GCDS News January 2025

Generative AI in Schools

2024 Distinguished Alumnus Tom Coyle ’69, Former NCIS Officer IN MEMORIAM Andrew Niblock

Two weeks before the scheduled opening of the Donovan Mitchell Family Athletic Center, or The DON, we received troubling news from both our construction team and our lawyers pursuing regulatory permission for us to occupy the space. We were told we would not be able to use the space until mid-December and having our Thanksgiving Assembly in the space would not happen. Devastated, but undaunted, our team went to work. Over the course of the next two weeks we were able to pull off a “Thanksgiving Miracle” and we had our Temporary Certificate of Occupancy—a mere 12 hours before the assembly was scheduled to start—exemplifying the very definition of Determination Over Negativity (DON).

As I stood at the podium that morning and looked out at the view pictured here, I was very emotional—not because we were standing in this magnificent building (thanks to Donovan and the whole Mitchell family!), nor was it because we had pulled off a last minute miracle to hold the assembly in The DON—I was emotional because of what I saw in front of me. To see everyone in one space—from nursery students to 12th graders, teachers, members of the Facilities team, Dining Hall staff, members of the Business Office, Advancement and Communication Teams, Admissions, Technology, Security, etc.—was witnessing our entire community in all its beauty! There is an anonymous quote

that says, “you will never understand the unabashed power of community until you are part of one.”

That is what I felt standing there on November 26—the unabashed power of community, and the palpable feeling of care for one another. Shortly after this event we lost a beloved member of our community—Andrew Niblock—to his multi-year battle with ALS. He personified our culture of care for one another, leaving us with many wise words and his example of how to live a courageous, joyful life.

I am so grateful to be part of this magical community and hope you feel it as well. As we head into this holiday season,

my wish for all Tigers is that your families find time to love each other deeply, to laugh together, and to recharge your batteries for the new year ahead.

Warmly,

Adam C. Rohdie

Under One Roof Thanksgiving Day Assembly

JANUARY

2025

Greenwich Country Day School

P.O. Box 623, Old Church Road Greenwich, CT 06836-0623 www.gcds.net

HEAD OF SCHOOL

Adam Rohdie

DIRECTOR OF STRATEGIC COMMUNICATIONS

Kim Eves

EDITOR

Moina Noor

PHOTOGRAPHY

ChiChi Ubiña, Ariana Lubelli-Brown, Jon Lopez, Greg Horowitz, Kim Eves

Architectural Renders: Foster + Partners

Illustrations: Tom Ernst

MAGAZINE DESIGN

Foogoo Communications Design

MARKETING GRAPHICS

Kirsten Bitzonis

WEBSITE

Suzanne Shrekgast

Please share your comments, address changes, and inquiries

GCDSNews@gcds.net

Send Alumni News and Photos Liz Orum Duffy ’98 Director of Alumni Relations liz.duffy@gcds.net

GCDS News is published three times each year and is distributed to alumni, GCDS parents and grandparents, faculty and staff, and friends of the school. All rights reserved.

Greenwich Country Day School does not discriminate on the basis of race, color, national or ethnic origin or any other category prohibited by law, in admission policies, scholarship programs, athletic and other school administered programs.

On the Cover: Jordan Mitchell ’17, Adam Rohdie, Donovan Mitchell ’12, Nicole Mitchell, Tim Helstein

Cover Photo: ChiChi Ubiña

“I

VOTED” in the Lower Elementary School

FALL ATHLETICS NEWS

This magazine is printed with organic inks in a facility using wind power energy.

36 ARTS

• Upper School Play: “You Can’t Take It With You”

• Plans Underway for the Amanda Gesine Winklevoss ’94 Performing Arts Center

44 ATHLETICS

• Girls Varsity Volleyball and Boys Varsity Soccer Win Regional Championships

• New Track & Field Under Conctruction

52 Alumni Reunion Weekend

66 A Celebration of Life: David H. Griswold

68 In Memoriam: Andrew Niblock

69 ALUMNI NEWS & NOTES

GCDS WALKATHON

Over $55K raised in support of hunger!

NEPSAC CHAMPIONS Girls Varsity Volleyball

Prioritizing the Human Connection

A Thoughtful Approach to GENERATIVE ARTIFICIAL INTELLIGENCE in Schools

GCDS AI Advisory Group

Purpose Statement:

Our goal is to stay at the forefront of AI developments in education, ensuring our school remains innovative and prepared for the future. We strive to bridge the gap between cutting-edge technology and our core educational values, fostering a culture of informed innovation and decision-making.

“We are committed to exploring, evaluating, and integrating AI technologies in ways that enhance student learning, improve the capacity of our educators to provide quality learning experiences, streamline administrative processes, and prepare our community of learners for a future alongside artificial intelligence and generative technologies.”

The arrival of Generative Artificial Intelligence is reshaping many industries and sparking conversations about its potential and pitfalls. Education is no exception. Schools like GCDS are navigating this transformational technology, which generates essays in a few seconds and creates “unique” images, music, audio, and videos from simple instructions. GenAI is redefining how content is learned, created, and communicated.

”Unlike other new technologies that simply require a ‘rollout,’ the arrival of Generative AI is a force. The world is becoming different because of it, and the world has to change in response to it,” says Evan Kanouse, Director of Academic Operations.

Rather than being swept away by the wave of GenAI, GCDS is adopting a deliberate, thoughtful approach. “We’re approaching it holistically, considering all the angles—positive, neutral, or

FACULTY PERSPECTIVES:

TIM DONOGHUE, Upper School English Teacher

The tool can sketch out quick personas for a role-play activity or generate straw man arguments for a debate. But it can also create the full essay or presentation, obviating the need for students to do much generative thinking. This requires discipline. If our nation’s record with debt, climate change, and consumption is any indicator, I’m not so sanguine about our ability to maintain discipline with AI. I might finish a bike race in two hours with my traditional bike, but with an electric bike, I can finish that race in just over an hour. So what’s my actual time? Did they see my electric motor? Which version of my race results should I submit? This is how AI is scrambling teacher-student ethics.”

NINA BASINET, Head of Upper Elementary School

While there are no formal expectations for using Generative AI, we encourage our teachers to explore its potential as a valuable thought partner. This versatile tool can spark creativity and generate fresh ideas.”

otherwise—where GenAI could impact our community,” Kanouse explains.

To do that, GCDS has convened several multidisciplinary groups throughout the school—from an Advisory Group, composed of board members, parents, teachers, and administrators to groups of classroom teachers—to think strategically about if, how, and where GenAI should be integrated into school.

In addition, faculty members are seeking professional development and peer school networking opportunities to help them adapt and take advantage of the new opportunities GenAI offers.

Balancing Optimism with Caution

Days before the start of the 2024–2025 school year, the entire faculty and staff met with Greg Kulowiec, a leading academic technology consultant, for a professional development session to discuss the potential, risks, and implications of GenAI in schools.

Kulowiec told the faculty that he believes that GenAI, in its best form, will enhance students’ creativity and critical thinking and be more than a simple source of information. GenAI will help push student and faculty thinking, prepare creative lesson plans, make assessments based on goals,” said Kulowiec. “We are already seeing that GenAI is a part of all the tools that people use. There isn’t going to be an opt-in feature. GenAI will be baked into the operating system.”

However, Kulowiec tempered his optimism by addressing GenAI’s risks. He warned about the potential erosion of critical thinking, overreliance on AI tools, and inherent biases in these systems.

“While I’m optimistic, we can’t just look at the benefits. We have to look at some of the concerns and figure out how we’re

going to address those, then maybe flip those into opportunities.”

“The narrative from tech companies is tempting: let the tool do the work for you. But the beauty of being alive is struggling with challenging problems. Why would we want to outsource that?”

Generative AI in Practice

GCDS is already exploring multiple AI tools for teachers to enhance differentiation opportunities, devise student-

specific tutoring modules, and inspire innovative teaching strategies. With a schoolwide license for MagicSchool, GCDS teachers, primarily at the Old Church Road campus, are experimenting with ways to integrate it into projectbased learning.

However, adoption of GenAI is not mandatory. “We’re providing space for everyone,” Kanouse says. “Some teachers are advocates and feel the use of AI enhances the learning experiences for students

Kulowiec underscored that while AI excels at generating content, it lacks understanding of context or meaning—making the role of teachers indispensable. ‘The human connection is the fundamental thing. You know your students better than the machine does. You have context for their background, struggles, and successes.’”

while others feel there is no place for it as they are focused on the development of core academic and foundational skills. Both approaches are valid.”

At the Upper School, administrators shared this statement with the students at the beginning of the year to deter GenAI use without teacher permission: “Any use of Generative AI requires instructor permission as well as acknowledgment when signing the honor pledge. Failure to disclose the use of AI is a violation of the Academic Integrity Policy.”

Some faculty members use a 5-tier AI stoplight system for student work: green means full use of AI with proper citations in a final project, yellow allows limited use with restrictions, and red prohibits AI entirely.

“Students and faculty members need clarity and opportunities to explore AI responsibly,” Kanouse explains. “We want to provide assignments across the stoplight spectrum, from traditional

FACULTY PERSPECTIVES:

TAYLOR JONES, Assistant Head of the Middle School & Math Teacher

“ LUKE LAUBSCHER, Grade 4 Teacher

I walked into his talk as an AI skeptic, and his presentation has started to shift my mindset. As a result of the information and expertise he provided, my colleagues and I have already started discussing how we can use it as a tool in our classrooms and lesson planning. Even just today we used it to help us brainstorm ideas for a new math project. While the entire landscape of GenAI is daunting and changing every day, it clearly has the potential to be a powerful tool. This session with Greg Kulowiec gave me a kickstart in the right direction.”

AI in schools and life has become woven into the fabric of our day-to-day proceedings. I am grateful for the efficiency it provides, allowing me to spend time thinking creatively and achieve some of my finest work, while also being wary of its downfalls and drawbacks. In particular, the largest downfall that I closely monitor—in both myself and my students as well—is the overreliance on the tools that AI provides. It is important that we are always teaching our students, and ourselves, to think critically and problem solve independently.”

pen-and-paper tasks to open-ended AI experiments.”

Dr. Andrew Ruoss, Assistant Head of the Upper School for Academic Programs, says that the use of GenAI varies by department. For example, students and faculty in Economics classes are using Perplexity, a new AI tool, and AI is also being used in Computer Science classes. “Educators have to be rubber bands, not walls, in response to a technology that is changing so swiftly.”

The Human Connection

Kulowiec underscored that while AI excels at generating content, it lacks understanding of context or meaning —making the role of teachers indispensable. “The human connection is the fundamental thing. You know your students better than the machine does. You have

context for their background, struggles, and successes.”

Kanouse echoes this sentiment, emphasizing that AI should enhance, not replace, the human experience in education. “Our role as educators is to model responsible technology use and ensure that AI supports teaching and learning, rather than diminishing it.”

“Whether you’re an optimist or a skeptic, the goal is the same: understanding what’s best for students,” Kulowiec concluded. “The tools are here to stay. Let’s ensure we use them to elevate, not diminish, the human experience.”

AI CLUB ATTENDS SYMPOSIUM

An AI club was started at the Upper School last year by students interested in the math and science behind Generative AI. For the second year, the club along with their advisor Diego Abanto, Upper School Math Teacher, attended an AI Computer Symposium, “From Chiplets to Future AI Ecosystems” sponsored by IBM and Institute of Electrical and Electronics Engineers (IEEE). There, professionals and university students in the AI/semiconductor field presented research into the technology breakthroughs needed to keep up with the demands of large AI models.

“The event was a great way to get apprised of the latest innovations in chip technology with the aim of improving computing efficiency, power, and memory for AI chips.”

— Penelope Hentsch-Cowles ’25, Club President

The

narrative from tech companies is

tempting: let the tool do the work for you. But the

beauty of being alive

is struggling with challenging problems. Why would we want to outsource that?”

—GREG KULOWIEC, Academic Technology Consultant

A Focus on Writing + Research Ninth Graders Make Connections Across Disciplines

By Dr. Andrew Ruoss, Assistant Head of Upper School for Academic Programs

As generations of alumni have returned to campus this fall, they have shared their stories of how their experiences at Country Day inspired them to pursue careers in the White House, medical research, the military, corporate leadership, and investigative journalism. And while we encourage our current students’ efforts to push new boundaries of research and performance in the arts, mathematics, literature, and computer science, the core challenges that have always shaped a GCDS education continue to drive every student’s learning: How to think about complex problems, how to channel this thinking into cogent communication, and how to leverage these skills toward the benefit of others.

Strengthening Writing + Research

As they start their journey in the Upper School, ninth graders are keenly focused on these two goals. Building on their experiences in the Middle School, ninth graders begin their path

through the Upper School, guided by a talented team of interdisciplinary faculty. These teachers challenge students to connect ideas across their classes, to engage with different perspectives, and to apply their learning to the pressing issues and questions that define a dynamic world.

The structure of the ninth grade program supports this approach, with a core teaching team of Biology, English, and History faculty who guide shared cohorts of students.

“In ninth grade, students set out to meet more rigorous requirements within a comprehensive experience that is pur-

It was so interesting to see my classmates’ processes and thinking and how they expressed their arguments. This gave me completely new perspectives on the questions I was asking.”

—Rapha Jacobson ’28

In learning to collaborate effectively, to question intensively, and to analyze and argue cogently, our ninth graders work to build their strengths as individuals, and to strengthen the communities around them.

posefully crafted by caring faculty,” says Devika Bodas, Ninth Grade Academic Program Co-Coordinator and Biology and Neuroscience teacher. “In this challenging work, they find meaning and make connections between their classes while building a collaborative academic community. We notice that this yields a solid foundation and culture of curiosity for the next four years of Upper School.”

As ninth graders gain their stride in October, students are assigned simultaneous writing projects in their classes—an analysis of climate change in Biology, a literary analysis of the novel Lord of the Flies in English, and historical research assessing the triggers of decline in ancient civilizations—all challenge students to think about systems of societal and environmental organization.

In individual classes, faculty guide students to build their skills and to gain an understanding of the process and mechanics of discipline-specific writing. How do you frame a hypothesis in scientific research? What does cogent analysis of a literary passage look like? How do you weave together changes over different historical movements?

“We work with students intensively to build these foundational skills in every discipline, which will be crucial as they navigate our research and Advanced Applied programs, and

“I learned that I like writing a thesis-based argument. I’ve started thinking about how to use that to strengthen my approaches in science and in English.”

—James Bilden ’28

ultimately prepare for university programs later down the road,” says Shannon Hubertus, Biology teacher and Science Department Head.

Making Connections

As ninth graders adapt to the rigor and intellectual maturity of the Upper School program, their teachers also prepare them for an equally crucial skillset: connecting their learning across their classes. The faculty team matches significant challenge with personalized mentorship and support of learning. Meeting every morning before school, the Ninth Grade Team discusses individual student progress and assesses the trends and opportunities that they see across classrooms.

“Having a faculty team that cares first and foremost about each individual student’s engagement and growth—this makes the ambitions and challenge of the program possible,” says Lizzy Giffen, Ninth Grade Academic Co-Coordinator and English teacher. “The teaching team models collaboration and curiosity,

and the students watch and learn from this genuine enjoyment and engagement.”

And this close collaboration among teachers translates directly to cross-disciplinary learning for students. Utilizing weekly fullgrade meeting times and combining adjacent class periods, the Ninth Grade faculty collaborate on a program to guide students to study their own writing, as well as the approaches of their peers, across their classes. This work centers on three related lenses of analysis:

Exploring Language + Structure:

Students compare related structures of research and analysis across different disciplines. What is the relationship between a scientific hypothesis, an analytical claim in English, and an historical research thesis? How do the language and conventions of these fields overlap? With which methods do I feel stronger as a writer?

Exploring Audience + Purpose:

Students analyze examples of their own work, as well as the work of professional experts in different fields, to think about the connections between discipline-specific writing structures and the intended audiences and priorities for that discipline. What is

As ninth graders adapt to the rigor and intellectual maturity of the Upper School program, their teachers also prepare them for an equally crucial skillset: connecting their learning across their classes.” “

important to a scientist? What is the purpose of social scientific argument? How does literature connect with lived experience?

Connecting Approaches:

Finally, the faculty guide each individual student to distill their writing and research styles across their classes. How can a student’s strength in historical research inform their growth in scientific methodology? How might a student channel their ability to connect with the characters of a novel to bolster their investigation of an historical artifact? And, through analyzing the work of their peers, students learn how to give and receive effective feedback for written arguments. How do you translate someone else’s perspectives into reflection on your own work?

Cultivating an individual voice, as well as an expansive and effective lens through which to analyze the surrounding world, is the crucial goal of a foundational education. At GCDS, we have leveraged a legacy of strong and dynamic approaches to education to constantly reassess our efforts to prepare students to lead in a rapidly changing world. In learning to collaborate effectively, to question intensively, and to analyze and argue cogently, our ninth graders work to build their strengths as individuals, and to strengthen the communities around them.

DON THE NBA ALL-STAR

DONOVAN MITCHELL JR. ’12 Inaugurates New Athletic Center

The atmosphere inside the brand-new Donovan Mitchell Family Athletic Center (The DON) was electric as alumnus Donovan Mitchell Jr. ’12 inaugurated the facility during a ribbon-cutting ceremony on Sunday, Oct. 27. The state-of-the-art gymnasium was filled with friends, family, and Mitchell’s Cleveland Cavaliers teammates, all there to celebrate his contributions to GCDS and his community.

The Donovan Mitchell Family Athletic Center, nicknamed “The DON,” which stands for Determination Over Negativity, features a full-sized NCAA basketball court that can split into two high school-sized courts. The facility, which officially opened to the school community in late-November, also has the capacity to hold the entire N–12 school community for assemblies and events.

A 6'3" guard for the Cleveland Cavaliers, Mitchell is currently averaging 24.4 points per game this season. Drafted by the Utah Jazz in the first round of the 2017 NBA Draft, he is a five-time NBA All-Star and was traded to the Cavaliers in 2022.

“I am forever grateful to everyone, especially my teachers, coaches, and family who helped me get to where I am,” said Mitchell, who was visibly emotional as he mentioned many people by name, including his family members and teachers, and administrators.

“From day one, before basketball was the plan, everyone in this community was always checking up on me. They told me what I needed to hear, not what I wanted to hear, and helped me to continually improve. They did it for no reason other than they cared about me.”

Head of School Adam Rohdie and Director of Athletics Tim Helstein kicked off the ceremony by unveiling Mitchell’s retired GCDS #45 jersey, the number he wore while a Tiger, which will hang permanently in The DON.

“Donovan left his mark here not

because he was a terrific athlete, which of course, he was in multiple sports—including baseball and soccer,” Rohdie said. “He left his mark on GCDS not because he was a great musician, playing the drums and singing and dancing in the school musical. Donovan made his mark on the school because of the kind of young man he was then and is today.”

“Don is a terrific friend to everyone,” Rohdie continued. “He’s never stuck up, he never thinks he’s better than anyone else.”

Mr. Rohdie noted that you can still find Mitchell at GCDS once in a while. Even after he became an NBA All-Star, Donovan would return to his alma mater, where he always had time for the kids. He would run up and down with our varsity basketball team and would always check in with his old teachers.”

A Transformative Gift

Mr. Rohdie told the audience that in addition to funding the building of The DON, Mitchell and his family’s philanthropy supports increased access to education through GCDS student scholarships and “

Donovan Mitchell ’12, Tracy Van Akin DeTeso, former faculty member

Donovan Mitchell and the Boys Varsity Basketball Team

Nicole Mitchell, Jordan Mitchell ’17

Donovan Mitchell with Pat and Catherine Scanlon, Keith and Kristen Williams, and families

Ribbon Cutting: Emily Stern, Jordan Mitchell, Donovan Mitchell, Nicole Mitchell, Tim Helstein

Donovan Mitchell and the Girls Basketball Team

Donovan Mitchell, Peter Walmsley, Connor Walmsley ’32

“

To stand at the podium in The DON for our annual Thanksgiving Assembly and look out at our entire student body, N–12, was literally a dream come true.”

—Head of School Adam Rohdie

professional development through the Faculty Support Fund. Mitchell’s mother, Nicole, was a Pre-K teacher at the school for 13 years and currently sits on the school’s board of trustees, and his sister, Jordan, Class of 2017, is an alumna.

“The GCDS community was a role model for us. Many people here do good just because it’s the right thing to do,” said Nicole Mitchell, thanking the crowd for their support.

The DON will host not just sports, but all-school events and assemblies. “The DON will become the Grand Central Station of GCDS,” said Mr. Rohdie. “This is a transformational gift, not only for our athletics program but for the entire school and I can’t thank the Mitchell family enough for their generosity.”

Mr. Helstein took a moment to remember the old gym that The DON now replaces. “It’s here that Nicole brought her Pre-K class for foundational athletics skills and where Jordan was a star of the dance team. It was here where I first saw Middle School student Donovan Mitchell rise up and flush the basketball with one hand.”

“I can’t believe that this is our gym,” he said. “The size and beauty of it is beyond belief. I can’t wait to see these stands packed for hoops night, for playoff games and even Donovan’s camp. These walls will be the home of even more championship banners, record holders and maybe, just maybe, a few more NBA stars.”

People Make the Place

Brianna McDermott, a senior and captain of the GCDS varsity girls basketball team is a Mitchell Family Scholar. McDermott is the first person to have her name on the banner of the new gym. She scored her 1,000th career point last season and the banner, displaying her impressive accom-

plishment hangs prominently in the gym. She is thrilled that she will play her final basketball season at GCDS this winter.

“About four years ago, Donovan Mitchell and the Donovan Mitchell Scholars Foundation changed my life,” said Brianna. “Through the Mitchell Family’s scholarship, I was given a chance to attend this school and I had little clue that it would open as many doors as it did. When I first received the news that I had been selected as a recipient of this scholarship, I was unaware of just how transformative my experience at GCDS would be. Not only as a student and basketball player, but as a person. Of course, I knew that GCDS would offer me an incredible education, but nothing compares to the relationships I’ve built.”

“As I enter my final year at GCDS and reflect on the past three, it’s abundantly clear that the people make the place,” she added. “What truly makes it beautiful is the people within its walls. I see opening this gym as a fresh start. A new space that will allow myself, my teammates and my peers to work hard and play the game we

love. There’s no doubt in my mind that the new atmosphere will be unmatched. It is truly a privilege to be the first girls team to play in The DON and set the tone for what the GCDS athletic program represents.”

To close the ceremony, Mitchell took the ceremonial first shot on the court. The crowd erupted in cheers as the ball swished through the net, symbolizing the beginning of a new chapter for GCDS athletics.

Donovan Mitchell, Brianna McDermott ’25

2025

JANUARY

Donovan taking first shot in The DON

Donovan Mitchell with Jon Bates, former basketball coach and faculty member

Tiger Tones sing at the all-school Thanksgiving Assembly in The DON

ADVANCED MATH COLLOQUIUM Students Present Research

Student Paper Accepted for Publication in Math Journal

The recent Fall Math Colloquium held by the Math Department was a showcase of exceptional student-driven research and a celebration of advanced mathematics. Held on Oct. 30 in the Upper School Commons, the event highlighted the projects of eight students from GCDS’s math, computer science, and engineering courses.

Coleman Hall, the Upper School Math Program Lead, praised the dedication and talent of these students, describing them as “some of the finest young mathematicians and scholars the school has produced.”

Harrison Servedio, a senior, presented research he did with a professor at Emory University, Dr. Jack Brody, this summer. Their research “Solving x+1 = 3 with a Quantum Computer” has

been accepted for publication in The Mathematical Intelligencer, a mathematical journal.

Hall emphasized that while GCDS upholds the tradition of a strong college-preparatory math curriculum, it also encourages engaging projects that give students a platform to apply their mathematical knowledge in meaningful ways. “I believe that rigor transcends beyond the rote and is truly witnessed when our students present their work and passions,” Hall said.

The Math Colloquium is just one part of GCDS’s commitment to extending math learning beyond the classroom. The school provides various outlets for students to deepen their mathematical interests, including independent research opportunities, advanced studies, presentations, junior thesis projects, and oneon-one mentorship with faculty. Students also have opportunities to compete in the American Mathematical Competitions and join the Math Team, which represents GCDS in the Fairfield County Math League.

Imran Iftikar, Harrison Servedio, Irhan Iftikar, Linnea Shah-Gustafsson, Henry Santangelo, Bobby Jones, Cooper Taylor (not pictured: Penelope Hentsch-Cowles)

THE FOLLOWING STUDENTS

PRESENTED THEIR RESEARCH:

Imran Iftikar ’25 researched and presented on the Rendering Equation, which has applications to optics and image processing.

Cooper Taylor ’26 researched and presented on his design and development of a PID controller for his custom-built drone.

Henry Santangelo ’26 presented his research on Markov chains and their connection to weather prediction models.

Linnea Shah-Gustafsson ’26 presented on her current research interests of spectroscopy and the Fourier transform from applied mathematical analysis. She is researching how she can use these techniques to find a more sustainable and energy efficient way to recycle plastics.

Penelope Hentsch-Cowles ’25 was to present on her junior thesis research into Metalenses and surfaces which have applications in optimizing, both speed and costs, of communications over long distances.

Harrison Servedio ’25 presented his summer research with a professor at Emory University on an application of Grover’s algorithm in quantum computing. No publication existed prior to this research; the paper they wrote was accepted for publication.

Bobby Jones ’25 presented his research of Partial Differential Equations (PDE) and their applications from his junior thesis. He presented on the Heat Equation, but he also discussed the applications of PDEs to finance—most notable the Black-Scholes model.

Irhan Iftikar ’26 presented his research into the theory of mathematical game theory and utility functions. He wrote an analysis of his game theory research to understand nuclear weapon armament and submitted his work for publication consideration.

NATIONAL MERIT SEMIFINALISTS

“I believe that rigor transcends beyond the rote and is truly witnessed when our students present their work and passions.”

— COLEMAN HALL, US MATH PROGRAM LEAD

Congratulations to seniors Imran Iftikar, Harrison Servedio, Penelope Hentsch-Cowles, and Declan O’Keeffe who were selected as National Merit Scholarship Semifinalists. They represent less than 1% of the nation’s high school graduating seniors. Screened by their PSAT/NMSQT scores, students have an opportunity to advance in the competition for Merit Scholarship awards.

The Gem of GCDS: JOHNNA YESKEY

Dean of Studies

Celebrating 50 Years profile:FACULTY

BY ANDREW NIBLOCK Director of Schoolwide Initiatives

Great schools cultivate precious gems—exquisite examples of the community at its best. They are rare and valuable. They can steer the ship through their wisdom and example.

For 50 years, Johnna Yeskey has been more than a gem for GCDS—she has been a weathermaker. For half a century on Old Church Road, whenever Johnna has entered a room, she makes the weather. She raises the standard and sets the temperature. She is a true force of nature.

Over her career here as a teacher, division head, and dean, she has made a profound impact on generations of faculty, students, and families.

I was grateful to have the opportunity to ask Johnna a few questions about teaching and schools.

Why GCDS?

My initial “Why” was purely luck. In the summer of 1974, Dennis (my husband) and I moved from Pittsburgh for his career. I was a bit reluctant as I loved my job teaching first grade for Fox Chapel Schools, and couldn’t imagine not teaching. As we were leaving our house, the phone rang and I ran back in to pick it up. It was Brec Saalfield, Headmaster of GCDS, asking me how soon I could come for an interview. He had an unexpected vacancy. I said, “Monday.” We arrived in Greenwich on Saturday, drove through campus on Sunday, and appeared at the Lower School at 9 a.m., Monday. As I walked through the door, I literally bumped into Jamie Rudolph, a relatively new teacher herself, who welcomed me with open arms and led me to my interview with Alex Gray, newly appointed Head of the Lower School. Every drop of reluctance left as I spent the next hour with Jamie and Alex. The position was to teach second grade with Grace Molinari and Rhoda Pearlman.

The second “Why” is easy to explain. I had the good fortune of discovering the people within this unique community and the

opportunities for growth that would be ever present. The culture of community has always been the lifeblood of GCDS. It was strong in 1974, and it is equally strong in 2024—50 years later. Members of this community—the teachers, the students, the families, the staff—all care about each other. This positive environment encourages creativity, innovation, and allows everyone to be the best they can be.

For me, GCDS has given me opportunities to take on new challenges and grow professionally. Every role in my journey at GCDS has allowed me to innovate and lead, designing learning experiences and programs that would make a difference every day. After 40 years in the Lower School, being able to gain a more insightful understanding of our programs and faculty N–8 as Dean of Faculty and Academic Programs is “Why” I find myself very fortunate and thankful to still be part of this amazing academic community for 50 years.

What do you look forward to every day?

I don’t think I realized this at age 40, or even 60, but at 75 the answer to this is quite clear to me. I wake up every morning knowing that I have a purpose for the day. I get in my car and head to campus, knowing that I can contribute in some way, sometimes small and sometimes large, to the Mission of GCDS. There is never a dull moment, and there is always something new to think about. I am energized walking in the door. But most of all, I look forward to the smiles on the faces of children and teachers, and the sense of joy that is apparent all around our halls and classrooms.

What have you learned from teaching that is universal?

Relationships are key to a positive learning experience. The connectedness between a student and teacher gives our students the confidence to tackle tough skills and concepts because they know they will receive support, encouragement,

and appropriate praise. Our students know there will always be someone they can trust and seek out.

What should every child do every day?

Experience a Book: Every child should have an experience with books every day. This should involve being read to by an adult as well as the opportunity to explore on their own. From the earliest years, children gain so much from having a book read aloud to them. It is so important to keep reading to your child even as they mature. Don’t stop when they learn to read. There is so much more you can challenge them to experience in the world of books.

Get Outdoors: Breathe the fresh air and experience nature. Use this time to put aside all of the screens that are such a big part of life today, and learn there are so many ways to use free time that are healthy and active. There is an unstructured aspect of a backyard, a town park, a woodsy area or a beach that encourages creativity and a healthy lifestyle.

Have a Family Meal: In today’s busy life, this is very hard to do yet so valuable. Realistically, sitting down with a parent or guardian to share a meal is no longer a daily event, but worthy of a try.

What does Tiger Pride mean to you?

I was once asked at a parent coffee how I would know when Tiger Pride was successful and made a real difference. I thought about that for a moment and responded in this manner. We do take the time to introduce to our students the meaning of each word that is represented by a letter in Tiger Pride. However, success will be achieved when we no longer have to think about those words independently, but feel the power of hearing and using the phrase, “You have Tiger Pride.”

Editor’s Note: Andrew Niblock passed away on Dec. 6. A regular contributor to the GCDS News, he wrote many wonderful articles and, more recently, interviewed members of the faculty and staff. We will miss Andrew’s curiosity, eloquence, and kindness. (See page 68 for his In Memoriam)

Sharing a love of Reading

SEVENTH AND EIGHTH GRADE CREATIVE WRITING students presented the children’s books they wrote and illustrated to Pre-K students.

“Students dove into the imaginative world of children’s literature and brought their stories to life for eager young listeners! This cherished tradition sparks joy and pride as students share their creative masterpieces with an authentic audience, making storytelling truly magical.” — Natalie Deutsch MS Student Support Teacher

A member of the GCDS faculty since 2007, JEN WEINTRAUB has taken the role of Lower Elementary School Librarian this year. “As a librarian, I am able to combine my passion for community building and children’s literature. I reach every student in Nursery–Grade 2, sharing my love of picture books and fostering division-wide joy of reading. I also have the unique opportunity to collaborate with faculty as we help our young learners discover the magic of stories.”

At the first-ever STORY BOOK PUMPKINS event, Lower Elementary School teachers brought beloved book characters to life by creatively transforming ordinary pumpkins. The whimsical designs, featuring painted gourds as The Very Hungry Caterpillar, Olivia, Clifford the Big Red Dog, Strega Nona, Fancy Nancy, and more, delighted young readers. This imaginative display not only sparked interest in the stories but also showed students how literature can inspire creativity and curiosity.

Innovation in STEM Teaching

This fall, Greenwich Country Day School received a $500,000 grant designed to advance innovations in STEM teaching from Endless—a global network conceived to empower people through innovative technology. Building on the school’s interdisciplinary, applied approaches to STEM education, this grant will fund: targeted recruitment of faculty as well as significant programmatic development in the Middle and Upper Schools; ambitious professional learning initiatives and opportunities for applied research and teaching; an innovative partnership with Endless, founded by Matt Dalio ’99 to enhance accessibility to tech education worldwide through game design and development in addition to other forms of applied STEM education; the promotion and advancement of an inclusive curriculum for underrepresented identities in science and technology, including the further expansion of Country Day’s FEMS in STEM and Girls Who Code programs.

“The support of Endless will open a new chapter for our path-breaking research and mentorship programs in applied STEM, economics, and policy fields. Fueling innovations in STEM teaching across the Middle and Upper Schools, the grant will also enhance our partnerships with companies, university research programs, and public service organizations in the technology space,” said Dr. Andrew Ruoss, Assistant Head of Upper School for Academic Programs.

GCDS Receives $500K Grant from Endless Creative Applied Technologies (CAT) Program at GCDS

This grant will support the CAT program, which integrates the Computer Science, Design, Economics, and Policy programs. Team-taught courses linking the Math, Arts, Economics, and Engineering departments—many of which are led by faculty with backgrounds in university-level teaching and research—are core to this program. These courses are also built around partnerships with external companies and organizations, centered on opportunities for applied learning and research.

This generous grant will allow Country Day to move even further into a leader ship position in STEM teaching and learning; we are so very grateful to Endless, Matt Dalio, and the Dalio family philanthropies for their ongoing support.”

—

Adam Rohdie, Head of School

This fall, Middle School students helped Mildred Cogliandro, a 100-year-old woman who lives at Hill House, a local elder care facility, transform her favorite inspirational quotes into beautifully designed digital art. They also expertly fielded questions from residents about cloud storage and email setup at Wallace House, another local senior center. On campus, they created computergenerated coloring sheets and laserprinted Legos for preschoolers in the Carriage House.

These students are part of Country Day’s innovative “Tech for Good” elective class in the Middle School, which combines technology education with community service. The program, which was conceived in partnership with the Center for Public Good, is now in its second year. In that time, it has grown to 100 students across six sections, reaching approximately one-third of the Middle School student body.

“Originally, this was going to be a tech teaching class,” said Karin Wolff, Middle School Technology Teacher. “But it’s evolved organically. Instead of “teaching,” the kids are using the skills they are learning to support others in the community and forming meaningful relationships.”

As the program evolved, the class adapted to use technology as a tool for

FOR GOOD

connection. Students now create digital storytelling projects with seniors and preschoolers, design birthday cards, and provide tech support to those who want it.

The program operates on a two-dayper-week structure: one day is spent in the classroom designing and planning activities, while the other day is spent out in the community. Students work with two main groups: young children at Carriage House Nursery and Pre-K, and seniors at both the Wallace Center and Hill House residential home.

From a technical perspective, students learn professional software tools like the Adobe Illustrator suite, Google Suite, Canva and newer AI-powered tools like Adobe Express. They create real materials for school events and learn to communicate professionally through email and presentations.

“Every single week they are creating for an authentic audience. Others are depending on them. It’s not like creating something to hand into a teacher. They create something for real people, making the work more immediately applicable than traditional classroom assignments,” said Wolff.

Students appreciate that their work is designed for real recipients, making it purposeful and motivating for students. “Tech for Good gives us students a chance to connect with our community. Many of us don’t get the opportunity to do this outside of school so I’m grateful for that,” said Matias Salazar, eighth grader.

“The Tech for Good class brightens other people’s day,” said Anna Rubenstein, an eighth grader. “I am so fortunate to go to a school like GCDS that prioritizes others and gives us so many opportunities to give back to our community.”

Middle School students work with two main groups: young children at Carriage House Nursery and Pre-K, and seniors at both the Wallace Center and Hill House residential home.

“Originally, this was going to be a tech teaching class. But it’s evolved organically. Instead of ‘teaching,’ the kids are using the skills they are learning to support others in the community and forming meaningful relationships.”

— Karin Wolff, MS Technology Teacher

Charlie and Grace Moloney, Class of 2026, started a podcast last year focused on the GCDS community. Have a listen!

Embracing Growth

Chrissy Baird’s Path to Transformative Early Education

Mr. Rohdie, Navigating Leadership

The Journey of Greenwich Country Day’s Head

Behind the Scenes with Rachel Stockman ’20

An Entrepreneur’s Story

AI: A Tool for Progress, Not Slackers with Dr. Andrew Ruoss and Gordie Campbell

What is Pie?

A Deep Conversation with Dr. Grene, US English Teacher

The GCDS Athletics Program with Tim Helstein and Pat Curry

ELECTION SEASON AT

GCDS

ELECTION ROUNDTABLES Promoting Dialogue in Upper School

By Jim Cullen, Upper School History Teacher

The GCDS Roundtable began in 2021 as a means of promoting dialogue at Country Day about a wide variety of issues. Some are specific to the school, such as the GCDS dress code or the question of grade inflation. Others take on larger issues in the world beyond, such as abortion, affirmative action, and the Israel-Gaza conflict. In the fall of 2024, we held a series of lunchtime conversations about the presidential election that included students, faculty and staff. Sometimes these meetings are led by particular stakeholders in the community; others take the form of moderated conversations.

The first of these discussions took place in September, just as the school year began. The second took place in October, right after the vice-presidential debate. The last was held the day after the election. The sessions involved a combination of Q&A, the presentation of relevant video clips, and the exchange of views.

In our final Roundtable about the election, held on Nov. 6, the conversation ranged widely across issues such as immigration and trade. But students were particularly interested in exploring the relationship between a candidate’s policy positions and that candidate’s personal character. This is, of course, a perennial question in American politics, but for many adolescents, this was their first encounter with it. There was a strong sense in the room that character matters, though we also explored why voters may choose a candidate about whom they may have reservations in the pursuit of larger principles or interests.

For all students at GCDS, former and future President Donald Trump is the defining political figure of their lifetimes. He will shape their notions of the possibilities and limits of our government—and, in all likelihood, will be the measuring stick for how they think about the presidency for the rest of their lives. So it is important that at this protean stage of their lives they are invited to consider issues and questions related to their civic lives and to make conscious decisions that will interact with their temperaments in forming their political commitments. In this sense, these Roundtables are part of a larger enterprise of critical thinking and character formation at the heart of a GCDS education.

I VOTED ”

Lower Elementary School students went to the polls to cast ballots for their class snacks. In preparation for Election Day, second graders designed, digitized, and printed “I Voted” stickers in art class, which they proudly wore after casting their votes in the election booths that they also created themselves.

ELECTION DAY

In the Upper Elementary School, fourth graders learned about the branches of government and the election process. On Election Day, they put their knowledge to work in a mock election, casting their votes for their favorite dining hall special snack: donuts, bagels, or Italian ice. Students learned that they have the power to enact change, even if simply for snack.

RACE FOR THE PRESIDENCY

Middle Schoolers charted a path to the White House in Race for the Presidency, a multi-day project challenging students to “win” 270 Electoral College votes in 30 days with $30 million. Combining political strategy, budgeting, history, and time management, students weighed the costs and benefits of campaigning in all 50 states, drafted itineraries, devised media plans, and crafted messages to reach key constituencies in an effort to win the White House.

“They used their logical reasoning skills and had fantastic debates with their classmates about the best strategy for the path to victory,” said Taylor Jones, Middle School Math Teacher and Department Chair. “It was awesome!”

“I learned how a candidate can win the popular vote but can still lose the presidency if they don’t win the electoral votes. That’s why it is so important to win the states with the higher number of electoral votes. I loved that it was a race against time and a budgeting challenge,” said eighth grader Rosie Puntereri.

You had to think logically about how to spend your money wisely and manage your days. It was fun to compete against ‘George Washington’ for the states.” —Nikhil Manilal Just, Grade 6

DEDICATION TO SECURITY & SERVICE

TOM COYLE ’69 | FORMER NCIS OFFICER

2024 Distinguished Alumnus

Tom Coyle ’69 served with the Naval Criminal Investigative Service (NCIS) for 20 years, long before it became the inspiration for one of America’s most popular TV shows. He retired from the agency in 2004, a year after the show premiered, and unexpectedly found himself a “celebrity.”

“Everybody knew the show by then,” he recalled with a laugh. “When I showed my credentials at the airport, people would literally ask for my autograph.”

Coyle’s real career, however, was no television drama. As an NCIS investigator and later a national security consultant, his work carried significant real-life implications. On Oct. 18, Mr. Coyle returned to the Upper School campus to receive the 2024 Distinguished Alumnus Award, presented annually by the Alumni Advisory Council. Speaking to students, faculty, and former classmates on the Stanwich Road campus, he shared insights from a life dedicated to service and security.

During his NCIS tenure, Coyle investigated serious crimes, including homicides, involving Navy and Marine Corps person-

Head of School Adam Rohdie presents Tom Coyle ’69 the 2024 Distinguished Alumni Award

nel. “If, for example, someone deliberately sabotaged a nuclear reactor to delay a ship’s six-month deployment, that’s a very serious issue,” he said. “Such acts have national security implications and demand accountability.”

Coyle’s responsibilities extended to counterintelligence and security. He assessed port safety worldwide, providing commanders with intelligence and recommendations for ship deployments. “If a ship was headed to Dubai or Pusan, South Korea, NCIS agents on the ground gathered intel to guide the admiral’s decisions,” he explained.

After retiring from NCIS, Coyle held senior roles at CACI and Leidos, advised the Secretary of Defense and Director of National Intelligence, and taught at the Department of Defense Joint Counterintelligence Training Academy. Today, he is president and CEO of Talon Security Solutions and teaches as an adjunct professor at the University of Virginia.

A two-time recipient of the Navy Civilian Meritorious Service Medal, Coyle reflected on his career, “I used my skills to con-

vince people, tell hard truths, and interrogate effectively. It was a fulfilling journey.”

During the presentation, a student in the audience asked him about the balance between security and civil liberties. “One has to look at every situation based on its unique circumstances, weighing all factors—there is never just a one-sized answer,” said Coyle.

Coyle reflected on the start of his journey in service with students. At 16, he began volunteering at the Round Hill firehouse. He recalled, “When the siren sounded, signaling the fire truck would leave in five minutes, everyone showed up. That sense of responsibility and teamwork has stayed with me ever since.”

At GCDS, he remembers teachers like Ms. Molinari, whose guidance shaped his early years. “At a time when the cultural norm discouraged left-handedness, she supported my natural inclination to write with my left hand. Her willingness to go against convention embodied the freedom Country Day School gave its teachers to educate in ways they believed best. This wasn’t just about writing—it was about valuing individuality and fostering confidence.”

“Country Day was a place where excellence was the expectation,” Coyle said. “It touched everything—academics, behavior, and personal conduct. We were taught to bring our best every day, to focus, and to respect others. A firm handshake, eye contact, and politeness weren’t optional; they were essential.”

In closing, Coyle offered his email to students interested in military careers. “A few students approached me afterward,” he said, clearly pleased. “It’s great to see that interest in service.”

TOM COYLE’S ADVICE FOR STUDENTS

1. Treat everyone you meet with dignity and respect. Humility is the #1 most underrated human quality. Practice it every single day.

2. Spend most of your time “looking out the front windshield of life,” where you are headed, not that teeny rear view mirror (where you’ve been). That front windshield is a lot bigger than the rear view mirror.

3. Do not keep score by money or by possessions. Instead, keep score by the number of folks you’ve been able to help, guide, assist and mentor along the way.

4. Lead the way. You are a leader the moment you decide to become one. Lead with both inspiration and with trust! If not you, then who?

5. Don’t complain. Either do something about it, and if you can’t—just be quiet. Nobody really wants to hear you complain.

6. Don’t judge people. Help people who need your help.

7. “Leaders Eat Last,” think about others first. (Read Simon Sinek’s book about it.)

8. Be grateful for this incredible school and your outstanding, devoted teachers, and coaches. You likely have no idea just how fortunate each one of you is to be here.

GCDS Alumnus and Former Marine Commemorates Veterans Day

SENEN UBIÑA ’12 returned to campus for a Veterans Day presentation, sharing his experiences at the U.S. Naval Academy and his five years in the Marine Corps. Speaking to a packed room of Upper School students, Ubiña reflected on how his time with the GCDS Wrestling Team shaped his approach to seeking challenges, making commitments, and dedicating himself to a team.

Ubiña, who graduated from GCDS alongside Jamie Kjorlien ’12 —a friend, fellow GCDS alumnus, and U.S. Naval Academy squash teammate—offered

this advice to students: “If you’re going to commit yourself to doing something hard, do it in the company of great friends.”

Before opening the floor to student questions, Ubiña shared an inside look at his first days of training in Annapolis

and his decision to serve overseas, providing insight into his journey of service and leadership.

ANNUAL HEAD OF SCHOOL ADDRESS

AND CELEBRATION OF DISTINGUISHED FACULTY & STAFF

The Annual Head of School Address, held in the Alumni Gym, opened with remarks from the new Board of Trustees President, Emily Stern ’90. Ms. Stern provided updates on ongoing projects and highlighted the board’s role and priorities. She announced that GCDS has recently acquired St. Agnes Church, a property adjacent to the Upper School, and that work has begun on a new track, scheduled to open in Fall 2025. Additionally, plans for the Upper School Performing Arts Center have been approved, with groundbreaking set for Spring/Summer 2025. Ms. Stern also shared the exciting news that the Donovan Mitchell Family Athletic Center would open this fall. (See page 10) Ms. Stern emphasized the vitality and generosity of the Country Day community, which is demonstrated through volun -

On September 19, the Annual Head of School Address at Greenwich Country Day School brought together the school community to celebrate progress and reaffirm shared values.

teerism, the Annual Fund, and the Capital Campaign—already at $128 million of its $135 million goal. “Over the years that our kids have been at Country Day, they and their classmates have received an exceptional education in top-notch facilities thanks to the generosity of those who came before them, who had the vision and dedication to create the school we enjoy today. It’s truly a ‘pay it forward’ model and a reflection of our Tiger Pride values.”

A highlight of the Annual Meeting, Head of School Adam Rohdie recognized this year’s Distinguished Faculty & Staff

honorees. José Salazar and Rose Kocot were celebrated for 25 years of service, while Johnna Yeskey was honored for 50 years of dedication. (Liz Johnson and Mary Hart have also completed 25 years at GCDS but were unable to attend the event.) Mr. Rohdie described Ms. Yeskey as a mentor and pillar of GCDS. ”She is a sage, a child whisperer, a former division head with an uncanny ability to make young first-time parents feel comfortable, to inspire the faculty in her division, and to connect directly with our youngest children,” he said.

Mr. Rohdie then addressed the audience, sharing his perspective on educating children in a world that is increasingly divided—politically, socially, and culturally.

“The world we live in today often feels like a place where progress is achieved by putting others down. We hear individuals insist that their position on an issue is the only correct one. Truth seems to no longer matter. . . . We no longer seek to hear others’ ideas; we only tune in to news that supports our own views. We live in echo chambers.”

Yet, despite this division, Mr. Rohdie remains incredibly optimistic because of the faculty and staff at Country Day who guide young people toward a different outcome. “At GCDS, we believe that good-hearted people can hold very different ideas. We believe that people can disagree passionately without being disagreeable.”

“Our teachers understand that debate and engagement with ideas

should not be avoided but embraced, guided by skilled educators who know and care deeply for your children. Our teachers see their role as educators, not advocates for a particular belief or stance. Their goal is to ask thoughtful questions and challenge students’ positions, helping them refine their thinking.”

Mr. Rohdie observed that schools and colleges are moving in two directions on these issues. One path is to be fearful and avoid controversial topics. “The other path is the one schools like GCDS are taking, which is to dive in—not with blind abandon, but with thoughtful and skilled practitioners leading the way.”

“The soul of this place has always been about cultivating in both children and adults what is finest in themselves—learning from, and celebrating, one another. Building a high school was a deeply hopeful act, seizing the rare opportunity to think about what the future will need from its leaders.”

Mr. Rohdie concluded with steps to strengthen the school community. Moving forward, GCDS will continue to:

• Create an environment where students feel safe to explore and develop their ideas and interests.

• Ensure students are well-prepared to become deep and knowledgeable thinkers.

• Teach students to engage in thoughtful, evidence-based, honest, and respectful discussions.

• Fine-tune students’ moral compasses.

“Rolling up our sleeves and cultivating trust, ingenuity, and grit has enabled our community to grow stronger by embracing more people, voices, and life experiences,” said Mr. Rohdie.

See our stories about Elections and Speaker Perspectives for examples of how GCDS engages with different ideas.

YEARS OF SERVICE

CELEBRATING

DISTINGUISHED FACULTY & STAFF

JOSÉ SALAZAR

Middle School World Language Chair

As a GCDS Spanish teacher and soccer coach for 25 years, José Salazar has been a role model and mentor to scores of students. José was inspired to become a teacher during his time in the Peace Corps. Shortly thereafter, he came to GCDS as an elementary world language teacher, subsequently moving to the then “Upper School.” He is passionate about ensuring that his students are well prepared for the next level of instruction and that they have an understanding of not only the mechanics of speaking another language, but also the country’s culture. In addition to sharing his Guatemalan background with his classes, he leads annual trips to Spain or

Costa Rica, providing students with a richer context and foundation for the language they are learning.

An excellent soccer coach, José brings his experience playing on an NCAA National Championship team and serving as a coach for the Connecticut Olympic Development Program and other elite programs. He has a vision and goals for each team he coaches, adapting seamlessly to the talent and skill level of the team dynamics in any given year. He is the coach you want for both your beginner players and for those who are highly skilled.

José’s colleagues describe him as having a solid moral compass and a love of learning. He is someone who generously gives of his time to help others—a true team player—with an ability to combine both joy and rigor in his lessons with an effort as easy as breathing. These attributes make him the ideal candidate for his current role as Middle School World Language Department Chair. José is grateful for the mentors and role models he has had as a member of the Country Day family, for the opportunities he has had to grow professionally, and for being able to raise his children, Sofía and Matías, as GCDS Tigers.

José shared, “I owe much of who I am to my students. Their resilience, energy, and enthusiasm are a constant source of inspiration and joy, reminding me daily of the power of human connection. My students have taught me as much as I hope I’ve taught them, and for that, I’m profoundly grateful.”

LIZ JOHNSON

Upper Elementary Maker Lab Teacher

As a 5th-grade teacher at Country Day, Liz Johnson created a classroom environment that felt like a second home for the children in her care. Liz’s colleagues shared that she has an extraordinary ability to build genuine and lasting connections with students and families. She is admired for her warm heart and

competitive nature, which are evident in her devoted effort and creativity in her instruction, as well as her determination to ensure that every student feels seen in her classroom.

Liz’s collaborative nature, creativity, and ability to think on the fly—and then execute—are inspiring. For many years, Liz adeptly managed the myriad details of the Grade 5 overnight Gettysburg trip. She developed the math birthday party project, picture book fantasy writing, the Revolutionary War ABC book, and the Bill of Rights collage project. She also initiated a note-taking curriculum that a former student recalls as the moment she first learned how to highlight and take notes. “I still think about Mrs. Johnson’s lessons when I catch myself over-highlighting or obsessing over perfect notes,” the student added. “She is such a caring teacher and is always looking out for the best interests of her students.”

Since stepping into her role as UES Maker Lab teacher in 2023, Liz has brought her creativity and passion for hands-on learning to inspire students in new and exciting ways. She loves watching where her students’ imaginations take them.

Liz noted that what drives her as an educator is the opportunity to get to know each student and support their individual journeys as learners. She credits the “very real” culture of a caring community as the source of the joy of working at GCDS. She is also grateful that she was able to watch her children grow and learn in the same loving environment. She recalled her first Ironman triathlon, when the entire division created good luck posters with notes and signatures from every student and colleague, lining the hallway to cheer her on as she left for the event. It was that loving and positive energy that fueled her through that first triathlon and inspires her every day.

ROSE KOCOT

Carriage House Caregiver

Rose Kocot’s colleagues and the faculty parents of the children in her care reflect on her 25 years as a Carriage House Caregiver: “She is a treasured caregiver who truly knows each child and gives them all her love and care each day.” “She manages the floor with the ‘eyes behind her head’ type of skill that only those caring for young children develop.” “She is the kind of person that children gravitate toward, affectionately calling her ‘Ro Ro.’” “She is always thinking of ways to make every day a celebration, which often includes homemade Italian treats!” Rose is appreciated for her attention to detail, knowing the preferences of each child, and the sweet way she speaks with genuine love and care. A dedicated employee loyal to the GCDS Mission, Rose gives her whole heart to everything she does and always strives to do her best. Rose values being a part of the Country Day community. She and her husband, John, have two beautiful children, JP and Gianna, both of whom were enrolled in the Carriage House and then later at GCDS. When a personal tragedy struck her family, Rose expressed immense gratitude for the

overwhelming support provided by her GCDS family. At the same time, her GCDS colleagues admired Rose for working tirelessly to help her family get back on their feet.

Rose shared, “I have spent half my life at GCDS; I love my babies, my colleagues, the parents—they are like family.” She enjoys watching the children in her care grow, is amazed by how much they learn in the short timespan from eight weeks to three years old, and celebrates each milestone they achieve. She revels in the pride they show when they accomplish the smallest task, remarking, “They just make me smile.”

JOHNNA YESKEY

DEAN OF STUDIES

HONORED FOR 50 YEARS OF DEDICATION

Mr. Rohdie described Ms. Yeskey as a mentor and pillar of GCDS. “She is a sage, a child whisperer, a former division head with an uncanny ability to make young first-time parents feel comfortable, to inspire the faculty in her division, and to connect directly with our youngest children,” he said.

See page 16 for a Q&A with Ms. Yeskey

Perspectives:

At this year’s Head of School Address, Adam Rohdie highlighted the school’s commitment to fostering an environment where students feel safe to explore and develop their ideas.

As part of this effort, GCDS welcomes guest speakers from diverse backgrounds to introduce students to perspectives they might not otherwise encounter, broadening their horizons and encouraging critical thinking. This fall, students across campus had the opportunity to engage with a dynamic group of speakers.

Carlos Andrés Gómez Colombian-American Poet

In celebration of Hispanic Heritage Month, Carlos Andrés Gómez, a Colombian-American poet, speaker, and actor from New York City, spent a day at GCDS. He captivated students on both campuses with his spoken word performances, including “What Latino Looks Like” and “Where are you really from?”

Gómez encouraged students to take pride in their roots and emphasized that every individual carries many stories, not just one. “Lead with curiosity,” he advised. “People need to feel seen and affirmed.”

Melissa Joy Reilly Intellectual Disability Advocate

Middle School students had the privilege of hearing from Melissa Joy Reilly, an advocate for employment opportunities and a more inclusive world for people with intellectual disabilities. She discussed her work on the Archaic Language Bill, which aims to remove the R-word from legislation. Melissa serves as an office aide for Sen. Jamie Eldridge (D-MA) and as a resource specialist with the Down Syndrome Program at Massachusetts General Hospital. She is also a decorated Special Olympics athlete, having medaled in downhill skiing in Japan and South Korea.

Melissa was introduced by her nephew, Lorenzo ’29, who said it best: “After you hear her talk, you’ll be as inspired as I am.”

Atia Abawi Foreign Correspondent & Author

Atia Abawi, a former CNN and NBC foreign correspondent who has reported from Afghanistan, Iraq, and Jerusalem, visited GCDS to speak with Middle and Upper School students. She shared her experiences reporting during wartime and emphasized the importance of empathy in journalism. An author and refugee from Afghanistan, Abawi wrote A Land of Permanent Goodbyes, a story about refugees and the causes of migration. “I have interviewed presidents and generals,” she said, “but I am most interested in ordinary people who live—and often suffer—from the decisions of governments. It is a privilege to hear their stories and share their voices with the world.”

Vashti Harrison 2024 Caldecott Medal Winner

Author, illustrator, and 2024 Caldecott Medal winner Vashti Harrison spent a day with GCDS Upper Elementary and Middle School students, sharing insights into her creative process, how she generates ideas for her books, and her habit of drawing inspiration from the objects and people around her. Harrison read her award-winning book Big to the students, emphasizing its themes of fitting in, standing out, and embracing joyful acceptance. She also captivated the audience with a live drawing demonstration. “I don’t always have the words to express what I’m feeling,” she explained. “I love that with art, I can say what I want through pictures.”

Melissa Joy Reilly (center)

More than 1,000 members of the GCDS Community walked in support of food insecurity and hunger and raised $55,608.

On Oct. 19, approximately 1,500 Tigers circled the Old Church Road campus for the annual Walkathon. The GCDS community, decked out in full Tiger Pride, matched the brilliant orange foliage on a picture-perfect fall day.

Our incredible GCDS dancers kicked off the walk with high energy performances that wowed the crowds and the Upper School jazz band and Tiger Tones entertained walkers with their lively, upbeat tunes. After the Walkathon, the GCDS Community enjoyed a barbecue lunch and the Parents’ Association Bake Sale, two delicious staples of the Walkathon. After lunch, people headed over to the Stanwich Road campus to watch games. All the sports teams put on a magnificent display of skill, camaraderie, and Tiger Pride. The atmosphere and cheers fueled our teams to a clean victory sheet.

In addition to raising money, students across the grades told the crowd that they volunteer regularly to combat hunger with the Center for Public Good (CPG) and local partner organizations.

• Pre-K students carry bags of groceries for Neighbor to Neighbor.

• Second graders pack rice and beans for Person to Person.

• Fourth graders make snack bags for Filling in the Blanks.

• Sixth graders deliver meals for Meals on Wheels.

• Eighth graders pack meals during a Rise Against Hunger event.

• Tenth graders deliver food and other essential items with Midnight Run during Intersession.

• Twelfth graders use their newly acquired driver’s licenses to do a food rescue.

PEP RALLIES: Pep rallies in the Upper and Middle Schools pumped up students before a weekend of games!

SPIRIT WEEK : Tiger Pride was on full display across both campuses and all divisions. GO TIGERS!

GAMES: MS & US athletes competed in 11 homecoming games in soccer, field hockey, football, volleyball, water polo, and cross country, winning all of their games!

You Can’t Take It With You

Directed by BETSY DURNING

Paul McGovern, Daphne Hentsch-Cowles, Zach Bostock, Natalie Simpson, Sawyer Young, Brooklyn Setterberg (seated), Shep O’Keeffe, Kit Knapp, Declan O’Keeffe, Charlotte Best

In late October, the US Theatre Program presented You Can’t Take It With You, a classic, Pulitzer Prize-winning American comedy that has charmed audiences for decades with its wit, humor, and timeless exploration of what truly matters in life. Written by theatre legends Moss Hart and George S. Kaufman in 1936, during the depths of the Great Depression, the play was originally a joyful escape from the harsh realities of the time. Yet, despite being nearly 90 years old, its themes resonated powerfully with GCDS audiences, as the talented cast brought a charming assortment of delightful, eccentric characters to life.

Thank you to the following faculty and staff members: Diego Abanto, Stage Manager, Patricia Moran, Costume Designer, Erik Johnke, Set Designer, Jack Dod, Technical Director, Josh Thau, Hair and Make-up Designer, Jonathan De Vries, Sound Designer. For the first time, students also had lead design roles: Mika Dunne ’25, Lead Student Costume Designer and Nate Smith ’27 Lighting & Props Designer.

1 Mildred Osafo-Bekoe 2 Lachlan Welch, Chris Suy, Paul McGovern, Brooklyn Setterberg, Zach Bostock 3 Lyla Sheedy 4 Daphne Hentsch-Cowles, Ben Gaspar 5 Daphne HentschCowles, Charlotte Best

Back Row: Lachlan Welch, Chris Suy, Declan O’Keeffe, Natalie Simpson, Shep O’Keeffe, Kit Knapp, Mildred Osafo-Bekoe, Ben Gaspar, Riya Sharma, Adrian Tortoledo Gonzalez Front Row: Josie Frame, Lyla Sheedy, Brooklyn Setterberg, Paul McGovern, Zach Bostock, Charlotte Best, Daphne Hentsch-Cowles, Sawyer Young

MIDDLE SCHOOL ORCHESTRA

Receives Masterclass

Composer Lauren Bernofsky led GCDS Middle School orchestra students in a masterclass, teaching one of her own pieces. A multi-faceted composer of solo, chamber and choral music as well as larger scale works for orchestra, film, musicals, opera, and ballet, Dr. Bernofsky has performed across the U.S., Europe, Asia, Australia, New Zealand, Africa, and now GCDS!

CONCERT CHOIR

Perform Verdi’s Requiem in New York City

The Upper School Concert Choir performed Verdi’s Requiem , to a sell-out crowd of nearly 800 attendees at the Church of the Heavenly Rest on the Upper East Side of Manhattan. Our singers performed with the Canterbury Choral Society, four soloists (two from the Met Opera), a large orchestra, and a choir of 90 to perform this extraordinary work of art.

“There is nothing like performing great music, in an exceptional location, with world class musicians and friends, in front of a massive and appreciative audience.” said Jonathan De Vries.

Bravo to Charlie Moloney ’25 (cello) and George Belshaw ’27 (trombone) who earned spots in the Connecticut Music Educators Regional Honor Band/ Orchestra. They will audition for the All-State competition in early 2025.

The Amanda Gesine Winklevoss ’94

PERFORMING ARTS CENTER

A Hub for Creativity, Collaboration, and Community Engagement at the Upper School

Plans are underway for the construction of the Amanda Gesine Winklevoss ’94 Performing Arts Center, a project made possible through the generosity of alumni Cameron and Tyler Winklevoss, Class of 1997. This center serves as a heartfelt tribute to their sister Amanda, a passionate supporter of the performing arts, who passed away in 2002. With town approval secured and architectural plans finalized, groundbreaking is scheduled for early summer.

Designed by renowned architect Lord Norman Foster, the Amanda Gesine Winklevoss ’94 Performing Arts Center (PAC) will become a cornerstone of the Upper School. This multifunctional facility will host Tiger Talks, all-school assemblies, holiday concerts, theater productions, the Dance Showcase, and other major events. By fostering creativity, collaboration, and engagement, it promises to benefit students and the wider community alike.

The Winklevoss PAC will offer students opportunities in theater, music, dance, and multimedia arts. Its state-ofthe-art facilities will nurture artistic expression and skill development.

The Theatre Arts program at GCDS encompasses all areas of on-stage artistry, design, production, and performance. Regular performances and exhibitions will allow students to showcase their work, building confidence and presentation skills. It will serve as a platform for young artists to share their creativity, cultivating a sense of pride and accomplishment, underscoring the school’s commitment to the arts as a vital part of the GCDS learning experience.

Since the announcement of our N–12 expansion in November 2017, the GCDS FIRST capital campaign has driven a period of transformation for our school. Focused on creating a world-class co-educational N–12 institution, the campaign supports innovative curriculum development and state-of-the-art facilities. The Amanda Gesine Winklevoss ’94 Performing Arts Center marks the final phase of this visionary campaign, embodying our mission to inspire students to discover their finest potential.

A COMMUNITY PILLAR

The Winklevoss PAC will be more than a space for performances—it will serve as a communal hub for students, parents, alumni, and local residents.

Key benefits include:

• Enhancing Artistic Education—Unparalleled opportunities to pursue theater, music, dance, and multimedia arts

• Showcasing Student Talent—Regular performances build confidence and presentation skills

• Fostering Collaboration—Space for interdisciplinary student projects

• Community Engagement—Events and performances strengthen community outreach

• Cultural Enrichment—Diverse performances promote inclusivity, belonging, and understanding

• Lifelong Learning—Supports creativity and personal development

• Boosting School Spirit—Hosts events that bring together students, faculty, alumni and families

Key features:

• Exceptional space for performances and theater production

• Gathering space for the entire Upper School community

• State-of-the-art automation in its fly systems, acoustical engineering, and lighting capabilities

• Dedicated costume shop, scene shop, and rehearsal room

• Artistic Sanctuary with 525-seat capacity

Have you seen the ghost of John?

Long white bones and the rest all gone

Ooooooooooooooooo

Wouldn’t it be chilly with no skin on?

“GHOST OF JOHN” is a GCDS favorite and has been sung for decades at the parade.

Athletics

Fall Highlights

Many GCDS teams had their best seasons to date this fall, achieving major wins in Volleyball and Boys Soccer. Our Tigers showcased exceptional skill, teamwork, and heart in every game, with their dedication yielding excellent results.

NEPSAC Volleyball Player of the Year

Cara Lehmitz

1 Varsity Volleyball, onl y in its third year as a varsity program, captured the New England Preparatory School Athletic Council (NEPSAC) Championship, decisively defeating Rivers School 3-0 in the final. This marks GCDS’s first NEPSAC championship since becoming a high school in 2019. They also took home the Clyfe Beckwith Sportsmanship Award, voted on by all the NEPSAC coaches.

2 JV Volleyball won t he Fairchester Athletic Association (FAA) JV Volleyball Tournament for the second consecutive year.

3 Boys Varsity Soccer claimed the FAA Championship, defeating Greens Farms Academy 2-1 in the finals, after an impressive undefeated FAA season.

4 Boys Cross Country placed fourth at NEPSAC and second in the FAA Championships, with several runners earning individual honors.

5 Girls Varsity Soccer adv anced to the FAA semifinals, placed third in the league, and recorded its best season as a high school team.

6 Girls Field Hockey achieved a fifth-place finish in the FAA, marking a new milestone.

7 Varsity Football als o had its best season to date, finishing with a 6-3 record, including an exciting 43-36 victory over Hamden Hall, their first win against the team.

8 Water Polo secured fourth place in NEPSAC.

ROWING NEWS: Abbie Mackay won a bronze in single skull at the Head of the Schuylkill, a rowing race held the last weekend in October in Philadelphia, PA.

NEPSAC CHAMPIONS

GIRLS VARSITY VOLLEYBALL

The culmination of our win on Sunday was the product of six years of grinding, speaking up to earn respect as a brand new sport, and teaching players and families how to become part of this community on and off the court. The accountability and expectations for my athletes is high and while the path wasn’t always easy they can now rest easy knowing that they are champions.” —Morgan Withrow, Head Coach

Not only did the team win a championship, but they did so with sportsmanship, kindness, character, and grace. We are the only school that won both the Clyfe Beckwith Sportsmanship Award and the NEPSAC Championship.” —Tim Helstein, Director of Athletics

BOYS VARSITY SOCCER FAA CHAMPIONS “

We set out to win the regular season, and achieving that with seven wins from seven games was incredible. To get a home draw in the playoffs was massive for us. The final was typically nervy, and GFA put up a great fight, and gave us some real scares. I couldn’t be more proud of our players—they have a great camaraderie and work really hard for each other. It’s a squad game and we are lucky to have real depth.” —Alan Marsh,

Head Coach

Coach Marsh, Coach Cleary, and Coach Morant emphasized possession and teamwork from the first day of preseason, and the team they created was exactly what they had envisioned. Our players controlled the games through patience, communication, and tactical play. Congratulations to the Boys Varsity Soccer Team for making it to their third straight FAA Final and bringing home the trophy to Offit Field.”

—Tim Helstein, Director of Athletics

CROSS COUNTRY: Boys placed fourth at NEPSAC and second in the FAA Championships, with several runners earning individual honors. Gisele Putka, Zafran Kocyba, and Jeff Piper earned All-NEPSTA honors.

UPPER SCHOOL

UPPER SCHOOL

MIDDLE SCHOOL

TIGERS

FUN RUN

Students in Grades 1–5 trained for weeks in Physical Education class for the Annual Fun Run on Oct. 23. Wearing bibs they created themselves, they dashed around the Old Church Road campus twice showing their determination and Tiger Pride!

NEW TRACK & FIELD Under Construction

A new track & field is currently under construction at the Upper School campus and scheduled to open at the beginning of the 2025–2026 school year. With six lanes, the track will encircle a field in the middle. The field will be used year-round— for soccer in the fall and for track & field events in the spring, including discus, javelin, high jump, long jump, pole vault, and shot-put pits.

GCDS will be only the fourth school in our league to have such a facility.

“

The track will be an incredible addition for not only our cross country and track teams but for all our athletes and the entire community. Track and field activities contribute to the physical and socio-emotional health and development of young people. In addition, having a safe place to train and run cannot be overstated. It will add to the robust, world-class facilities that we can offer our student-athletes to make sure they can train and compete at the highest levels.” —Tim Helstein, Director of Athletics

Athletics

On Nov. 13, six Tigers from the Class of 2025 signed their Division I commitment letters, known as their National Letter of Intent (NLI). Only 2% of high school athletes go on to play at this level.

Watching our athletes sign a National Letter of Intent is always a wonderful celebration, but to have the number double this year to six student-athletes is truly magnificent. They can now say that they are going on to the D1 level to represent what is finest in themselves at these prestigious schools. We are so proud of them!”

—Tim Helstein,

Director of Athletics

1 Dylan Kellan will attend Notre Dame University to play lacrosse.

2 Ella Larken will attend Villanova University for rowing.

3 Ella Wilner will attend Clemson University to play lacrosse.

4 Stephen Carre will attend Sacred Heart University to play lacrosse.

5 B rianna McDermott will attend College of the Holy Cross to play basketball.

6 Ben Bilden will attend Dartmouth College to play soccer.

Alumni Reunion WEEKEND { }

GCDS was thrilled to welcome 150 alumni to campus on Oct. 18–19 for Reunion Weekend. From the Class of 2014 celebrating their 10th GCDS reunion to the Class of 1964 celebrating their 60th, graduating classes ending in years with ’4 and ’9 reminisced fondly about their experiences at GCDS and the lifelong friendships they made here.

The Boys Varsity Soccer team defeated Hamden Hall 6-2

Adam Rohdie, Jack and Jason Doneger

Matt Rhone, Remy Sanders Dowd ’03, Colin Daddino ’04, Craig Dowd, Nathalie Weiss Rhone ’05

Rachel Martinez ’14, Isaiah Preyer ’14, Jake Herman

GCDS Dancers

On Friday, Tom Coyle ’69 was honored as GCDS Distinguished Alumnus. Mr. Coyle has had a distinguished career in national security and counterintelligence, serving with the Naval Criminal Investigative Service for 20 years (see page 24). After the presentation, alums toured the Stanwich Road campus.

A Friday Night Lights “tailgate” kicked off the weekend celebration. Alums along with the rest of the GCDS community cheered on our Boys Varsity Soccer team as they defeated Hamden Hall.

On Saturday, after the Walkathon, a leisurely reunion lunch was held at Old Church Road, followed by an afternoon of athletic games. Later that evening, reunion classes gathered in the Dining Hall with classmates, fellow alums, and faculty for class dinners. It was a night to remember! Thank you to the many volunteers who made the weekend special and to each and every alum who came back to campus.

Jeremy Platt ’64 touring with Upper School students

Tom Coyle ’69, former NCIS Officer, Distinguished Alumnus Tailgating at the GCDS food truck

Adam Rohdie, Peter Walmsley, Charlie King ’74, Libby King, Jenny King Mittnacht ’04

Cassie Doykos, Karen Perkins, Jen Donnalley, Courtney Smith ’14

Adam Rohdie, HOS, Joe Perry, Lisa Jordan

1964: Sondra Murphy, Jeremy Platt, Eveyln Lorentzen Ball, Paige Neuberth, Jeff Neuberth, Kathyrn Baker, Geoffrey Baker

1969: Stuart Lovejoy, Bruce Hager, Scott Vezina, Alex deCholnoky, Award Recipient Tom Coyle, Jim Grant, Peter Bretschger, Jenny Johnson Clark, Mary Alice Fisher Carmichael, Jim Cobbs

1974: Back row: Sally Warburg, Tom Hartman, Marguerite Lee, Charlie King, Randy Carrol, David Barrett, Andy Rockefeller, Peter Santry, Peter Barbaresi, Leo Arnaboldi, Gay Larkin Coe, Lynn Matthews Douglass, Doug Jordan, KK Wallau, Jeff Lane Middle row: Will Barnum, Louise Young Dye, Betsy McLearn Richards, Ginger Ingels Boynton, Ham Boynton, Geoff Birmingham, Debbie Littlejohn, Connie Warren Gurney, Anna Greenway Gesing, Jenny Keith Urbahn, Joan Patterson, Wright Ferguson Front row: Jamie Brown, Jack Ball, Bill Peattie

1984: Jono Hart, Mimi Flinn Moulton, Danny Stein, Shaker Khayatt, Josh Huffard

“I believe we fulfilled the GCDS mission and added kindness to our being.” — Bruce Hager ’69

1979: Back row: Mike Weihman, Clay Yonce, Jenny Koehler, Anna Pastore Sommers, David Vaughn, Susie Kern Reaney, John Purdy, John Gaston, Celeste Colyer Boele, Rodney Barge, Jay Winthrop, Anne Rafferty Franciscovich, Becky Breed Richardson, Melissa Wunsch Gough Front row: Morgan Thorson, Peter Vaughn, Russell Wirth, Patrick Jeffery, Head of School Adam Rohdie, Alex Potter, Annie McMillan Kenney, Lisina Noel Della Schiava, Rob Hull. In attendance but not pictured: Ed Keller, David Dall, Tower Krauss, Whitney Welch

1999: McComb Dunwoody, Billy Wilson, Diana Kelly Holdtman, Cea Fong, Alexandra Evans Hagstrom, Chris Kurdziel, Adam Fisher, Sally Lynch Bedell, Mallory MacDonald Molenkamp, Jordan Wolowitz, Mark Stevenson, Phil Lauderdale, Colin Thune, Colin Macleod, Charlie Glazer

2004: Back row: Will Alisberg, Christian Oberbeck, Cody Kittle, Jenny King Mittnacht, Lauren Fisher Evans, Colin Daddino, Caren Pinto, Catherine Anne Lowden, Chloe Smith Anderson, Josie Hubschman Margulis, Emily Kruger Front row: Tom Connor, Tommy Melly

1994: Anna Hoffman, Audrey Beaton Margarite, La-Tasha Shareef, Alex Ledbetter

2009: Bobby DeNunzio, Ali Mann Price, Rachel Manaster, Sebastien Lafontant, Jordan Gross, Chad Wilson, Niclas G. Ladd

2014: Lizzy Schmidt, Courtney Riddle, Liza Greenhill, Rachel Martinez, Jackie Dishner, Lily Fox, Tate Horwitz, Olivia Koorbusch, Caroline Wortman, Courtney Smith, Bridget Slocum, Kelsey Donovan, Camden Merritt, Memphis Moye, Ricky Columbo, Duncan Jurkowitz, Kevin Jordan, Henry Foster, Will DeTeso, Charlie Stafford, Aaron Miller 2014 2009

CAREER PANELS

“GCDS IS SO GOOD AT PREPARING YOU FOR GROUP DYNAMICS. THIS IS SO IMPORTANT IN THE WORKING WORLD, FOR INTERNSHIPS, AND IN COLLEGE.”

— LEAH JACOBSON (P’25, P’28)

SENIORS CONNECT WITH INDUSTRY LEADERS

As high school seniors begin considering their career options, they often turn to adults for advice. On Oct. 24, they had the chance to engage with 20 alumni and current parents who are leaders in their respective industries. Students selected from eight panels, all organized and facilitated by members of the Future Alumni Club in collaboration with the Alumni Office. The panelists shared insights about

PANELS INCLUDED:

Turn an idea into a business:

Field Failing ’97

Nathalie Weiss Rhone ’05

Samantha Miller Lawi ’03

Treat or cure a disease:

Alex Karnal

Remy Sanders Dowd ’03

Leah Jacobson

Make a career out of something creative:

Avery Carpenter Forrey ’04, Catherine Anne Lowden ’04

Find a role in sports:

Blake Wheeler

Anna Rogers ’03

Mac Bartels ’01

how they discovered their passions and advanced in their careers, while also answering students’ questions and offering advice.

“The path to finding a career is not always direct. Try things, follow your interests, what energizes you. You may need to weave, turn, pivot,” said Alex Karnal (P’34, P’36, P’39).

Work in the news/ entertainment business: Caren Pinto ’04

Elaine Ubiña

Build a career in finance: Jake Shulman ’06

Kristin Stephens

Mike Minnich

Build a career in fashion:

Chloe Messina ’14

Lauren Stephens

Nora Gardner ’00

Revolve a career around technology/AI/STEM: Isaiah Preyer ’14

Niclas Ladd ’09

Nicole Hedley ’08

WELCOME NEW MEMBERS

The Alumni Advisory Council (AAC) is the leadership body of our alumni community dedicated to engaging our alumni and extending the value of GCDS beyond graduation .

On Sept. 30, the AAC kicked off the year with a full council meeting. As part of the kick-off meeting, we welcomed our new co-chairs, Field Failing ’97 and Nathalie Weiss Rhône ’05, and new members.

HALE HOLDEN ’92 is a Managing Director at Barclays, where he leads the U.S. High Yield Credit Research Team. He serves as the lead analyst for the Consumer, Retail, Food & Beverage, and Restaurant sectors. Recognized by Institutional Investor as one of the top sell-side analysts for the past 20 years, Hale has also worked at Deutsche Bank and Bear Stearns. A lifelong resident of Greenwich, he lives there with his wife, Lauren. Hale graduated from GCDS in 1992, Middlesex in 1995, and Vanderbilt in 1999. Their two children, Eaton (9th grade) and Wes (4th grade), currently attend GCDS.

VERONICA ARZENO CHIAVAROLI ’96 attended GCDS from 1st to 9th grade, then graduated from Greenwich High

School in 1999 before attending Bucknell University. She later earned her MSW from Columbia and her MSEd from Bank Street College of Education in New York City. Veronica began her career as an assistant teacher at Brunswick School, then taught at Eagle Hill in Greenwich and Convent of the Sacred Heart in New York City. She also worked in admissions and educational consulting at several private schools in NYC. Veronica now lives in Cos Cob with her husband, Matt, and their three children: Nicolas (7), Lucas (5), and Carolina (1). Currently, she is active in the PTA at her sons’ schools, serves on the Julian Curtiss School Building Committee and the First Selectman’s Advisory Committee, and is a GCDS class representative.

Front: Liz Levison ’05, Rachel Koven Stockman ’00, Nathalie Weiss Rhône ’05, Field Failing ’97, Laura Sanders Wyatt ’97, Lexie Hearn Merrill ’03 Back: Adam Fisher ’99, Doug Friedman ’03, Ashley Mendel Fox ’93, Colin Daddino ’04, Nicole Rogers ’10, Hale Holden ’92, Cam Sterling ’91, Stephanie Dooney Wall ’85, Kenny Luse ’01

ADAM FISHER ’99 was born in Greenwich and attended GCDS from Pre-K through 9th grade. After GCDS, he went on to The Brunswick School, graduating in 2002, and then earned his degree from the University of Pennsylvania in 2006. Adam began his career at Marc Fisher Footwear in 2006, where he is currently the EVP of Product Development. He lives in Greenwich with his wife, Amanda, and their two children, Jake (8) and Ariella (5), who both attend GCDS. Adam’s sisters, Amanda and Lauren, also attended GCDS and are now current parents as well. Adam is excited to join the AAC and to build further relationships within the GCDS community.

JEANNIE WITMER CHAPIN ’07 grew up in Greenwich and attended GCDS from Kindergarten through 9th grade. After GCDS, she went on to Deerfield Academy (’10), then earned her BA from Brown (’14) and her MBA from Harvard (’20). Jeannie began her career in finance at Select Equity Group before transitioning to the social impact sector as a nonprofit consultant at Wellspring Consulting. She currently lives in New York City with her husband, Peter, and their one-year-old son, Henry.

BEN MANDEL ’02 attended GCDS from 4th to 9th grade. After GCDS, he went on to Brunswick School (’05), then earned his BA from Dartmouth College in 2009 and his MBA from Harvard Business School in 2014. Ben has worked at ISI Group, Discovery Capital Management, and Egerton Capital. He is now the founder of Fremen Capital Management, a hedge fund based in Connecticut. Ben currently lives in Greenwich with his wife, Halley, and their two children, Luke (3), who is starting nursery at GCDS, and Charlotte (1).

SCOTT RICHMAN ’97 is the Founder, Managing Member, and Chief Investment Officer of Whitehaven Asset Management, an investment firm based in Greenwich, whose flagship credit opportunities hedge fund focuses on municipal, public purpose, and corporate fixed-income investments. Prior to founding Whitehaven in 2013, Scott served as Head of Municipal Investments at Gracie Asset Management, where he established the municipal business within Gracie’s flagship multi-strategy credit opportunities hedge fund. He began his career at Lehman Brothers as a sell-side trader before transitioning internally to become a proprietary trader. Scott graduated from the Wharton

School at the University of Pennsylvania with a B.S. in Economics, concentrating in finance, and a minor in political science. He currently resides in Greenwich with his wife and two daughters. A 1997 graduate of GCDS, his oldest daughter now attends the school.

STEPHANIE DOONEY WALL ’85 was born and raised in Greenwich and attended GCDS from Lower School through her 9thgrade graduation in 1985. After GCDS, she went on to Greenwich Academy (’88) and then earned her BA from Wheaton College in 1992. Stephanie works at Houlihan Lawrence in Greenwich and currently lives there with her husband, Scott. Their twin daughters, Ellie and Phyllie, are seniors at GCDS. Stephanie also has two sons, Greyson ’13 and Charlie ’16, who attended GCDS as well.

2024–2025

ALUMNI ADVISORY COUNCIL

Jessica Rogers Baker ’05

Sara Simmons Bartow ’98

Matt Berdoff ’05

Jeannie Witmer Chapin ’07

Veronica Arzeno Chiavaroli ’96

Colin Daddino ’04

Amanda Fisher Doneger ’01

Field Failing ’97

Adam Fisher ’99

Clay Floren ’94

Ashley Mendel Fox ’93

Doug Friedman ’03

Hale Holden ’92

Julie Galluzzo Karish ’92

Liz Levison ’05

Kendrick Luse ’01

Ben Mandel ’02

Tommy Melly ’04

Lexie Hearn Merrill ’03

Charlie Payton ’06

Nathalie Weiss Rhône ’05

Scott Richman ’97

Lily Rogath ’03

Nicole Rogers ’10

Jake Shulman ’06

Cam Sterling ’91

Rachel Koven Stockman ’00

Michael Tai ’97

Stephanie Dooney Wall ’85

Laura Sanders Wyatt ’97

NEWS FACULTY & STAFF 2024

1 Trevor Aleo, Upper School English & Seminar Teacher, earned his Doctorate in Education this fall from the University of Illinois Urbana-Champaign in Education Policy and Organizational Leadership with a concentration in Learning Design and Leadership. The dissertation explored the intersection between the intellectual tradition of literary studies and the latest in digital literacies research. “My aim was to better understand how educators can create learning environments that bridge rigorous academic content with creative forms of expression.”

2 Jennifer Bueno, Spanish teacher, led a workshop at Harvard’s Observatorio Cervantes focusing on effective methods for teaching Spanish as a second language to Kindergarten–Grade 2 students.

3 Britt Carnegie ’00 and Alec Lash, math teachers, welcomed baby Caroline Judith Carnegie-Lash on Oct. 9, 2024.

4 Betsy Durning, Director of Theatre Arts, earned a Master’s degree in English from Middlebury Bread Loaf School of English. The graduation was held at Oxford University, where she completed her coursework.

5 Allyse Jacobowitz, Alumni Communications Associate, and husband, Aaron, and big sister Olivia are excited to announce the birth of Theodore “Teddy” Max Jacobowitz born on Sept. 23, 2024.

6 Taylor Jones , Assistant Head of Middle School, and husband, Trevor, are delighted to announce the birth of their son, Theo, May 8, 2024.

7 Maggie Keeshan, Grade 4 Teacher, and Connor Keeshan ’01 are delighted to welcome their son, Bode Grey, born May 13, 2024.

8 Dr. Orlando Lazo, Spanish Teacher, was invited to be a panelist in South Atlantic Modern Languages Association 96 Congress in Nov. 2024: “Seen & Unseen” at University of Central Florida. His panel topic was: “Utopia in post-national literary spaces.”

9 Ariana Lubelli-Brown, Visual Storyteller, and husband, Curtis, welcomed Paisley James’ little brother Blake Warren Brown on May 14, 2024.

10 Bray Peel ’04, Pre-K Asst. Teacher and husband, Kevin, are delighted to announce the birth of their son, Thomas “Tommy” Dwight Peel, born Oct. 12, 2024.

11 Grandpa Jeff Macri, Controller, is so very proud to announce that on Sept. 19, 2024, daughter, Lauren Scarcello, gave birth to identical twin girls, Alessandra and Gia. They join big brother Nino.

12 Courtney Kipp Nardo, Associate Director of College Counseling, married Danny Nardo on March 9, 2024. Courtney and Danny were married in St. Mary’s Church in North Attleboro, MA, where four generations of Courtney’s family have also been married.

13 In August 2024, Susan Polos, Middle School Librarian, attended the International Board on Books for Young People (IBBY) Congress in Trieste, Italy. IBBY promotes international understanding through books for children and adolescents. Susan is currently President-Elect of the United States Board on Books for Young People (USBBY), the US national section of IBBY. Susan’s second granddaughter, Penrose McGill Polos, was born on June 30, 2024.

14 Keith Radcliff, Associate Director, Admission and Financial Aid, is also an expert woodworker. He was commissioned this fall to build a new lectern for the Performing Arts

Center. It’s made out of oak to match the surrounding wood in the Performing Arts Center and features two custom logo displays that are interchangeable—a tiger head and a boy and girl running.

15 Emmanuel Saldana, Upper School Seminar Teacher and Associate Director of DEI, and wife, Carol, welcome the birth of their son, John Miguel, May 24, 2024.

16 Laurent S’Chevalier, Upper School Math Teacher, got married this past April 29 to beloved Allen Bachman at a small affair in West Cornwall, CT. “Also, April 29 happened to be the Head of School holiday and my birthday,” said Laurent.

17 Kati Spadaccini, Associate Director of Athletics, married Jeffrey Spadaccini on March 8, 2024. They are happy to announce the birth of their son, Cooper Jensen, on Oct. 24, 2024.

18 Rob Waller, Middle School History Department Chair, recently boarded the USS George Washington, a nuclear-powered aircraft carrier, as part of the U.S. Navy Distinguished Visitors Program.

19 This holiday season and throughout the year, we thank our incredible and talented Dining Hall staff, who cook healthy, delicious meals for our children, faculty, and staff day after day. As their t-shirts (designed by a member of their team) say perfectly, “The Dining Hall Is Where The Is!”

Winter Greetings

From the Parents of Alumni Committee

Co-Chairs: Amy and Dan Jurkowitz, P’10, P’10, P’11, P’12, P’14, Sally and Tony Mann, P’09, P’11, P’14, P’22

The POA Committee is dedicated to continuing the link between GCDS and former Tiger families through communication, service, and events.

We encourage all former parents (and thus members of the POA) to stay involved with GCDS through service, connections, and philanthropy. Your commitment to Country Day is a wonderful way to pay it forward for the fond memories we all share.

KIDS IN CRISIS

Amy Jurkowitz, Sally Mann

This year, we are looking forward to gathering with fellow POAs to support Kids in Crisis (KIC), an important community organization and longstanding GCDS service partner. We will come together in the GCDS kitchen to whip up meals, and deliver them to KIC. It’s the perfect opportunity to meet new friends, and reconnect with old friends while helping our community.

Stay on the look-out for email communications in the coming weeks.

A Thirty-Year Relationship with GCDS

Welcome to Our New Annual Fund Grandparent Chairs, 2024–2025

Pam and Art Sanders joined the GCDS family in 1990 when they enrolled their eldest son, Jordan ’01. Soon to follow were their two daughters, Remy ’03 and Erin ’05. Today, their grandchildren—Jack Sanders (Grade 1), Ella Sanders (Pre-K), and Charley Dowd (Pre-K)—are beginning their own Country Day adventures on Old Church Road.

As the Sanders Family celebrates and reflects on a 30-year relationship with GCDS, they are grateful for Country Day’s

caring environment, which offers a wealth of opportunities for every student. “GCDS has always been a special school, dedicated to recognizing and nurturing each student’s unique talents while guiding them towards personal achievement. The school provides a warm and encouraging atmosphere for learning, emphasizing the importance of respect and compassion for others,” says Art Sanders. They are excited to give back to the school community that has given their family so much by serving as the Annual Fund Grandparent Chairs.

Every gift matters. We ask for your support of the 2024–2025 GCDS Annual Fund, regardless of the amount. Every contribution, no matter how large or small, plays a critical role in providing the unique elements that distinguish a GCDS education.”

— Pam and Art Sanders, Grandparent Chairs (P’01, P’03, P’05)

A Celebration of Life

A Celebration of Life for David H. Griswold, beloved teacher and mentor who served Country Day for nearly six decades, was held at the Performing Arts Center on Sept. 29.

Former students, colleagues, and friends gathered to share stories about Mr. Griswold’s legendary teaching career, his infectious laugh, and his lasting impact on generations of students. Speakers described an educator who combined rigorous academic standards with warmth and wit. As Head of School Adam Rohdie noted, he possessed both “an irreverent sense of humor” and a deep dedication to the school. Here are a few remembrances:

Teddy Harrington, Former Faculty: “He almost put himself inside you to feel what you were feeling . . . He was always on everybody’s side, including his students, colleagues, and friends.”

Eliot Spencer ’98, MS History Teacher: “His pedagogy as an educator reflected decades of experience and expertise . . . Mr. Griswold inspired me by diving into every written assignment with overwhelming energy, viewing each page of writing as a canvas.”

Billy Wilson ’99: “He respected his students . . . He listened to what you had to say, he would disagree with you, he would challenge you on what you said, and he held you accountable for your words so you could never slip a lazy thought past him.”

Dr. Doug Lyons, Former Head of School: “For David, teaching was not a job, and it wasn’t even a career. It wasn’t even a profession—for David, it was a calling. It was his personal ministry . . . Did you notice that David had a resting face that was a smile?”

Country Day teacher, mentor, and friend David H. Griswold, 92, passed away on August 4, 2024.

Teddy Harrington

Adam Rohdie

Homage to David H. Griswold

By Bruce Hager ’69

I met David Griswold during the summer of 1970, when I was 16 years old. The meeting was not under the best of circumstances. I’d just completed my first year of a prep school I entered after graduating from GCDS in 1969. The school required me to repeat a year for “emotional development,” not academics. My mother had died in 1968, and the school believed I needed more seasoning. During that year, I’d grown a chip on my shoulder the size of a Volkswagen. Pride wounded, I lobbied my widowed father to help me rejoin my peers in 11th grade. The school relented, provided I passed a 10th grade English test.

Enter Mr. Griswold. He’d never been my teacher prior to that summer, so we didn’t really know one another except in passing. I knew he was a dapper man with dark hair, thick glasses, and a big laugh who taught English to higher-achieving GCDS students. He had also collaborated with William E. Merriss on The Composition Handbook, which my lower-level English teachers used to eviscerate my execrable prose.

Nevertheless, I promised to work hard to succeed. And Mr. Griswold succeeded by working me hard over eight weeks through an extensive reading list to prep for the test.

Mr. Griswold started me off with light short stories and poetry before we moved on to weightier prose. Billy Budd, Foretopman by Herman Melville. Catcher in the Rye by J.D. Salinger. A Separate Peace by John Knowles. He was an excellent teacher to a willing albeit stubborn student. He’d assign multiple pages to read from one day to the next to discuss the elements of fiction: plot, theme, character, conflict, climax, and denouement. He’d give me context and quiz me on nuance.

“Why did Billy kill Claggart?” he asked, referring to Billy Budd’s principal antagonist.

“Because Claggart was a jerk,” I snapped.

“Um,” Mr. Griswold said, “Could you be more specific?”

“Yes, Claggart treated Billy like dirt until Billy couldn’t take it anymore.”

“Wasn’t there another reason?”

I put my chin on my hand, stumped.

“Didn’t Billy stutter?”

“Oh yeah,” I responded, recalling Billy’s character flaw. “He stuttered when upset, losing the ability to speak and defend himself. So he lashed out instead.”

IN MEMORIAM FORMER FACULTY

EMILY GRAVES JONES (P’83, P’87, P’90) who taught us to fill any moment with activities, savor summer corn and mint chip cones, and tie up boats securely before hurricanes, died on Aug. 1 at 82. The cause was complications of Parkinson’s disease.

A native of New York, NY, Emily attended the Chapin School and spent summers in Westhampton Beach, NY. She taught herself to ski on the Central Park hills and hit tennis balls in her apartment courtyard. Emily graduated from Miss Porter’s School (1960) and made lifelong friends, perhaps aided by reciting the alphabetized class list to her dormmates. Class of 1964 Smith College classmates still recall her competitive spirit on the field hockey, basketball, and lacrosse teams. Her love of sports, art, history, dorm room banter, and vibrant communities of creative people guided her future pursuits.

A summer mixer in Washington, D.C., connected her with Gerard (Gerry) Jones, whom she married in July 1965. In Greenwich, Emily and Gerry raised three daughters and a succession of dogs. Emily pursued her passions as a singer, photography teacher, and community volunteer, and taught her daughters to contribute to life with equal dedication. She sang with the Greenwich Choral Society and the Grace Notes (a philanthropic female a cappella troupe) for over 30 years, bringing joy to nursing homes, commuters, and children. People smile when remembering her crowing and leaping in the role of Peter Pan on the Greenwich Library stage.

“Bingo!” And so it went. Mr. Griswold slowly raised my understanding and appreciation of literature. The universal themes in Catcher and Peace were applicable to an angry teenage kid. But Mr. Griswold was also aware of my circumstances.

My mother had died when I was 14, and I lived alone with my workaholic father and an alcoholic English housekeeper who was hired to help with cooking and looking after our home. My corporate lawyer father worked late while our housekeeper drank to combat loneliness. Left alone, I saw the movie Woodstock multiple times and found freedom by driving a car at night in backwoods Greenwich, listening to music.

“What kind of music do you like,” Mr. Griswold asked one day.

“Blues,” I replied.

“Makes sense,” he nodded. “You know some of the characters we’ve been studying are dealing with issues of loss, loneliness, and alienation.”

“Like Holden Caulfield?”

“Bingo.”

At the end of eight weeks, I took the test and was told a week later I’d passed. I credit Mr. Griswold for helping a real-life character to succeed while struggling with loss, loneliness, and alienation. Me.

Emily’s many friends enjoyed pouring over her albums and receiving vibrant photos she had developed in her makeshift basement darkroom. Greenwich Country Day School also benefited from Emily’s can-do attitude; she was the woman behind the camera at the Halloween parade, various athletic events, and school plays. She proudly taught photography and edited the yearbook with lively middle schoolers for over 20 years.

In every season, Emily had a racquet in her hand—paddle in the fall, squash in the winter, tennis in the summer, and pickleball before it was popular. She kept playing women’s ice hockey into her sixties and would not quit skiing until the last patch of snow melted on Killington. Lucky pals and kids joined Emily for all water sports—sailing her 1968 Sunfish, windsurfing, or sunrise sea kayaking. Most of all, she loved boogie-boarding in the Atlantic with her grandsons.

In 2006, Emily and Gerry moved to Vermont, where she continued to embrace music, art, and the great outdoors. With Gerry, she studied world history at Dartmouth’s ILEAD and then traveled to these locations together. Emily joined her grandsons in racing down the ski trails, tubing down the White River, gliding over frozen ponds, and singing holiday carols in festive Woodstock.

She is survived by her husband of 59 years, Gerry, former GCDS trustee, and Class of 1951, and her daughters Ginna (Anders) Halverson ’83 and Leila (Nick Shields) ’90, and seven grandsons: Will, Charlie, and Toby Halverson, Theo, Henry, and Cyrus Shields, and Spencer Schoen. She was predeceased by her daughter, Cathy Jones ’87 (Dave White).

IN MEMORIAM

Andrew Niblock 1975–2024

BY HEAD OF SCHOOL ADAM ROHDIE

After years of unmitigated courage, deep optimism, and an unmatched level of grit, Andrew Niblock lost his battle to ALS on Dec. 6, 2024

Our dear friend was an inspiration to so many people. Mr. Niblock was an amazing educator. He loved little children and to watch this six foot three gentle giant wander the halls of Lower Elementary with his bow tie and pocket tigers was to watch a true master in action. Andrew was a teacher to both children and adults. He was as comfortable talking to a 5-year-old, whose feet did not even hit the floor when sitting on the couch in his office, as he was with an upset parent desperate for advice on how to manage leaving their nursery child at school for the first time.

To his colleagues, he had an amazing sense of humor, a love of great food, great music, and all things New Orleans. He had an amazing sense of curiosity and a unique way to bring people together. Just last week he sent out his QOD (Question of the Day) to a large group of teachers and asked them what the very best bite of the Thanksgiving meal was for them.

Andrew’s role outside the school as a parent and husband was magical. He loved spending time with his family, and he would often list Towns (Grade 8) and McCrory (Grade 11) as his greatest accomplishments in life. He was so lucky in love to be married to Eliza and he summed up his marriage in the title of his book— The Art of Marrying Well

None of us who were lucky enough to call Andrew a friend will ever be the same. Andrew made all of us better people. Just to be in his presence brought a smile to your face and warmth to your heart. He can rest in peace knowing his legacy is secure. As I feel my emotions flexing between anger, sadness, and grief, I know Andrew would have had none of that. I picture him on the basketball court right now running the stiffness out of his legs and throwing bounce passes for assists. He would want us all to have a great cup of coffee, listen to a favorite song, read an inspirational poem (I might suggest a Niblock Lagniappe), and give a special person a good long hug. I will try hard to follow my friend’s inspiration and hope you will too. It would make Andrew happy.

1 Eliza and Andrew Niblock 2 Andrew Niblock with his parents, Tom and Judy Niblock, his aunt Debby Wells, his wife Eliza, and their children, McCrory and Townsend

COLLEGE-AGE REUNION

On Tuesday, Nov. 26, college-aged alumni gathered at The Ginger Man in downtown Greenwich to reconnect with fellow classmates and teachers. It was great to see so many alumni and continue this annual Thanksgiving break tradition.

1 Riya Punjabi ’23, Jordyn Sesler ’23 2 Joe Perry, Carolina Deus ’23 3 Ruby Cosgrove ’24, Megan Shapiro ’24, Chloe Caliboso ’24, Campbell Greene ’24 4 Jasper Brokaw ’24, Jack Sipple ’24, Harley Goodner ’24, Adam Rohdie, Aidan Becton ’24, Jake LeDonne ’24 5 Steve Paul ’24, Jashiyah McCoy ’24, Celine Silvera ’24 6 Katarina Forstmann ’24, Corinne Cunningham ’24 7 Halsey Robinson ’19/’22, Samuel Eichmann ’21, Azsadee Peek ’23, Hugh Sherriff ’22 8 Savannah Hill ’24, Melanie Salazar ’24 9 Murphy Watner ’24, Will Slater ’23, Devin Kwarula ’22, Jayne Mangan ’23

Stay tuned for upcoming events and activities in the 2025-2026 school year.

Alumni Reunion NYC

On Thursday, Nov. 21, the Alumni Office hosted its annual Harvard Club Reunion. It was a wonderful evening of reconnecting with alumni, current and past faculty and staff, filled with great conversations and laughter.

1 Christopher Sullivan ’15, Aisling Sullivan ’16, Harper Thorson ’16 2 Marshall Spooner, Bridget Slocum ’14, Lizzie Schmidt ’14 3 Andrew Puschel ’97, Matt Basinet, Cameron Winklevoss ’97, Whitney Clark ’97 4 Grace Gardner ’06, Heath Goldman Einzig ’06, Max Hakim ’06 5 Caroline Melly ’07, Isabelle Hill Perkins ’07, Jeannie Witmer Chapin ’07, Jen Donnalley, Matt Basinet, Adam Rohdie 6 Karina Toub ’16, Alex Brown ’16, Nate Allen ’16, Andrew Ledee,Gabbie Coffy ’15, Claire Stein ’16, Tarquin Hanson ’15 7 Austin Lehn, Jebb Vincent ’15 8 Charlie Hanson ’14, Jay Reynolds, Andras Petery ’87 9 Caitlin Brady ’12, Chris Lukens ’16, Allie Keigher ’12, Emma Lukens ’13, Katie Dishner ’12 10 Ryan Morris ’15, Kate Epifanio ’15, Ally Cowin ’15, Kate Warren ’15, Lucie Kane ’15, Emmeline Kelley ’15 11 Abby Khoury ’17, Brecky Huth ’13, Caroline Wortman ’14

Greenwich Country Day School

P.O. Box 623, Old Church Road

Greenwich, CT 06836-0623

Return Service Requested

Kindergarten Pumpkin Hunt