Adam Rohdie: Four Years with New High School
As this early fall issue goes to press, the same overlapping emotions overwhelm me each year at this time. While I feel like I am still reflecting on and rejoicing in the accomplishments of last year, I am already missing the slow days of summer as I anticipate with excitement the start of a new school year!
This issue of GCDS News parallels these sentiments—in reflecting on the first four years with a new high school and all that we have accomplished and learned; in celebrating student performances and the milestones of commencement and moving up to new divisions; in sharing summer programs that connect us with our community; and in looking forward to
a new school year with new programs and new members of the Board of Trustees.
I hope you will join me in celebrating our accomplishments, enjoying the waning days of summer, and anticipating with excitement a new school year!
Adam C. Rohdie
SEPTEMBER 2023
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, Chris Mantz
MAGAZINE DESIGN Foogoo Communications Design
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Kirsten Bitzonis
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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.
Cover Photo: Class of 2023 in front of the Upper School on Stanwich Road
Cover Photographer: ChiChi Ubiña
40 SPRING CONCERTS
4 All We Have Learned HOS Adam Rohdie Reflects on Four Years with New High School
7 Commencement 2023
9 Graduation Speaker Matt Dalio ’99
15 Upper School Awards
20 Student Voices: New Advanced Course Investigates Housing Crisis
22 Trends from the College Counseling Office
24 French Farm Hosts Refugee Children
26 Moving Up Ceremonies & End-of-Year Assembly
36 Sheila Drenckhahn ’74 Retires After 39 Years
38 Physical Education Curriculum Review
42 The Little Mermaid, Jr. Presented by Upper Elementary School
47 Welcome New Coaches
51 Alumni News & Notes
In June, the first full class of high school graduates—114 strong— walked across the stage as both the beneficiaries and creators of the GCDS Upper School. As I think about this class, I am struck by what has been accomplished in the last several years, the challenges we overcame, and all that we have learned.
Once the decision to launch a high school was announced in 2017, the conversation turned to what type of high school we would create. I was adamant that this was a once in a lifetime opportunity to build a high school for the future, unlike any of our neighboring schools. Our high school would be based in learning that was both deep and joyful, interdisciplinary by nature, real-world focused, experiential, and guided in part by the students themselves. It would be deeply rooted in our core beliefs around knowing and loving each student, enabling them to discover and develop their strengths and passions, and in creating a sense of belonging and relationships that will last a lifetime.
Hiring the best faculty and staff was critical in not only creating our vision for a new type of high school, but for connecting our strong community culture from the Old Church Road (OCR) campus to the Stanwich Road campus. Since 2017, we have hired well over 200 people that share in our vision for educating students. I have had the honor to interview each one. From the chef to the calculus teacher, I knew this would be our most important task and it was one that proved challenging. We were looking for people who had an entrepreneurial spirit, who were discipline area experts, and, of course, we were looking for people who genuinely love children. While we knocked it out of the park in most cases, there were times when the fit was not quite right, and we learned how to correct the course quickly. As a result, we amassed an incredible faculty and staff, excited to be part of a creation story, building a student-centered program in a new school that was free from decades-old curriculum, pedagogy, schedules, or traditions. The faculty and
staff we’ve hired are incredibly talented and some of the best anywhere. They are ready to start this year with an optimism and passion second to none.
We faced the critical challenge of extending the culture of a caring community that has been the ‘special sauce’ of Country Day to an almost entirely new faculty and staff on a separate campus. Add to that a pandemic requiring remote learning, masks, and social distancing in the first years of operation, and the challenges seemed insurmountable. And yet, because having a caring community is a strongly held value for each individual, because we have a shared vision for our school, and because we intentionally focus on ways to build the community, we have been able to meet these challenges. We have made great progress in this area as expressed by one of the most senior and respected members of our community, Johnna Yeskey, in a note she sent to me after the final assembly in June, “I cannot leave today without saying something. The past two days were amazing. In a nutshell, everything you have been trying to do for the last 4 years came together under the tent today. It was the very best ever end of school assembly. I think today we really became one school. Having everyone sit together in an encapsulated space was very powerful. You could feel the connectedness and Tiger Pride.”
As important as hiring the highest quality faculty and staff and creating a culture of community has been to our success, it is equally necessary to develop the best learning environment and program possible. We began this task by creating the outcomes we desired for students and the principles with which we would design instruction—The Portrait of a Learner and Design Principles. The Stanwich Road team worked collaboratively with the OCR divisions to evolve the capacities desired in a high school graduate to be relevant for every student, Nursery through Grade 12. Similarly, a focus on Tiger Pride
and the associated attributes have been extended from the OCR campus to the high school. Next, we developed the curriculum and programs that would best engage and educate our students; providing them with options for building on strengths, exploring individual interests, and applying their learning in academics, arts, and athletics—including projectbased opportunities for deep learning, speciality diplomas, a three-week intersession, junior thesis, senior internships, and global studies to name a few. In addition, we have intentionally created ongoing opportunities for teachers in Nursery through Grade 12 to work together to align curriculum, ensuring that the content
supports developmental learning objectives and minimizes gaps or redundancies across divisions.
Through this ongoing process, we have learned to be nimble and patient. Big institutions are often compared to ocean liners, very hard to turn once they have set sail. We learned early on that not only is it ok to pivot mid-course, but that ability would actually prove to strengthen the organization. We knew that not every project we would roll out for the students would be a homerun. We knew that from a curricular standpoint we had an opportunity to test ideas and approaches and we could be selfless enough to admit when something did not work and smart
enough to cast it away and retool for the next semester. Not many schools in the world have shown this level of flexibility. Now, heading into year five we have a much better sense of what resonates with students, what creates deep and sticky learning, and we know that the students love it.
For year one (2019–2020), with no track record, we counted on our brand reputation and our vision for the high school to attract new applicants— our pioneers—for Grade 9. We were
GCDS News.
A few of the exciting program highlights that illustrate the development of our new high school in
pleasantly surprised when those numbers outpaced our projections. That first year I had hoped to retain 50% of the 8th grade class; the number was closer to 60%. That number has steadily risen with each successive year. As we approach the start of the 2023–2024 school year just under 90% of our 8th graders are moving up to 9th grade. This data point coupled with receiving over 150 applications for only 20 open seats at the Upper School puts us in the enviable position of being highly selective. As we waved goodbye to our first full graduating class, I think their trust in an unknown program four years ago paid off. Our pioneers were accepted into their first choice colleges and are
attending the most selective universities in the country.
In all areas, we remain a work in progress. I believe a healthy organization continuously reflects and refines. To that end, we will remain nimble and flexible in addressing new research and trends in education, and in being responsive to our community and the environment in which we live and work.
Commencements evoke all sorts of emotions. I am often emotional at the thought of all that our graduates have accomplished, full of pride knowing they are headed into the next phase of their journey with a strong sense of self and a commitment to being of service in their community. This year, I shared a tearful
moment with one of the graduates, who acknowledged what I could only dream would happen as we launched the high school. A GCDS ‘lifer,’ he pulled me aside visibly upset. When I asked him if everything was OK, he shared he was just so sad to be leaving this special school, his “home.” The fact that we could extend the magic that has always existed on Old Church Road to Stanwich Road in four short years is all that we hoped for and is incredibly gratifying.
To enable students in our care to discover and develop what is finest in themselves—could there be a more noble cause? )
Our story is one of change,” said Jolie Karen, Student Body President. “It began when we entered the front doors of the high school ablaze. We created the culture in those first few months from scratch when we were less than half the size of what we are now. We learned to be a community, because we were all doing it together.”
Jolie didn’t always embrace change. “Change is not something I’ve been particularly fond of, but paradoxically, some of the greatest moments in my life have been born out of it.”
While addressing 114 classmates, family, friends, and faculty members at Greenwich Country Day School’s commencement ceremony on June 8, Jolie expressed her admiration for the
Class of 2023—the Upper School’s first full graduating senior class—and gave examples of how her classmates transformed personally and as a group during their four years.
“Always remember how we changed this place, and take that forward for the rest of your lives, because we are the changemakers. I can’t wait to see us change the world.”
Senior Class President Jane Mangan paid special thanks to teachers. “Thank you for being our number one fans, in the classroom, on the sidelines, or in the audience. And for the gift of your time.”
Earlier during the ceremony, an invocation was delivered by Sheila Drenckhahn ’74, N–Gr. 5 Physical Education Teacher, who is retiring after 39 years at the school. Alumnus Matt Dalio ’99, a technology entrepreneur promoting digital equity, then passed on life lessons to the Class of ’23 (see page 9).
This year’s graduation ceremony marked the 50th anniversary
of the first Black students graduating from Greenwich Country Day. To honor the occasion, Board of Trustees President Vicki Craver presented Monique Lee Bahadur ’73 and David L. Waddell ’73 with honorary GCDS diplomas at the commencement ceremony. “Mrs. Bahadur and Mr. Waddell were pioneers who paved a way for future generations, something the Class of 2023 knows a little about.”
Ms. Craver, whose daughter Ainsley was graduating, nostalgically recalled many of the graduates growing up on campus— “with tote bags as big as you!”
“You have all made your mark on this place, and have truly formed who we are as a high school. I have particular insight into one member of this class—just like family—but I feel grateful to know and have a real closeness with many of you. I am honored to celebrate you all.”
Head of School Adam Rohdie started his speech by saying how much he dislikes the snooze button because it represents a lack of discipline, a quality that students will need in the next phase of their education.
“You are about to be handed the most freedom you have ever
had in your life—and how you deal with that freedom in many ways will be an indication of the path you will head down as an adult,” he said.
For example, Mr. Rohdie told students that next year they will have the opportunity to not attend their 9 a.m. classes, or not hand in assignments on time, or not attend professors’ office hours.
“Discipline is all about doing things that you do not really want to do. It is hard! But I promise, you will feel so much better after you accomplish your assignments, after your goals are met,” he said.
Mr. Rohdie closed his remarks with a personal thank you to the Class of 2023. “This class is so special. It is not because of all your successes in the college process, on the stages, or on the fields. No, this class is so special because of the bonds you have formed together. Your love for one another will carry you for
Matt
I went to GCDS for pretty much my entire memorable childhood. Somewhere between my parents and GCDS and a trip to China, I became the person that I am today,” said Dalio, who has worked tirelessly to improve the lives of people around the world through better access to healthcare and technology.
Mr. Dalio, who was honored as a Distinguished Alumnus in 2014, shared the three most important things that he has learned on his journey from his own graduation to the present.
First, he said, is what you do.
At the age of 11, Matt Dalio spent a year in China where he
fell in love with the people and the culture. Five years later, at the age of 16, Dalio personally witnessed the living conditions of orphans with special needs in China and was desperate to do something to give them hope. He founded the China Care Foundation to support orphaned children with medical treatment, as well as pre- and post-operative care.
“There, I saw a little girl on the verge of dying. I was able to get her on a train from inner Mongolia to a hospital in Beijing, saving her life. As time passed, my ideas grew and I saw the impact grow along with them. With that impact, I raised more money. With that money, we had more impact. Eventually, we had half a dozen children’s homes throughout China, providing thousands of surgeries and placing hundreds of kids in foster families.”
Until that point, Dalio had struggled to find his passion. “Let there be no mistake: The impact came first, then the passion. The experience taught me what I loved doing. And with that I was hooked.”
In 2012, Matt founded Endless, bringing connectivity to places in the developing world through inexpensive computers
Presented by Head of Upper School Chris Winters, recognizing the students who have continually demonstrated a special generosity of spirit to others in the community. Rather than simply selecting the students most likely to succeed, the recipients are the students most likely to help others succeed.
Charlie Benincasa Emily Cole
Jay
D’Ercole Evie OffitPresented by Head of Upper School Chris Winters, recognizing personal and academic growth or achievement as well as consistent effort devoted to academics.
Ellery Futch Nargis Hussaini
Rebeca Manzo Teddy Minchin
Presented by Head of School Adam Rohdie, recognizing the student or students who best embody the core values listed in the Greenwich Country Day Mission Statement and have “discovered and developed what is finest in themselves and have achieved the highest standards in their studies, in their play, and in their character.” This award is voted upon by the entire Upper School faculty and presented by the Head of School.
Jolie Karen Oliver Stern
and operating systems. His newest venture, Endless Studios, is a highly-distributed, youth-centered game making studio where teens and young adults apprentice with game industry pros and other aspiring game makers all while acquiring and practicing 21st-century skills.
“I went to India and saw that smartphones were about to sweep across emerging markets. I had a simple idea: I could use the smartphone supply chain to make computers more affordable to billions of people. That little discovery has sent me on a decade of passion. I’ve been chasing a dream to help every kid in the world have the tools and skills to live an empowered life ever since.”
Head of School Adam Rohdie described Dalio as an alumnus who cares deeply about our school and our global community. “It was thanks to his inspiration and generosity that GCDS has a Mandarin language program, and he recently teamed up with
our Upper School computer science teachers to work with students on some amazing projects.”
Through China Cares and Endless, Dalio said he found passion and purpose by leaving home—“by going beyond the rutted roads.”
“If you spend your 20s encountering people whom you can help by applying your strengths, you will discover meaning. If you are ever wondering how to find your passion, try my path: find someone else’s brokenness and find your way to heal it.”
The second most important aspect of life is finding a partner. While chasing his dreams, Dalio felt a “desperate loneliness.”
“I had not realized how important, amidst the wind and the waves, it is to have someone there with you. It is also about having someone there on those sunny days when the wind has died and all you have is them by your side,” he said, referencing the poem Ithaka, by C.P. Cavafy that he read in Mr. Griswold’s eighth-grade English class.
Finally, he spoke about the importance of having “lifeline friends.” Every year he hosts an annual gathering to maintain his friendships over time, especially his childhood buddies.
“Remember that most people will disappear unless you hold onto them,” he said. “But over a long enough period of time, those friends become treasures.”
In closing, he shared a poem he wrote especially for the Class of 2023.
Into the slip stream of life you go!
Towards the Great Dusk you flow.
To find that great word passion so often spoken. Find a place in someone else’s heart that’s broken. For in your healing touch
You will find life’s greatest rush.
As you dive into Ithaca’s mirages
Drowning amidst all of life’s barrages
Remember to hope that your road is long And pray for the person to whom you belong.
Finally, amidst this deck’s many fading faces, Choose your most cherished aces. Hold them tight and play them often. For they will ensure that your heart will soften.
If all of this you manage to handle
In peace you will rest when they light your candle.
“If you spend your 20s encountering people whom you can help by applying your strengths, you will discover meaning. If you are ever wondering how to find your passion, try my path: find someone else’s brokenness and find your way to heal it.” —Matt Dalio ’99
Row 5: Zachary Powell, Kaylee Dunleavy, Ryan Crowley, Isabella Turek, Corbin Coles, Jolie Karen, Sebastian Matz, Luke Nelson, Brandon Hackett, Daniel Ganeles, Ignacio Hahn, Michael Powell, Cal Cunnion, Calder Perry, Ian Beckman, John Lonski, Leonardo Corsano-Leopizzi, Alexander Raezer, Jack Sullivan, Jared Maloney, William Short, Charles Benincasa, Tyler Rosolen, Owen Collins, Christian Baldwin, Kylie Frank, Spencer Moore, Andrew Thompson, Matteo Junqueira de Andrade, Paige McDonnell Row 4: Kimberly Konigsberg, Matthew Simpson, Mitchell Parron, Samuel Santangelo, Spencer Hickok, Roman Tirabassi, Jayne Mangan, Cyrus Arjomand, Jack Cloutier, Denisa Neza, Thomas Steel, Rebeca Manzo, Azsadee Peek, Evan Barry, Jay D’Ercole, Skyler Meyers, Lucia Saavedra, Benjamin Gross, Alexander van Niekerk, Gabriella Gianatasio, Adam Nedzamar, Carmelia Zuniga, Nolan Charlton, George Solari, Dylan Schwartz, Saedi Gibbs Row 3: Jordan Werner, Aerin Harris, Al Nickerson, Lucas Murray, Ainsley Craver, Harry Manion, Erin Dixon, Simon Grogan, Jose Gil Zalis, Evan LiVigni, Morgan Dall, Annika Cezzar, Miguel Yanez, Savanna Shettler, Rhys Jones, Carolina Deus, Caroline Leicht, Lyneth Restrepo, Sofia Romero, Noah Weiner, Brianny Dorf, Julia Schenck, Henry Goldberg, Taylor Hendrickson Row 2: Clipper Singsen, Madeline Buschman, Nargis Hussaini, William Slater, Emily Cole, Lochlan Laitala, Evelyn Offit, Riya Punjabi, Oliver Stern, Annabelle Futch, Ellie Hochberg, Chloe Litt, Lola Manuel, Brooke Andrews-Peden, Chloe Craven, Sabrina Knoll Row 1: Vijay Verma, Ellery Futch, William Wingrove, Claudia Citrin, Wylie Dell’Olio, Luke Bai, Jordyn Nadine Sesler, Gemma Larsen, Antonio Miguens, Alley Hutchins, Theodore Minchin, Sasha Coughlin, Wyatt Recchia, Marta Zholnerchyk, Jane Tortorella
Not pictured: William Kearns Duran, Michael Hisler, Logan Oscher
The inaugural Spring Upper School Awards Ceremony was held on June 2. In addition to frequent, authentic, and informal celebration and recognition, there are a limited number of awards given to students who embody the mission and culture of our school. The timing, criteria, and selectivity of these honors ensure that GCDS sends the message that its highest and only formal honors are embedded in what we most deeply value.
THE KURDZIEL FAMILY MOST INSTRUMENTAL MUSIC AWARD is presented to a musician who exemplifies the highest standards for instrumental advancement, artistry, and leadership during their years at GCDS.
Mitchell Parron
THE DALE BARTHOLOMEW PIANO AWARD is presented to that Upper School student who has shown a passion and commitment to the study of piano during their Upper School years.
Savanna Shettler
THE RUSSELL LOCKE PERFORMING ARTS AWARD is presented to that Upper School student who demonstrates a keen understanding of the voice, willingness to sing solo or in an ensemble, an ability to read music, and a passion for singing. The recipient has been committed to concerts, dance, and musical productions throughout their Upper School career.
Jordyn Sesler and Simon Grogan
THE UPPER SCHOOL VISUAL ARTS AWARD is presented to that Upper School Student who demonstrates advanced ability in both 2D and 3D visual arts fields, including drawing, painting, ceramics, sculpture, photography, and/or digital design. The recipient creates artwork that exemplifies creativity, challenges the artistic norms, and is a true means of self-expression.
Chloe Craven
THE CENTER FOR PUBLIC GOOD SERVICE AWARD is presented to the student who has made significant and lasting contributions to our community—whether it’s compassion within our local community, or broader action on global inequities. Recipients have utilized their time at GCDS to carry out the CPG mission: “to nourish our innate desire to make the world a better place, to learn about society and its needs, and to be inspired to take action.”
Charlie Benincasa, Emily Cole, Carolina
Deus, Annabelle Futch, Denisa Neza
THE DOUGLAS BRENNINKMEYER AWARD
celebrates character, displayed through athletics. The award is named after Douglas Brenninkmeyer, GCDS class of 1988, a multisport athlete and scholar. This award recognizes helpfulness in practice; patience with those who are less talented; sustained extra effort in the good times and in the down times; and genuine modesty after a team victory or personal triumph.
Teddy Minchin, Carmie Zuniga, Claudia Citrin
THE 9TH & 10TH GRADE AWARDS
The 9th and 10th Grade programs are designed to introduce students not only to the rigor of Upper School skill development and content exploration but also to the Portrait of a Learner Capacities. The faculty in both grades have thoughtfully structured opportunities for fostering growth in interdisciplinary thinking, project development and management, and collaboration. To be recognized as a nominee, students must embody the following criteria:
• A dedication, resilience, and innovation in their academic work.
• A strong academic record, with clear and consistent demonstration of growth in the Portrait of a Learner capacities, not simply the highest grade point average.
• Maturity as leaders and community builders both within their academic classes and within the grade overall.
This year’s recipients were voted upon by the 9th-grade faculty.
GRADE 9
Bianca Amen
Nico Della Pietra
Sarah Goldstein
Irhan Iftikar
Kaia Novack
Mitchel Powell
Linnea
Shah-Gustafsson
Sawyer Young
GRADE 10
Djeneba Dembele
Penelope Hentsch-Cowles
Bobby Jones
Olivia Karanikolaidis
Walker Laitala
Emma McDermott
Reid Rodgers
Harrison Servedio
Natalie Simpson
GRADES 11 & 12 ACADEMIC HONOR SOCIETY
The 11th and 12th Grade Academic Program is designed to provide each student with the opportunity to pursue a unique path of study while honing their skills in interdisciplinary thinking, independent research, and collaborative problem solving. Nominations for induction into the Academic Honor Society highlight the following qualities, which were taken into consideration by the faculty when selecting this year’s inductees:
• Dedication, resilience, and innovation in their academic work.
• Pursuit of an ambitious and challenging course of study, demonstration of strength in independent research, interdisciplinary thinking, and project design, management, and execution.
• A strong academic record with demonstration of growth in the Portrait of a Learner capacities, including collaboration.
• Growth as leaders and community builders within their grade and classes.
Inductees should represent a target of 10% of the graduating class, with a target of 5% of the class being inducted in the Junior Year.
GRADE 11
Chloe Caliboso
Ainsley Carella
Ruby Cosgrove
Harley Goodner
Felix Hentsch-Cowles
Andy Pauley
Zach Rosenberg
GRADE 12
Matteo Andrade
Jay D’Ercole
Carolina Deus
Will Kearns Duran
Annabelle Futch
Ellery Futch
Jolie Karen
Rebeca Manzo
Michael Powell
Jane Tortorella
In addition to their core course of study, students also have the opportunity to pursue a specialized diploma designation in five fields of learning: Engineering, Sustainability, World Languages, Classics, and the Visual and Performing Arts. The following students successfully completed diplomas in these subject areas.
CLASSICS DIPLOMA
Owen Collins
Andrew Thompson
WORLD LANGUAGES DIPLOMA
Evan Barry
Jay D’Ercole
Carolina Deus
Saedi Gibbs
Jose Gil Zalis
Ignacio Hahn
Will Kearns Duran
Rebeca Manzo
Tito Miguens
Denisa Neza
Lyneth Restrepo
SUSTAINABILITY DIPLOMA
Luke Bai
Evan Barry
Annika Cezzar
Emily Cole
Jay D’Ercole
Kaylee Dunleavy
Danny Ganeles
Gabriella Gianatasio
Jose Gil Zalis
Brandon Hackett
Taylor Hendrickson
Alley Hutchins
Jolie Karen
Sabrina Knoll
Locke Laitala
Chloe Litt
Jared Maloney
Paige McDonnell
Evie Offit
Lucia Saavedra
Jack Sullivan
Carmie Zuniga
VISUAL ARTS DIPLOMA
Evan Barry
Chloe Craven
Ellery Futch
Spencer Hickok
Jolie Karen
Chloe Litt
Lola Manuel
Matthew Simpson
PERFORMING ARTS DIPLOMA
Charlie Benincasa
Simon Grogan
Evan Livigni
Harry Manion
Al Nickerson
Evie Offit
Sam Santangelo
Jordyn Sesler
Savanna Shettler
William Short
William Slater
George Solari
ENGINEERING DIPLOMA PROGRAM
Ainsley Craver
Ben Gross
Michael Hisler
Ellie Hochberg
Adam Nedzamar
Logan Oscher
Michael Powell
Clipper Singsen
Ollie Stern
Jane Tortorella
Will Wingrove
Matteo Andrade
Junior Thesis Award Winners were published in the June 2023 issue of the GCDS News.
The Alumni Office was thrilled to officially welcome the seniors to the alumni community at the Senior Breakfast in June. The seniors worked hard through the year to raise money for their senior class gift: a new fire pit, which is the first feature of the school's new senior lawn. The Alumni Office surprised all the seniors with engraved bricks installed on the new “Senior Walk,” which will be added to with each new class of graduates. It was a morning of new traditions and celebration.
Each Upper School academic department offers Advanced Applied courses. These GCDS courses extend beyond Advanced Placement (AP) standards found in many high schools, and require significant content and skill mastery, along with strong application and independent research. In this article, recent graduate Jane Tortorella writes about her experience of creating and taking Advanced Applied Economics and Engineering, a yearlong course taught by Dr. Andrew Ruoss, Upper School Academic Dean, and Gordie Campbell, Head of Creative Applied Technologies Program.
BY JANE TORTORELLA ’23Inever expected to design and take an interdisciplinary Computer Science and Economics class during high school.
Three years ago, I would not have even understood how those two topics could intersect. Attending high school at GCDS gave me an opportunity to develop and experience classes that I hadn’t imagined being offered in a high school setting.
In the GCDS Upper School, students have the opportunity to have a voice in the growing academic program. One way we do that is by joining the Curriculum Leadership Council. As a founding member of the GCDS Curriculum Leadership Council, I had a front row seat to the design and implementation of advanced courses in the high school. We kept a few guiding principles in mind as we discussed curriculum development: interdisciplinary collaboration, deep independent learning, and applicability to real life.
Advanced Applied Economics and Engineering is a course born from the Curriculum Council. My Econ teacher and my Computer Science teacher approached me to gauge interest in a class that would combine the two subjects. I was immediately hooked by the description. It was unlike any other class I had taken: co-taught by teachers from different departments, student-driven, bolstered by field visits and interviews with professionals.
In August going into my senior year, I received my course schedule. I was thrilled to see Advanced Applied Economics and Engineering printed on the page. It was meaningful to see something that I had worked on at length in the Curriculum Council come to fruition with 11 total students enrolled. As a group, we decided to focus the class on the housing crisis in the United States, an ongoing societal issue with complex factors.
During the first semester, we spent time familiarizing ourselves with the different sectors of the housing crisis and tools for data visualization. The goal was to cultivate necessary skills to work toward providing possible solutions for the lack of affordable and safe housing nationally.
We read Fixer Upper: How to Repair America’s Broken Housing Systems by Jenny Schuetz, a Senior Fellow at the Brookings Institution. I learned about government structure, racial discrimination, and rent burden. Dr. Schuetz met with our class, and we interrogated her use of datasets, asked for guidance on understanding the relationships between local and federal governments, and received recommendations for displaying data. We structured the meeting around engaging with her argument and asking specific questions based on our own research. After our meeting with her, I was able to create compelling visualizations explaining the role of homelessness in the housing crisis.
We also worked with the author of Homelessness Is a Housing Problem: How Structural Factors Explain U.S. Patterns, by Gregg Colburn. This book contained many different maps, line charts, and bar graphs, and prompted a series of “data demos” in the classroom so that we could attempt to create similar visuals. I had experience with Tableau from my data science internship, so I showed my classmates how to use the tool and its potential applications for our project. I learned from others how to use geographic heat mapping, online graphing tools, and coding languages to organize and visualize datasets. The data demos were what encouraged and cemented our efficient collaboration.
Excited to pick another professional’s brain, I asked Professor Colburn from the University of Washington about data accuracy, having found discrepancies in my own study of homelessness. He offered me new sources and strategies, helping me break out of a research rut.
By the second semester, the class was fluent in Microsoft Excel and SQLite and ready to use our data science skills to form a compelling argument. We decided to narrow our focus to the lack of affordable housing in Greenwich, CT. We broke up into small groups, each tackling a different topic. I worked with one other student to learn about the intersection of the town budget and tax base with housing and zoning. I spoke with First Selectman Fred Camillo about his priorities when creating the budget, Tax Assessor Lauren Elliot about her grand lists, Professor Scott Lacy of Fairfield University about his research of Greenwich’s demographics, and private real estate developers about how they leverage projected tax revenue to propel their projects through zoning regulations.
Attending high school at GCDS gave me an opportunity to develop and experience classes that I hadn’t imagined being offered in a high school setting.’’
’’
As a culminating experience, a few classmates and I met with a member of the Greenwich Planning and Zoning Commission to present our findings and potential solutions. I received incredible responses and feedback. I was very inspired by this—it was one of the first times that I felt my high school work was making a tangible difference in my community. The fact that this course is still in its infancy only made my work more purposeful and challenging. It remains the favorite class I have ever taken.
This fall, I will be attending MIT and am excited to look for classes and research opportunities like this that are solution-oriented, interdisciplinary, and meaningful to local communities. I hope to continue exploring the relationship between engineering and public policy, building on the creative and collaborative experience I had this year in Advanced Applied Economics and Engineering.
This fall, I will be attending MIT and am excited to look for classes and research opportunities like this that are solution-oriented, interdisciplinary, and meaningful to local communities.’’Above: Students video conference with Jenny Schuetz, author of Fixer Upper Right: The Advanced Applied Economics and Engineering Class toured downtown Greenwich. Gordie Campbell, Andrew Ruoss, Jane Tortorella
GCDS has established itself as an academically dynamic and rigorous institution with diverse, interesting, and kind students who are eager to make a meaningful impact on their college campuses. We empower our students to think critically about academic and personal fit as they research schools and build their college lists with our guidance. As we reflect on these last four years, we are proud that we’ve helped students present themselves as individuals who value the acquisition of knowledge and accept the responsibility of employing their education in service of our greater society.
Here are some of the ways that our unique curriculum and recent trends in college admission have impacted our students.
• Our 11th and 12th grade academic program is designed to resemble the flexibility of a traditional liberal arts curriculum. Drawing from collegelevel seminars and research courses, GCDS students have the freedom to design schedules which cater to their specific interests and allows for deep exploration.
• T here is a continued de-emphasis of standardized tests in favor of high school transcripts among colleges and universities. As we expected, most colleges extended their Class of 2022
test optional policies to the Class of 2023. The 11 Florida state universities, Georgetown University, all service academies and the Massachusetts Institute of Technology are notable exceptions. At GCDS, the majority of seniors this year took advantage of test optional admission policies in their own application processes.
• Diploma programs—in Engineering, Sustainability, World Languages, Classics, and the Visual and Performing Arts—have played a key role differentiating our graduates from their peers allowing colleges to match students with existing programs of study on their campuses. 30% (out of 114 students) of the Class of 2023 earned at least one diploma.
• S pecialized programs in areas such as Business, Engineering, and the Performing Arts continue to become more selective at both small and large as well as public & private universities. Over the past four years, our students have enrolled in programs across a range of highly selec -
tive institutions in these areas, including:
New York University (Stern School of Business), Boston College (Carroll School of Management), University of Southern California (Marshall School of Business)
University of Virginia School of Engineering and Applied Science, Massachusetts Institute of Technology, and Georgia Institute of Technology
Vanderbilt University (Blair School of Music) and Northwestern University School of Communication (for theater)
As always, the GCDS College Office is committed to ensuring that our community has the most current information as it relates to college admission practices and policies.
• As we process the recent decision from the Supreme Court on race-conscious admission, specifically the ending of affirmative action, the GCDS College Counseling Office will continue to affirm the value of each of our
students’ lived experiences–including their class, race, and ethnicity–and relatedly, the undeniable benefits that emerge from diverse learning communities. In addition, we will remain steadfast in our support for each of our students as they represent themselves fully, in whatever way they choose in their college applications.
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• This includes changes that are occurring with longstanding legacy admission practices. For example, Amherst College, Johns Hopkins University and most recently, Wesleyan University have joined institutions such as MIT in ending admission preferences for legacy applicants.
American University
Auburn University (2)
Babson College
Barnard College
Beloit College
Bennington College
Boston College (6)
Boston University (2)
Bowdoin College
Brown University
Bucknell University (5)
Carleton College (Canada)
Carnegie Mellon University
Case Western Reserve University
Chapman University
Claremont McKenna
Clarkson University
Clemson University
College of Charleston (2)
College of William and Mary
Colorado College
Concordia University (Canada)
Cornell University (2)
Dartmouth College (2)
Denison University
Dickinson College
Drew University (Theater Arts)
Drexel University (2)
Duke University (3)
Emerson College
Emory University
Fairfield University (2)
Fashion Institute of Tech
Fordham University
George Washington University (2)
Georgia Institute of Technology
Hamilton College
Hobart and William Smith (2)
Howard University (HBCU)
Indiana University Bloomington
Ithaca College
Kenyon College
Lafayette College (2)
Lehigh University (4)
LeMoyne College
Macalester College
Marist College (2)
Massachusetts Institute of Tech
Miami University of Ohio
Michigan State University
Montclair State University
Morehouse College (HBCU)
Mount Holyoke College
Muhlenberg College
Northeastern University (2)
Northwestern University
Norwich University
New York University (Stern School of Business)
Pomona College
Princeton University
Providence College
Quinnipiac University
Rollins College
Saint Mary’s College (Indiana)
Santa Clara University (3)
Savannah College of Art and Design
Skidmore College
Smith College
Southern Methodist University (7)
Spelman College (HBCU)
Temple University
Texas Christian University
The Ohio State University
Tufts University
Tulane University (3)
University of Alabama (2)
University of California Los Angeles
University of Delaware
University of Illinois Urbana-Champaign
University of North Carolina, Chapel Hill (4)
University of Connecticut (Storrs) (3)
Union College (3)
United States Naval Academy
University of California Berkeley
University of Colorado Boulder (3)
University of Miami (6)
University of Mississippi
University of Richmond
University of Southern California (2)
University of Vermont (2)
University of Virginia (3)
University of California San Diego (2)
University of Delaware
University of Denver
University of St. Andrews
Vanderbilt University (3)
Villanova University (6)
Wake Forest University (3)
Wesleyan University (5)
Wheaton College
Williams College
Yale University (2)
For two weeks in August, French Farm was a playground for children from around the world. Working in partnership with Jewish Family Services, the Center for Public Good (CPG) organized a summer program for 35 refugee children from Afghanistan, Ukraine, Syria, and Venezuela. The children, ranging in age from 3–15, spent the mornings exploring all the corners of the farm and doing arts and craft projects, playing games, cooking, feeding chickens, and reading and learning English words and phrases. A group of GCDS alumni, teachers, students, family members, and staff planned a variety of fun and educational activities to make the weeks memorable for the kids.
“We had a magical two weeks together. I loved having the opportunity to spend time learning from and laughing with these kids who are brave, and resilient,” said Jen Donnalley, Director of Center for Public Good. They reminded us every day that human connections have no language barrier.”
Thanks to former GCDS faculty members who came to assist with this program. We know we can always count on you!
Diana Abreu
Liza Barrett
Sheila Belden
Sarah Cauldwell
Sheila Drenckhahn ’74
Chrissy Gremp
Chrissy Heyworth
Debbie Kerrick
Sharon Lewis
Pete Preston
Martha Sugrue
“It’s hard to come to another country,” said Marta Zholnerchyk, a group leader and recent GCDS graduate who came to the U.S. as a refugee from Ukraine herself. ”But the best thing is to just jump in and young people, especially, figure out how to adjust. The kids are so happy here, they all found friends.”
The Center for Public Good (CPG) had a busy spring and summer accepting honors and recognition for its work in the community. CPG Director Jen Donnalley received honors from these organizations.
BOYS & GIRLS CLUB OF GREENWICH
Community Award at the 55th annual Boys & Girls Club of Greenwich Awards Night on May 18
ABILIS COMMUNITY PARTNER
Community Partner Award for providing exceptional programming to the people with developmental disabilities on June 7
JEWISH FAMILY SERVICES OF GREENWICH
Recognized as exceptional community partners and steadfast supporters of Jewish Family Services of Greenwich’s refugee resettlement efforts on June 28
HORTULUS OF GREENWICH
The Emmy Ogden Mentoring Award for tirelessly inspiring volunteerism in students for nearly three decades on July 17
“It is such a privilege to present the volunteer of the year award this year to Greenwich Country Day School. There isn’t anything GCDS won’t do to help Abilis and they show us this each and literally every day.”
— Danny Clarke, Abilis member and award presenterHead of Middle School Flynn Corson gave eighth graders “real-world” advice at their Moving Up Ceremony on June 9: “You need to invest more than just your passion in something if you are going to make a life of it. You need to grind.”
“What I fear often gets overlooked in many commencement addresses is the modest but essential quality of hard work. There is no doubt that for some, a fine line separates the things they love to do from the things they work hard at doing. But at the end of the day, if you are going to engage in something that is useful—something that will benefit our society—that thing doesn’t have to be big, or glitzy, or extravagant. But it does have to be practiced.”
“Passion can propel you through many, many obstructions; but it’s not enough all on its own because no worthy achievement is ever gained without hard work.”
“So here is my advice for your short-term future: during high school, take classes that sound difficult, or boring, or
unfamiliar. Learn what you like and what you don’t like. And when you take those classes, work hard,” he said. “Some day in the more distant future your hard work, a period of exploration, and your passion will intersect, and it will be time to sustain yourselves and our humanity with one or another pursuit.”
“Above all things, my advice for you today is that you hang on to the lessons and relationships of your time on Old Church Road. Years from now, you may or may not remember how to diagram iambic pentameter, or the various components that prevent a bridge from collapsing, or what PEMDAS stands for; but may you never let go of what you’ve learned about friendship, generosity, accountability, honesty, forgiveness, or any other characteristic that is incorporated in the holistic notion of Tiger Pride.”
Eighth grade students Annie Noble, Langston ObuoubiDonkor, Aerin Schwartz were selected by their peers and the Middle School faculty to deliver a Tiger Talk for the occasion (see page 28). The talks were preceded by the Grade 8 choral performance of Remember Me from the Disney movie, Coco
Head of School Adam Rohdie told two stories. One about an anthropologist he met who delved deeply into the study of culture and societies and the other about how financial incentives don’t always produce the most creative solutions, highlighting the importance of intrinsic motivation.
“Next year, whether at the GCDS Upper School or at a new high school—you start the next phase of our academic journey.
Many people are going to tell you—it all counts now! It is all about college! You have to get good grades and take certain courses and certain tests—don’t mess up!
They are going to tell you the reason you need to work hard is for grades—an extrinsic motivator—and they are going to tell you that to get ahead to win the college game, you have to study a very narrow list of topics and get good grades in them.
I am here to tell you that that way of thinking misses the point! If you do not explore topics outside the norm, you may never discover your anthropology. If you only strive to get that $100 (the grade) it will actually lead to worse performance, not better.
Your job next year is to explore ideas, find topics that excite you and motivate you, and then dive deep into them. Become an expert on something that seems off the beaten path but speaks to you.”
Eighth-grade advisors called the names of their advisees as Mr. Corson and Marshall Spooner, Assistant Head of Middle School, presented the students with Certificates of Completion. Grade Level Deans Heidi Halsted and Morgan Winthrow emceed the ceremony.
Head of Middle School Flynn Corson is leaving GCDS to pursue other opportunities. We wish him the very best. Marshall Spooner will step in as Interim Head of Middle School.
Now, as eighth graders, we are moving to a new place and journey in our lives—High School.
We will be the youngest once again, just in a different division. However, we are still getting older, and we need to keep working to be role models. We’ve learned a lot about what that means.
In order to move up, we need a solid foundation, and we need to think about what we want to be remembered for.
Well, we’re here to tell you: We want to be remembered for those times we are at our best
The class of 2027 is multi-faceted, ambitious, and passionate. We’re at our best when we take charge of our academics. We’re at our best when we bring a positive attitude
into every room. We’re at our best when we think beyond ourselves.
As we embark on our separate journeys, may we always remember the incredible impact we have made together, and may the echoes of our collective efforts continue to shape a brighter and more compassionate world for generations to come. Class of 2027, let us be the change we wish to see. We are a force capable of transforming the ordinary into the extraordinary, one step at a time.
This award recognizes those eighth-grade students who have not only taken advantage of all that Greenwich Country Day School has to offer, but who have given of their energy, effort, and friendship, on a consistent basis.
Sebastian Ball
George Belshaw
Gioia Brown
Annie Noble
Jack Piper
Emma Pless
Jack Rubenstein
Aerin Schwartz
Oliver Servedio
Nate Smith
Nate Weintraub
Henry Wise
Marli Young
This award recognizes those eighth-grade students who have experienced significant personal and academic growth during the course of their time in the Middle School.
Devon Carella
Mary Chickering
Nadira China
Bex Cranston
Oliver Davis
Danny Dominguez
Analily Garcia Alvarez
Alice Fitts
Anika Khichadia
Shep O'Keeffe
Kevin Politi
Addison Polo
Kaki Weiksner
Grade 5 teachers shared their favorite memories of the year with students at the Moving Up Ceremony on June 8. Nina Basinet, Head of Upper Elementary, Kevin Thompson, Assistant Head of Upper Elementary, and Head of School Adam Rohdie, shared advice about belonging and kindness with the soonto-be Middle Schoolers. At the conclusion of the ceremony, families accompanied their students back to classrooms for a Portfolio Share, a culmination of some of their best academic work from the school year.
On June 7, Grade 2 students and families gathered in Molinari Hall for the end of the year concert. The musical performances were followed by their final presentation of learning—students shared their animal research, reports, and dioramas with their families.
Under a tent large enough for the entire school, GCDS students, Nursery through Grade 12, along with faculty and staff gathered together on the Old Church Road fields for the Endof-Year All-School Assembly. Head of School Adam Rohdie officially “moved up” students in Grades 2 and 5 to their next division (the eighth-grade ceremony was held later that day). He also acknowledged, to the roaring applause of the audi-
ence, members of the faculty who were departing GCDS after decades of service. The community, swaying arm in arm, enjoyed musical numbers from each of the divisions and sang the school song. A GCDS tradition concluded the annual assembly— high school juniors gave baseball caps to the Nursery students in a moment of connection between the school’s soon-to-be oldest students and the youngest ones.
The following remarks were made by Steve Whitmore, Director of Physical Education N–Grade 5, and Karen Perkins, Physical Education Teacher N–Grade 5, at a June 2, 2023 reception honoring Sheila Drenckhahn ’74.
Sheila has been a colleague, a teacher, a coach, a mentor, and a friend to so many. She is a shining example of what hard work, compassion, commitment, Tiger Pride, and fun look like, day in and day out.
She has been an exceptional teacher for an incredible 39 years. Her commitment to her students and the school community as a whole has left a lasting impact on us all. We are all better for our time with her.
Sheila’s dedication to her students and passion for teaching has inspired countless individuals and her legacy will continue to influence generations to come. She taught our youngest Tigers to “run with your hips over your knees,” introduced “the art of the tag,” and reminded our students that when you fall down “get right back up and brush off your knees and elbows.” She turned our timid middle school field hockey players into fierce competitors, building confidence and, always, having fun.
Sheila, take a look around. All these people are here for you. They all love you and you have touched every one of us in one way
or another. Your love for your family is endless. You fight hard for what you want and what is right. You are full of life, always acting far younger than you are. You love the children, and that commitment to your students is a life lesson we are all taking with us.
As Sheila says to her preschool students at the end of each class. “Farewell, my fine friends, our game has ended, our class is done, it’s time to go!”
Sheila was presented a keepsake “Senior Yearbook,” a collection of memories and photos. This anecdote was shared by Steve Whitmore.
A few years back, Sheila was not satisfied with the conditions of the field hockey field. So she decided to send a few emails, but to no avail. So what did Sheila do? A week later, she printed the emails out, found a field hockey ball and crumbled them around the ball and said to me “let’s go!” (I’m completely confused.) Her brisk walk became a healthy jog down to the Lower Elementary School entrance with me trailing behind. We found Adam innocently shaking hands with our young Tigers as they were entering the building to start their day. “Good morning, Mr. Rohdie,” she said. “Good morning, Sheila,” he replied. She then grabbed his hands and dropped the email/ball into it, and said “Don’t drop the ball on Sheila!” And then she proudly marched off. At that moment, I thought “That’s it, she’s lost it.” Later, though, I recognized that this was not about her, what she did was all for her players, as she knew the field was diminishing the students’ experience, making it difficult for them to learn the game, have fun, and build confidence. She was going to make sure they had a good experience, no matter how unconventional the approach.
Grade 8 Latin students had an Italian adventure this June when they visited Venice, Rome, Sorrento, Pompeii, and Capri.
The trip, led by James Gussis, MS World Language teacher, and accompanied by Natalie Deutsch, MS faculty member, focused on historic and modern Roman culture and language. Students navigated cobblestone streets, marveled at historic architecture, and indulged in delectable cuisine. They learned a sense of autonomy as they built their own itineraries, learned to use ATMs, and bargained with merchants. They even attended real-life Gladiator School!
Four Upper School students received three Seven Angels Theatre High School HALO Awards at the Palace Theater in Waterbury on May 31. The HALO Awards recognize excellence in high school theatre throughout the state of Connecticut.
After garnering 16 nominations, our students won several awards in highly competitive fields.
BEST PERFORMANCE BY A FEATURED ACTRESS IN A PLAY
Jordyn Nadine Sesler as Diane Roeder in Radium Girls
BEST PERFORMANCE BY A COUPLE OR DYNAMIC DUO IN A MUSICAL Paige Setterberg and Simon Grogan as Hope and Bobby in Urinetown
NO SMALL PARTS SPECIALITY AWARD
Ruby Cosgrove for her performance in Radium Girls
In addition, Stella Melucci and Simon Grogan performed a number from Urinetown for an audience of over 3,000 during the event.
“I’m incredibly proud of the productions our US theatre students have produced this year; it was exciting to see their work recognized at the HALO Awards.”
—Betsy Durning, Director of Theatre Arts, Upper SchoolStella Melucci
We aim to equip our students with skills that are transferable and future focused. As innovation and research impact our program and our world, it is increasingly important that we regularly take a thorough look at what we teach and how we teach it.
An article in the Fall 2022 issue of Independent School, authored by Hannah Bahn, highlights the fact that independent schools have the privilege of developing mission-driven curriculum that are not beholden to externally imposed standards. This freedom also places a responsibility on the school to design a robust curriculum review process that ensures a cohesive educational program for their students.
Our process allows us to make sure that we are teaching relevant skills and content, and our program is aligned vertically within and between grades and divisions. As a Nursery-12th grade school, we must intentionally look at the throughlines that create a coordinated, coherent academic
program, and we consciously schedule time in our academic calendar for faculty to engage in meaningful discussions within and across divisions.
Our process is on a five-year cycle. For four years, each curricular teaching team reviews current research, visits schools, attends conferences and workshops, and gathers data that is shared and updated in faculty meetings within and across divisions. In the fifth year of the cycle, the department meets more frequently as an interdivisional group to analyze their data, and determine the significant strengths and challenges of their program. They consider resources currently available and project future needs in the areas of technology, faculty, and professional development. They collaborate and create an action plan, an aspirational list of topics to discuss, that will guide them through the next four years. Generally, two curricular areas each year are working in the fifth year of their cycle.
BY JOHNNA M. YESKEY, DEAN OF FACULTYOur Physical Education and Athletic Department was the most recent to complete their five year review. This process brought together all of the physical education faculty members in our N–5 program, along with the Middle School athletics faculty and Upper School coaches and trainers.
The first phase of the process involved meeting as a department to determine their strengths and challenges and the questions they sought to answer. From multiple perspectives, they spent the year engaged in activities to gather the relevant data.
• They visited and surveyed over 13 schools both locally and nationally. This included Rye Country Day School, Dalton in New York City, Germantown Friends in Philadelphia, Francis Parker School in San Diego, Moses Brown in Providence, Rhode Island, and St. Andrew’s in Richmond, Virginia to name a few.
• As a team, they attended SHAPE, the National Physical Education Conference in Seattle where they attended sessions on topics such as Compassionate Coaching, Developing Physical Literacy, Yoga for Educators, and had an opportunity to view and try new products and equipment, and see how many of the current activities used at GCDS have been updated.
• They hosted Erik Johnson, Division I Women’s College Basketball Coach, who gave a presentation on positive coaching.
• They participated in the FAA Physical Education Share where teachers from all schools gathered to share activities and ideas.
• They hosted a day-long training for all local athletic trainers on emergency training.
• They met weekly to share the ideas, data and information that would help them develop their Action Plan.
The final step in the process took place in late spring when the PE department
gave a presentation to the Educational Leadership Team of our Administration. It was reassuring to find that the list of significant strengths was the longest! However, the significant challenges were also identified and related to both operational and pedagogical factors.
Several of the items in the Action Plan include:
• Strive for equity of resources among all athletic programs.
• Address issues related to maintaining a teacher-coach model.
• Construct an efficient structure related to our shared facilities, equipment, and staff.
• Preserve and increase time allotted for PE classes, MS, and US athletics.
• Incorporate strategies that will help students develop self-management, relationship, and communication skills as they engage in PE and athletics.
There is no magic formula for guaranteeing all of the Action Plan ideas will be or should be fulfilled. However, it is very clear that the first important step has
For 10 years, Andrew Niblock, Director of Schoolwide Initiatives, has been guiding the GCDS community with his thoughtful words and wisdom. In his recently published book, The Art of Marrying Well, a Collection of Notes, Poetry, and a Little Something Extra, Niblock shares his insights with the broader world.
Niblock was diagnosed with ALS in 2016 at the age of 41. As the illness changed his pace and perspective, Andrew broadened his reach as an educator, communicating with students and parents about what it takes to live a meaningful, connected, and joyful life.
In The Art of Marrying Well, which Niblock wrote on a tablet using his eyes, he shares these vital lessons, along with his beautiful poetry and letters to his family and community. Niblock’s uplifting voice and indomitable positivity comes through in each piece, giving readers a reminder of what truly matters— and a guide for living in alignment with those values. Graduates, board members, and all faculty and staff received a copy of the book for summer reading.
been taken. The dialogue that took place between the department members and the Educational Leadership Team was open, productive, informative, and supportive. A level of understanding was reached through this communication that allowed both the department and administration to establish priorities and assign responsibilities to initiate the plan.
All of the information obtained and documents created for this process are placed in a Curricular Site and available on our faculty portal of the website. Information is also updated annually.
The next curricular area to go through this review process is the World Language/FLES (Foreign Language in Elementary Schools) Department. They have already initiated their work together this past spring and look forward to their national conference in November.
Both of these reviews, along with the ones that will take place in the next few years, have become valuable opportunities. They allow us to really look at GCDS programs across all four divisions and enable our faculty N–12 to understand each other’s programs and develop greater bonds of collegiality.
“When you are forced to move more carefully and mindfully through the world, you notice things differently. I certainly have.”
— Andrew NiblockAndrew Niblock will discuss his book at the Parents Association Speaker Series on September 28, 2023.
This year, the Upper Elementary and Middle School Spring concerts featured our instrumentalists. Students from the Band, Jazz Band, and Orchestra took the stage in Debbie Kerrick Theater and performed music of a variety of styles including marches, ballads, Dixieland, and movie themes.
On Thursday, May 11, the Upper School ensembles performed at their annual spring concert featuring more than 50 performers. The Concert Band and Jazz Band performed an eclectic mix of band and jazz favorites. The Upper School Strings, Mass Choir, and the Tiger Tones also performed and were joined by the Eighth Grade Choir. The choirs also performed two combined pieces: “I Dream a World,” and “Rise Up.”
This past May, the Debbie Blake Kerrick Theater and lobby were transformed into an underwater kingdom where the beautiful young mermaid, Ariel, longed to leave her ocean home— and her fins—behind and live in the world above. But first, she had to defy her father, King Triton, make a deal with the evil sea witch, Ursula, and convince the handsome Prince Eric that
she was the girl whose enchanting voice he had been seeking. Under the direction of Ashleigh Hahn, MS & UES Choral Music and Musical Theater Teacher, and Misty Sturm, UES & MS Music Teacher, two casts, each with one hundred students, and two evening performances made it possible for the entire UE choral program to perform. Bravo to all the blooming thespians!
PRESENTED BY Upper Elementary School
DIRECTED BY Ashleigh Hahn & Misty Sturm Jr.
Sailors left to right: Luke Bible, Gideon Ruby, William Staffieri, Rylie Montgomery, Amelie Burt, Elizabeth Meyers, Isabella Coffin
1 Blake Higdon as Ariel 2 Charlie Knapp, Teddy Santangelo, Colt Goodner, Ward Evans as chefs 3 Blake Higdon as Ariel, Mia Hilderbrand as Ursula 4 John Sibley as Prince Eric
On Thursday, May 25, supporters of GCDS leadership gathered at the home of Sarah Simmons in Greenwich to celebrate the generosity of the school community.
Over 150 parents, alumni, and trustees came together to celebrate another successful year of fundraising. Head of School Adam Rohdie thanked the many volunteers—parents, grandparents, alumni, parents of alumni—who give their time year after year to support our fundraising activities. Without their leadership and support, the reach of the Advancement office would not be possible.
Through the generosity of so many GCDS families, we were able to ensure that all students discover and develop what is finest in themselves, that our faculty and staff are supported in countless ways, and that as a school community, we are able to continue to gather and support one another. Thank you to all who support GCDS year after year!
1 Lindsey Friedman Goldfaden ’97, Sarah Simmons, Courtenay Carella
2 Frank Knapp, Karen Knapp, Jim Raezer, Melissa Raezer 3 Adam Schwartz, Andrew McCormick, Sacha Janke, Lauren Schwartz
4 Vicki Craver (President, Board of Trustees), Lora Robertson 5 Adam Rohdie (Head of School) with guests
6 Paul Collins, Phil Lauderdale ’99 (Board of Trustees) 7 Andy Shapiro, Kristen Shapiro, Yael Rosen, Josh Rosen 8 Maura Schwartz, Monica Tettamanzi, Cheryl Kestnbaum, Erin Glasebrook, Taylor Glasebrook ’97, Charlie Schwartz
Eighth grader Gisele “Gigi” Putka placed 1st and sophomore Macy Putka placed 2nd at USA National Youth Triathlon Championship in Milwaukee, WI in August.
Liam Kennon and Steve Paul competed in the New Balance Nationals Outdoor Track & Field event in Philadelphia, PA in June.
NEIL PHILLIPS
Head Coach, Girls Varsity Soccer
Neil has coached various club programs, including most recently at Chelsea Piers. His teams have won multiple State Championships and were two-time finalists at the USYS Eastern Regional Championships. During his 17 years coaching the Joel Barlow High School Girls Varsity Soccer program, Neil was named the SWC Coach of the Year 5 times, and won the SWC Champions twice.
KEVIN KING
As a coach at Scituate High School in Massachusetts, as well as the club program Riptide, Kevin has developed multiple national champions, dozens of AllAmericans, and more than 100 State Champions.
MADISON PACKER
Madison won the NCAA National Championship her freshman year playing for University of Wisconsin-Madison. During her eight seasons with the Metropolitan Riveters of the Premier Hockey Federation, formerly known as the National Women’s Hockey League (NWHL), Packer was a 7-year captain, 6-time All Star, and consistently ranked among the top scorers in the league.
JOEL LYNCH
Strength & Conditioning Coach
Joel previously worked as the Head Strength and Conditioning Coach at Manhattanville College and before that Stony Brook University, where he was the Assistant Director of Athletic Performance and Head of Nutrition.
In July 2023, the GCDS Board of Trustees presented the newly elected Trustees for the 2023–2024 school year to the community. The new members were selected based on nominations from the GCDS community and reflect a range of backgrounds, expertise, and perspectives, as well as a commitment to the school’s Mission.
Matt is Partner and Global Head of Human Capital at Apollo Global Management. He is responsible for Apollo’s talent management, leadership development, compensation, benefits, diversity and inclusion, citizenship, and philanthropy. He is also a member of the firm’s management committee. Before joining Apollo, Matt was Managing Director and Chief Talent Officer for BlackRock, and a member of the operating committee. Previously, Matt held strategy, talent, and innovation roles at Mastercard, PwC, and CEB/Gartner and was an international trade economist at the U.S. Department of Commerce.
Matt currently serves on the Board of Advisors of Georgetown’s McDonough School of Business and is Chair of Georgetown’s Advisory Group on AI, Analytics, and the Future of Work. He is also on the Advisory Board of the Aspen Institute’s Business and Society Program and on the Board of Directors of the Lumina Foundation, which is committed
to advancing post-secondary education for all Americans. Matt has co-authored a number of Harvard Business School case studies and articles on human resources, leadership, and talent innovation.
Matt holds a Bachelor’s degree in economics from the University of Southern California, a Master’s degree from the London School of Economics, and a Master’s of Business Administration from Harvard Business School.
Matt and his wife, Jen, have a son who is a GCDS ’22 graduate and a daughter who is in Grade 10.
Cathy attended Amherst College (BA) and The Tuck School of Business at Dartmouth (MBA). She has experience in both the advertising and marketing fields, working for Saatchi & Saatchi, Unilever, and General Mills. While raising her two daughters in Greenwich, she volunteered in the local community and served on the boards of the Boys & Girls Club and
Greenwich Skating Club. When the family transferred to London in 2011, she worked for a local literary agency, reviewing manuscripts written by Irish emerging authors. Now back in Greenwich, she serves on the Board of Emotions Matter, a mental health non-profit, and she teaches the NEABPD Family Connections course with a focus on Dialectical Behavioral Therapy. Mental health is both a passion and a purpose.
Cathy’s daughters, Katie (26) and Jackie (25), attended GCDS from 2000–2010. Both girls now reside in New York where Katie attends medical school in Brooklyn and Jackie works in the contemporary art department of Sotheby’s. Cathy and Jeff are happy to be stateside, settled in Old Greenwich with their cockapoo, Ranger.
In 2016, Kerrith and Gavin Mackay and their children moved to Greenwich from the UK and joined the GCDS community when daughter Abbie was in Grade 1.
Since moving to Greenwich, Kerrith has been an active member of the Country Day community, volunteering in various roles at school as well as the wider Greenwich community. Over the past two years, she has been an active board member of Impact Fairfield County, helping the organization with their communications strategy. She has been a member of the Greenwich Land Trust (GLC) and co-chaired the GLT evening at the Farmstead Event.
Kerrith spent the bulk of her career at BlackRock (London), where she held various marketing roles within iShares, the ETF business, most notably as the Head of iShares UK Marketing and, most recently, the Head of iShares Brand Management EMEA before retiring when her third child was born. As Marketing Director, she was responsible for the strategic development and implementation of the brand and marketing strategy in the UK and across Europe. In the early part of her career, she held positions at Marketing Concepts (SA), British American Tobacco (UK), and Barclays Global Investors (UK).
Kerrith grew up in Johannesburg, South Africa, and graduated from the University of Johannesburg (formally RAU) with a Bachelor of Commerce in Marketing and Financial Management and a postgraduate degree in Marketing Management. She played field hockey and netball at college. Kerrith enjoys spending her time outdoors, on the water, playing tennis, cooking for friends and family, baking, and reading.
Kerrith Mackay is mother of Abbie,
a rising 8th grader, James, a rising 6th grader, and Sarah, a rising 4th grader.
Andrew and his wife, Aleksandra (Sacha) Janke, dedicate their time and energy to raising their two sons, Robert David (R.D.) McCormack, heading into 3rd grade, and Aleksei McCormack, entering 2nd grade.
Andrew is a General Partner at Valar Ventures, a New York City-based venture capital firm he co-founded in 2010. Valar Ventures manages over $3B and has invested in various early-stage financial services companies, including Xero, Transferwise, N26, ShopUp, Qonto, Kuda, Octane, Moss, and over eighty others. Alongside his partner, James Fitzgerald, Andrew oversees Valar’s investments and has served or currently serves on the board of directors of over thirty companies in the Valar portfolio.
His career kicked off at eCount, from where he moved to Yahoo! and subsequently to PayPal, where he served as Chief-of-Staff to Peter Thiel until PayPal’s acquisition by eBay in 2002. Andrew played a key role in PayPal’s IPO and tackled several other corporate development tasks. Following his tenure at PayPal, he joined Thiel at Clarium Capital Management, aiding in the creation of the global macro hedge fund and managing its startup operations.
From 2003 to 2008, Andrew channeled his entrepreneurial spirit by founding and operating the Sprezzatura Restaurant Group, which introduced two successful restaurants in San Francisco: Frisson and Laiola (later rebranded as Tacolicious). Before founding Valar Ventures, Andrew served as a Principal at Thiel Capital from 2008 to 2013.
Andrew graduated from the University of Pennsylvania in 1998 and completed his high school education at the Loomis Chaffee School in 1994.
Andrew and Sacha Janke, who met as eighth graders at Greens Farms Academy, prioritize their children’s education and are committed to nurturing their growth. They are active in various organizations, including the Guggenheim Museum and the Greenwich Land Trust.
Vicki Craver, President
Dwight W. Anderson
Tricia Black
Matt Breitfelder
Kristin Custar, Vice President
Cathy Dishner
Richard Duckett
Taylor Glasebrook ’97
Robert L. Harteveldt, Vice President
Barbara Harty
Alex Karnal
Sonal Khichadia
Phillip Lauderdale ’99
Frank Loverro
Kerrith Mackay, Parents Association Co-Chair
William P. Manuel
Andrew McCormack
Nicole Mitchell
Jeff Robertson, Secretary
Danielle Robinson
Adam C. Rohdie, Head of School, Ex-Officio Krystal Sachs, Parents Association Chair
Vernon B. Schwartz, Treasurer
Harry Schwefel, Vice-President
Emily Hoffman Stern ’90, Vice President
Antonia Soares Thompson, Vice President
Mike Triplett
Don Truesdale
Over the last three years, we have had the pleasure of leading the Alumni Advisory Council and working to strengthen the connection you each have with our school. The growth we have seen, and progress we have made, has been rewarding and we are excited to see this growth continue in the years ahead.
When we assumed this role, we approached it from a place of love for GCDS and a commitment to evaluating all the resources we offer. Additionally, we sought to deepen the relationship between our alumni and current students, particularly in the context of the development of our High School. We were fortunate to have the opportunity to reimagine ways that both current students and recent graduates could utilize the Alumni Office.
Fundamentally, we wanted to establish the means to support and engage our community beyond their time at GCDS. To accomplish these goals, we have:
• Designed, developed, and introduced GCDS Connect—our exclusive alumni platform, which offers a dynamic newsfeed, mentoring connections, affinity/industry networking groups, job board, and a wide range of professional resources for alumni of all ages.
• Improved communication throughout a variety of channels, including social media, GCDS News, and email updates.
• Improved the governance structure on the Alumni Advisory Council, and increased volunteer opportunities for our entire alumni community (introduced Alumni Ambassador program, Class Representative role, etc.).
We have greatly enjoyed our time serving the Tiger community and want to thank each of you for your continued support of GCDS. Our beloved school is a better place because of your belief in our mission, your investment in our programming, and your everlasting Tiger Pride.
Let’s go GCDS Tigers!
Making every day at GCDS an extraordinary day.
We would like to thank our community of parents, faculty and staff, alumni and their families, grandparents, and friends who joined together to support the GCDS Annual Fund this year. We are pleased to share that, thanks to you all, the 2022–2023 GCDS Annual Fund had an outstanding
year! Your gifts to the Annual Fund make for extraordinary learning experiences for our students and directly impact what happens at school. You make every day at GCDS an extraordinary day, providing the teachers, coaches, and staff with the tools they need to serve your children best and creating opportunities for your children to excel.
This year, the Annual Fund raised more than $6.75M, with over 800 current families
and nearly 1,000 alumni and their families supporting the GCDS Annual Fund, reflecting the community’s support and appreciation for the education our children receive at Country Day! Additionally, 140 grandparents supported our Annual Fund.
We are honored to serve as Annual Fund Chairs, connecting with families and encouraging support. We would like to thank the Advancement Office and the scores of parents, alumni, former parents, and grandparents who help with the Annual Fund for their tireless efforts and dedication to GCDS. The team works throughout the year, supporting the Annual Fund, encouraging peers and friends to donate the Annual Fund, and serving as overall GCDS ambassadors in the community.
We look forward to September which will be our family’s 5th year at GCDS. During this journey, our children (including a Class of 2023 Graduate!) have grown to be happy and well-rounded young people. Thank you GCDS faculty and staff! We are blessed to be part of the Tiger Family.
To nominate a class member, email alumni@gcds.net
Few people have more ties to GCDS than John D. Barrett II ’49. “I have looked at Country Day from every angle,” he said about his seven and a half decade relationship with the school.
Mr. Barrett, 88, is an alumnus, former parent, grandparent, and former President of the Board of Trustees. For Mr. Barrett, GCDS is also a family affair. His sister, the late Alexandra Barrett McKinley ’50, attended the school with him and later became Head of the Lower School in 1974. Former Head of School John Webster was his uncle (married to his maternal aunt) and he lived in the old Head’s house. Mr. Barrett recalls Thanksgiving dinners there where Ozzy, the school’s chef, cooked the turkey.
During World War II, Mr. Barrett lived in Manhattan with his parents and siblings. After the war ended, the family shifted the children to a family home in Belle Haven and he was “shipped out” to Country Day with his sister to complete 7th and 8th grade, before heading to Deerfield Academy for high school.
“I was the new kid. Everyone else had been there forever,” said Mr. Barrett. “My first memory is coming in through the front door and being paralyzed by fear. Sammy Reed ’49 greeted me and took me upstairs, and we ended up becoming lifelong friends.”
Mr. Barrett recalls that GCDS was a much smaller school back then with only two classes per grade. “After the war it was very quiet. We didn’t do much outside of school.” He had Franklin “Doc” Davis, a math teacher, as his homeroom teacher and Hector McBain Hart led the other homeroom and kindled his interest in history.
“Unlike today, back then, you never wanted individualized attention. That meant you didn’t make the mark. If you were doing okay, no one bothered you.”
Mr. Barrett vividly remembers two stories, in particular. He loved to sing and was in the Glee Club with Mr. Locke, “Lockee”—“a wonderful man.”
“I was Alexander Hamilton in an eighth-grade play. As I was shot by Aaron Burr, I got so carried away with the program that I fell down and hit my head! Real life and make-believe were one and the same at that moment!”
In addition to football and basketball, Mr. Barrett played baseball. (He still has his letter G.) “I was right field because they didn’t know where to put me,” he recalled with a laugh. “We were playing against Rye Country Day School and a ball went right through my legs causing Rye to win the game. That was embarrassing!”
After Deerfield, Mr. Barrett attended Yale University graduating with a degree in American Studies. He married Lucy McClellan (a GCDS past parent, grandparent, trustee and loyal supporter), served three years in the Marine Corps, received his MBA from New York University, and joined Barrett Associates, an investment advisory firm in New York City.
Later, as a parent of three GCDS students, John “David” ’74, James W. ’76, and Amy ’81, Mr. Barrett served as President of the Board of Trustees from 1977–1981. He led the Board at a very critical time during the search for a new headmaster. GCDS had experienced leadership turnover a couple of times, and there was a strong resistance to find a candidate who would bring the community together and stability to the school.
Mr. Barrett was the champion for a young candidate, Peter Briggs. “Although he didn’t have all the gravitas of older candidates, he was a dynamic, forward-thinking educator who knew how to get along with both the teachers and the faculty.”
“There was a strong resistance to change at the time,” said Mr. Barrett. “Everything had been done one way for a long time. The School itself was transitioning into a different era and Peter was able to communicate that to parents.”
Working closely with Headmaster Peter Briggs, Mr. Barrett educated parents about the landscape of education. “It was important to be sympathetic to where the parents were coming from, but also they needed to understand what was happening in education and what our teachers were going through. We made sure to keep parents in the loop.”
Mr. Barrett, who worked until he was 85, embodies the GCDS ethos of being a lifelong learner and keeps abreast of the latest technological innovations. “Being in the investment business is fascinating—seeing all these young people coming along and how they are approaching different problems. I think the same thing goes with teaching. This current business with AI (artificial intelligence) is going to be a real challenge.”
“I have followed Country Day’s growth and development for nearly 75 years,” said Mr. Barrett. “I have watched the School adapt and grow with the changing times and advances in education. The School has survived and thrived due to the leadership and many outstanding educators and involved parents. Today, Adam Rohdie leads the School with a perfect blend of respect for tradition and an understanding and appreciation for innovation.”
Mr. and Mrs. Barrett are grandparents to Jack ’05, Max ’07, Sam ’12. They have been proponents of studentcentered learning before it became the norm at GCDS. “I’ve always felt that the more a child has a chance to express him or herself, the better,” said Mr. Barrett.
Can you guess how many years of combined service these retired distinguished faculty members have?
First right answer wins GCDS swag!
Email: alumni@gcds.net
On July 27, French Farm at GCDS was a stop on the “Tour de Veggie,” a Greenwich Land Trust event that benefitted community gardens.
The Tour de Veggie, an inaugural event that brought 200 people to the farm, highlighted seven exceptional private and community vegetable gardens located in Greenwich. The selfguided tour sought to inspire neighbors to grow food in their backyards, which benefits not only the community but also provides food for pollinators that ensure a healthy ecosystem. Participants had a chance to learn from experienced gardeners and improve their own gardening skills.
According to French Farm Manager Aaron Sinay, the farm spent several months preparing for the event, organizing
dozens of volunteers and cultivating the vegetable gardens. “There were so many hands that stepped up and dug in (literally) to make this all happen.”
This is not French Farm’s first community partnership. It has hosted events with Greenwich Riding and Trails Association’s Barn Tour, the Food Alliance, and the Tree Conservancy. “Over and over again, we heard, ‘Thank you, Country Day, you saved this place—it’s a hidden gem,‘” said Sinay about the 110-year-old historic farm on Lake Avenue that GCDS purchased four years ago for ecological, farming, and sustainability education for students. “We are having an impact on children and this event has inspired visitors and generated tremendous goodwill from the community.”
Greenwich Country Day School
P.O. Box 623, Old Church Road
Greenwich, CT 06836-0623
Return Service Requested
The JUT (Juggling & Unicycling Tigers) club performs at the End-of-Year Assembly. See inside for more on our end-of-year ceremonies.
