Quest 2024

Quest

The Magazine of King School

ECLIPSE WATCH PARTY

King’s inquiry-based approach to learning was in full effect during the solar eclipse that swept across North America in April. This unique event offered an opportunity for educational engagement at every grade level, fostering a deeper understanding of the cosmos and Earth’s place within it. Students, faculty, and staff across campus donned protective glasses to view the eclipse phenomenon together as scientists and astronomy fans.

A Letter From Carol Maoz

Dear King School Community,

Welcome to Quest, an annual publication that captures the spirit and vibrancy of King School.

I am excited to introduce this year’s theme for Quest: “The Power of Possibility.” At King, we believe in creating a world of opportunities where students can explore their interests, discover their unique talents, and pursue their passions.

This is what we call the power of possibility — the chance for students to find and fulfill their purpose. Whether a student has a love for science or the humanities, an aptitude for the arts, athletic skill, or a heart for service, King nurtures each path, ensuring that every student can thrive and grow.

Possibility is woven into the fabric of our community through the strong connections we forge at King. And that is why this year we are celebrating connections. Connections are foundational to the King experience, the vibrant energy in our hallways, and the bond that unites generations of Vikings. Connections are the channels through which students find new interests, learn deeply, and flourish academically and socially. We know that without these meaningful connections, students cannot reach their fullest potential. Our commitment is to provide a supportive environment where students connect with one another, with their teachers, and with the world around them, enriching their lives with a strong sense of belonging and purpose.

In this issue, you’ll find stories of students and alumni who have embraced the power of possibility and strengthened it through meaningful connections. They have explored diverse interests, formed enduring friendships, and discovered their place in the world. Their journeys illustrate how connection amplifies possibility and opens doors to transformative experiences for all of our students — scientists, humanists, artists, and athletes alike.

I invite you to delve into these pages, let the stories inspire you, and reflect on the potential within each child. Together, through possibility and connection, we are shaping the leaders and global citizens of tomorrow.

Sincerely,

Carol Maoz Head of School

King School prepares students to thrive in a rapidly changing world.

Our students are immersed in an engaging and innovative curriculum anchored in an inquiry-based approach that fosters curiosity, intellectual growth, and character development.

At King, individual accomplishment complements a deep sense of belonging. We embrace diversity in all its forms, nurturing every student to learn and grow in a collaborative and supportive community.

Guided by dedicated educators and a commitment to academic excellence, King students become invested in their journey, develop a lifelong love of learning, and are well equipped to succeed in college and beyond. They graduate with a global mindset, a strong sense of social responsibility, and the confidence to pursue lives of purpose. On the cover, an AI-enhanced

Q&A with Marnie Sadlowsky 18 A Student's Perspective 22 A Teacher's Journey 24

portrait of Kiran Rao ’25: Student Body President, Soccer Captain, Mechanical Engineer, Environmental Steward, Roboticist

Faculty and Staff

The King School community is grateful to our faculty and staff for their commitment to the school’s mission.

Thank you for guiding and mentoring our students to reach their full academic and personal potential.

Meet the Board

Back Row: Wendy Beurket, Kirby Grabowski Lim, Daniel Knijnik, Tod Perkins, Eric Gerster, Doug Perlman, Thomas King, Martin Sullivan, Robert Kay, Dan Villalon, David Schultz, Jessica Demmo, Lorenzo Wyatt

Front Row: Lindsay Zaken, Tom Ryan, Aya DeSimone, Peter Resnick, Carol Maoz, Mi-Sun Freeman, Nancy Heaton, Rachelle N. Spielvogel, God-is Rivera, Matthew Allard

Not pictured: Lauren Onis Bellmare KLHT’03, Ahmed Fattouh KLHT’91, Ara Lovitt

BOARD OF TRUSTEES 2024-25

The King School community expresses gratitude to our current and former board members. Their dedication, expertise, and generosity have been crucial in advancing the mission of the school.

King Embraces Responsible Use of AI

At King, we believe that the responsible use of technology is as crucial as its potential to innovate and transform. In this article, Director of Technology Innovation and Integration and Chair of Computer Science Craig Tunks explores how King is leading the way in teaching the ethical and responsible use of artificial intelligence (AI). This commitment ensures that students not only learn to leverage AI, but also understand their role as responsible citizens.

Artificial intelligence is transforming education, and King is at the forefront of this shift, weaving the technology into its policies, teaching practices, and student learning. The school has developed thoughtful policies for students and staff, which embrace AI's potential and ensure its responsible use. These policies support innovative exploration while maintaining clear boundaries. Students, for example, must use AI only with faculty permission and under appropriate guidance, ensuring that their engagement with the technology is purposeful and well directed.

Teachers at King are finding new ways to use AI to improve efficiency and provide more personalized learning experiences. Tools like Diffit and Magic School help educators adjust reading materials to match students’ comprehension levels, making challenging content more accessible. These innovations are helping the faculty better meet the diverse needs of their students.

The most exciting developments are happening in the classrooms, where AI enhances student engagement and learning. Ben Lovewell, a science faculty member, has incorporated AI into the science fair process by using Magic School to develop a chatbot that helps students refine their project topics. In art classes, Art and Design teacher Ran LaPolla encourages students to recreate famous artists' works using only descriptive style words, blending creativity with technological exploration. Meanwhile, Innovation Lab Coordinator Mike Fischthal works with students on comics by generating images with AI tools and brainstorming their final OPEN projects using ChatGPT.

AI-Enhanced Portraits Showcase the Diversity of Students' Interests

At King, students are empowered to dream big through hands-on projects, new technologies, and performances that showcase their talents. In this magazine, you'll meet some of them. Their passions are captured in AI-enhanced portraits, offering a glimpse into the vibrant student community. These images also reflect the school’s embrace of cutting-edge technology in preparing students for a rapidly changing world. At King, the possibilities are endless, and all students are equipped to chart their own paths.

Students are also finding personal and practical ways to engage with AI. A student in Grade 8, for example, is creating an AI chatbot for home use as part of the student’s READY Project, demonstrating both technical skill and ingenuity. In English classes, students are using AI for tasks like identifying counterarguments in essays, experimenting with paragraph structure and transitions, and even analyzing the stylistic features of Walt Whitman’s poetry by asking AI to imitate his writing. These exercises deepen their understanding of writing mechanics while fostering critical thinking about AI’s capabilities and limitations.

King students are also taking leadership roles in understanding AI’s impact. A subcommittee of the peer review board surveyed students across the Upper School about their perspectives on AI, compiling their findings into a presentation for the school’s leadership team. In history, teacher Ian Lear-Nickum regularly asks his students to use AI to summarize complex historical developments and critique the quality of the generated content, helping them refine their analytical skills. In science lessons, Jay Hill tasks students with using AI to generate scientific diagrams, which they then evaluate for accuracy and representational validity, strengthening their understanding of core scientific concepts.

Through its innovative policies, creative teaching practices, and thoughtful integration into the curriculum, King is setting a standard for how AI can empower students and teachers alike. By encouraging exploration and critical engagement, the school is preparing its community for a future where technology and education continue to evolve.

The KING EXPERIENCE

At King, every student’s journey is unique, and the school is intentional in ensuring that each path leads to success — no matter the destination. Whether it's a budding artist preparing for a career in the creative industries, a future engineer shaping the world of tomorrow, or an aspiring leader developing critical skills for the global stage, King creates a dynamic, supportive environment where all students can thrive.

The King experience is best described by families who have lived it, faculty who have delivered it, and the students who experience it. Though no two paths are the same, every student is supported by the same commitment to excellence that defines King.

Meet the Heatons

A Family With Diverse Interests Enjoys Shared Success

The Heaton family has been a fixture at King School since 2016. At musical performances, academic conferences, athletic events, and community service initiatives, a Heaton has often been present.

Eliza Heaton ’20 was a 14-year-old prospective student when she and her parents attended King’s 2015 winter musical. The show stoked her passion for musical theater, and by the time the curtain fell, Eliza knew this was the place for her.

“She was smitten,” her mother, Lucy Heaton, said.

Eliza’s excitement spread. Her cousin Ryan ’21 arrived at King the following year.

Then Eliza’s brother, Bryce ’23, and Ryan’s brother, Tommy ’23, entered King together for Grade 9. Ryan and Tommy’s sister, Lilly ’24, enrolled a year later.

The Heaton children — as well as their parents, David and Lucy, and Eric (David’s brother) and Nancy — embraced the school’s academic program and vibrant community, leaving their marks on every aspect of scholastic life and forming lasting bonds with students and teachers.

ELIZA AND BRYCE

When Eliza entered King in Grade 9, she was determined to excel. She immediately pursued the Leadership Distinction. Bryce was captivated by the vibrant, welcoming atmosphere at King, and he, too, aimed for the Leadership Distinction.

“I believe that the various distinction options are a key part of King’s upper school experience,” Lucy said. “I see now the influence the Leadership Distinction had in shaping who my kids are today.”

Eliza and Bryce selected a wide array of classes and activities; they collaborated with teachers to create individualized schedules. Eliza cleverly combined her love for music

Eliza Heaton ’20

Bryce Heaton ’23

with service, participating in El Sistema at King, the New Orleans Service-Learning Trip, Project Music, and the Edinburgh Festival Fringe.

As sophomores, Bryce and his cousin Tommy earned the Tom Main Liberal Arts Fellowship to conduct a research project they called “White Supremacy Today.” Their work centered on the question “How does neofascism affect global democracy?” It involved extensive research through articles, documentaries, and interviews, including one with a member of the Proud Boys.

As Lucy watched Bryce and Tommy deliver a King Talk, she saw the strides they had made. “Presenting their research to an audience elevated the significance of their work and underscored the school's commitment to academic rigor,” she said. “It was a wonderful way for King to recognize their hard work.”

“Both children thrived…I am grateful to King every day.” — Lucy Heaton

Throughout Eliza’s and Bryce’s King years, music played a vital role, allowing them to unwind, connect with likeminded peers, and escape academic stress. Eliza excelled in choir; Bryce displayed his trumpet skills in two bands. Their desire to perform was fulfilled through regular school shows and festival appearances, providing tangible goals.

In addition, Eliza started an after-school book club for Grade 1 students and discovered the magic of teaching. She merged her love of music and growing leadership skills and began giving voice lessons to Project Music and El Sistema students. “My love of teaching arose out of my admiration for my teachers at King,” said Eliza, recalling the leadership positions she held as a result of the encouragement and support of her teachers. “I felt cared for and supported in every endeavor as teachers introduced me to different roles they thought I could take on.”

After graduating from King, Eliza attended Duke University, where she was a teaching assistant in the psychology department, gaining experience while motivating her freshman students.

“Coming up with interactive, interesting lesson plans and making efforts to know my students outside of the classroom, I was able to build relationships that echoed those I had with King teachers,” she said.

Eliza graduated from Duke with a major in psychology and a minor in education, and recently joined the teacher-inresidence program at the Windward School in Manhattan.

Bryce is now a sophomore at Duke. Driven and focused, he balances work and play effectively, regularly meeting with his professors and viewing them as valuable resources. At King, he learned that approach through cultivating strong connections with teachers. Bryce continues to use his leadership skills to motivate his peers in social and academic settings.

“Both children thrived at King,” said Lucy, who described the school and its community as the perfect fit for her family. “I am grateful to King every day.”

RYAN, TOMMY, AND LILLY

Ryan, Tommy, and Lilly brought curiosity and distinct passions when they entered Grade 9.

“Having three children so close in age but with such different personalities and interests always led to concern that they each be treated as individuals and not compared to each other,” said Nancy Heaton, their mother and a King

Lilly Heaton ’24

Tommy Heaton ’23

Ryan Heaton ’21

School Trustee. “Thankfully, King put those concerns to rest. The teachers truly got to know each of my kids as the individuals they are and met their needs academically and emotionally.”

As Ryan progressed through the Upper School, he immersed himself in science and became one of the first students in the school’s Advanced Science Program for Independent Research and Engineering (ASPIRE).

Earning an internship at Memorial Sloan Kettering Cancer Center, Ryan researched renal cell carcinoma, finding that subtypes can be accurately classified using convolutional neural networks, a type of artificial intelligence. His work earned second place at the Connecticut STEM Fair and placed in the top 10 at the Connecticut Science and Engineering Fair.

As Ryan sought to leverage AI, Tommy, having completed the fellowship research with Bryce, discovered macroeconomics.

He explored the Federal Reserve’s inner workings, parsing decades of minutes from the Fed’s meetings and finding patterns in recessions.

As Tommy’s interest in economics grew, he sharpened other skills. During his sophomore summer, he honed his writing ability with history teacher Lindsey Rossler.

“One of the traits my kids learned from their time at King is self-advocacy. This has served them incredibly well.”

— Trustee Nancy Heaton

“Working closely with Ms. Rossler, I got early exposure to what it takes to write a real research paper,” said Tommy, whose resulting paper became his first published work when it was accepted without revisions by the Journal of Student Research, a faculty-reviewed journal.

“I could only do this because of the background in research King gave me,” said Tommy, adding that the love of economics and analysis he developed at King fueled his admission into the selective Quantitative Finance Concentration at the Villanova School of Business. “Early on, King fostered my love of research; my ability to excel is due to the skills that my teachers nurtured.”

When Lilly arrived at King, she was eager to try everything. After an injury that connected her with a surgeon and the challenges of recovery, Lilly discovered an interest in orthopedics and physical therapy. With the guidance of her advisor, Director of Science Research Victoria Schulman, she leaned into the sciences.

“Dr. Schulman always encouraged me to be my own person and follow my own passions,” said Lilly, who earned her EMT license and began to take ambulance ride-alongs and volunteer with a local ambulance corps. She channeled that into the Girls Advancing In Stem (GAINS) club, leading the way for other girls to become EMTs. Lilly also collaborated to host “Suture Days,” teaching students to suture wounds.

At King, Lilly took Spanish to fulfill a requirement, and she continues to study the language in college.

“My teachers at King instilled a love of Spanish in me,” said Lilly, who is also studying medicine. “Becoming fluent in Spanish will allow me to combine my interests and better help people in the future.”

Lilly is a freshman at the University of North Carolina at Chapel Hill, Tommy is a sophomore at Villanova School of Business, and Ryan is enrolled at Dartmouth College but is taking time off to pursue an opportunity with an AI startup.

“One of the traits my kids learned from their time at King is self-advocacy,” Nancy said. “This has served them incredibly well, and I believe it has helped make them both successful and happy. I see that now in Ryan, whose curiosity and confidence fostered at King led him to take a different path, but one that is so right for him.”

The Heaton family’s story showcases the power of a school that nurtures individuality while creating a sense of community. From academics to athletics, the arts to leadership, the Heatons benefited from an environment where the children thrived and pursued their interests fully. Their journeys — so different, yet equally vibrant — are a testament to the school’s commitment to helping students follow their own paths. Despite varied talents and interests, they share a foundation of curiosity, confidence, and a love of learning, which, the Heatons say proudly, was developed during their time at King.

’40 ’39

Four Generations Seeking the Same Mission ’97 ’66 ’63 ’72

’34

It was the first day at a new school for Buzzy Champy ’34 as he entered his third grade class on September 3. When his mother, Betsy Holmberg Champy KLHT’99, picked him up, he said, “It doesn't feel like a school; it feels like a second home.”

She breathed a sigh of relief. “It was wonderful to hear that the experience hasn’t changed!” she said.

Perhaps that sense of familiarity is because Buzzy’s family stretches across four generations at King and its predecessor schools.

Holmberg Champy fondly remembers her two years at King & LowHeywood Thomas in the 1990s. At the time, she played piano, loved school, and devoured books. Her affection for the school has never faded. Buzzy said that he feels connected to his mother here at King because she always shared stories of her favorite teachers.

“My third and fourth grade teachers, Mrs. Gallagher and Mrs. Ruffels, respectively, were incredible educators,” said Holmberg Champy, remembering lower school faculty members Carolyn Gallagher and Jane Ruffels. “They knew me for who I was and made me want to be the best version of myself. I felt seen, embraced, loved, and supported.”

Holmberg Champy, now a psychologist and published author, attributes her time at King to developing her lifelong love of school. She wants her son to have the same experience.

“Buzzy is very much his own person,” she said. “He has distinct interests. We wanted a school that embraces all of a kid’s differences and encourages them to be who they are. At King, you can be into engineering, drama, sports, and art all at once.”

Ellen Eagleton, Buzzy’s teacher in Grade 3, describes him as very much a part of the Lower School. “He comes in every day with a smile on his face,” she said. “He loves to share his knowledge of frogs — which is extensive! You can find Buzzy running around happily at recess, playing tag, or playing with trucks in the treehouse.”

“[My teachers] knew me for who I was and made me want to be the best version of myself."

— Betsy

Holmberg Champy KLHT’99

This King experience runs in Buzzy’s extended family. His grandmother Patty Going Holmberg was a lifer at Low-Heywood School who graduated in 1966. Her cousin Elizabeth Carder-Thompson graduated in 1971. Her brother, Geoffrey Going, and cousin Tyler Carder are also King School alumni from the Classes of 1963 and 1972, respectively. Holmberg Champy’s brother, Stephen Holmberg, is an alumnus of the Class of 1997.

Going Holmberg recalled the school’s nurturing environment. She lit up, remembering beloved educator and former Head of School Sue Cesare LH'48.

“I knew her when she was Miss Rockwell before she was married!” Going Holmberg said, laughing. She also shared fond memories of her Low-Heywood teachers. “The way the school was conducted felt wonderfully warm, secure, and fun.”

Going Holmberg’s connection to the school continued after graduation. She served on the Board of Trustees and as President of the Alumni Board. The bonds she formed at the school were impactful and long-lasting.

“My friends from school are still my friends today,” Going Holmberg said. “I spoke to one of my classmates just this morning.”

The family legacy at King dates back even further. Going Holmberg’s mother, Betsy Going ’39, and maternal aunt, Patsy Carder ’40, also attended Low-Heywood School. When asked what effect the school had on them, Going Holmberg said, “They always talked dearly of their classmates and teachers.”

With such a rich history of family ties, it’s no wonder that when Betsy and Adam Champy were choosing a school for their son, they looked to King.

“He has lots of interests, and I think he's going to find himself here,” Going Holmberg said.

Today, Buzzy walks the halls of King School, charting his own path, just as his mother, grandmother, great-grandmother, and other relatives did before him.

atyears King

ELIZABETH CARDER-THOMPSON LH'71: A TRAILBLAZER IN LAW AND LIFELONG LEARNER

Elizabeth Carder-Thompson graduated from Low-Heywood in 1971. After an impressive 41-year career practicing health care law with the international law firm Reed Smith, she is now what she humorously refers to as a “recovering lawyer.” Retired and living in Chevy Chase, Maryland, just a mile north of Washington, D.C., she shares a vibrant life with her husband, Larry Thompson. Together, they enjoy time with their blended family of four daughters and four energetic grandchildren under the age of 4.

Carder-Thompson graduated from Low-Heywood a few years later than her cousin Patty Going Holmberg LH’66. Their mothers are sisters and alumnae, Patsy Carder LH'40 and Betsy Going LH'39. Going Holmberg’s daughter, Betsy Holmberg Champy, attended King & Low-Heywood Thomas in the 1990s. Holmberg Champy’s son, James “Buzzy” Champy ’34, is currently enrolled at King.

“I felt terribly important and connected because I had an older cousin in the Upper School who was an outstanding athlete,” Carder-Thompson said. “I’m thrilled that my family has a new member attending King to continue our tradition — Buzzy Champy, proudly starting in third grade.”

Reflecting on her time at Low-Heywood, Carder-Thompson fondly recalled the close relationships that defined her school years. From being one of the “10 Little Muffins” in sixth grade to becoming part of the first Low-Heywood classes to take courses at King, her school experiences were rich in connection and collaboration.

“We had a wonderful crew who worked on the newspaper, then called Hey-Day,” she said, “and the experience vividly demonstrated that consensus-based decision-making usually surpasses that made by an individual — something that stayed with me throughout my career.”

Her academic rigor at Low-Heywood prepared her well. She credits the writing and organizational skills she developed at the school for her success in college and law school. Memorable teachers like Judith Holding LH’58 and Felicity Hoffecker made a lasting impression, particularly through her English and ethics classes.

“I’m thrilled that my family has a new member attending King to continue our tradition."

— Elizabeth Carder-Thompson LH’71

These courses, along with a fascination for educational theory, inspired her to pursue an ambitious senior project in which she designed an independent school with an innovative curriculum. With the guidance of outstanding advisors such as former Head of School Sue Cesare LH’48 and Marjorie Weidig LH’41, her passion for learning flourished.

After graduating from Low-Heywood, she attended Brown University, where she earned a degree in English, graduating magna cum laude, and was elected to Phi Beta Kappa. She then pursued her law degree at William & Mary Law School, where she served as the notes and comments editor of the Law Review, demonstrating her dedication to legal scholarship and analysis.

Her career in health care law spanned four impactful decades. In 2021, she received the David J. Greenburg Founders Award from the American Health Law Association. This prestigious honor is given to individuals who have made significant contributions to the growth and life of the association. Carder-Thompson's dedication to the group was evident through her service in various leadership roles, including president, board member, and chair of numerous committees. Her contributions to the association's programs, publications, and educational initiatives have had a lasting effect on the field of health care law. Carder-Thompson has been a vocal advocate for women lawyers, recognizing the challenges they often face in the profession. She has shared her experiences and offered advice to young women entering the field, emphasizing the importance of perseverance, humor, and a passion for making a positive impact on people's lives.

Carder-Thompson’s time at Low-Heywood laid the foundation for a lifetime of intellectual curiosity and collaborative problem-solving. Today, she enjoys retirement and continues to reflect on the important lessons from her school years that shaped her path forward.

Miller Moments

A Holistic Approach to Growth and Discovery

Seeking a school that could live up to its promises, the Millers were drawn to King’s supportive, student-centered approach to learning and development.

As Mandy and Cristopher Miller listened to a presentation in 2018 about finding the right school for their child, they were struck by the message from Tom Main, then Head of School at King. “Ask the schools to explain specifically how they are going to do what they are promising to do,” he said.

The Millers had scoured Fairfield County looking for the right fit for their son Elliot. As they sat in the audience that day, King’s experts described the school’s program and curriculum.

“We knew King was the place when we learned about the built-in teams of teachers, grade leaders, advisors, deans, and counselors that meet regularly to review each child’s performance,” Mandy said. The ability to adjust the program to meet the needs and interests of individual students appealed to the Millers.

Soon after, Elliot ’24 entered King in Grade 7, where he began to take risks, self-advocate, and find friends. His athleticism allowed him to explore playing sports, including soccer, lacrosse, basketball, and paddle tennis, and he also served as a team manager for Varsity Boys Lacrosse.

He joined several clubs and began to connect with different groups. The Harkness approach to learning created a supportive atmosphere that inspired him to share ideas and participate in discussions.

The Millers were so thrilled with Elliot’s experience that they enrolled their two younger children in 2019. Olive ’27 entered King in Grade 5, and Sydney ’31 entered Grade 2.

Olive had a breakout performance in the Grade 5 musical and has been singing ever since. Now a sophomore, she has woven herself into the fabric of the community. A polymath, Olive can be found strumming a guitar in the Performing Arts Center, sculpting in the art studios, and advocating healthy relationships with the One Love Club. Her athleticism shines on the soccer field, where she excels as a varsity player. She thrives in her role as an ambassador, sharing her love for King with prospective students. As Olive advances in school, she makes discoveries that spark new interests. She is currently absorbed by world history and chemistry.

“The more I study science and history, the more I realize how disciplines like music, art, and sports teach me to think creatively and critically,” said Olive, who will be attending the Vogue College of Fashion and joining a King service-learning trip next summer. “Through these experiences, I’m learning to explore new ideas and perspectives.”

Sydney, like Olive, took a turn in the Grade 5 musical and recently joined the middle school soccer team. “Sydney would have never elected to take a risk as a performer singing a solo if he hadn’t felt supported by his community,” Mandy said.

Despite the parallels with his sister, their interests are quite different. Sydney’s passions lean toward strategy and precision. As a longtime member of the school’s chess program, he has developed a keen interest in Beyblade, a game of skill involving spinning tops. Collaborating with Dean of Student Life Jeremy Bletterman, Sydney founded a Beyblade Club. In the initial meetings, students deconstructed various aspects of Beyblades — such as weight, shape, design, and materials — to discover competitive advantages for future competitions.

The partnership with Bletterman solidified Sydney’s place in the community and gave him the determination to propose the club. Such initiatives reflect a newfound confidence in Sydney and created a supportive environment for fun, collaboration, and new friendships.

“King creates this platform that allows the students to stand tall while becoming the best version of themselves,” Mandy said. “This is what I love so much about the school.”

Elliot is now at the University of Richmond, where he was recently inducted into Delta Sigma Pi, a professional business fraternity, and is engaging with his professors and playing intramural soccer. His preparedness for higher learning is evident as he navigates his new responsibilities, including time management and speaking up for himself.

“I am already seeing what a great job King has done at providing him the experiences and opportunities to ensure his readiness for this massive transition,” Mandy said. “He has landed on his feet, and we could not be more proud.”

An Interview With Marnie Sadlowsky

King’s Associate Head of School for Strategic Programs and Head of Upper School delves into the school's commitment to fostering a learning environment that balances rigor with enrichment while supporting students' varied academic and co-curricular interests.

What defines a King student?

There is no one definition of a King student except that a King student is curious and open to learning! We don’t have cookie-cutter students here, and we believe that admitting a student body with a wide range of interests, curiosities, and strengths benefits everyone.

Is the King curriculum able to support students with a wide range of academic and extracurricular interests?

Yes. Although King proudly roots its curriculum in the disciplines and skills that we call the liberal arts, which may sound very traditional, the school offers its students a remarkably diverse range of learning experiences.

Our students learn how to think like mathematicians, historians, and scientists; they learn how to see the world through the eyes of artists; and they learn how to hear and experience the world the way a musician, poet, or novelist might.

At the same time, they have access to Global Education experiences, Zoom-ing in with students from very different cultures. They can interview refugees as part of their history class, produce a literary magazine, and invest real money with an investment team.

We also support students’ specialized interests through advanced research programs, diploma distinctions, independent studies, and special projects with faculty mentors, internships, or local nonprofits via our King Cares community partnerships and a whole range of co-curricular clubs and internships.

Our dynamic inquiry-based approach to the students’ core liberal arts experiences allows for exploration, while our flexible pathways allow for more focused pursuits as students discover passions.

How does King balance the needs of students who wish to explore interests and those who wish to hone into a particular area?

Across all three divisions, teachers pay close attention to a student’s budding interests and curate enrichment opportunities to match. While it looks a bit different in each division — from after-school Olympiad programs to high-level independent research with major universities — the goal is the same: to help students gain the skills and understandings that our school is committed to honing in its graduates through the pursuit of as many areas of genuine interest as possible.

How does the King program evolve to accommodate new or emerging interests among students?

King’s cross-divisional curriculum planning, which involves school leaders and teachers in each area of school life, allows us to keep a finger on the pulse of our students’ interests so we can make changes in our approaches or in the way we emphasize certain skills.

We also stay close to the students, always observing carefully and asking probing questions about their curiosities and interests. Are we seeing an emerging interest in coding? Why aren’t we seeing an emerging interest in coding? How do we embed today’s students’ interests in film and visual design into our courses? How can we take our students’ curiosity about genetics and neurobiology seriously? What electives should be sunset, and which should be added?

Our rich and dynamic approach to clubs at all three divisions also teaches us a lot about how our program might need to evolve. After noticing how beautifully many of our students in the Upper School responded to the simulation approach to Model UN, for example, we began using simulations across our history courses even as we doubled down on our offerings in Global Education.

When a large number of students from different grade levels began proposing clubs that focused on pediatric cancer, we created an umbrella service club dedicated to health support in a range of areas and even secured a spot on the Bennett Cancer Center’s board for one of our student leaders.

Continued on page 21

Clara Kulig ’29

Stage Sensation Creative Visionary

Thespian Extraordinaire Pop Music Expert

Bump, Set, Spike Pro

Paxton Freeman ’29

Illustrator Musician Squash Champion

Soccer Player Tennis Superfan

Continued from page 18

How does King ensure that academic rigor and enrichment opportunities are balanced?

King’s academic program is rooted in a challenging, dynamic approach to the liberal arts — so science, math, history, literature, languages, art, and music — the traditional subjects that we believe spark deep questions that are highly engaging and develop the right mix of skills and proclivities necessary for future advanced study in college and beyond.

We also know that students, particularly those in the developmental stage of adolescence, are more likely to develop robust academic muscles if we balance their broad, liberal-arts-based program with more specialized opportunities. We offer students adult guides to help them put together a balanced schedule that is right for them; indeed, in our Upper School, this often means that no two students have the same schedule! We also have a schedule that includes fixed breaks for community time, including clubs.

How does King’s co-curricular program complement the academic curriculum to foster a holistic educational experience for students?

King’s co-curricular offerings, such as our wide-ranging club choices, are designed to complement the skills and content areas we focus on in our academic curriculum. Some of these connections are more obvious than others; indeed, it’s easy to see how our Debate and Math teams extend and deepen learning happening in our academic program or how our Math Ambassadors club extends both math engagement and interpersonal communication skills into a co-curricular context.

Then there are other areas that may not be so obvious but are very powerful in their complementary functioning. For example, in Model UN, students practice applying skills of collaboration, written and spoken expression, evidence-based reasoning, and perspectivetaking as they design their conferences, build coalitions to solve complex problems, compose position papers, and write amendments.

In our KSPCA club, students use communication skills as well as research skills to understand how institutions function within a community as they work to set up an on-site pet-adoption event that is properly vetted, advertised, and complies with city guidelines. Another way of answering this question, though, is to think about how many real-life applications any of the subjects our students study may invite.

Our clubs and community partnership activities allow students to practice the application of “soft” skills (which are often quite hard to master) with a range of ages and stages in a variety of real-life situations, such as serving on boards or working with children of immigrants who are learning English or organizing a 5K for the Boys & Girls Club and Orphaned Starfish Foundation or understanding how to register to vote.

Our hope for our students isn’t just to be numerate and literate, after all. Our hope is that a King education raises up humans who are comfortable in their own skins and who have the self-knowledge and confidence to use their skills and strengths to meet the challenges of this world with intelligence and compassion.

From left: Caroline Curry ’27, Marnie Sadlowsky, and Emma Lange ’27

A Student's Perspective

Student Body President Kiran Rao ’25 is passionate about the climate and hopes to leverage STEM to create environmental sustainability.

Kiran Rao ’25 manages a variety of roles with ease, including leading the STEM and Robotics clubs, captaining the soccer team, teaching snowboarding, and excelling academically. Here, he shares the skills he uses to excel and his plans to change the world for the better.

What are your hobbies or interests inside and outside of school?

My interests are STEM-focused, specifically engineering and physics. I am currently consumed with quantum physics and find myself going down YouTube rabbit holes, trying to deconstruct complex concepts. I lead the STEM and Robotics clubs, and I led the AAPI affinity group for the past two years.

Beyond academics, I play soccer and am hoping to compete in college. I also teach snowboarding at Mohawk Mountain. With the soccer team, I play a lead role in organizing the annual King Cares 5K, which fundraises for the Orphaned Starfish Foundation and Boys & Girls Club of Stamford. I also work on sustainability practices here at King. My dream is to solve the climate crisis. Nothing seems as important to me, and my career will likely focus on solving the issue.

How do you balance your academic pursuits, extracurricular activities, and responsibilities as Student Body President?

The busier I am, the better I manage my productivity. I have learned how to prioritize, which means I have learned to say “no.” There are so many opportunities that interest me. I have practiced identifying what is most meaningful, and I pursue those opportunities with purpose.

Did you know…?

Students across all school divisions — Lower, Middle, and Upper — can engage in leadership opportunities through student government. These programs cultivate leadership skills, empower students to voice their ideas, and foster a sense of community and collaboration as the student body works together to enhance the school experience.

To manage everything, I have developed habits. I have a complicated system of reminders, calendar events, and Post-it notes, and though it may not be pretty, it works for me. I love to journal before bed, and music helps me find a rhythm when I need to be productive. These small routines help me find my space and ground myself.

As a leader, how do you encourage your fellow students to explore their own interests and passions?

I love it when people show interest in my work because it allows me to share my excitement. Therefore, when I talk to a student about something they are passionate about, I listen, ask questions, and try to get them to share their excitement. Asking questions helps others feel their work is important and encourages them to go deeper into their exploration.

My King teachers have always encouraged me to pivot with my interests as I discover and grow and I try to follow their example. I encourage other students to say “no" to things if they realize it is not a fit for them. If they join a club and the club turns out not to interest them, it is OK to leave and try something new until they do find something that sparks their interest. Knowing when and how to make a change is so important.

What are your aspirations for the future, and how do you believe your experiences at King have prepared you for success?

My approach to collaboration and leadership has changed a lot during my time at King. As an extremely ambitious person, I used to lack patience and was intent on doing things autonomously. King taught me to take a step back and take time to create interest in others, that getting others involved in my work and interests is one of the most essential steps to getting things done. I have learned to balance my intense individualism with productive collaboration.

Where do you want to be in 10, 20, 30 years?

I will be a mechanical engineer building technology and robots that solve the climate issue. Robotics has three main components: electrical, computer science, and mechanical engineering. As a mechanical engineer, I will apply my knowledge to building a robot that will clean up dirty beaches, generate new forms of clean energy, or just make our daily lives greener.

When people ask me to define myself, the word “competitor” comes to mind first. So, in addition to robots, I will also be playing sports, running races, and training hard.

Sebastian Russo ’33

Artist Musician Pawn-to-King Strategist

Fiction Aficionado Triwizard Champion

Case Cracker

CA Teacher’s Journey

Christos Galanopoulos’ Lifelong Quest for Knowledge Rooted in Self-Discovery

Powerful experiences of resilience, defiance, and heroism inspire a teaching philosophy shaped by ancient wisdom and a commitment to helping students find meaning.

hristos Galanopoulos’ journey to becoming the beloved teacher he is today is rooted in deeply personal and formative experiences. He joined King 25 years ago and has since been inspiring students to chart their own paths.

Galanopoulos’ teaching philosophy took shape during his childhood through stories passed down by his grandparents — stories that ignited his passion for education.

Growing up, Galanopoulos often listened to his grandparents’ accounts of their experiences during the Nazi occupation of their small village in Greece, near the ancient site of the Olympic Games. They spoke of fear and resilience, of soldiers searching homes, spreading uncertainty and a sense of danger.

Yet, tales of defiance stood out in the darkness. A village child, despite the desperate circumstances, mocked the German occupiers with words they could not understand. This child’s boldness left a lasting impression on Galanopoulos.

“These stories became the gift of the muse that fed my imagination, the greatest gift of all,” he said. They became the vehicle that drove him to become a teacher.

His curiosity and imagination were further nurtured during adolescence when his father introduced him to ancient Greek mythology. Galanopoulos found himself drawn to the timeless themes of heroism, morality, and self-discovery. This, combined with the vivid stories of his grandparents, reinforced his desire to explore and share these profound human experiences with others.

A turning point came years later when Galanopoulos was completing his master's degree in history at Southern Connecticut State University. His thesis advisor encouraged him to write about the philosophical issue of modern nihilism: the sense of a values crisis in contemporary society. This challenge brought to the surface his deep-seated desire to teach, to combat the forces that diminish imagination and creativity, and to help others discover their own paths to meaning.

When asked, “Why do you teach?” Galanopoulos’ answer was both reflective and purposeful: “I do not teach because I want to make my students see things in a particular way or to make them believe what I believe or value what I value. As Socrates, my teaching guide, showed me, the educator should turn the students around to find the light of knowledge in themselves.”

As Galanopoulos continued to draw inspiration from the ancient philosopher Socrates, he strived to achieve self-knowledge and moral goodness and instill that in his students. “The greatest knowledge is self-knowledge,” Galanopoulos asserted. “It is more important to be good than to be smart. For one can be smart and use their intelligence for evil.”

For Galanopoulos, teaching is not about providing easy answers. Rather, it is about helping students navigate the complexities of life and encouraging them to take on difficult yet meaningful pursuits. He often reminds his students of Aristotle’s wisdom: “Educating the mind without also educating the heart is futile.”

He inspires students to persevere in the face of adversity and find reward in overcoming challenges. “Educators must teach that what is difficult is preferable to what is easy, as only what is difficult is a truly worthwhile undertaking,” he said.

Teaching, for Galanopoulos, is a lifelong mission. It is an opportunity to guide young minds toward critical thinking, self-discovery, and personal growth. “Teaching is the art of keeping the archetypal flame of the longing for selfhood and freedom alive,” he said.

His message to students is to resist the shallow values of materialism and to embrace their creativity and individuality. “I teach because, as Socrates said, ‘The unexamined life is not worth living for a human being,’” Galanopoulos concluded, reaffirming his commitment to guiding students toward lives of purpose and reflection.

Today, Galanopoulos teaches history and social sciences at King. In the classroom, however, he is more than just a teacher; he is a storyteller, a mentor, a philosopher, and a guide, helping students uncover the deeper truths within themselves.

Evolving CURRICULUM

Central to King's success in preparing students for their lives beyond King is its everevolving curriculum. With student curiosity as a central component of curriculum development, teachers listen to students to gauge new interests and respond in kind.

This commitment to innovation is evident across all divisions, from the Lower School's hands-on explorations to the Middle and Upper Schools’ rigorous academic offerings. In the following pages, we will delve into the diverse and engaging curriculum that shapes the educational experience at King. From exploring the intersection of baseball and American culture to examining the intricacies of cartography, our teachers are dedicated to fostering a love of learning and preparing students for the challenges and opportunities to come.

BEYOND BASEBALL

Patrick O'Neill's vision of using baseball to teach American history was years in the making. With the support of a King sabbatical, he created Stars, Stripes, Seams, and Stitches: Baseball & American Culture, a class designed to deepen students' understanding of American culture from the 1850s onward through the lens of baseball.

O'Neill's class delves deep into baseball’s historical significance, examining topics like race relations, the Negro Leagues, and the effect of Latinos and women on the sport. He challenges his students to think critically about the game's influence on American society and its reflection of broader cultural trends.

To enhance the learning experience, O'Neill incorporates a trip to Cooperstown, New York, the home of the National Baseball Hall of Fame. He encourages students to use their classroom knowledge to critically analyze the museum's exhibits, prompting discussions about controversial figures like Pete Rose and the Black Sox scandal.

O'Neill collaborated with art teacher Ran LaPolla to include art in the curriculum. Students design baseball cards based on influential figures, analyze the subject's significance, and explore the concept of baseball cards as a form of historical currency.

From the classroom to Cooperstown and the art studio, the sport’s narratives surrounding issues like racism, gambling, and steroids foster conversations about truth and honesty, and prompt students to consider the role of integrity in culture, sports, history, and their own lives.

A QUANTUM LEAP GOES NUCLEAR

A few years ago, a group of curious students approached science teacher Tom Castonguay, intrigued by his expertise in theoretical and computational chemistry. They expressed a desire to go deeper into the subject, sparking an idea for a new course.

What began as an independent study quickly evolved into a full-fledged course. Computational Chemistry takes students on a unique journey into quantum mechanics, which is essential for understanding atomic-scale phenomena and applications such as quantum computing.

This complex subject is rarely taught below the undergraduate level. Castonguay’s course enables STEM students to develop an early understanding of the connections between calculus, linear algebra, statistics, physics, chemistry, and computer science. By exploring these intersections, they can apply quantum mechanics to solve real-world problems.

As he developed the chemistry class, Castonguay collaborated with world languages teacher Gilles Chosson to incorporate a STEM component into King’s partnership with École Internationale PACA in France. After discovering the French school’s proximity to ITER, a leading fusion research facility in France, and CERN, the European Organization for Nuclear Research on the Franco-Swiss border, the idea for a nuclear and high energy science-themed travel program was born.

The inaugural trip to France and Switzerland last summer was a tremendous success, showcasing the potential for deeper exploration in particle physics. To build on this experience, Castonguay will offer a dedicated course titled Nuclear and High Energy Science in the spring, introducing students to the fundamentals of particle physics and fusion research.

A DEEP DIVE INTO MARINE BIOLOGY AND BIOETHICS

When upper school science teachers Benjamin Lovewell and Jay Hill saw their expertise in marine biology and bioethics generating increasing student interest, they partnered with Science Department Chair Nicholas DeFelice to develop two new courses. Last spring, Marine Biology and Bioethics were added to the school’s expanding list of life science courses.

Marine Biology explores marine ecosystems' complexity, beauty, and conservation. Bioethics examines the responsibilities and societal effects of biological advancements. Lovewell, who holds degrees in marine biology, aquaculture, and fisheries science, enhances his course with visits to Long Island Sound and the Maritime Aquarium.

In Bioethics, students tackle ethical issues arising from advances in biology and medicine. Students select the course topics based on their interests and current events. Hill, who taught the subject for more than 20 years before coming to King, guides Harkness discussions through topics including eugenics, genetic manipulation, and euthanasia.

These new offerings complement King’s diverse science electives, including Ecology, Anatomy and Physiology, Genetics, Computational Chemistry, Human Evolution, Science Research, Nuclear and High Energy Science, and Environmental Science: Human Impact.

Evolving Curriculum

ADVANCING MATHEMATICS

When math teacher Dr. Victoria Khiznichenko, whom students affectionately call Dr. K, recognized the potential of some of her middle school students to exceed the traditional curriculum, she set out to create a program that would allow them to contemplate advanced problem-solving and mathematical thinking.

Drawing on her experience as a gifted math student in Uzbekistan, and with support from King leadership, she introduced the Algebra, Number Theory, and Probability (ANTAP) course in 2012.

“This is a unique and very advanced course typically not offered in middle schools,” Khiznichenko said. “We identified the demand and capability, and crafted it for students who love math and are eager to challenge themselves.”

Students must complete Algebra I with an A- or better to enroll. Once accepted, they dive into advanced topics such as algebra, number theory, probability, and 3D geometry.

Students tackle challenging problems from Olympiad competitions and global curricula, including those from Russia, China, and Poland, using specialized textbooks focused on problem-solving techniques. After completing the course, some students opt to take Algebra II and Trigonometry. Most of them join the Upper School Math Team and take the Upper School continuation of ANTAP: Advanced Problem Solving. Students who have completed these classes have reached a high level of mathematics for their age.

As she reflects on the effect of ANTAP, Khiznichenko credits the Uzbeki math teacher Igor Abramovich Dorfman, who introduced her to a world of complex mathematical concepts when she was a young student.

“We all do what our teachers taught us in the past,” she said. “I was fortunate to have a teacher who knew four languages, played violin at a professional level, and was an excellent mathematician and mathematics teacher.”

Now in her 26th year at King, Khiznichenko draws from that teacher's example to inspire the next generation of mathematicians, fostering a love for numbers and propelling students forward in their academic journeys.

HARMONIOUS COLLABORATION

When Eleanor Bach began teaching Middle School Choir at King in 2021, she saw the choral setting as a powerful space for connection. She understood that music could be a healing force in the wake of the pandemic — an elixir that would help students rediscover their voices and a renewed sense of community and possibility.

Starting with foundational skills like sight-reading, musical theory, and teamwork, Bach created an environment where students could develop their vocal abilities together. The choir quickly grew as students of all skill levels came together, learning from and inspiring one another.

With the support of Head of Middle School Josh Deitch, Bach reorganized the choir by skill level instead of grade level. This allowed Bach to create groups according to vocal range, including soprano, alto, tenor, and bass, each tailored to the singers’ skill, vocal control, and ability to harmonize.

As the choir flourished, Bach sought opportunities for students to engage with a larger musical community. She invited all interested students to audition for the American Choral Directors Association (ACDA) Eastern Region Honor Choir, a competitive ensemble that selects 200 students from the Northeast. The audition process required them to demonstrate vocal skill, musicality, sight-reading ability, and performance technique, pushing students to elevate their craft.

For months, the students refined their skills, recording audition tapes that showcased their musical abilities. They practiced intonation, phrasing, and timing while deepening their understanding of musical theory. Fifteen King choir members qualified for in-person screenings, including note checks and solo performances, to demonstrate their readiness.

Those students dedicated four months to preparing for the next stage of tryouts in Rhode Island. Their discipline paid off, and every King student who made the trip was selected for the Honor Choir. The ensemble then spent two days rehearsing for a concert under the guidance of a master conductor and collaborating with a composer who had written an original piece for the performance. The experience enhanced the students’ technical skills and deepened their connection to the larger musical community. While her students prepared to perform, Bach furthered her professional growth by attending advanced music educator training to ensure that the choir program would continue to thrive. Looking ahead, she envisions expanding the middle school vocal offerings, with plans for students to audition for the 2026 ACDA Eastern Region Honor Choir and explore the ACDA National Honor Choir audition process in 2027. Her ultimate goal is for all choir students to leave the program with improved musical skills and a deeper appreciation of music's transformative power, whether through performance, collaboration, or a broader understanding of its possibilities in any path they choose.

A STRING OF SUCCESS

Colin Benn’s love for strings is foundational to King’s string music program. As he heightens student awareness of the prevalence of string music in everyday life, he makes classical music accessible. His passion and approach have breathed new life into the Middle School String Ensemble.

The ensemble is designed to develop fundamental skills, musical literacy, and group playing abilities. By learning to play and read music, students become active participants in the musical world.

One of the unique aspects of King's program is the Introduction to Strings class for Grade 6 students. Benn has adapted the curriculum to accommodate students with no prior string experience. This accelerated course quickly introduces techniques and note reading, culminating in the formation of a string orchestra. The ensemble has grown to 38 students from a handful, and two of his inaugural graduates have leveraged their newfound skills to gain admission to schools with rich music programs.

While Benn has curriculum goals for each class, he also ensures that the music is tailored to the students' interests and abilities. His dedication to making string music accessible and enjoyable has had a profound influence on the Performing Arts program.

Evolving Curriculum

LESSONS FROM VENICE

After studying Venice's flood protection strategies during a 2015 sabbatical, lower school science teacher Shevon Morris earned the Patricia A. McDermott Faculty Summer Sabbatical Grant, King's largest sabbatical grant, and the highest honor it bestows on a teacher. This honor allowed her to continue her research. She returned to Venice in 2023 to find that the water level had risen. During this visit, she explored innovative solutions such as elevated walkways, waterproof structures, and building reinforcements.

Morris channeled her research into several new classes, designing hands-on lessons for Grades 3-5 to address environmental issues. Students explore geotechnical engineering, build models, and study water crisis solutions. They also learn about pollution, global warming, and ocean acidification, focusing on practical experiments and collaborative projects. Morris aims to guide her students to become informed environmental stewards.

“The professional development opportunities and sabbatical experiences provided by King have empowered me to become a valuable primary resource for my students,” Morris said. “Through my investigations into the effects of global warming and its impact on both the environment and human activity, I have infused my curriculum with a deep passion, inspiring my students to become enthusiastic advocates for change. Additionally, I have established global connections with schools in the cities I’ve visited, allowing us to continue monitoring environmental changes and collaborate on future projects.”

ADVENTURES IN PROJECT-BASED LEARNING

The secret behind Grade 4 teachers Rebecca Keogh and Katie Baum’s engaging units lies in their ability to intertwine academic, technical, and life skills in lessons that spark curiosity and student interest. Partnering with Lower School Project-Based Learning (PBL) Coordinator Hannah Scala, they develop lessons encouraging exploration and deep engagement with various topics.

To build fundamentals, students read books and analyze narratives. They use the stories and character analysis to create sample classroom exercises that leverage the skills of the characters they are studying. The students enhance their organizational and presentation competencies by compiling information and presenting lessons with slide shows and interactive activities.

These skills grow as students move on to produce podcasts based on themes from their favorite books. They explore the stories’ morals and messages and share personal anecdotes that relate. With guidance from their teachers, they learn to articulate their thoughts clearly and use technology effectively, discovering the power of their voices and the art of storytelling.

The PBL units culminate in a technical challenge: designing mini-golf course holes. Beginning with blueprints, students incorporate perpendicular lines, measured angles, and geometric shapes into their designs. Teamwork is essential as they collaborate on creating greens and consult with King’s golf team for expert advice. The project concludes with a presentation of their designs to families and the school community, showcasing students' progress in developing confidence, empathy, and creativity through the Grade 4 team’s thoughtfully designed program.

AN EXPEDITION IN CARTOGRAPHY

Kindergarten teacher Bettina Greenberg noticed her students' fascination with treasure maps and seized the opportunity to spark a love of cartography. Using the guiding question "Where in the world am I?" she transformed their curiosity into a comprehensive mapping unit.

Students embarked on a global quest, sending questionnaires to family members around the world. As they analyzed the responses, they began to design maps that helped them understand the concepts of towns, states, and countries. This process also allowed them to explore the diverse cultures their families represented and the commonalities that united them.

When Molly Eagleton ’16 joined the Kindergarten teaching team, she recognized the opportunity to expand the global mapping lesson. As a King lifer, Eagleton introduced the concept of mapping the King campus, allowing students to delve deeper into their Viking identity and understand the significance of their school community.

Cordelia Hayes ’32

Pianist Dance Diva Artist

Conservationist Lego Architect

World Traveler Summit Seeker

THE POWER OF POSSIBILITY

Amelie Hayes ’32

Songbird Dance Machine

Guitar Hero Bookworm

Marine Biologist Slime Alchemist

Little Mermaid

VIKING SPIRIT

A Winning Formula With a Balanced Approach

King School Athletics offers a journey that nurtures every student's unique interests and potential. From the youngest learners to seasoned athletes, from novice to experienced players, King’s program offers an intentional environment where students can dive into sports, explore their passions, and reap the benefits of a holistic approach to athletics.

The journey begins in Lower School, where Physical Education classes introduce students to fundamental skills, sportsmanship, and teamwork. “Students learn about strength and endurance and are introduced to different sports to prepare them to move up in our programs,” said Dean of Athletics Micah Hauben.

With the proper foundation and new or increased interest in athletics, students advance to Middle School, where they are provided with a range of traditional sports like basketball and soccer, as well as alternatives such as paddle tennis, squash, and yoga. With a growing variety of options, there is surely something for everyone.

“The goal is to help students develop their athletic abilities and gain a stronger appreciation for active and healthy lifestyles while simultaneously fostering a positive and supportive environment,” Hauben said.

By the end of Middle School, students have a clearer idea of whether they would like to pursue athletics competitively or simply enjoy participation, team camaraderie, and staying active and healthy. Upper School offers even more options, with a variety of varsity and junior varsity teams catering to different skill levels and interests.

Those who wish to play at the highest level will not be disappointed. Hauben said, “King's commitment to excellence is evident in the numerous league and New England championships won by our teams and in the outstanding list of college programs our athletes go on to compete and excel at after King.”

Athletics at King combines a lot more than a broad range of individual sports offerings. The program also focuses on the overall well-being of its athletes,

offering comprehensive health services, including sports medicine, strength coaching, and counseling.

“Every touchpoint between our athletes and our coaches and trainers is part of a carefully crafted scaffolding that supports strength, speed, mobility, growth, and learning,” Hauben said. “Our team of experts helps students train appropriately for the energy systems they need to excel in any given sport.”

This program ensures a healthy approach to athletics and helps students learn about and embrace the interconnectedness of athletics and wellness.

Students interested in sports as well as in travel or global opportunities don’t have to choose. Through partnerships with King’s Global Education program and King Cares, students have the chance to engage in domestic and international athletic experiences, broadening their perspectives and building global connections.

Upper school students help the younger Vikings explore new interests, creating a supportive network throughout their athletic journey. Cross-divisional opportunities within the program foster a strong sense of community.

Placing importance on character development and inclusion enhances the program's holistic nature. The Captain’s Council, for example, highlights leadership, citizenship, and personal growth. Additionally, King’s partnership with Under Armour's Women of Will initiative underscores the school’s commitment to supporting female athletes and promoting gender equality in sports.

Through a comprehensive program, King School ensures that all students, whether they are exploring sports for the first time or are seasoned athletes, have the opportunity to participate, thrive, and excel.

“This approach, with the program's emphasis on excellence, performance, character development, and community and global engagement, makes King Athletics a premier destination for aspiring and top athletes alike,” Hauben said.

Students build physical skills and nurture personal growth, global awareness, leadership, teamwork, and a lifelong appreciation for wellness.

Varsity Boys Lacrosse

Charlie Hill ’24 Named All-American

Charlie Hill ’24 led the Varsity Lacrosse team to an undefeated season, becoming the second King Boys Lacrosse player to be named a USA Lacrosse High School All-American. With the guidance of his father and Head Coach Jay Hill, Charlie excelled on the field, and the team captured both the Fairchester Athletic Association (FAA) league title and the program's first New England championship.

Charlie’s leadership, including his role as captain of both the lacrosse and football teams and Student Body President, led to some of King’s most prestigious awards, including the Ware Award and the Outstanding Senior Male Athlete Award.

The Ware Award honors outstanding leadership, sportsmanship, and academic achievement, while the Outstanding Senior Male Athlete Award celebrates the top male athlete of the graduating class. These accolades highlight Charlie’s dedication, discipline, and commitment.

As Charlie steps onto the lacrosse field in college at Wesleyan University, his success at King lives on in his AllAmerican banner and the team’s title banners now hanging in the upper school gym, serving as Viking inspiration for years to come.

Varsity Girls Tennis

Ashlynn Koons ’25 Earns MVP

Girls Tennis Captain Ashlynn Koons ’25 led the Vikings to their first New England championship, culminating in a dramatic 4-3 victory over top-seeded St. Luke’s. Ashlynn’s exceptional performance earned her the NEPSAC Class C Most Valuable Player honor.

Ashlynn, who plays in the top singles spot, was instrumental in the team's success throughout the season. She helped guide a young and talented group to an unprecedented achievement in program history.

The Vikings faced a grueling schedule, competing in the FAA playoffs and then the New England tournament. Each match featured four singles players and three doubles teams, with the first team to win four matches claiming victory.

Despite being seeded seventh in Class C, King advanced to the New England finals after defeating higher seeds Hamden Hall and Pomfret School in closely contested matches. In the championship against St. Luke’s, the Vikings overcame adversity, winning the final two doubles matches to secure the title.

Kenny Dyson Jr. ’19 Chases his NFL Dream

When outside linebacker Kenny Dyson Jr. ’19 graduated from King School, he had a dream: to play Division I football and eventually make it to the NFL. After a successful stint at Bryant University, where he earned an extra year of eligibility because of the pandemic, Dyson is closer to his dream.

The Carolina Panthers signed him as an undrafted free agent in May. Dyson made an impression and was offered a three-year contract with the Panthers' practice squad in August. He is the fourth King graduate in recent history to join an NFL team, following Nate Collins KLHT ’06, Kevin Pierre-Louis KLHT’10, and Silas Redd KLHT’10.

“It’s been a surreal experience,” Dyson said. “Walking into that building for the first time, realizing I was taking the first step on this journey, was incredible. I’m learning from the best in the business and surrounded by guys who have been doing this for years.”

Dyson credits his success to a combination of hard work, dedication, and the values instilled in him at King. “The virtues I learned at King, like treating everyone with kindness and respect, persevering through hardships, and carrying yourself with integrity, have been invaluable,” he said. “They’ve helped me become the person I am today.”

As Dyson continues to chase his NFL dreams, he remains grateful for the opportunities he has had and the support he has received from his family.

“Putting on an NFL jersey is a dream come true, and I owe it all to my parents,” he said. “Their unconditional love, guidance, and sacrifices have been instrumental in my journey to the professional level.”

Varsity Boys Basketball

Nasir Pettigrew ’24 Sinks Milestone Shot

When Nasir “Nas” Pettigrew ’24 first stepped onto the basketball court as a middle school student, he was awed by the players demonstrating well-honed skills. He immediately knew he wanted to excel in the game and got to work. Last season, his discipline paid off when he scored his 1,000th point. The milestone reflected years of perseverance and countless hours in the gym and on the court.

Pettigrew said it took more than grit to succeed. He credits his family with teaching him to finish what he starts, King coaches with mentorship and guidance, and his teammates for being part of every one of his points.

Now in his first year at Old Dominion University in Norfolk, Virginia, Pettigrew reflects on his time at King and the support system that helped him raise his game.

“King represents a loving community,” he said. “Throughout my years here, I have felt a genuine connection with my teachers, the students around me, and the coaches.”

Varsity Girls Volleyball

Vikings Claim Historic NEPSAC Title as Ellis Heads to Ole Miss

The Varsity Girls Volleyball team continued its dominance in 2024, capturing its first-ever NEPSAC Class A title. The win came after eight consecutive New England titles in Class C and B. Finishing the season with a 21-0 record, the Vikings also secured a third straight FAA title.

In addition to their athletic success, the team earned the 2024 American Volleyball Coaches Association Team Academic Award, recognizing their commitment to both academics and athletics. The award honors teams that maintain a collective GPA of 3.3 or higher, and the Vikings went above and beyond by earning a spot on the Team Academic Honor Roll, placing them in the top 20% of teams in their division for GPA.

Ace Caroline Ellis ’25 was nominated for Connecticut’s Gatorade Player of the Year for both the 2023 and 2024 seasons. Her dedication, discipline, and resilience earned her spots on both the All-FAA and NEPSAC tournament teams and caught the attention of News 12, which featured her as a Scholar Athlete of the Week.

A two-time NEPSAC Class B Player of the Year, Caroline embodies the spirit and success of the team as she prepares to continue her volleyball career at the University of Mississippi, a member of the Southeastern Conference, one of the top leagues in the country.

AN UNLIKELY CREW

Last spring, five Grade 9 students with varying levels of experience joined the King Crew team with a focus on mastering the fundamentals. Though they had little in common beyond their shared boat, Kleigh Kennedy, Linus Grabowski, Mason Dietz, Tristan Gemelli, and Will Evans faced a steep learning curve. They worked to master teamwork, understand the physics of rowing, and build the physical strength and endurance required for the sport. Over time, their synchronized movements improved as trust grew and technique sharpened. By season’s end, this unlikely team became the first King Crew team to qualify for the 2024 USRowing Youth National Championships in Sarasota, Florida. Their journey to becoming national contenders highlights the program’s commitment, teamwork, and perseverance.

CAMPUS UPDATE

Where Excellence Begins King School’s New Home for Early Childhood Innovation

King School is set to take its inquiry-based learning philosophy to the next level with the creation of a state-ofthe-art Early Childhood Center, designed to nurture curiosity, creativity, and independent learning in our youngest Vikings.

At King School, curiosity is the driving force behind each student’s educational journey.

Recognizing the power of inquisitive minds, King embraces an inquiry-based approach to learning in which exploration and creativity are key to mastering foundational skills. Now the school is poised to take this philosophy to the next level with an exciting new project: the Early Childhood Center.

“King's youngest Vikings are at the heart of this initiative,” Head of School Carol Maoz said. “The space will be thoughtfully designed to support their development, not only academically but also socially and

“The reimagined space will reflect the school's commitment to innovation and excellence.”

— Head of

School

Carol Maoz

emotionally. The reimagined classroom will reflect the school’s commitment to innovation and excellence.”

This new center will feature state-ofthe-art classrooms specially designed to support King’s inquiry-based, Reggio Emilia-inspired curriculum in the early years. The design will seamlessly blend indoor and outdoor learning, providing students with direct access to nature — a vital component in sparking imagination and discovery. In this environment, students will enjoy autonomous learning opportunities, developing independence and a lifelong love of learning from an early age.

"Easy access to a completely updated playground will allow us to extend our curriculum outside in ways that we have not been able to do as of yet,”

Prekindergarten teacher Jen Agro said. “The design of the outdoor space will also be engineered to maximize student growth.”

Maoz added: “The current lower school building has stood for decades, serving generations of students and, more recently, hosting King’s unique Reggio Emiliainspired Early Childhood program. These renovations will not only modernize the facilities, but also preserve the legacy of the building, creating a blend of tradition and forward-thinking design.”

Highlights of the Early Childhood Center include a separate entrance to welcome students and their families, a main hallway that connects to the Lower School, lightfilled classrooms with direct outdoor access, and an exciting and purpose-built playground exclusively for early childhood students.

By enhancing King’s facilities to match the exceptional quality of the school’s educational approach, the talent of King’s educators, and the unmatched curiosity of the youngest learners, King will continue to attract families who value an innovative and nurturing learning environment, noted Nina Newman, King’s Director of Admission and Financial Access.

“In the six years since we implemented our Reggio Emilia-inspired Early Childhood program, our applications have doubled, and our enrollment has nearly tripled,” Newman said. “The revitalized Early Childhood Center will allow us to continue to attract mission-aligned families whose children will build the best foundation for our inquiry-based academic program across all grades.”

The generosity of members of the King community made this project possible. It is the first phase of King’s comprehensive campus master plan, an ambitious initiative that will guide the school’s growth and development in the coming years.

The new Early Childhood Center is set to open in the fall of 2025, setting the stage for future enhancements across campus. King looks forward to realizing all of the projects outlined in the master plan, each one designed to enrich its students' educational experience and ensure that King remains a leader in innovative, student-centered education.

For more information about getting involved in realizing our master plan, contact Director of Development Colleen Dealy at cdealy@kingschoolct.org.

AN INQUIRY-BASED SITE INSPECTION

Sporting bright yellow safety helmets, tiny orange vests, and clipboards, King School's PreK students transformed into the cutest construction crew as they visited the Lower School's Early Childhood Center renovation site. Well equipped with curiosity and plenty of questions, they were eager to explore a real-life building project in their own backyard.

At King School, everything is a learning opportunity, and this visit was no different — sparking wonder as the students expanded their knowledge of construction and engineering. In an inquiry-based, Reggio Emilia-inspired program, such curiosities drive the curriculum, and PreK teacher Jen Agro saw a learning opportunity.

“This is the beauty of Reggio,” Agro said. “We put out provocations and experiences and see where the students take them. We were interacting with the construction workers from behind the fence, and the visit allowed students to ask about the process and the machines and to practice interviewing and asking questions.”

Students peppered construction superintendent Chris Chila from Turner Construction Company with questions including: What are these rocks for? Why is there a fence around it? How many people are working on this? Will there be a new playground? Chila answered them all, explaining the functional side of a construction scene such as the purpose of different types of trucks.

The experience sparked new ideas, leading students to use cardboard, corks, and an array of loose items to craft three-dimensional designs. They honed their hammering skills with golf tees and foam, while the playground construction vehicles became tools for transporting rocks and wood chips.

“The transfer schema is an important part of early childhood development,” Agro said. “It helps children develop important math concepts such as 1-to-1 correspondence, understanding volume, balance, defining attributes, and sorting and grouping.”

Agro looks forward to having a space designed specifically for early learners.

“The Early Childhood Center will ensure that the children can make the most of the learning experience and be protagonists for their individual learning journeys,” Agro said. “The new space is sure to elevate the already very special early child experience offered at King School.”

Meet Colleen Dealy

Director of Development and Alumni Relations

King welcomes a new leader to the community and looks forward to leveraging her extensive expertise in development and independent school engagement.

In October, King welcomed Colleen Dealy as the Director of Development and Alumni Relations.

Dealy brings a wealth of experience in fundraising and development. Most recently, she served as Director of Principal Gifts and Senior Major Gifts Officer at the Central Park Conservancy in New York City.

Dealy has an extensive understanding of independent schools as a parent and in her professional life. She was the Director of Major Gifts at The NightingaleBamford School in New York City, playing a pivotal role in advancing a major campaign. She also served as Director of the Annual Fund and Director of Major Gifts at Trinity-Pawling School in Pawling, New York, where she strengthened engagement across all constituencies and contributed to all advancement office functions. Additionally, she was instrumental in doubling alumni participation and setting two annual fund records.

Dealy earned her Bachelor of Arts in classical civilization from Randolph-Macon Woman’s College and holds the Certified Fundraising Executive (CFRE) credential, which recognizes her expertise and dedication to excellence in fundraising and philanthropy.

What attracted you to King School?

The people; their dedication to each other and the school’s mission were immediately evident to me.

What motivates you personally in the field of fundraising and development?

Philanthropy's impact on sustaining what we value and shaping the future inspires me. Amidst the challenges of a rapidly changing world, we work to maintain a school’s core qualities — those that make King special and unique — while also investing in new growth opportunities. Matching school needs with donors' passion is incredibly rewarding, and it drives me to continue finding new and innovative ways to engage supporters.

Why is fundraising so important for independent schools?

Fundraising is fundamental to how independent schools benefit students, alumni, and their families. Unlike public institutions, independent schools rely heavily on philanthropy to support key initiatives, new facilities, and every aspect of student life. Fundraising also provides the flexibility to address both anticipated needs and unexpected challenges. This adaptability is essential for ensuring the school can navigate changing circumstances while maintaining a high standard of education and opportunities for its students.

How do you build and maintain engagement, and why is it essential to independent schools?

Engagement begins with listening. Understanding the values and aspirations of families and donors is key. Building trust by showing the impact of their support ensures long-term relationships, which are essential for sustaining and advancing the school’s mission.

How important do you think community involvement is in the development process?

Community involvement is essential. It strengthens the school and reinforces the sense of belonging that makes King unique. A strong community creates its own culture — we don’t simply arrive at a healthy, positive, and thriving environment; it requires everyone's participation and commitment. The people here have chosen King, embracing its values, supporting one another, and contributing to a shared mission.

What will your priorities be in your first year?

Working with my talented and dedicated Development team, I’ll prioritize building strong relationships with current families, our Parents’ Association, alumni, alumni parents, trustees, former trustees, faculty, staff, and friends of the school. I’ll also join the effort to advance the school's Strategic Plan, ensuring that King’s future is as vibrant as its past. Additionally, I’d like to spend time in our classrooms to discover what students are learning, how they are engaging with the material, and why it matters. Faculty is the heart of an independent school, playing a pivotal role in creating the kind of learning environment that sets King apart. Communicating how our students are being equipped to shape and contribute meaningfully to a complex world is essential. This is what donors want to invest in: the promise of impact and the opportunity to help make the world a better place. I will also prioritize trying every one of Junior’s outstanding homemade soups!

Anything you’d like to add?

Every interaction I’ve had so far has affirmed that King is a welcoming place where people care deeply about one another and about making a meaningful impact. I can’t wait to contribute to this mission, support the incredible work already underway, and help King continue its tradition of excellence while embracing new opportunities for growth.

The Development team, from left: Kathryn Wells, Boardie Kurz, Alana Clemente-Glover, Colleen Dealy, Verkisha Collier, and Jillian Hurley

CONNECTIONS COMMUNITY

EVENTS WINTER

King School's success is powered by a committed community devoted to its mission. This network forms the essence of our school, evident in every significant event and milestone, including wellness retreats, author visits, solar eclipse watch parties, and community partnership celebrations.

The following pages look back at some of the events our community enjoyed over the past year. We extend our sincere gratitude to every member of the King community who helps shape our school into an extraordinary place for learning and development.

Ibi Zoboi Author Visit

Japanese School Visit

Baking Happiness

Day of Action Police Dog

STEAM Morning

El Sistema

Raphael Lopez Artist Visit Goat Visit

King Cares Family Day of Service

SPRING

King Gala

HoliFest

Vikings Cup

Halo Awards

Earth Day Celebration

Grandparents and Special Friends Day

NYC Trips

Global Leadership Summit

Broadway Evolved

Simon House Tour Sukkot Celebration

Ringing of the Bells

Veterans Day

Hispanic Heritage Month

TWD Faculty Rock Band Concert

Diwali

Halloween Parade

State of the School

Mayor Simmons Visit

Senior Car Decorating

Community Connections

PARENTS’ ASSOCIATION and

VOLUNTEERS

The King School Parents' Association embodies our vibrant and dynamic community spirit. Through a variety of programs deeply aligned with our mission, the association enriches the overall King experience. PA volunteers generously contribute their time and effort to foster essential communication between parents and the school at all grade levels. Their support spans Athletics, Art and Design, Performing Arts, and Service programs, making a significant impact. The PA plays a crucial role in nurturing the genuine King spirit among our families.

The King community thanks the leadership of the Parents’ Association and the dedicated volunteers whose commitment strengthens and enhances the school experience.

2024-25 PARENTS’ ASSOCIATION

EXECUTIVE BOARD

Hillary Rosenthal, President

Darunee Gambino, VP Events

Antoinette Sullivan, Secretary

Anna Massion-Greenberg, Treasurer

Sandy Burgoyne, Past President

DIVISIONAL VICE PRESIDENTS

Lauren Burke, LS

Vanessa Fedele, LS

Rachel Gigliotti, MS

Sarah Bull, US

GRADE REPRESENTATIVES

Caroline Laird, Prekindergarten

Sara Sibley, Prekindergarten

James Laird, Kindergarten

Amber Boissonneault, Grade 1

Denise Benn, Grade 2

Meghna Mehra, Grade 3

Tina Mazotas, Grade 4

Daniela Knijnik, Grade 5

Jen Connelly, Grade 6

Chika Bedu-Addo, Grade 7

Bridget Curry, Grade 8

Alynn Perl, Grade 9

Nuala Riddell, Grade 10

Christine Donnelly, Grade 11

Claire Neary, Grade 12

Ellen McCue, Grade 12

COMMITTEES

SOCIAL MEDIA

Anne Marie Hauben

PA PHOTOGRAPHER

Darunee Gambino

PA KING AMBASSADORS

Althea Cooper

Carrie Whipple, LS PK-2

Prachi Iyer, LS 3-5

Lindsay Oudsema, MS

Jennifer Munger, US

SENIOR STRESS BUSTERS

Laura Iverson

Antoinette Sullivan

SENIOR WEEK ACTIVITIES

Jessica Demmo

Suzanne O'Callaghan

SCHOOL STORE MERCHANDISING

Jenny Mehta

Luisa Bosson

SCHOOL STORE VOLUNTEER

Merle Hugon

SCHOOL STORE TECH

Miho Hayashi

Lindsay Oudsema

PA SUPPORTS THE PERFORMING ARTS

Aya DeSimone

PA SUPPORTS THE VISUAL ARTS

Aya DeSimone

PA SUPPORTS PROJECT MUSIC

Aya DeSimone

VIKING PRIDE

Mark Robinson

Jason Drexel

Alyssa Harvey-Dawson

VIKING PRIDE MS

COORDINATOR

Jason Drexel

PA KING CARES

Jessica Fitzsimmons

PA KING CARES — MIDNIGHT RUN

Deesha Marvania

Rebecca Mahadeva

Barrett Oswald

PA KING CARES — FOOD DRIVES

Maya Noren

Jamie DeNatile

PA KING CARES - B1C

Shanti Hageman

Vivi Kulig

PA KING CARES - INSPIRICA

Jessica Fitzsimmons

Chelsie Carson

PA KING CARESKING CLOSET

Jennifer Munger

MengMeng Li

PA KING CARESBLOOD DRIVE

Alissa Joy-Wool

Kathy Mendez

KIND COMMITTEE

Jaya Mehrotra, LS

Donna Goodall, MS

Ines Mendez, US

LS/MS BOOK FAIR

Rebecca Cooper

Dana Johnson-Chernet

Lindsay Oudsema

Shan Kay

DJ JAM

Christine Golden

Belinda Hill

Charrisse Gudger

SUNSHINE COMMITTEE

Seema Dohil

SPEAKER SERIES

Erica Van Wyck

Pam Breakstone

HOMECOMING — BAKE SALE

Lauren Burke

Lauren Bellmare

Amber Boissonneault

HOMECOMING —

LS SPIRIT SQUAD

Audra Furer

LS BINGO NIGHT

Tina Mazotas

Tressan Garcia

Parents’ Association Executive Board, from left: Antoinette Sullivan, Darunee Gambino, Hillary Rosenthal, Anna Massion-Greenberg, and Sandy Burgoyne

Festival of Lights

Food Drives

Global Fair

It's a Wrap Breakfast Book Fair

ALUMNI EVENTS

The King School alumni network includes graduates from Thomas School, Low-Heywood School, King School, LowHeywood Thomas, King & Low-Heywood Thomas School, King Low Heywood Thomas, and King School.

We celebrate our dynamic network and thank the alumni who participate in our community. Your involvement inspires current students, illuminating the path to growth and success ahead, and your support enriches the story of King School. For this, we are immensely grateful.

Alumnae Tea

Kevin Pierre-Louis KLHT’10 Visit

40th Reunion

Vikings Cup

Alumni Soccer Game

Fifth Reunion

Career Day

Hot Chocolate and Hellos

Alumni Hockey Game

Commencement

NYC Alumni Gathering

HOMECOMING 2024

In a vibrant celebration of school spirit, the King community gathered in September for Homecoming weekend. From colorful costumes and cheering crowds to heartfelt reunions and athletic triumphs, the event was a testament to the enduring bonds forged throughout the school's history. As students, parents, faculty, and alumni came together, the spirit of camaraderie and tradition filled the air, creating lasting memories.

“It's wonderful to be back with this community and with my old classmates. I haven't been here in 40 years; it's both different and exciting. It seems like a thriving community, and I'm proud to be part of it.”

— Diana Vlamis LHT'84

“It feels really nice because you get to celebrate your Viking pride, and it's really fun! You know a lot of people, and you get to meet new people!”

— Zachary Cooper ’31

“The energy and community building represent exactly who we are and remind us how special our community is. This is the day the PA truly puts its heart and soul into showcasing just how awesome King is.”

— Hillary Rosenthal, Parents’ Association President

“Homecoming really sets the tone for the year, and it's so great to see all the alumni come back and have that sense of community. For the orchestra, it's a great chance to try something other than playing in a concert hall by playing outside.”

— Colin Benn, performing arts teacher

“It's wonderful. It's fun to reconnect with all of my friends — some people I haven't seen in 40 years. That's what I love about being here: There is a great sense of community, and everyone's always happy to see one another.”

— Carol Pursley McGuire LHT’84

“One of the things I found coming here was that you had opportunities to play in sports, to be part of the band, to go to the Model UN. We just had great experiences!”

— Stacy Ferber LHT'84

“I can't tell you how wonderful it is seeing former students and their families and hearing how much this school meant to them. It just reinforces why I enjoyed my 47 years teaching here.”

— Cathy Mishkin, former teacher

“I am here because there are so many wonderful educators here; they are good friends. I have the utmost admiration for them.”

— Alex Weiner P’13, ’15, former middle and upper school teacher, Dean of Faculty, Associate Head of School, and Interim Head of Middle School

“It is by far my favorite event every year here at King School. The community comes out in full force! It's such a tremendous day where we all celebrate each other, the school, and the rich tradition and history we have at King,”

—Ryan Harford, lower school teacher and cross country coach

KING'S ANNUAL 5K: A PURPOSEFUL PACE

Homecoming weekend concluded with 130 runners participating in the 12th annual King Cares 5K, which helped further the school’s relationships with Boys & Girls Club of Stamford and the Orphaned Starfish Foundation.

“By supporting these organizations, we’re able to have a meaningful impact on children and teens in our community and around the world, which is something we’re all grateful for,” said Kiran Rao ’25, noting that representatives from both organizations attended the event. “It’s inspiring to connect with the people who are making a real difference."

The 5K wrapped up the weekend on a high note, with students and alumni carrying the spirit of Homecoming forward, grateful for their friendships, and celebrating the enduring legacy of King.

Happy Birthday!

Toasting Three Pillars of the Community

This fall, we celebrated the birthdays of former teacher Cathy Mishkin; former Head of School Sue Cesare LH’48, P’78, ’81, GP’12, ’26; and former teacher and administrator Karin Wagner P’90, ’93.

Though retired, Mishkin, Cesare, and Wagner remain fixtures in the Simon House, where they meet weekly to manage the school archives and preserve King's history. The Development Office hosted a celebration, toasting the women with cupcakes and conversation.

These stalwarts rarely miss Homecoming, and this year, Cesare welcomed the Low-Heywood Thomas Class of 1984 back to campus. After 40 years, the alumni were thrilled to reunite with their former head.

On behalf of everyone at King, past and present, we wish all three many happy returns!

Sue Cesare and Cathy Mishkin offered students a tour of the Simon House.

Sue Cesare and members of the Low-Heywood Thomas Class of 1984.

Lessons that Last

This year’s Homecoming welcomed a special guest back to campus as Will Andrea, King Class of 1984, returned from Denver, Colorado, to celebrate his 40th reunion. Beginning early this year, Andrea has worked closely with Dave Kaplan and Stacy Ferber to plan an unforgettable celebration for their class. Their efforts culminated in a special reunion dinner after a day of festivities.

Andrea‘s connection to King runs deep, having joined in Grade 3 and spent 10 formative years as a student.

"When I think about those 10 years, it goes far beyond course content and the rigorous expectations the school placed on us,” said Andrea as he addressed an audience of alumni during Homecoming.

“Certainly, those things were important, but when I think about the King experience, I think about true life lessons — the ability to think critically,” he said. “We are flooded with reams of information daily, and I think my years at King allow me to filter and discern the salient from the noise. I am thrilled to be back and sharing my 40th with dear friends."

After earning an economics degree from Lehigh University’s College of Business and Economics, Andrea spent three decades in business development focusing on corporate relocation, human resources, and mortgage servicing. His career included extensive work across the globe, with experience in Hong Kong and Costa Rica.

Now retired in Denver, he passes time immersed in the great outdoors, biking, hiking, skiing, and more. 40 years

later and nearly 2,000 miles from Newfield Avenue, he continues to make new King connections.

“Last ski season, in the middle of a ferocious snowstorm, my wife and I were leaving a restaurant in the Colorado mountains, when a young man came running across the parking lot to ask if my King bumper sticker was indeed from the King School in Stamford, Connecticut,” said Andrea, adding that they exchanged stories about their school memories until the storm forced them to seek shelter.

Will Andrea K’84

Unraveling the Mysteries of the Mind

Ranju Sarkar KLHT’00 became fascinated with the complex structure of the brain in Grade 5, when a special class examined how it influences behavior. Sarkar was enthralled, and her curiosity about the brain propelled her toward a psychology degree from Barnard, a medical degree from the Trinity School of Medicine, and a career that fused research and service.

Her early research, in prestigious labs including Weill Cornell Medicine and Columbia University, focused on the developing brain. She managed a National Institute on Drug Abuse study of adolescent addiction and later served as a medical advisor to Kaplan Test Prep, helping students master licensing exams.

“So much development happens in the early years,” said Sarkar, adding that her career path has deepened her appreciation for her KLHT experience. “It’s pretty amazing to see the through line, the thread that runs through from your early education all the way through your adulthood.”

In 2015, Sarkar joined Bronx-based Essen Health Care, where her fluency in Spanish, honed at KLHT, was an asset that helped her connect on a deeper level with the patients she served and the clinical staff she supervised. When the COVID-19 pandemic began, Sarkar spearheaded the practice’s shift to telehealth, leveraging emerging technologies to ensure continuity of care.

“…and then you are let out into the big wide world, and you know that you can do anything you put your mind to.”

important work she has conducted and a source of great personal pride.

Though Sarkar was fascinated by the brain and its development, she initially gravitated much more to the humanities. She is proud to be an accomplished woman in the field of science, and has deep appreciation for the women who taught, coached, and mentored her.

“KLHT helps nurture you, fosters a love of learning, and gives you a breadth of experience,” Sarkar said, “and then you are let out into the big wide world, and you know that you can do anything you put your mind to.”

Although studying the brain informed her career path, to this day she relies heavily on the math she learned under the guidance of teachers Eileen Baker and Bill Wallace.

“They cared so much about their students and made math fun, which is no easy task,” she said. “That helped me hone the quantitative skills that I use daily and play a key role in both the clinical research and the medical education research I conduct now.”

Her work on the vaccine and her appreciation for learning led Sarkar to return to an academic environment, this time as a teacher.

“I love education,” she said. “I’ve always been so empowered by it and so grateful for it. I decided this is now a season in my life where I’d like to be a part of that.”

In 2022, she became Director of Medical Education at Gather-ed, an online training center where she teaches the next generation of clinicians. Her role combines several of her interests and appeals to her on an academic, scientific, and intellectual level.

“In my mind, no job is more important or vital than teaching,” Sarkar said. “The reason I think that is because of KLHT. I had such amazing teachers.”

As the pandemic sparked fear across the globe, Sarkar sought new ways to contribute to public health. She left Essen to become a senior clinical researcher at NYU Langone. She collected and analyzed data from Pfizersponsored clinical trials, focusing on the COVID-19 vaccine’s ability to provoke an immune response, its tolerability, and its efficacy. Her work provided critical insights into the vaccine's performance, supporting its development and approval while informing public health strategies.

“COVID-19 was a call to arms for me,” said Sarkar, who considers her work at NYU Langone some of the most

Ranju Sarkar

A Marketing Odyssey

As Amber Tapscott ’20 embarked on her first year at the University of Pennsylvania, she knew she would need to be flexible and adaptable, and to expect the unexpected. After all, she was beginning her undergraduate experience with the weight of the pandemic affecting many areas of life.

Tapscott was prepared, with strong values and perseverance that helped her thrive during the next four years. She explored various areas of interest and internships, and got the most out of her experience.

Tapscott was studying communications with her eye on the fashion industry when she pivoted to marketing and entertainment. She began taking a broader range of classes, including political communications, which she found particularly fascinating. At the same time, she began an internship at MediaLink, a strategic advisory firm in the media and marketing industry.

The internship exposed her to a variety of companies and brands in the entertainment and consumer product industries. Tapscott was particularly drawn to entertainment and culture marketing and began to build a network as she learned more about the agency side of the industry.

“I realized that there is a way to combine my interests in entertainment and PR and fashion,” she said, “but instead of working on the brand side, which is what I initially thought I would do, I could work on the talent side, bringing together brands with opportunities.”

Her next internship was with United Talent Agency, which represents artists, athletes, authors, and brands. This experience illuminated a way to unite her love of reading with her strong interest in becoming an agent, and the company hired her as an agent trainee.

Though Tapscott currently aspires to become a publishing agent, she is cultivating skills in the trainee program that will give her familiarity with many different areas. She hopes to become

an agent in New York City representing people from all walks of life, with a variety of stories and experiences.

“The four virtues that King instilled in me — integrity, kindness, perseverance, and respect — continue to guide me,” she said. “The past four years, filled with uncertainties like the COVID-19 pandemic, have tested these virtues, especially perseverance, which has helped me navigate and overcome challenges that come my way.”

While at King, Tapscott developed a strong interest in leadership. On a whim with friends, she took a class called Leadership Foundations and discovered her passion. It culminated in her capstone project, “Leaders in Public Relations,” for which she interviewed PR executives.

Tapscott emphasizes that she leads her life with ambition and integrity, knowing what she wants and actively pursuing it. Acknowledging life’s inevitable changes, she strikes a balance between adaptability and perseverance. She credits King with instilling the values vital for success.

Additionally, she believes that maintaining optimism and gratitude is essential. “These are the ways I lead my life, and it never lets me down,” she said.

In her free time, Tapscott enjoys traveling, reading, and spending time with her family. She expects to move to New York City soon and is excited to explore the many neighborhoods, museums, and restaurants, and to browse independent bookshops as she goes.

Amber Tapscott ’20

Student Council Vice President

Vocal Virtuoso Character Actor

Global Communicator Football Player

Community Connections

Alumni Class Notes

Share your class notes: email alumni@kingschoolct.org to be included in the next issue of Quest.

1950s

CAROLYN CLARK T’52

Carolyn celebrated turning 90 in June with a party hosted by her daughter, who lives right down the road from her. Her family came by plane, train, and automobile and Carolyn said it was a blast! When not partying, she volunteers at the local newspaper and cares for an elderly friend. She credits her dog, Kobi, a Shiba Inu, with keeping her on track by getting her out of bed at 6:00 a.m. and making sure she tucks in by 10:00. She stays young by mowing her lawn, maintaining her gardens, reading stacks of books, following politics, and playing the New York Times Spelling Bee to the genius level.

Carolyn recalls her days at Thomas School with this memory: “The sixth and seventh grade homeroom classes were held in the Boat House, a converted building built out into the cove on pilings. It must have been a day when the teacher was absent and we had a substitute, but at some point, out of her sight, I persuaded my friend Mariana to sneak out with me through a window onto the deck. What we thought to accomplish, I haven't the foggiest. And as luck would have it, the head mistress, Miss Thomas, a woman with whom one didn't trifle, was strolling along next to the stone wall and observed the entire ill-thoughtout fiasco. Oops. There was a reckoning. Mariana says that I was always getting her into trouble. I admit to nothing.”

1960s

MARNIE KALKSTEIN LH’62

Marnie and her husband, Paul, recently hosted friends who share the same wedding anniversary. The couples celebrated their 58th year together. Marnie is now 80 and in excellent health, with three children and eight grandchildren. She and Paul have moved to a continuing care retirement community in Exeter, New Hampshire. They spend summers in their house in Maine and get up there as much as possible throughout the year.

RICK KINNAIRD K’69

Rick continues to study Mayan and Egyptian hieroglyphs. He spent last spring navigating rough terrain to visit the remote Mayan sites El Perú-Waka’, Tikal, Uaxactún, Holmul, and Naranjo. On the heels of that adventure, he returned to Egypt, where he and his companions received permission to visit KV5, a subterranean, rock-cut tomb in the Valley of the Kings. His trips are inspiring his next lectures on KV5 and the Mayan Naranjo Wars.

LARRY SAREZKY K’67

Larry's best-selling book, “Divorce, Simply Stated,” continues to gather accolades. After holding Book Authority’s title of the best family law book of all time, it was named the Book Authority’s top marital separation book of all time. When not playing softball or writing songs, Larry runs Grandparents for Democracy, the organization he founded in 2016 to help defend democracy, preserve the environment, and protect the young.

1970s

JOY GAYLINN REIDENBERG LHT’79

Joy is on TV again! She has appeared as a featured scientist in four documentaries, including the six-episode National Geographic Channel’s “Lost Beasts: Unearthed”; “When Whales Could Walk” on the PBS series “Nova”; an episode of the Canadian Broadcasting Company series “The Nature of Things” called “The Mystery of the Walking Whale”; and the Seoul Broadcasting System’s “Whales & I” in South Korea.

1980s

CAROLYN ZEZIMA LHT’80

After a career in law and food policy, which included founding a nonprofit urban farm in Evanston, Illinois, Carolyn made a change. She is now a license-qualifying candidate at the National Psychological Association for Psychoanalysis specializing in psychoanalytic psychotherapy. She is seeing patients on a sliding scale, virtually and in person, at the Theodor Reik Clinical Center in New York City. Carolyn shared a memory from her time at LHT: “One of the most unique and important classes I’ve ever taken was at Low-Heywood, The History of Language, taught by Anne Herrick. It influenced me in so many

ways and contributed to a love and facility for the many languages of the world.”

VALERIE BOLLING LHT’83

After a 30-year career as an educator in the Greenwich Public Schools, Valerie left her post in the spring of 2023 to focus full time on writing children's books. The third book in her Scholastic Acorn early reader series, “Rainbow Days: The Orange Wall,” was released in April, and her sixth picture book, “I See Color,” was released in June. Valerie’s experience as an educator and her collection of books makes her a perfect guest at schools, and she regularly visits classrooms, virtually and in person, to read her books, lead writing workshops, and more.

In August, Janeane moderated the Academy of Motion Picture Arts and Sciences’ fourth annual mental health panel, “Mind Matters: Accessing Resources for Mental Wellbeing,” at the Samuel Goldwyn Theater in Beverly Hills. The event featured licensed clinicians and notable filmmakers discussing resources for navigating mental health challenges. Also in attendance were college-age students participating in the 2024 Academy Gold Rising program, an initiative aimed at enhancing internships and mentorship opportunities in the entertainment industry for people of color, women, and individuals from low-income backgrounds. The event can be watched on the Oscars YouTube channel.

JANEANE BERNSTEIN LHT’84

ANN LYDECKER LHT’84

Ann lives in New Canaan, where she leverages her experience from Sotheby’s in San Francisco and Christie’s in New York to run her company, Metropolitan Art Advisors. The art advisory and appraisal company collaborates with clients to create beautiful environments and foster rewarding lifelong art collections.

Ann shared fond memories of her time at LHT: “I have great memories, I cherish my classmates, I am still in touch with several, and loved seeing everyone at Homecoming.”

2000s

SAHMRA STEVENSON KLHT’01

Sahmra welcomed baby Sahmira Annika Joy Stewart on August 5 at 1:55 p.m. Sahmira was 21 inches long and weighed just shy of seven pounds. The family is thrilled. Sahmra said, “We are 100% in love and already enjoying her enchanting and gregarious spirit.” Sahmira’s brother, Lameen Justice Amir Stewart, showered her with kisses.

CAITLIN TROW KLHT’03

Caitlin is an associate for commercial litigation at Meister Seelig & Fein in New York City and was recently named a New York Rising Star by Super Lawyers. This selection is based on an evaluation that includes peer recognition and professional achievement in legal practice. Caitlin first earned this distinction in 2018, and again each year from 2020 through 2024.

ALEX SOROS KLHT’04

Alex proposed to Huma Abedin, former aide to Hillary Clinton. The couple made the announcement in July with a photo captioned: “this happened … we couldn’t be happier, more grateful, or more in love.”

VINCENT LOVE KLHT’09

In August 2023, Vincent married Lauren Harper in Bentonville, Arkansas, surrounded by friends, including several KLHT alumni. The couple, who met in graduate school in 2018, settled in Dallas, Texas, where they and their dachshund, Ruby, are waiting for the next family member to arrive. The couple are expecting a baby boy in March 2025!

2010s

ALEXANDRA BURNETT KLHT’10 AND ANDY ZACCAGNINO KLHT’07

Though they crossed paths during their time at KLHT, it was at post-KLHT parties hosted by the Segalas sisters — Summer ’10, Tiana ’09, and Kimberly ’07 — that Alexandra and Andy became friends. Their friendship eventually turned to romance, and in 2022, on a balcony in Brooklyn, Andy proposed. The couple married in May, and three decades of King history were represented at the ceremony, including Andy’s parents, Laurie LH’72 and Peter Zaccagnino K’71, and friends spanning the class years 2003-13. Alexandra said, “It was our very own little high school reunion.”

POTOULA TOURNAS POULOS KLHT’10

Potoula and her husband, Constantine Poulos, are settling into their first house, which is in Wilton. Potoula is a litigation attorney in Day Pitney’s Stamford office and Constantine accepted a thoracic surgery attending position with Nuvance Health. The couple are expecting their first child in December. Potoula participates in the King Connects mentorship program, helping students prepare for college and professional careers. She said she had fond memories of the school, particularly her time playing volleyball and performing in theater productions.

MAX ORENSTEIN KLHT'11

Max married Alexa Decina on Nantucket in September.

AMELIA ARNOLD KLHT’12

Amelia is developing a tutoring business that specializes in teaching humanities to middle and high school students. She is also working toward an M.F.A. at Stony Brook University.

ALEX BRITTON KLHT ’14

Alex is engaged to Sarah Leffel. They plan to be wed in the summer of 2025.

LEXI MURPHY KLHT’15

Throughout her time at Southern Methodist University, Lexi honed her equestrian skills. As an undergrad, she competed successfully on the school’s Division I team, and as she worked toward a master’s in applied economics and predictive analytics, she started her professional career as the director of operations for SMU Equestrian. After SMU, Lexi worked with some of the top trainers in Texas, until she broke her back and had to start anew. She is now channeling her work experience and economic expertise into a role as an IT analyst for the financial services company Lift Lending in Irving, Texas.

Lexi fondly recalled her graduation from King, a special day shared with her twin brother, Connor Murphy ’15, and her close friend Ariana Yepez ’15. Ariana’s brother, Martin Yepez ’13, was also there to mark the occasion.

MACKENZIE ALLEN ’16

Mackenzie received a master’s degree in contemporary art from Sotheby’s Institute of Art and is now a full-time program coordinator at the school.

JANE WIDDER ’16

Jane loves living and working in New York City. For the past year, she has been working for The Carlyle Group as a senior fundraising analyst.

STELLA SILVER ’18

After graduating from King, Stella studied communications at the College of Charleston. During her time there, she was an active member of the Zeta Tau Alpha sorority, serving as director of social events, vice president, and president. Upon

graduating in 2022, Stella began her career in digital advertising as an assistant social media planner at Horizon Media in New York City. After a year, she was promoted to media planner. She manages, strategizes, and executes social campaigns across multiple clients on various social platforms. Stella continues to thrive at Horizon Media, enjoying the dynamic nature of the industry and expressing gratitude for the connections she has made along her journey.

Stella shared memories of her King friends, teachers, and coaches. “The friends I made during my time there are still some of my best friends, and I owe it all to King,” she said. “I will always remember Mrs. Karipides, my senior math teacher, for her encouragement and the kindness she brought to the classroom every day. I will also never forget Mrs. Bruzik and her ability to immediately put a smile on my face as I walked through the upper school doors. My other favorite memories include my time on the varsity soccer and tennis teams. Being a part of those teams taught me so much about teamwork and resilience. Coach Norton was an amazing tennis coach, and she gave me confidence both on and off the court.”

CHARLOTTE ALEXANDER ’21

Charlotte is a senior at Muhlenberg College in Allentown, Pennsylvania, where she is working toward a major in sustainability studies and theater. Last summer, Charlotte worked as an apprentice for the Shakespeare on the Sound production of “Romeo and Juliet,” understudying the roles of Tybalt, Friar Lawrence, Lord Montague, and Peter. She also played Mercurio and the Nurse in the children’s performances. In addition, Charlotte spent time during the summer as a camp counselor and an aquarist intern at SoundWaters.

2020s

BEN PERSILY ’23

Ben was awarded the Milton Fisher Scholarship for Innovation and Creativity for his work through King’s Advanced Science Program for Independent Research and Engineering (ASPIRE). His work with ASPIRE led to an internship at Memorial Sloan Kettering Cancer Center. He is now a sophomore at the University of Pennsylvania.

In Memoriam

Elinor Randall “Randy”

Keeney T’50

July 3, 1932–July 8, 2023

Lois Myer Gridley T'44

November 24, 1925–September 18, 2023

Elizabeth Eacret Bowlby Gomez LH'40

February 18, 1923–October 25, 2023

Beverly Bechert Lett LH’53

December 8, 1935–November 17, 2023

Robert Price K’55

November 24, 1937–December 3, 2023

Katherine “Kitty” McMillan Burke T’64

November 2, 1945–December 3, 2023

Joseph Maher Jr. K’48

October 12, 1929–December 28, 2023

Honor Banks MacLean T’49 1931–January 23, 2024

Heather Browne Alexander LHT’86

May 15, 1968–March 1, 2024

Lariayn Payne LHT’86

February 1, 1969–March 5, 2024

Charlotte McFarlin Suffredini LH’59

March 24, 1940–March 16, 2024

Alice Buckley Caldwell LH’55

December 19, 1937–April 10, 2024

Jacqueline Wieber Woods LH’48

March 30, 1930–April 11, 2024

James Hare K’80 1962–April 19, 2024

Michael Cuscuna K’56

September 20, 1948–April 20, 2024

July

May

October 3, 1937–June 29, 2024

September 27, 1930–July 16, 2024

Susan Corning Mann LH’45

25, 1927–April 26, 2024

Anthony Truglia Jr. K’77

31, 1959–June 5, 2024

Susan Pinchot KH’55

Ann Kingsbury Resch T’48

In Memoriam

REMEMBERING CAROL MOELLER HOLLAND

January 23, 1929–October 21, 2024

Carol Moeller Holland spent decades of her distinguished career as a beloved educator and leader at Low-Heywood Thomas. She left an indelible mark on the school community, shaping the lives of students and faculty with her vision, compassion, and commitment to excellence.

At LHT, Holland served as a teacher and division head for the Lower and Middle Schools. She wrote the curriculum, overseeing a dynamic school community of 350 students and 45 teachers. Under her leadership, the school thrived, with a focus on creating a rigorous yet nurturing environment for all.

Holland’s exceptional contributions were recognized upon her retirement in 2001. By then, Low-Heywood Thomas had merged with King, and Holland was awarded the King & Low-Heywood Thomas School Distinguished Service Award. What made the most lasting impression, however, was her relationships with students, faculty, and staff. Her legacy continues to inspire and guide the King community.

ADAM BOAZ: BELOVED DEAN, TEACHER, COACH, AND POET

December 28, 1970–March 9, 2024

Below is an excerpt from Adam Boaz's poem “Gratitude Restored,” which was published in his 2021 book, “Voices From the Second Life.” It is a reminder of the importance of living life to the fullest with gratitude for all that we have.

So! As the laptops open

Once again

And mathematics and science

Give order to the rhythm

Of the day

As the history teaches lessons And Shakespeare's Iambs bounce Like drum beats

Through our heads

Let us remember who And what we lost.

Let us rejoice in who And what we have

And raise ourselves, hearts pumping with Needful joy!

Let us revel deep in joys we once ignored Let us hold each other close, our Gratitude restored.

Four King Legends Celebrating

At King School, we have been fortunate to have individuals whose dedication, talent, and commitment have shaped our community in profound ways.

As we bid farewell to four beloved faculty and staff members — Carol Mannella, Carolyn Patten, Mark McAndrews, and Doug Johnson — we reflect on their remarkable contributions and their lasting impact on generations of students, families, and colleagues.

They have gone above and beyond in their roles, inspiring a love of learning and creating a warm, welcoming environment. Their legacies are woven into the fabric of King.

Carol Mannella has provided care and support to the children at the King School Day Care for a quarter of a century, building a foundation for their early learning and development. Beyond the day care walls, she was a familiar presence at many school events: birthday parties, graduations, and everything in between. Mannella’s calming presence and genuine care reassured parents that their children were in good hands. She worked closely with families, ensuring smooth transitions for each child. Mannella’s dedication has left a lasting imprint on our youngest Vikings and their families.

Mark McAndrews arrived in 2004 and wore many hats at King School, including Lower School PE Coordinator, middle school coach, and Director of the Summer Institute. His contributions earned him deep respect and admiration from all corners of the community. McAndrews was instrumental in creating a developmentally appropriate physical education curriculum for our youngest Vikings and worked closely with students across all grade levels. His dedication, energy, and commitment to fostering a positive environment for all have made him a mentor and role model to many. We thank him for his service and are happy that though he is making changes, he will continue as Director of the Summer Institute.

Doug Johnson has been a fixture at King since 2002. As facilities supervisor, he was our go-to person for ensuring that events ran smoothly, solving problems on the fly, and greeting everyone with a kind word or a joke. His unwavering support for our community — students, staff, and families — created an environment where everyone felt welcomed and valued. Johnson’s genuine kindness, positive attitude, and humor have earned him well-deserved recognition, including the Viking Service Athletic Award. As he moves on to new adventures, we are grateful for his legacy of warmth and dependability.

Since 2009, Carolyn Patten has inspired upper school students as an English teacher and department chair, instilling a love of language, critical thinking, and self-expression. She was instrumental in elevating the English program, emphasizing project- and inquiry-based learning. Most recently, Patten worked to develop the integrated American Studies course, promoting an environment that encouraged engagement, risk-taking, and intellectual curiosity. Her guidance in the classroom and as a mentor, her presence at athletic events and performances, and her support of her students will be deeply missed.

CAROL MANNELLA

MARK McANDREWS

CAROLYN PATTEN

DOUG JOHNSON

Left to right: Carol Mannella, Doug Johnson, Mark McAndrews, and Carolyn Patten

Get Connected. Be Connected. Stay Connected.

Your gift, every gift, is an investment in the connections that make our school an exceptional place to learn and grow.

Parents

For more information, visit kingschoolct.org/philanthropy/annual-fund or contact Boardie Kurz, Director of Annual Giving, at bkurz@kingschoolct.org or (203) 322-3496 Ext. 4401.

(203) 322-3496

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