RADIUM GIRLS
IGNITES LEARNING
There is always a special feeling on a school campus in the early fall. The faculty, the staff, and all the students return from their summer so excited to start a new year. In my over 30 new school years, this has undoubtedly been one of the best! Our return to school—unencumbered by masks, social distancing, and limited in-person celebrations—has made me appreciate even more the magic of our community as we return to a pre-pandemic level of joyful engagement.
To be back in-person for our Annual Meeting, WalkathonHomecoming-Reunion weekend, the Halloween Parade, the book fair, and back-to-school nights has been nothing short of wonderful. These traditions mean so much to us and it has also been really exciting to start some new traditions, such as winning our first FAA championship in soccer this fall—the first of many, I’m sure!
In this issue we also celebrate our faculty and staff—our approach to cultivating teachers new to the profession and how a growth mindset is encouraged for all faculty and staff;
elementary science teacher Beth McDonough, who reinforces that learning is never done; Upper School faculty, who collaborated to make the fall play, Radium Girls, a truly interdisciplinary endeavor; coaches and trainers for their holistic approach to supporting student athletes; Distinguished Faculty & Staff honorees for 25 years of service; and a true GCDS legend— Debbie Blake Kerrick—on the occasion of the dedication of the Performing Arts Center Theater in her name.
I hope you enjoy this edition of the GCDS News as I think it does a great job of capturing the excitement and the enthusiasm of learning at GCDS!
Adam C. Rohdie
Greenwich Country Day School
P.O. Box 623, Old Church Road Greenwich, CT 06836-0623 www.gcds.net
HEAD OF SCHOOL
Adam Rohdie
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ChiChi Ubiña, Ariana Lubelli-Brown, Chris Mantz, Jen Donnalley, Louise Wales, Kate Flanagan
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GCDS News is published four 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: Ninth Grader Mateo Sierra
Cover Photo: Chris Mantz
Every Tuesday morning at 7:20 a.m. before school starts, co-teachers gather in the Lower Elementary School Creativity Lab for a session of professional development. Taught by seasoned GCDS educators, the novice coteachers learn about behavior management, curriculum, technology, and other topics that they put into practice immediately afterward in their classrooms.
At a recent session, the group was divided into two during a discussion about math, led by Trish Kepler, Nursery–Grade 5 Director of Mathematics and Nora Diller, Upper Elementary Math Specialist. One group discussed the book, “Becoming the Math Teacher You'd Wish You Had: Ideas and Strategies from Vibrant Classrooms,” and the other “Choosing to See: A Framework for Equity in the Math Classroom.”
Weekly professional development is one important component of the GCDS Co-Teacher Program, a two-year mentorship program that teams up aspiring teachers with lead classroom teachers in Nursery through Grade 3. There are 25 participants in total.
Dean of Faculty and Academic Programs
Johnna Yeskey,
co-director of the Co-Teacher Program, said that GCDS has a robust, intentional professional learning program, yet she is quick to point out that the program is not theoretical. “We have a model of on-the-job training that works because it’s very, very practical. I am regularly approached by schools nationwide to learn more about it.”
Alongside lead teachers, the co-teachers learn how to plan lessons. They learn how to observe students, assess their growth, and communicate with parents. Their participation extends beyond the classroom as co-teachers meet on grade-level teams and participate in schoolwide projects. In addition to their classroom responsibilities, they coach sports and assist with the after school program.
“This is real-world training and you learn by doing,” said Ms. Yeskey. “ The experience is an immersion into the life of a teacher where co-teachers participate in every aspect of school life.”
In addition to professional development, co-teachers are surrounded by mentors. They work alongside a lead teacher for a full year, allowing for continuous feedback and growth. In addi-
tion, their mentorship often extends beyond the head teacher to grade level teams, specialists, and division heads.
The co-teachers gain invaluable experience from their mentors, but the school also benefits significantly from their presence in the division. For instance, there are more adults in classrooms to develop nurturing relationships with the children. Co-teachers also allow for differentiation of instruction in the classroom.
“We are able to break into small groups and provide more individualized attention to the children,” said Assistant Head of Lower School Anne Allen, co-director of the program.
Ms. Allen also appreciates the co-teachers’ generational perspective. “They’ve been in college or graduate school recently so they bring us new ways of thinking and have a lot to add in faculty discussions.”
While combing through applications, Ms. Allen and Ms. Yeskey seek co-teachers who have strong educational backgrounds and experiences. They are not required to have a degree in early childhood education—in fact, some have worked in camps, taught a sport, worked in non-profits, or even medical services. They should, however, have expressed a desire to work with children.
“It’s a mindset we are looking for—someone who takes initiative, is hungry to learn, and who can model their strong character and work ethic for our students,” said Ms. Allen.
Sammy Legg, a second year co-teacher, studied psychology and dance at Hobart and William Smith Colleges. After spending a pandemic year teaching students in a “pod,” she applied to the program with a potential interest in teaching.
“I had a limited view of what education was before this experience, but I have fallen in love with elementary teaching here. I
feel fortunate that I was able to find something I love to do. It’s a gift. I get so much support. Everyone is pushing me to be the best version of myself,” she said.
For many of the co-teachers, working at GCDS is their first job and they rely on their cohort for advice and friendship
“We are constantly in motion, sharing and bouncing ideas off of one another. It’s special to share this time with people who are doing exactly what you are doing and who have similar values,” said Ms. Legg.
“Once they leave, they will go through their careers together and now they have a network,” said Ms. Allen.
Ms. Allen and Ms. Yeskey are proud to boast that almost 100 percent of co-teachers have a solid plan after the program. Many go to graduate school or become lead teachers in other schools. Others go in the field of social work, psychology, family law, and even medicine.
Ms. Legg is beginning to think of life beyond the co-teacher program. “All I know is that I want to continue what I started here.”
“ALL I KNOW IS THAT I WANT TO CONTINUE WHAT I STARTED HERE.”
SAMMY LEGG, CO-TEACHER
Co-Teachers experience real-world training and learn by doing.
When I was a co-teacher, I was blown away by how intelligent, thoughtful and dedicated the teachers at GCDS were, and how they were all willing to help mentor the next generation of educators. It set the standard for me in terms of the type of teacher I wanted to become and the type of community I wanted to be a part of. After getting my master’s at Teachers College and working at other independent schools in New York City and Greenwich, I couldn’t be happier to be back at Country Day.
I was included in all communication with parents, I was given a role in parent-teacher conferences, I was present for all curriculum planning meetings, and eventually, I taught many lessons in class. I felt like the mentor teachers that I worked with were willing to give me as much as I was ready for. Just as important, I learned time management skills, how to work under someone and to build a close working relationship with a colleague. After the co-teaching program, I went to two other schools and am so fortunate to have found my way back to GCDS.
The immense and diverse list of opportunities within the program are endless, which allows you to not only help students find what is finest in themselves, but also to find what is finest in yourself. The magic is being surrounded and mentored by truly masterful teachers. There are few, if any, academic classrooms that can prepare you like this program does. I have been able to watch, listen, and learn from veterans who all simultaneously are constantly learning new things themselves. Altogether, the GCDS community instills in you that being a lifelong learner is the trick to not only a successful career in education, but to an exciting and vivid life.
This year, GCDS has 34 former co-teachers who are members of the school’s current faculty. Thirty of them have returned after starting their careers in other schools. GCDS strongly encourages co-teachers to leave and come back.
“BRING US BACK SOMETHING THAT WE DIDN’T KNOW, DO SOMETHING DIFFERENT, GET ANOTHER PERSPECTIVE.”
ANNE ALLEN, ASSISTANT HEAD OF LOWER SCHOOL, CO-DIRECTOR OF THE CO-TEACHER PROGRAMRow 1: Emannuel Saldana, Merritt Merritt, Chrissy Baird, Sara Whittlesey, Nicole Boruchin, Denise Meza Reyes, Abby Arcati, Jennifer Tortolani Row 2: Glaura Paiva Laubscher, Beth McDonough, Devon Brown, Bray Peel Row 3: Claudia Foster, Lily Fox, Dawn Hesapis, Christina O’Keeffe, Stephanie Lehn Row 4: Jeff DeTeso, Maggie Keeshan, Sarah Lucente, Shannon Doyle Row 5: Brittany Fitzgerald, Elle Aronowsky, Luke Laubscher, Stephanie Spooner, Jackie Stevens, Cassie Doykos Row 6: Collin Dunster, Laurie Bayless, Anne Allen, JR Howe, Elizabeth Lowe, Johnna Yeskey
“At GCDS, we are intentionally focused on continuous professional growth, development, and lifelong learning for our faculty and staff. We plan opportunities to learn not only from outside experts, but also from our own internal expertise, as we explore new knowledge, skills, and practices that help us support student growth. These opportunities not only help our teachers and staff remain at the top of their field, but it is also an important piece of our recruitment and retention work.”
—Jacqueline Jenkins, Assistant Head of SchoolAs important as investing in the GCDS Co-Teacher Program, which provides professional growth and development opportunities for recent college graduates and additional resources in our classrooms, we also value continuous learning for all members of the community. Not only is it important to model lifelong learning for the students in our care, but it is incumbent upon us to take advantage of new and continuously evolving knowledge, research, and information on best practices for teaching and learning.
GCDS faculty and staff attend workshops and conferences, as well as participate in on-site professional development with speakers and topic experts. Recent examples include training for Lower and Upper Elementary teachers in Illustrative Mathematics, providing instructional strategies and tools for boosting achievement. Additional training was provided in Responsive Classroom a student-centered, social emotional approach to creating a safe, joyful, and engaging learning environment. This year, teachers will be attending the ACTFL conference—the national organization supporting world language learning—as they prepare for an in-depth curriculum review—a cyclical process that each subject area undergoes. Additionally, the P.E. teacher team will be attending the national SHAPE America National Conference this spring, and the MS Math team will be attending the NCTM National Conference in Baltimore.
At GCDS, we tap into our own expertise as faculty work on Nursery through Grade 12 curriculum articulation and alignment to our Portrait of a Learner capacities and Design Principles. Faculty collaborate across subject areas to create interdisciplinary learning experiences for students.
Program area experts provide in-house professional development opportunities—the Diversity, Equity, and Inclusion (DEI) office guides us in ensuring a sense of belonging for every member of the community, and the office of Wellness and Student Support provides training and strategies focused on health and wellbeing, both of which provide the foundation for students to learn at optimal levels.
Schedules are designed to ensure there is ample opportunity for this important work, including during Friday afternoons on the Old Church Road campus, and early morning Wednesday faculty meetings at the Upper School, as well
as days throughout the year for faculty from Nursery through Grade 12 to work together. Staff training is also a priority, whether it is attending an enrollment management conference, digital asset management training for communications personnel, or food handling training for Dining Hall staff, GCDS is dedicated to a growth mindset for all employees.
As a community of learners, administrators, faculty, and staff also pursue individual growth opportunities by taking advantage of myriad online learning offerings, reading professional articles, and/or participating in book studies led by colleagues. )
"The adults walking this path with our students are exceptional. They are learners, coaches, directors, cajolers, artists, scientists, magicians, storytellers, caring guides, and curious listeners. Often they are all of these things, all day long. It is exhausting and exhilarating work, and it is the very best way to spend a day.” —
Andrew Ledee, Director of DEIThe Lower Elementary Science House may be the best classroom . . . ever.
The cozy cottage, tucked in between the main Lower Elementary building and the playground, is a space that welcomes curiosity and sparks the creativity that leads to sticky learning. It houses a crowd-pleasing assortment of critters and boasts a floor plan designed to give young scientists the space to get their hands dirty.
Beth McDonough is the lucky teacher who gets to call it home.
Part Willy Wonka and part safari guide, McDonough’s role demands a level of flexibility that is not for the faint of heart but makes for a magical experience for students. On any given day, McDonough might be leading an expedition through the woods and consulting on proper care for the Science House’s myriad creepy crawlies.
Science is a world that embraces wonder, and McDonough, who began her teaching career as a Co-Teacher in the Lower Elementary, is delighted to get to share that world with her students every day.
I had a chance to ask McDonough about the wonders and the stories of science and her teaching.
When I was in first grade we learned about the three states of matter: solid, liquid, and gas. I remember sitting at a table with my classmates and mixing salt into a cup of water. A solid dissolving into a liquid?! I was absolutely amazed. After we watched the saltwater evaporate upon heating, I thought it was magic. I remember thinking to myself, “Wow, science is really cool!” I now have the honor of teaching my first graders about matter. It is truly a full-circle moment.
What about science inspires you?
Science is an inquiry-based subject. I remember when I taught my first science lesson as a Kindergarten Co-Teacher and fell in love with the natural flow of conversation. Science is one of those subjects in which you can almost see a child’s thought process just from the order of questions they raise.
What inspires me most about science is the learning is never done! One question can lead to a different thought, a great idea, or even another question.
The University of Pennsylvania has recently included a Thank You Note as an essay option for their application. As a scientist and a teacher, who would you write to?
Who inspired/inspires you?
What most people don’t know about me is I was an incredibly shy child growing up. I did not like raising my hand in school, and I used to hide behind my parent’s legs at social functions. If I could write a thank you note to anyone, it would have to be my first-grade teacher, Mrs. Rogers. She gave me a special nickname, “Bethy,” and made me feel seen in the classroom. Mrs. Rogers made all of her students feel special, but she truly helped me blossom into a confident student. Her lessons were
always engaging and brought out my inquisitive side, encouraging me to keep asking questions. I remember her reading voice, which I love using during science read-alouds, as she introduced us to the Junie B. Jones book series. Most importantly, I would like to thank her for inspiring me to become a teacher. I wanted to be just like her and even practiced teaching with my stuffed animals at home.
I am still in contact with her, and without her I don’t think I would have this love of teaching and lifelong learning. I hope to be a Mrs. Rogers to one of my students and inspire them to do what they love while bringing out their inner confidence.
Each day I hope my students enter eager to learn, question, and explore. The Science House is an incredibly special space that was built to foster inquiry and I feel so lucky that I get to teach in it.
My hope is that students leave with a love of science that carries with them throughout their time at GCDS and beyond. This is the first science “classroom” students enter, and I hope they bring their confidence as young scientists with them upon entering the Upper Elementary School.
What role can science play in a child’s learning adventure? Science plays a huge role in a child’s learning adventure! Scientific learning incorporates that 3D experience of seeing, doing, and understanding. I try to weave in hands-on activities during every lesson I teach. These experiences spark questions while causing students to lean into their problem-solving skills, such as working with their lab table partners, sharing lab responsibilities, and tuning in to their inquisitive side. Science is one of the pieces that fits into the GCDS puzzle!
Why do you teach?
I teach because I love watching things grow. Seeds that turn into plants and students who turn into scientists.
What inspires me most about science is the learning is never done! One question can lead to a different thought, a great idea, or even another question.”
Before the curtain went up for the first performance of Radium Girls, Betsy Durning, the theater director, asked the student audience a question: “How many of you played a part in the production?” Nearly half the audience raised their hands.
Presented on Oct. 21–23, Radium Girls was not the sole effort of its 30-member cast. The play became a part of the high school’s fall curriculum. Student projects related to the play were displayed in the lobby and programs in the form of a newspaper, dated May 8, 1925, full of well-researched articles were handed out to audience members.
“While the play you will see presented on our stage represents a splendid culmination of efforts, it is just one part of a much larger Radium Girls learning experience that the Upper School has engaged in,” said Ms. Durning.
Based on the true stories of factory workers in Orange, NJ, in the 1920s who were poisoned by radium-based paint, the play documents the deleterious effect that painting watch hands with radium took on the workers’ health and family lives. Since the dials were very small, the women often used their lips to bring their brushes to a fine point causing a wide range of illnesses. The Radium Girls battled their way through the court system and sought compensation and acknowledgment of wrongdoing from the United States Radium Corporation. The play’s themes prompted students and faculty to grapple with questions about the cost of human suffering, the benefits and dangers of science, and the tension between profit and greed.
When Ms. Durning announced the play last spring, many faculty members started reading Kate Moore’s book, The Radium Girls: The Dark Story of America’s Shining Women. Soon after, there were conversations in faculty meetings about the many ways the story tied in with the Grade 10 curriculum, which focuses on themes of power and systems, American history and chemistry. In the end, the entire 10th grade, both students and faculty, read the book.
“The play sparked curricular discussions and modifications, collaborations, and a host of interdisciplinary projects,” said Ms. Durning, referencing the projects in the lobby and content in the newspaper. “We had an incredibly educated audience.”
Similarly, the actors’ preparation went beyond knowing their specific parts and a general understanding of the time period. In August, student actors arrived on campus two weeks before
the start of classes to begin the rehearsal process. Inspired by workshops led by Ben Steinfeld of Fiasco Theater and James Price of The Acting Studio, the students were trained in a variety of rehearsal techniques.
Mr. Steinfeld, an experienced actor who teaches theater at NYU, encouraged the actors to become an ensemble at the beginning of the production, as opposed to the end.
“By reading the play together, not by part, we are collectively buying into the themes and content. This brings about trust and willingness to take risks,” said Mr. Steinfeld.
In addition to studying acting, students learned about the play’s subject matter through a series of “Master Classes” taught by Upper School teachers. The classes tackled a host of topics, such as science, history, fashion, and law.
“Some of the best acting coaching is simply delving deeply into an understanding of the material,” said Ms. Durning. “For example, the young woman who played Madame Curie studied her biography and scientific discoveries, which allowed her to live the part more truthfully on stage.”
The play allowed a couple of students to take on key production roles that are not typical in high school productions. For example, senior Savanna Shettler composed two original radio commercials that were performed in three-part harmony between scenes in act one.
“I went through old advertisements of the time period. I also listened to a lot of music from the twenties,” said Savanna. “I love that style and it was exciting to be able to incorporate it into my own music.”
Savanna was approached by Ms. Durning after she put on a Cabaret Night last spring showcasing her original musical theater compositions. This winter, she will lead a student workshop of a musical she wrote this summer, Hotel Montgomery
As part of senior Annabelle Futch’s independent study in dra -
maturgy, she spent the summer researching the play to ensure that all aspects of the show were historically accurate.
“With this knowledge, I helped students learn about the real people behind the characters they portrayed,” said Annabelle, who also served as the editor of the play’s newspaper program, showcasing not only articles, but ads and artwork about radium created by Grade 10 students during their seminar class.
“The play teaches us such an important lesson about persistence and standing up for yourself even when you are in a position of lesser power,” said Annabelle.
The week after the play, Ms. Durning held “talkback” sessions for the entire student body to continue the discussion around the play.
“The Radium Girls faced pain, injustice, and tragedy, but they found strength in each other. They stand as a shining example of what can happen when you stand up for what you believe in,” said Ms. Durning.
“The play sparked curricular discussions and modifications, collaborations, and a host of interdisciplinary projects.”
—Ms. Durning, Theater Director
Our parents expect that a GCDS education will provide their children a springboard for a lifelong love of learning. But why should kids have all the fun? With the advent of the new program Student for a Night, they don’t.
Student for a Night is a new series where GCDS parents take classes taught by the school’s faculty. The series kicked off on Oct. 13 with a set of three sessions offered by teachers with deep roots in the community.
Dean of Faculty Lauren Waller, who taught English at the Middle School for over a decade before taking her current post at the Upper School, offered parents a foray into the literature of immortal-
ity. Parents worked their way through a Shakespeare sonnet, as well as poems by Percy Bysshe Shelley, Emily Dickinson, and Claude McKay, sometimes in pairs and other times in spirited group conversation.
“I thought that was amazing,” Jennifer Sokol, mother of a tenth grader—and an English major in college—said after the session. Waller found the experience similarly bracing. “There is something wholly special about welcoming parents and guardians back to the schoolhouse to search for meaning in the same words and stories as their children,” she said. “Discussing literature together feels like the definition of community building. I am thrilled to be part of it.”
Social Science teacher and internship program director Joe Perry, who taught at GCDS before serving as Head of School at Derby Academy in Hingham, MA, and returning to the Upper School, offered parents a slice of the archeology class he is currently teaching as an elective. In the class, students literally dig in around the GCDS campus, uncovering gems like Schlitz bottle caps from the 1970s and fragments from an old stove from the 1920s, which one student correctly determined came from a house that burned down. In a simulation of the student-based learning prevalent at the school, parents in Perry’s session worked in groups to choose objects on the basis of their social significance while others decoded them. The exercise became a vehicle for considering assumptions, inferences, and deductions.
Caroline Ziebarth, mother of fourth and sixth graders, was impressed by the “independence and ownership” such experiences foster. For Perry, this sense of self-directed exploration is the key to the archeology class, whose fundamentally interdisciplinary character straddles science and the humanities. “To me, it is the renaissance subject where students of any age can learn about almost any interest and truly see how the world is interconnected and not categorized into academic silos,” he said.
Coleman Hall is a relative newcomer in his second year at the school, but has emerged as a popular figure as well as
the leader of the GCDS math department team. He led a session on the metrics of democracy in a midterm election year, walking parents through ranked choice voting, varieties of gerrymandering, and other topics. For Hall, the session offered a way to “look at some key ideas of voting theory and how mathematics can be used as a way to discuss politics and civic engagement in an inclusive way that supports all beliefs and ideologies.”
One dad described the session as “fascinating,” noting that he had grown up in India and never had a class like this. “That was such a fun evening,” Yvonne Burke, the mother of fourth and eighth
graders, noted the next day. (It was notable how many of the attendees came from across the divisions of the school.) Burke relished “mingling with new friends in such a relaxed setting, seeing the new high school in all its glory.”
For others, the pleasure of the evening also rested on its larger implications for their children. “This is so reassuring,”
Kelly Thompson, the mother of eighth and ninth graders, said at the end of the evening. “This is why we send our kids here. I know they’re with the best of the best.”
The next session of Student for a Night is slated for some time early next year.
“Discussing literature together feels like the definition of community building. I am thrilled to be part of it.”
—Lauren Waller, Dean of Faculty
AMERICAN MUSEUM OF NATURAL HISTORY
GRADE 4
WEST POINT
GRADE 5
On Oct. 6, fifth graders learned about West Point’s significance in American history.
“Field trips provide moments for true experiential learning. Students see firsthand how the skills and content they are learning at school transfer through real-world application.”
—Assistant Head of School Jacqueline JenkinsHistory in New York on Oct. 20, where they saw animals, fossils, and rocks and were able to make connections
Middle School students resumed their early fall field trip tradition to spur friendships and connections. “They ascended Bear Mountain, navigated high ropes courses, and cheered kids on in relay races. In the process, they began to establish or extend relationships with students that will be foundational to their work in the classroom throughout the rest of the year,” said Head of Middle School Flynn Corson.
During the week of Aug. 5, five Spanish Diploma students and eight members of the GCDS faculty and staff traveled to San Miguel Acatán, Guatemala, to help build a school with the funds raised at the 2019 Walkathon. “It was magical to watch the adults and students work side by side to make this happen,” said Jen Donnalley, Director of the Center for Public Good. “It is rewarding to help another community send its children to school.”
Students in the advanced French seminar, Colonial History of the Francophone World, went to New York City on Oct. 27. They visited exhibits on the financial aspects of French colonialism in North America (New York Public Library), on the Senegalese diaspora (French Institute Alliance Française), and abolition from the Fictions of Emancipation: Carpeaux Recast (Metropolitan Museum of Art). They had a West African lunch in the Le Petit Sénégal section of Harlem afterwards.
AWashington Post foreign correspondent, Pamela Constable ’67 has been to Afghanistan four times since the withdrawal of American troops in August 2021. She is no stranger to the war-torn region and has worked there on and off since 1998. The takeover of the Taliban in 2021 and the countrywide food shortages have created a situation that Ms. Constable describes as a “cascade of despair.” She plans to return in the near future to give voice to the stories of ordinary Afghans.
Before returning, however, Ms. Constable made a special trip to GCDS on Oct. 14 to receive the 2022 Distinguished Alumni
Award, an honor that is voted upon annually by the Alumni Advisory Council. She addressed an audience of Grade 12 students, faculty, and several of her former classmates on the Stanwich Road campus about why she became a journalist and the challenges and epiphanies she has experienced throughout her years covering foreign conflicts and struggles.
“I have loved every minute of it—aside from a few incidents involving tropical spiders, tear gas, or men with guns,” she said.
A reporter for the past 48 years, Ms. Constable has worked for three of the most respected newspapers in the country—The Baltimore Sun, The Boston Globe, and The Washington Post—and
has reported from more than 40 countries across Latin America, Asia, Africa, and the Middle East. Currently, she is a contract writer for The Washington Post ’s foreign desk. She completed a tour as Afghanistan/Pakistan bureau chief in 2019, and served as a South Asia bureau chief based in India from 1999 to 2005.
She recounted some of her many reporting adventures to the audience:
“In India, I rode with a caravan of elephants who were performing in a religious festival and accompanied a family to the Ganges River to baptize their baby boy in its polluted but sacred waters. In Iraq, I followed a squad of US Marines patrolling a neighborhood with enemy snipers hiding on the rooftop and smuggled out an abandoned puppy in a Red Cross ambulance. In Russia, during glasnost, I visited the Great Gate of Kiev and met dissidents and newspaper editors in Moscow who finally felt free to speak their minds.”
Frequently finding herself in precarious situations, Ms. Constable has had to draw on her wits and courage.
“Reporting in troubled countries involves risk and hardship, but it is just about the only job that allows you to witness and chronicle history without having to get dressed up,” she said. “The possibilities are endless and the rules are few: trust your instincts, keep asking questions, don’t drink the water, and don’t make anything up.”
Throughout her career, Ms. Constable has written about many of the political events that have shaped different regions. It is, however, the human stories and journeys of everyday people that she loves to tell most of all.
“If you work hard and immerse yourself in the story, you can capture the daily struggles and dreams and fears of people a world away, and perhaps bring them a little closer to your readers,” she said. “I have spent much of my life trying to be a communicator, to build bridges between cultures and societies, to
“If you work hard and immerse yourself in the story, you can capture the daily struggles and dreams and fears of people a world away, and perhaps bring them a little closer to your readers. I have spent much of my life trying to be a communicator, to build bridges between cultures and societies, to create empathy instead of suspicion, to find common ground rather than dwell on differences.”
create empathy instead of suspicion, to find common ground rather than dwell on differences.”
Carolina Deus, editor of the Stripe Chronicle, the Upper School newspaper, had an opportunity to meet with Ms. Constable in a small group. “As someone who will hopefully someday pursue a career in journalism, it was great to hear about her experience and the lessons she had learned along the way. I now realize that it takes a lot of effort to get the right quote or interview.”
While Ms. Constable’s speech mentioned some of her career highlights and stories she was most proud of, she believes that the Distinguished Alumni Award has significance far beyond the career of one writer. “It is an opportunity to celebrate the crucial role of newspapers, and of the independent press, in the life of our nation—and to talk about why they still matter today.”
Newspapers delight, inform, and challenge readers, she said. They are also central to a thriving democracy.
These days, however, she believes the mainstream media is under attack. The papers that she has long relied on for accurate coverage as a reader and the ones where she has worked and
In addition to her work at the Washington Post, Boston Globe, and Baltimore Sun, Ms. Constable is the author of three books: A Nation of Enemies: Chile Under Pinochet, 1993, Fragments of Grace: My Search for Meaning in the Strife of South Asia, 2005, Playing with Fire: Pakistan at War with Itself, 2011.
She is the winner of the Maria Moors Cabot Award for Distinguished Reporting from Latin America from the Columbia School of Journalism and the Arthur Ross Media Award for career reporting from the American Academy of Diplomacy.
In addition, she has held writing fellowships at the Woodrow Wilson International Center for Scholars, the Alicia Patterson Foundation, and the Pew Journalism Program at the Johns Hopkins School of Advanced International Studies. She is a member of the Council on Foreign Relations and president of the Afghan Stray Animal League.
I only wish that the inspiring teachers who encouraged me to become a writer, especially Mr. Merriss in Grade 9 and Mr. Ramsey in Grade 6, could be here to share the credit. After Bill Merriss retired to Cape Cod, he and I exchanged letters often, and I dedicated my 2005 memoir, Fragments of Grace, to him.
My romance with the written word started right here, at Country Day. Every morning, in Grade 9 English, Mr. Merriss would put several new words on the board and discuss their roots and meanings. We also read and wrote poetry, and periodically produced a collection of our writings called Ex Multis . I still have copies of it somewhere, with a passage by Divya Symmers describing a girl on a summer afternoon, “meditatively licking her ice cream cone,” and a haiku by Lisbet [Nilson] about a church steeple pointing to the sky, which ended with the question, “Where is God?” We were 15 then.
been held to high standards of fairness are being questioned and targeted as false.
“This is both untrue and demoralizing,” said Ms. Constable. “Every story I filed has been checked and reviewed for accuracy and fairness. The more important the story, the more layers of editors had to vet it. This may be annoying to an author, but is essential to maintaining the standards, credibility, and the readers’ trust.”
Responsible newspapers, she said, present the issues of the day in a calm and reflective manner and publish a wide variety of opinions that are within the bounds of civility.
New, fast-changing technologies that report news within seconds are also profoundly changing the news landscape. “Anyone with a laptop or smartphone can blurt out to the world whatever comes into their head, including hateful screeds and anonymous death threats,” she said.
Most worrisome, according to Ms. Constable, is the fact that newspapers are losing their most important asset—the public trust.
“This mirrors a broader phenomenon in which many people have become suspicious of all authority and public institutions, including legislatures, courts, electoral systems, and academia.”
During the Q&A session, students pressed Ms. Constable about how journalism can meet the moment.
“The reporter and the pundit cannot be the same person,” she answered. “And there has to be a line drawn around social media. It has to be more rigorous and serious about keeping out defamatory and violence provoking commentary. It’s up to the producers and regulators of social media to do that. They are way behind.”
In conclusion, Ms. Constable acknowledged that newspapers must adjust to the demands and opportunities of the time. “What matters is that their role in society, and the standards they represent, not become extinct. History tells us that without a responsible, independent press to challenge false prophets and imaginary hobgoblins, even democratic societies can fall prey to both the false security of autocracy and exhilaration of anarchy, with disastrous results.” )
The GCDS Book Fair, a much-loved tradition organized by the Parent’s Association, returned this fall. The four-day celebration of literacy kicked off with the Family Opening Party on Sunday, Nov. 6, in the South Gym and featured visiting authors— Randall de Sève, Josh Funk, and Steven Simmons— and of course, a fantastic book selection. It was wonderful to see students and families connect over a shared love of books. Faculty members are incredibly grateful for the generous donations of books purchased for their classes.
Upper Elementary School students proudly added photos and descriptions of members of their family that have served in the military to the UES Veterans Day Mural. Students also recorded interviews with members of their family that have served in the military, sharing where they served and which branch of the military they served in, and why Veterans Day is important to them. Students across the school participated in assemblies, learning about the significance of the day from veterans in the GCDS community.
ALUMNI REUNION • SPIRIT WEEK
PEP RALLY • ATHLETIC GAMES
CROSS COUNTRY RACE • BARBECUE
On Oct. 15, approximately 1,700 Tigers—and many Tiger dogs—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 pictureperfect fall day. Early in the morning, our Nursery and PreK students walked before the crowds, while GCDS runners sprinted across a 2-mile course through the Stanwich Woods. Our incredible GCDS dancers kicked off the walk with two high energy performances that wowed the crowds and the Upper School jazz band entertained walkers with their upbeat tunes. After the Walkathon, a faculty/student soccer game was held on the OCR fields. After a hiatus due to COVID, the GCDS Community enjoyed the return of 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 Upper School football, field hockey, and soccer games.
The Walkathon, an all-school effort to raise awareness and funds for important charities, focused this year on organizations that get books into the hands of children and help girls gain access to a college education in developing nations.
“At Country Day, we have a lot of great traditions, including our tradition of helping others. Today, GCDS walks to put books in the hands of children,” said eighth grader Jamie Murphy, member of the Community Service team, who along with Jolie Karen, Student Body President, opened the event.
ORGANIZATIONS SUPPORTED:
• READ TO GROW
• BOOKS LIKE ME
• UGO
• ROOM TO READ
• KAYANY FOUNDATION
Thank you to the GCDS community for their compassion and generosity!
$61,000 was raised for books, literacy, and girls’ education in developing nations.
In all, Middle and Upper School athletes competed in nine homecoming games: soccer, football, field hockey, and volleyball, winning all but one.
Students across campus showed their Tiger Pride during Spirit Week.
Upper and Middle School pep rallies pumped up students before a weekend of games.
Eighth graders went head to head with faculty at a soccer match at Old Church Road.
Led by the new Director of Dance Aliya Perry ’90, GCDS dancers amazed audiences during games and the Walkathon with their athletic and artistically choreographed performances.
GCDS enjoyed the return of a barbecue lunch and the Parents’ Association Bake Sale.
Board of Trustees President Vicki Craver kicked off the evening with her remarks, outlining the board’s areas of focus: academics and program, culture and community, and maintaining sound fiscal condition.
“We are part of a great culture at GCDS, where we have fresh new ideas and welcome new people and we also respect history and tradition,” she said.
Tricia Black and Taylor Glasebrook, Capital Campaign Co-Chairs, gave an update on GCDS First: The Campaign for Tradition and Innovation, which focuses on raising funds for Upper School academics, the arts, athletics, and the Center for Public Good, in addition to growing our endowment—all while continuing to make sure that every GCDS student, parent, and faculty and staff member feels part of a “warm, tight-knit community.”
Always a highlight of the Annual Meeting, this year’s Distinguished Faculty & Staff were honored for 25 years of service (see page 34).
Head of School Adam Rohdie then took to the podium and addressed the audience about Country Day’s educational ideals:
“Tonight, I want to spend a few minutes exploring what school can and should be. Moreover, I want to shine light on what makes Country Day so unique and how we continue to innovate and change.”
Recently, he said, he was reflecting on these questions: What do you want to get out of school? Why do schools matter? What is school for?
“While we could talk for hours about the answers to these questions, when pressed about the fundamental nature of school, the purpose and mission, I think tonight, I can narrow it down to two specific ideas. Call them the twin pillars upon which a great school is built: challenge and joy.”
Mr. Rohdie first described what joyful learning looks like, “Let me be clear here, when we say joyful—we don’t mean to create an environment that is simply fun and games, we mean that we are creating opportunities to connect with students
where they are, with relevance to their lives and their interests, with opportunities for application to the real world, and by creating a sense of belonging, which results in learning that is joyful.”
Sharing examples of Middle School math lessons, Mr. Rohdie noted that “when children are asked to solve a problem, applied to a real-world scenario, rather than memorize an algorithm— you have joyful learning that sticks and you have inspired a lifelong learning mindset.”
He then introduced the challenging program offered at GCDS, sharing a videotaped conversation with Assistant Head of School Jaqueline Jenkins. She said, “One of the things the teachers are really, really good at is constantly posing questions that cause students to wrestle, to really think . . . there are two sides to this argument and they have to really synthesize what they believe, as opposed to posing questions that have easy answers they could just Google.”
Mr. Rohdie demonstrated our challenging program as he described learning to read, constructing functional cable cars through trial and error, building a strong athletics program, and
Opposite: Tricia Black and Taylor Glasebrook, Capital Campaign Co-Chairs 1 Vicki Craver, Board of Trustees President 2 Attendees were treated to student performances by the Tiger Tones, the Upper School a cappella group and the Keynotes Club, the Upper School piano club. 3 Adam Rohdie, Head of School
conducting research through data investigation and questioning experts in the field about affordable housing in an Advanced Applied Engineering and Economics course. He said that through our curriculum and programs, “and the teachers that teach them, we are challenging our students to think deeply, question meaningfully, solve complex problems, work collaboratively, and build purpose.”
In closing, Mr. Rohdie stated, “GCDS will celebrate our centennial in 2026. Almost 100 years ago, three moms unhappy with their local options created a school that has grown into one of the finest independent schools in America.
As we step toward our next century of educating children, we remain committed to answering that short little question—what is school for—by doubling down on deep and joyful learning. Moreover, we will continue to challenge students, to push them to discover and develop what is finest in themselves.
We will do so in a community that cares deeply for one another, a community that comes together in times of challenges and celebrates each other’s successes. A community that spreads joy while pushing and challenging every student in our care. And the reason we do it so well is actually simple—we have the most wonderful faculty and staff in the world.
As highlighted tonight by Paul, Berta, and Hilary, our people go above and beyond. They give of themselves selflessly. They
are deeply invested in our children. They come into school when they are tired, when things in their own homelife are hard, and then they throw their arms around their students. And while they challenge and push their students, they never release that hug. Our children feel held. They feel known. They feel loved. And when they ultimately leave us, when our graduates can proudly hang their GCDS diploma on the wall, we know they are thoughtful, well-rounded mature young people with a finely tuned moral compass who say with pride, ‘I am who I am because of my time at Country Day.’ Wow, how lucky are we!” )
the good fortune to experience at GCDS. Inherent in Hilary’s practice is a profound commitment to creating for students points of entry into the process of scholarship. He teaches them to develop their own highly personalized relationship with learning, and to use that relationship as a springboard towards a profound, lifelong love of reading, writing, literature, and learning.
A colleague notes, “Hilary exemplifies professionalism and is an educator who truly has a calling for teaching. He has the rare ability to be that teacher who pushes students to perform at their highest level and holds them accountable, all while making them laugh harder than any other person in the building.” We trust Hilary to speak his mind—using his booming voice and earnest demeanor—in holding both adults and students to the highest standards in their character and their work. “He is admired for his honesty, friendship, loyalty, and kindness. Plus, he’s a goofball.”
Described by his colleagues as the moral compass of the Middle School, Hilary Childs takes his roles as educator, counselor, role model, agitator, and friend seriously. Hilary is humbled and motivated by the level of trust that students have in their teachers and he considers it his personal mission to deliver on that trust. He looks for as many points of connection as he can find with students to foster mutual respect; it is central to his integrity as an educator.
A Middle School English teacher and Dean of Students, Hilary came to Country Day as a Grade 4 teacher, noting that he was mentored by highly skilled and compassionate peers. He values the camaraderie and “soul-quenching” friendships he has had
Hilary is a leader in knowing, loving, and valuing every student in our care. Whether it is providing his colleagues with strategies for getting to know every new face in the division as early in the year as possible or using terms of endearment as he speaks to his students, he is determined that every child will feel a sense of belonging. As anyone will tell you, if it’s for the kids, Hilary is all in.
Here I am, half my life later because my integrity is directly connected to a simple truth, I serve children. In doing so I have to negotiate their naivete, their vulnerability, their impulses, their hubris, and their lack of confidence. I love it! I love it because, in the process, I get to watch them exercise their humility and resilience as they develop genuine faith in themselves. I love it because I get to network with a group of amazing, like-minded humans as we anguish over the complexity of our task and revel in successes, big and small, that we know are foundational to each child’s identity.” —Hilary Childs
For twenty-five years, Berta Aguilar has made children and faculty members on Old Church Road feel special by greeting them affectionately as they enter the Dining Hall and checking that they have everything they need for lunch. Berta is responsible for setting and cleaning the tables for each lunch wave multiple times every day. She is particularly alert to our students with
Twenty-five years ago, Paul Clarke had a cooking test for employment with GCDS. He made a delicious, plated cinnamon shortbread vanilla panna cotta crumble for the Annual Dinner. Needless to say, Paul passed the test with flying colors and was hired as a chef in our Dining Hall.
When Paul became Director of Food Services, he transitioned the food services program to preparing fresh meals, using organic and locally grown ingredients whenever possible. He introduced a sustainable approach to the program, first by composting, and later by eliminating virtually all single-use, nonrecyclable packaging. Paul leads the team in making sure that everyone is trained regularly on food handling, particularly as it pertains to students with allergies. He ensures that the food served, not only at lunch, but for snacks as well, is food that will fuel a student’s mind and body throughout the day. His personal mission is to ensure that no child is hungry. Why? “Because they can’t learn if they are hungry.”
Paul’s colleagues describe him as a skilled, caring, and compassionate manager, with a calming presence that instills confidence and trust. He makes a point of coaching sports teams, volunteering for service projects, and running cooking clubs in order to get to know the students and community outside of the Dining Hall. When the Dining Hall is called on to cater a school event, his colleagues marvel that he needs minimal direction, “because he is that good.” Nothing ruffles his feathers . . . you want to serve a BBQ lunch for 2,000 people at the Walkathon and a separate lunch for alumni, a few hours later
allergies and takes great care to ensure they receive the correct meals. Berta’s devotion to GCDS runs deep. Not only because she loves the work, the students, the teachers, and the amazing people she works with, but because when times were tough, GCDS was there for her.
When her children were younger, Berta faced health challenges. While she was receiving treatment, GCDS supported her in ways that went above and beyond typical workplaces, including providing childcare for her young boys. “I will always carry GCDS in my heart,” she says, recalling that period of time.
While Berta is quick to give credit to how generous her colleagues were in supporting her and her family, her colleagues say Berta was the true heroine of this story. They point out that while the treatments she was receiving had negative side effects, including exhaustion, Berta refused to stay home. She continued to show up each day to lovingly serve our GCDS community.
Berta is truly happiest when helping others and she does it all with a smile. Her colleagues admire the pride she takes in her work, her compassion for others, her lighthearted wit, and her sense of humor—especially when telling tales of her cat sneaking up on her. Berta is a true friend in good times and bad.
Your kindness and support during the Covid pandemic meant so much to me and my family. I just want to say that you are all part of my family, the GCDS family.” —Berta Aguilar
you are hosting a mini-reception, and then a cocktail party all in the same day? What does Paul say? He says, “Sure, we can make that work.”
What I have learned at GCDS is that anything is possible with hard work and honest effort. But most of all, having people around you who are willing to challenge, nurture, and believe in what you are trying to build and support—a great-tasting, nutritious, sustainable food program.” —Paul
ClarkeGCDS works with every athlete to make sure that they are ready in all facets of the game. This requires a whole body approach that is both physical and mental that happens as much on the field as it does off. There are many factors that can influence an athlete’s ability to perform on the field; we educate our students on areas like nutrition, sleep, recovery, hydration, and mental skills—areas that often determine how an athlete feels and performs. As students go through their four years of high school, we give our athletes what they need to compete and show sportsmanship at the highest level.
—Director of Athletics Tim HelsteinNutritionist Devika Bodas, also an Upper School Science Teacher, educates teams on the fundamentals of sports nutrition as well as addresses individual nutrition concerns as they relate to athletic performance.
“Athletes, especially growing athletes, cannot maximize their performance without understanding the basics of fueling their bodies. I frame conversations about nutrition with supportive language so that athletes can develop a positive relationship with food and help them find reli-
able and quality information about sports nutrition. These are life skills that they can carry with them on or off the field.”
“Student-athletes each carry their own identity and a myriad of responsibilities into their athletic endeavors. As teachers and coaches, we hope to guide them in developing routines and skills that support their individual needs. I feel so lucky to be a part of a team and a school that cares deeply about the whole athlete and sees wellness as a central component.”
Head Athletic Trainer Patrick Curry and his team work to prevent athletic injuries. If, however, they occur, they pro -
vide emergency care and work in partnership with medical professionals to develop treatment plans to aid in the recovery process. They interact with all of our athletes through pre-season conversations on stretching and concussions.
”As athletic trainers, we use an assortment of techniques to keep athletes performing at their highest levels. We help athletes recover after acute injuries and evaluate and diagnose to correct movement patterns for those chronic ones. The Athletic Training Room is also a place that we strive to make comfortable, fun, and welcoming to students. When the academic day ends, we are immediately buzzing with kids preparing for practice and getting treatments. It allows for great conversations between the students, our staff, and each other where strong relationships are built. We are fortunate enough to have athletic trainers at all of our events on campus.
William Turner is responsible for the physical training for all students as well as the maintenance and scheduling of the weight room facility on the Stanwich Road campus.
“My main focus is teaching and educating our students on the proper and safe
The Athletics Department: Patrick Curry, Tim Helstein, Devika Bodas, Kati Eggert, Will Turner, Julia Allain, Patrick Scanlon
environments
can experience as humans. It is physically demanding, intellectually challenging, and emotionally draining. There are only a few situations that we can put ourselves in that require more from us as individuals. As a result, organizations that are focused on developing athletes need to address the many different components at play.”
—ways to train within a gym. I create training programs based on the individual’s experience level, age, and sport to prepare them for the demands that they will see in their sport on field, court, or ice to help in-game performance and to reduce the likelihood of injury. The weight room has been a great place to train with teammates and build team chemistry throughout their off-seasons.”
“Our ultimate goals in the weight room are to improve our speed, agility, strength, conditioning, and durability to help our students perform better on the field. By far, the biggest improvement we see from the kids who utilize this space is an increase in their confidence.”
Patrick Scanlon, Boys Varsity Basketball Coach and Upper School History teacher, also has the role of supporting our coaches from Grades 6–12. He creates spaces to share knowledge among coaches as well as bring in outside speakers.
“The role of a coach is a critical one. Students lean on coaches for more than just the sport. Coaches are often role models and teachers for life. In this role, we aim to help coaches grow and develop with the ultimate intention of helping our athletes become better people. We want our athletes to see coaches as learners just like them.”
“Until you know the person and care for their well-being, you cannot be an effec-
tive coach. When an athlete knows you care about them and their development, you can help them grow and vice versa.”
Mental Skills Coach Julia Allain, also an Upper School Seminar and Psychology Teacher, works with athletes and teams on the elements of performance that fall under the umbrella of sport psychology. This includes teaching our student-athletes about various skills such as self-talk, confidence, focus, and decision-making, and working with them on strengthening those aspects of their game.
“Athletes spend countless hours honing their physical skills, but at a certain level, what separates the high performers from the rest is their ability to execute when it counts. How you think and more specifically what you think both have drastic implications for how your body performs. Skills such as confidence make all the difference in those high-pressure situations— and I refer to confidence as a skill because it is something that can be learned and built. It is not a static trait. Overall, understanding the impact our mindset has on us and learning how to harness one’s power will not only help athletes improve their performance on the field, it can be applied to any area of life.”
“Sports are one of the most complex environments that we can experience as humans. It is physically demanding, intellectually challenging, and emotionally draining. There are only a few situations that we can put ourselves in that require more from us as individuals. As a result, organizations that are focused on developing athletes need to address the many different components at play. True athletes aren’t just a physically strong or skilled individual. They dedicate time to improving all parts of their game: the decisions they make on the field, the thoughts they have during their performance, and the communication and teamwork required of them.”
Congrats to Andy Copelan, our GCDS Boys Varsity Lacrosse Coach, on winning the Premier Lacrosse League (PLL) championship as head coach of the Water Dogs.
Our student-athletes aren’t the only ones growing in their knowledge and skills of the game. Basketball Coach Bob Hurley Sr. was on campus Sept. 29 speaking with our athletics department and coaches and coaching the coaches. At the now closed St. Anthony High School in Jersey City, NJ, Hurley amassed 26 state championships in 39 years as a coach and was inducted into the Naismith Memorial Basketball Hall of Fame.
“Sports are one of the most complex
that we
Julia Allain, Mental Skills Coach
A student-athlete who is the definition of Tiger Pride, giving their heart and soul to the team. This individual was always willing to learn, overcame adversity, and displayed growth throughout the season.
BOYS & GIRLS VARSITY
CROSS COUNTRY
Wylie Dell’Olio
Landon Ristau
Eli Rosen
Natalie Simpson
VARSITY VOLLEYBALL
Chloe Craven
VOLLEYBALL 3RDS
Annetta Solari
Brooke Siebel
JV VOLLEYBALL
Celine Silvera
Sophie Patchen
GIRLS VARSITY SOCCER
Danielle Braver
GIRLS JV SOCCER
Sarah Lukes
BOYS JV SOCCER
Noah Sokol
BOYS 3RDS SOCCER
Max Rodgers
Dan St-Louis
ROWING
Cate Auerswald
Alex Simko
Declan O'Keeffe
BOYS VARSITY SOCCER
Jay D’Ercole
VARSITY FOOTBALL
Henry Goldberg
Ryan Crowley
Will Short
WATER POLO
Michael Capek
Walker Laitala
VARSITY FIELD HOCKEY
Jose Gil Zalis
Caroline Leicht
JV FOOTBALL
Colin Mackey
Luke Miles
This student-athlete demonstrates the highest qualities of sportsmanship, character, leadership, devotion, and skill. This individual shows a constant desire to improve, works hard, and pushes their teammates.
VARSITY CROSS
COUNTRY AWARD
Al Nickerson
VARSITY CROSS
COUNTRY AWARD
Macy Putka
GIRLS VARSITY
VOLLEYBALL AWARD
Savannah Hill
GIRLS VARSITY
SOCCER AWARD
Lyneth Restrepo
FALL ROWING AWARD
Zach Rosenberg
Harrison Servedio
Sofia Orr
HECTOR MCBEAN HART SOCCER AWARD
Thomas Steel
VARSITY WATER POLO AWARD
Luke Nelson
THE SALOMON FIELD HOCKEY AWARD
Jane Tortorella
JOHN HOSCH III
FOOTBALL AWARD
John Lonski
Zach Powell
FOOTBALL
Black: Langston ObuobiDonkor, Nicholas Triplett
Alexander Bouboulis
Orange: Luke Balducci, Lorenzo Corsano-Leopizzi
Flag: Noah Bailey, Loulie Day
BOYS SOCCER
Black: Grayson Eisenberg, George Belshaw
Orange: Ryan Robertson
Sixth: Charlie Heffer, Toby Dubner, Jake McQuillan, Nash Weintraub
GIRLS SOCCER
Black & Gray: McKenna
O’Neill, Calista Burke, Devon Carella, Rapha Jacobson
Orange & Gray: Delfina Roca, Maya Angelov, Emma Pless
FIELD HOCKEY
Black: Aerin Schwartz, Sasha Mollett, Mary Chickering
Orange: Frances Fazzinga, Marina Vintiadis, Reed Foster
VOLLEYBALL
Black: Sofia Balducci, Gracie Kepler, Chloe Kilts
Orange 8: Marli Young, Lex Greenblatt
Orange 7: Mildred OsafoBekoe, Lily Hillendbrand, Skylar Jepsen
Sixth: Lilly Patchen, Hana Reilly, Mae Roach
CROSS COUNTRY
Nate Smith, Annie Noble, Jack Piper
DANCE
Sasha Kalachnikoff, Lily Cipolla
INTRAMURAL TENNIS
Lyla Sheedy, Madeleine Elias, Shep O'Keeffe
FUNCTIONAL TRAINING/ STRENGTH & CONDITIONING
Judah Hochman, Libby Byxbee
ALL-NEPSAC RUNNERS: Wylie Dell’Olio ’23, Al Nickerson ’23, Macy Putka ’26
Boys Varsity Soccer won the school’s first FAA Championship. In only its second full varsity season, the young team worked hard and exceeded expectations. They beat Greens Farms Academy 1-0 with a winning goal by ninth grader Mateo Sierra.
Varsity Water Polo placed second in the NEPSAC (New England Preparatory School Council) Championships, after only two years as a school program, beating established teams such as Exeter and Hopkins.
The Boys and Girls Varsity Cross Country teams placed in the top 10 at the NEPSAC Championship and had three runners who were awarded “All NEPSAC.”
Congratulations to Luke Nelson, senior Varsity Water Polo captain, who signed his commitment letter to play Division 1 for University of Southern California next year.
A decades-old Orange vs Black tradition, Tiger Cup kicked off in November with a week of competitions including sports games, relays, brain games, and more. The games will continue and scores will be tallied throughout the year to determine the winner.
On Saturday, Aug. 27, the Offit family gathered for a groundbreaking ceremony for The Offit Fields, in memory of Dan Offit. In addition to being a loving husband, a great father, brother, uncle, and son, Dan was the President of the Greenwich Country Day School Board of Trustees from 2015–2019. GCDS has played an integral role in the lives of the Offit family. Dan and Stefanie’s children, Ben and Evie, have been Tigers since Nursery; Ben graduated in May 2022 and Evie will graduate in June 2023. Several of Dan’s friends, in conjunction with Head of School
Adam Rohdie, spearheaded an effort to honor Dan by naming the athletic project on Cardinal Road (former Lower Fields) after him. This is a perfect tribute to Dan who loved competitive sports and had a dedication to fitness and athletics.
We are deeply grateful for our friendship with Dan and are privileged to be able to honor his memory and his commitment to GCDS and its future.
Amanda Offit, Jane Offit, Nate Offit, Madeleine Offit, Ned Offit, Morris Offit, Nancy Offit, Stefanie Offit, Ben Offit, Evie Offit, Head of School Adam Rohdie and Director of Athletics Tim Helstein
Elementary Tigers, grades 1–5, ran two laps around the campus in the annual Fun Run with their P.E. classes.
During halftime of the GCDS football game on Saturday, Sept. 17, students, families, alumni, and friends joined the dedication ceremony of France Field. The newly enhanced turf field will enable a higher-level of competition, supporting a safe playing environment for studentathletes of all ages.
The field was made possible by the generosity of Brian and Amy France, parents of Meadow ’29 and Luke ’29. The Frances partner with dozens of charitable organizations, devoting significant time to combating a wide range of issues related to disease, poverty, and education. We are very appreciative of the France Family’s commitment to GCDS and their support of Tiger Pride.
Director of Athletics Tim Helstein, Campaign Co-Chair Taylor Glasebrook ’97, Meadow France, Amy France, Brian France, Luke France, Board President Vicki Craver, and Head of School Adam Rohdie
On Sept. 27, Sheri and Peter Donovan (P ’14) welcomed parents of students in the Class of 2014 into their home. Head of School Adam Rohdie updated the group on our two campuses and former parents enjoyed catching up with old friends.
1 Margaret Miao, Adam Rohdie, Tony Mann 2 Linda Ogden, Margaret Miao, Meline Dickson, Sally Mann 3 Alison Knight, Katherine Kim, Hilary Spizzirri McAtee ’76 4 Sheri Donovan, Victoria Brown
5 Peter Donovan, Paul Stafford 6 Ted and Christine Danforth
During the month of September, the Board of Trustees, the Head of School, and Division Heads, along with the Advancement Office, welcomed new families to GCDS. The evenings were an opportunity for our new parents to meet and mingle with the GCDS community.
The Diversity, Equity, and Inclusion Office brought families together at our annual Cider and Donuts event on Nov. 6. There was a great turnout and attendees had the opportunity to catch up and meet new families. The DEI office continues to focus on community and belonging for all Tigers!
The Class of 2023 Gift Committee Chairs, Julie and Clarke Futch and Emily and Brian Stern, hosted a reception for parents on Sept. 28 at the Futch Home. The reception celebrated our first full Upper School class who began their high school experience as ninth graders at Stanwich Road campus. The evening also served as the kickoff to raise funds for the Class of 2023 Gift Fund, which will
establish the Class of 2023 Endowment and name the Class of 2023 Garden at the Upper School.
1 Associate Director of Donor Engagement and Stewardship Jhanay Abrams, a high school and college basketball player, was inducted into the New Rochelle Sports Hall of Fame. Honorees are athletes, coaches, trainers, officials, and others who have made significant contributions to the sports history of New Rochelle.
2 Upper School History Teacher Sebastiaan Blickman ran the NYC Marathon on Nov. 6, 2022 for NYRR Team for Kids.
3 Upper School French Teacher Dennis Bogusz , published an article, “Lost in Translation: French Séparatisme and American Separation of Church and State” (The French Review, Vol. 95, No. 4, May 2022, pages 65–82). In the piece, Dr. Bogusz explores how a new law in France allows the government to directly regulate religion, which contrasts with religious freedom laws in the U.S.
that have recently emerged through state legislatures and Congress.
4 Middle School Math Teacher Britt Carnegie and Upper School Math Teacher Alec Lash were married on June 25, 2022 in Riverside, CT.
5 Middle School Visual Arts Teacher Naomi Clark had two solo shows at the Cooler Gallery in Brooklyn and VSO Projects in Greenport, NY, this year and released a print edition of her work at the NY Art Book Fair in New York by Du-Good Press.
6 Upper School History Teacher Jim Cullen’s 19th book, 1980: America’s Pivotal Year, was published by Rutgers University Press this year. Jim is completing work on his next book, Bridge & Tunnel Boys: Billy Joel, Bruce Springsteen, and the Metropolitan Sound of the American Century, which is slated for publication in late 2023.
7 Grade 4 Teacher Brittany Fitzgerald and Neal Chambers got engaged in late October.
8 Grade 5 Teacher Randy Hall ran the NYC Marathon on Nov. 6, 2022.
9 Lower Elementary Music Teacher Billy Janiszewski and his wife, Sandy Chau, had a son, Luca, in April. Earlier in the year, he was also named Music Director of the Stamford Chorale.
10 Upper School Spanish and Italian Teacher Niki Kiviat was invited to give two guest lectures this year: one for the University of Virginia in September, and the other for the University of New Hampshire in October. The title of the talk was “Controlling Mrs. Consumer,” which offered a historicization of women’s rights as narrated through various food advertisements.
11 Grade 4 Teacher Luke Laubscher and Grade 3 Teacher Glaura Paiva were married on Sept. 17, 2022 on Martha’s Vineyard.
12 Security Officer Jim Matheny ran the Hartford Marathon on Oct. 8, 2022 in 3:27:30.
13 Pre-Kindergarten Assistant Teacher Bray Peel welcomed her daughter Charlie Bray Peel born on March 11, 2022.
14 Middle School Librarian Susan Polos served as Chair of the Newbery Award 100th Anniversary Celebration Task Force. “It was a joy to celebrate this award, the first children’s book award, all
year long, with a culminating party in June in Washington, D.C., attended by many past Newbery Award winners.” In addition, her grandson, Lachlan James Condon, was born on Oct. 27, 2022.
15 Grade 4 Teacher Maddie Roberts and her husband, Andrew, welcomed their first child, Sage Noel Roberts, on Aug. 31, 2022. Sage will be starting at the Carriage House after Thanksgiving when Maddie returns to the classroom.
16 Orchestra Director Melanie Sasaki and Michael Strange were married on July 29, 2021 at Le Chateau, South Salem, NY.
17 In November, Upper Elementary & Middle School Music Teacher Misty Sturm recorded an album with orchestra, chorus, and jazz quintet. Misty’s husband, Ike Sturm, was commissioned to write the piece entitled “Let the River Flow,” with text by poet and soloist, Chanda Rule. It premiered in Denver, CO, last May. The studio recording will be released in 2023.
18 Assistant Head of Upper Elementary School Kevin Thompson received his Doctor of Education in curriculum and instruction this past spring from Liberty University. This summer, he and his wife, Julia, welcomed their daughter, Ophelia Joy Thompson, born on June 30, 2022.
19 Middle School English Teacher Shannon Turner Doyle recently signed to play women’s professional hockey for her 8th, and final, season with the Connecticut Whale of the Premier Hockey Federation (PHF). Shannon won the PHF Foundation Award last season, winning $10,000 for Active Minds, her chosen non-profit that supports mental health awareness and education for kids and young adults.
20 Facilities Assistant Lee Ann Vadala’s youngest son, Dennis Schmeiler, who was a GCDS Summer Camp Counselor, got married to Rachel, on June 17, 2022 in Perona Farms, Andover, NJ.
21 Dining Hall Staff Ileana Vasquez became a U.S. Citizen on Nov. 4, 2022.
22 Upper School Art Teacher Louise Wales’ dissertation, “Politics and Heidegger’s Concept of Thinking in Contemporary Art,” was published last fall by Tailor & Francis/Routledge.
23 Dennis and Johnna Yesky celebrated their 50th wedding anniversary on Sept. 30, 2022.
24 Athletic Trainer Abby Yotts and Misha welcomed their first baby, Cameron Russell, on Dec. 29, 2021.
25 Retired Former Faculty: Debbie Kerrick welcoming Martha Sugrue and Hope Wittrock to her new home.
On Nov. 10, Nicole Mitchell was honored as a “Woman Who Inspires” by the YWCA Greenwich for her role as Executive Director of SPIDACARES, her family’s non-profit that strives to positively impact families and communities through the life-changing power of education and athletics. For 20 years Nicole has given back to our school as a parent, teacher, board member, and philanthropic partner. We are fortunate to have Nicole as an active member of the GCDS community. Congratulations on this welldeserved award!
The majestic American elm behind the GCDS Middle School was selected by the Greenwich Tree Conservancy as a “Treasured Tree.” Upper School Science Teacher Nikki Barratt, who recommended the elm, received the award and a framed photograph of the tree on behalf of the school, at a ceremony on Oct. 20 at Sam Bridge Nursery & Greenhouses. The tree has been enrolled in the Tree Conservancy’s Treasured Trees roster, which highlights special trees on private properties to create respect for the many beautiful and unique trees to be found throughout the community. A plaque has also been placed on the tree.
US Science Teacher Nikki Barratt with Susie Baker, Co-Chair of the Greenwich Tree Conservancy Advisory Board, and Fred Camillo, First Selectman of Greenwich
Perfect fall weather and stunning foliage provided the backdrop for a memorable Reunion Weekend. GCDS was thrilled to welcome more than 100 alumni from classes ending in ’2 and ’7 to campus on Oct. 14–16. The weekend kicked off with an assembly honoring our 2022 Distinguished Alumna Pamela Constable ’67. On Friday night, alums gathered at the Stanwich Campus for a varsity girls soccer game under the lights and enjoyed pub fare while cheering the girls on—we won! Saturday was bustling with activities for our alums, including a BBQ Lunch, sports games, and campus tours. The energy at the Performing Arts Center Saturday evening was electric as alumni performed a tribute to Debbie Kerrick in what is now officially named the “Debbie Blake Kerrick Theater.” Later, reunion classes gathered in the Dining Hall with classmates, fellow alums, and faculty. The weekend capped off with a Sunday tour of French Farm. It was one for the books! A huge thank you to the many volunteers who made the weekend special and each and every alum who came back to campus!
1 Katherine Sternberg ’22, Tara Allen, Janet Orozco ’22 2 The Tedeschi Family 3 Chapin Kelly ’97, Pam Constable ’67, Stephanie Sanchez ’82 4 Maria and Geoff Amiot ’72, Jeanne Tarrant ’62 5 Caitlin Brady ’12, Phebe Huth ’12, Allie Keigher ’12, Adam Rohdie 6 Peter Walmsley, Jordy Hellinger ’31, Jeremy Hellinger ’97 7 Mac Osborne ’01, Peter Burns ’01, Jordan Sanders ’01 and daughter, Connor Keeshan ’01, Matt Basinet 8 Julie Galuzzo Karish ’92, Lindley Tilghman Pless ’92
Friday Night Lights: Girls Varsity Soccer was the headliner for Friday night’s homecoming game. Crowds cheered the girls to a 1- 0 win against Portledge School.
Class of 1947: Margaret Hart-Rogers and daughter
Lesley Newcomb 1 Stina Ladd ’12, Julieta D’Avola, Wellsley Lowther ’12, Rawls Futch ’12 2 Britt Carnegie ’00, Elizabeth Bates Fennig ’03 and baby, Abby and John Bates, Diana and Al Abreu Class of 1962: Jeanne Tarrant, Ellie Gerli 3 Mike Geller ’95, Lindsey Friedman Goldfaden ’97, Anna Rogers ’05, Colin Smith Class of 1972: Sandy Petersen, John Chew Class of 1967: Chan Wheeler, Cathy Shraga, Lisbet Nilson, Pam Constable, Suzanne Petersen, Tom Cleveland 4 Caren Pinto, Avery Carpenter Forrey, Josie Hubschman Margluis, Caroline Breed and family, Catherine Anne Lowden, all class of 2004
“The warmth and intimacy that so quickly gets reestablished with GCDS classmates is profound and amazing.”
“We had a terrific turnout and the weekend buzzed with the energy and enthusiasm of us being together, reconnecting with one another and our wonderful school.“
Class of 1982: David Kremin, John McAtee, Karen Palmer, Alix Noel Toub, Peggy Stephan, Bill Weihman, Stephanie Sanchez, David Salomon, Christine Corcoran, Gus Ramsey, Elisa Epstein
Lederer 1 Caitlin Brady ’12, Stephanie Browne ’12 2 Philip Glasser, Francis Yalda, John Cannon, Brian Jordan, Hart Green, Hill
Kelly, all class of 2012 3 Haley Kruger, Peter Preston, Francis Yalda 4 Geoff Amiot ’72, Maria Pavlis Glasser ’75 Class of 1992: Marisa Noel Brown, Julie Galluzzo Karish, Alexandra Pappas, Zani Gugelmann, Karena Bullock Bailey, Lindley Tilghman Pless
Class of 1997: Brendan Garnett, Katie Lewis, Britton Keeshan, Blair Gallagher Sheehan, Laura Sanders Wyatt, Sophie Guite de Seynes, Adie Hinman Edenbach, Chapin Kelly, Taylor Glasebrook, Jay Helmer, Lindsey Friedman Goldfaden, Caitlin Loomis, David Kestnbaum, Jeremy Hellinger, Kent Moran, Whitney
Clark, Cameron Winklevoss, Chase Marsh, Field Failing, Tyler Winklevoss, Robert Bates, Andrew Puschel, David Elwell
Class of 2007: Doug Johnson, Cliff Simmons, Brooke Pinto, Jessie Stuart, Caroline Melly, Sara Bakrow, Cindy Ruiz, Lizzy Berdoff, William Lowden, Will
Knox, Billy Breed 1 Alix Noel Toub ’82, Stephanie
Sanchez ’82 2 Zani Gugelmann ’92, Lindley Tilghman
Pless ’92 Class of 2012: (front row) Katie Dishner, Rawls Futch, Giselle Alzate, Francis Yalda, Catie
Bernard, India Nix, Allie Keigher, Phebe Huth, Amanda Wilpon, (middle row) Philip Glasser, Haley
Kruger, John Cannon, Caitlin Brady, Lauren Mellinger, Wellsley Lowther, (back row) Stina Ladd, Eric Gordon, Hill Kelly, Brian Jordan, Hart Green, Stephanie Browne, Kate Breed, Hannah Honan, Julieta D’Avola
On Saturday, October 15, 2022, hundreds gathered to celebrate the one and only Debbie Blake Kerrick, who retired last year, and the dedication of the Performing Arts Center Theater in her name. In a show like no other, 41 alumni who spanned 30 years of DBK musicals came together for a trip back to their ninth-grade days onstage. During a very short 90-minute rehearsal earlier that day, something magical happened as alums—some of them now in their 40s!—worked together to put on a show of reprises. It was as if they had rehearsed for months. Entrances, exits, dances, solos—all flawless!
After the rehearsal most of the “actors” left to grab lunch, but others lingered to practice a solo to make sure it was going to reach the standard their teacher had always demanded. Everyone returned for the tech rehearsal and before they parted ways to head into the lobby where the program had begun, Brooke Pinto ’07, speaking for the entire group, told Ms. Kerrick that she meant the world to them and that they wanted to sing a song for her . . . but they needed her to play the piano—Hah! They broke out into “Freedom” by Teresa Jennings—every one of them knew every single word, it was a beautiful sight to watch. Music is powerful, especially coupled with a teacher like DBK. It was clear from what we got to witness that her lasting impact has been HUGE!
The clock struck 5 p.m. and the crowds filled the PAC lobby, stairs, and balcony to hear from three alumni. Debbie’s daughter, Courtney Smith ’14, kicked off the evening with beautiful words about her mom being the example for what good teaching looks like. Virginia Ogden ’11 then shared a poignant story
By Jen Donnalley, Director of Center for Public Goodabout being seen, known, and loved. And Austin Cauldwell ’07 finished up with the perfect line: “Ms. Kerrick didn’t raise the bar, she rewrote what the bar even means.” Virginia and Austin flew all the way from California for the opportunity to tell Debbie how she changed their lives. Head of School Adam Rohdie and Eliot Spencer ’98 (who ran tech for every one of Debbie’s shows since his ninth-grade graduation, even through college!) then lowered the curtain to reveal the newly named Debbie Blake Kerrick Theater!
The actors then raced backstage and everyone took their seats. From the minute the lights dimmed until the confetti cannons went off to close the show, the audience clapped, cheered, cried, and grinned from ear to ear while alumni sang the songs of their youth. I’m not sure we’ll ever be able to top this night but everyone in the production agreed that we’re not waiting 30 years to do it again. So stay tuned. Alumni Talent Show 2027 is already in the works!
Debbie, we thank you for 33 years of passion for your craft, and for teaching all of us what excellence looks like.
41 alumni came together onstage to celebrate 30 years of DBK musicals.
Connor Flynn ’96 was slick as ever playing Sky Masterson singing “Luck Be a Lady” from Guys and Dolls.
Nicky Simmons ’04 (right) singing “Oh, What a Beautiful Mornin’” from Oklahoma! with Avery Carpenter Forrey ’04 and Catherine Anne Lowden ’04.
The finale to the program was the heartwarming “We Go Together” choreographed by Debbie’s dear friend, Rose Moye, who also emceed the program. Only Rose could get 41 people who haven’t danced in decades to learn these numbers in 90 minutes!
Gabbie Coffy ’15, replete with her Tin Woman ax, reprised the soulful and sassy “Slide Some Oil to Me” from The Wiz.
The solos didn’t just bring the “kids” back to their starring roles of yesteryear, they brought all the teachers and parents filling the theater seats right back there too.Mike Geller ’95 broke away from his organic market to sing “Feed Me” from Little Shop of Horrors , reprising his role as Audrey II. Nicky Pinto ’05, Chris Ghaffari ’05, Ricky Columbo ’14, Will DeTeso ’14, Aaron Miller ’14, and Morgan Beeson ’05 were unforgettable as leatherclad 1950s greasers performing “Greased Lightnin’.”
In early October, the Alumni Advisory Council (AAC) kicked off the year with a full council meeting. As part of each kickoff meeting, we welcome our new AAC members. To learn more about the AAC and ways to become involved with the Alumni Relations team, please contact Liz Duffy, liz.duffy@gcds.net
1 Sara Simmons Bartow ’98 Sara attended GCDS from Kindergarten through Grade 9 along with her four siblings Caroline ’00, Julia ’02, Nick ’04, and Cliff ’07. After GCDS, she graduated from Greenwich Academy in 2001 and Cornell University in 2005 where she played lacrosse and majored in American Studies. After working for a few years at ABC News, Sara spent time in Ghana, West Africa, and Buenos Aires, Argentina working as a teacher. Upon returning to New York City, she was a preschool teacher at the Episcopal School and received her master’s in Early Childhood Education at Hunter College. She now lives back in Greenwich with her husband, Philip, and their two children, Ford (GCDS Kindergarten) and Georgina, who goes to Putnam Indian Field School. Sara serves on the board of directors of REACH Prep, an educational access non-profit based in Fairfield County and on the Board of Trustees at Putnam Indian Field School.
2 Field Failing ’97 is the Founder and CEO of a healthy chicken-focused fast casual restaurant concept called Fields Good
Chicken. He started the restaurant in 2014 and it now has five locations in NYC. After GCDS, he went on to the Hotchkiss School and then to Cornell University where he received a BA in Chemistry in 2005. He later received his MBA from Cornell in 2012. Field lives in Greenwich with his wife, Christina, and their three sons, James (5), Henry (2.5), and Charlie (5 months). He enjoys skiing, golf, and cycling—and is an avid fan of the Rolling Stones.
3 Ashley Mendel Fox ’93 After graduating from GCDS, Ashley went to Deerfield Academy and Northwestern University. Ashley has spent the last 20 years in the jewelry business and eight years ago started her own company, Ashley Fox Collection. She currently resides in Greenwich and has three children who all attend GCDS—twins in Grade 6 and a daughter in Grade 5.
4 Doug Friedman ’03 Doug started at GCDS in Grade 2 when his family moved to Connecticut. After GCDS, he graduated from Brunswick in 2006 and then Washington and Lee University in 2010, with a BA in Economics and a BS in Business Administration. Doug began his
career at Barclays Capital as an Analyst on the Consumer Mergers & Acquisitions team. Next, he worked at Bluestem Asset Management, an investment firm based in Charlottesville, VA. Since 2014, Doug has been at Luxor Capital Group, a NY-based global hedge fund, where he co-founded Lugard Road, a technology focused global hedge fund, in 2017.
5 Rachel Stockman Koven ’00 Rachel attended GCDS along with her sister, Victoria Stockman ’03. After GCDS, she graduated from Greenwich Academy and headed to Northwestern University to pursue a degree in journalism at Northwestern’s Medill School of Journalism. After college, Rachel spent several years as an on-air reporter at WCBS (New York, NY), KPNX (Phoenix, AZ), and WGBA (Green Bay, WI). She took a break to attend Yale Law School but couldn’t leave her media career. She then worked at the ABC affiliate in Atlanta, GA, got married to a Southern man, and moved back up North. She is now President of Law&Crime, a company that streams and produces true crime content, and is the proud mom of Isabelle (GCDS Kindergarten) and Ben.
Karena Bullock Bailey ’92
Jessica Rogers Baker ’05
Sara Simmons Bartow ’98
Matt Berdoff ’05
Katrina Black ’11
Peter Burns ’01
James Cobbs ’69
Colin Daddino ’04
Amanda Fisher Donegar ’01
Remy Sanders Dowd ’03
Briggs Elwell ’02
Field Failing ’97
Ashley Mendel Fox ’93
Doug Friedman ’03
Nora Gardner ’00
Taylor Glasebrook ’97
David Hakim ’05
Wendy Jeffery Hubbell ’73
Julie Galluzzo Karish ’92
Connor Keeshan ’01
Justin Korsant ’00
Rachel Stockman Koven ’00
Tom Melly ’04
Debbie Ossorio Mertz ’80
Olivia Mosley ’10
Carin Ohnell ’85
Charlie Payton ’06
John-David Pinto ’03
David Platter ’03
Nathalie Weiss Rhone ’05
Nicole Rogers ’10
Charlie Russell ’14
Jordan Sanders ’01
Jake Shulman ’06
Cam Sterling ’91
Michael Tai ’97
Sarah Ortiz-Elejalde Vazquez ’00
Jordan Wolowitz ’99
Laura Sanders Wyatt ’97
Charlie Glazer ’99
Caroline Witmer Gormley ’05
Harriet Staub Huston ’71
Liz Levison ’05
Kendrick Luse ’01
Dylan McCormick ’20
Lexie Hearn Merrill ’03
Ashleigh Cameron Millette ’05
Sarah Oster ’93
Jack Rivers ’05
Lily Rogath ’03
Erin Sanders ’05
Spencer Slocum ’05
Lisa Weinberg ’94
Sara Coffin Young ’03
On Sept. 1, GCDS alumni joined the Class of 2023 to volunteer packing meals for the non-profit organization, Rise Against Hunger. Together, the alumni and senior class packed 30,000 meals in under two hours for the organization to distribute to developing countries.
Front: Katrina Black ’11, Laura Smith ’98, Laura Sanders Wyatt ’97, Remy Sanders Dowd ’03, Deborah Ossorio Mertz ’80 Back: Veronica Arzeno Chiavaroli ’96, Samantha Miller Lawi ’03, Sophie Nitkin ’03, Eric Mertz, Whit Hawkins ’95, Taylor Glasebrook ’97, David Kestnbaum ’97, Jordan Sanders ’01, Connor Keeshan ’01, Kendrick Luse ’01
On Oct. 13, four Class of 2015 alumni performed their debut concert at the Upper Elementary School on the Old Church Road Campus. They treated a crowd of GCDS friends to an eclectic mix of pop and rock covers and kicked off Homecoming and Reunion weekend.
On Wednesday, Nov. 16, alumni gathered at the Harvard Club to catch up with their former classmates. The night turned out to be spectacular with more than 100 alumni, faculty, and staff!
1 Deja Jordan ’11, Franchesca Pena ’11 2 Zinnia Upson, Ellie Armstrong, Jacqueline Steens, Grace Beatty, Quinn McMahon Natalie Deutsch 3 Carey Danforth ’11, Eliot Johnson ’11
4 Luke Holey ’13, Wills Danielsen ’13, Doug Melillo, J Alex Gibbons ’13 5 Maggie Schmidt ’11, Danielle Freedman '11
6 Martha Sugrue (Former GCDS Nursery Teacher), Sheila Belden (Former Pre-K Teacher), Jen Donnalley, Director of CPG, MS Math Teacher 7 Katie Morena ’13, Greer Antell ’13
8 Madeline Melly ’09, Lucy Williams ’08, Rachel Manaster ’09, Olivia Zimmerman ’09 9 Ian Edwards ’13, John Groves ’13
10 Charlie Knight ’17 Bridget Slocum ’14 , Kevin Danforth ’14, Lizzie Schmidt ’14, Natasha Weis ’14, Liza Greenhill ’13, Annie Ogden ’14, Chloe Messina ’14, Elizabeth Lufken ’14
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Hundreds of alumni and past parents returned to our beautiful campus this fall for Reunion Weekend, Homecoming, the Walkathon, and the dedication of the Debbie Blake Kerrick Theater. Recaps and lots of photos inside!
