GCDS News, June 2022

FROM THE HEAD OF SCHOOL

A theme that runs through this terrific edition of GCDS News is— connection. When I first arrived at Country Day 18 years ago, I was struck by the deep and lasting relationships that teachers, students, families, and alumni enjoyed. I met with an alumnus whose entire wedding party was made up of his friends from ninth grade. I found this amazing as it was an experience very different from my own and it says something very powerful about the connections made at this school.

When Thasunda Duckett, CEO of TIAA, spoke to the students at GCDS, she emphasized the impact that making connections has on providing opportunities for oneself and others, propelling a career, and as a source of leadership success. In the Abilis—a support and advocacy organization for people with disabilities—article, one of our student leaders recognizes that “there really is no normal, other than everyone has the same desire to connect.” The work led by the Office of Diversity, Equity, and Inclusion and highlighted in this issue, spans the entire organization and is focused on making connections and creating a sense of belonging. In the

book excerpt written by alums David Waddell ’73 and Kim Bancroft ’73, “Same School, Different Class,” you once again see the power of connection that reaches across time, race, and gender.

Connection in a different form is also a powerful component of our academic program. Connecting to the curriculum in an authentic way results in learning that sticks. You can see the impact of this pedagogy in the Journey West unit, “What are you working on?”, and in the “The Great Grade 5 Chicken Project.”

I hope you experience connection as you page through this edition of GCDS News; it is part of the “special sauce” that makes this school so unique, a key ingredient of our school culture!

Adam C. Rohdie

GCDSNEWS

JUNE 2022

Greenwich Country Day School

Old Church Road, P.O. Box 623 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, Katie Christy

MAGAZINE DESIGN Foogoo Communications Design

MARKETING GRAPHICS

Kirsten Bitzonis

WEBSITE Abbey Lake

Please share your comments, address changes, and inquiries GCDSNews@gcds.net

Send Alumni News and Photos

Liz Orum Duffy ’98 Director of Alumni Relations liz.duffy@gcds.net

GCDS News is published 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: Rylie Montgomery

Lubelli-Brown

Photo Front Cover: Ariana

Photo Inside Front Cover: ChiChi Ubiña

Photo Back Cover: Katie Christy

22 Connection and Belonging

Thasunda Duckett, CEO of TIAA, Tells Students to “Get Proximate”

38 Mamma Mia! in Upper School

56 Distinguished Alumni Award: David DeNunzio ’71, Former GDCS Board President and Financier Leaves Lasting Legacy

60 Same School, Different Class A Memoir of School Integration

By David

Waddell

63 Alumni News

’73 and Kim Bancroft ’73

Journey West

Immersive Learning in Grade 3

The Westward Expansion forever altered America. This statement, written on the whiteboard of every third-grade classroom, was the starting point for students as they began their simulated journey west in the 1840s in search of a new life. Third graders adopted pioneer identities and imagined packing all their belongings plus supplies needed to face challenges such as floods, droughts, lack of food, snake bites, and treacherous river crossings as their wagon trains made their way across the Oregon Trail.

A hallmark of the GCDS third-grade experience, this project is one that students remember for years to come. “Journey West” is a rich example of the kind of immersive learning that happens throughout the Upper Elementary School.

“This type of active engagement and participation in their learning helps students solidify their understanding of content while applying academic skills,” said Jacqueline Jenkins, Head of Upper Elementary School.

Throughout the journey, which took place over the spring semester, third graders asked essential questions, such as:

• Why did thousands of people suddenly decide to pack all their worldly possessions into small wagons?

• What did they experience on the trail?

• Who benefitted from this expansion and who suffered from it?

“We considered the reasons people decided to go West. There were so many motivations—crowded cities, religious freedom, desire for land,” said Ellen Sweeney, a third-grade teacher.

In preparation for their adventure, students learned about the Louisiana Purchase, the Lewis and Clark Expedition, the Westward Trails, and the Gold Rush. They also examined historical documents and relevant maps, watched videos, and read fiction and non-fiction books and articles.

The Journey West project, once called “Westward Ho!” has evolved in recent years to take into account multiple perspectives, the hardships of the trip, and new scholarship about this period of time.

“We want them to understand it wasn’t about packing a camper to drive west for vacation,” said Mrs. Sweeney. “The pioneers most often walked alongside the wagon and the journey was arduous. It was a huge decision to leave your home for such an uncertain future where many failed to reach their ultimate destination.”

“As we traveled west, we acknowledge how the expansion altered the lives of those living on the land,” said Mrs. Puntereri, a third-grade teacher.

Along the Trail

The student pioneers began their expedition on the Hacker Trail—an imagined trail patterned after the Oregon Trail. Each class was divided into two wagon trains with wagon leaders,

Students make entries in their pioneer-character diaries.

Charlotte Albright, Mia Tang

Journey West is an example of Project-Based Learning (PBL) in the Upper Elementary School. PBL is a methodology whereby “students go through an extended process of inquiry in response to a complex question, problem, or challenge.” While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and designed to help students learn essential academic skills, create high-quality, authentic projects and presentations, and exercise elements of the Portrait of a Learner, such as collaboration, communication, and critical thinking.

Isabella Coffin, Mara Shore (parent volunteer), Rylie Montgomery, Dean Esquenazi

In preparation for their adventure, students learned about the Louisiana Purchase, the Lewis and Clark Expedition, the Westward Trails, and the Gold Rush. They also examined historical documents and relevant maps, watched videos, and read fiction and non-fiction books and articles.

who were voted on by fellow classmates. The groups had to make numerous decisions along the way—how to get water, which paths to take, and whether the group moves forward during the snow. Working as teams, they used their critical thinking and problem-solving skills and earned points as they made progress.

“It was very exciting because you didn’t know your fate after you made your decision. It was revealed to you,” said third-grader Virginia Gray. “Every little thing mattered on the journey.”

Along the trail, students wrote diary entries in the voice of the pioneer character they developed. In addition to practicing their letter writing skills, they also worked on their creative writing by describing life on the trail in detail. At the end of the journey, students chose a topic for a research paper. Using books and online resources in the digital library, they wrote about Annie Oakley, the California Gold Rush, and the Comanche Tribe, a nomadic American Indian tribe known for breeding horses. Along with their papers, they created a related project to reflect their learning in a form of their choice—a diorama, a movie, a game, a poster.

“For their research papers, we asked students to pick topics that really spoke to them and come up with questions to focus on,” said Mrs. Puntereri. “Through the research, they answered their questions.”

Making Connections

In addition to the history and writing, the unit incorporates multiple disciplines. Students took a scientific approach to their journey west by exploring the topography and weather patterns the pioneers faced that deterred their journey along the Oregon Trail. In art class, they learned to weave Native American patterns and in maker class, they created their own model wagons. In physical education, they played pioneer and Native American games. In the Library, they learned about characteristics of folklore and American Tall Tales to expand their knowledge of literature and make cultural connections to this historical period. The third grade also made their way to French Farm to engage in some hands-on pioneer activities, such as candle making and spinning and dyeing wool.

The Journey West adventure ended with a celebratory evening with families where students, panned for gold, played pioneer games, and listened to Native American stories. )

Charlotte Ho

Alix Toub (parent volunteer), Beatrice Harty, Blanca McBeth, Charlie Ziebarth

Students’ Pioneer Diaries

From the Diary of Esther Cotton

(Student: Virginia Gray)

James Wright’s daughter when riding in the wagon fell off. And then the worst thing possible happened. The wagon wheel ran over her leg! Dan and Mr. Wright ran over to see if she was ok. She had broken her leg! Dan helped Mr. Wright fix up her leg. The poor girl was crying the whole time. It’s a good thing that Dan is a doctor, isn’t it?

Dan (Esther’s husband) got bitten by a rattlesnake when looking for berries. Luckily, I remembered Dan having a patient with a rattlesnake bite and going to make ammonia, a common rattlesnake bite treatment while I watched. Despite his bite, he kindly guided me through how to make it.

From the Diary of Florence Connors

(Student: Charlotte Albright)

My family and l lived in a lovely town in Iowa with one acre of farm. Everyone was so nice there I thought we would never leave. But you see my husband convinced me to move West. The reason is he wants more land and he wants some land to teach Luke (their son) to farm. . . . As for me, I’m just downright worried. Oh my! I forgot to tell you I’m pregnant! All I know is that on this trip I’m going to have a baby!

“It was very exciting because you didn’t know your fate after you made your decision. It was revealed to you. Every little thing mattered on the journey.” —Virginia Gray, Grade 3

Conor Madden

What are you working on?

ELLERY FUTCH Grade

11

Inaugural Film Festival for Local Teens

After almost a year of planning and thinking through countless details, Ellery Futch, a junior, was poised as she welcomed guests for the inaugural Fairfield County Flix Fest (FFF)—a film festival for teens. More than 100 student filmmakers from all over the area along with their friends and families streamed into the Performing Arts Center on May 6 for an evening of creativity, mingling, and to watch each other’s movies.

“The energy in the room was great,” said Ellery. “It was amazing to have an event where I got to meet so many fellow filmmakers from other schools and we all made connections.”

Last spring, Ellery made a movie that she wanted to submit to a film festival but she couldn’t find one locally that was geared towards teens. At the same time, Ellery, then a sophomore, was thinking about an idea for her Junior Thesis project. A requirement of every 11th grader, the Junior Thesis is a guided, year-long program intended to be a highly personalized, trans-

In this series, we highlight students as they are deeply engaged in the process of learning and taking responsibility for their own learning— extending their knowledge and skills and constructing real-world applications.

formative experience that, in addition to a written component, can take many forms.

“I saw a need and wanted to create this opportunity for others like me,” said Ellery. “I pitched the idea of creating a film festival to a couple of teachers, including the thesis coordinator, and they were supportive. My vision from the get-go was to create a sense of community outside of school where young filmmakers could get inspiration from one another.”

The work of actually creating the event required months of research, planning, and hustle. Ellery began by talking to a lot of experts in the field, researching other successful youth film festivals in the country, and asking for advice.

“After all of the research, I made a plan,” said Ellery.

Ellery contacted local schools and filmmakers to solicit submissions, worked with the GCDS Communications Team to market the event, reached out to the alumni community for experts in the field (see sidebar), found a keynote speaker, and handled all the day-of-event logistics.

In the end, there were approximately 60 film submissions from a range of schools, including Greenwich High School, Westhill High School, Sacred Heart Greenwich, Brunswick School, Greenwich Academy, and others. They included short films, documentaries, PSAs, and animation shorts. (See sidebar for winners.)

“She undertook what was, by all accounts, a massive and unwieldy project—literally initiating and producing a film festival for all of Fairfield County,” said Louise Wales, Upper School Visual Arts Teacher and Ellery’s Junior Thesis Advisor. “Every single day, Ellery checked her lists and followed up with stakeholders. She unrelentingly pursued her goals and succeeded. The event was flawless and, to her great credit, was met with enthusiasm from all who participated.”

Ellery’s biggest challenge and area of growth was actively working with people outside the school community. “Connecting with people who are not in my school was a big learning curve because not everyone is nice to you. It was the real world. Things are different and more serious when you are working with adults. I sent emails to judges who have jobs and things to do and they needed to have things on time. There’s a different level of accountability. In the end, I’m responsible. I can’t get an extension.”

While Ellery led the effort, she said she learned quickly that she couldn’t achieve her vision without a team. She was assisted by a group of dedicated volunteers, including her twin sister Annabelle. “I learned a lot about what I can do with the support of a community. I can’t believe how much we were able to achieve when we set our minds to this.”

Ellery, working with school administrators, has worked out a

Ellery Futch

plan that ensures the continuity of the film festival. The Upper School is offering a film class for the first time next school year, and the students in the class will run the festival. As a senior, Ellery will serve as a teaching assistant.

“I remember wanting a film program before the high school was even a high school,” said Ellery. “I’m thrilled that this festival will continue for years to come.”

FLIX FEST GUEST SPEAKER DAVID LEVIEN

David Levien told aspiring filmmakers that there are three key ways to enter the business: 1. “Write your way in” and make sure and read “a ton” of scripts. 2. “Shoot your way in” by creating your own projects and make sure and watch lots of

FLIX FEST WINNERS

Best Short Film: “More Than Polish”

By Chiara Collin-D’Augelli,

Mamaroneck

High School

Best Documentary Film:

“It’s About What You Can Do”

By Emily Sedgwick, Sacred Heart

Best PSA: “Algorithm”

By Jhonni Dixon and Advika Dushyanth, Sacred Heart

Best Animation: “Bento Love”

By

Elisa Taylor, Sacred Heart

“I saw a need and wanted to create this opportunity for others like me. I pitched the idea of creating a film festival to a couple of teachers, including the thesis coordinator, and they were supportive. My vision from the get-go was to create a sense of community outside of school where young filmmakers could get inspiration from one another.” —Ellery

Futch

Mika Dunne, Savanna Shettler, Annabelle Futch, Ellie Hochberg, Ellery Futch, David Levien, Deja Drackett, Evan Barry, Rebeca Manzo, Azsadee Peek

FLIX FEST JUDGES

PETER KALMBACH ’95 has more than 20 years of experience in the feature film industry having served as head of acquisitions for indie art-house distributor October Films. He was an Executive Producer on the acclaimed and award-winning film Revolutionary Road with Leonardo DiCaprio and Kate Winslet. He is currently a full-time screenwriter working with director Ridley Scott producing his newest script.

JON ADLER ’91 has worked in the film industry for over 20 years. Jon founded the production company Adler Films, Inc. He wrote and produced his first feature film Dead Sound, which was featured in numerous film festivals and released in 2020. In 2019, in conjunction with Adler Films, Jon partnered with New York Times bestselling author Ted Bell, and together they formed a new film and television production company, El Dorado Entertainment, which is producing Mr. Bell’s bestselling series of spy/thriller novels, Hawke, as well as his YA bestsellers Nick of Time and Time Pirates

LAURA DENEY ’88 i s an Emmy award-winning documentary filmmaker, who loves to tell hidden stories from around the world, with a focus on culture, environment, and the arts. She has produced and edited dozens of hours of documentary programming for National Geographic, NBC, Netflix, CNN, and PBS, most recently executive producing the docuseries Going From Broke, created by Ashton Kutcher, which empowers young people to get out of student loan debt. She runs her production company Flicker Filmworks with her husband and partner Mustafa Bhagat in New Paltz, NY.

JAY SCULLY recently filmed the role of Dr. Hal Brenan in the upcoming independent feature, MidCentury, directed by the great Sonja O’Hara, with Stephen Lang, Bruce Dern, and Shane West. He has cast over 50 feature films and television shows and worked extensively on set as an acting teacher and coach. He spent much of the pandemic writing The Screen Actors’ Guide to Auditioning

WENDY STAPLETON ’92 is a Greenwich native who is the founder and chairman of the Greenwich International Film Festival. For the past 10 years, Wendy has worked tirelessly raising money for multiple non-profits and sits on many of their boards. She’s been a member of UNICEF’s Next Generation Board and was formerly the chair of the Greenwich chapter.

movies. 3. “Work your way in” through a production company or agency, for example. Beyond that, he advised: “The most important thing is to tap into your creativity and find a voice that is unique, a voice that only you have.”

Mr. Levien, the FFF guest speaker, is a screenwriter, director, producer, and novelist. He is co-creator, executive producer, and showrunner of Showtime’s Billions, along with Brian Koppelman. Over the past two decades, Mr. Levien has created an influential and diverse body of work in both film and television. Some of his most noteworthy credits include Ocean’s Thirteen, Rounders, Solitary Man, The Illusionist, Runaway Jury, Tilt, and ESPN’s 30 for 30 (This Is What They Want ) for which he won a Sports Emmy. His latest show is Super Pumped: The Battle for Uber, which will air on Showtime soon. Mr. Levien is a GCDS parent of 7th grader Robbie, Joseph ’18, and James ’23 )

What are you working on?

We followed up with students whose junior theses were previously featured in the December and March issues of GCDS News. They shared reflections as they finished their year-long projects.

For his thesis project, Jay D’Ercole worked in partnership with a NASA program, researching the optimal ways to grow radishes on the International Space Station (ISS) to help feed astronaut teams.

“I presented to NASA back in late April about growing radishes in space and selecting the best variety using the best light spectrum. My defense involved a recap of what I learned and how I found a love for botany during this project and want to do more with it in my future. I plan on going to a convention in November in Houston Texas to speak and present my findings. This has been an amazing experience for me and I still can’t believe I got the chance to do something like this.”

Through research and historical accounts, Andrew Thompson hypothesized how history might have been different if the dictator Julius Caesar hadn’t been assassinated.

“Based on my research of historical events and personalities, I had Julius Caesar conquering all of known Europe, directly increasing Roman influence in our modern society. Things like; sports, religion, pop culture, music, art, and fashion would have had more Roman ties. I designed a timeline mapping out Caesar’s campaign through Europe, which I presented during the Thesis night, that showed how this event could have affected our lives. The Junior Thesis was a success and one of my proudest high school achievements.”

Around Campus MATH

Chess Grandmaster Visits GCDS

On March 3, chess Grandmaster and world champion, Max Dlugy, came to campus to play chess against students. Given there are less than 100 Grandmasters in the United States, this was an excellent opportunity for students to test their skills against a successful chess player. Six games were played simultaneously and while our students played well, in the end, Max added GCDS-Grandmaster to his resume!

The Math of Sustainability

In this project-based class, students examined the mathematics of the three aspects of sustainability: economic, social, and environmental through case studies analyses. In their “Future of Energy” project, students took stock of our current energy use and considered the benefits and costs of transitioning to more sustainable forms of energy. They created a podcast and discussed topics such as the cost/benefit of residential solar panels with their guest Dr. Nikki Barratt.

Probability Carnival

Grade 7 math students created and facilitated games of chance for their annual Probability Carnival on April 21. Third- and fourth-grade students tried their luck while the seventh-grade mathematicians “wheeled and dealed,” showing off all that they had learned about the concept of probability.

Upper School Math Colloquium

Rory Ashmeade, Halsey Robinson, and Sam Santangelo, students in Mr. Coleman Hall’s Advanced Applied Math: Multivariable Calculus class, presented their semester research on a math topic of their choice at a Math Colloquium on May 23. Students presented theories and applications of fractional calculus; developed a game that models tectonic plate generation, and ocean and wind currents; and demonstrated the difference between countable and uncountable infinity. Middle and Upper School teachers attended the event to celebrate the students’ mathematical achievements.

The Great Project Chicken

A Lesson in Systems Thinking

By Ellie Molyneux

Grade 5 Science Teacher and UES Sustainability Coordinator

In an increasingly interconnected world, it is empowering to understand how systems interact, and how each of us shapes the systems around us. In 5th-grade science, we dedicated our spring trimester to a deep dive into the form and function of systems. By investigating our school food system, the endof-day dismissal system, and the town recycling system, we discovered how we connect to larger-scale operations, and how we can affect change. With the aim of further exploring systems and related concepts of equilibrium, limits, and cycles, the 5th grade embarked on a new curricular adventure: the first-ever Great Chicken Project!

Project-Based Learning

We began the project by looking at a real-world problem in our school community: Our GCDS French Farm had extra space for more chickens, and our older flock needed new young replacements. As a grade, we wondered “How

could we raise happy and healthy chickens that could later move to build our flock at French Farm?”

Launching Inquiry

We knew we had an end goal of raising chickens, but at first, we didn’t know how to achieve it! We started by firing up our curiosity and recording over 100 different questions we had about chickens and the systems they connect to. Students wondered: What is the difference between an egg that hatches, and an egg I eat at breakfast? Where will the chickens live in the classroom? How much does it cost to raise baby chicks? We grouped our questions into categories, and each student chose a category to become an “eggspert” in. Everyone had a part to play in the project.

Collaborative Planning

We spent a week conducting preliminary research, proposing strategies, and negotiating compromises. Once we crafted a project proposal that all 84 students and French Farm could agree on, we requested a budget of $500 for the proj-

ect. After funding was secured, students worked collaboratively to plan, prioritize, and organize, building a timeline for the project. While students considered our limits of time, classroom space, and budget, we also prioritized sustainability. We decided that all plans we made had to be good for the planet, good for people, and of course, good for the chickens!

Communication & Perseverance

Students communicated with clarity while using their critical thinking skills when sorting through the many options for sourcing eggs, before deciding to work with a local Connecticut hatchery owner. Students secured the egg breeds they wanted for $80 and the incubator for $160 dollars. At first, students noted that it felt like a lot of money to spend, but supporting local businesses and buying high-quality electronics seemed worth the cost. When we ran into complex questions about whether the chicks should be fed medicated or unmedicated food or the safest way to keep baby chicks warm, we consulted with experts, including student

1 Ned August, Toby Dubner, Lily Picket 2 Chloe Cranston, Marina Vintiadis 3 Charlie Hefner, Kalyan Pelletier, Grade 5 Science Teacher and UES Sustainability Coordinator Ellie Molyneux

French Farm experts Cate Auerswald ’26 and Violet McCann ’24, our local vet, French Farm animal expert and GCDS Trustee Dr. Wear Culvahouse, and our French Farm Manager Mr. Aaron Sinay. Students brought back their findings to share with classmates and we all gained the knowledge needed to become parents of healthy, happy chickens!

Design Thinking

One challenge we faced was deciding where to keep “teenage” chickens after they grew out of their first classroom brooder box, but were not yet big enough to safely join the adult chickens’ coop at French Farm. Students decided that the most sustainable and costeffect option was to build our own movable coop. A team of motivated students crafted research-based architectural plans, and then collaborated with

Peter McKenna, Upper Elementary and Middle School Woodshop teacher, to finalize their design. Over two weeks, students measured, sawed, and nailed together an ideal structure. In passing by the woodshop, you could hear builders discussing “Do you think we should add a lettuce piñata or swings for entertainment in the coop?”

Cycles and Limits

As hatching day approached in the 5th grade, students’ sense of joy and suspense grew palpable. Many excited students watched “Egg-Cam” updates on the weekend! We had a hatch rate within the normal range, and upon holding a baby chick for the first time, a mesmerized student stammered, “I can feel its heartbeat. It is so precious!” We experienced a mix of joy and sadness as we celebrated the chicks’ arrival and honored the eggs that did not develop into chicks. Students created a fair and fun co-parenting schedule for the seven chicks that did hatch, ensuring all students and chickens had plenty of time for socialization.

Change Over Time

As the chicks grew up in the classroom, we observed as they grew from “40 grams of a cotton ball body with toothpick legs” into sturdier chickens who “required lots of cage cleaning, which was so worth it because I got to hold my chicken.” Before the end of the school year, students visited French Farm to evaluate the poultry set-up, finalize the “Our Chicken Stories” book for visitors, and reflect on how they and their chickens all connect to bigger systems. Students acknowledged how they really relied on each other because this project was too much work for “just one person,” and they saw how each person played a part in making the whole system function for people, the planet, and for chickens. The reflection process led us to ask new questions about how we can sustainably balance the needs of humans and other living things, and how all animals, including humans, grow and learn over time. These are big questions that students can take with them to Middle School, as they continue to investigate how the world’s systems work!

While the formal responsibility and involvement of 5th grade science students ended with the end of the school year, students’ learning and love for chickens will be carried forward. Next, the French Farm collaborators will ensure the wellbeing of our chickens, and the rising 6th graders will have the opportunity to increase their involvement in the farm at GCDS. As our farm and our community’s needs continue to evolve, there will always be opportunities to design future projects that address a need in our surrounding systems. )

Students acknowledged how they really relied on each other because this project was too much work for “just one person,” and they saw how each person played a part in making the whole system function for people, the planet, and for chickens.

Jaden Royal

Lily Hillenbrand, Buzz Fox

Award-Winning YA AUTHORS VISIT GCDS

PABLO CARTAYA

The Epic Fail of Arturo Zamora

Pablo Cartaya, author, speaker, actor, and educator, visited the Middle School on May 3. In 2018, he received a Pura Belpré Author Honor for his middle-grade novel The Epic Fail of Arturo Zamora (Middle School librarian Susan Polos was a member of the 2018 Pura Belpré Award Selection Committee). Students in the Middle School were encouraged to read this book, chosen in part because its theme—the importance of community—is a central theme at GCDS as well. Mr. Cartaya spoke to the entire Middle School about the book and had more in-depth conversations with students in Jose Salazar’s Spanish classes.

Mr. Salazar, Middle School Spanish Teacher, said “Pablo was excellent at interacting with our students in Spanish class. His enthusiasm and passion for sharing his experiences made the sessions engaging and educational. The students had the opportunity to ask Pablo questions about the characters and themes in his book. They also asked him questions about how he integrates his family heritage into the books he writes. As he spoke, he moved from Spanish to English while using personal anecdotes to explain why he writes what he writes in his books. He engaged students in exciting discussions about family, culture, and ideas about community.”

RAJANI LAROCCA Red, White, and Whole

On Friday, April 22, members of GCDS’s Mock Newbery Club met Rajani LaRocca, the author of Red, White, and Whole, which the group voted their 2022 winner. Red, White, and Whole also won an actual Newbery Honor as well as the Walter Award. The Upper Elementary/Middle School interdivisional Mock Newbery Club is open to students in fifth through eighth grades. Students read, discuss, and evaluate eligible books, using the criteria in the Newbery Award manual. Over breakfast, the students shared their thoughts about the book with the author. They asked probing questions about decisions made regarding characters and plot, spoke of the reasons they felt it rose above other books they read, and even asked about how books are published and how to get an agent. One student noted that this was the first time she had seen herself in a book while another said he could not put the book down. The author signed a copy of the book for each student. Each of the books signed for the students features not only the Newbery Honor medal but also our own GCDS Tiger Paw medal, signifying both of these awards.

Above: Author Rajani LaRocca with Nate Smith. Left: Author Pablo Cartya led a discussion in Mr. Salazar’s Spanish Class

Upper School English Teacher Publishes Debut Novel

Soon Wiley Writes a Thriller about Family, Identity, and Cultural Expectations

BY ANDREW NIBLOCK Director of Schoolwide Initiatives

On April 26, Greenwich Country Day Upper School English teacher, Soon Wiley, published his debut novel, When We Fell Apart. It’s a mystery that explores questions of identity, love, and human connection. The novel, published by Dutton, Penguin Random House, tells the story of a Korean American who travels to Seoul for work, hoping for a sense of belonging he has never really felt. That belonging doesn’t come easily, and after he falls for a Korean college student, circumstances conspire to throw everything upside down.

It is a romantic gesture to think about writing a novel—putting one’s story on paper for the world to read. The reality is that it takes exceptional determination to put in the time, battle the self-doubt, and just keep grinding. This is especially true for first-time writers, who don’t know if they can climb the proverbial mountain.

Wiley climbed the mountain, and his story is in the world’s hands. He is spending his days working with young writers on Stanwich Road, and he has had to reserve a few evenings for the events that come with a book launch. It is the culmination of seven years of work. Wiley has a lot to share with us about his novel and writing. I had an opportunity to ask a few questions about both.

When did you first think of yourself as a writer? Even now, with my debut novel about to be published, I’m not sure I think of myself as a writer. I tend to think about the occupation of writing as a little bit transitory. When I’m writing, I’m a writer, when I’m not, I’m not. My discomfort aside, I really only dared to think of myself as a writer when I signed with a literary agent. That was the first time I felt like getting my novel published was a possibility.

What about writing challenges you? Can I say everything? One of the more difficult aspects of writing is sustaining your writing efforts. It’s easy to get a spark for a story and start writing, but where it usually gets difficult, at least for me, is somewhere around the one hundred page mark. That’s kind of the point of no return. You can still toss it away, but if you keep going, you’re committing to working on that particular project. If you keep working on it, it can be tough to sustain that daily effort, especially once the initial burst of energy and enthusiasm fades.

What about writing inspires you? I’ve always loved stories growing up, and there’s no better way to tell a good story than through writing. Sometimes I think people forget

that even though people don’t read as much as they used to, pretty much all the media we consume is still rooted in writing. Television shows, movies, theater—all of these mediums require good writing and a strong narrative arc.

Who/what inspires your writing? I’m inspired by the authors who came before me that I admire deeply. Ernest Hemingway, Edith Wharton, Toni Morrison, Haruki Murakami, and Richard Ford are a few of my favorites.

What wisdom about writing do you wish for your students? Never stop revising. No matter how many times you work on a piece of writing, you can always make it better. To some this is frustrating, but if you embrace the continual process of writing and revision, it can be immensely rewarding.

Is When We Fell Apart autobiographical? Not particularly. I did spend a year living in Seoul, South Korea, and I do share some similar traits with the protagonist, but for the most part, the book is a work of fiction.

What was the spark that became this book? Initially, I was interested in exploring relationships and how we often think we know people, when in fact we often know very little about them, even in intimate relationships. As I kept writing, that initial seed of interest turned into a larger project that explored questions about identity, family, and cultural expectations.

Who is this novel written for? I’m hopeful that anyone, regardless of their background, will find the novel interesting and worth a read. With that said, I think the novel is written for anyone who likes mysteries with a bit of depth. I’d also like to think that anyone who is interested in learning more about Korean culture will appreciate the book.

What research did you do? I lived in Seoul for about a year after graduating from college, but once I actually started writing the novel, it had been about four or five years since I’d actually

Initially, I was interested in exploring relationships and how we often think we know people, when in fact we often know very little about them, even in intimate relationships. As I kept writing, that initial seed of interest turned into a larger project that explored questions about identity, family, and cultural expectations. —Soon Wiley, Author

been back. In order to get the setting right, I spent a lot of time remembering and imagining Seoul. In early drafts, I was really stubborn about not looking at photos of Seoul or researching anything on the internet. I did my best to immerse myself in the city through my imagination. I’m a huge fan of writers who really emphasize sensory details in their fiction, so I wanted to lean heavily on that during the writing process. Later on, when I was revising the novel, I did a bit of research on the internet, just to make sure I’d gotten things correctly. When I finally found out that the book was going to be published, I was planning on going to Seoul, just to fact-check a few things, but I ended up not being able to go because of COVID, which only led to more Googling. How long did it take to write? From start to finish the novel took me 7 years.

What was your writing process? On a granular level, I tried to write for at least an hour a day every day. This writing schedule was of course impacted by work, so sometimes that hour was only 30 minutes. In the summer and on vacations I tended to write for longer periods of time. When I had a finished draft, I took a few weeks off and then came back to it with fresh eyes. I also shared drafts with some trusted readers. At some point, I’d written and revised it to the point where I felt like I’d taken it as far as it could go. Writing a novel is a bit like riding a rollercoaster. It’s a wild ride; there are highs and lows, moments where you are elated and moments where you think you will surely die, but at some point you get to the end and you think—that wasn’t so bad, I think I’ll do that again. What I’m trying to say with this poorly constructed analogy is that the process was a long and arduous one, but one that I enjoyed nonetheless.

“Wiley’s tale is a knockout, its assured narrative ebbing and flowing with grace while painting a haunting and anguished portrait of youth in all its quiet desperation.”

—Booklist (starred review)

ONE OF THE MOST ANTICIPATED BOOKS OF 2022:

Harper’s Bazaar

Vogue

Good Housekeeping

Soon Wiley interviewed by Kaylee Dunleavy and Locke Laitala at a book signing event. Right: Soon Wiley signed his novel for the Motoyoshi family.

Building Community in the Upper School with ABILIS

Danny Clarke, a member of the Abilis community, has three favorite days of the week—Sundays, Tuesdays, and Wednesdays. On Sundays, Danny heads to Greenwich Country Day School to do arts and crafts and shoot hoops with Upper School volunteers. On Tuesdays, he plays sports with the GCDS’ athletic teams—a different team every week. And on Wednesdays, he hangs out with his GCDS friends online at a Zoom party where he loves to sing and talk about his favorite bands.

Abilis is a non-profit organization based in Greenwich that supports and advocates for people with developmental disabilities and their families in lower Fairfield County.

I just love these days,” said Danny during an interview on Zoom from his home. “I’ve made so many friends and we get to socialize with each other. They make me so happy, and I love that they always take the time to support my organization.”

The idea of a partnership between Country Day and Abilis began with the opening of the Upper School three years ago.

“I’d always heard about the Unified Sports Program and everyone raves about it. I knew I wanted to create something like that at our high school,” said the Center for Public Good (CPG) Director Jen Donnalley.

When Ms. Donnalley started reaching out to local organizations, Abilis was the obvious choice because it is based in Greenwich and Abilis was the original organization that brought Unified Sports to the Greenwich Public Schools. Abilis members are over 21 since special education services stop at that age in the State of Connecticut.

When the pandemic impacted the community in the Spring of 2020, Abilis quickly pivoted to a virtual format to be able to provide education and activities. Abilis developed new virtual activities to stay connected with families and Abilis community members. To support new activities at Abilis, Ms. Donnalley and Austin Lehn, CPG Assistant Director, along with Lisa Bria, Abilis Director of Programming, brainstormed ideas for online programming with the two communities. It was then that the “GCDSAbilis Zoom Party” was born.

“There was just so much social isolation during those early days of COVID,” said Bibi Clarke, Danny’s mother. “This Zoom party was a godsend during that time.”

Georgia Mann, a GCDS senior and Abilis volunteer, felt similarly and welcomed the opportunity to sing during the Zoom party.

“I think we were all kind of lost at that point in time, and I was

looking for some sort of connection and something to do with my time that felt important,” said Georgia.

More than two years later the Zoom party is still going strong with GCDS volunteers and Abilis clients playing online games, singing, talking, and laughing.

Ms. Bria is deeply grateful for the partnership and the relationships that are being formed. “Our participants are making friendships and they’re getting to feel that camaraderie that everyone needs.”

Ms. Bria believes that GCDS volunteers, too, are benefiting from the experience.

“When you start working with individuals with disabilities, at first, it may be a little intimidating,” says Ms. Bria. “Someone may appear different. But over time, only see the different skills, abilities and wonderful personalities that each person has to offer. You see each person for who they are, and typical relationships are developed.”

Georgia agrees completely. “I’ve learned how to interact with this community. There’s a stigma sometimes, especially with teens and people who haven’t been exposed to people who are different from them. I’m learning to treat them the way I try to treat everyone else, with kindness and care. Honestly, the Zoom party is one of my favorite activities of the week.”

“We are so thankful to our “Friends of Abilis” at Greenwich Country Day School,” said Amy Montimurro, president and CEO of Abilis. The benefit is for the Greenwich youth to understand the importance of giving back to the community we live in, recognizing the value of each person and improving the quality of lives for people of all abilities in their community. This is an opportunity for the next generation to embrace all differences, challenges, and abilities.”

The Abilis programming has expanded this year as COVID restrictions have been lifted and in-person programming resumed this fall. On a Tuesday afternoon this spring, more than 50 Abilis participants and members of the Varsity Cross Country team hung out in the Gym shooting hoops and playing games. CPG has paired up with the Athletics Dept. on this effort.

“Our goal is to make service an integral part of the Athletics Program,” says Tim Helstein, GCDS Director of Athletics. “Every Upper School athlete will have the opportunity to volunteer with Abilis several times during the course of their years here.”

The two Sunday afternoon Abilis programs are entirely student-led. When John Breitfelder, a senior and member of the

“Being a part of these programs has made me think about what defines normal. There really is no normal, other than that everyone has the same desire to connect, have friendships, and be loved. As a society we should be working to understand the needs of people with disabilities and help them adapt to different environments.” —Anna

“I’ve learned how to interact with this community. There’s a stigma sometimes, especially with teens and people who haven’t been exposed to people who are different from them. I’m learning to treat them the way I try to treat everyone else, with kindness and care. Honestly, the Zoom party is one of my favorite activities of the week.” —Georgia

Abilis youth board, arrived at GCDS during his sophomore year, he knew he wanted to bring his previous volunteer experience of playing sports with special needs students to the Upper School. He created the program, “Hoops with Friends.”

John enjoys seeing the participants grow as athletes—he said that Danny has an amazing jump shot. However, it’s the relationships he values the most. “We’ve grown as athletes together, and as volunteers we have learned lessons about being human.”

The Abilis club has become one of the largest clubs at GCDS with many volunteers. Next year when he graduates, John will pass on the leadership of the club to a rising sophomore and senior.

“I’m happy about the community of volunteers that has formed,” said John. “It’s something that a lot of people take part in because it’s very inclusive. And I’m glad this program will live on after I leave for college.”

Lola Manuel, a junior, runs the Arts & Crafts program that also takes place on Sundays.

Lola, who is passionate about the arts and helping people with disabilities, wrote her junior thesis on the subject of art therapy. She studied art therapy methods and its history. She also used surveys to measure the feelings of participants before and after the art class.

“People who have difficulty with communication, because of PTSD or they have disabilities, may often struggle to express their thoughts, ideas, and feelings with words. Art can be another

important way to communicate,” said Lola. “The Abilis community members are so appreciative when you draw and spend time with them. Honestly, it’s as much about the community we’ve built as it is about the art itself.”

It wasn’t until this spring when her dance troupe volunteered with Abilis that Anna Basinet, a sophomore, got involved with the GCDS/Abilis program. She now volunteers regularly at Arts & Crafts, Hoops with Friends, and the Zoom party along with Georgia, Lola, and John.

Anna is working with CPG advisors to plan an Upper School Intersession—a three-week intensive course in January—about Abilis and developmental disabilities.

“We’re looking for a group of students who want to go in-depth and study developmental disabilities—the neuroscience and behavioral science,” said Anna.

Furthermore, the program would train peer-leaders in the Upper School who can work with Abilis volunteers through workshops and pre-volunteer training.

Austin Lehn, the CPG Assistant Director, agrees that there are expected challenges when working with young adults with developmental disabilities.

“As the program grows, we want to get better in how to best support our volunteers and our Abilis friends,” said Mr. Lehn. “It’s important that volunteers have appropriate language and understand how to feel comfortable and confident working with people of all abilities.”

For Anna, working with Abilis has reoriented her way of thinking about society. “Being a part of these programs has made me think about what defines normal. There really is no normal, other than that everyone has the same desire to connect, have friendships, and be loved. As a society we should be working to understand the needs of people with disabilities and help them adapt to different environments.”

Mr. Lehn loves to see how the students evolve after a few sessions volunteering with Abilis. “We see them shed their self- consciousness. They engage with the best part of themselves. It’s a very joyful experience.” )

“I’m happy about the community of volunteers that has formed. It’s something that a lot of people take part in because it’s very inclusive. And I’m glad this program will live on after I leave for college.” —John

GCDS WELCOMES STUDENT FROM UKRAINE

Greenwich Country Day School welcomed Marta Zholnerchyk, a student from Ukraine, to the Upper School in early May. Marta, an 11th grader, and her mother, Anna, are refugees who fled the devastating war in Ukraine earlier this year. Their resettlement to Greenwich was organized by Jewish Family Services, and GCDS Center for Public Good Director Jen Donnalley helped bring them to GCDS.

“Everyone has been so kind and welcoming,” said Mrs. Zholnerchyk. “We are very grateful to the angels in our lives. They have helped us out of a very difficult situation.”

On May 5, the Upper School held an International Night of Poetry and Music. Just days after arriving at GCDS, Marta was comfortable enough among her peers to perform a Ukrainian poem about peace. Marta, who is fluent in English and German, aspires to become a doctor one day.

Rachel Kornfeld, CEO of Jewish Family Services, sent this message to Ms. Donnalley, “Please share with GCDS my immense respect and gratitude for the unmatched compassion and care shown to Marta in her first week of school at GCDS.”

Mrs. Zholnerchyk said she misses her family back home including her husband, father, and her dogs. “We are just taking everything step by step and moment by moment.”

Parents Association Speaker Series ADAM ALTER

Discusses Irresistibility of Technology

On April 14, the GCDS Parents Association hosted Adam Alter, Professor of Marketing at New York University Stern School of Business, for a talk about how the digital world influences our judgment and decision-making. His presentation, “The Rise of Irresistible Tech—Why We Can’t Escape Our Screens,” addressed the surprising effects of cues in the environment on human behavior. Mr. Alter, who is also affiliated with the NYU Psychology Department, showed how technology companies use “big data” and psychological methods, such as stopping cues (think of Netflix automatically moving through episodes of shows) and scheduled feedback and rewards, to keep users tied to electronic devices. His suggestions to resist tech’s irresistibility were decidedly non-tech: physical space from devices and spending time outdoors in nature.

Mr. Alter is the New York Times bestselling author of two books: Irresistible (March 2017), which considers why so many people today are addicted to so many behaviors, from incessant smartphone and internet use to video game playing and online shopping, and Drunk Tank Pink (2013), which investigates how hidden forces in the world around us shape our thoughts, feelings, and behaviors.

Anna and Marta Zholnerchyk with Jen Donnalley (center)

We feel blessed to be in a position to be able to provide Marta a safe place to continue her schooling. As a community, we are humbled by her bravery and strength.”

—Head of School Adam Rohdie

Connection Belonging and

The GCDS Office of Diversity, Equity, and Inclusion (DEI), working with the Board of Trustees DEI Committee and the Parents Association Stripes Committee, has been busy this year with a variety of initiatives, programs, and events—all in service of making connections and reinforcing a sense of belonging for each member of our community. In order to connect and feel truly welcome in a community, we must acknowledge and explore the implicit biases that exist in relation to race, religion, family structure, different learning styles, gender, and even in points of view. In order to connect, we must be curious, ask questions, and make an effort to find common ground with the members of our community. Our aim is to ensure each individual is known, respected, and feels welcome and true belonging, as only then can we teach and learn at optimal levels.

GET PROXIMATE

THASUNDA

BROWN DUCKETT INSPIRES STUDENTS, FACULTY, AND STAFF

As future leaders, if you want to run a company of over a trillion dollars with 15,000 employees around the world or to be successful in whichever career path you follow, you need to connect. And in order to connect, Mrs. Duckett told students, you need to “get proximate.” She suggests that to truly connect, we need to take a step beyond what is seen on the surface—gender or melanin for example—we need to be curious, dig a little deeper. “The surface is not where you

start, you ask a few questions, and you connect.” She promises, it won’t take long to find common ground, creating an opportunity for unity in achieving common goals.

Students, faculty, and staff were inspired by a series of talks on May 13 with President and CEO of TIAA Thasunda Brown Duckett. She is one of only two black female CEOs currently leading a Fortune 500 company. Mrs. Duckett and her husband Richard Duckett, a member of the GCDS Board of Trustees, are parents to GCDS students Madison (G10), Myles (G7), and Mackenzie (N). Their oldest son, Brendin Duckett, is a University of Virginia graduate.

Mrs. Duckett introduced herself and pumped up her student audiences with her changemaker song, “Girl on Fire” by Alicia Keys, challenging them to identify the song that they play to inspire them when they are getting ready to make an impact. As she shared the elements that empowered her story, Mrs. Duckett encouraged students to use their platform—starting now—for impact and purpose.

POWER OF INFORMATION

Mrs. Duckett emphasized the power of information, giving credit to a couple that told her about Inroads, a program that gives minority students exposure to Corporate America, which changed

the course of her life. She told students, “when you know something, give it away freely.”

POWER OF ADVOCACY

As part of the Inroads program, Mrs. Duckett interviewed for an internship with Fannie Mae. There was one opening and the recruiter from Fannie Mae selected another young woman. However, without any particular incentive, benefit to herself, or power of position, she told her superiors, “but there is this other girl.” That year, Fannie Mae hired two interns. Due to the power of advocacy, Thasunda Duckett’s career was launched. She advised, “you don’t have to be a CEO to have impact; you can be an advocate now.”

POWER OF DISRUPTION

During a business trip to New York with Fannie Mae, a mortgage company president was impressed with a bold response from Mrs. Duckett to a question he posed. The president took notice, and offered her a position with JP Morgan Chase. She disrupted her life to move to New York, where she rose through the company to become CEO of Chase Auto Finance, then CEO of Chase Consumer Banking, and now, President and CEO of TIAA. She shared, “you never know when it will be your shot; answer boldly, confidently, and authentically.”

POWER OF ALLYSHIP

Mrs. Duckett shared a video for a TIAA mission to #retireinequality, relaying that women retire with 30% less than men. She asked the young men in the audience if they believed they have a role to play in closing that gap. “We can’t say this is a girl problem; it requires all of us to care and to get proximate. It’s a we thing. Ask yourself, what can I do to be the change to help a group of people with less—that’s Tiger Pride, right?”

POWER OF CONNECTION

The point of a leader is to connect with the people furthest removed from you, so you can get that person to connect with your vision; so that they show up

with purpose; so that they show up doing their job with excellence.” Additionally, Mrs. Duckett encouraged students to surround themselves with people that have expertise and experience different from their own and most importantly, those that will provide perspective based on their unique backgrounds—to cover blind spots they may have. “You have to be OK with getting proximate to others.”

Mrs. Duckett emboldened students to flex on Tiger Pride values now so that muscle is strong when they have the platform to make the greatest impact. “You are the future changemakers, you will have the platform, what will you do with it?”

THASUNDA BROWN DUCKETT

Mrs. Duckett is President and Chief Executive Officer of TIAA, a Fortune 100 provider of secure retirements and outcome-focused investment solutions to millions of people working in higher education, healthcare and other mission-driven organizations.

Mrs. Duckett joined TIAA after serving as Chief Executive Officer of Chase Consumer Banking, where she oversaw a banking network with more than $600 billion in deposits and 50,000 employees. Previously, she was the CEO of Chase Auto Finance, one of the leading U.S. providers of auto financing. Earlier in her career, she was a Director of Emerging Markets at Fannie Mae, where she led the implementation of national strategies designed to increase homeownership among Black and Hispanic Americans.

Mrs. Duckett serves on several boards including NIKE, Inc. and Sesame Workshop. President Biden recently appointed her to the President’s Board of Advisors on Historically Black Colleges and Universities. She founded the Otis and Rosie Brown Foundation in honor of her parents to recognize and reward people who use ordinary means to empower and uplift their community in extraordinary ways.

She holds a Bachelor’s degree in Finance and Marketing from the University of Houston and an MBA from Baylor

Mrs. Duckett emboldened students to flex on Tiger Pride values now so that muscle is strong when they have the platform to make the greatest impact.

“You are the future changemakers, you will have the platform, what will you do with it?”

Thasunda Brown Duckett met with the Fems in Stems and Young Women in Economics clubs.

A SINGLE STORY? DEVELOPING AN ANTI-BIAS SKILLSET

Nigerian novelist Chimamanda Ngozi Adichie shares The Danger of a Single Story in her TED Talk , describing her experiences in forming misperceptions and biases after only being exposed to a single story. After watching this TED Talk and as part of implementing an anti-bias skill set this year, teachers took inventory of the learning environment their students are exposed to each day as they walk into their classrooms. They became conscious of the books and pictures displayed, language used, and lessons taught through the lens of each individual student. They asked themselves, where are opportunities for students to connect? Whose story are we telling? Whose story are we not telling?

Assistant Director of DEI Andrew Ledee said, “What was exciting to see is that because we have been providing the background for this work for many years, teachers began to apply this lens not only

to possible ‘single stories’ of race that needed to be broadened, but also family structures, learning styles, religions, etc.”

Grade 1 teacher Caroline Hanley noted the importance of this work, “We want our students to feel proud of who they are, and to show curiosity and feel proud about who their peers are too. We also want them to feel empowered to use their voices in constructive ways when something feels unfair, unkind, or unfamiliar.”

Language norms are one aspect of creating a classroom environment where students feel safe to share who they are, whether that includes their background, family, or favorite food, color, or toy.

It is beautiful to hear expressions like “That’s weird!” being replaced with “That feels new to me” or “I’d like to learn more about that,” said Ms. Hanley.

The danger of a single story, of only experiencing a single perspective, is that we risk misunderstandings and making default assumptions, preventing us from a fuller and more nuanced and accurate view of a situation or a person.

Catherine Georges appreciated the professional development opportunities: “This work is at the heart of building an inclusive community. Anti-bias practices in education broaden perspectives, develop students’ sense of identity, improve their ability to uncover bias, and empower them to stand in support of human dignity and against injustice. It is our hope for the future.”

Caroline Hanley, Grade 1 Teacher

MOSAIC 10TH ANNUAL FAIRCHESTER MIDDLE SCHOOL DIVERSITY CONFERENCE

On April 30, middle school students from Fairchester League schools participated in the 10th Annual Fairchester Middle School Diversity Conference, also known as MOSAIC. Students explored the importance of identity and diversity in this year’s theme: “Louder and Prouder: Elevating our Voices to Strengthen our Communities”

GCDS Director of Diversity, Equity, and Inclusion Chrissy Colón Bradt shared, “For some of the students this is the first time they are in the company of folks who care about the issues they care about. Some of them are “the only ones” at their schools and this is one of the first times they are in the company of those who share their identity in a school setting. It’s an exposure that lights a fire, with many students returning each year and eventually serving as facilitators themselves. For

VIRTUAL BOOK CLUB FOR GCDS PARENTS/GUARDIANS

Sponsored by the DEI office and the Parents Association Stripes Committee, this year’s GCDS Parent/Guardian Virtual Book Club read and discussed Biased: Uncovering the Hidden Prejudice that Shapes What We See, Think, and Do by Jennifer L. Eberhardt. Middle School Librarian Susan Polos and GCDS parent Jordan Silva co-hosted the meetings in a series of four morning or evening sessions throughout April and May. In the book, Stanford University professor, social psychologist, and author Eberhardt explores what is behind bias, provides insights into the impact it has in the classroom, workplace, and criminal justice system and suggests research-based strategies for addressing bias before and as it appears.

Parent participant and Board of Trustees President Vicki Craver shared, “The GCDS book club was a wonderful opportunity to connect with people in

which created powerful takeaways for all of us. We came away having learned something, and with new appreciation for the experiences of members of our community.”

Another parent participant, April Larken, commented, “We were able to express ourselves freely right from the beginning, and I think that speaks volumes about this GCDS community. Some topics from the book were harder to discuss, and occasionally we felt some pretty hard-core emotions (some tears) and while that was difficult in the moment, I always felt a sense of connection afterwards.” )

Junior Jolie Karen painted this wonderful mural that covers a long stretch of the hallway on the first floor of the Upper School.

The circus came to town on April 21 and 22! Led by the ringleaders, our Kindergarten performers entered the gymnasium to the cheers of their parents and schoolmates. Elephants, seals, tigers and lions, dancing bears, whirlers and twirlers, clowns, cow folk, and the strong ones dazzled their audience with amazing tricks, fancy dance moves, toe-tapping musical selections, and unexpected surprises. This long-honored GCDS tradition was certainly The Greatest Show on Earth. For the children, the memories will last a lifetime!

SPRING FAIR A Delight for Families

A cherished Old Church Road tradition for Nursery through Grade 8 families, Spring Fair drew large crowds on May 13. The weather could not have been more springlike for an afternoon of crafts, food, lawn games, prizes, music, and lots of good old-fashioned fun—all organized by our wonderful Parents Association. The annual bake sale awarded: Most Creative, Best Use of Tiger Pride, Best Vegan or Gluten-Free, Most Decadent, Too Good to be Homemade, and new this year . . . Best Student Baker of 2022! Extending the tradition, the Upper School on Stanwich Road launched its own Spring Fair, a first-time event complete with music, games, and a food truck!

Welcome GRANDPARENTS & GRANDFRIENDS!

We were thrilled that Grandparents and Grandfriends Day returned to Old Church Road on Friday, May 6. It’s a Country Day tradition to set aside the Friday prior to Mother’s Day for children to invite their grandparents or a grandfriend to spend a morning with them at school.

Our special guests—one of the largest groups in the history of the event—enjoyed breakfast, a welcome from Head of School Adam Rohdie, a sing-along with Lower School first graders, a performance by the Middle School Band, a glimpse of our very own French Farm, our annual art exhibition— the Art of Country Day, and classroom visits.

Directed by Debbie Kerrick

Choreographed by Rose Moye

Congratulations to our Middle School Chorus on their outstanding performance of Disney’s Beauty and the Beast. Over 150 students in Grades 6–8 delighted audiences with their beautiful singing, sophisticated dancing, and stellar acting. Featuring stunning costumes and breathtaking lighting, students brought this enchanting love story to life as they invited audiences to “Be Our Guest.” Bravo to the entire cast and crew on this spectacular show!

BEAST Beauty and ^ he

This page: Emma Zuckerman, Bianca Amen, Dylan Ever, Skylar Dreas, Jane Loverro, Marco Favuzza

Opposite: 1 Charlotte Morningstar as Belle and Zach Bostock as the Beast 2 Eleanor Rose, Marli Young, Evan Tello 3 Ensemble singing “Gaston”

4 Lex Greenblatt and Kristina Estock 5 Zafran

Kocyba as Lumiere, Riley Hart as the Beast, Grace Moloney as Mrs. Potts

1 Teddy Myers as Cogsworth, Sofía Salazar as Babette, Charlotte Baucom as Mrs. Potts 2 Dancing Cutlery in “Be our Guest” 3 Kit Knapp as The Wardrobe

4 Marco Favuza as Maurice fighting off the wolves 5 The Cronies and Gaston making a plan 6 Lulu Wills, Marli Young, and Layla Morris singing “Kill the Beast”

1 Mia Secko-Thompson as The Wardrobe, Harrison Thompson as Cogsworth

2 Bianca Amen and Mia Secko-Thompson 3 Henry Wise as the Bookseller and Charlotte Morningstar as Belle 4 Company performing “Be Our Guest” 5 “Be Our Guest” finale 6 Teddy Myers as Cogsworth and Charlie Moloney as Lumiere

THE ART OF COUNTRY DAY

This all-school art exhibit was conceived as a celebration of the artwork of every student in grades K–12. Launched in 2006, the event brings the community together to share the talents of our students and to provide visibility to the creative accomplishments of our young artists. This year, the Opening Reception was held on May 8, and it launched a week-long art show to which the entire Country Day community was invited. The Art of Country Day was also a featured destination for our Grandparents and Grandfriends Day visitors.

Front: Alex Perl, Jordyn Nadine Sesler, Emily Moloney, Georgia Mann

Back: Azsadee Peek, Violet McCann, William Slater, Ceanna Hidalgo

Watch a video about Mamma Mia!

By

Mamma Mia! The Musical, performed by our Upper School on April 8–10, transported audiences to a Greek island filled with music, humor, amazing choreography, and exciting storytelling. Featuring some of Abba’s greatest hits, the show, which had audiences on their feet, tells the story of Donna Sheridan and her daughter, Sophie, and the relationships intertwined with Sophie’s upcoming wedding.

The cast included four seniors in prominent roles, showcasing their talents as performers: Georgia Mann, Emily Moloney, Cocoro Motoyoshi, and Alex Perl. Each of them represents the depth and skill that all of our high school performers collectively showcase. They have all been significant participants in dance showcases, concerts, recitals, plays, and musicals throughout their years at GCDS. The production featured 25 cast members, 12 members from Ambush Dance company,

and 15 crew members. With many additional faculty stepping in to help the team of four directors and designers, this musical showcased the depth of knowledge in stagecraft, dancing, singing, and theater design that makes our school’s performing arts program so powerful and unique.

One of the most powerful anecdotes to describe the success of the production is the frequency with which students, faculty, and parents from both campuses still approach our performers and staff to compliment them on a transformative experience. The actors, dancers, and stage crew loved their experience as they represented the best of GCDS’ performing arts program. Probably one of the most enjoyable after-effects is hearing the students try to anticipate what next year’s musical will be!

Jonathan DeVries Upper School Choirs & Musical Theater Director

1 Sol Hochman, Paige Setterberg, Harry Manion 2 Georgia Mann 3 George Solari, Charlie Meyer, Jordyn Nadine Sesler, Caitlin Kaufmann, William Slater 4 Coco Motoysohi, Campbell Greene, Charlie Meyer

1 George Solari, Paige Setterberg 2 Azsadee Peek, Campbell Greene, Deja Drackett, Sol Hochman, William Slater, Harry Manion 3 Campbell Greene, Harry Manion, Danna Justiniano, Alex Perl, Deja Drackett, Charlotte Best, Mao Motoyoshi, Avery Sleeper, Paige Setterberg, George Solari, Caitlin Kaufmann, Stella Melucci, Simon Grogan, Coco Motoyoshi, Ceanna Hidalgo 4 Deja Drackett, Mao Motoyoshi 5 William Slater, Charlie Meyer, Harry Moloney

1 Emily Moloney 2 Ambush Dance Company as the Nightmare Dancers 3 Avery Sleeper, Harry Moloney, Stella Melucci 4 Simon Grogan 5 Cast and Crew of Mamma Mia!

A Magical Dance Showcase

The GCDS Dance Program has one goal: Excellence! We believe every student has something special to offer. Our diverse dance curriculum is challenging and offers something for everyone. We have created an environment for young dancers to grow into beautiful artists. Through guided development, our dancers are hardworking, well-rounded, culturally aware, and kind. The dancers of Greenwich Country Day are fully engaged—mind, body, and spirit. They are knowledgeable, passionate, and well-versed in multiple genres of dance.

The 2022 Dance Showcase was magical. I am very proud of every one of our dancers. They performed beautifully, and their commitment to the GCDS dance program is what makes it great.

There are so many people that support our dancers, there’s no

By Rose Moye Director of the Dance Program

way I could name everyone. But I would like to give an honorable mention to a few who have been staples of the program along the way. Kelsey Donovan, Julia Santarosa, Courtney Smith—you will always be the standard! Liza Danielsen, Sydney Hines, Sofia TarbellAraboldi, Alex Fiore, Aisling Sullivan, Jacque Moran, Kenleigh Merritt, Camille Jordan, and Gillian Hines. Our helpers behind the scenes were amazing—thank you to Sarah Goldstein, Chloe Morris, Sarah Pearl Heard, Anna Basinet, and Alexa Shummway. Thank you to our dance instructors: Alyse Keyser, Susan Rodriguez, Rhamzi Burks, Aliya Perry, Marion Spencer, and Evie Offit. A very special thank you to Stacey Collins, Andrea Mann, Eliot Spencer, Debbie Kerrick, and Mr. Rohdie.

Opposite: 1 Ainsley Craver, Mao Motoyoshi, Coco Motoyoshi 2 Piper McCall Josie Meyers 3 Charlie Meyer, Abigail Vadai This page: 1 Paige Spooner 2 Leah Bartley, Katarina Amen, Piper McCall, Caleigh Reynolds 3 Julia McKee, Evie Offit, Ruby Cosgrove

1 Camille Jordan 2 Siena Balducci, Kelly Baird, Zara Britt, Rylee René 3 Emma Hartman, Farrah Weiner 4 Polly Welch, Farrah Weiner, Annie Noble 5 Siena Balducci, Murphy Baird

1 Blanca McBeth, Leela Getz, Annabelle Zuckerman, Mia Tang

2 Anna Rubenstein, Coco Hochman 3 Blanca McBeth, Coco Hochman, Clementine Macon, Zara Britt, McKarly Staco, Mia Tang, Habiba Samson

Country Day Shines at CMEA

Music Educators Association Annual Conference

Middle School Band Showcase Ensemble

Each spring the Connecticut Music Educators Association (CMEA) holds its annual Conference at the Hartford Civic Center. After a two-year hiatus due to the pandemic, this year the event was back in person, and our very own GCDS Middle School Band was selected to perform as a showcase ensemble! Mr. Jesse Tennyson worked incredibly hard with our young instrumentalists to prepare them for this event, with repertoire that challenged them and impressed all the music educators in the audience. Congratulations to all our band members on this well-deserved honor!

Young Tigers Perform

Elementary music educators throughout the state had the opportunity to nominate exceptional young musicians to perform in honors ensemble concerts throughout the weekend.

Congratulations to 1 Talia Sandhu, Molly Zeitlin, Mildred Osafo-Bekoe, and Chloe Kilts for participation in the Honors Choir (with Debbie Kerrick, Director of Visual and Performing Arts) 2 Ned August for participation in the Honors Orchestra

3 Teo Della Pietra for participation in the Honors Band (with Jesse Tennyson, UE and MS Band Director).

Thank you for representing GCDS so beautifully at such a special event!

Connecticut

Middle School Band

Fun Run!

Elementary Tigers of all ages between 1st and 5th grade participated in the annual Fun Run during their P.E. classes this spring. Each Fun Run began with some dynamic stretching led by the P.E. coaches, followed by two laps around campus. After crossing the finish line, elementary students received a bright orange Fun Run wristband, cold water, and recovery snacks!

Athletics

COACHES AWARDS | UPPER SCHOOL

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.

GIRLS LACROSSE

Pyrma Vezina Lacrosse Award

Katherine Sternberg

BOYS LACROSSE

Lawrence Kalmbach Award

Kyle Short

GIRLS SOFTBALL

Caroline Hart

BOYS BASEBALL

Edward “Unc” Hilliard Baseball Award

Oliver Stern, John Lonski, Warner Gearhart

BOYS GOLF AWARD

Wyatt Lupo

GIRLS GOLF AWARD

Mia Rodgers

THE ROBINSON CUP SAILING

Caroline Leicht

ROWING

Ben Gross, Eli Murphy, Sofia Orr

TRACK AND FIELD

Steve Paul

BOYS TENNIS

Zach Sternberg

GIRLS TENNIS

Alex Schwartz

PRIDE AWARDS | MIDDLE SCHOOL

BOYS LACROSSE

Black

McCrory Niblock

Zac Rosenbaum

Parkin Overbay

Felipe Miguens

Orange

Charlie Robertson

Jamie Murphy

Cooper Auerswald

GIRLS LACROSSE

Black

Maisy Johnson

Orange

Georgia Hopley

BASEBALL

Black

Oliver Servedio

David Gittes

Will Stern

Orange

Graydon Ross

SOFTBALL

Talia Sandhu

Jordan Feighery

Joanna Eken

BASE SPORTS

Willy Curran

GOLF

Patrick McCann-Anthony Reid Handler

PRIDE AWARDS | UPPER SCHOOL

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 VARSITY LACROSSE

Charlie Benincasa

BOYS JV LACROSSE

Maddox Reisner

GIRLS VARSITY LACROSSE

Gabby Gianatasio

VARSITY BASEBALL

Jared Maloney, Bailey Gendason

JV BASEBALL

Walker Laitala, Aidan Becton

SOFTBALL

Sofia Urbina, Mackenzie Ross, Sophia Schwartz

TRACK AND FIELD

Carolina Deus ROWING

Zach Rosenberg, Matteo Andrade, Georgina Wolfson

BOYS TENNIS

Miguel Yanez, Halsey Robinson

GIRLS TENNIS

Kim Konigsberg

BOYS GOLF

Tyler Rosolen

GIRLS GOLF

Sarah DesChamps

SAILING

Tucker Rose

DANCE

Thea D’Albert

Eleanor Rose

HIKING

Madeleine Elias

Danny Dominguez

TENNIS

Dylan Ever

Mia Stark

Asher Rosen

VOLLEYBALL

Nadira China

Emma Heffer

CROSS COUNTRY

Harrison Pascarella

Sarah Goldstein

Lila Malone

CREW

Laila Morris

TRACK

Ellie Riess

Creighton Jones

Gabriel Amortegui

BEYOND EXPECTATIONS First Full Varsity Year

Our newly formed high school athletics program has already surpassed our wildest expectations. This is only year two with a varsity program and with last year’s play curtailed by health and safety restrictions due to the pandemic, this is our first year of competing at the varsity level. Our varsity teams have already made six postseason tournaments, boys varsity basketball, girls & boys varsity lacrosse made it to the FAA Final Four, and more than a dozen student-athletes from our teams made All-League First or Second Team.

GIRLS & BOYS LACROSSE SECURE FAA PLAYOFF BERTH

The GCDS Varsity Boys and Girls Lacrosse teams were dominant this season. The girls’ team led by captains, Katherine Sternberg, Saedi Gibbs, Brooke Andrews-Peden, Claudia Citrin, and Paloma Snisky and coach Caitlin Copelan. Strong offense juniors

Claudia Citrin and Saedi Gibbs, and freshman Ella Wilner, were top scorers. The team finished 10-2-1 (6-1 in FAA Regular Season).

Down a goalie due to an injury, junior Gabby Gianatasio, new to the sport and the goalie position, came to the rescue. She surprised everyone with countless saves and skill in the goal.

Six eighth-graders, Bianca Amen, Lila Braddock, Caroline Cabrera, Katherine Chandra, Morgan Ertel, and Elizabeth Watts, stepped up onto the winning team and provided depth on the squad and robust practices with seven on seven.

Their win against Rye Country Day School in the final game of the regular season put them in first place as they entered the FAA playoffs. The Tigers played a heartbreaker at home against Holy Child in the FAA semifinals, but walked away knowing they left everything out on the field this season. “For our first two seasons, you can’t ask for anything more out of such a young team,” said Copelan.

The Boys team led by captains Tito Miguens, Jay Dercole, and Charlie Benincasa and coach Andy Copelan had a great season, finishing with a 6-5 record. The Tigers entered the FAA playoffs seeded third, but their season came to an end with a tough match against Greens Farm Academy in the FAA semifinals.

2022 FAA Regular Season Champions!

1 Kyle Short, Griffyn Flood

2 Ellie Watts, Gabby Gianatasio

3 Bianca Amen

Congratulations to Lemar Fulmore on his commitment to attend Union College as a student-athlete on the Men’s Basketball team! Lemar is the Athletics program’s first recruited high school athlete. We are so proud of you!

NEW BOATS FOR ROWING & SAILING

Varsity Rowing and Sailing both took to the water this season with new boats, which helped the Tigers to great results! Varsity Sailing recorded the best result in a league sanctioned race in team history at the O’Day Qualifier Regatta at UConn Avery Point. The Tigers finished 3rd in the B Division Race 1, Leg 2.

The word ‘proud’ doesn’t even come close to the way I feel towards our athletes, coaches, and teams. What they have accomplished this year cannot be defined. In a season of life when so much has felt like it’s been taken away, athletics gave, provided, and created. From Homecoming to Hoops Night, Pack the Rink to Senior Days, many of the community highlights of the year came around the joy and excitement of our athletic events. This year has been one for the memories, and if it is any indication of the direction the athletic programs of our school are going, then the future couldn’t get any brighter. Go Tigers!”

—Tim Helstein, Dir. of Athletics

TRACK & FIELD

Track & Field had an outstanding showing at the FAA Championships hosted by Brunswick. With a team of 12 athletes, the Tigers produced 11 scoring performances across sprints, distance, and throws. Among these great results were eight top-5 finishes including Al Nickerson in the 800 (1st) and 1500 (3rd), Wylie Dell’Olio in the 3000 (3rd), Steve Paul in the 200 (4th), and two 4th-place finishes for the boys 4x100 and 4x400 relays. In addition, 9 Tigers qualified for the NEPSTA Championships in 15 different events.

ALUMNI NEWS:

Strauss Mann ’14 signed with the NHL’s San Jose Sharks as a goalie.

Congratulations to Strauss!

The Track & Field Team had great results at the FAA Championships!

1 Claudia Citrin 2 Clipper Singsen, Evan LiVigni, Ben Gross, Matteo Andrade, Abe Milgram, Zach Rosenberg 3 Owen Chickering, Caroline Leicht, Jack Brogan, Tucker Rose 4 Teddy Coles

Watch a video about Girls Lacrosse

1 Isabella Brahmst, Coach Maggie Glynn, Rory Ashmeade

2 Bruce Lunder 3 Ella Wilner

4 Warner Gearhart 5 Mackenzie Ross 6 Teddy Minchin

MIDDLE SCHOOL ATHLETICS

Middle School Co-Ed Tennis went undefeated this year

1 Linna Samson 2 Vianna Gabelli 3 Tennis team 4 Leighton Krueger, Mia Secko-Thompson, Georgia Grogan, Ellie Riess 5 Felipe Miguens

Middle School Track and Field Championships Girls 4 x 100 Relay Champions

Celebrating

Anniversaries, Awards, and Sabbaticals

At the Parents Association’s annual APPLE Faculty & Staff Appreciation Luncheon on April 29, members of our faculty and staff celebrated their 10-, 15-, and 20-year anniversaries at Greenwich Country Day School and others were awarded Faculty Chairs and sabbaticals.

10 YEARS

Polly Boeschenstein, School Psychologist, N–5

Scott Karagianes, Facilities Staff (not pictured)

Meridith McGlynn, UES Science Teacher

Steve Whitmore, Director of Physical Education, N–5

15 YEARS

10 YEARS

Diana Abreu, MS World Language Teacher

Eric Cornell, MS Science Teacher

Erika Feighery ’85, Beansprouts Caregiver

Gloria Gutierrez, Dining Hall Staff

Jason Hamilton, Network Administrator

Laura Moore, MS Counselor

Nick Pitassi, Facilities

20 YEARS

Andy Fernandez ’93, Associate Director of Admission

Kevin Monahan, Facilities Staff

Manny Terron, Facilities Staff

15 YEARS

LINDA NORTHROP FACULTY CHAIR AWARD

Given annually in honor of Linda Northrop to that member of the faculty or staff whose character and kindness as a teacher, friend, and role model reflect the qualities that Linda so cherished about GCDS. Over her 15 years as a Country Day parent, Linda admired the care and passion that the faculty and staff had for developing the character of students.

Debbie Kerrick, Director of Visual and Performing Arts

MITCHELL FAMILY FACULTY CHAIR AWARDS

Thanks to the generosity of the Mitchell family, four chairs, one for a faculty member in each division, have been created to honor the great faculty of GCDS and reward excellence in the classroom. Nicole Mitchell, a beloved member of the faculty from 2007 to 2021, and her children Donovan and Jordan, wanted to demonstrate how much the faculty of Country Day have impacted their family and how much they value our teachers.

LES: Anne Allen, LES Assistant Division Head

UE: Randy Hall, Grade 5 Teacher

MS: Michael McGovern, MS English Department Chair

US: Pat Scanlon, US Seminar Teacher

SUMMER SABBATICALS

Greenwich Country Day School provides opportunities for its faculty and staff to benefit from a sabbatical program for personal and professional growth and development. There are two funds based on tenure: one for faculty completing their second through ninth year of service, and the other for faculty and staff with ten or more years of service. Both funds were established with money initially raised by GCDS parents at benefit auctions.

SABBATICAL GRANT FOR FACULTY & STAFF

(2–9 YEAR TENURE)

Jackie Wood, US History Teacher

SABBATICAL GRANT FOR FACULTY & STAFF

(10+ YEAR TENURE)

Washington Alvarez, Facilities Staff

Hilary Childs, MS English Teacher

Jay Reynolds, US Classics Teacher

Nicole Boruchin, LES Creative Technology Teacher

BROADBENT ENVIRONMENTAL AWARD

The Broadbent Family Fund is designed to support the work of GCDS faculty members in the fields of conservation and environmental education. The fund makes grants to enhance faculty members’ knowledge and awareness of environmental issues through trips, speakers, activities, or other opportunities.

Karen Perkins, N–5 Physical Education Teacher

We thank our faculty and staff for their dedication and service to our school.

Former GCDS Board President and Financier Leaves Lasting Legacy

Every year on the first day of school, Head of School Adam Rohdie writes a letter to “his great friend” David A. DeNunzio ’71, a financier and former President of the GCDS Board of Trustees, who was instrumental in hiring Mr. Rohdie in 2004.

“I want him to know how far our school has come and that any success we have is because we stand on the shoulders of giants like him,” said Mr. Rohdie.

Mr. DeNunzio returned to GCDS on April 12 to receive the 2021 Distinguished Alumni Award, which is voted upon annually by the Alumni Advisory Council. (The event was postponed to Spring 2022 due to COVID restrictions.) In front of an audience of high school students and faculty, his family, and former

David A. DeNunzio ’71 Distinguished Alumni Award Recipient 2021

classmates and trustees, Mr. DeNunzio accepted the award with a tear in his eye.

Mr. DeNunzio attended GCDS for three years from 7th to 9th grade. He arrived from public school begrudgingly at his father’s insistence, yet it turned out that those years had a lasting impact on him. At GCDS, he formed habits and developed friendships that have spanned a lifetime. He fondly remembers studying Latin, run-

ning cross country, working on the Spire, the school’s yearbook, and playing daily word games on his English teacher Mr. Griswold’s chalkboard.

“Something magical happened here. I bonded with a small group of friends— several of whom are here today,” said Mr. DeNunzio during the presentation. “What GCDS really did for me was to teach me how to study. And it put me on a trajectory

“What GCDS really did for me was to teach me how to study. And it put me on a trajectory that allowed me to succeed academically, not only here, but also in all the various academic institutions that followed. So, I am grateful to GCDS in many, many ways.”

that allowed me to succeed academically, not only here, but also in all the various academic institutions that followed. So, I am grateful to GCDS in many, many ways.”

After GCDS, Mr. DeNunzio attended Deerfield Academy, Princeton University, and then Harvard Business School. “People ask which of your schools has had the biggest impact on you, and I always say Country Day was the most determinative.”

Mr. DeNunzio is currently Managing Director and Global Head of the Mergers & Acquisitions Group in the Corporate & Investment Banking division of Wells Fargo. Prior to joining Wells Fargo in 2016, Mr. DeNunzio spent 27 years at Credit Suisse, where he held a number of senior leadership positions, including, most recently, Global Chairman of Mergers & Acquisitions.

At age 60, Mr. DeNunzio left the top investment bank to join Wells Fargo, with a mandate to grow its relatively more modest M&A practice.

“I was looking for my second act,” he said. “I’m told I took a big risk by joining Wells Fargo, but really, it has been very, very satisfying and fun to grow a business. It takes time, but we can see the progress.”

When people ask Mr. DeNunzio, who shows no signs of slowing down, what he loves about this career, he replies: “My

answer always is because every day is a completely different day. It’s a marketbased business, and the market goes up; the market goes down, and it goes sideways. Values change, companies evolve. Transactions that you could get done six months ago, you might not be able to get done six months from now. The issues change. Accounting issues change; tax issues change; legal issues change; regulatory issues change.”

Mr. DeNunzio shares his industry experience as a member of the Advisory Council of The Bendheim Center for Finance at Princeton University, which is a group of Wall Street practitioners who help academics think about current topics in finance. In addition, he is a director of the Gordon A. Rich Memorial Foundation, which provides college scholarships to the children of those working in the financial services industry who show demonstrated need.

Mr. DeNunzio served as board president from 2003–2007; his entire tenure on the board lasted from 2000–2008. “The main issues that we had during my tenure were the headmaster transition, the prospect of a high school, and the renovation of the Upper School [now the Middle School].”

In 2004, as the Head of School Search Committee presented candidates to the full board to replace then beloved Headmaster

For David DeNunzio, Country Day has been a family affair. His two brothers, Tom ’77 and Peter ’74; his sons, Chris ’07 and Robert ’09; and a niece are all graduates. His father, Ralph, was also President of the GCDS Board of Trustees from 1974–1977, making them the school’s only father and son board presidents. He is also the second alumnus to become Chairman of the Board of Trustees in the 96-year history of Country Day.

Dr. Doug Lyons, Mr. DeNunzio had a clear first choice. “We could see Adam was a magnet for kids; we could see his relationship with the students, the scholarship, the peer relationships he had with faculty, and how he handled the parents. He was the total package.”

Mr. DeNunzio was so thrilled about the selection of Mr. Rohdie as Head of School that he drove down to Montclair, NJ, where Mr. Rohdie lived at the time, and arrived at his doorstep with a bottle of

Opposite: David DeNunzio with Head of School Adam Rohdie 1 Ralph DeNunzio, father of David and former Board of Trustees President 2 Steve Denning, Jill Fisher, Dr. Doug Lyons, Bev Smith

champagne to tell him the good news of his selection in person.

After bringing Mr. Rohdie to GCDS, the board did a major feasibility study on the building of a high school. It was the second time that such a study had been carried out. The first time was during his father’s tenure as Board President. Certain that there was demand for a GCDS high school, Mr. DeNunzio recalls traipsing all over Fairfield and Westchester counties with Mr. Rohdie to find the right property, but there was nothing available.

“I guess the third time’s the charm,” said Mr. DeNunzio referring to the newlybuilt Stanwich campus. “I’d like to think the early work the board did during my time helped make the subsequent decision much easier.”

During the presentation, both Mr. DeNunzio and Mr. Rohdie offered similar advice to the students about the importance of mentors and the people in one’s life.

“When you start to think about college or the real world, when you have a big decision to make—the most important factor in making that decision is this— Who will you surround yourself with?” said Mr. Rohdie.

Mr. DeNunzio credits his career on Wall Street to his friendship with Princeton professor Burt Malkiel, author of the best-selling book, A Random Walk Down Wall Street: The Time-Tested Strategy for Investing

“So, keep an open mind as you head off to college. Were it not for asking Professor Malkiel for a Ph.D. recommendation, I would probably be doing something else. It

may well be a small moment that proves to be defining for you.”

During the Q & A with students, Mr. DeNunzio commented on how rapidly the world is changing and how job mobility is also increasing. “Have a plan but don’t be afraid to deviate from it when other interesting opportunities arise.” )

1 David DeNunzio, Scott Frantz ’75, Distinguished Alumnus 2015 2 David, Robert ’09, Jocelyne, and Chris ’07 DeNunzio 3 Tom DeNunzio ’77, Dick Bianco, Former Board of Trustees President

DIGGING DISCOVERY

Archeologist Elizabeth Macaulay ’95

Shares Knowledge with Students

Dr. Elizabeth Macaulay ’95, archeologist and architectural historian, who currently teaches at the Graduate Center, the City University of New York (CUNY), spent the day with GCDS Upper School students in Joe Perry’s Archeology II class. Dr. Macaulay visited the class’ archeological dig behind the Upper School and spoke with students about her profession and how she became interested in the field. She also examined the artifacts from the dig with students and helped them question and theorize about different pieces and the potential importance the material culture represents.

“It is such an amazing and unique opportunity for our students to be addressed by Dr. Macaulay,” said Mr. Perry. “Her international experience, position in the field, association with national archeological organizations, connections with current graduate research, and overall knowledge of theory, practice, and methodology are unprecedented and something high school students rarely get to tap into. I am so glad our students were able to ask her questions and discuss their knowledge and interest in archeology with her. It is a wonderful culminating experience for our seniors and an inspiration for our juniors.”

Dr. Macaulay’s research focuses on the material culture of the Roman, Late Antique, and Islamic worlds, with particular emphasis on Roman gardens and architecture, the reception of ancient material culture in the United States, and Islamic Architecture. She received her B.A. from Cornell University (her senior thesis: The Political Uses of Roman Gardens, was the winner of the undergraduate thesis prize in the College of Arts and Sciences), and her Ph.D. from University of Oxford.

I

This course serves as an introduction to the field of archeology. The course reviews the sub-disciplines of archeology and discusses both traditional and modern methods of excavation. It is broad in both time and space. We study sites from Homo sapiens’ origins (200,000 BCE) to colonial period shipwrecks (1700 CE) and from Indiana to Indonesia. Students learn about human prehistory and history through material culture and see how humans have evolved biologically and socially through time. An emphasis on questioning theories and explanations of the past is always at the core of new discoveries and something students are encouraged to do as they learn the basics of archeology.

ARCHEOLOGY II

This course focuses on specific time periods and the changes cultures make through time. Reviewing material culture, typology over time, historical data, and more, students will understand how archeologists recreate what life may have been like in certain time periods and cultures. This course is designed to culminate in some sort of field study, whether an actual archeological dig or a study of artifacts from a specific collection or lab work from a specific site. Students will leave this course having actually experienced archeological work.

Dr. Elizabeth Macaulay examining artifacts with Kaylee Dunleavy

Same School, Different Class

A Memoir of School Integration

By David Waddell ’73 and Kim Bancroft ’73

In 2010, David “Moochie” Waddell contacted his former GCDS, class of 1973, classmate Kim Bancroft out of curiosity. Their initial conversation—he in Texas, she in California—about their lives since graduating quickly moved into deeper sharing regarding how each experienced their adolescent years while attending GCDS from 1970–73. Never more than school acquaintances at the time, they now learned how issues of race, class, and social dramas meant they’d had no idea how the other had lived in Greenwich back then.

Many ensuing phone calls led to the book they’ve written in alternating chapters, Same School, Different Class: A Memoir of School

TEACHERS

(From Chapter 5)

By David “Moochie” Waddell

Kim, from our conversations you know that the teacher with whom I’ve had a close friendship for over 45 years, and to whom I’m forever indebted for all he was and is in my life, is Wellington “Wally” Ramsey III. He was not only my academic counselor, but also my football, basketball, and baseball coach. When he retired, he was elected as one of the original four Master Teachers.

Mr. Ramsey is still “Coach” to me. I credit Coach with everything I achieved at school, on and off the field. He never let me get lost in the school society or allowed my athletic prowess to be intoxicating and distract me from my mission, which was to take full advantage of the great education at hand. He helped to sharpen my personal skills and, of course, to hit the books. Each day, he taught me to strive for impeccable manners and dress. His favorite saying was, “Do everything with class.”

During my years there, Coach never expressed the importance of what I was

Integration. With honesty and humor, the former classmates explain what they could rarely reveal to anyone at the time, including to themselves.

Central to the book is Waddell’s experience of being one the first two African American students to graduate from GCDS (Monique Lee being the other). Waddell’s mother, Carol Waddell, and former principal Frank Efinger, along with others, led the effort to integrate GCDS after 46 years.

Here Waddell and Bancroft share excerpts from their chapter on how GCDS teachers significantly shaped their lives.

going through regarding racial integration and the challenges I faced coming into the GCDS world with all its affluent egotism and racial insensitivity at the time. He knew, but that’s not what he wanted me to concentrate on. He also knew that I got down on myself at times, that my fragile selfesteem overpowered me. He knew when I felt I was at a disadvantage academically and socioeconomically, but he wouldn’t let me use that as an excuse. He perpetually motivated me and got me to stay positive. If I stumbled, Coach caught me, but he always made it a lesson not to be repeated. The year I lost the public speaking contest, he immediately informed me, “I’ll help you win next year!” He pointed out positive comments the faculty said about me. He used sports analogies to make his points. Using love and truth, Coach made me realize each day that I was as good as the next classmate, regardless of the size of their family’s bank account.

Coach also encouraged me to bring into the classroom the equivalent commitment as I put forth on the court or field. My parents expected the same from us, but they added a different perspective that Coach did not address directly. My parents, and Black parents in general, taught their children that we had to strive to be twice as good as our white counterparts to get anything in life; nothing was going to be handed to us. We always had to prove ourselves.

The only thing my parents ever cared about was that their children were treated fairly, that we were given the same opportunity to succeed, regardless of socioeconomic circumstances or race. So of course my parents were fond of Mr. Ramsey for his genuine support. He provided eyes and ears for my parents. He made sure I didn’t get swayed by the elitist attitudes of some or the diversions of others. Because they

felt Coach Ramsey represented integrity and fairness, he will always have a place in the Waddell Hall of Fame.

On one rare occasion, Coach scolded me for not meeting his standards of decorum.

I was in seventh grade at basketball practice in the gym with the team, getting ready to practice. Other boys and girls mingled about. The older sister of a classmate stood on the sidelines, wearing a long winter coat. I snuck up behind her, bent down, and playfully tugged at the bottom of her coat. It seemed innocent.

As I walked away, I heard, “David Waddell, come here!” I turned around and saw Coach walking in my direction. He asked me to follow him to a corner of the gym. I was perplexed why he shouted for me, but the look on his face said it wasn’t about the intricacies of playing defense. When we arrived, he placed his hands over my head and against the wall, confining me, which was unnecessary because I hung on his every word. More importantly, I respected him. I wasn’t moving!

He bent down and leaned into me so that his eyelashes practically touched mine. Then he sternly reminded me that a young man should respect all females in every way. What I had just done was disrespectful and wouldn’t be tolerated.

I was shocked, but I knew that if my parents had known what had happened, they’d have told him he didn’t go far enough. My folks were raised with the African proverb that “it takes a village to raise a child.” Coach Ramsey was welcomed into our tribe with all privileges. When that very brief woodshed moment was over, he put his hands on my shoulder and said, “WE will be gentlemen at all times and do everything with class.”

When he corrected me, I knew that it came from love and wanting the best for me.

David “Moochie” Waddell ’73

Before the ceremonies began on Graduation Day in 1973, Coach called me into his office. “I’m very proud of you,” he said, handing me a gift: a framed photo of our very successful ninth-grade basketball team.

The picture was great, but I cherish most the words Coach wrote on the back: “Long after the scores have been forgotten, our friendship will be everlasting.”

At that moment, I was touched by his gesture yet reserved. I was just beginning to realize that the last three years of my life were hours away from becoming history, and the one person who helped me navigate through the test was saying his goodbye.

Everlasting the friendship has been.

More recently, in 2018, I received an email from Coach informing me that Mr. Tom Brody, an excellent English teacher in his own right at GCDS and who also served as Mr. Ramsey’s assistant coach for our basketball team, had passed away at the age of 87. I had also admired Mr. Brody greatly. I then found a photo in my yearbook of 1973 of Coach Brody and Coach Ramsey calling out to the team on the court.

I replied to Coach: This is sad news indeed. I have very fond memories of Mr. Brody. I’m forever grateful that he was as caring and passionate off the field as he was on it. He put more emphasis for me on education than on how good I was on the court. You each had your own styles of teaching

us what was important. And we were foolish enough to think that we were “just playing ball”!

It’s been almost 45 years since I last saw Mr. Brody. He will forever be in my heart.

Coach, I hope with all my heart that YOU know how much I love you!

—Blessings, Mooch

ACADEMIC JOYS

(From Chapter 5)

By Kim Bancroft

We’ve learned from each other, Moochie, how different our experiences were at GCDS, not just because of race and class and family situations, but also because of our different orientation towards academics and athletics. While so much of my life was unhappy at that time, I found joy at GCDS in having teachers who pushed me to read lots, analyze well, and write thoughtfully.

Even though I was already a good student, I’d come to GCDS from a public school. I quickly figured out that the expectations here were higher. I remember studying Latin, the first time I’d ever studied that very foreign language. I’d done well in my French class in the public school, but this language, with its often military-oriented vocabulary, was a mystery. I got the first F in my academic life in that class. I was stunned! I pushed my mind into high gear.

I don’t know if Country Day humani-

ties teachers were trained in special ways to reach into our young hearts and minds, but for me they did. I remember reading about slavery in the sixth grade. For the first time I saw the ghastly images of the ships with human beings packed together like sardines. I read stories of human beings auctioned off, beaten, and maltreated on Southern plantations. My conscience awoke to history and its potential horrors.

We also read about Hiroshima. I reeled with shock when presented in a personal way with John Hersey’s stories of survivors of the U.S. nuclear bombings of Japan, families and homes destroyed, skin peeling off. I learned to be wary of the negative impulses in human “kind.”

Expressing our thoughts articulately was crucial. The GCDS method of teaching grammar was tedious yet ultimately helpful: English teachers would mark an error and put in the margin the number of a rule from our grammar book. We had to write out the rule and correct the error. This process reinforced the functions of grammar and good writing skills. One avoided breaking the same rules, only to write them out over again. The writers of the handbook were none other than William Merriss and David Griswold, two distinguished teachers at Country Day.

Indeed, the teacher who most affected my sense of self was my eighth-grade English teacher, Mr. Griswold. Before turning in a composition, he asked us to write a self-critique on the back of our papers. About one composition, I scribbled that I didn’t think my story was very good.

Mr. Griswold wrote back something to the contrary: “I think you have a fine story here, Kim. You’re a talented writer. You have an interesting conflict that you created in this story, and you use dialogue well.”

What?! I could write?! I had no idea. With that simple encouragement, Mr. Griswold opened my mind to see new possibilities in myself. He affirmed my love of writing and further energized it. In fact, I’ve often attributed my desire

David “Moochie” Waddell and Kim Bancroft, both Class of 1973. (Photos from the 1973 Spire yearbook.)

Kim Bancroft ’73

to become a teacher to that epiphany gained from Mr. Griswold: he changed what was possible for me. Later I wanted to share that power of mentorship with my own students, to teach them to be positive in the face of whatever problems they too might be confronting at home or in themselves. I wanted to let them know that they had talents, skills, likable personalities, and more.

As we pick through piles of memories accumulated in our Country Day years, Moochie, I see how I took and ran with the most important part of what GCDS offered me: a chance to develop as a thinker, reader, writer, and speaker— skills I practiced as a teacher for three decades and continue to practice as an editor, journalist, and writer today. Even if I faltered at sports at Country Day or

IN MEMORIAM | Former Faculty

NANCY MULFORD MURPHY, passed away peacefully on January 28, 2021, at her home on Fishers Island, NY. Nancy was born in 1922 in Schenectady, NY to Marion Bush and Allen Mulford, an International General Electric engineer. Except for a brief period when her father was on a special project in India, she grew up in Schenectady. Nancy graduated from Vassar in 1943 and began her career as a chemical engineer with Hercules Powder Co. and the General Electric Company eventually working at the Knowles atomic power laboratory. Many of her lifelong friends came from either Schenectady or Vassar. She was introduced to Fishers by friends Sally Ferguson and Cherry (Rice) Rafferty. This is where she met her husband, Gordon S. Murphy, and was introduced to saltwater sailing. They married in 1952 and eventually moved to Briarcliff Manor, NY.

In the mid-60s, she completed her Masters in Education and Psychology from Teachers College at Columbia University and began, with a passion spurred by her strong conviction that everyone should have an excellent education, a twenty-year second career with Greenwich Country Day School where she worked in Developmental Learning. Never one to sit down for long, she was an avid volunteer, working with organizations ranging from various Junior Leagues to the Fishers Island Library. In retirement, always hungry for knowledge, she

felt socially uncomfortable, I was given a most valuable education there. For that I am thankful. I can say that GCDS made a well-rounded scholar of me. )

enjoyed numerous trips to Europe and Africa with both the Smithsonian Institute and her friends. Most of all, she loved spending as much time as possible on Fishers Island, enjoying lunches with her friends, bible study, Sunday church services, her garden, and reading.

She is survived by her son, Gordon S. Murphy, Jr. and her grandson, William G. Murphy. Pictured: Nancy Murphy (center) with her Developmental Learning colleagues Rhonda Perlman and Diane Dagliesh in 1986.

David Waddell (front right) with his teammates and coaches, Mr. Ramsey (far left) and Mr. Brody (far right) in 1973.

“I CREDIT COACH WITH EVERYTHING I ACHIEVED AT SCHOOL. HE HELPED TO SHARPEN MY PERSONAL SKILLS AND, OF COURSE, TO HIT THE BOOKS. EACH DAY, HE TAUGHT ME TO STRIVE FOR IMPECCABLE MANNERS AND DRESS. HIS FAVORITE SAYING WAS, ‘DO EVERYTHING WITH CLASS.’” —David Waddell ’73

Current and former GCDS parents gathered at French Farm on Saturday, April 30, for the launch of Friends of French Farm, an engagement and support initiative to further its mission and programming. Farm Manager Aaron Sinay provided tours and parent leaders shared the importance of the farm in the overall GCDS educational program.

1 Jim Raezer, Alison Shefter 2 Aaron Sinay, Farm Manager 3 Sacha Janke, Andrew McCormack 4 Roxanne Vanderbilt 5 Douglas Graneto, Melissa Raezer, Anne Louise Bostock, Jacqueline Jenkins, Asst. Head of School and Head of Lower School

Greenwich Country Day School

Old Church Road, P.O. Box 623

Greenwich, CT 06836-0623

Return Service Requested

GIRLS VARSITY LACROSSE

See story on page 49