HA Journal 2020

HARLEM ACADEMY

JOU RNAL 2020-21

INSIDE

Embracing Our Diversity Making Their Mark Bringing Science to Life at RPI

From the Head of School As we settle into a new school year and look forward to all the student accomplishments and joys to come, I can’t help but to reflect on the past few months.

The pandemic has necessitated a switch to remote learning with only a few small pods of students working from school. We had to meet this moment in new and innovative ways to ensure the safety and wellbeing of our students.

At the same time, a powerful and necessary movement for social justice and equity is being led by a new generation of young leaders who are carrying on the legacy of late civil rights hero John Lewis.

I’m so grateful for the times Congressman Lewis met with Harlem Academy students over the years. He encouraged their leadership, and I know firsthand how much they demonstrate it every day.

Our students strive for excellence, pushing themselves to achieve at the highest academic levels. They stand up for what they believe in, living up to the ideals of our Creed and putting their community first. I am proud to be a part of their journey within a school community working so diligently to drive equity of opportunity for its students.

Together, we will continue to meet every challenge, stand up for our shared values, and work toward the strongest realization of our mission.

Vincent A. Dotoli

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Photo by Maya Scriven (HA ’16)

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Lasting Leadership We are pleased to announce that former trustee Laura Sillerman has been named trustee emeritus. This honor recognizes years of exemplary service and leadership in the realization of our mission and her dedication to continued service toward the realization of our goals.

Laura first visited Harlem Academy in 2004 and formally joined the board in 2012.

She served in that role for two terms and brought an incalculable level of commitment, drive, and governance expertise as Secretary and as an active member of the Committee on Trustees and the Development Committee.

Laura and her late husband, Bob, made Harlem Academy a philanthropic priority and repeatedly made gifts that set the mark for what was possible on our journey. Always with a pulse on the program and needs of our students, Laura also established a critical partnership between the school and the Poetry Society of America. It’s a program that is making a difference to this day, as described in the article “Embracing Our Diversity” on page ��.

We look forward to Laura’s continued counsel and support as trustee emeritus for many years to come.

Construction is Well Underway!

On August 3rd, Harlem Academy broke ground on its permanent campus. With the excavation and foundation work completed, the steel superstructure is starting to rise along St. Nicholas Avenue near 143rd Street.

A view from inside Harlem Academy’s future Commons.

Our five-story, 29,000-square-foot building will expand Harlem Academy’s impact to twice the number of students. This new schoolhouse will feature a library to match our extraordinary reading culture, bright classrooms with strong technology, and dedicated outdoor spaces for learning, play, and sports. Located near City College and the Hamilton Heights Historic District, the campus is in the heart of the communities we serve and easily accessible by public transportation.

“It is enormously gratifying to see such a critical project come to fruition because it means that promising students will receive a transformational education for generations to come,” says Board of Trustees Chairman David B. Peterson.

The school has raised more than 90% of the $31 million project budget, and we are on pace for a fall 2021 occupancy. To learn more about how you can support our capital campaign, please contact Development Director Katie Steinbach at ksteinbach@harlemacademy.org.

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CONTENTS 6 Making

Their Mark

10 Embracing

6

10

Our Diversity

14 Bringing Science to Life at RPI

16 Striving for Excellence

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16

18 Junior Board Steps Up for Students

20 Team Spotlight: Tia Clemons

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20

22 Where Are

Alumni Now?

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MAKING THEIR MARK Harlem Academy alumni continue to contribute and lead in their communities. We caught up with a few graduates to hear how they are making their mark.

JALEN NOUGUES ’13 Athlete and avid sports fan Jalen Nougues (HA ’13) is on a path to turn his passion into a career. The Catholic University junior and basketball player aspires to be a sports agent or manager so he can help other young athletes secure their futures. “A lot of kids who go into professional sports come from poverty and may not know how to handle it if they become wealthy at 18 or 19 years old,” says Jalen. “I want to make sure they get the best out of every deal. My goal is to help people.”

Jalen says his compassionate nature was shaped by his years at Harlem Academy. “I learned a sense of community there, a sense of caring about one another.” He also learned how to manage a rigorous curriculum, which continues to serve him well today. “The academic load at Harlem Academy held me to a high standard, and that propelled me to go to the Kiski School in Pennsylvania. My experience at boarding school helped me figure out how to manage my own time and set up a structure and system for myself – things I have to do in college.”

In addition to now studying broadcast communications and sports management, Jalen is gaining real-world experience in the field he loves. During past summers, he has worked as a video editor at a basketball magazine, a product tester at Nike, and an apprentice at talent and sport agency CAA. “I learned a lot about the business side of sports at CAA,” says Jalen.

No matter how busy college and summer jobs keep him, Jalen makes time to volunteer at Harlem Academy. “Whether it’s tutoring or helping in the library, it’s important to me because I was once in those students’ shoes. When I see them, it’s like I’m looking at myself.”

“I learned a sense of community at Harlem Academy, a sense of caring about one another.”

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KENNEDY MURRAY ’16 Stepping out of her comfort zone isn’t always easy for Kennedy Murray (HA ’16). “I have to push myself to do things because I’m an introvert,” she says. But her efforts have paid off. While a student at Bard Academy, a boarding school in Massachusetts, Kennedy was president of the debate team and a member of the soccer and basketball teams. She also served as her school’s admissions ambassador. “I enjoyed leading tours and answering questions from prospective students and families.”

Because of Bard Academy’s unique program, Kennedy was able to matriculate at Bard College while still in high school, and went on to earn an associate’s degree at age 17. “Becoming a college student early was a difficult transition initially,” she admits. “It came with loads of rigorous coursework, a much different schedule, and the professors expected more. But Harlem Academy taught me self-discipline and how to be prepared for class, which came in handy!” oday, as she begins life as a junior at George Washington University T (GWU), pursuing a bachelor’s degree in political science, Kennedy is eager to continue pushing past any boundaries. For the past few summers she has attended the ACLU Summer Advocacy Program, which reaffirmed her plans for the school year and beyond. “I’m looking forward to political internship opportunities at GWU because my dream is to become a politician advocating for the rights of people who don’t get a say in our laws and policies, especially in lower-income communities,” she says. “I’m passionate about giving a voice to those who may not have one.”

ARIELLE BENJAMIN ’17 Spence senior Arielle Benjamin (HA ’17) has been involved in a wide range of school activities over the past three years and has no plans to slow down.

“I co-head the Booster Squad, I’m a part of the dance company, and I’m a member of the Afro-Latinx Alliance,” she says. “During my free time, I volunteer to help make care packages for the homeless in New York City through a program at my school. It’s important to me to give back.”

Arielle also serves as an alumni liaison and leads marketing and event planning for Spence’s new student café. “Working on the café is especially fun because I’m interested in pursuing a career in business and marketing in the future. Marketing is a mixture of so many things that interest me: math, statistics, psychology, business.”

With college just a year away, Arielle is already planning to apply to Ivy League schools as well as historically black colleges and universities, and she feels that her time at Harlem Academy helped lead to this moment.

“The strong community at Harlem Academy and emphasis on initiative enabled me to explore my interests and stimulated a love for learning,” she says. “I still carry the values I learned there with me today.”

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“I'm thankful for the path I'm on, and it started here…Harlem Academy is a part of my origin story.”

MILES WILLIAMS ’16 Miles Williams (HA ’16) embraced leadership during his four years at Lawrenceville: captain of the rock climbing team, captain and co-president of the Quiz Bowl team, editor of the school magazine. When he saw an opportunity to motivate others, he took it.

“Across all of my leadership positions, I wanted to share what I'd learned from my experiences,” says Miles.

He hopes to do the same at Carnegie Mellon, where he is currently a freshman. “Right now, I'm mostly looking to get my bearings and do well in my classes, but I have plans to organize more rock climbing.

I also want to get involved with the Black student union on campus.”

What really excites Miles, though, is studying chemistry, a field that appeals to his curious nature.

“I've always been inquisitive, one for questioning, and chemistry is where the answers are,” he says. “It's an unending field of possibility for knowledge and for change.” He has his eye on a combined B.S./M.S. program in chemistry, though he knows he’ll have to prove himself before being accepted in his sophomore year. But he’s confident in his abilities, crediting Harlem Academy with preparing him for success at Lawrenceville and now at Carnegie Mellon.

“Harlem Academy set me up for academic excellence,” says Miles. “I was in an environment that nurtured my curiosity and my potential.” That sense of support is what draws him back year after year to volunteer and work part-time in the summer. “I'm thankful for the path I'm on, and it started here. So, when I get the chance to help the school, I'm all for it.

Harlem Academy is a part of my origin story.”

As Miles’ story continues, he sees a future fueled by education, science, and the pursuit of a Ph.D. “My dream is to make my mark on the great arc of chemistry knowledge, with generations of future students studying a concept that I discovered,” he says. “Is there a real end goal?

Not at all. I just love the study.”

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MAYA SCRIVEN ’16 As a freshman at Ithaca College, Maya Scriven (HA ’16) is determined to use her creativity to amplify people’s voices – including her own. “I have always been an advocate for social justice, and I want to share the untold stories,” she says. Maya plans to major in film and television so she can give those narratives a platform. “I love telling stories through dialogue, camera angles, and editing techniques. Whether on my phone or a Canon-T3i camera, I always have the record button on standby.”

Her passion for storytelling began long before college. While a high school student at United Nations International School, Maya was a member of the literary magazine and yearbook. She honed leadership skills as a member of the senior class committee and by joining with other students to raise funds for a clean water system in Nepal.

Maya also served as a teen curator of the digital exhibition "Nonlinear Pendulums: Voyage Through Infinite Blackness" at the Schomburg Center for Research in Black Culture. “I fell in love with what the Teen Curators Program stands for: enriching Black youth in their culture,” says Maya. “Over the course of one year, we researched and created art that is now showcased at the Schomburg. I didn’t know how much this program would change me as a person.”

A line from Harlem Academy’s School Creed (see below) continues to resonate with Maya to this day: I choose to do what is right, even if it is hard or no one is watching. “I still stand by that. An act of good can create a domino effect around the world.”

SCHOOL CREED I am bold and creative.

I take opportunities to lead.

I seek help when I need it.

I am honest and reflective.

I choose to do what is right, Even when it is hard or no one is watching.

I listen carefully.

I speak kindly.

I care for my community.

I make the most of each day.

I learn from my mistakes.

I don’t give up.

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First graders Carter and Nadia proudly present their class’s Black History Month door decorations.

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EMBRACING OUR DIVERSITY As first graders Carter and Nadia stepped in front of their classroom door, older students gathered around to hear what they had to say. "I love my peach skin, curly hair, and brown eyes," Carter said, pointing to a photo of himself on the door.

“I love that I’m a tall girl with curly braids,” Nadia said about her photo.

The two were presenting their class’s door decorations as part of Harlem Academy’s Black History Month Showcase. The door’s theme? Unapologetically Black.

This all-school event enabled students to visit every classroom to see how each grade celebrated a Black Lives Matter principle through insightful presentations, artwork, and poems. It’s one of the many ways Harlem Academy embraces and celebrates diversity in all parts of our program.

“From the books our students read to the lessons our educators teach, we bring a high level of intention, thought, and meaning to how we celebrate people of color,” says Assistant Head of School LaShonda Davis.

“We continue to forge those critical connections in our advisory program and community meetings not just during the month of February, but year round.”

Adds Head of School Vinny Dotoli: “Our commitment to diversity and inclusiveness in the curriculum is not a complement to rigor and excellence – it is the foundation.”

Reading and Representation In the primary grades, students are exposed early and often to books by and about people of color, such as “Sulwe” by Lupita Nyong’o, “Hair Love” by Matthew A. Cherry, and “Alma and How She Got her Name” by Juana Martinez-Neal. “Read-aloud books like these are focused on self-love, appreciating our unique identities, and respecting our differences,” explains Ms. Davis.

By fourth and fifth grade, students are reading books that grapple with weightier issues of race, class, privilege, intersectionality, and justice, including “Harbor Me” by Jacqueline Woodson, “Piecing Me Together” by Renée Watson, and “The Parker Inheritance” by Varian Johnson.

“Not only can students see themselves represented in these books and in even more advanced texts in middle school, but the topics covered are relevant and connected to their lived experiences,” says Ms. Davis.

“This leads to rich in-class discussions about colorism, how friendships begin to evolve and become more complicated, racism and how it affects where and how people live, and much more.”

In-depth conversation and analysis is also driven by our middle school history curriculum, which now incorporates materials from the 1619 Project, a New York Times Magazine initiative that reexamines and reframes America’s history.

“There is a huge, rich heritage among African Americans that began long before slavery, that began in Africa,” says middle school history teacher Gwen Kingsberry.

“Incorporating the 1619 Project encourages students to take a critical look at the African American experience throughout centuries, especially during Reconstruction, reframing history to include that experience because Black history is American history.”

Giving Voice to Identity Connecting with these topics in a meaningful way goes beyond the texts we read. Our students are challenged and encouraged to use what they learn to inform their own self-expression in their poetry and biographical writing.

Each year, during Harlem Academy’s sixth and eighth grade poetry performances, audiences of family and friends are inspired by students’ original pieces, which tackle topics as powerful as inequality and as poignant as a daughter’s love for her mother.

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The performances not only showcase our students’ writing after six weeks of working with visiting poets from the Poetry Society of America, they also give students agency to share their diverse experiences and perspectives. “I liked having the opportunity to express my ideas and insights in that way,” says alumna Delali Lyons ’18, a junior at Nightingale.

Similarly, eighth graders read the biography “Claudette Colvin: Twice Toward Justice” by Phillip Hoose. Then, modeling Hoose’s impactful use of direct quotes to develop a narrative, students interview family members and craft powerful biographical essays.

“All of the final essays are deeply moving,” says Head of School Vinny Dotoli. “I remember one in particular about the challenges a student’s great-grandmother faced as a Panamanian immigrant in New York in the 1960s. As he so powerfully put it, ‘My great-grandmother had expected a paradise, but that is not what she got.’ This English unit pushes academic rigor and high-level skill development, and offers opportunities for genuine engagement and deeper understanding of students’ real-life stories.”

Sixth grader Sophie wrote a letter of appreciation to artist Amy Sherald after a class trip to see her exhibition.

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The City as a Resource New York City offers our students a wealth of unique opportunities to celebrate and examine diversity and bring their explorations of these topics to life.

Last year, for example, middle school students dove deeper into Harlem Renaissance artists, writers, and poets that they study in class during a trip to the Schomburg Center for Research in Black Culture.

While attending the National Book Awards Teen Press Conference at the 92nd Street Y, they had the chance to meet National Book Award finalist Randy Ribay, author of the Filipino-American coming-of-age story “The Patron Saints of Nothing.”

On a visit to Hauser & Wirth gallery with Trustee Ann MacRae, students explored race and representation in an exhibit by artist Amy Sherald, whose portrait of Michelle Obama hangs in the Smithsonian. "I loved that Amy Sherald features African Americans in her artwork,” says sixth grader Mariah. “To me, this means that African Americans are special.”

At the 2019 National Book Awards Teen Press Conference, students had the chance to speak with author Randy Ribay, whose novel they’d read in class.

Sharing Culture, Sharing Joy Community Meetings are a 16-year tradition at Harlem Academy that bring together students, teachers, and families to reflect and engage in meaningful conversations each week, often around issues of culture and community.

At one meeting, several Latinx middle schoolers shared original poems inspired by their backgrounds and taught everyone in attendance how to dance merengue in a joyful celebration of their heritage.

During another meeting, three African American students talked about Black joy – the small, everyday ways happiness is woven into the fabric of the African American community – and led a discussion about what the phrase means to others. “Hearing how other people defined Black joy brought me joy,” says alumnus Sen’ari Minnis ’18, a sophomore at Peddie, who helped lead the meeting when he was in seventh grade.

Whether it’s literature, community meetings, classroom lessons, field trips, or other components within our evolving program, the goal is the same: to incorporate a celebration of diversity.

“Harlem Academy’s curriculum is built on the understanding that knowing people and their backgrounds and cultures is crucial to personal and community growth,” explains Trustee Elizabeth McHenry, Ph.D., professor and chair of the English department at New York University.

“Not only do students become aware and respectful of other peoples’ cultures, traditions, and practices,” Dr. McHenry continues, “they also gain a sense of pride for the diversity of their own cultures. This, we believe, is key to preparing them to actively and thoughtfully engage in the world around them.”

HA BEYOND ITS WALLS Harlem Academy is dedicated to sharing best practices to extend our impact beyond the school’s walls. “Voices from the Middle,” a peer-reviewed educational journal featured an article about our middle school advisory program that focuses on building self-confidence around identity in its March 2020 issue. English teacher Kia Turner, recipient of the 2020 Teaching Tolerance award, authored the article.

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Middle schoolers observe organisms under microscopes alongside professional scientists at RPI’s labs.

BRINGING SCIENCE TO LIFE AT RPI The waves of Lake George lapped at the hull of the boat on a beautiful day in May 2019. Onboard, a group of Harlem Academy seventh and eighth graders collected water samples to test under a microscope alongside scientists from Rensselaer Polytechnic Institute (RPI).

Meanwhile, back on the RPI campus, a group of fifth and sixth graders learned how to extract DNA from strawberries and discovered what happens to a balloon when it’s submerged in liquid nitrogen.

These were just a few of the applied science projects our middle schoolers dug into during their annual three-day trip to RPI in upstate New York, the nation’s oldest technological research university.

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Nurturing a Love of Science The RPI trips are designed to reinforce and expand upon Harlem Academy’s science curriculum, which focuses on teaching students to understand and apply the scientific method with increasing independence. Just as importantly, the trips expose students to university life and career opportunities in STEM. During their visit to RPI, our students learn from leading professionals in the fields of science, technology, engineering, and math as they conduct experiments, ask questions, and spend time in the university’s labs.

“I like that we get to do actual experiments, work in a lab, and learn just like college students,” says eighth grader Micaela. “And the scientists treat us like real college students, too. They listen to our opinions and let us make decisions when we are working on experiments.”

Hands-On Learning After settling into one of the dorms, middle schoolers jump into a slew of activities. Seventh and eighth graders are split into three research groups – freshwater ecosystems, electrical engineering and computer coding, and civil engineering – each working on different hands-on projects over the course of three days. The projects culminate in students presenting their findings to their classmates on the last day.

Fifth and sixth graders spend their days visiting different labs, exploring equipment, and learning about biomedical technology, physics, and more through demonstrations.

One in particular that captivated students featured EEG and EKG machines. As students took turns attaching the electrodes to see their brainwaves and heartbeats in action, they tested how the measurements changed when they did everything from wink to arm wrestle. “It was my favorite experiment,” recalls seventh grader Ava.

Encouragement for the Future In between learning and discovery, our middle schoolers also spend quality time with professors and current students, including alumna Alexandria Brown ’14, now a junior at RPI studying chemical engineering. “Having Harlem Academy students come to campus is a full circle moment for me,” she says. “Six short years ago, I was one of them. Now I’m helping them experience all the possibilities the field has to offer.”

RPI President Shirley Ann Jackson, Ph.D., a trailblazer in the field of science who serves on Harlem Academy’s advisory council, spends time with our students as well, sharing stories about her life, the university, STEM’s impact and our students’ role in it. As Dr. Jackson put it during one visit: “Young people have the power to change the world. Now, more than ever, we need young people like you to become leaders in scientific discovery and technological innovation.”

Our students are eager for what lies ahead. Their experiences at RPI help build upon the scientific foundation they gain at Harlem Academy, further preparing them for secondary school and inspiring future goals. “I want a career in science, so getting to work with scientists now is really amazing,”

says Ava. “At RPI, I learned that there are many different types of scientists, from doctors to biologists, and all of them are cool.”

Inspiring Students Virtually Because of the pandemic, we weren’t able to travel to RPI this past spring. The challenge in this current environment has been how we can continue to inspire future scientists without these hands-on experiences. Thankfully, our science teachers at every grade level are up to the task. “I try to make everything we do relatable to students’ current lives,” says third grade teacher Nobel Coste. “I shifted the lessons to experiments students could do at home. For example, during our study of how plants grow, they planted seeds from fruits and vegetables they had at home.”

Older students, who would normally have the opportunity to conduct laboratory experiments, now experience them in a new way. “When possible, we use simulation-based lab experiments and tutorials to help students visualize the experimental process,” says middle school science teacher Eric James, Ph.D. “Although distance learning makes it difficult to conduct traditional ‘hands-on’ lab experiments, our science curriculum still focuses on helping students to develop and practice the intellectual rigor and curiosity of the unknown that often inspires young scientists.”

"It was fun learning how an EEG machine works and sticking the tabs on my wrists," says middle schooler Ava.

THANK YOU We are grateful to Rensselaer Polytechnic Institute, the Harry Winston Hope Foundation, and Con Edison for supporting our middle school science program.

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STRIVING FOR EXCELLENCE Earlier this year, Jah’si Eyre could barely contain his excitement as he dialed the number.

“Mom, I was accepted!” he screamed into the phone.

On the other end, his mother, Shanique Johnson, started to cry. She’d received the same email as her son with news of his acceptance and scholarship at Horace Mann. “He was so eager, he didn’t even wait for us to open the email together,” Ms. Johnson recalls, laughing.

“The things we’ve been through,” she adds, her voice trailing off softly. “I’m so glad it worked out for him.”

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Heading to Top Secondary Schools Each spring, Harlem Academy eighth graders experience the excitement of learning where they will attend school in the fall. Over the years, we have been so proud to see our alumni matriculate at some of the country’s best secondary schools, including Andover, Hotchkiss, Lawrenceville, and Trinity.

And this past year was no different. In addition to Jah’si, our most recent class of eighth graders accepted placement at Friends Seminary, Miss Porter’s, Riverdale Country School, and two girls to Spence! Other students headed to excellent public and Catholic schools. (See “Where Are Alumni Now” on page �� for the full list.)

Tapping a Student’s Potential For Ms. Johnson, the road to that joyful moment wasn’t always easy. But she knew that her son had the talent and determination to succeed. He simply needed the right school to help channel his efforts and his emotions.

She found it at Harlem Academy. “Jah’si was on the honor roll at his previous school, but he was bored,” she says. “He needed to be challenged.”

Coming to a new school in fourth grade can be tough for any child, but Jah’si was a bright student who was also dealing with feelings he couldn’t master. “I was a single mother, so I’d have to go to meetings at school alone,” says Ms. Johnson. “Many of the other students had two parents, and at that age, Jah’si couldn’t understand why his father wasn’t there, too.”

He’d sometimes get upset in class, but everyone at school could see who he truly was: a smart, engaging, and charismatic student. So his teachers, the school counselor, Ms. Johnson, and Jah’si worked as a team to find a solution. He began helping teachers in class, worked one-on-one with the counselor, and used writing as a way to channel his feelings.

By eighth grade, he’d developed a strong sense of selfidentity and leadership, volunteering in the lower school, helping younger students, and serving as a role model.

“Harlem Academy was invested in my son, and because of that I saw real growth,” says Ms. Johnson.

Jah’si couldn’t agree more. “When I first came to Harlem Academy, I was struggling,” he admits. “But everyone was always there to help me. I’ve grown tremendously because of this school.”

Turning Challenge Into Opportunity Jah’si has also learned to view challenges as an incentive to work to the highest standards. “When I first started at Harlem Academy, I had a little trouble in English because I wasn’t a very strong writer,” he recalls. “But over time, I began to enjoy writing because of the selection of books, the types of lessons, and the way the teachers taught – all of it made English more interesting for me. The teachers really know how to captivate you and the curriculum makes you push yourself.”

Now, as a freshman at Horace Mann, Jah’si is pushing himself even further. “The academics at Horace Mann are challenging but so was the curriculum at Harlem Academy, so I feel well prepared,” he says. “Getting into Horace Mann after all of my hard work was so rewarding.

I know that in high school I have to be more independent and stay on top of my own work. I’m ready for it!”

Jah’si has big plans for secondary school, and one line in particular from our School Creed will help him achieve his goals: I take opportunities to lead. “That’s the most important part of the Creed for me, and I continue to stick to it now that I’m at Horace Mann,” he says.

“In order for me to reach my full potential, I have to always take opportunities to lead. My goal is to eventually be captain of a sport and president of a club – in addition to getting straight As, of course.”

“The academics at Horace Mann are challenging but so was the curriculum at Harlem Academy, so I feel well prepared.”

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First grader Alexa shows off her project on identity to junior board member Chelsie Caruso at the 2019 Spring Benefit.

JUNIOR BOARD STEPS UP FOR STUDENTS Ten years ago, a handful of volunteers spent their Saturdays at Harlem Academy connecting with students through games, outdoor activities, and conversation – fun get-togethers that came to be known as The Saturday Club.

Over time, that club evolved into Harlem Academy’s junior board, now 26 members strong and a driving force of support for our students. “Our members have varied backgrounds, so the school can leverage our skills in different ways,” says Kris Rodgers, principal at Sixth Street Partners, who has been part of the junior board since its beginnings.

Fellow member Alexandra Idol, partner at Rosehill Investors, remembers the early days fondly. “I’d spend my whole Saturday at Harlem Academy. It was so special. We were young professionals who wanted to further the school’s mission.”

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Expanding Support Today, the junior board is fulfilling that goal in multiple ways, including connecting a younger cohort of potential supporters to the school. “It’s about playing the long game,” says Mr. Rodgers. “We are introducing a new generation of professionals to Harlem Academy.”

Throughout the year, the junior board works diligently to raise funds for scholarships, leading successful events where their hard work expands our community and advocating on the school’s behalf to their wide networks.

This past spring, when our Spring Benefit was canceled due to the pandemic, the junior board sprang into action, directing their energy to our emergency online campaign designed to fill the critical fundraising gap.

One of our greatest fundraising successes this past year was thanks to our partnership with Credit Suisse, whose holiday charity initiative brought in the highest number of employee donations for Harlem Academy.

Junior board member Karen Chung, global market human resources business partner at Credit Suisse, was instrumental in increasing donations to Harlem Academy by galvanizing her colleagues around our mission.

job opportunities whenever possible. “It’s all about the students, even after they have graduated and gone on to secondary school and college,” says Ms. Idol.

“It’s very gratifying to see this part of the junior board’s work contribute to the continued success of the school,” says Ms. Chung, who became a member last year. “But another aspect of our work, the equity of opportunity part, is equally important, and that can be seen in the interview prep workshops.”

Advocates for the Future

Building Relationships

“Being around the students makes me so inspired,” adds Ms. Idol. “They’re so driven. All of us on the junior board will be here for them and support them in any way we can. And what’s great is that the junior board will grow with the school for a long time and continue to be advocates.”

Ms. Chung and many other junior board members participate in practice interviews with seventh and eighth graders as they prepare for the secondary school application process. “The soft skills students develop in interview prep are critical to equity of opportunity because they are learned skills,” says Ms. Chung. “As junior board members, we can impact students directly by being involved in this type of workshop.”

Interview prep is also one of Mr. Rodgers’ favorite activities as a junior board member: “Touchpoints like this give me the opportunity to build relationships with students, and that personal connection is so rewarding.”

It’s beneficial for our students as well. "The workshops help me improve my interview skills and give me more confidence to do a real interview when the time comes,” says eighth grader Sydney. “The volunteers make me feel so comfortable. I can tell they want me to do my best."

Our junior board members periodically work with Harlem Academy alumni as well, assisting with resumes and cover letters and connecting them to internship and

Whether they are fundraising, volunteering, or championing our mission to others, the junior board consistently steps up for Harlem Academy for one simple reason: our students. “The minute you come through the door, you appreciate how special Harlem Academy students are,” says Mr. Rodgers.

Equity of opportunity begins with education, points out Ms. Chung, who was eager to jump in as soon as she joined the board. “I wanted to roll up my sleeves and get to work, to be involved in a meaningful way,” she says. “I hope my long-term impact as a member is to encourage the students. I think it’s critical for them to understand that they can do what they set their mind to. That’s half the battle: believing in yourself, feeling capable, and knowing that you have support.”

“The junior board has taken on critical projects at the school, with members using their various strengths to drive our mission forward,” says Head of School Vinny Dotoli. “I am incredibly grateful for their involvement and am so proud of the ways they genuinely connect to our community. I look forward to their continued leadership in the years ahead.”

HARLEM ACADEMY JUNIOR BOARD Darren Bartlette Charlie Better Kofi Boakye Alexandra Peterson Cart Chelsie Caruso Karen Chung Natalia del Rivero Meta Fallon Aaron Fernandez

Elizabeth Geldres Kate Hannon Clare Hawthorne Alexandra Idol Spencer Ingle Sarah Labowsky Ben Lavely Monica Gray Logothetis Tanner Powers

Molly Prybylski Elizabeth Putnam Thad Reycraft Kris Rodgers Hunter Serenbetz Amanda Toporek Liz Warner Weston Wilkinson

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TEAM SPOTLIGHT:

TIA CLEMONS Fifth grade teacher Tia Clemons still remembers the elementary school educators who made a positive difference in her life.

She hopes to do the same for her students today.

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H A R L E M AC A D E M Y

When did you know you wanted to be a teacher?

Ever since I was a young child. I clearly remember lining up my teddy bears, standing in front of them, and giving them math equations to solve and vocabulary words to practice. My first summer job was working with children at an enrichment program in Harlem, helping them with reading skills and reviewing homework. In high school, I worked as an afterschool counselor at the Boys and Girls Club where I had the chance to serve as a mentor. Both of those early opportunities enabled me to help children excel and recognize their potential. It was and continues to be an incredible feeling to know that I can make a difference.

“I want to equip my students with the tools to be strong, inquisitive scholars, as well as exceptional, well-rounded human beings.”

Why is Harlem Academy the right school for you?

I immediately felt the sense of community here and everyone’s love for and dedication to the students.

Educators at every level are key, but the elementary and middle school years are the building blocks – when children learn the essentials and figure out who they are. There is something so gratifying about being able to help a child build that foundation early on and then seeing them rise and evolve as they advance through each grade.

What makes Harlem Academy students so special?

I love my students’ curiosity, confidence, and determination. They are fearless. They are unafraid to ask questions, to express their thoughts and feelings, to seek solutions on their own, to think differently.

How do your students show these traits in class?

We see it in so many ways, from how students navigate their friendships to how they tackle challenging assignments to the way they approach texts. For instance, we read “Piecing Me Together”

by Renée Watson, a coming-ofage story about a young African American girl trying to navigate her way through the world. As students share and evaluate their own experiences through journaling, essays, and class discussions,

they find that they have a lot in common with the main character.

I consistently see curiosity and initiative as they research related topics on their own. And I’m impressed by their level of maturity as they engage in these challenging conversations.

How do you see your role as an educator?

I am responsible for creating a warm, judgment-free space for learning and inquiry. Being an educator is not solely about teaching core subjects such as math and reading. It is also about helping students navigate feelings and emotions, assisting with the development of social skills, and guiding them on how to be productive members of society.

I want to equip my students with the tools to be strong, inquisitive scholars, as well as exceptional, wellrounded human beings.

How has your teaching changed over the past five years at Harlem Academy?

I initially felt like I had to rush to try to get everything in, but now I understand the importance of purposeful learning. If the students haven’t mastered the skill, then it is much more important that we take the time to break it down, figure out where the gap lies, and generate meaningful results that the students themselves can be proud of.

During this pandemic, how have you had to adjust in order to make remote teaching successful for your students?

It’s difficult not being able to share a good morning handshake, a random moment of simultaneous in-class laughter, or a celebratory high-five. I've found that giving students a sense of consistency and constant motivation is key in a remote learning situation. So I try my best to make our online time together feel just like being in the classroom.

I also remind students that our high expectations are the same as when we are together in person. I stress the importance of always striving to do their best. I also keep things exciting by generating friendly competitions using online resources wherever I can. The kids especially enjoy those because it makes learning more fun.

What impact do you hope to have on your students?

I want them to be unafraid to be who they are. I want them to always be passionate about learning and to challenge ideas and theories without any fear. I want them to remain curious and explore things for themselves rather than just believing everything they are told.

I want them to know and believe that everything they need to succeed is already inside them.

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Where Are Alumni Now? SECONDARY SCHOOL ENROLLMENT INDEPENDENT DAY

INDEPENDENT BOARDING

Brearley

Andover

SELECTIVE PUBLIC & CATHOLIC

Browning

Avon Old Farms

Beacon

Calhoun

Bard

Bishop Loughlin

Columbia Grammar & Prep

George

Cardinal Spellman

Friends Seminary

Kent

Cristo Rey (3)

Grace Church (2)

Marvelwood

Cristo Rey Brooklyn

Horace Mann (2)

Miss Porter’s (3)

Frederick Douglass

Nightingale

Peddie (5)

Inwood Early College

Riverdale (3)

Purnell (2)

LaSalle

Rudolph Steiner

Rabun Gap (3)

Mount St. Ursula

Spence (4)

Stoneleigh-Burnham

Repertory Theatre Arts

Trinity

Westover

St. Jean Baptiste (2) St. Vincent

Lists above include the four most recent graduating classes.

100%

of graduates have enrolled in selective secondary schools over the past four years, with the class of 2020 earning collective annual scholarships totaling nearly

$500,000 22

H A R L E M AC A D E M Y

COLLEGE ENROLLMENT

90%

American University Brown University

of

students from our

Carnegie Mellon University Catholic University Cornell University Dartmouth College Fordham University George Washington University (2)

first five graduating

Howard University (2) Ithaca College New York University (2)

classes are enrolled

Princeton University Rensselaer Polytechnic Institute (2) Rutgers University

in four-year colleges, including:

Stonehill College Suffolk University Tufts University University of Nevada Wesleyan University Yale University

In response to the pandemic, we have adopted a fully virtual model, with most students learning from home and about one-quarter of students accessing virtual instruction from school.

Photo by Maya Scriven (HA ’16)

1330 Fifth Avenue New York, NY 10026 harlemacademy.org 212.348.2600

Board of Trustees David B. Peterson, Chair Tony Asnes John Belizaire, Secretary W. Graham Cole Will Cook, Treasurer Vincent Dotoli, Ex-Officio Mary Ganzenmuller Doug Griebel H. Dale Hemmerdinger Valarie A. Hing Ann MacRae Elizabeth McHenry Betsy S. Michel Rodney Pope Hank Prybylski Tom Reycraft Richard Schaps Hillary Thomas Michael Toporek Alan Washington Advisory Council Bruno Bich Shirley A. Jackson, Ph.D. Robert Kissane Michael Levine Alice Quinn David R. Salomon Jill Toporek Trustees Emeriti Mark H. Johnston Laura B. Sillerman

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H A R L E M AC A D E M Y