Harlem Academy Journal Fall 2017

HARLEM ACADEMY

JOU RNAL Fall 2017

INSIDE

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From the Head of School On the first day of school, 127 bright Harlem Academy students were in their seats, ready and eager to learn. This is the highest enrollment in the school’s 14-year history.

The demand for a Harlem Academy education is great because promising, low-income students have too few options to help them realize their potential.

Harlem Academy changes the trajectory for high-potential children who would otherwise get lost in New York City’s flawed education landscape. Our most recent graduating class gained an average of 17 percentile points on standardized tests during their time at Harlem Academy, putting them in the 88th percentile nationally. All of them have enrolled in selective programs this fall, with many earning full scholarships to prestigious independent schools.

Our first two classes of graduates continue to thrive as well. Almost all of them have already enrolled in four-year colleges, including top 50 national universities like Brown, Lehigh, New York University, and Rochester.

In this issue of the Harlem Academy Journal, I’m proud to share stories of how our students and alumni are excelling academically and contributing to their communities.

I remain grateful for your role in allowing Harlem Academy to offer this transformational opportunity.

Vincent A. Dotoli Head of School

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Second graders return from recess in Central Park.

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A Legacy of Leadership For 15 years, Mark Johnston’s unassuming yet persistent leadership has played an integral role in Harlem Academy’s growth. He served as a founding trustee during the school’s incorporation process, fueled tenfold growth in our annual scholarship campaign, and answered the call to chair the school’s board when he was needed.

“Meritocracy and a chance for upward mobility,” Mark once opened at a dinner party. “How far can our country rise if we are not committed to those ideals?”

“This school,” he continued, “provides promising, low-income students with their shot at the American dream; now that is something that can be a source of pride for anyone who helps make it happen. This is about setting an example for something that’s needed and making a difference that you can see for a group of deserving kids.”

“Join me,” he always bid his audience at the end of his pitch. And thankfully, so many have joined in the ongoing efforts to build a great independent school in the heart of our city’s underserved communities.

Mark Johnston addresses the 2017 Spring Benefit.

We pause to express our deep gratitude to Mark as he retires from his formal service on the school’s board.

However, we pause knowing that the work for Harlem Academy and the deepest expression of personal values will continue for Mark as it does for so many of us.

Welcome to the Board We are excited to welcome Richard Schaps to Harlem Academy’s board of trustees. Richard is CEO of Van Wagner Group, a collection of marketing companies that specialize in connecting brands and properties with customers through sports. He also served as the Chairman of the Board of The Doe Fund, and serves as a trustee of Free Arts for Abused Children and the Anti-Defamation League – NY Region.

For many years, Richard has been an active member of Harlem Academy’s Advisory Council. In this role, he has helped guide the school on strategic issues and fostered new relationships to keep us moving forward. He is excited to be taking on this new role, believing deeply in Harlem Academy’s mission and the importance of taking every opportunity to improve lives in underserved communities.

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CONTENTS

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6 Making Their Mark 9 Giving Voice to Glass 10 In Their Own Words 12 Daily Reflection: Building Habits for Growth

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Carrying the School Creed Forward: Jose Mencia ’14

18 20 22

Ready to Take on the World

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Where are Alumni Now?

The Power of Words Early Birds: In Conversation with Teachers Ashley Barnett and Joanna Mobley

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Making Their Mark Harlem Academy alumni continue to contribute and lead in their communities. We caught up with some recent graduates to hear how they are making their mark.

This fall, Mariah Bell ’13 enrolled as a freshman at New York University. After graduating from Harlem Academy, Mariah quickly became a leader at the Hotchkiss School, where her extracurricular roles included serving as head of Students for Environmental Action, board member of the astronomy club, and co-leader of Café, an affinity group for young women of color. This summer, she returned to her roots and volunteered as an alumni intern at Harlem Academy.

One of Mariah’s most creative achievements was launching a new school magazine called Spectrum during her senior year at Hotchkiss. Mariah not only came up with the concept for the magazine, she also solicited material, designed, edited, and contributed essays and artwork to every issue.

“I noticed that there were not many outlets for students to freely express their opinions about current events and the state of the world,” says Mariah. “I wanted the magazine to represent not just the spectrum of students’ ideas, but also the range of how we express ourselves.

People sent us poems, stories, essays, art, photography.

In our last issue, we even had someone submit music.

We printed a bar code that readers could scan and listen to the song. It was important to me to be able to handle every type of self-expression.”

Mariah credits her time at Harlem Academy for inspiring her to create Spectrum. “At Harlem Academy, there’s a strong sense of community where everyone really knows and respects each other’s opinions,” she shares. “In high school, it becomes harder to express yourself. I thought back to my HA classes – especially learning creative writing, poetry, and art – and realized that I have the tools to be honest and express myself powerfully. I got excited about helping other Hotchkiss students express themselves in creative ways.”

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“Harlem Academy’s school creed is something that follows you,” she continues. “I used those lessons to guide my decisions in high school, and I’m sure I will continue to use them in the future.”

During her freshman year at Manhattanville College, Indigo Moore ’12 worked as a homeless outreach volunteer. “There are multiple opportunities to give back to the local community and beyond,” she says. “My favorite activity is the Midnight Run, when we make care packages for the homeless and hand them out at designated spots in the city. We also provide warm soup and hot chocolate. The best part of volunteering is engaging with the homeless and letting them know they are not alone. It makes me happy knowing I can help make the world a better place at such a personal level.”

Kira Brown ’14 serves on the Admissions Council and Orientation Staff at the Stony Brook School, where she gives campus tours to prospective students. “Harlem Academy’s school creed inspired me to take opportunities to lead,” she says. “Running campus tours is a big responsibility because I’m representing the school, not just myself. I like to give a good first impression of Stony Brook to new students.”

This experience has also helped Kira learn to balance school work with extracurricular activities. “I give tours during my free periods, which means I have to choose between studying and leading tours,” she explains. “Being on the Admissions Council takes dedication. I have to remember that Harlem Academy taught me to balance and stay on top of my school work and volunteer work.”

High school senior Jahi-Aamir Gaulman ’14 performs in two theater productions per school year as part of Lower Manhattan Arts Academy’s Theater Ensemble. “I've always gotten a rush from being on stage, having the spotlight hit my face, and hearing the loud cheering from my classmates in the audience,” he says.

Jahi also appreciates the sense of community that comes from being part of a theater troupe. “The casts I've worked with are always fun, loving, and caring. We work very hard and consider each other family.”

In his junior year at Cardinal Hayes High School, Joseph Rivera ’14 was elected vice president of the Latin Dance club. “Being in a leadership position for students who are the same age as you is challenging and interesting at the same time,” he says. “I have gained a new respect for my teachers. It's not easy teaching a bunch of teenagers. Being in this position expanded my patience and humility. It also gives me a sense of pride in my fellow club members because I've seen the progress they've made by attending long and exhausting practices.”

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Brianna Turner-Douglas ’14 has been involved in the Multicultural Alliance (MCA) at the Peddie School since her freshman year of high school. “MCA has been a safe haven for me,” she says, “a place where you can talk about the hardships and struggles people of color face, a place where you can celebrate your own culture and learn about others.”

Now a senior, Brianna recently took on a leadership role with MCA, leading group discussions on topics that are not usually addressed at the school, planning trips to culturally enriching events, and mentoring underclassmen.

“I was inspired to become a leader after a conversation with Mr. Dotoli,” says Brianna. “He helped me realize that I could create a welcoming atmosphere for my classmates like I found when I first came to MCA.”

During his freshman year at Rabun Gap, RayJon Grayson ’16 joined the P.E.A.C.E. (Peer Educating, Advocating, Caring, Empowering) team.

As a member of this student-run community service organization, RayJon volunteers at a local food bank, assists with school chapel services, and hosts afterschool and weekend events for his classmates.

RayJon was also selected by his teachers to join the Gap Guide team. “We give campus tours to prospective students, invite them to shadow us in classes, and host overnight visits so they get a feel for dorm life,” RayJon says. “I was not a campus Gap Guide at first, but after hosting one shadow, the administration team liked my work and asked me to start hosting more. I will become an official Gap Guide starting this year. I enjoy holding leadership roles at my school because it’s important to help out my community. That’s something I learned at Harlem Academy.”

Alumni return to campus to catch up with their Harlem Academy classmates and teachers.

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Giving Voice to Glass Standing among the Dale Chihuly glass sculptures at the New York Botanical Garden, Harlem Academy seventh grader Adonis Beckford approaches the podium and recites his poem, “Sapphire Star.” He and three other Harlem Academy students had been selected as winners of a poetry competition pairing young voices with the artist’s glass installations in one of New York’s showcase summer exhibits.

Acclaimed poet and National Book Award winner Jacqueline Woodson had over 150 submissions to read and evaluate. Each entry was presented with no identifying information so the poems would be judged on merit alone.

“Harlem Academy was the only school to have multiple winners,” says Victoria Lewis of NYBG. “We were blown away by the level of sophistication of these poems. Their words have a raw energy that captured the bright colors and unique forms of these glass creations.”

These students’ achievement grows from the critical role that writing poetry plays in Harlem Academy’s academic program. Through a partnership each year with the Poetry Society of America (PSA), five professional poets visit the school repeatedly over a six-week period, working with all middle school students on drafting, revising, and performing original poems.

“Writing poetry doesn’t come naturally to me,” says Adonis, “but I think it has made me a better writer. Thinking like a poet helps me organize my thoughts so I can express myself better.”

Former English teacher Whitney Wood, who conceptualized and developed the Visiting Poets Program with PSA, adds, “poetry becomes a celebration of self-expression and community as the students share, listen, and grow together. Their voices matter, they are powerful, and they are heard.”

150 entered

12 won

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were HA students

Seventh grader AJ Walker stands next to his award-winning poem with National Book Award winner Jacqueline Woodson, who judged the competition.

Special thanks to the Poetry Society of America for their partnership with Harlem Academy’s Visiting Poets Program.

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In Their Own Words Harlem Academy students’ poems were among 12 selected by celebrated author Jacqueline Woodson for display at the New York Botanical Garden’s Chihuly sculpture exhibit. Chosen from a pool of more than 150 Tri-State area submissions, the poems were evaluated using no identifying information, so each had to stand on merit alone. Winning poems came from independent schools, charter schools, and traditional public schools, but HA was the only school with multiple winners.

“Their words have a raw energy that captured the bright colors and unique forms of these glass creations.”

- Victoria Lewis, Interpretive Specialist at NYBG

Sapphire Star

By Adonis Beckford You lose control Unable to handle it anymore It gets unbearably hot So you blow and blow and blow And look at what it turns out to be The sapphire Blue and white Crystals coming alive From all different directions Hovering over the landscape like a god Declaring power As if the rage of the star has Begun The tips of the crystals turn a hot light orange As if soaking up the sun’s heat and radiation And it soaks up all the light from the sun And nothing is left but The unlit star Everything is in darkness But the one blazing Sapphire star

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Sol del Citron

By Essence Sanders Sol Spirals like the way dance makes my hips move left and right Overjoy people’s faces with the vibrant colors, allusions Loops like the way natural hair does in its natural state bouncy and coily del Dazzles you with brightness that may blind your eyes in a snap of a hand Exquisite like the sparkles sparkling on a disco ball Luxurious for everyone to enjoy going beyond what they can imagine Citron Curves like the way a worm slithers back into its habitat Injects you with freedom into a new world like Chihuly Ties all the pieces together to make it unique Rams all the ideas, differences in your mind that it suddenly goes “poof” Ongoing into my brain was first a little thing that wasn’t possible Now it’s a large scale glass curling sculpture Sol del Citron

The New York Botanical Garden’s CHIHULY exhibit runs through October 29. The winning students’ poems are displayed alongside the pieces that inspired their work.

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Daily Reflection: Building Habits for Growth “Who wants to share an example of taking initiative from this past week?” asks Alexis Viele to her circle of third-grade students.

them become better students and classmates, but it also helps them build the habits they will need to succeed in high school, college, and beyond.”

Hands shoot into the air. “I kept being late for school because I slept too late,” shares one boy, “so I showed initiative by asking my mom to get me my own alarm clock. Now I wake up early and I’ve been on time to school every day this week.”

Fourth-grade teacher Eunice Lee has seen substantial progress in her students come through daily reflection.

“Last year, I had one student who struggled with math,” she says. “Through a daily reflection about determination, this student realized she needed to work hard and take the initiative to improve in math. She asked for extra work and sought help when she needed it. This dedication helped her end the year as one of the top math students in her grade.”

“At the start of the year, I didn’t have all my materials ready before class,” says another girl. “It was bothering me, and I finally took initiative by talking to Ms. Viele about ideas to help me stay organized. We made a to-do list and taped it to my desk. Now I feel ready to go at the start of each class.”

Students recognize this progress in themselves as well.

“At first, daily reflection was hard for me, because it’s difficult to think about your challenges and how to improve them,” says fourth grader Hudson. “But writing down a plan and talking to my teachers and classmates helps me to improve.”

Lower school students engage in 20 minutes of personal reflection daily. Teachers pose questions related to the school pillars – initiative, integrity, compassion, determination – and students write about how successful they have been at incorporating these concepts into their school routines and home lives. Follow-up prompts help students develop action plans for improvement, and time is regularly taken to acknowledge and celebrate growth.

His classmate Luca agrees. “Daily reflection is important because it helps us set goals for ourselves.

Without it we would kind of be lost on what to practice. I think in the future I’ll always pause and reflect on my actions and how to improve. I always want to try to become a better person.”

“Daily reflection encourages students to take ownership of their challenges and successes,” says Ms. Viele.

“Instead of me telling them to get organized and prepare for class, they develop these habits at a very young age through thoughtful, ongoing reflection and sharing ideas for improvement with each other. This practice helps

“Daily reflection encourages students to take ownership of their challenges and successes.”

- Third-grade teacher Alexis Viele

(left) Fourth graders examine data related to their recent performance and plan strategies for growth.

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Carrying the School Creed Forward: Jose Mencia ’14

Jose at the 2014 Harlem Academy Graduation.

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As a Harlem Academy student, Jose Mencia ’14 wanted to attend boarding school, but his performance in middle school was not quite strong enough to earn a scholarship. He enrolled at a college-prep Catholic high school in the Bronx but refused to give up on his dream.

Even though I felt prepared for high school, going to a big Catholic school was a change. At Harlem Academy, teachers always find a way to make their subjects exciting to learn. At my new school, most of the teachers gave lectures and assigned work. I wasn’t used to such a traditional, hands-off type of teaching.

Jose stayed in contact with his mentors at Harlem Academy, found allies to support him at his high school, and worked hard to improve his grades. This fall he earned that scholarship and enrolled at the Canterbury School in New Milford, Connecticut. We sat down with Jose to hear his transformational story.

In some ways I think my first high school experience was a blessing in disguise. I had to really take initiative to make sure I was getting the most out of my education.

It meant stumbling and learning to really put the HA creed into action, but it was worth it.

What were your first few years of high school like?

As soon as high school started, I felt like I was ahead of the curve in almost every subject thanks to Harlem Academy. The techniques for analyzing evidence in a piece of text or historical primary documents are some of the most useful skills I learned at Harlem Academy, and they helped me get a great start in high school English and history. My teachers seemed almost shocked that a child like me was able to do that level of analysis.

The class size was also much bigger. At Harlem Academy, I was able to sit front and center. In high school, I usually ended up in the back of the class and didn’t find it as easy to develop a deep connection with any of my teachers like I did at HA.

When did you first decide to try to transfer to a new high school?

One weekend, I decided to tag along with my younger brother, Manny, on a Harlem Academy field trip to tour a boarding school. The idea of attending a boarding school was still fresh in my mind, and I felt disappointed with myself that I didn’t pursue this opportunity when I first had the chance.

Jose stops by during summer break to check in with Mr. Dotoli and Ms. Weintraub.

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Mr. Dotoli could tell I was feeling disappointed, so while walking around the campus, we had a long conversation about what it would take for me to transfer to a boarding school. We discussed the school creed, especially the lines, “I learn from my mistakes” and “I don’t give up.” This helped me realize that with hard work and determination, I still might be able to accomplish my goal of getting into a great school and that it was certainly worth trying.

I knew that I could find some support at my high school but that I could also turn to Harlem Academy for help.

My teachers at HA really care about me and want me to be the best person I can possibly be. Ms. Weintraub especially has always helped me whenever I’ve struggled with my school work, and I knew I was going to need her help to improve in math. It means a lot to this day that she’s always there for me.

What challenges do you anticipate facing at Canterbury?

I’m worried about missing my family, especially Manny.

The longest I’ve ever been away from home was a week for a baseball tournament. I felt homesick after only four days! I think in these moments the line from HA’s creed, “I seek help when I need it” will be important.

I know I can find other people who are in the same situation and ask them for advice about how to cope with being away from home. This line will also come in when I’m challenged academically, and I’ll need to make the same kind of connections with teachers at Canterbury as I did at HA. Are there other lines of Harlem Academy’s creed that you will carry with you to your new school?

I think the line of the creed that says, “I make the most of each day” will be especially important for me at Canterbury. I’m there for two years, so I want to make sure I get the most out of my experience.

“My experience at HA helped me recognize that I want something better for myself and gave me the support and ambition to achieve my goals.”

- Jose Mencia ’14

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After I graduated from HA and saw more of the real world, I realized how much the creed can help to live life. It helps you accept others and to be accepted by the people in your community. It also helps you reach for your goals. I’ve internalized the creed into my daily life, and I’m sure I will use many of these lessons at my new school.

I honestly believe that if I hadn’t gone to Harlem Academy, I wouldn’t have made the decision to transfer to a boarding school. My experience at HA helped me recognize that I want something better for myself and gave me the support and ambition to achieve my goals.

For six weeks this summer, twelve Harlem Academy graduates returned to campus as alumni interns. In these roles, they gained valuable work experience mentoring younger students, designing school publications, conducting research, and assisting with administrative tasks.

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Ready to Take on the World Before coming to Harlem Academy, Wassa Bagayoko ’13 was not being pushed to reach her potential.

At Harlem Academy, she found the challenge she was seeking and thrived academically.

She graduated with a full scholarship to the prestigious Chapin School. Now Wassa is enrolled as a freshman at Brown University.

In her Harlem Academy application, Wassa’s former elementary teachers recognized her academic abilities, but lamented not having the means to help her thrive. “Wassa is one of the most creative, intelligent students I have ever taught,” wrote her fifth-grade teacher, “but she needs ways to be challenged further in every academic area.”

Like so many of New York City’s public and charter schools, Wassa’s elementary school focused on raising the grades and test scores of the lowest performing students.

Teachers in these environments are left with limited time and resources to help push high-potential students from above average to excelling.

Thankfully, Wassa’s family heard about Harlem Academy from a friend and decided to apply.

Like most of our students, Wassa entered with standardized test scores in the 75th percentile – too high to receive the attention she needed at public and charter schools, but too low to gain access to competitive gifted and talented programs or to earn a scholarship to attend a top private school.

Wassa worked hard from day one and thrived on Harlem Academy’s expectations for rigorous intellectual engagement and contribution to community. Her test scores jumped 21 percentile points in just three years, and

Wassa graduated testing in the top 10% of the nation in every subject.

But her growth wasn’t just in the form of test scores. Wassa also emerged as a poised, creative, and competitive young woman. Her dedication to personal achievement inspired everyone around her to grow as well. At Harlem Academy, she joined a reading buddies program for younger students, stretched herself in improv and theater, and dared to offer a counter example or acknowledge a need for help in class discussions.

By the time she graduated from Harlem Academy, Wassa was ready for anything. She earned scholarship offers to four independent schools and chose to enroll at the Chapin School, an all-girls day school that is regularly listed among the top in the country. “At HA, we were held to very high standards,” she says. “The accelerated curriculum shaped my critical thinking, organization, and time management skills, which were key to being prepared in high school.”

Enrollment at Top Colleges By Income Bottom Quartile 5% 2nd Quartile 9%

At the nation's top 160 colleges,

Top Quartile 68%

only 14% of freshman come from 3rd Quartile 18%

the bottom half of the income distribution. Harlem Academy graduates like Wassa are bucking this trend and enrolling in some of the country's top universities.

(Giancola and Kahlenberg, 2016)

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Wassa’s whole family joins to celebrate her Harlem Academy graduation in 2013 (left). Four years later, she waves goodbye to Chapin (right). Wassa was the first girl in her family to graduate high school, and she enrolled as a freshman at Brown University this year.

“The accelerated curriculum shaped my critical thinking, organization, and time management skills, which were key to being prepared in high school.”

- Wassa Bagayoko ’13

Without the proper attention, highpotential students from low-income neighborhoods tend to languish by the time they reach high school.

These students drop out of high school or do not graduate on time at twice the rate of their higherincome peers. By college, only 14% of freshmen at the nation’s top 160 colleges come from the bottom half of the income distribution.

Wassa and her fellow Harlem Academy alumni are bucking these trends. Every graduate from our first two classes achieved on-time high school graduation, and almost all eligible alumni have already enrolled in four-year colleges.

This past May, Wassa became the first girl in her family to graduate high school, setting a wonderful example for her three younger siblings. Now, Wassa is off to Brown University, where her growth and contribution are sure to continue.

“I know I wouldn’t be where I am today without Harlem Academy,” Wassa explains. “It’s an amazing place to grow. I felt like a baby robin being prepped to fly from the nest in my years there. I came out of HA feeling independent and ready to take on the world.”

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The Power of Words Vocabulary deficit is a hallmark of poverty, and a major challenge for promising students trying to compete with their more affluent peers. Harlem Academy’s focused instruction guides students to grow their vocabulary, positioning them to access top high schools and colleges. Our last three graduating classes gained an average of 14 points in vocabulary test scores during middle school, putting them in the 96th percentile of the nation.

Harlem Academy middle school students devote time every day to studying vocabulary. Focusing on five words per week, they learn definitions and etymology, discuss similarities and differences of related words, write sentences showcasing their understanding of the definitions, and peer edit these sentences to gain a deeper grasp of the word meanings, grammar, and sentence fluency.

“We get the students to do the legwork to gain an understanding of these vocabulary words in varied contexts,” says Middle School Director Leah Weintraub.

“This practice goes beyond rote memorization and pushes students to grasp the nuance between words

so they’re able to use them quickly, clearly, and appropriately. We intentionally give students many opportunities to use each word within the program but also throughout their middle school experience, teaching the words thematically to engage their interest, and applying them to their courses, pop culture, and world events. The varied repetition leads to mastery, and they enjoy having the opportunity to show off their knowledge to their classmates.”

Widening children’s vocabulary does more than improve test scores. It helps them become stronger readers, which further strengthens every academic skill. It also helps students express themselves directly and accurately. “We think of vocabulary as an extension of reading and writing,” Weintraub continues, “but at Harlem Academy it’s just as connected to speaking and listening – engaging in a meaningful conversation about a book or even an advisory challenge.”

Fifth grader Kely sees the value in studying new words.

“Vocabulary helps you understand every subject better,” she says. “I remember learning words in our vocabulary lessons that showed up in my history and science classes. I recognize our vocabulary words all the time in independent reading. I hope I never stop learning new words!”

Thank you to the Stavros Niarchos Foundation for its support in developing Harlem Academy's vocabulary program.

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Median Vocabulary Test Score Growth Three-Year Results +14 points

82

96

Entry Percentile

8th Grade Percentile

“I remember learning words in our vocabulary lessons that showed up in my history and science classes. I recognize our vocabulary words all the time in independent reading.

I hope I never stop learning new words!�

- Fifth grader Kely

Sixth-grade students derive informal definitions for the week's five new vocabulary words.

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Early Birds:

In Conversation with Teachers Ashley Barnett and Joanna Mobley

Ms. Barnett reviews a reading assessment with her first graders.

Harlem Academy has an extended school day running from 7:30 am to 6:00 pm, which allows flexibility to accommodate working parents and ensures students have a safe place to maximize their learning each day.

We recently sat down with the two passionate teachers responsible for opening Harlem Academy bright and early every school day.

You both arrive at the school before 7:00 am every morning. What does HA look like that early?

Mobley: I like to get here when it’s calm, and I can ease into the day. I appreciate the opportunity to greet students and chat with each of them. I open the door, shake their hands with a greeting, and check in about anything they have going on.

Barnett: I’m here at 6:30 am and I love it. It’s really early for most people, but for me, the mornings are a chance to greet all the parents and develop a personal 22

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connection with the families of students I teach.

Hopefully, we get those handshakes right before Ms. Mobley gets them in middle school!

What makes Harlem Academy a unique place to teach?

Barnett: The ability to have autonomy in my teaching is very appealing. At Harlem Academy, we are given guidelines for teaching, but we have freedom to interpret curriculum. Instead of teaching to a test, I can focus on helping my students grow into better learners. That’s what I love about HA.

“Children should come to school ready and eager to learn and leave feeling the same way. My mission is to create and nurture a caring and positive environment for my children.”

– First-grade teacher Ms. Barnett

Mobley: I love the school pillars and how they are reinforced in and out of the classroom. It’s so important for a school to stress character development in addition to academic development. Everyone who works at Harlem Academy wants the best for our students and works hard to prepare them for success in the future.

This doesn’t end at graduation. I like that HA continues to help our alumni thrive, because I have always done this informally with my students. After a student graduates, I still consider them my student. I truly care about what is happening in their lives.

What is your favorite thing to teach?

Barnett: Reading! I am a bookworm through and through. I want to instill the love of reading in my students so it never feels like a chore. I have worked on making sure that they like nonfiction, which sometimes intimidates younger readers. My students come to love the genre because we help them find great books and they see it as an opportunity to learn something new about the world.

Mobley: Obviously, the middle school math teacher loves teaching math, but the unit that is the most fun for everyone is probability. It allows you to dive into a new kind of problem solving and explore why things are more or less likely to occur. The students really respond to the real world applications in this unit.

“Mornings are a chance to greet all the parents and develop a personal connection with the families of students I teach.” - First-grade teacher Ms. Barnett

What is your teaching philosophy?

Mobley: I approach every day with the idea that I need to figure out how each student is going to best learn the material. I have an initial plan and 2-3 back-ups, because each student has a different way they learn. I’m also very dedicated to supporting them outside of class. I tell students I am on call for them, just send me an email. If I am awake, I will answer it. And they know I wake up early!

Barnett: As a teacher, it is my responsibility to guide them on how to maneuver in this world, to question things that are not right, and solve the issues that affect them. I also believe that children should enjoy school.

Children should come to school ready and eager to learn and leave feeling the same way. My mission is to create and nurture a caring and positive environment for my children.

Ms. Mobley leads her differentiated algebra class for eighth graders.

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Where are Alumni Now? Secondary School Placements Include: INDEPENDENT DAY

INDEPENDENT BOARDING

SELECTIVE CATHOLIC

SELECTIVE PUBLIC

Brooklyn Friends

Andover

All Hallows

American Studies at Lehman

Chapin Friends Seminary Grace Church (2)

Avon Old Farms Bard (2) Canterbury

Aquinas

Humanities Prep

Bishop Loughlin

LaGuardia

Cardigan Mountain

Cardinal Hayes (2)

Marymount

Church Farm (2)

Cristo Rey

Professional Children’s

Hotchkiss

Dominican Academy

Riverdale Country (5)

Lawrenceville

Spence (2)

Kent Miss Porter’s

Trevor Day

Northfield Mt. Hermon

United Nations Int’l (2)

Peddie (4)

York Preparatory

Manhattan Science & Math (3) Manhattan Village Special Music School

Iona Prep La Salle

OTHER PUBLIC

St. Jean Baptiste (4)

Acad. for Software Engineering

St. Vincent (2)

Arts & Craftsmanship

Purnell

Central Islip

Putney

Lower Manhattan Arts

Rabun Gap

Repertory Co. for Theatre Arts

Stony Brook (3) Westover

SECONDARY SCHOOL PLACEMENT

8%

$44,200 AV E R AG E A N N UA L S C H O L A R S H I P E A R N E D BY H A R L E M AC A D E M Y G R A D UAT E S AT I N D E P E N D E N T S C H O O L S

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

Other

32%

Selective Catholic & Public

60%

Independent Day & Boarding

Almost all of the students from our first two graduating classes are enrolled at four-year colleges, with four students placed at top 50 universities.

Brown University

Salve Regina University (2)

CUNY – Baruch College

St. John’s University

Hobart College

St. Joseph’s University

Ithaca College

SUNY Canton (2)

Juniata College

SUNY Oswego

Lehigh University

SUNY Plattsburgh

Manhattanville College

University of Rochester

New York University

Wilkes University

Harlem Academy's sixth graduating class celebrates their commencement on June 22, 2017.

FA L L 2 0 1 7

25

For the fifth consecutive year, Harlem Academy students received top honors in the Classic Stage Company’s Shakespeare Smackdown competition, taking first and second place and beating out 23 other teams, mostly from high schools. The strength of our students’ performances comes from the confidence they develop by reading these plays starting in sixth grade and learning to interpret Shakespeare in their own way.

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

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.

FA L L 2 0 1 7

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

Board of Trustees David B. Peterson, Chair Tony Asnes Jay D. Bargmann John Belizaire Bruno Bich Will Cook Vincent Dotoli, Ex-Officio Mary Ganzenmuller Doug Griebel H. Dale Hemmerdinger Valarie Hing Ann MacRae Rodney Pope Tom Reycraft David R. Salomon Richard Schaps Laura B. Sillerman Hillary Thomas Michael Toporek Alan Washington Advisory Council Shirley Ann Jackson, PhD Robert Kissane Michael Levine Alice Quinn Jill Toporek

2 8

Printing and mailing generously donated by Benchmark Education.

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