Aisha Laspina-Rodriguez, Director of Communications
Rozanne Rosenberg, Associate Director of Communications
Wade Tonken, Assistant Director of Communications, Multimedia
PHOTOGRAPHY
Hackley School Communications
Tom Harris Photography
Sam Peat Photography, by way of Interactive Schools
c73 Photography
Sirin Samman Photography
ON THE COVER
Upper School AFER students and their Kindergarten buddies plant bulbs together in our pollinator garden. Photo by Sam Peat Photography.
DESIGN
Square Spot Design
PRINTING
Recycled Paper Printing, Inc.
THANK YOU
A very special thank you to the many Hornets who shared their time, talents and stories in shaping this edition. This publication is made possible by you.
WHAT
DOES IT MEAN TO HAVE SPACE TO GROW?
AtHackley, growth has always been about more than buildings or square footage. It is about creating the conditions in which students develop their character, challenge themselves academically and gain the confidence to engage fully with the world around them. For generations, the Hilltop has offered that kind of space—a place where curiosity is nurtured, creativity is encouraged and character is formed.
At the same time, the physical environment in which learning takes place matters. The spaces where students gather, collaborate and perform shape their experiences in powerful ways. Over the past year, the Allen Center for the Creative Arts and Technology has become a vibrant part of daily life at Hackley. In its classrooms and studios and in Diller Hall, students are exploring new ideas, taking intellectual and creative risks, and building traditions that increase engagement and school spirit.
This year has also marked a broader moment of renewal for our community. Our new website and the refreshed design of this issue of the Hackley Review reflect an ongoing effort to communicate who we are with clarity and purpose. These updates are not about change for its own sake; rather, they are about strengthening the connection between the daily experience of the Hackley community and our alumni, prospective families and the world beyond the Hilltop.
Looking ahead, we are beginning the work of shaping a new campus master plan—
one that will guide how our physical spaces continue to support our educational vision. The last plan, developed more than two decades ago, helped bring to life spaces that now feel central to Hackley’s identity. Our next chapter will be guided by the same commitment: to be thoughtful, intentional and student-centered in how we grow.
In the pages that follow, you will see what “space to grow” looks like in action—in classrooms and studios, on fields and stages, and in the relationships that define our community. The growth of our students, in all its forms, remains the truest measure of our success.
Best,
CHARLES FRANKLIN P ’30, ’32, ’35 Head of School
“THE SPACES WHERE STUDENTS GATHER, COLLABORATE AND PERFORM SHAPE THEIR EXPERIENCES IN POWERFUL WAYS.”
FROM THE EDITOR’S DESK
“Space to Grow” is not just a theme. It is the feeling of a studio filled with possibility, a classroom where a question sparks connection, and a community that knows learning expands when it is shared. This issue of the Hackley Review invites you into the spaces where our students learn and grow each day. It also aligns with “More, together,” our schoolwide theme for the year, which has shaped so much of our work and reminded us that growth is rarely a solitary experience.
In these pages, you will see students making the Allen Center their own as they explore its studios, labs and performance spaces. You will hear from our Community Council about leadership that grows stronger through listening and teamwork. Across the divisions, our news section brings you into the daily rhythm and meaningful milestones on the Hilltop.
This issue also shares stories from our broader community, including alumni who continue to carry Hackley’s values into the world.
I hope this Hackley Review brings you closer to the Hilltop and to the many ways we keep growing more, together. Happy reading!
AISHA LASPINA-RODRIGUEZ Director of Communications arodriguez@hackleyschool.org
2025-2026 BOARD OF TRUSTEES
Officers
Harvinder S. Sandhu, M.D., President
Kaveh Khosrowshahi ’85, Vice President
Maria A. Docters, Vice President
David Gluckman, M.D., Treasurer
Eric B. Gyasi ’01, Secretary
Trustees
Dominique Alpuche ’13
Christopher P. Bogart
John C. Canoni ’86
Thomas A. Caputo ’65
H. Rodgin Cohen
Dawn N. Fitzpatrick
Linda Holden-Bryant
Kevin Kearns
Michael H. Lowry
Rachel Mears
Daniel E. Rifkin ’89
Hannah E. Saujet ’94
Jumaane W. Saunders ’96
John R. Torell IV ’80
Sarah Jane Dhall ’03
Amy Wong
Maureen Wright
Advisory Trustees
John J. Beni ’51
David A. Berry ’96, M.D., Ph.D.
Robert Grusky ’75
Jason J. Hogg ’89
Michael G. Kimelman ’56
Jeffrey A. Libert ’73
Jonathan P. Nelson ’64
Diane D. Rapp
Conrad A. Roberts ’68
Lawrence D. Stewart ’68
Pamela Gallin Yablon, M.D.
Honorary Trustees
Herbert A. Allen ’58
Daniel A. Celentano
John T. Cooney, Jr. ’76
Jack M. Ferraro H’63
Berkeley D. Johnson, Jr. ’49
Keith R. Kroeger ’54
Philip C. Scott ’60
Sy Sternberg
HACKLEY PARENTS’ ASSOCIATION
Executive Board
Carolyn Carr-Spencer, President
Andrea Vitale, Executive VP
Kelly Wang, Communication VP
Joelle Burton, Treasurer
Carole-Anne O’Neill, Assistant Treasurer
Kim VanOrman Mook, Upper School VP
Natalia Rozenholc, Middle School VP
Monique McManus, Lower School VP
Queenee Choudhury, Secretary
HACKLEY ALUMNI ASSOCIATION, INC.
Officers
Christie Philbrick-Wheaton ’00, President
Timothy L. Kubarych ’06, Vice President
Daniel E. Rifkin ’89, Treasurer
Anne Gentry Torell ’11, Secretary
SENIOR ADMINISTRATIVE TEAM
Charles Franklin, Head of School
M. Cyndy Jean, Associate Head of School, Interim Director of the Middle School
Basil Kolani, Director of Academic Affairs
Andrew M. King, Director of the Upper School
Lisa Oberstein, Director of the Lower School
Erin Bernstein, Chief Financial Officer
Robert Aldrich, Director of Operations and Campus Planning
Sheila Hicks-Rotella, Director of Enrollment Management
John Gannon, Director of Advancement
Aisha Laspina-Rodriguez, Director of Communications
Hackley School adheres to a long-standing policy of admitting students of any race, religion, gender identity, sexual orientation, ethnicity and national origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, religion, gender identity, sexual orientation, ethnicity or national origin in administration of its educational policies, employment, admissions policies, scholarship and loan programs, or athletic and other school-administered programs.
The giant “H” in the Allen Center atrium doesn’t just look cool. It’s alive. Half preserved moss, half warm wood slats, it was custom‑designed to bring a bit of Hackley’s campus inside. And that’s just the start: the building is filled with Hackley signatures, from hornet‑pattern tiles in the stairwells to core values woven into the walls. Don’t miss the glowing photo collage at the first‑floor entrance. Our students literally light up the space.
THE ALLEN CENTER IN Action
One year after the Allen Center for the Creative Arts and Technology opened its doors in November 2024, it has become one of the most energized and full-of-life places on the Hilltop. Students walk in ready to experiment and take risks. They leave filled with ideas that feel bigger and yet more possible than when they arrived.
Inside the Allen Center, disciplines meet in ways that feel natural. A rehearsal moves past a hallway where students are sketching. A computer science class works through a coding challenge not far from the art gallery. Faculty often talk about how the building brings people together, and students notice it too. They speak about the light and openness. They say it gives them room to imagine who they might become.
The Allen Center has also become a natural gathering place. Performances, exhibitions, assemblies and small, everyday moments have filled its first year. Each one reminds us that the Allen Center is more than a building. It is also a space to grow.
During the opening ceremony, Head of School Charles Franklin asked students how they would fill the Center with their own dreams. A year later, we see that question answered every day.
6,973 PLANTINGS including trees, plants and shrubs
2,159 LIGHT FIXTURES
~440 WORKERS
74,000 CUBIC YARDS of rock removed
6,414 SQ. FT. of acoustical drapery
15,000 GALLON rainwater tank
PHOTO SHOOTS
Students transform the Allen Center’s photography classrooms into working studios, producing striking images while making full use of the professional grade space and equipment. The building itself also becomes a living studio, with photo shoots capturing student projects, candid moments and the creative energy unfolding throughout the day.
The Allen Center hosts a wide range of performances, from concerts by student ensembles, such as jazz combos, choral groups, strings and more, to theater productions that range from intimate, interactive works to large scale musicals. Recent highlights include the Upper School production of “The Addams Family,” which drew packed audiences across divisions and reflected exceptional talent on stage and a culture of community support.
CLASSES
Classes in the Allen Center span creative, technical and performance based disciplines, from acting, musical theater, scene design and ensemble music to studio courses in visual arts, including drawing, painting and sculpting. The building also houses computer science classes, where students study programming languages, such as Java, alongside game design and creative coding, highlighting the intersection of artistic expression and technical skill.
BEHIND THE SCENES
The booth is where the technical magic happens. Students run lighting and sound for our performances, helping design looks, finding sound effects, and hitting cues at just the right moment. They also call the show, giving cues like “Lights 15 and FX 12, GO” to keep everything running smoothly. Read more about their work on page 16.
One year in Hackley’s Allen Center for the Creative Arts and Technology, students reflect on how new spaces bring our community together.
When Hackley opened the Allen Center for the Creative Arts and Technology last year, the goal was simple: create a place where creativity and connection thrive. Today, the Allen Center is more than a home for arts and computer science classes. It is a gathering place for students, a setting for assemblies and a hub for collaboration across grades.
From the Diller Hall auditorium to the Black Box Theater, these spaces have given our community new ways to share ideas and strengthen relationships. They reflect Hackley’s commitment to growth.
To explore this impact, we asked Community Council leaders to share their perspectives: How do they see these spaces shaping student life? And what possibilities lie ahead? Their voices remind us that a building is never just a structure—it’s a place where community comes alive.
WHAT DOES “SPACE TO GROW” MEAN TO YOU AS A STUDENT LEADER?
Ace:
“Space to Grow” means more than having tools to improve yourself. It’s about creating an atmosphere where students want to pursue growth. Hackley provides resources for academics and extracurriculars, but we also need an environment that excites students to grow in character. I saw this during a recent visit from exchange students from Japan. So many kids put aside what they were doing to welcome them, offer friendship and take a genuine interest in their stories. That day showed me growth isn’t just about academics; it’s about becoming better people.
Owen:
To me, “Space to Grow” means having both the physical and social resources that help us develop in character, scholarship and accomplishment. Hackley’s campus provides extraordinary spaces— from outdoor classrooms and walking trails to student lounges, three libraries, an orchard and apiary, the Johnson Center and six athletics fields, and now the Allen Center. Beyond campus, programs like Casten Trips, Round Square, language immersion and NAIS give us opportunities to engage with other students around the world. But what truly makes these spaces meaningful are the mentors and peers within them—the students and faculty who support and challenge one another to be their best, whether as learners, athletes, artists or friends. A space alone cannot create growth; it takes encouragement and connection to bring that growth to life.
Cornelia:
“Space to Grow” means having trust and encouragement to struggle, reflect and improve. It’s about being in an environment where ideas are welcome, voices are respected and mistakes are part of the process. Growth comes from effort and learning, not perfection. Whether in the classroom, on the field or on stage, Hackley encourages us to reflect on our experiences and grow from our mistakes. On the Hilltop, we’re encouraged to take risks and learn from one another. I try to help by creating a space where classmates feel confident to share ideas and talents, whether it’s supporting someone’s first performance on the Diller Hall stage or celebrating their successes.
HOW HAS THE ALLEN CENTER CHANGED THE WAY STUDENTS COME TOGETHER?
Ace:
The Allen Center has made it cooler for students to come together. It’s impressive and has become the hub for big events—assemblies, concerts, plays, coffeehouses—all in one building. That gives these events a sense of prestige. Diller Hall feels like a Broadway theater, out of place in the best way. Every time you step inside, you can’t help but feel wonder and gratitude.
Owen:
The Allen Center brings together multiple disciplines in one space. While most of Upper School is divided by subject, the Center is where music, visual arts, performing arts and technology intersect. It hosts everything from lecture series to coffeehouses, Abbott House volunteering, Hudson Scholars ceremonies, the Hackley Gala, college counseling events, and Upper and Middle School meetings. It also supports interdisciplinary learning through journalism and public speaking classes. I can envision our grade using the Allen Center for an activity night. That blend makes it feel inclusive and dynamic.
Cornelia:
The Allen Center feels welcoming because it brings people together. Diller Hall especially encourages students to perform, connect and share ideas. Even though my grade has not used the Allen Center, I could envision us using it for a variety of activities. We did a holiday TV episode this winter, and we have also talked about having a movie night in spaces like Diller Hall or the Black Box Theater. The Allen Center could serve as an ideal setting for similar events. It’s a place to collaborate and feel part of the community.
WHY DO SPACES LIKE DILLER HALL AND THE BLACK BOX THEATER MATTER BEYOND PERFORMANCES?
Ace:
Beyond performances, these spaces are important for student life because of how they make the arts feel more accessible to us. For students who’ve always been intrigued by the performing or visual arts, having these venues open to them encourages them to put themselves out there when they might not otherwise. It shows that Hackley values artistic minds as much as academics and athletics, adding another dimension to belonging.
Owen:
When classes are held in Diller Hall and the Black Box Theater, students are given the space to practice instruments, rehearse scenes, and learn to operate sound and lighting. Outside of class, students congregate in Diller Hall for assemblies, lectures and presentations that celebrate holidays and heritage months, introduce service initiatives, recap global journeys and promote attendance at sports games. Recently, the Senior Spotlights have moved to Diller Hall, allowing the entire Upper School to listen and learn from their peers’ reflections. All of these opportunities allow students to come together across interests and grade levels, strengthening our sense of community and collaboration.
Cornelia:
Diller Hall is not only for performances; it’s a space where we learn and grow outside the classroom. Senior Spotlights, educational presentations and celebrations of accomplishments bring students together. These shared experiences strengthen our sense of community.
Fun Things Happening Inside the Allen Center:
Assemblies
Coffeehouses
Lecture Series
Hudson Scholars Ceremonies
College Counseling Events
Senior Spotlights
Performances
“GROWTH COMES FROM EFFORT AND LEARNING, NOT PERFECTION.
—Cornelia Gruenberg’28
GROWTH ISN’T JUST ABOUT ACADEMICS; IT’S ABOUT BECOMING BETTER PEOPLE.”
STUDENT LEADERSHIP:
HOW DOES THE COMMUNITY COUNCIL ENSURE THESE SPACES FEEL WELCOMING AND INCLUSIVE FOR ALL GRADES?
Ace:
Council’s role is to widen access. We already anchor arts events in the Allen Center, but we also open the doors to clubs, teams and student groups so the Center becomes a hub for all kinds of activity. For example, we’ve hosted pep rallies, coffeehouses and social impact symposiums, and we’re planning grade-specific nights to help each class build its own connection to the space. That shared ownership is what turns a building into a true community center.
Owen:
Community Council uses its Friday platform to lift up many voices. We invite students and faculty to present on causes, perform, promote games and share personal stories, which helps
the Allen Center feel open to everyone. Council also builds habits of engagement through lighthearted activities like trivia contests, spirit days and coffeehouses that bring grades together. To give every class ownership, we plan grade-specific events and quick competitions in the Center and coordinate closely with performing arts faculty so logistics are smooth and events feel professional. We also spotlight clubs during assemblies and encourage them to use the Center for showcases, performances and fundraisers.
Cornelia:
Council makes the Allen Center feel inclusive by sharing the stage. We rotate who leads assemblies so all grades are represented and students see themselves reflected in Diller Hall. When different leaders take the mic, it signals that every voice matters and that the Center belongs to the whole community. Council also partners with clubs to highlight their work—whether it’s a service initiative, cultural celebration or creative project—so students feel supported and celebrated.
LOOKING AHEAD, WHAT IS ONE EVENT YOU WOULD LOVE TO SEE IN THE ALLEN CENTER?
Ace:
I think the Allen Center could become a central location for more casual, community-building events. I’d love to host a movie night. Watching a movie together creates bonds without needing to talk. You laugh at the same parts, share enjoyment and feel part of a collective. It’s an easy way to connect across grades. Taste in movies is a great icebreaker, and discovering shared favorites can spark real friendships beyond the classroom.
Owen:
I’d plan an interactive performance. During a Community Council meeting last spring, we brainstormed ideas for assemblies that would feel more engaging. Many of us gravitated toward the idea of a comedian, magician or improv troupe that involves the audience. I’d love to organize interactive events like Family Feud or Jeopardy in Diller Hall, or charades in the Black Box Theater. A K–12 talent show or culture fair would also give students a platform to express creativity and humor. Including teachers as judges or participants would make these events even more special and reinforce the Allen Center as a shared space for the entire community.
Cornelia:
A talent show would be amazing. It would give students a chance to showcase creativity and connect in a fun, supportive environment.
CREAT MORE,
The lights dim. The noises of the audience settle into silence. The curtain opens. The show begins.
Article originally published on the School’s blog, Hackley Perspectives, in November 2025.
BY SARAH FRENCH, Production Manager and Technical Director
From a comfy chair in Diller Hall, it can be easy to be swept away by the talent of our students and the excitement of the show, but behind you in the booth is a team of folks who know that the show begins far before the actors set foot on stage. The production had to be designed, the sets painted, the lights cabled. The script had to be cued, and the stage manager had to give the actors their “places” call and tell the light board operator to “go” on House to Half.
TECHNICAL THEATRE
Technical theatre encompasses every technical aspect of a theatrical production or event. Everything that isn’t acting or directing—scenery, lights, sound, costumes, props, movement, organization and design—falls under the umbrella of technical theatre.
With our performing arts programming up and running in the Allen Center for the Creative Arts and Technology for a full year, we have had the chance to begin developing technical theatre curriculum and oversee students as they take on some of the technical roles in our productions. There are opportunities for interested students, grades seven and up, to work on all of our performing arts productions. Over the past year, students have worked in every position behind the scenes—our shows have had student stage managers, stage hands, lighting operators, sound technicians, carpenters, electricians, painters and prop designers. At every assembly, there is a student in the booth picking out the lighting color and dimming the house lights when it’s time to begin.
In the technical theatre trimester of All Things Theatrical, seventh and eighth
graders are learning about the fundamentals of theatre tech and then putting those skills to use, creating props for the upcoming shows and thinking critically about the design process. This trimester’s class has produced some amazing dragon eggs and hand-sewn dragon props for the fifth/sixth grade musical “Imagine a Dragon.”
BEFORE THE CURTAIN RISES
Working behind the scenes is, by definition, a job that doesn’t get a lot of attention. There is a huge amount of work that goes into each production that most people are unaware of. We started planning and designing for the 2026 spring musical (“Addams Family”) this past March. I, personally, cherish my backstage anonymity, but there are some students doing amazing work in our technical theatre program who deserve their moment in the spotlight, if you will.
RUNNING THE SHOW
The “Acting: The Craft” class, which produces the Upper School play, has a student who is in the middle of rehearsals for his second show as Production Stage Manager. We started the year with production meetings with the director and creative team as they made design decisions and worked out the specifics of special effects. Our stage manager is in rehearsals all year recording blocking, wrangling actors and taking notes about topics for our next production meeting. In preparation for the show, he will help the actors adjust to their set, manage the movement of props and scenic elements, create a cue script outlining the beats and moments in the show, and then call those cues to sound, light, and projection operators and his assistant stage manager. Giant thunder crashes, timed doorbells, fireworks explosions and snap blackouts are storytelling elements that must go off precisely in
“SCENE SHOP WORK HAS DEEPENED MY TECHNICAL THEATER SKILLS AND PASSION FOR PRODUCTION.”
— Ari Spiegel ’26
order to create the desired effect, and all of those calls are made by the stage manager in the booth.
Our three Technical Theatre Practicum students have worked in a number of different disciplines so far this year. They have assisted in hanging, focusing and cabling a new groundrow of lights in Diller Hall and a full rep plot in the Black Box. They learn the electrical and mechanical principles behind how the lights work and how they connect to each other, and then put that to action, focusing the lights for our upcoming shows. They have also helped construct the set
for the fifth/sixth grade musical, carved foam to look like wooden beams, learned how to make gruesome wounds with special effects makeup for Halloween, built a stage manager’s kit, and are gaining proficiency in many scene shop tools and light board programming techniques. They will each operate three different backstage positions for our
performing arts shows this year, and Sophia Frasco ’29 will be the lighting designer for our fall Coffeehouse.
I love the process of theatre arts. Getting stuck in a challenging scenic design or spending a day painting wood to look like a different kind of wood brings me a lot of joy and satisfaction, and I do a
lot of that work alone. Sometimes it can be easy to forget that the true magic of theatre happens when people come together. At the root of every theatrical production is a group of people coming together to tell a story. If you get me talking about theatre long enough, you will hear me wax poetic about collaborative storytelling, but I truly think it’s the most important thing we do as humans.
THE MAGIC OF COLLABORATION
We champion theatre education because it fosters empathy and community, teaches strong communication and collaboration, and helps people grow their confidence and sense of identity. This is just as true offstage as it is on—our technical theatre students are thinking critically about the decisions we make as we frame the story, making quick calls during the run-of-show and communicating them over headsets to their fellow technicians, and learning how to work in a team toward a shared product and goal.
The author Terry Pratchett wrote in one of his books, “it’s still magic, even if you know how it’s done.” Giving our technical theatre and acting students a glimpse into the production process strengthens their understanding of the creation of a show and how all the disparate parts come together in service of the story. It has been a great joy to share the magic of technical theatre with our students over the last year, and I’m so excited to see the program grow and expand into our beautiful new home.
By continuing to tell stories in collaboration, bring new worlds to life on stage, and expand our understanding of theatre and storytelling, we can create more, together
ABOUT THE AUTHOR:
Sarah French is the production manager and technical director for the Performing Arts Department at Hackley. Before coming to the Hilltop, they worked in professional theatre as a technician, designer and tech director on community, regional and off Broadway productions, and also taught technical theatre after school programs. When not hanging from the catwalks or elbow deep in paint, Sarah can be found reading science fiction, running D&D games and winning trivia nights.
Rooted in Curiosity
Interdisciplinary projects provide opportunities for students to study a topic from various perspectives and to apply a range of skills. Such is the case with second grade’s annual “tree project”—a collaboration between Lower School science teacher Heather Gold, librarian Anna McKay and art teacher Rick Diaz.
BY
ROZANNE ROSENBERG, Associate Director of Communications
The project’s origins date back to when Regina DiStefano was the Lower School science teacher.
“Regina had done this unit, and I wanted a research unit in second grade, particularly toward the beginning of the year,” noted McKay. They collaborated on the unit as a way to build on the skills that Hackley students learned in first grade with their “Animals of Westchester County” unit, while also engaging second graders new to the School.
When Gold joined the Lower School, she continued the project with a few adaptations. “I’ve refined it to trees of the Lower School, rather than trees of the Hackley Forest. That’s allowed me to assign trees that I know we can reasonably get to within a 40-minute period, because it can be really tough to go out to the woods sometimes.”
In science, students learn about leaf margins, vein patterns, colors and other general characteristics of their trees. They also conduct research using the skills they learn in library class.
“Anna and I usually sit down together before the unit starts and we think about the pacing,” said Gold. “We assign the trees together, and then she’ll teach the students skills like how to use an index in a book and how to use the databases to find their trees, and then I teach them the science behind it. She will often come into science class and sometimes I’ll pop into the library when she’s talking about research skills, so the students are doing the actual research in both science and library.”
McKay’s focus is on teaching students how to conduct research safely and effectively. “At the elementary level, the
“I THINK IT’S A REALLY GREAT OPPORTUNITY FOR THEM TO APPLY SCIENCE TO NOT JUST THE WORLD AROUND THEM, BUT THEIR OWN COMMUNITY.”
— Heather Gold, Lower School Science Teacher
content of what they’re actually researching is kind of secondary,” she noted. “It’s really the skill that I pay attention to.”
Students learn how to locate and evaluate information using the Lower School database page and use the Smithsonian Nature Guide to find information they need on their tree’s size, attributes, uses and more using an index and key terms. They also practice note-taking and paraphrasing skills, as well as citing their sources.
Meanwhile, in art class, Diaz takes students outside in the fall to sketch. “I want them to be able to look at the silhouette and really hone in on the fact that a silhouette for a beech is going to be different from a maple—and that’s going to be important when you get to the science portion of this, because that’s what’s going to be able to differentiate the two,” he noted. Students learn about color, texture and shading, and Diaz helps them focus on gradient, gradation and scale as they work on making their trees look realistic.
TREE PROJECT
3 teachers collaborating
3 subjects integrated (art, science + library)
1 campus based field study
Final project: student created tree brochure
At the end of the unit, students create a brochure on their tree, synthesizing all their learnings.
“I think it’s a really great opportunity for them to apply science to not just the world around them, but their own community and to learn more about this amazing campus that we have at our disposal,” Gold added.
1. GARDEN PLANTING
Students visited the Lower School Garden this fall, planting seeds to prepare for winter. Second graders also illustrated a plant’s growth cycle, applying the sequencing skills they learned in literacy and math.
2. CODING BASICS
In Technology class with Mr. Bissinger, Kindergarteners explored the concept of sequencing through interactive play with the Code & Go Programmable Mouse, learning that sequencing means a set of instructions that follow one another in order.
3. LEAF STUDY
Kindergarteners and their Upper School AFER buddies met up this fall to study leaves from all the trees around Akin Common, including sycamore, red maple, fringe, red oak and Japanese maple trees. Then they recorded their findings in a leaf packet.
4. HEALTHY PLATES
Seventh graders continued their partnership with first graders on their Healthy Plate and Sustainability unit of study. The buddies discussed how to eat healthy, and seventh graders then worked with the first graders to create “healthy plates” using cutout images of various foods.
5. FOREST STEWARDSHIP
Lower Schoolers (3H pictured) ventured out into the Hackley Forest with Ms. Johnson this fall to plant and protect new trees! Ms. Johnson, Ms. Adams and Mr. Oyama worked with students across all three divisions this year to plant and protect 100 trees in the Hackley Forest.
6. SPELLING BEE
In January, Hackley’s Lower School community gathered in Diller Hall to support our third and fourth grade students competing in the Hilltop’s first ever Scripps Spelling Bee. Twelve third and fourth graders took the stage to showcase their masterful spelling skills. Fourth grader Amyra S. was the winning speller.
Training Tomorrow’s Thinkers
As artificial intelligence reshapes how we learn, Middle School students on the Hilltop aren’t just keeping up—they are stepping confidently into the future.
BY ROZANNE ROSENBERG, Associate Director of Communications
Thanks to the forward-thinking work of the Computer Science Department and teacher Kelly Powers, students are exploring the mechanics behind AI models and building a foundation for thoughtful, informed engagement with emerging technologies.
The goal for all units of study is to build AI literacy skills by focusing on two areas: designing and creating with AI using Middle School tools. “We use this
international framework to align competencies from Hackley’s portrait of a graduate, which include developing students’ critical thinking, analysis, synthesis and evaluation skills through the AI life cycle project creation process,” Powers noted. This includes designing and creating with AI, focusing on thinking with AI, and ensuring the human is “in the loop.”
While herself most comfortable with creating AI models, Powers is pushing
out of her own comfort zone this year and trying new types of curriculum with her students through partnerships with various research organizations. Sixth graders have been working with AI Middle School Units of Study from the research-funded project AI4GA—Hackley is the only New York school currently participating in the research project, according to Powers. Several students were even inspired to enter the AI Presidential Challenge competition using an
AI model they created in class, opting to meet with Powers and Middle School Librarian Margaret Rhoades during free periods, lunch and after school to complete their submissions with a written and video task.
“In Computer Science, our focus is on creating AI models and taking students through the AI project lifecycle— collecting, testing, evaluating, iterating, understanding bias in data, fixing it, and examining harms and benefits of technology,” Powers said. “All students had the opportunity to create their own AI model based on their interests. Projects ranged from image classification to recognizing number patterns, text analysis and making predictions. Students, with my support, worked with large datasets from Kaggle to build their models, test them for accuracy and then created a Scratch project to interact with their model.”
Some examples of students’ projects included determining if the minerals from asteroids have mining features, exploring the possibility of making medical diagnoses for common illnesses, identifying endangered species and more!
Meanwhile, seventh graders have been exploring the Experience AI curriculum from the Raspberry Pi Foundation and the AI & Math Unit from the Concord Consortium. Students created their own machine learning models using a free web-based
tool called Machine Learning for Kids while considering the social and ethical implications of AI developments.
Powers uses the AILit Framework, developed by leading international organizations, to help guide what she wants to expose Hackley students to. “One of the things that they emphasize is engaging with AI, which is a little bit different from what I do,” she noted. “We create models, but it’s giving our students an opportunity to engage in prompting—putting the human ‘in the loop’—and doing some thinking before we engage with an AI bot, then actually analyzing, synthesizing and evaluating the information from the response of the prompt.”
“I feel pretty good about what we’ve been able to expose our kids to,” Powers added. “And it’s good for me too, as a teacher, to see what they really think about using bots to help them get answers. … I don’t want them to just turn their thinking over to AI. But I’m happy that it’s part of my discipline.”
“STUDENTS ARE LEARNING TO THINK WITH AI WHILE KEEPING THE HUMAN IN THE LOOP.”
— Kelly Powers, Middle School Computer Science Teacher
AI MODELS BUILT BY STUDENTS
Students created models that: Identify Endangered Species Analyze
Text Patterns Predict Numerical Trends
Explore Asteroid Mineral Mining Potential
BOOKS, BONDING & BIOLOGY
6
1. CLUB FAIR
Middle and Upper School students had the opportunity to explore and sign up for extracurricular clubs that speak to their areas of interest or topics they find deeply meaningful at the Middle School Club Fair in the Johnson Courtyard and the Upper School Club Fair on the Quad.
2. LIBRARY CREATIVE CLUB
The Middle School Library Creative Club, a new offering for seventh and eighth graders facilitated by Ms. Rhoades, aims to increase interest in reading and engagement with the Middle School Library.
3. COLLABORATIVE ENGINEERING
Fifth and sixth graders enjoyed collaborative engineering classes with Ms. Boviero and Mr. Oyama this year. The new initiative explored the engineering method through STEM activities, increasing opportunities for students to collaborate and the amount of engineering taught in the Middle School.
4. FIRST FRIDAY FUN
Middle School students sported their Hive colors as they worked together to compete in various games and STEM challenges during First Friday festivities.
5. HACKLEY AS A CELL
As part of their annual “Hackley as a Cell” science project, eighth graders created posters that were displayed in the Middle School science hallway featuring members of the Hackley community as various organelles, the structures found inside cells that make them function. Mr. Franklin as the nucleus? Makes sense to us!
6. CELEBRATING CULTURE
Sixth grade Chinese language students gathered in the Johnson Center kitchen with Ms. Jan to make mooncakes in celebration of the Mid Autumn Festival. Students rolled, pressed and enjoyed the delicious treats.
Independent Inquiry
Hackley’s Independent Research Programs give Upper School students the opportunity to pursue original scholarship under the mentorship of faculty.
BY ROZANNE ROSENBERG, Associate Director of Communications
Hackley’s Independent Research Programs challenge students to think critically, innovate boldly and contribute meaningfully to the world around them, all while exploring their passions. In 2019, Hackley introduced independent research courses in our English and History departments, giving students the opportunity to conduct advanced research and writing under the mentorship of Hackley faculty.
This year—in his third year teaching the IRP in History course—Steve Fitzpatrick has worked to refine the timeline to better support students. “It took me the first year to acclimate to the expectations, what we wanted [students] to produce, what a
high school research paper looks like as opposed to a college thesis, whether or not we were going to teach them how to do a literature review,” Fitzpatrick noted.
“In the first two years, I think the calendar really inhibited students doing their best work,” he continued. “With a deadline of a paper at the end of the year, it constantly falls to the back burner. And in the spring, students are also typically writing a junior research paper, a senior English paper—so they have major papers compressed into shorter time periods.”
This year, Fitzpatrick has built in more checkpoints, with outlines due at the
end of January, rough drafts due before spring break and a final deadline in May. “We’ve been a little more aggressive in the first half of the year, getting them to commit to a topic and commit to a working research question,” he noted. “The hardest thing to get students to do today for research is to read widely and deeply on their topic. And that’s time intensive; and that takes a lot of effort.”
After students applied to the course last spring, Fitzpatrick assigned them each a print source to review over the summer based on their topic. From that print source, they wrote a background primer and then conducted deep re-
search to help them find more information. In the first half of the year, the class included more direct instruction, with Fitzpatrick teaching students how to acquire, source and organize their information.
“By January, they should be rolling up their sleeves and saying, ‘OK, this is where I want to go, so I need to go back and I need to look at this source,’” Fitzpatrick noted. “They all have more information than they know what to do with, and with the AI tools that you can use now to do research, it’s not a question of finding information, it’s a question of evaluating and prioritizing information.”
“IT’S NOT A QUESTION OF FINDING INFORMATION—IT’S A QUESTION OF EVALUATING AND PRIORITIZING INFORMATION.”
— Steve Fitzpatrick, Upper School History Teacher
Topics this year include examining the conditions that led to the animosity between Japanese soldiers and American soldiers in WWII; the preservation of historic huts and homes in Hudson Valley; a documentary on “The Matilda Effect,” exploring why many female scientists do not get credit for their work and more.
“I think it’s a popular class because students see that you have a tangible product at the end, and a lot of colleges want evidence of that,” Fitzpatrick said. “So, it’s been a rewarding course to teach, and I’ve really tried to revamp it.”
RESEARCH TOPICS THIS YEAR
Students are exploring:
Preservation of historic huts and homes in the Hudson Valley
Animosity between Japanese and American soldiers in WWII
“The Matilda Effect,” examining why female scientists often do not receive credit for their discoveries
6
1. HANDS-ON LEARNING
Organisms and Systems students engaged in a hands on activity to model the environmental impact and natural selection of finch populations on the Galapagos Islands.
2. BOAT RACE BONDING
Ninth graders bonded through the collaborative building and racing of cardboard boats in the Johnson Center pool as part of our annual First Friday festivities.
3. BOOK CIRCLES
Upper Schoolers voted on books recommended by adult Hackley Community members from across divisions and departments that they then read over the summer. In the fall, Summer Reading Book Circles gathered to chat about their books.
4. SENIOR BREAKFAST
The Class of 2026 gathered at Gage House in September for the annual Senior Breakfast. Seniors enjoyed food, conversation and an opportunity to see how well they know trivia about their class in a game hosted by Head of School Charles Franklin.
5. LEARNING FROM EXPERTS
Students from the Dial and The Vision attended the Columbia Scholastic Press Association’s fall conference, choosing from seminars facilitated by experts in journalism, photography, podcasting and more, which will enhance their work on Hackley’s award winning student newspaper and literary magazine.
6. STORIES OF IDENTITY
Ninth and tenth grade public speaking students in Mr. Teacher’s classes shared personal anecdotes and artifacts; sketches and drawings showing what they choose to reveal or keep private; and curated playlists reflecting their musical identities as part of their presentations of original “I Am From ...” spoken word poems.
DID YOU KNOW?
The Allen Center sounds amazing for a reason. Its acoustics were designed by akustiks, the same team behind David Geffen Hall at Lincoln Center. Want a different vibe? Just move the curtains or adjust the balconies. And here’s the coolest part—the speakers in Diller Hall are the same ones Beyoncé used on her last world tour. Mic drop.
Welcome
LOWER SCHOOL
JENNIFER GOMEZ joins the Lower School as an Associate Teacher with experience supporting students in academic and athletic settings. She previously worked at Edgewood Elementary School in Scarsdale, providing one-on-one student support, and has coached youth soccer for nearly a decade. She holds a bachelor’s degree in chemistry from Iona University, a master’s degree in recreation and sports science from Ohio University, and is currently pursuing a master’s degree in childhood education at Iona University. She looks forward to supporting students’ growth and contributing her energy and care to the Hackley community.
SARAH GREEN SHOOMAN continues her work at Hackley as a Lower School Associate Teacher. She has supported classrooms in reading, math and social-emotional learning while fostering a safe and engaging environment for students. Sarah earned a master’s degree in education from Pepperdine University and holds an educational therapy certification, as well as certifications in children’s yoga, mindfulness and meditation. She also teaches history as an AT. With a background in education and wellness, she brings warmth, creativity and holistic care to her work with students.
MIDDLE AND UPPER SCHOOL
BENJAMIN DRIVER joins Hackley as a Classics teacher. With over a decade of experience teaching Latin, Greek and French at the secondary and university levels, Benjamin most recently taught at Brown University while completing his doctorate in Classics. He has led cultural trips abroad, coached athletics and advised student groups, and he looks forward to sharing his love of languages and ancient literature with Hackley students.
TOM FRITZ returns to Hackley as an Upper School history teacher, Dean for the Class of 2028, and coach. Tom began his teaching career at Hackley, working here from 1989 to 1997. In the intervening years, he has worked at Cathedral School, Taft, St. Andrew’s in Delaware, and Phillips Academy in a variety of teaching, administrative, coaching and other supervisory roles. This summer, Tom served on the Hudson Scholars faculty. We are thrilled to welcome Tom back to the Hilltop, where he will join his wife Kassy Fritz, Hackley’s Director of College Counseling.
BRITTANY HOOPER joins Hackley as a Spanish teacher. She brings over five years of experience at Wooster School, where she was World Language Department Chair and Assistant Director of Teacher Learning & Curriculum. She holds a master’s in Spanish linguistics from Middlebury College and a bachelor’s in Spanish and international studies, with a minor in Latin American studies, from Ramapo College. Having lived and studied in Chile, Costa Rica and Spain, she brings near-native fluency and a passion for language and culture to the classroom.
AIDAN WOLFF-KING joins Hackley as an English teacher. A graduate of Carleton College with a bachelor’s in philosophy and a minor in English and creative writing, Aidan most recently taught at Choate Rosemary Hall and completed a fellowship at Phillips Exeter Academy. With experience teaching global literature, poetry and speculative fiction, Aidan brings a passion for inclusive, equity-informed pedagogy and a commitment to building dynamic classroom communities.
ADMISSIONS & COLLEGE COUNSELING
AMANDA MEDALLA brings more than two decades of experience in admissions, counseling, marketing and strategic planning to her role as Admissions Coordinator on the Hilltop. Most recently, she worked at the University of Connecticut Stamford, advising prospective students and supporting admissions operations. Amanda holds a master’s in marketing and corporate strategy from the University of Michigan Ross School of Business and a bachelor’s in finance from Villanova University. She is passionate about mentoring first-generation students and has published an award-winning book to benefit youth programs.
DANIELLE TAITT joins Hackley as Associate Director of College Counseling. Most recently associate director of admission at Yale University, Danielle has also worked in admissions at MIT and Bucknell University. Her career reflects a dedication to equity and inclusion in the admissions process, and she is a frequent presenter at national conferences. Outside of work, Danielle contributes her expertise to scholarship review committees and educational nonprofits.
JOSEPH PUGLIESE joins Hackley as a dedicated Athletic Trainer with a strong background in sports performance, rehabilitation and student-athlete care. A graduate of Marist College with a bachelor’s in athletic training and Mount Saint Mary College with a degree in business and sports management, Joseph has worked with athletes across all levels, from high school to Division I sports. He has served as head athletic trainer at Mamaroneck High School and most recently supported athletic programs at Purchase College and Manhattan College.
WHITNEY VAIL joins Hackley as the new Head Athletic Trainer, bringing more than 12 years of experience supporting athletes and performers at all levels, including professional and Division I and III collegiate settings. She earned a bachelor’s in athletic training from Springfield College, a master’s in exercise science from SUNY Cortland and a doctorate in athletic training from Ohio University. A corrective exercise specialist and CPR/first aid instructor, Whitney focuses on quality movement and injury prevention and looks forward to supporting student-athletes and connecting with the Hackley community.
ADVANCEMENT
NOAH CORNMAN joins the Hilltop as Hackley’s Senior Advancement Officer. He brings more than 20 years of leadership and fundraising experience, most recently serving as executive director of SAY: The Stuttering Association for the Young, where he tripled the annual budget and built national partnerships. Noah earned a bachelor’s degree in psychology from Columbia University. Since joining the Advancement team, he has enjoyed working with the Hackley community, drawing on his deep community ties and proven track record to strengthen relationships and support the School’s strategic growth.
EVAN PITLER GOLDMAN joins Hackley as Alumni Engagement Associate. She has a background in marketing communications, educational technology and community engagement with experience managing complex projects while building relationships. Evan earned a bachelor’s degree in communication from the University of Maryland, College Park, and a dual master’s in early childhood and deaf education from Teachers College, Columbia University. Conversational in Spanish and American Sign Language, she looks forward to connecting with alumni and fostering meaningful engagement.
LEDY URENA joins the Advancement team as Database Administrator. A summa cum laude graduate of CUNY John Jay College of Criminal Justice, Ledy is currently doing post baccalaureate work in computer science. She is passionate about using technology to solve real-world problems, including improving data management and database management processes. Ledy was drawn to Hackley for its strong sense of community and welcoming culture. Outside of work, she enjoys spending time with her family and her two dogs, Bruno and Oliver.
HUMAN RESOURCES
KATHY ANDRADE is Hackley’s new Director of Human Resources. She is an experienced HR strategist with leadership roles at The Windward School, Rudolf Steiner School and Ethical Culture Fieldston School. Kathy brings expertise in benefits, compliance and organizational development, along with a deep commitment to equity and employee wellness. She holds an executive master’s degree in Human Resources Management from Baruch College’s Zicklin School of Business and a bachelor’s in Human Resources and Business Law from Lehman College.
INFIRMARY
ELSA MUJIC joins Hackley as Infirmary Administrative Assistant. Known for her strong organizational skills and attention to detail, she balances precision with warmth, creating a welcoming and efficient environment for students and staff. She holds a psychology degree from Arizona State University and completed medical assisting training at Rockland BOCES. Elsa looks forward to supporting student health and working closely with Nurse Shannon Smith.
SUPPORT SERVICES
MORGAN PILE joins Hackley as a Learning Specialist. She has extensive experience supporting students with diverse academic needs, particularly in executive functioning, writing and study skills. Morgan is the founder of Generation Prep, which provides tutoring, test prep and college counseling for high school students, including first-generation college applicants. She previously taught at The Dalton School and has also held leadership roles in nonprofit organizations. A graduate of Bowdoin College and The New School, Morgan brings warmth, expertise and enthusiasm to Hackley.
OPERATIONS
EMILIA GOLDSTEIN joins Hackley as Director of Auxiliary Programs. She comes from King School, where she was assistant director of admission and coached the girls’ varsity tennis team to NEPSAC Championships in 2024 and 2025. She previously served as director of summer camps at Greenwich Academy through ESF. Emilia earned a bachelor’s in Energy, Business, and Finance from Penn State, and she is excited to return to an auxiliary programs role.
HACKLEY’S BUILDINGS & GROUNDS AND SECURITY teams play a vital role in ensuring the safety, functionality and beauty of our campus every day. Their dedication supports the well-being of our community and enhances school life. Please join us in welcoming our newest B&G and security personnel to Hackley’s Operations Office.
Building & Grounds: Robert Ford, Luis Ordonez, Mike Owen, Ryan Owen, Osmar Vega | Security: Neil Buchalter, James Vega
Farewell
KAREN CASPER will be retiring at the end of the year after 34 years of service. Karen came to Hackley in 1992 as a Middle School math teacher and has taught math in both the Middle and Upper Schools, along with contributions to athletics, global education and senior projects. She was the first coach of the Girls’ Varsity Golf team and also coached lacrosse, basketball and tennis. Karen led one of Hackley’s first Casten trips to Russia, Estonia and Finland in 2003, and later a trip to Rwanda in 2011. She has excelled in one-on-one work with students, whether in the classroom, giving extra help, as an advisor or during her years as senior project program coordinator. Karen is also the proud mother of a Hackley graduate, her son Danny ’19.
KERRY CLINGEN will be leaving Hackley after 42 years of service. Kerry arrived at Hackley in 1984 and will remain a fixture in our math and science departments until her departure. She is a two-time endowed chair recipient, having received the Akin Family Chair and the Head of School’s Chair. She has been a superb advisor to students and a formal and informal mentor to countless teachers. Kerry also launched Hackley’s Peer Tutoring program and worked to make it an integral part of the Upper School culture. She is the mother of two Hackley alumni, Elaine ’05 and Brian ’10, and we celebrated the installation of her gargoyle overlooking Akin Common last year. Kerry’s commitment to growing as an educator, evident even in her 42nd year, has set an outstanding example for all of us.
SUE HARMON will be departing Hackley after 33 years of service, leaving a powerful legacy of relationships and love of Hackley with generations of students and colleagues. She joined Hackley in 1993 and has been a mainstay in the life of the Lower School ever since. Sue is the recipient of the Akin Family Chair, the Hilltop Award and the DelMoro Award, but her most meaningful acknowledgements come when former students return, years or even decades later, to reconnect with her. The mother of two Hackley graduates, Kathryn ’13 and Molly ’16, Sue has been one of Hackley’s most vocal supporters, and her ability to instill our core values in her students will be deeply missed.
BILL MCLAY will be moving on after this year, heading south to be closer to family. For 18 years, Bill has been a driving force in our Science Department, teaching Physics, Advanced Physics, Astronomy and Meteorology. He has had a profound impact on our physics curriculum, as he is the author of the e-text our students have used for years. A former Science Department Chair, Bill has also thrived as an academic advisor, Community Council advisor, track and soccer coach, and Casten trip leader. He was part of the team that designed the Board of Magistrates process and has served on the BoM every year since. He is a two-time winner of both the Kimelman Award and the Rice Inspirational Teacher Award.
RICHARD ROBINSON will be retiring after 29 years of teaching English in the Upper School. For multiple generations of students, Richard, affectionately known as Doc Rob, has been the quintessential English teacher. He served as English Department Chair for more than 20 years. One of Hackley’s most versatile Upper School English teachers, he has taught every grade level and a wide range of core and elective courses, bringing passion, love of literature and delight in seeing his students wrestle with the texts and ideas at the center of discussion. Richard held the Sternberg Family Chair from 2006 to 2010 and the Alumni Humanities Chair from 2015 to 2019, and he received the Kimelman Award in 2005 and 2015.
MAY STEINBERG will be retiring after 30 years of bringing music, joy, collegiality and a strong work ethic to the Hilltop. She has served as the director of the HackGlee club, led our Extended Day program as both director and assistant director, and supported the community in countless ways, from playing piano for performances to welcoming Lower School students in the morning. She developed the tone chime curriculum in the Lower School and has led students in their grade-level performances, including “Flat Stanley,” “Americana,” the Spanish concert, and “Character Matters.” May received the Lambos Award in 2005 and is the mother of two Hackley graduates, Tim ’15 and Becky ’20. We wish May the best as she departs Hackley and thank her for all the music she brought into the lives of our Lower Schoolers.
KOLJA BERISAJ 1955 - 2025
We remember with deep sadness Kolja Berisaj, who passed away in August 2025. Kolja joined Hackley in 2013 as a master carpenter, bringing extraordinary skill, an artist’s eye and quiet dedication to every project, from restoring King Chapel to building the Hackley podium used at Commencement. Born in Montenegro in 1955, he was a classically trained painter who studied at the Academy of Arts in Pristina and became a member of the Association of Fine Artists of Montenegro. He continued to create and restore artwork in the United States, leaving pieces in private collections and exhibitions. Kolja was devoted to his family, including his wife, Marija, a longtime member of the Hackley community, and their sons, Belin and Tom. His presence and extraordinary artistry leave a lasting legacy on the Hilltop.
ANTHONY “MAX” MAXWELL 1982 - 2026
We remember with deep sadness Anthony “Max” Maxwell, who passed away in March 2026. Max joined Hackley in 2009 and began his work on the Hilltop in network and systems support, later serving as assistant director of technology. Throughout his 16 years at Hackley, Max guided the School’s network, infrastructure, and cybersecurity with steady expertise and dedication. Colleagues knew Max as a humble, welcoming presence who worked quietly behind the scenes, always focused on keeping students, faculty, and staff safe and supported in their use of technology. He gave generously of his time, including recent work with the Middle School Cybersecurity Club, and was a trusted friend to many. Max is survived by his wife, Amanda Esteves-Kraus, a familiar and valued presence in the Hackley community, as well as several members of his family. His kindness and integrity will be remembered with deep gratitude.
Board of Trustees
DOMINIQUE ALPUCHE ’13 has joined the Hackley Board of Trustees. As a student, she served as editor in chief of the Dial, captained varsity soccer and basketball, was MVP in lacrosse, served as an admissions student ambassador and earned the Bruce F. Roberts Award, which recognizes excellence in both academics and athletics. Since graduating, Dominique has remained actively engaged with the School, returning to campus to speak with students, assist with college counseling, volunteer with the Networking Initiative, participate in class visits, and serve as a class representative and reunion committee member. She earned a bachelor’s degree from Harvard University and an MBA from Stanford University and is currently a vice president at TPG Growth in New York, following her early career at Goldman Sachs.
KEVIN KEARNS P ’22, ’24 has joined the Hackley Board of Trustees. Kevin and his wife, Jessica, have been dedicated volunteers at Hackley, serving as Upper School ambassadors, hosting international students through Round Square, co-chairing the Class of 2024 Senior Parent Gift Committee, and supporting a variety of parent and advancement initiatives. A graduate of the United States Military Academy at West Point with an MBA from New York University, Kevin has shared his experiences with students, including speaking with fourth graders and supporting trips to West Point. Until his recent retirement, he served in a variety of roles as a Managing Director, Investments, at Genworth Financial, following distinguished military service as a U.S. Army engineer officer and deep-sea diver, where he attained the rank of captain. His additional board and volunteer service reflects a continued commitment to mentorship, leadership and service.
JEFFREY LIBERT ’73 has concluded his service on the Hackley Board of Trustees and has been named an advisory trustee. Elected to the Board in 2019, Jeff has been a deeply engaged and valued trustee, bringing thoughtful insight, steady dedication and a strong commitment to Hackley’s mission. During his tenure, he served on the Audit, Advancement, and Buildings and Grounds committees, where his professional expertise and perspective as an alumnus meaningfully shaped key discussions and decisions. In 2020, Jeff further demonstrated his commitment to Hackley’s educational mission by establishing the Jeffrey A. Libert ’73 Endowment, which supports projects and initiatives exploring the intersection of race, law and the U.S. Constitution. Through the endowment, Hackley has welcomed distinguished scholars, including Akhil Reed Amar, Sterling Professor of Law and Political Science at Yale University, and Pulitzer Prize winner David Blight, Sterling Professor of History and African American Studies at Yale University, creating powerful opportunities for learning and dialogue within the community. We extend our deep thanks to Jeff for his dedicated service and lasting impact on Hackley.
SY STERNBERG P ’04 has concluded his service on the Hackley Board of Trustees and will continue his relationship with the School as an honorary trustee. First elected to the Board in 2001, inspired by his son Matthew ’04’s experience at Hackley, Sy has been a deeply committed and generous supporter of the School. Together with his wife, Laurie, he has shaped Hackley’s academic program in enduring ways, including endowing the Sternberg Family Chair honoring distinguished achievement in teaching in 2000 and providing seed funding for Hackley’s now-thriving Chinese language program in 2006. Following the 2007 Goodhue fire, Sy and Laurie issued a philanthropic challenge that galvanized the community, and in recognition of their leadership, the Sternberg Library stands as a lasting legacy. As chair of the Finance Committee and a member of other committees, Sy provided strategic and forward-looking leadership, and through his work as a Networking Initiative mentor, he has offered invaluable guidance to alumni across generations. We extend our sincere thanks to Sy for his extraordinary service, mentorship and enduring commitment to Hackley.
Congratulations to MELISSA BOVIERO , Hackley’s next Director of Middle School!
During her 15 years on the Hilltop, Melissa has served in key academic and student-life roles, including as Science Department Chair and Middle School Grade Dean, giving her a deep understanding of the program and the needs of Middle School students. A trusted educator and colleague, she is known for her thoughtful leadership, relationship- centered approach and commitment to Hackley’s mission. Her professional growth—including participation in the NYSAIS Emerging Leaders Institute—reflects her steady dedication to the work of teaching and learning. Her background in science education and her experience as a regional boxing champion speak to both her analytical mindset and her resilience. Melissa will step into the role on July 1, 2026.
“GABRIELLA IS THE MOST PROLIFIC SOCCER PLAYER AT HACKLEY IN 20 YEARS.”
— Jason Edwards, Director of Athletics
TEAMMATES FIRST
For Gabriella, being a good teammate means trust, connection, and showing up on and off the field. Some of her closest friendships grew from soccer, built on shared goals, support and traditions that extend far beyond game day.
BALANCING IT ALL
Between varsity sports, travel soccer and academics, balance didn’t come easily at first. Over time, Gabriella found her rhythm by advocating for herself, using her time wisely, and building strong relationships with teachers and coaches.
“You’re not going to be perfect at everything,” she says. “But if you’re putting in the work, people see that.”
WHAT’S NEXT
Headed to Trinity College this fall, Gabriella is excited for a fresh start: new teammates, new independence and the chance to explore interests beyond the sidelines. Her goal? Walk into that first practice ready to prove herself and see where the next chapter leads.
CAREER HIGHLIGHTS
Second* in career points with 154 (64 goals, 26 assists)
Second* in single-season points with 29 goals and 9 assists in senior year
AWARDS:
Three time soccer MVP
Honorable Mention All-Journal in Soccer
Five time All-Ivy selection
*Honorable Mention: The record holder at the time of this publication is SARAH WALMSLEY ’06 with a total of 202 points, 86 goals and 32 assists over the course of four years. In her senior year, she broke the single-season score with 34 goals.
FAST FACTS
YEARS AT HACKLEY: Since second grade
LEADERSHIP STYLE: Competitive, supportive and knows when to lock in
FAVORITE PART OF A TEAM: The friendships formed on and off the field
NEXT CHAPTER: Trinity College, Division III soccer
LOOKING FORWARD TO: New teammates, new independence and discovering new academic interests
ADVICE TO YOUNGER ATHLETES: “Stick with it. If you put your heart into something, it will give back to you.”
PUMP SONG: “Lose Yourself,” Eminem
SHOUT OUT TO: Coach [Melissa] Stanek and Coach [Cassandra] Sekkas
“JP LEADS WITH CONSISTENCY, HUMILITY AND PURPOSE, ALWAYS PUTTING HIS TEAM FIRST.”
— Jason Edwards, Director of Athletics
BALANCING IT ALL
Between practices, tournaments and early mornings, time is limited. JP has learned to use free periods well and stay focused during practice instead of thinking ahead to tests or homework.
Finding balance with friends, academics and recovery has meant being intentional. When it is time to work, he focuses on the moment. When it is time to rest or spend time with friends, he gives himself space to enjoy that too.
WHAT’S NEXT
Next fall, JP will head to Lehigh University, where he hopes to try out for the football team. If that path does not unfold as planned, he is already excited to explore new sports, including rugby. He knows leaving his teammates will be difficult, but he is eager to build new connections.
“I’m excited to make more of those relationships, wherever I end up.”
CAREER HIGHLIGHTS
First touchdown as a sophomore against Riverdale
Key contributor to Hackley’s Football League Bowl Championship in 2023 and Division Championship in 2025
Multi sport varsity athlete and standout wrestler with over 50 career wins
AWARDS: Football MVP
First Team All-League and Third Team All-State in Football
Named to the 2026 Golden Dozen Team
FAST FACTS
YEARS AT HACKLEY: Lifer (K 12)
LEADERSHIP STYLE: Patient, direct and committed to supporting younger teammates
FAVORITE PART OF A TEAM: The lifelong friendships built through shared challenges
NEXT CHAPTER: Lehigh University, with plans to try out for football
LOOKING FORWARD TO: New teammates and new opportunities
ADVICE TO YOUNGER ATHLETES:
“Try things. Focus when it is time to work. Be in the moment.”
PUMP SONG: “Power” for football warmups; “Paint It Black” for wrestling runouts
SHOUT OUT TO: Coach [Fran] Stanek
“He’s helped me understand discipline and hard work, and he has been doing that since I was little.”
Arts on the Hilltop
From gallery exhibitions to stage performances, the Allen Center continues to bring Hackley’s creative community together.
CONGRATULATIONS TO MASON LEE ’26!
Mason Lee ’26 was named a 2026 YoungArts Award Winner in Classical Music/Viola. YoungArts identifies exceptional young artists, amplifies their potential and invests in their lifelong creative freedom. Award winners at all levels receive mentorship and financial awards; gain access to a lifetime of creative, professional development and funding opportunities; and become part of an uplifting, inter-generational community that helps artists connect, create and collaborate.
1. MIDDLE SCHOOL MUSICAL
Our talented and skilled fifth and sixth grade performers took to the stage in the Black Box Theater in November for several riveting performances of “Imagine a Dragon”, by Kathryn Funkhouser, music and lyrics by Denver Casado. Under the guidance of Lower School associate teacher Elizabeth Kehoe, students learned about creating a character, storytelling and sharing their voice musically, all while building community.
2. COMMUNITY ORCHESTRA
Nine Hackley students representing all three divisions, along with several faculty members and parents, came together on Nov. 9, 2025, to perform an Open Rehearsal with the Excelsior Symphony Orchestra. The ESO is Hackley School’s dedicated community orchestra, where Hornets join professional musicians, music teachers from the greater Hudson Valley region, and high-level avocational players to create music.
3. VISITING ART STUDENTS
Hackley’s art gallery in the Allen Center for the Creative Arts and Technology has been busy hosting visitors from around and beyond the Hilltop. This fall, we welcomed a talented group of Masters School student artists and their teacher to view the portraiture exhibit, “A Quarter Century of Faces on the Hilltop,” featuring portraits selected from Hackley AP Studio Art drawing portfolios over the last several decades. The group also joined one of Ms. Bottalico’s classes in the new digital media lab. They were so impressed with the exhibit and space that a second group of Masters AP art students returned to Hackley later in the winter. AP Studio Art students and their teacher from Sleepy Hollow High School also toured the Allen Center in the fall and discussed the design process and origins with Pelli Clarke & Partners. The SHHS group then met the seniors from both sections of Hackley’s AP Drawing course and joined their scheduled bi-weekly critique.
4. UPPER SCHOOL THEATER
In January and February, Hackley’s Upper School Theater Project Workshop students took over the Black Box Theater for several performances of Naomi Iizuka’s Odyssey-inspired play “Anon(ymous)”. The play, directed by performing arts teacher Willie Teacher, explores trust, transformation and the journey home.
5. ALL THAT JAZZ
Michael Baez ’27 was selected to perform at the WCSMA All-County Jazz Festival with the A Band (the top ensemble), placing him among the top jazz pianists in the county. The festival provides an opportunity for Michael to rehearse and perform with the region’s top young jazz musicians and to work with acclaimed guest conductors.
6. EXPLORING PORTRAITURE
Fourth graders took a field trip down to the Allen Center in November 2025 to view the art gallery exhibit and learn about portraiture, drawing as a mark-making process and Hackley’s Upper School art program. They spent time sketching their favorite pieces before visiting the Senior Studio on the fifth floor to meet some AP artists and watch them paint, draw and prepare for their next critique.
MORE TO COME.
Look for our Commencement Supplement available online this summer—celebrating athletics and the arts throughout the year. Follow along year round on our website and social media for the latest news and highlights, and visit us on SmugMug at hackleyschool.smugmug.com to explore photos from every season.
Faculty Journal
Research, performance and professional highlights from the Hilltop.
This past summer, performing arts teacher MERIDETH MADDOX—Hackley’s Round Square representative and exchange coordinator—spent three weeks in Ghana, visiting the International Community School (ICS)Ghana campuses in Accra and Kumasi and attending the ASCD Ghana conference to learn more about the education system in Ghana, across Africa and around the world. While there, she also presented “Teach Using Theatre-Even if You Aren’t a Theatre Teacher!” blending her passions for global and arts education.
Associate Head of School DR. CYNDY JEAN spent time in Ghana this past summer where she led her workshop “The Mirror Effect: Transforming Organizations Through Authentic Self-Reflection” for educators at the ASCD Ghana conference. Dr. Jean worked with school leaders and teachers to explore identity, belonging and inclusive school culture, guiding participants through reflective practices that support stronger relationships and more connected learning communities. Her time in Ghana offered an opportunity to share Hackley’s commitment to social cohesion and student-centered growth while learning from colleagues across the region and around the world.
Hackley was honored to receive the Friend of Abbott House Award at the organization’s Loving Arms Awards Dinner in November 2025. Director of Community Engagement & Service-Learning EMILY DEMARCHENA accepted the award on behalf of Hackley’s Community Engagement initiatives. It honors not only her leadership but also the collaborative efforts of SARAH COBLE, BETTIE-ANN CANDELORA and the many dedicated Hackley students whose contributions have enriched the program’s impact. Together, they exemplify Hackley’s enduring commitment to service, empathy and community.
A member of Arturo O’Farrill’s Afro Latin Jazz Orchestra for 15 years and a four-time Grammy winner, DR. RAFI MALKIEL is a featured soloist on the orchestra’s two albums recently nominated for Best Latin Jazz Album at the 68th Annual Grammy Awards. He also performs on stage throughout Broadway’s Buena Vista Social Club, a five-time Tony Award–winning production—including a special award recognizing the band’s performance—that celebrates the music of Cuban singer Omara Portuondo and the history of Cuba around the time of the revolution.
Visual arts teacher and new Visual Arts Department Chair MONICA CARRIER has had a remarkable year on the international stage. Her paintings have been traveling across Asia with the “Smallish” exhibition, appearing in Seoul, Hiroshima and again in Seoul at Unit+ Gallery. This winter, “Smallish Season 2” opened at Ondo Gallery with four new works on view through July 18. Monica was also recently featured in Publishing Laboratory, where her painting “Mokosh Eating a Sandwich” appeared as the journal’s cover art. Artwork pictured here titled: “Rachael & Georgia with the Cathedral Cactus”.
FAR LEFT
PHOTO:
Performing arts teacher WILLIE TEACHER was one of five Black male educators in Westchester who were honored in 2025 for contributions to their schools, communities and beyond by the Westchester Alliance of Black School Educators. Teach’s tireless efforts to foster a positive and inclusive learning environment have made an incredible difference in the lives of students on the Hilltop.
In January, Middle School computer science teacher KELLY POWERS traveled to Florida to present at the FETC (Future of Education Technology Conference) about her work using Imagi on the Hilltop to help students create digital art through Python code. She was invited by Imagi CEO Dora Palfi, who visited the Hilltop in 2023 to meet with Powers’ seventh graders about their pixel art designs.
Upper School history teacher STEVE FITZPATRICK recently appeared on several podcasts—AI-Proof, The Broken Copier and AI Goes to College—to offer his take on how AI fits into teaching and learning in our modern education landscape. Steve was awarded a summer iGrant three years ago to explore the educational applications of artificial intelligence and immersed himself in Al technology. He has led professional development sessions on the topic for his fellow faculty and documents his learning in a Substack called Teaching in the Age of Al.
In October 2025, Ian Crossland, Round Square School Support Director for the Americas, visited Hackley for our five year membership reflection visit. Mr. Crossland met with Head of School Charles Franklin, the Global Education Team, Communications, Advancement, students and parents.
Each year, Hackley strives to attend the Round Square International Conference, which brings together thousands of students from dozens of schools around the globe. These experiential education summits help students pursue the Round Square IDEALS: Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service.
2. TAMAGAWA ACADEMY
Students and chaperones from Tamagawa Academy in Tokyo spent some time in December touring the Hilltop, sitting in on classes and connecting with Upper School buddies. Several students also presented about their school. The visit was part of our long running relationship with Tamagawa Academy, established with the help of former Advisory Trustee Koichi Itoh ’59.
3. CULTURAL EXCHANGE
Hackley junior Layla Kesh‑Heil ’27 spent three weeks at Tamagawa Academy this summer as one of two students participating in a cultural exchange organized by Ms. Merideth Maddox. Attending school daily with her host families, she joined language and community‑building ac tivities and worked with Tamagawa’s lower schoolers, teaching English and joining their music classes.
Inspired by their curiosity and her own passion for cultural connec tion—she also leads Hackley’s Cultural Connections Club—Layla part nered with Ms. Maddox to launch a lower school letter‑exchange with Tamagawa. After Class 1M wrote the first letters, Layla delivered them to visiting faculty in December. Both schools look forward to continuing the exchange.
LOOKING FOR THE NEWEST HACKLEY STORIES?
This publication arrives in your mailbox a few months after production, and so much happens on the Hilltop in that time. For the most recent news, photos and student features, visit our website at hackleyschool.org and follow Hackley on our social media channels.
4. CARVER CENTER PARTNERSHIP
The Lower School Community Engagement Team, along with Lower School Community Engagement & Service Learning Coordinator and fourth grade teacher Roni Kanter, have been growing Hackley’s part nership with the Carver Center in Port Chester. In October 2025, fourth graders conducted “field work” by touring the facility, meeting with administrators and stocking shelves in the food pantry with donated food from the Hackley Community.
Students then applied their persuasive writing skills, using their field work and an impact report to craft persuasive letters that they delivered over Thanksgiving break as a way to grow awareness of and volunteerism for the Carver Center. One student even wrote seven letters to expand her reach!
Members of the Lower School Community Engagement Team and their families also volunteered in October and April to serve attendees of the Carver Center’s Dinner @ Noon, a weekly Saturday event from mid September to early June that provides hot lunches prepared by the center’s Food Services team.
5. UNITED, WE HELP ONE ANOTHER
In May 2025, Hackley launched the “United, We Help One Another” Social Impact Project, a K 12 initiative designed to build empathy, develop leadership and deepen understanding of social issues in Westchester County. The project opened with student presentations on Wildfires and Climate Change, partnering with TEAC (Tarrytown Environmental Advisory Council); Immigrant and Refugee Justice, partnering with Hudson Valley Justice Center; and Disability Justice, partnering with The Arc Westchester. The initiative centers student leadership and invites all divisions to explore local issues, work with community organizations and create awareness campaigns.
The Community Engagement Team also partnered with each division’s librarians to collaborate on age appropriate reading lists. Students were encouraged to engage with student leaders, the Community Engage ment Team and our nonprofit partners during a “Community Connection Forum.” The community then voted on which organization they wanted to support with a donation, ultimately deciding on the Hudson Valley Justice Center.
Alumni News
1970
1 | FRED HOCHBERG ’70 made his annual return to the Hilltop to speak with Mr. Sykes’ economics classes for the sixth consecutive year! The former chairman and president of the Export–Import Bank of the United States and author of Trade Is Not a FourLetter Word, Fred is a true expert on trade and protectionist policies. He delivered timely, thoughtful remarks that connected economic theory to real-world decisions in business and government. Students asked thoughtful questions and made strong connections to current events.
2003
2 | New York Times best-selling author ALLISON PATAKI ’03’ s new book, It Girl, came out this spring. She has written eight books, plus two children’s books in collab-
oration with MAYRA MEYERS ’03 . Allison credits Hackley with sparking her lifelong love of history.
2005
3 | DR. HILLARY GALLIN ’05 , assistant professor of Anesthesiology at New YorkPresbyterian/Weill Cornell Medical Center, returned to the Hilltop in November 2025 to speak with Independent Science Research Program students. Dr. Gallin, co-founder of FastLine, a medical device company, and ARX, a women-owned company reimagining PPE to prioritize both fit and function for women, shared her entrepreneurial journey. She also led students through an interactive workshop where they applied design thinking principles to tackle everyday problems like sleep deprivation and painful footwear, giving them hands-on experience with the innovation process.
2019
4 | At the time this magazine went into production, DANNY CASPER ’19 was preparing to compete in the 2026 Winter Olympics. A Hackley Lifer and faculty kid—his mom
Karen is retiring this year after 34 years as a math teacher on the Hilltop—Danny serves as the skip (captain) of his curling team, leading strategy and shot selection. The entire Hackley community is cheering him on, and we look forward to sharing an update on his Olympic experience.
2021
5 | NIKI ECKERT ’21 was part of the historic Women’s Professional Baseball League draft that took place in November 2025. A member of the Hackley baseball team and the U.S. women’s national team, Niki was the fifth pick in the second round.
2022
6 | Yale senior NOAH TIRSCHWELL ’22 was among 32 American recipients of 2026 Rhodes Scholarships. Noah will pursue Master of Studies degrees in Intellectual History and Jewish Studies at Oxford. At Hackley, he was Valedictorian of his class, earned the Sherman Book Award and Miller Bowl on Class Day, served on the Board of Magistrates and was a Hudson Scholars mentor.
Would You Like to Talk Politics?
A CONVERSATION WITH MOLLY REINMANN ’22
BY AISHA LASPINA-RODRIGUEZ, Director of Communications
In the fall of 2024, Molly Reinmann ’22 found herself crisscrossing rural roads and small towns deep in Wisconsin, alone and determined. She walked door to door in a swing county, notepad in hand, asking a question few were eager to answer: “Would you like to talk politics?” Those moments, along with others, marked the beginning of a path she had not imagined, shaped by the willingness to lean in and listen, a skill first nurtured at Hackley.
Molly arrived on the Hilltop as a tenth grader. While her student journey began in Chappaqua public schools, she chose to “Enter here” with the support of her family. At the same time, her brother—already a Hackley Lifer—moved up from the Lower to Middle School. “It was scary,” she admitted, “but I was inspired by the students and faculty with whom I sat at a Harkness table. Hackley was the first time I realized learning could be fun. Of all the schools I’ve attended, it’s the one that has left the deepest mark.”
By senior year, Molly’s interest in learning had grown. She enrolled in what was then the combined Independent Research in English and History class, joining five peers under the guidance of Mr. King and Mr. Flanigan. Expecting to crank out what she described as dry academic papers, Molly instead found herself in Hackley’s archives, collaborating with Director of Alumni Engagement Margie McNaughton Ford ’85 and interviewing Malcolm Mooney ’62, Hackley’s first Black graduate.
“I signed up thinking I’d write research papers,” she said. “It ended up being a piece about a fascinating person.” It was her first taste of journalism. That experience, combined with the influence of teachers she fondly called “news junkies” and the perspective she gained in Mr. Fitz[patrick]’s Government & Politics class, sparked a passion for storytelling and truth-seeking that would follow her to college. Hackley also taught her to come prepared and lean into honest conversations, an approach that informs her reporting today.
A REPORTER IN THE MAKING
When Molly arrived at Yale, she wandered into the Yale Daily News newsroom looking for a way to keep writing. Outside, campus protests were unfolding and the college admissions landscape was shifting. “Being in a place where the news is happening, how could you not want to report it?” she said.
Molly tackled investigative projects on debates over affirmative action and coauthored a fact-check of Ron DeSantis’ memoir while he was running for the Republican presidential nomination, a piece that was picked up by Politico. She also jumped into breaking news coverage, capturing the energy of student demonstrations in real time.
The work came with challenges. Reporting on sensitive topics meant navigating backlash. One story examining how certain sports at Yale disproportionately recruited wealthy private school athletes sparked
Molly Reinmann ’22 moderates “WHTR Hilltop Radio: Where It Began,” a panel held in King Chapel during Alumni Day 2023. She was invited to lead the discussion after writing a Class Notes 2024 article on Hackley’s first radio station.
“WE WERE TAUGHT TO BE DOGGED AND FIND THE FACTS, EVEN IF IT MEANT ASKING QUESTIONS PEOPLE DIDN’T WANT TO HEAR.”
— Molly Reinmann ’22
“JOURNALISM IS VITAL TO THE LIFE OF THIS DEMOCRACY. AND I WANT TO BE PART OF THAT.”
— Molly Reinmann ’22
controversy and personal attacks. “I got doxxed,” she said, recalling how her home address was posted on an anonymous student app. “It wasn’t even that groundbreaking of a story, but it got out of hand.” Instead of backing down, Molly pushed forward. “I emerged from that thinking, ‘okay, I want to report another story and show that what I’m doing is not only factual but important.’”
The experience reinforced her commitment to journalism and strengthened her confidence in the work she was doing.
From her first campus stories to investigative reporting, Molly discovered not just the thrill of journalism but the responsibility that comes with it. “We were taught to be dogged and find the facts, even if it meant asking questions people didn’t want to hear,” she said. It’s a mindset that would carry her onto the campaign trail.
ON THE CAMPAIGN TRAIL
Molly took a gap semester from Yale to work as a political reporting intern for the Wisconsin State Journal ahead of the 2024 election. It was a temporary detour that gave her real-world experience few students get. From day one, she was treated like a full-time reporter. “They were sending me around the state and letting me report like an adult,” she said. The timing couldn’t have been better.
Before taking the job, she had heard one piece of repeated advice from seasoned journalists: Do a campaign while you’re young and still have the energy. Do it before you grow disillusioned. Molly took that to heart.
Her assignments ranged from covering campaign rallies to writing enterprise stories that captured the pulse of a swing state. In press pens, she was always the youngest in the crowd. One standout piece profiled a bellwether county that had predicted every presidential election for nearly two decades. Molly spent days knocking on doors, talking to voters, and listening to their hopes and frustrations. Townspeople appreciated that she took the time to understand their stories.
She arrived during the town’s homecoming parade, notebook in hand, weaving through crowds to capture voices from every corner of the political spectrum. The story, which ran just before the election, revealed that voters were leaning toward a populist candidate. “People wanted populism,” she said. “They wanted someone who they felt was speaking directly to them.” Her piece not only anticipated the outcome but beat a similar story from The Washington Post. “My editor said, ‘Yours is better.’ That was a big moment for me,” she said.
CNN'S JUSTICE TEAM
She followed that experience with a summer on CNN’s justice team, primarily covering the courts. On particularly busy days, she assisted on Capitol Hill. At Yale, Molly had learned how much trust and persistence matter in reporting. On Capitol Hill, she found the same thing. Sources were accessible if you had the confidence to ask. “The first day I was there, I realized these people are just people,” she said. “You can walk up to Bernie Sanders and ask a question.” That freedom thrilled her, and it reminded her of what she loved most about reporting: the chance to go straight to the source and get the story.
FINDING PURPOSE
Molly’s path from Hackley to Capitol Hill is more than a career story; it shows how curiosity and integrity can shape a life. “I hope the work I do preserves the humanity of it all,” she said. “I’m interested in understanding why people believe what they believe, not in getting them to believe what I believe.”
That outlook reflects Hackley’s ethos: respect for varying perspectives and the courage to ask hard questions. It’s also why Molly loves coming back to the Hilltop. “I always enjoy talking with students,” she said. “Their questions are thoughtful, and the conversations are stimulating. It’s what makes Hackley special.”
Next up, Molly will spend the summer at The Wall Street Journal, covering media and entertainment while finishing her last semester at Yale. After that, she hopes to follow another campaign trail and dig deeper into investigative work. “Journalism is vital to the life of this democracy,” she said. “And I want to be part of that.”
Goodhue Memorial Hall after the fire in August of 2007.
One of Hackley’s first two buildings —the other being King Chapel —Goodhue Memorial Hall, built in 1902, contained the School’s first classrooms on its current campus. It was financed by and named after Hackley School benefactor Sarah Goodhue, a close friend of Mrs. Hackley.
Frank Miller addressing students in Goodhue
On the night of Aug. 4, 2007, lightning struck Goodhue Memorial Hall. Buildings & Grounds crew member Mike Quinones, who retired in 2024, was out for a late-night walk and noticed the fire starting to spread.
He alerted the fire department and began efforts to contain the fire and save the building. Goodhue was gutted, though the stone facade remained intact. Through the generosity of the Hackley Community, the building was restored and reopened in 2010.
Trustee Sy Sternberg offered crucial support toward the restoration of Goodhue Memorial Hall. In 2010, the Board of Trustees decided to name Hackley’s new library in recognition of the Sternberg family’s philanthropic leadership.
Source: Where the Seasons Tell Their Story: Hackley’s First 100 Years by Walter L. Schneller
Haven’t been to campus in a while?
See what Goodhue looks like today—we’d love to welcome you back.
PHOTOS (left to right):
The Kaskel Library in Goodhue Memorial Hall in 1985.
Goodhue in 1971. Hackley became co ed in 1970.
Memorial Hall, mid‑1950s.
Every Hackley student has a place on the Hilltop that feels special, whether it is a quiet corner to think or a view that inspires. This closing note celebrates those voices in a new way. We asked four students to share their favorite spot in just a few words and bring something that represents it. From playful to personal, their choices reflect the spaces that provide comfort and encourage creativity. Hackley is more than classrooms and walkways; it is a collection of places that hold meaning and the students who bring them to life.
ADMISSIONS
GABRIELLE PAES ’27
The admissions bump out is my favorite place on campus, especially during the winter when it is too cold to go outside, because it is a comfy spot where my friends and I can hang out or do homework together. Pictured holding an Admissions Corridor throw pillow.
TYLER
STERN ’27
I love the junior hallway because of how versatile of a spot it is. You can catch up with friends before school, meet with a teacher, and get work done all in one place—and it is always buzzing no matter what time of day. Pictured holding a holiday “stocking” hung by grade dean Ms. Leffler for each student.
ART STUDIOS
ELAN SUTTIRATANA ’26
One of my favorite places on campus is the art studios in the Allen Center, where I enjoy spending time with friends and attending club meetings, such as Filmmaking Club—all with a beautiful view. Pictured holding a laptop with an image of a clapperboard.
MOTT ’29
My favorite place on campus is Diller Hall because some of my best memories from Hackley are the times I have stood on that beautiful stage singing with my friends. Pictured holding sheet music from a recent performance.
We are deeply grateful to members of THE COPPER BEECH SOCIETY who have included Hackley in their estate plans through gifts such as bequests, trusts or beneficiary designations. These planned gifts are an investment in Hackley’s future—supporting students, teachers and coaches for generations to come.
If you have already included Hackley in your estate plan and would like to be recognized as a member of the Copper Beech Society, or to learn more, please contact:
GANNON P ’21 Director of Advancement 914 366 2654 jgannon@hackleyschool.org
EVERY GIFT—LARGE OR SMALL—DIRECTLY IMPACTS OUR STUDENTS AND THE TEACHERS AND COACHES WHO SUPPORT THEM.
YOUR SUPPORT HELPS:
• Empower faculty through professional development
• Open doors through financial aid
• Drive innovation in learning and programs
• Enrich athletics, the arts and extracurricular life
• Care for our beautiful campus
• Provide the resources students need to thrive
Each year, we invite every member of our community to participate in the Hackley Fund at a level that is meaningful to you. Your gift reflects the spirit of our Hilltop—a community that learns, cares and grows More, together.
Please make your gift today. hackleyschool.org/support-us/ make-your-gift
