to seek out multiple perspectives.
I’ve reached a point in my career where I feel accomplished in my previous work and ready to collaboratively lead our school forward with clear vision and purpose.
What is your approach to working with young learners?
Children arrive at Community with their own ideas, personalities, and passions. Our role is to foster that individuality, teach them to embrace and respect their community, and help them develop a sense of agency as they grow into their unique selves.
Especially when they’re little, it’s important not to close any doors—to let them be curious and build wonder as a habit of mind early. If they want to try something, they should feel encouraged to explore it. If they’re interested in learning more, they should ask questions. Practicing these skills over time, alongside a diverse and supportive community, helps them feel comfortable being themselves and discover their strengths, even as they grow and face bigger and more complex challenges.
Play, creativity, and curiosity are essential. Teachers can come alongside children and curate experiences that allow them to explore, make mistakes, solve problems, and learn how to connect with others and embrace community.
How do you support both academic growth and social-emotional development?
It’s all about nurturing the whole child—there’s no one way of being. At Community, we design learning experiences that are developmentally appropriate, individualized, and balanced, helping children grow in every area. We’re here to support them on their journey.
I love preschool and elementary school because the early years are such an incredible time of growth for kids and the time when their brains are the most flexible. When they start at Community, we have the opportunity to help them build lifelong habits: knowing themselves, connecting with others, identifying what they care about, and thinking about how to chase their dreams while also making the world a better place.
What are your goals for your first year?
To listen, learn, and connect with as many people as possible.
My first priority is to lean into our mission. I want to understand who we are today, what traditions ground us in our mission, and how we can build on our strengths to move our mission forward.
How do you plan to get to know students and families?
I plan to immerse myself in the life of the school. I learn best by listening and being present. You’ll find me in classrooms, at lunch, at carpool, and in one-on-one, small group, and large group conversations. I invite parents to come in and meet with me any time. I want to hear what matters most to each person and understand how that connects to our shared mission. It’s important to me that we continue supporting students in mind, body and spirit—without prioritizing one at the expense of the others. Each is equally important.
What are some of your favorite school traditions—or ones you’d love to start?
I love the family-style lunch. When I was here as a teacher, I enjoyed sitting with my students and chatting with them. During my interview for the Head of School position, I loved how everyone sang together before sitting down to eat—it was wonderful to see. I look forward to joining in this tradition.
As a student, I remember going to Nursery for service time, reading books, and helping the little ones get to sleep. I also remember uncovering a passion for archaeology in sixth grade and creating a
candlestick on the lathe in the shop. Those memories have stayed with me and helped shape what I think school should be.
Can you share a favorite memory from your time teaching at Community?
Teaching fourth grade here was such a special time. I was at the beginning of my career, so I was energized and eager to try anything. I attended all the kids’ sports games and loved the practice of co-teaching. Having a partner to reflect with and bounce ideas off of every day helped me serve our students and become an even better teacher.
The students were wonderful – curious, kind, and full of individual interests. The parents were great partners as well. It was a joy to be part of this community.
What do you enjoy doing outside of school?
I enjoy gardening and taking my dog, Bear, on walks. I also like to work out, cook, read, and travel. Most of all, I love being with my family— we usually have a family night on Sundays.
Do you have a favorite children’s book from when you were young?
Goodnight Moon. I still have my original copy from when I was a kid.
Share a fun fact.
I grew up doing a lot of woodworking with my dad. He had a full woodshop, and I learned to use all the tools. That’s one reason I appreciated Community so much. It reminded me of my dad’s woodshop—and not just because the school had one too, but because both were spaces where I felt trusted, empowered, and encouraged to grow in independence by doing hard things.
What is your hope for Community?
That we continue to be the strong community we have always been and still are today. Walking into the building is like walking into a warm hug. I feel incredibly thankful that I will get to spend my days here with children, families, and colleagues who are all a part of making our community whole.
A Salute to Sixth Grade
We caught up with Community School’s 2025 graduates and asked them questions about their Community School experience. Here are some of their responses.
What do you love about Community?
Everyone welcomes each other. It doesn’t matter if you are a student or teacher—we are all supportive and kind.
-Ameya Verghese
I love how each year we get to perform in a play. Also, in third grade, I enjoyed making haiku books. These experiences helped us learn creativity from a young age.
-Alex Miceli
It’s so diverse and everybody is friends with each other.
-Luke Foss
I love how everyone knows each other. Each grade is like its own community.
-William Sun
I love how everyone feels equal here. It feels like home—a safe community that’s amazing to be a part of.
-Bella Ituen
What I love about Community is the way it feels like we’re one big family. From the family-style lunches to Family Groups, it is something I have never taken for granted here.
-Gavin Stewart
I appreciate how welcoming the teachers and students are. And the woods!
-Sophia Schankman
I love how everyone is kind and supportive. It’s a place where you can be yourself and feel included.
-Phoenix Hur
I love the inclusive teachers and community.
-Kaidi Gay
The teachers here work hard to help us be independent and prepare us for the future.
-Gavin Koning
I love Community’s kind environment.
-Charlie Chen
I love how Community is like one big family. Community makes everyone feel good about themselves.
-Porter Gray
Whenever I walk through the doors, I feel welcome, safe, and loved. This is not only a community, but it’s also a home. Even though I have had my ups and downs here and there, I would not have wanted to spend my seven years anywhere else!
-Gigi Pratt
I love Community because everyone gets a voice, and the teachers give students space to have fun and problem-solve on their own.
-Lola Lindsay
I love how everybody knows each other.
-Calder Gross
The community I have been blessed with, the sense of safety and love, and the ability to make mistakes. The faculty and staff are always willing to help.
-Ryan Neumayr
How connected it is to nature and the wonderful people I get to interact with every day!
-Eleanor Corrigan
Community School is always welcoming to visitors, and the teachers truly care about the students.
-Piper Wohlford
I love how all of the grades interact with each other.
-Andrew Shulenburger Nieva
It’s such a welcoming place where everyone knows each other and always has your back.
-Zaib Bhutto
The teachers give us a lot of freedom.
-Everett Cregger
I love everything about Community! The teachers are so kind and heartfelt, and you make the best friends.
-Kenzie Hazelwood
The teachers are always there to help you, yet they still encourage you to figure things out yourself.
-Bennett Burkhardt
I love how Community teachers and staff accept everyone for who they are.
-Oliver Albrecht
I love how everyone feels like one big family.
-Autumn Tabb
What was the most interesting project or activity you worked on at Community?
My Australian animal presentation in first grade.
-Cece Flower
The sixth grade musical! Amelia and I were costume designers, and I had never realized how much work it is to costume a play until about a week into the process, when I realized we had three weeks to make over 80 costumes. My favorite part of the process was the first dress rehearsal when we got to see the show come together.
-Alexandra Keating
The most interesting project I ever worked on at Community was the Invention Convention in fourth grade. It was very intriguing to come up with an invention that no one, or close to no one, has ever come up with. I spent hours working on this project with my dad.
-Gavin Stewart
Robotics in science was fun because we got to be really creative.
-Dean Spencer
The most interesting project I worked on was the sixth grade project in woodshop. I made a walnut video game controller.
-Calder Gross
I enjoyed the Shakespeare project in fifth grade. I made a realistic model of an Elizabethan boat.
-Oliver Albrecht
I enjoyed my sixth grade project in woodshop. I designed a putting green.
-Luke Foss
My most interesting project was the robotics project in science. My best friend Andrew and I made a Pokémon beach for it.
-Charlie Chen
The sixth grade woodshop project was so fun, and the teachers let our creativity run wild.
-Sophie Lesser
The Invention Convention in fourth grade was really cool. We got to create an invention that solves a problem.
-Phoenix Hur
I liked making the set for our sixth grade musical because it pushed me to be creative.
-Connor Vitt
The most interesting project I worked on was the robotics project because it was very challenging, but the final result was great.
-Porter Gray
I enjoyed working on the sixth grade musical.
-Julian Chang
My favorite project ever was probably my Australia presentation on green tree pythons.
-Ryan Neumayr
I enjoyed making my squirrel house in woodshop.
-Everett Cregger
My favorite activity was the pig dissection in science class.
-Piper Wohlford
The sixth grade musical was probably the most stress-inducing experience at Community, but it really made me get outside of the box.
-Gavin Koning
The most interesting project that I worked on was the robotics project in science class!
-Juliette Burgess
The sixth grade musical! All students worked together, and there was just so much creative freedom. I had never gotten a part like the one I got in the musical, and I definitely stepped out of my comfort zone. I also got to know people better.
-Zaib Bhutto
The most interesting project was probably building our LEGO® robotics playground and getting to program with an actual robot.
-Eliza Hogue
The Invention Convention in fourth grade was really fun!
-Kenzie Hazelwood
My favorite project was my Jurassic Park LEGO® robotics project.
-Philip Schwab
Building my Minecraft double chest in woodshop.
-Bennett Burkhardt
Share a favorite memory from your time as a student. ...
The sixth grade camping trip. I had never been camping, and it was a serious growth experience for me. I learned so much about other people, the outdoors, and myself. It was like opening a door to a new world.
-Zaib Bhutto
My favorite memory is when Mrs. Carr let me study for the History Bee in her room. I was so grateful that she did. She also let me help her set up exhibits in the Haven Art Gallery.
-Teddy Shroff
My favorite memory was the track meet in fifth grade. Everyone hung out with each other, even if they weren’t really close friends.
-Ameya Verghese
I remember the time when we led our first Family Group session and how I felt nervous, but I overcame my fear.
-Connor Vitt
When I was Head of School for the day.
-Cece Flower
I enjoyed going to JA Biztown in fifth grade.
-Kaidi Gay
It was probably the camping trip because we got to cook our meals, sleep in tents together, and play card games at night.
-William Sun
I remember when we went to JA Biztown. It was awesome.
-Dean Spencer
Going on the camping trip and having fun with my friends while also bonding with nature.
-Julian Chang
The Dino Dig in junior kindergarten!
-Piper Wohlford
The morning of the sixth grade camping trip. Everyone was wild and excited!
-William Foster
One of my favorite memories from Community School is the Dino Dig in junior kindergarten. I had so much fun learning about bones and digging them up.
-Heidi Gress
When we were on our sixth grade camping trip, and we took the night walk. My friend Autumn and I were running around everywhere because we were so excited. At the end, we walked individually to the camping grounds. I was scared, but it was so peaceful and silent.
-Lola Lindsay
I remember watching The Hunchback of Notre Dame in French class.
-Oliver Albrecht
When we went camping in sixth grade. I liked the night walk to the lake.
-Andrew Shulenburger Nieva
What will you miss most about Community?
Something that I will miss is all my friends I’ve been with for nine years.
-Amelia Broughton
The helpful and inclusive environment.
-Cece Flower
Everybody gets a chance to shine.
-Abby Shulenburger Nieva
I will miss the opportunity to act, sing, do art, and learn at the same time.
-Sophie Lesser
I’ll miss the faculty and staff. They are all so kind.
-Luke Foss
The thing that I will miss most about Community is all the special bonds I have with all of my peers.
-Heidi Gress
I will miss the way we have family-style lunch.
-Sophia Schankman
I will miss my friends and the teachers who made me who I am today.
-Porter Gray
How the teachers helped us nurture our own talents and abilities.
-William Foster
How easy it was to have a home away from home, and all the friends I won’t get to see every day.
-Eleanor Corrigan
All the teachers and getting to hang out with all my good friends. Also, chatting with the front office staff when I went to get tissues or take out recycling.
-Ben Cirrito
I will miss the teachers and the friends that I grew up with. I have made so many unforgettable memories with them.
-Juliette Burgess
I will miss all the friends I made over the years.
-Philip Schwab
I will miss a lot of things, but especially the play we do every year.
-Anika Arvind
I will miss all of my teachers and friends.
-Ryan Schankman
What’s one piece of advice you’d give to a younger student at Community?
Don’t let anyone dim your light; be unapologetically you!
-Bella Ituen
A piece of advice is that your grades DO NOT define who you are as a person. It’s important to try your best!
-Eliza Hogue
Don’t take your time at Community for granted!
-Andrew Shulenburger Nieva
Have fun and believe in yourself.
-Ryan Neumayr
I would tell them to savor every moment, and as our teachers say, to live in the present.
-Alexandra Keating
Just try your best, and the teachers will notice. I have learned that you are graded on how much you have progressed more than how good you are at the subject.
-William Sun
Be calm and always believe in yourself. If you believe you can do something, you can. Also, be kind to everyone because kindness will always come back to you.
-Connor Vitt
Try your hardest, and it will pay off.
-Ryan Schankman
Although everybody likes to say school isn’t fun, you will realize when you’re older that it is!
-Dean Spencer
Take chances and have fun. Every day is a new opportunity.
-Abby Shulenburger Nieva
I would say never take the easy route and always challenge yourself.
-Sophie Lesser
To keep going even when it’s hard, and if you need help, just ask.
-Sophia Schankman
Try new things and don’t be afraid to speak up. Everyone wants you to succeed.
-Phoenix Hur
I would tell my younger self to let go and savor every moment you get.
-Alex Miceli
I would say don’t stare at the clock, and pay attention to the lesson your teacher is giving.
-Gavin Koning
It might seem like it’s a big change as you get to higher grades, and it might be stressful, but all you have to do when you get to sixth grade is be yourself, be kind, and be respectful!
-Gigi Pratt
Always find a way to have fun.
-William Foster
Don’t rush the process and enjoy every moment you have with your friends.
-Amelia Broughton
I would tell them to work hard.
-Everett Cregger
Enjoy every moment you get at Community because one day you will wish you still went here.
-Ben Cirrito
One piece of advice I would give to another student is not to take your time for granted because it goes by way too fast.
-Juliette Burgess
I promise it will get easier.
-Kenzie Hazelwood
Do not stress over a test or a bad grade. You are so much more than a score that wasn’t as good as you expected!
-Anika Arvind
Don’t be afraid to fail because there are teachers to help you get back up.
-Autumn Tabb
If a family is thinking about coming to Community, what would you want them to know?
Community is a safe place for everyone to learn.
-Philip Schwab
They should know that Community is a place where everyone is friends and you can learn new things.
-Ryan Schankman
I would want them to know not to be worried. They are going to make friends and have the happiest time here.
-Ameya Verghese
There are so many great opportunities here that you can’t get anywhere else!
-Bella Ituen
Community is a great place to be; everybody is very inclusive.
-Calder Gross
I would want them to know it is an awesome school, with amazing academics, teachers, and a great community.
-Gavin Stewart
Community School lets everyone grow in their own way!
-Abby Shulenburger Nieva
Community School makes learning fun while also providing a great education. You will make the best friends, and the faculty is very supportive of your education.
-Julian Chang
I came here in fifth grade, and the second I arrived, everyone was very friendly and inviting. I would want a family considering Community to know that whichever grade you join, you will feel as though you’ve been here for a whole nine years.
-Alexandra Keating
Your child will make lifelong friends and have amazing academics, along with some of St. Louis’ best teachers. Community gives each student the support they need and a safe space for everyone.
-Alex Miceli
That it’s the best choice you will make in your life. It will help you get ahead of the long processes coming up!
-Gigi Pratt
Everyone is really accepting, and all the teachers will have your back even when it gets hard.
-Amelia Broughton
I would want them to know that most schools don’t have all of the special things we have, like woodshop, the woods, our giant Centennial Arts Center, and family-style lunch!
-Lola Lindsay
No matter what, your child will be respected and valued at Community.
-Eleanor Corrigan
Community will make you feel welcome and at home because of its peaceful and serene environment.
-Charlie Chen
That everyone is nice and all the teachers are awesome. Your kid would have an amazing time.
-Ben Cirrito
I would want them to know that at Community we are all a family and treat each other with kindness.
-Heidi Gress
The teachers are great, and we’re really welcoming. We also have fun extracurricular activities.
-Eliza Hogue
I would like them to know that no matter what grade someone joins, everyone feels included and happy. I thought that joining in second grade during a pandemic would be hard, but everyone made me feel welcome.
-Anika Arvind
That the teachers are very helpful and that you are always in a safe environment.
-Bennett Burkhardt
Even if your kid doesn’t like to go to school, this one will grow on them right away.
-Autumn Tabb
Celebrating Our 2025 Retirees
This spring, the Community School family gathered to celebrate the retirement of two extraordinary leaders: longtime Third Grade Teacher Marty Hoessle and Head of School Bob Cooke. Each leaves a lasting legacy of dedication and impact.
Marty
Hoessle,
Third Grade Teacher
After 37 years at Community and 50 total years in education, counseling, and human services, Marty Hoessle retired this spring, leaving an indelible mark on the school and its students.
Before settling into her role in third grade, Marty also taught senior kindergarten and second grade. Over the years, she worked alongside 10 teaching partners and under several Heads of School. When asked what makes Community unique, she highlighted, “the ability for teachers to share their personal skills and talents,” as well as the school’s outdoor spaces, including the woods, pond, treehouse, and patio outside the Broughton STEAM Center.
Marty’s teaching was grounded in curiosity, compassion, and a respect for every learner. She was especially passionate about supporting neurodiverse students and weaving in her expertise in Indigenous cultures and St. Louis history. She even authored a children’s book, Under Three Flags: Exploring Early St. Louis History. Marty filled her classroom with mindfulness practices, executive function strategies, and rich outdoor learning
experiences. As a result of her dedication, Marty received numerous honors, including the Teacher of Distinction Award from the Independent Schools of St. Louis and the Emerson Excellence in Education Award.
Her guiding advice to new teachers: “Model and teach your students to leave their world – their classrooms, their homes, and their communities – better than they found it. Even small gestures, like a smile or picking up trash, can make a meaningful difference.”
Marty’s retirement celebration took place in the school’s treehouse, where generations of families and colleagues gathered to share memories and gratitude. Oliver, a rising fifth grader, spoke at the event: “My favorite things about Ms. Hoessle are how she loves nature, how kind she is, and how…she will always help you if you need it… Ms. Hoessle, even though you’re retiring, I will always be your friend.” Oliver helped Marty organize her classroom library during both third and fourth grades. “I did it because I love talking with Ms. Hoessle,” he said. “It was like a present!”
Marty plans to spend retirement traveling, hiking, biking, practicing yoga, and enjoying time with friends and family. She says she’ll miss her daily routine with students and colleagues, so it makes sense that she’s not going far—Marty has already agreed to return as a substitute teacher. We’re all excited to see her again soon!
Bob Cooke, Head of School
We also celebrated Bob Cooke, who retired after 10 impactful years as Head of School. With vision, positivity, and a deep belief in early childhood education, Bob helped guide the school through periods of growth, challenges, and transformation.
Bob arrived in the fall of 2015 from Southern California. At the time, enrollment was below capacity. From day one, he embraced the school’s traditions and culture, working closely with administrators, faculty, and staff to reaffirm Community’s reputation as the premier preschool and elementary school in St. Louis. By the end of his tenure, Community was fully enrolled. He led a comprehensive brand update that strengthened the school’s identity—from the precise shades of blue and green to the design of a new logo. Under his leadership, the school introduced its first-ever mascot, Goldy the Eagle, and added community-building events like Goldy Day and Veterans Day programming.
“I wanted to do a lot early on about school spirit and making this a place that kids felt a loyalty to and excitement about,” Bob shared. Bob also helped launch the MLK Day of Service as a way to actively honor the legacy of Dr. Martin Luther King, Jr. In January
2025, more than 250 people participated— an annual tradition that continues to bring students, families, and alumni together through meaningful service.
In his first year, Bob launched a Strategic Plan that included a Master Facilities Plan. By 2019, the school was preparing for a capital campaign. “We were ready to go in March of 2020,” he recalled, but plans paused during the pandemic. When the time was right, Bob and the Board pressed forward, ultimately raising over $7 million and opening the Broughton STEAM Center in the spring of 2024.
As part of his farewell, students wrote heartfelt messages for a retirement book. Izzy, a rising second grader, said Mr. Cooke would have a wonderful retirement “because you are kind, respectful, and funny.” The most important thing to know about being retired, she added, is “You’re really on a long vacation.”
Rising sixth grader Ellie shared, “Mr. Cooke, I will miss you so much. As I get older, every time I drive by Community School, I will remember you. I hope you have the best retirement ever and get to spend a lot of time with your family.”
Bob and his wife, Brenda, are looking forward to the flexibility of retirement. They plan to hitch up their travel trailer, explore National Parks, spend time at their mountain cabin, and get together more with friends and family.
Lasting Legacies
Together, Marty and Bob helped shape Community School into what it is today. We are grateful for their wisdom, leadership, and commitment to early childhood education, and we wish them all the best in this next chapter.
Nurturing Curiosity and Confidence in Our Youngest Learners
Inside Community School’s Nursery and Junior Kindergarten Programs
AtCommunity School, early childhood education is more than an academic stepping stone—it’s where students begin a joyful journey of discovery, connection, and growth. From the moment they step into our Nursery and Junior Kindergarten (JK) classrooms, children are welcomed into an environment that nurtures the whole child, celebrates individuality, and lays the foundation for lifelong learning. Community’s Nursery and JK programs offer a thoughtful balance of developmentally appropriate work and play, setting the stage for children to become active problem solvers and enthusiastic learners. “It’s the perfect blend of free play and structure,” said Jessica Hendricks, Lower Division Head. “Students feel safe, known, and engaged through hands-on activities and experiences that build both skills and confidence.” Teachers draw on their relationships with students – and their understanding of each child’s unique needs and interests – to tailor lessons and plan meaningful activities.
Learning Through Play and Connection
Led by Lori Berry, Kris Major, and Alex Puricelli, the Nursery program provides a warm and responsive space where children learn through exploration and play. The curriculum is child-centered and rooted in topic-based studies. Whether setting up a veterinarian’s office during a pet unit or transforming the classroom into an entomology lab during a study of caterpillars and butterflies, children
are empowered to construct their own learning through real-world experiences.
With a 7:1 student-teacher ratio and support from specialists in music, physical education, French, and the Discovery Center, students receive individualized attention that promotes independence and curiosity. A print-rich environment supports early language development, while a balance of fine and gross motor activities fosters physical growth.
A hallmark of the Nursery classroom is its nurturing atmosphere. Teachers take time to get to know each child and their family. Students explore family traditions, celebrate diverse cultures, and build strong social-emotional skills through routines and classroom jobs. During the pet unit, students participate in a service learning project by collecting supplies for the APA, which helps them make connections between classroom studies and the broader community.
Building Bridges from Nursery to JK
The JK program, led by Kim Crnko, Tara Haack, Katie Norris, and Lauri Torrie, builds on the skills and relationships formed in Nursery.
“When students enter JK, they’re all in different stages of development,” said Jessica. “Our teachers are incredibly attuned to this and differentiate instruction to meet children where they are academically and social-emotionally.” With two lead teachers in each classroom, students benefit from small-group instruction and a curriculum that spans all areas of development, including reading, writing, math, social studies, science, motor skills, and social skills. Classrooms are vibrant with centers for block play, writing, dramatic play, and more—each space inviting open-ended exploration. Whether it’s a literacy activity inspired by their Heggerty phonemic awareness work or a math station using hands-on materials, learning is never one-size-fits-all. “Our goal is to promote independence,” shared the JK team. “We create opportunities for children to make
choices, take on leadership roles, and stretch their thinking in ways that feel empowering.”
As students move into JK, specials expand to include science and drama – spaces that encourage further exploration and creativity. A signature element of JK is the introduction of the school’s buddy program, where students are paired with third graders for shared activities and celebrations.
In JK, students also begin to dive deeper into emotional intelligence and problem-solving. One class project centered on the book A Little Spot of Flexible Thinking helped students understand how to adapt in challenging situations. “It became an anchor for our class,” Lauri reflected. “Students now remind each other to be like the flexible palm tree, not the rigid oak tree.”
Family involvement remains central through conferences and ongoing communication. Students explore diversity and inclusion through books, materials, and conversations that reflect a wide range of cultures and experiences. Families are also invited to bring these stories to life through classroom visits, events, and photo displays.
The Beginning of Lifelong Learning
Community School’s Nursery and JK programs exemplify our mission of nurturing the gifts of mind, body and spirit. From the earliest years, children are encouraged to explore, create, and build relationships. “We see every child as a capable learner,” said Jessica. “And we’re here to walk alongside them—to provide the scaffolding and support that will help them thrive.”
By tailoring instruction to individual readiness and helping students grow with intention, our preschool program lays the essential groundwork for academic success. Perhaps most importantly, it fosters a sense of wonder that stays with our students as they continue their journey at Community and beyond.
Growing Together Building Bonds Across Grades Through Family Groups
At Community School, Family Groups are much more than occasional gatherings. They are a cornerstone of the school culture – a place where students from first through sixth grade come together to connect, learn, and grow side by side. Each Family Group includes one student from each of these grade levels and a teacher who mentors the sixth grader in their role as leader-in-training. Over time, the groups become small communities of their own, offering students a sense of belonging and older children the chance to discover their leadership voice.
A Program Rooted in Connection
Although mixed-age group activities have long been part of Community School, the Family Groups program took its current form about eight years ago.
“It’s evolved into what it is now,” said sixth grade teacher Darci Cadieux, who helped guide the program. “One of our consistent goals has
been about the sixth grade leadership, with a teacher mentoring the leader-in-training.”
Alissa Rowan, the school’s drama teacher, shared another core purpose: “Building authentic connections across grade levels. One thing we did this year is we now have the sixth and first grade buddies in the same Family Group. That’s deepened their relationship even more.”
Designing Experiences with Purpose
Family Groups typically meet five times a year, with each session organized around a unifying theme, such as A Place For All or Making Mindful Memories. This year’s theme, Growing Together, focused on helping students develop a growth mindset—both as individuals and as part of a community.
Family Group meetings are designed to be engaging, active, and hands-on. The year begins with a kickoff event to help groups connect and build rapport. It concludes with a Passing the Torch ceremony, where fifth graders ask questions and sixth graders reflect on their experiences and offer advice. This year, other sessions included a photo scavenger hunt and activities that encouraged resilience, such as creating mantra boards and beading “growth” bracelets.
For sixth graders, each session is an opportunity to practice leading in real time —something that often requires flexibility and reflection.
“We constantly talk about how we can have a great plan,” Darci said, “but when we get there in front of people, it’s never going to go quite as expected. So we have to be able to pivot, adjust, and problem-solve in real time. And that’s why it’s so valuable.”
Becoming Leaders
Every Thursday morning, sixth graders gather for leadership class, where they prepare for upcoming Family Group sessions and talk about previous ones. Together, they discuss their core values and explore ways to put those values into action as leaders. These meetings give students time to practice, plan, and build confidence before guiding their groups.
“We do not assume they are leaders coming in,” Alissa said. “And they don’t have to have it all figured out by the end.”
Darci agreed: “You don’t have to be the most outgoing Family Group leader. If you have a talent for something, you highlight that, and that’s going to make the connection and build rapport. It’s really about empowering them in a way that is authentic to their being.”
Phoebe Mendelson, a fourth grade teacher who serves on the Family Groups committee, described her role as helping sixth graders grow into their leadership. “The goal is to facilitate the sixth grader in leading,” she said. “I let them try first and then provide feedback.”
Student Voices: Insights from Leaders
For recent sixth grade graduates like Autumn and Alex, Family Groups have been both a challenge and a joy.
“Having one person from each grade helps us come together,” Autumn said. “Otherwise, we don’t interact with students in other grades very often.” She added, “It opens a path for those interested in learning how to be leaders as well. It gets you out of your shell.”
Alex appreciated the sense of belonging. “It gives each person a safe space—if you have a problem, you have someone to talk to,” he said. “It’s especially fun as sixth graders because you get to guide the activity.”
The experience also brought unexpected lessons. “I learned to be more patient,” Autumn said. “There was a third grader who was very shy, and I spent time helping her ease into feeling more comfortable and talkative.”
Alex shared a favorite memory: “I enjoyed making bracelets with the group and writing messages on leaves to encourage each other.”
“Each time you get to learn more about the students in your group,” Autumn added. “It’s fun to build relationships with younger ages.”
The Heart of the Community
Teachers see firsthand how these relationships ripple across the school.
“It’s the perfect opportunity to model the school’s mission,” Darci said. “We are super intentional about moving their bodies, engaging their minds, and fostering their spirits.”
Phoebe echoed this sentiment: “I love seeing Family Group signals in the hallway. It’s like an ice breaker every time. You see kids interacting because of the Family Groups. It aligns with our focus on building community.”
“Students are practicing a different type of public speaking that will be valuable throughout their lives,” Alissa added. “It’s dynamic, because as sixth graders lead sessions, they have to adjust and be flexible in how they present. If their first grader isn’t engaged, they need to pivot and find another way to capture that student’s attention.”
For Darci, Family Groups are more than a program—they are woven into the fabric of Community School. “At this point, the sixth graders expect that they will lead a Family Group,” she said. “It’s something they look forward to. They thrive in knowing and being excited about what’s to come.”
From first graders learning to belong, to sixth graders discovering how to lead, Family Groups show what can happen when students of different ages come together with purpose, creativity, and care.
When fifth grade teacher
Madeline Wilder dreamed of starting a school newspaper, it wasn’t just about writing— it was about fostering connection. “When I was in high school,” she said, “I found a community with my school newspaper. It was the first place where I was put in charge of something, and I got to meet lots of different people I would’ve never had the courage to talk to before. It gave me a lot of tools I still use today.”
Now, thanks to a shared vision with fourth grade teacher Phoebe Mendelson, that dream has taken shape as The Goldy Gazette, an after-school Mini Class for students in grades four through six. Under Madeline and Phoebe’s guidance, students take on roles like reporters, editors, photographers, and illustrators. As they investigate school news and events, conduct interviews, and research topics, they gain hands-on experience in writing, collaboration, and the craft of journalism.
Building a Student-Led Newsroom
According to Madeline and Phoebe, the newspaper came together thanks to a few factors: “Last year, a group of fifth graders created a newspaper on their own, showing that there was already student interest out there,” said Madeline. “Additionally, the fifth grade reading and writing curriculum added a journalism unit, which provided the framework for the newspaper to take shape.” Madeline had Phoebe by her side, ready to take on the new project. “I knew I didn’t want to pursue this alone,” Madeline said. “And Phoebe and I have a great working relationship and friendship, so once she was on board, it was like, well, now we’re doing it!”
Each Gazette session begins with students generating ideas for articles. “We try to have a good balance of things like school
events and bigger topics like screen time or social media,” said Madeline.
“The newspaper gives students a real sense of ownership,” added Phoebe. “They choose their topics, interview their sources, and revise their writing through one-on-one and small group conferences. We’re there as guides, but they take the lead.”
Students also serve in editorial and creative leadership roles. “Everyone’s a writer,” said Madeline, “but they also have jobs like section editor or photography editor. They get to decide how best to help tell the story—whether that’s with images, interviews, or data.”
Madeline sees the Gazette as a powerful tool for developing voice and confidence. “One of our values here at Community is public speaking,” she said. “Interviewing builds that confidence—thinking on your feet, asking follow-up questions. It’s also a way to amplify student voices, which was one of my professional goals this year.”
Phoebe agreed: “It’s important for students to share their perspectives, interview each other and their teachers, and understand different points of view. Developmentally, this age group is passionate about justice, so giving them space to write about what matters to them is crucial.”
Space for Growth and Collaboration
For many students, the Gazette has introduced new ways to collaborate. “A lot of students have worked with people they would never be able to work with otherwise,” said Phoebe. Some students even request to work together again. Staffers Tommy and Irene shared that their partnership has grown over time. “We used to do everything together,” said Irene, “and now we’ve developed our own strengths.
For our most recent article, Tommy interviewed a parent who designed the new accessible playground at school, and I researched why accessibility matters.”
The experience has also helped students grow in unexpected ways. “I’ve been working with Fenmore in class,” Madeline shared. “He’s a hardworking writer who has really blossomed in the newspaper space. For the previous issue, he wrote an article about damaged materials and sports equipment at school. He had a clear vision for the photos he wanted to take, and although I was out there guiding him, he had the camera and the plan. Seeing him gain confidence—rightfully so— and take ownership… this is why I’m here.”
Even outside of class, students go the extra mile. “Some interviews require scheduling during recess or coordinating after school,” said Phoebe. “They’re driven,” Madeline added. “They’re taking initiative and putting in extra work because they care about the stories they’re telling.”
Advancing Learning and Relationships
Students say they were drawn to The Goldy Gazette for the chance to try something new. “It felt like a writing skill that wouldn’t be covered in regular classes,” said Irene. “I had the time to do it, and I was like, why not?”
Tommy added, “I didn’t have many things going on after school, and it sounded fun.
I also thought it might help me when working on materials for secondary schools. Being on the first newspaper in the school looks good!”
Fenmore said, “I decided to join so I’d get better at writing. That wasn’t one of my strong suits, so now I’m getting more experience.”
All three say they’ve learned a lot about journalism and communication. “It’s taught me that interviews and research are very important,” said Fenmore. “Sometimes opinions you have are not enough—and the interviews and research open your world to new information.”
“Journalism is more complicated than news reporters make it seem,” said Irene. “There’s a lot more than researching and writing it down.”
Beyond the skills, students are finding real community. “It’s like another Family Group,” said Madeline. “We see each other in the hallway and do our little ‘this just in!’ signals. There’s a real bond.”
That camaraderie carries over into the school day as well. “Students are using journalism vocabulary, referencing interview techniques, and making connections to what they’re learning in writing class,” said Phoebe.
Looking Ahead
As interest grows, Madeline and Phoebe hope to expand the Gazette’s reach to make it more accessible beyond the Mini Class. This includes welcoming students who may not be able to
attend every session, which they started to do this year. “One sixth grader, Ameya, couldn’t meet at the Mini Class time, but really wanted to be a part of it,” Phoebe said. “And she wrote this amazing piece that we published.”
They also hope to build in more cross-grade mentorship. “I love the idea of sixth graders taking on more responsibility,” said Phoebe. “Editors being able to step up and help their younger peers.”
“And eventually, maybe reporters at school events—real-time coverage,” said Madeline. “Someone at the assemblies, or lunch, when they’re doing featured musicians… that would be super cool.”
Their long-term vision? A newsroom environment at Community where all students can find their voice, just like Madeline once did.
Supporting the Gazette
How can other students and staff support The Goldy Gazette?
“When students ask teachers for interviews, making time for that supports us and gives students practice,” said Phoebe.
“And giving positive feedback!” added Madeline. “After the first issue, people said they read it cover to cover. That meant the world. Posting it in classrooms, reading it with students—it shows them their work matters.”
As for advice to future Gazette members?
“Expect a lot of homework,” said Irene.
“If your schedule is busy, consider holding back on other activities.”
Tommy added, “Look at all the articles, think about them, and don’t start with the hardest one. Build up.”
Fenmore summed it up: “It’s not your typical Mini Class, but you should join. It’s worth it!”
LEFT PAGE: Madeline Wilder (left) and Phoebe Mendelson (right).
ABOVE: Students working on The Goldy Gazette BELOW: Tommy and Irene (left) and Fenmore (right).
Colleen Wyss 2025 Lowenhaupt Award Recipient
Excerpt from Mr. Cooke’s speech from the May 2025 Annual Meeting:
Every year, one Community School faculty member is recognized for their work furthering the education of young children through excellence in program development in their classroom, presenting educational information at conferences or workshops, or publishing works for other educational professionals. The recipient must have been a teacher at Community School for a minimum of five years. The award is named in honor of Henry C. Lowenhaupt, an important member of Community School in the 1970s. In addition to recognition and a permanent display in the main office, a cash award accompanies the honor.
In one of the nominations that led to this year’s award, this teacher was described as approaching each day “with enthusiasm, empathy, and strong leadership,” creating a safe and welcoming space where everyone can learn. When we hired her in 2012, we knew she would be a forward-thinking educator—someone deeply committed to elevating both teaching and learning, and to fostering a warm, supportive environment for every child in her care. What we couldn’t have anticipated was just how fully she would channel that passion beyond her classroom to enrich our entire school community. These are just some of the qualities that led to Colleen Wyss being chosen as this year’s Lowenhaupt Award recipient.
Colleen’s work here as a first and third grade teacher has been exemplary. Her lessons are innovative and engaging, and she brings a kindness and sense of humor every day, which is certainly needed in elementary education! Colleen has a dedication to the continual improvement of her students, and a deep sensitivity to children’s strengths and challenges. Although she is a superb teacher already, she doesn’t shy away from trying new things in an attempt to improve. For instance, when she was a first grade teacher, she dug into the science of reading—researching and applying what she learned to better support students who were struggling a bit. This interest in improvement through change also spurred
Colleen Wyss in the classroom (left) and with former Head of School Bob Cooke (right).
her to move from teaching first grade to third, and I can’t tell you how many students and parents were excited to have Colleen for a second time in three years. Part of that excitement stems from Colleen’s deep, intuitive understanding that educating a child is not solely the teacher’s responsibility. She eagerly involves parents in the process, communicating with care, thoughtfulness, and honesty—building true partnerships with families. Colleen is also a wonderful teammate and teaching partner. She brings a sense of joy and positivity to work every day and is the ultimate contributor to the greater good of the school. Any time we need something, we know we can ask Colleen—that is, if she hasn’t volunteered first!
You can frequently see her helping out in Homework Club or Extended Day after school, and she is regularly here until 5 p.m. or later. That makes for a long day, since Colleen is also here early, working one-on-one with students to boost their math skills.
Her commitment to the school community extends well beyond her classroom. A few years ago, she came to me with the idea of starting a support group for teachers and administrators interested in becoming better supporters of our diverse students and teachers. This wasn’t something we assigned— Colleen initiated it, named it “Allies and Upstanders,” and has led after-school meetings for years in an effort to make Community a more inclusive
and welcoming place for all. Colleen presents to the group with kindness and sensitivity, helping us all see that she is with us on this journey, and sharing her wisdom—honed by attending at least a dozen conferences over the years—in a warm, nonjudgmental way.
Like all past winners of this award, Colleen is more than just a superb teacher and colleague. She brings a spark to the school and frequently has us laughing as she recounts a funny experience with a student or something from her highly active life as an actor. Outside of school, she is a talented vocalist, dancer, and performer. She has been in many local productions and loves sharing her knowledge of plays and musicals with the rest of us. In recent years, she’s been in Shrek the Musical and Something Rotten. I can’t keep up with her musical life, but what I can say is that I have no idea how she finds time to do it all.
All of this ensures that Colleen is not only a great teacher, but someone who makes this a better school for us all.
Service Awards
We honored 15 Community School employees for their tenure at the Annual Meeting.
5 Years of Service (2020)
Therese Futhey
Jen Gosnell ’79
Joey Murphy
Jen Thomas
10 Years of Service (2015)
Bob Cooke
Joe Korfmacher
Kathy Lepsky
Abby Reed
Alissa Rowan
15 Years of Service (2010)
Nikki Dantuono
Veronique Gardet
20 Years of Service (2005)
Dave Lang
Mindy McManemy
30 Years of Service (1995)
Lori Branch
Ellen Watts
Thank you for your service!
2025 Service Award Recipients. Not pictured: Jen Gosnell ‘79 and Joey Murphy.
Professional Development
Professional development is a hallmark of Community School. Below are highlights from the 2024-2025 school year.
Rebecka Briney (First Grade Teacher) attended the Learning & the Brain Conference in San Francisco. The conference focused on empowering students, engaging learners, using strength-based strategies, and fostering curiosity.
Nina Nichols (Director of Diversity & Inclusion and Assistant Director of Admission) attended the NAIS People of Color Conference in Denver. She also participated in the ISSL Educators of Color Group, ISSL Leaders of Color Group, the Enrollment Management Leadership Council Mentor Program, and the University of Southern California’s Leadership in Enrollment Management Program. In May 2025, she earned her Ed.M. from the University of Illinois UrbanaChampaign in Education Policy, Organization, and Leadership, with dual concentrations in Educational Administration and Leadership and Diversity and Equity in Education.
Kathy Lepsky and Marieann Barratt (Upper Division Science Teachers) participated in a week-long online course through Carnegie Mellon: Robotics Academy Certified Training for LEGO® Education SPIKE™ Prime. They learned how to build and program robots and completed a series of robotics challenges.
Nikki Dantuono (Upper Division Head) attended the Learning & the Brain Conference in New York City, where educators explored how research evidence can improve learning and memory, the role of EdTech and AI in student engagement, and strategies for fostering curiosity and innovation. Topics also included evidence-based teaching practices, the effects of technology on adolescent development, rethinking assessment and feedback, and building strong leadership and learning environments.
Ellen Watts (Senior Kindergarten Teacher) participated in two Responsive Classroom webinars. The first, Coaching for Continuity, explored strategies for leading schoolwide social, emotional, and academic learning. The second, Schoolwide Implementation, focused on effectively implementing Responsive Classroom.
Dave Lang (Woodshop Teacher) attended the Teaching with Small Boats Alliance Conference in Mystic, CT. Educators and boat builders from across the country led presentations and workshops on teaching math and engineering skills through wooden boat building. Dave enjoyed connecting with fellow educators who focus on woodworking and fostering independent problem-solving skills.
Eve Rudolph (Director of Auxiliary Programs) went to the SPARC National Conference in Scottsdale, AZ. She networked with colleagues from across the country who work in Auxiliary Programs, exchanging ideas and discussing both the accomplishments and challenges within this department in independent schools.
Maureen Ross-Lang (Fourth Grade Teacher) attended a Responsive Classroom Elementary Core Course in Chicago. Her key takeaway was that creating a supportive, engaging, and joyful classroom begins with nurturing each student’s social-emotional growth every day, with clear boundaries, responsibilities, and communication. Maureen also attended an online presentation, Inclusive Learning: Navigating Neurodiversity and Promoting Positive Classroom Practices, led by clinicians from the Child Mind Institute.
Ellen Noel and Ellen Watts (Senior Kindergarten Teachers), along with Katherine Fulton, Jered Gruszka, and Stephen Lott (Second Grade Teachers), participated virtually in the Science of Reading conference, which focused on research-based literacy strategies and practices.
Alissa Rowan (Drama Teacher) attended the Broadway Teachers Workshop in New York City. It included workshops with industry professionals, seeing Broadway shows, and taking directing classes.
Several dozen Community School teachers and administrators attended the ISACS Annual Conference in St. Louis. The conference is designed specifically for educators in independent schools, and this year’s event featured over 150 dynamic sessions on research, trends, and best practices.
A look back at the 2024-2025 school year.