Pine Crest isn’t just a school—it’s a lifelong community. So many of our alumni credit their time here with shaping who they are today, and for some, that journey has led them right back to Pine Crest. Whether you’ve returned to Florida or rejoined our school family, we are grateful for your unwavering belief in Pine Crest and all that it stands for. Thank you for being part of our story!
Anika Mallick Kapur ’38 and Aditi Mallick ’04
Candice Goldbaum ’02 and Lennox Merchant ’38
Christina ’32, Braden ’30, Andrew ’27, Gordon ’97 and Nathan ’25 Chen
Kristen (Chaney) '01, Harper ’31 and Harlow ’38 Kiss
Isabella ’31, Bobby ’01, Ross ’38 and Juliette ’34 Becker
EDITORS
Christine Dardet
Andrea Vallejo
COVER ART
Maya Todorov ’26
CONTRIBUTORS AND PROOFREADERS
Shatarah Betts
Dave Burgess
Jana Blackwell ’81
Jillian Conway
Dr. Hilary Cornelius
Gabrel Duarte Rengifo ’25
Rachel Fallet-Lax
Mehak Gadh ’25
Dr. Jeff Johnson
Keri Kolettis
Julian Kranstover
Nino Liguori
Larry Mellone ’24H
Meagan Obst
J. O’Rourke
Dr. Lisa Ockerman
Dean Shiff ’26
DESIGNER
Michelle Samplin-Salgado
SOUNDTRACK
ALEXIS KESSELMAN ’15
“Every single ordinary person has an extraordinary story.”
– CECELIA AHERN , AUTHOR
DEAR PINE CREST SCHOOL COMMUNITY,
IN A WORLD FLOODED WITH INFORMATION FROM COUNTLESS SOURCES, THE ART OF CRAFTING MEANINGFUL, ACCURATE AND ORIGINAL NARRATIVES HAS NEVER BEEN MORE ESSENTIAL. This issue of The Magazine showcases those who have mastered this art—Pine Crest graduates who are now shaping the stories that captivate our collective imagination.
From filmmakers to music producers, these accomplished alumni demonstrate how foundations built at Pine Crest have propelled them into thriving careers in film, media and music production. Whether working behind a camera, microphone or mixing board, these storytellers aren’t merely entertaining—they’re connecting us to experiences and perspectives we might otherwise never encounter.
Pine Crest alumni set a compelling example for today’s students, igniting creative potential and inspiring innovative storytelling approaches. The “My Future Starts Here” Career Fair feature serves as an example, highlighting that our sixth graders have thoughtfully envisioned careers that
don’t yet exist, identifying as Dreamers, Designers, Defenders, Discoverers or Doers. Through their forward-thinking perspectives and boundless imagination, these young minds demonstrate why our future shines so brilliantly.
We share with our students that the world needs their unique voices and that each of them has an extraordinary story to tell. While some may discover cures or invent new technologies, a student’s most profound impact often emerges in quieter, more intimate moments of connection. Every conversation, every personal narrative shared, has the potential to transform lives. This is the power of a Pine Crest education—nurturing the extraordinary story within each student.
With gratitude,
Dr. Dana Markham ’18H President
Pine Crest summer camps are offered to members of the Pine Crest Community, including alumni for grades pre-k through eight on both our Boca Raton and Fort Lauderdale campuses.
Upper School offerings are also available for enrolled students in grades nine through 12 .
F ILANA PEÑA ’09 DIARY OF A STORYTELLER
FOR MANY PEOPLE, STORYTELLING IS A FORM OF CONNECTION. For Ilana Peña ’09, it’s a way of life.
Ilana’s path to becoming the creator and executive producer of Disney+’s “Diary of a Future President” began with a move, a journal and a swirl of life changes. “When my mom began looking for middle schools for me and my brother, she landed on Pine Crest,” Ilana said. “We had just moved from North Miami Beach to Weston, my mom got remarried and I suddenly had two new step-siblings. All of this happened in two weeks.”
To make sense of it all, Ilana turned to writing. “I kept diaries because so much was changing—I had to write it down,” she said. “I was always a storyteller. Even before I could write, I loved an audience. As soon as I found writing, I fell in love with it. I’d create books using Microsoft Word and Clip Art with ‘About the Author’ pages because, clearly, I took myself very seriously,” she joked.
But beneath the humor was a deeper motivation. At five years old, Ilana lost her father unexpectedly. “That kind of thing is tragic for anyone. But at five years old, I just didn’t understand it. So I turned to
acting and writing to help me process those feelings and work through the grief.”
Ilana threw herself into the performing arts, from plays at Florida Children’s Theater to musicals at Pine Crest. “I even got to be in the Upper School musical ‘Gypsy’ as a Middle School student, which felt like such a flex,” she said. “But eventually, I stopped children’s theater to focus on Pine Crest musicals. That became my community—the people I connected with then are still my closest friends to this day.”
Teachers at Pine Crest also nurtured Ilana’s creativity. In Middle School, English teacher Eleanor Brown encouraged Ilana’s writing. By the time she reached Upper School, she was co-editor of the newspaper, wrote for “The Scribbler” and co-founded the Drama Club with her best friend Kelsey Flynn ’09.
“My first script, which I wrote for Spring Scenes, was a sketch spoofing ’90s teen dramas. That was also the first time I wasn’t on stage but behind the scenes, writing, directing and producing.”
Senior year provided Ilana with another defining moment: directing a student-led production of “Romeo and Juliet” with Kelsey. “We reworked the
script, cast it, and produced it ourselves. That was my first taste of being a writer, director and producer all at once.”
Ilana took that momentum to Northwestern University where she majored in theater. “I wanted to do it all—act, write, direct. But I took a playwriting class freshman year, and slowly the writing took center stage.” She joined a twoyear Creative Writing for the Media program, produced a play and by senior year, had dropped acting classes altogether. “I found a clear career path in TV writing. My Pine Crest brain really latched onto that.”
After graduating in 2013, Ilana moved to New York but quickly realized it wasn’t the right fit. “I had always felt like the expectation is that you stick it out. But that doesn’t have to be everyone’s journey.” It is something Ilana realized after a single visit to Los Angeles changed everything.
There, she worked as a writing assistant, hustling through a string of jobs. A pivotal opportunity came when she joined the staff of the CW’s “My Crazy Ex-Girlfriend” in season two. “It was my fifth job out of college—not my first. After all the grinding, I finally landed somewhere that allowed me to work for some phenomenal women bosses who also promoted from within.” Ilana eventually rose from assistant to official staff writer on the show, and became a member of the Writers Guild of America.
Then came a significant breakthrough. During season four of “Crazy Ex-Girlfriend,” Ilana managed to sell her own
“I WAS WRITING A SHOW ABOUT A GIRL BECOMING A LEADER AS I WAS BECOMING ONE MYSELF.”
show. Inspired by her own Miami upbringing, “Diary of a Future President” follows a 12-year-old Cuban-American girl navigating middle school, on her way to becoming president. Gina Rodriguez and her production company championed the show and Disney+ picked it up for a straight-to-series order. It debuted on January 17, 2020.
“Honestly, as exciting as it was, I was also overwhelmed and nervous. There was a voice in my head saying, ‘You’re not ready yet.’ But it was my work—my story. I had the vision, I knew what I wanted and I had all the answers,” Ilana said. “It was ironic: I was writing a show about a girl becoming a leader as I was becoming one myself. Learning how to stand in my own power—just as she was—is what ‘Diary of a Future President’ is all about.”
In 2021, Forbes named Ilana to the “30 Under 30 in Hollywood and Entertainment” list. But for Ilana, it wasn’t just about the accolades. “I think professionally it’s always nice to have recognition, but at the end of the day, what matters more—and what I’ve found has really led to oppor-
tunities—is my passion for projects and the relationships I’ve formed.”
A life of storytelling has given Ilana a rich perspective, and she hopes to continue to inspire younger generations of students through her work. “If I could give young people any advice, I’d tell them to give themselves grace. Be open to change and the unexpected, and while you’re working hard, remember not to take yourselves too seriously. High school and college are the times when you explore who you are, but you can’t do that if you’re not seeking joy. That’s how you’ll find your story, and maybe even share it with the world.”
JON RADLER ’00
TAKING RISKS and TRUSTING YOUR TASTE
By: Dean Shiff ’26
LLONG BEFORE JON RADLER ’00 WAS HELPING PRODUCE MAJOR NETWORK HITS AND STREAMING ORIGINALS with Small Dog Picture Co., he was wandering through Pine Crest’s student store, eyeing Otis Spunkmeyer cookies and soaking up the kind of spirited environment he says helped shape his confidence and drive. Jon reflects fondly on his time at Pine Crest—not just for its academics but for its culture.
“There was a spirit at Pine Crest that made you feel like you could do what you wanted to do,” Jon said. “It was filled with incredibly intelligent, hardworking and competitive people. If you could figure out how to succeed there, it gave you the confidence that you could succeed anywhere.”
In fact, Jon says the impact of Pine Crest has only deepened with time. “As you get older... the magic of Pine Crest grows,” he says. “Especially if you maintain a lot of the friendships you had when you were there. I’m very close with a sizable group of people I went to Pine Crest with and they’re all extremely unique individuals— very ambitious and very competitive—and I love
them. They have been my friends since the third grade and I hope they’ll be my friends for life.”
He adds that what made Pine Crest special wasn’t just the academic rigor but the diversity of talents and interests that surrounded him. “There was such a breadth of different types of intelligence. That’s pretty unique.”
Jon’s path to Hollywood wasn’t direct. He studied political science at Emory University and once considered law school. But after a moment of clarity during an LSAT prep class—where he found himself answering only three out of forty questions “that probably didn’t bode well for a career in law!”—he realized his heart wasn’t in it.
He called a childhood friend with a shared love of film and TV and made the bold decision to move to Los Angeles. “Let’s give it a shot,” he remembers saying. And he did, faxing his resume to any production he could find in Variety or The Hollywood Reporter.
Though not a single fax received a reply, Jon moved to Los Angeles anyway. “I spent my last semester of college working a silly internship and faxing resumes,” he recalls. “Entry-level jobs in
Hollywood aren’t necessarily about skills—they’re about showing up, being eager and being willing to learn.”
He landed his first real job in the mailroom of a talent agency—a classic starting point for many in the industry.
“Hollywood has always been like an apprenticeship business,” he explains. “There’s usually a requirement that you put in years as an assistant before you have an opportunity to move up.”
Over time, Jon built a resume that included stints at Nickelodeon, Disney XD and eventually Imagine Entertainment—Ron Howard and Brian Grazer’s legendary production company. “Working at Imagine was a master class in storytelling,” Jon recalls. “Their projects had a certain scope, emotionality and craft that made you appreciate how ambitious great television can be.”
In 2017, Jon became a partner at Small Dog Picture Co. where he teamed up with director Jason Winer—best known for directing the pilot of “Modern Family.” “Jason is an exceptionally talented director and producer,” Jon said. “He was based at 20th Television where Small Dog Picture Co. had a studio deal, which meant 20th was the financier on any project we developed.”
Through that partnership, Jon has helped bring a diverse slate of shows to life, including the NBC comedy “Perfect Harmony,” the FOX musical dramedy “The Big Leap,” the three-time Emmy Nominated BET hit “The Ms. Pat Show” and “The Santa Clauses” for Disney+, a series revival of the beloved Tim Allen holiday films. Jon and Jason are currently working on a Netflix adaptation of the novel “Vladimir.”
Balancing storytelling with the business side of production, Jon explains, comes down to curation and collaboration. “I’m not a writer or director but I have a well-developed sense of my own personal taste,” he says. “Being a producer means building the right team—finding the idea, attaching the right talent and holding it all together.”
He describes his skillset, somewhat self-effacingly, as a “mile wide and an inch deep. You get to do a little bit of a lot of different things,” he said. “Your day doesn’t just involve writing or directing. It’s about shaping the whole picture.”
Working on “The Santa Clauses” presented a unique challenge: how to revive a franchise steeped in nostalgia
Jon Raddler ’00 on set with the cast of “The Ms. Pat Show.”
“[PINE CREST] WAS FILLED WITH INCREDIBLY INTELLIGENT, HARDWORKING AND COMPETITIVE PEOPLE. IF YOU COULD FIGURE OUT HOW TO SUCCEED THERE, IT GAVE YOU THE CONFIDENCE THAT YOU COULD SUCCEED ANYWHERE.”
while making it feel fresh for new viewers. “So much of that was about having the original cast back,” Jon said. “We had Tim Allen, Elizabeth Mitchell and even brought back David Krumholtz as Bernard because the fans were so vocal about wanting him. There’s a surprisingly huge fandom around that franchise and being faithful to the tone of the original films was key.”
Jon also reflects on the evolving role of social media in shaping storytelling today—both as a tool for identifying emerging talent and as a cultural force that writers and producers must acknowledge. “Anything in film and television, if it’s good, is reflecting the world around us,” he says. “Now there are people out there making things for TikTok and Instagram that allow them to circumvent traditional Hollywood hierarchies. Some of them are doing pretty incredible things.”
When evaluating pitches or deciding what to develop, Jon admits there’s no exact science. “It’s like anything else— you look at someone’s resume, their body of work and their unique voice,” he said. “But sometimes you also have to take a leap on someone new. It’s harder to get a project made with a first-time writer or director but if they have something truly special, people are willing to take that risk.”
Jon often returns to a quote by legendary screenwriter William Goldman: “Nobody knows anything.” For Jon, that’s not discouraging—it’s empowering. “It means that your opinion, your perspective can be just as valid as anyone else’s in this business,” he said. “All you have to do is be able to sell it!”
Jon continues to champion stories that resonate. And though he’s worked in a wide range of genres—from heart-
felt comedies to dramatic revivals—his approach remains the same: build with care, trust your gut and always keep an eye on what makes a story worth telling.
And maybe, when in doubt, grab a cookie.
Jon with his son Henry signing the alumni wall on a recent visit to campus.
HARRY PORUDOMINSKY ’94
THREADING THROUGH THE CHAOS
WWHEN HARRY PORUDOMINSKY ’94 GRADUATED FROM PINE CREST SCHOOL, HE IMAGINED A FUTURE IN ENGINEERING. “I DIDN’T KNOW WHAT I WANTED TO DO COMING OUT OF SCHOOL,” HE ADMITS. “I thought engineering made sense, and I went into college thinking that’s what I’d pursue. But I realized I wasn’t happy with the direction I was going.”
What unfolded before him wasn’t a straight path, but a creative one. Harry explored creative writing, took on web development projects, and eventually discovered animation—not as a career, but as a hobby. “A lot of my career was kind of falling from thing to thing,” he said. “It sounds haphazard, but there’s a flow to it all.” That flow eventually carried him to a career in animation and 3D design, where he has spent years bringing characters to life and threading stories into immersive visual experiences.
At its core, Harry’s work is about finding the throughline—the narrative thread that gives shape to ideas, moments or characters. “I think storytelling is basically how you take the chaos
and a bunch of ideas and weave them into a cohesive tale,” he said. “It’s how we make sense of the world. If you can find that thread and help others follow it, that’s where storytelling lives for me.”
Harry has worked on high-profile productions like Marvel’s “Green Lantern” movie and developed stylized takes on beloved universes like “Star Wars” and “He-Man.” While the scale of those projects was exciting, he also acknowledged the limitations. “Everything you do goes through a committee,” he said. “There wasn’t much room to stretch creatively. You’re fitting into a broader scheme. You’re given a brief, and that’s what you have to work with.”
For Harry, the most rewarding work has often come from smaller productions—like the independent animated feature “Battle for Terra,” where he was involved from pre-visualization through final animation. “That project was really formative for me,” he reflected. “The characters didn’t exist when we started, and by the end they felt alive—like I’d known them
my whole life. I could see my evolution through how the characters developed and how my animation improved.”
While some animators chase big action scenes, Harry found joy in the quieter moments. “My favorite step in animation was always the small stuff,” he said. “I liked the close-ups, the reaction shots, the facial work. That’s where you really get into characterization. The big action pieces were fun, but that’s not what I loved doing most.”
That love for nuance and detail extended to how he worked with other creatives. In his own projects, Harry championed a production culture rooted in openness and collaboration—something he experienced early in his career through a process known in the industry as “dailies.” “It’s a space where everyone gets to speak, and where artists can both defend and reflect on their work,” he said. “It’s not about ego. It’s about making the work better. When you first start out, you love everything you do and you defend it so hard. As you mature, you realize that the critique is often where the real progress happens.”
Some of Harry’s most rewarding moments came from letting go of his own ideas. “Sometimes, what someone else gives you is better than what you imagined. I love
being surprised in a positive way. That’s a gift. But it takes maturity. You have to realize that criticism of the work isn’t criticism of you.”
Harry’s passion for animation is also rooted in a deep appreciation of its history. “Everything stands on the shoulders of what came before,” he said. “The Looney Tunes guys were studying Buster Keaton and Charlie Chaplin. They asked, ‘If I had no rules—no physics— what could I do to make the funniest moment?’ And now, technology lets us do almost anything. The rules are gone again.”
Of course, new technologies bring new questions— and Harry is watching the rise of Artificial Intelligence (AI) in the creative industry with both curiosity and concern. “It’s a double-edged sword,” he said. “AI can give you something generic to fix, but it doesn’t give you anything truly new. Right now, it feels threatening to a lot of creative fields. I think we need to embrace it carefully and thoughtfully—not fully, not blindly. It’s a tool, not a replacement.”
Long before he was animating characters or debating AI, Harry was a student immersed in stories at Pine Crest. He
Henry Porudominsky ’94 on set
“I’VE WORKED ON EVERYTHING FROM MOVIES TO CORPORATE PRESENTATIONS, AND NO MATTER WHAT IT IS, IF YOU APPROACH IT AS A STORY—IF YOU FIGURE OUT HOW TO THREAD YOUR IDEA THROUGH THE CHAOS— THEN YOU’VE BECOME A STORYTELLER.”
fondly recalls his AP Literature classes as pivotal. “That probably did more to expand my understanding of how a story fits into everything than anything else,” he said. “There was something magical about really learning to read for depth.”
A small, five-person class made the experience especially personal. “It was very hands-on and catered. I didn’t realize how formative it was until I got to college.”
It turned out that all those papers and grammar drills paid off. “In college, I was mostly with engineers. And whenever we had a paper to write, everyone gave theirs to me to edit. I realized—wow, I guess this isn’t basic stuff. Pine Crest really prepared me.”
To students who love storytelling but aren’t sure how to turn that passion into a profession, Harry’s advice is simple: “Everything is storytelling,” he said. “I know that sounds cliché, but it’s true. I’ve worked on everything from movies to corporate presentations, and no matter what it is, if you approach it as a story—if you figure out how to thread your idea through the chaos—then you’ve become a storyteller.”
He recalls a project at DIRECTV, where he was tasked with explaining how autonomous vehicles would change the future of entertainment. “We boiled it down to a single chart. And then we thought, ‘What if we told it as a story?’ We turned that chart into a two-minute VR experience. Thousands of people went through it, and they came out saying, ‘Oh—I get it now.’ That’s the power of a narrative.”
As for what’s next, Harry is currently in between roles, helping his brother launch a business and taking some time to reflect. “I kind of enjoy the chaos,” he said. “That’s been my happy place for most of my career.” Wherever he lands next, Harry Porudominsky will undoubtedly be following the thread—and helping others see it, too.
Harry's avatar
Still from “Battle For Terra”
Harry wearing a VR headset
ALEXIS KESSELMAN ’15 SOUNDTRACK FOR SUCCESS M
MUSIC IS A POWERFUL FORM OF STORYTELLING, CONVEYING NARRATIVES THROUGH MELODY, RHYTHM AND LYRICS, WITHOUT THE NEED FOR SPOKEN WORDS. Famous Spanish cellist and composer Pablo Casals once said that “music is the divine way to tell beautiful, poetic things to the heart.” If you ask Pine Crest alumna Alexis Kesselman ’15 her opinion, she would be in full agreement.
“I’ve always been interested in music. I’ve been writing songs ever since I understood what music was, and I realized that I could share my stories that way. We had a baby grand piano in our house and I would tinker around on it and come up with all sorts of things,” she says.
New to Pine Crest as a second grader, Alexis started piano lessons with former Pine Crest music teacher Mr. Doug Evers in the third grade.
“The thing with lessons was that the focus was always on learning specific material and entering competitions to perform that material. But I was much more interested in writing original songs, and once Mr. Evers realized that I had a knack for it and was consistently improving, thankfully, he was open to me exploring that,” Alexis recalls.
She continued to immerse herself in the arts where she could. “I was always in choir. I was in Ms. Jan Hinton’s class for music. I always thought that was so cool because it was the first time I realized that someone’s job could be to write songs, and I told myself that maybe I could do the same one day. She was very inspirational.”
Alexis received steady support from her arts teachers, like her choir teacher Mr. Michael Testa. “As time went on, I would incorporate music into my school work any way I could. If there was an open-ended project, despite the subject, I would write a song about it, because it just made sense to tell the story that way, and my teachers were always very encouraging,” she says.
As senior year drew closer, Alexis recalls feeling conflicted about her path forward. “My friends and I were all really strong students, and we were all striving to get into Ivy League schools for college. We made plans to be doctors and lawyers and do the kind of big things that are expected of you as a Pine Crest graduate; but I also knew that I loved music and I wasn’t willing to give that up. I wanted to go to a top school, but I wasn’t sure how to proceed with the music,” she explains.
Photo Credit: Ryan Nava
“PINE CREST TAUGHT ME HOW TO HOLD MYSELF TO A HIGH STANDARD, AND HOW TO ADAPT REGARDLESS OF THE CHALLENGES I MAY FACE.
BECAUSE OF THAT, I TRUST THAT NO MATTER WHAT PATH I TAKE, I WILL FIND SUCCESS.”
It took Alexis and her involvement in an extracurricular activity to help her identify the potential in her passion. “I was taking Music Theory AP, and I was still in the choir, but I also joined PCTV. I was involved in the narrative side of filmmaking, and some of the other students I worked with started asking me if I’d be willing to write music for their films. That was when I became intrigued with film scoring.”
After a lot of deliberating as a senior, Alexis landed at the University of Miami (UM) Frost School of Music. “It was a unique experience at the Frost School. I think it opened me up musically, and gave me the opportunity to be surrounded by all these people who wrote songs, which wasn’t an environment I had ever been in before. It was surreal being around so many like-minded people. It allowed me to learn a lot about my songwriting and even more importantly, production,” Alexis says.
“I learned about music production while I was there,” she continues, “but what stood out even more was that there were very few female producers. I wanted to challenge that. College was also the first time I had someone tell me that my work was well suited for the theater, because it was very story-structured. Suddenly, I had this idea that I wanted to work in musical theater, film scoring and pop production.”
Just after graduating from UM in 2019, Alexis explains that her parents weren’t necessarily the biggest fans of her plan to move to L.A. and “make it big in Hollywood.”
“They preferred that I start a Master’s program, so I looked into some programs in New York, but instinctively I knew that I needed to be in L.A. making music, networking and getting into as many rooms as possible.”
Just as Alexis started to gain momentum, meeting more people and existing fully in her music, the global pandemic took effect. “COVID happened and basically shut the world down,” recalls Alexis. “So I left L.A. and moved back to Florida for months. I was doing my best to keep the momentum I had built, but I got more nervous as time drew on. It’s really difficult
Photo Credit: Ryan Nava
to write songs and produce music over Zoom!”
Wondering if perhaps music just wouldn’t sustain her, Alexis began seriously entertaining the idea of post graduate schooling in something more practical, like law. “Just when I thought I was going to have to take the GRE, a song I had written over Zoom was chosen to be on the soundtrack for one of the Spongebob movies.” “F is for Friends” written by Becky G, Tainy and Trevor Daniel, became the first big song Alexis worked on. “That was validating, and felt like a good step forward,” she says.
“After that, I had a few other songs come out with smaller artists, and then I started posting original work on TikTok. One of those songs got 1.8 million views, and people began asking me when the song was going to be released. So in three weeks time, I got it mixed and mastered and managed to film a music video for it,” Alexis says.
Despite experiencing some mild success, Alexis felt like there was still something missing. “I just felt like I could go deeper, so in 2021, I applied to the Master of Arts in Creative Media and Technology program at Berklee College in New York City, with a focus in Writing and Design for Musical Theater.”
Ironically, the very same week that Alexis got accepted into the program at Berklee NYC, she also received a publishing deal at Warner Chappell Music. “I was torn and wanted to do both,” she says, “so I did. I signed with them and also moved to NYC to get my masters degree. I even co-wrote my first musical, loosely based on my own professional journey, called ‘Through the Frame.’”
As Alexis continued to make strides in New York, she was just three weeks from graduation at Berklee NYC when she caught another big break. “A song called ‘Glimpse of Us’ that I’d co-written while still in L.A. for an artist named Joji went number one on Spotify U.S. and Spotify Global, and landed at number eight on the Billboard Hot 100 charts.”
That success kickstarted the momentum Alexis picked up after leaving grad school, and suddenly she found herself fully immersed in the industry. “Warner Chappell wanted me to hit the ground running, especially on the heels of ‘Glimpse of Us,’ so I was flying all over the world, in and out of different studios, getting calls from producers I had always admired, and working with all these incredible artists. It was pretty surreal,” she says.
With several projects on the horizon, like the first full album she produced on her own with an artist named Lydia Night, Alexis has worked consistently in all the formats she has sought out: theater, film score and pop production. “It’s a balance,” she continues, “but my biggest focus remains showing up for myself as a producer, and making sure to position myself in rooms where my merit is acknowledged and not overlooked simply because I’m a woman.”
As Alexis continues to navigate what can be a fickle industry, she is confident in her ability to pivot, find the next thing and figure out how to make it work, a skill set that she attributes largely to her Pine Crest education. “Pine Crest taught me how to hold myself to a high standard, and how to adapt regardless of the challenges I may face. Because of that, I trust that no matter what path I take, I will find success.”
Photo Credit: Ryan Nava
NARRATIVES THAT CONNECT
ENTREPRENEURS SHAPE THE WORLD THROUGH STORYTELLING
Social entrepreneurship students and the Related Ross team pose in the Upper School library
Entrepreneurship
and global connections are empowering Pine Crest students to shape the future—one bold idea at a time.
ABSTRACT? SOMETIMES. DISRUPTIVE? POSSIBLY. INNOVATIVE? ALWAYS. The entrepreneurial mindset at Pine Crest School takes on many forms and is woven throughout the Lower, Middle and Upper School curricula. Five years ago, Mrs. Keri Kolettis, Vice President of Global Innovation and Entrepreneurship, developed the three-year social entrepreneurship program offered in Upper School. Mrs. Kolettis works closely with Divisional leadership to incorporate entrepreneurial learning opportunities in all grade levels.
“Our goal is that we see entrepreneurship in every class,” said Mrs. Kolettis. “The delivery and methods of this content will vary but the fundamental learning of how to be resilient, creative, collaborative and enterprising will remain the same.”
Pine Crest President Dr. Dana Markham’s ’18H vision of expanding the curriculum to advance skills that reflect realworld challenges and scenarios, helped guide the direction
and implementation of the entrepreneurship curriculum in alignment with our 2024-29 Strategic Plan, “Learning and Leading: Globally Connected, Culturally Inspired.”
“Our students are prepared to lead us into the future,” said Dr. Markham. “We are constantly reviewing what must be true to ensure our students are future-ready and how we can evolve our curricula to fulfill that need.”
From Lower School students learning to lead and problem-solve to Middle Schoolers tackling community impact projects to Upper Schoolers developing scalable ventures, Pine Crest nurtures entrepreneurship as a mindset and a practice.
This mindset is supported by dynamic partnerships. In recent months, Pine Crest expanded its network to include Pioneer Academics, the Polsky Center for Entrepreneurship and Innovation at the University of Chicago Booth School of Business and the Entrepreneur-in-Residence Program. Two
new partnerships joined this list in 2024–25, adding fresh perspectives and global opportunities.
One of those opportunities was the grand opening of the newly expanded Entrepreneurship Dedicated to Global Engagement (EDGE) learning space. During the event, Upper School Social Entrepreneurship students welcomed Stephen Ross, CEO and Chairman of Related Ross, along with his colleagues Kenneth Himmel, Jordan Bargas and Kevin Ryan. Ross, best known for developing Hudson Yards in New York City, spoke to students about innovation, sustainability and designing with purpose.
“Design and build spaces that people can be proud of,” said Bargas, Senior Vice President of Development, as he encouraged students to think not just creatively—but impactfully.
“Our students were energized by the visit,” said Mrs. Kolettis. “They asked thoughtful questions, engaged in meaningful dialogue and left feeling inspired to pursue big ideas.”
In October, seniors in the Social Entrepreneurship program participated in a virtual speaker series with the London School of Economics (LSE) Generate Schools Programme.
LSE entrepreneurs and business leaders—including Mr. Tim Deeson, LSE’s Entrepreneur in Residence—shared personal stories and practical lessons on launching ventures in a rapidly changing world.
“By sharing what I know, I can show people what’s possible—and that they can do it too,” said Tim.
This partnership culminated in the Innovation Festival, a three-day event hosted on the Fort Lauderdale campus in early 2025. Co-organized with LSE, the festival brought together speakers and alumni from across the globe. Venture capitalists, startup founders, industry disruptors and Pine Crest faculty joined forces to lead panels, share insights and inspire action.
When asked to describe the collaboration between Pine Crest and LSE, venture capitalist and LSE alum Mr. Chandni Hirani called it “trailblazing.”
“We were proud to welcome LSE and other global partners to our campuses,” said Mrs. Kolettis. “As Dr. Markham often reminds us, the world is becoming smaller and the need for global connection is stronger. Pine Crest students will be prepared for the future of work.”
The Innovation Festival was open to all Upper School students and faculty and staff from both campuses—underscoring Pine Crest’s commitment to ensuring every student has access to real-world, globally-connected learning experiences.
“OUR STUDENTS ARE PREPARED TO LEAD US INTO THE FUTURE,” SAID DR. MARKHAM. “WE ARE CONSTANTLY REVIEWING WHAT MUST BE TRUE TO ENSURE OUR STUDENTS ARE FUTURE-READY AND HOW WE CAN EVOLVE OUR CURRICULA TO FULFILL THAT NEED.”
Johanna Henry ’26 and Lucia Lecour ’26
Dr. Dana Markham ’18H, Jordan Bargas, Senior Vice President of Development at Related Ross and Mrs. Keri Kolettis
BEYOND THE GAME
PERFORMANCE TRAINING
ELEVATES PINE CREST ATHLETICS
A NEW OFFERING IN PINE CREST ATHLETICS IS MAKING WAVES—BRAINWAVES! This year, Dr. Hilary Cornelius, Mental Performance Coach and Associate Tennis Director on the Boca Raton campus, has brought her expertise in sports psychology to Middle and Upper School student-athletes.
“What I like to say is that my job is to help students perform better in the many different types of circumstances that are thrown at them,” said Dr. Cornelius. “We call it performance psychology because it’s not limited to the sports field.”
“When performing—whether on the field, stage or elsewhere, it’s essential to focus on continuous improvement. Professionals in this field teach specific skills tailored to individual needs, assessing whether someone is struggling with performance or simply aiming to get better,” she explained. “A common misconception about sports psychology is that it’s only for fixing problems, but it’s used by many people in different fields and industries— from athletes to surgeons and firefighters—to enhance performance.”
Dr. Cornelius’ work is centered on developing key mental skills including mindfulness, recognizing when focus is lost and managing cognitive overload. “We use techniques like breathing exercises, mindfulness practices and biofeedback to regulate the nervous system, helping individuals regain clarity and focus under pressure,” she said.
Dr. Jeff Johnson, Athletic Director, expanded on the
idea that while many sports programs have always relied on the athletic ability of their athletes to bring them success, the mental approach has now become an integral part of their training too.
“In the industry of interscholastic and intercollegiate athletics, sports psychology is a growing field because of the emphasis on cognitive well-being and the mental elements of performance,” said Dr. Johnson.
“The mental side of sports has been underrated for years,” Dr. Johnson continued. “Athletic talent at the interscholastic level is fairly equal, but the mental piece is what separates your average athlete from those who go on to become great. What we’re doing now at Pine Crest is adapting the model that has been implemented at the professional and collegiate level for the last 20 years, which allows us to give our student-athletes the mental edge needed to be successful not just in the pool, on the fields and the courts, but in the classroom, on the stage or wherever they may be.”
Through mental performance training, Pine Crest is looking to stay at the forefront of high school athletics by enhancing student-athletes’ focus, resilience and overall execution through specific techniques. The early implementation at Pine Crest places our school as one of the first high school programs to incorporate mental performance into its athletic programming.
Focusing more on performance enhancement rather than clinical sports psychology, Dr. Cornelius reinforces
Dr. Hilary Cornelius presents her work to Innovation Institute attendees.
techniques such as mindfulness and uses sophisticated biomedical hardware and software. For example, using VR headsets to simulate an environment similar to an in-game setting, she is able to coach athletes through difficult situations. “VR offers an intensity that can feel overwhelming,” said Dr. Cornelius. “Then we talk about how to slow things down and only focus on the relevant things.” Dr. Cornelius is using the VR headsets purchased in the summer of 2024 and implemented across all three Divisions on both campuses in all disciplines. When asked why VR training works so well in this setting, Dr. Cornelius said “It allows athletes to experience high-pressure situations that push their physical and mental limits—something they wouldn’t get from simply practicing alone. The immersive intensity, like a game-winning shot with seconds on the clock and a roaring crowd, helps simulate real stress.”
“We then work on techniques to manage that pressure; training them to block out distractions and focus only on what matters; taking the shot with confidence instead of overthinking the outcomes. It’s all about sharpening their ability to stay present and execute under pressure,” continued Dr. Cornelius.
Another part of her performance training tools includes the ability to measure brainwave activity to determine when an athlete is in a “flow state” or “in the zone.” A black piece of plastic with sensors that resembles a sunglass frame is worn by the student. Sensors are then placed on the student’s forehead where they will track brain activity and signals, noting when the student loses focus. “These sensors read brainwaves,” said Dr. Cornelius, “and we know through research what type of brainwaves occur when you’re in a flow state. Every time you lose
THE EARLY IMPLEMENTATION AT PINE CREST PLACES OUR SCHOOL AS ONE OF THE FIRST HIGH SCHOOL PROGRAMS TO INCORPORATE MENTAL
PERFORMANCE INTO ITS ATHLETIC PROGRAMMING
focus, the waves drop, and the sensors will give you feedback saying, ‘Okay, you’ve lost focus. How do we bring it back?’”
Students and coaches have been pleased with their improvement, even after working with Dr. Cornelius for only a few months. “Students I’ve worked with consistently report that their coaches notice improvements—they’re faster, quicker and stronger,” she said. “Confidence is key, and it comes from trusting your training and intuition. This approach is both educational and practical. When students commit to consistent mental training, they see real results. I remind them that the brain is like a muscle—just as they train their bodies, they must train their minds. With practice, the benefits become clear.”
Dr. Johnson has also been moved by how quickly students and coaches are embracing mental performance training. “I didn’t expect the amount of buy-in with our coaches that I have seen. Our coaches are really implementing Dr. Cornelius’ teachings into our programs. They’re swapping a day of practice for a day with her. Giving up traditional practice time speaks volumes to what we think of this program and what this kind of support is doing for our student-athletes.”
Dr. Hilary Cornelius with educators and representatives from OptimaED during her session about Sports Performance at the Innovation Institute.
Dr. Johnson explains that even though the program is still in its early stages, the impact and the benefits have become increasingly clear. “Sports psychology is growing so fast that there are going to be whole departments designated just to assist the student-athlete. That is already the case in many collegiate programs. I can see this growing to the point where we’re going to need two or three professionals like Dr. Cornelius because we’ve got so many student-athletes here at Pine Crest—1,200 to be exact! Certainly, Dr. Cornelius can’t get to all 1,200 students on her own. So as we expand this department and then branch out into the sports nutrition facet, which we have already started, we continue to look at the student-athlete as a whole, working to tend to every single need they have to maximize their potential.”
The commitment to improving student-athlete performance and the ability for Dr. Cornelius to use her expertise in this field with Pine Crest students wouldn’t be possible without the annual philanthropic support of our community. “This is a model for success that can only be achieved with philanthropic support, which allows us to maximize our resources, utilize both campuses and leverage our existing operations.”
Dr. Johnson explains that Pine Crest’s ability to be an early adopter of an integrated sports performance component is because of our engaged community of donors.
He notes that although there isn’t a lot of equipment to use, what we have is expensive. “The tools Dr. Cornelius uses are costly and are different from the typical types of sports equipment. For example, shoulder pads carry a smaller price tag, but you need 50 or 60 of them. For her, you need only six items, but each may cost five times as much. Philanthropic support is what allows us to remain at the forefront of student-athlete performance and their overall wellness.”
Pine Crest School Athletics recognizes that mental performance training is a key differentiator for scholastic sports and is excited to be a leader in its implementation at the Middle and Upper School levels.
“Most colleges have a center or a lab, and that’s exactly how I envision this program growing at Pine Crest—a standalone facility where Dr. Cornelius and her team can meet with student-athletes in an intentionally designed space, allowing them to really focus on the task at hand,” said Dr. Johnson.
Preparing student-athletes for the collegiate level is not easy, but Dr. Johnson and Dr. Cornelius believe that mental preparedness is a necessary training method for our athletes to excel.
If students leave with only one takeaway, Dr. Cornelius said “I would like the skills that are taught here to be something students can return to and depend on in any of the situations they may face.”
Heco Stix are used to help enhance coordination, decision making and perceptual cognitive skills.
iPad-controlled Blaze Pods provide reaction time, cognitive and focus training through touch-activated drills on the wall.
STORYTELLING THROUGH ART MR. NINO LIGUORI
VISUAL ARTS PROGRAM DIRECTOR AND UPPER SCHOOL ART INSTRUCTOR MR. NINO LIGUORI TELLS STORIES WITH PAINTBRUSHES. Through his paintings, he weaves together visual parables and allegories that challenge viewers to engage in deep reflection. His work is a fusion of history, design and the human experience—an artistic dialogue between fable and fact, imagination and realism. As an acclaimed artist and dedicated educator, Mr. Liguori’s journey has been shaped by his passion for both creation and instruction, ensuring that future generations continue to find meaning through art.
Born and raised in New York City, Mr. Liguori’s artistic path was profoundly influenced by an art teacher who changed his perspective on life. “He was putting nice things into the world, and that’s what I wanted to do,” says Mr. Liguori. Inspired to pursue both art and education, he attended the University of Florida, where he earned a degree in painting and art education. His career as an educator began in Florida where he taught at three schools in Broward County before finding his place at Pine Crest. Along the way, he continued to refine his craft, earning a master’s degree in Art and Science from Florida International University. “I spent summers studying in China and Paris, and that really inspired me to be a better teacher,” he says. “Instructors in college often saw students as competition, but I never wanted that. I want my students to be better than me.”
Before dedicating himself fully to painting, Mr. Liguori was a musician in a band. But ultimately, he wanted to rely more fully on himself as a creator. His work soon gained recognition, earning awards and
exhibiting in galleries worldwide. “I like a moment of tension,” he explains. “A collector once told me there’s always conflict in my work. That lingering sensation allows the viewer to draw their own conclusion. Pretty pictures have their place, but I want my work to be meaningful—like a good movie or song; something that speaks to who we are as people.”
Mr. Liguori’s experience as an educator has profoundly impacted his storytelling through art. “Being an effective teacher means not holding secrets,” he says. “I share everything with my students. As I improve as an artist, I become a better teacher, and that continuous cycle elevates both my work and theirs.” He emphasizes the importance of technique in his teaching, a principle he embraced during his master’s studies. “In undergrad, they would say, ‘Make a warm painting of a woman,’ but they wouldn’t teach you technique. I learned that in my master’s program, and now I make sure my students learn it too.”
Maya Todorov ’26 and Nino Liguori celebrate Maya’s Congressional Art District winning piece.
Formal education aside, Mr. Liguori’s travels across Europe and Asia have also significantly influenced his artistic perspective. “In Europe, storytelling in art is often blunt and direct, while in the Far East, it’s more meandering and ethereal,” he notes. “I like that approach—where the viewer must connect the dots to understand the meaning.” His recent exhibition, “The Bill of Wrongs,” explores the complexities of American identity. “I didn’t pick a side on any topic,” he says. “But it’s fascinating how viewers project their own interpretations. Some were convinced I had made a political statement when, in reality, I left the conclusions up to them. That’s the power of art—it invites conversation across the spectrum.” He also reflects on how art has shifted in contemporary culture. “The art I grew up on told us that you didn’t need to know who the artist was to connect with the work. This is often how I teach. However, now everything is more personal. So I wanted to create something universal, something that speaks to everyone. And what’s more fundamental to us as Americans than the Bill of Rights?”
Describing himself as an “allegorical surrealist,” Mr. Liguori blends recognizable elements with unexpected, almost magical components. “I want to utilize my technical skill without being bound by strict realism. There’s something compelling about a moment of magical tension. What I mean about a ‘magical moment of tension,’ is that within one of these divine moments where something surreal or unexpected happens, it can make humanity and even life itself seem so clear, obvious and intuitive.”
Mr. Liguori’s decision to work in painting stems from its ability to bring his visions to life. “I can get what’s in my head out,” he says. “It’s almost childish in a way, but that moment of magical tension is something I love.”
Staying consistent in his work, Mr. Liguori carefully crafts every detail. He even signs his work “ALiguori,” a name with layered significance. “It operates on three levels,” he explains. “Initially, my work focused on visual allegories about the artistic process. Then, I expanded into contemporary street and graphic art, exploring the human condition and psychological phenomena. The ‘A’ in Italian means ‘to’ or ‘from,’ so it represents both my name and the idea of allegory itself.” His logo, a grappling hook without rope, serves as a reminder that his art is meant to elevate but requires the viewer to bring their own perspective. “My work will elevate you, but you have to bring your own rope to make the climb.”
As an artist-in-residence in Pompano Beach, Mr. Liguori has found a supportive community. “The artists I’ve met have become family,” he says. “The directors and managers here are always offering opportunities. Pompano is evolving, and I love being part of that transformation—bringing art and resources to the community.” Through his work, both on canvas and in the classroom, Mr. Liguori continues to shape narratives that challenge, inspire and endure. His art invites us to look closer, to question and ultimately to find meaning in the stories we see and those which we tell ourselves.
Scholastic National Award recipients: Caterina Farrell ’26, Maya Todorov ’26 and Mr. Nino Liguori
Amendment 1” from the Bill of Wrongs series by Nino Liguori
Working Through Form 1" by Nino Liguori
PANTHER, EVERY EVERY YEAR!
PANTHER GIVING WEEK
October 20-24, 2025
At Pine Crest, every gift helps write the next chapter. Philanthropy turns purpose into impact. It’s how we ignite curiosity, foster bold ideas and shape ethical leaders—within a community where every student belongs.
A culture of giving makes our mission limitless and our students’ stories possible. Together, we’re building the future, one story at a time.
TELLING THE STORY OF THE FUTURE: SIXTH
GRADERS EXPLORE THE JOBS OF TOMORROW
WHEN THE BOCA RATON SIXTH GRADE TEAM SET OUT TO CREATE A SIGNATURE EXPERIENCE FOR THEIR STUDENTS THIS YEAR , they knew they wanted something bold—something that would reflect the future-forward spirit of the curriculum and the school’s commitment to innovation.
WThe idea took shape following Pine Crest President Dr. Dana Markham ’18H’s back-to-school remarks, which encouraged faculty to consider how best to prepare students for a future that is constantly evolving. With that in mind, the team began to ask: What will the jobs of tomorrow look like, and how can we equip students to imagine and invent them?
That is how the “My Future Starts Here” Career Fair was born.
More than a culminating event, the fair is the product of an interdisciplinary journey rooted in research, teamwork,
creativity and communication. Students began by exploring specific industries— technology, agriculture, health care or space—and investigating how these fields are expected to evolve over the next few decades. They considered questions like: What new challenges might arise? What skills will future professionals need? What roles might emerge that do not yet exist?
To help students reflect on their strengths and interests, a custom personality survey was designed to group them into one of five future-oriented “types:” Dreamers, Designers, Defenders, Discoverers or Doers. Based on their results, students were placed into teams to begin imagining a job that could exist in the future, aligned with their strengths and values.
Each team then collaborated to create a job concept, determine necessary qualifications and training and design
a visual presentation. The project also required students to script and produce a recruitment video to introduce their job to an audience. These presentations would later be shared during the fair.
The Career Fair itself featured interactive stations where students showcased their future job ideas to fifth grade students visiting the fair. Each team presented a poster, shared their video and responded to questions in real time. Fifth graders rotated through the stations, engaging with presenters and even voting for the job they found most compelling. In doing so, younger students got a preview of what awaits them in Middle School, where sixth graders take on the roles of mentors and leaders.
The range of ideas presented at the fair reflected both thoughtful research and fearless creativity. Among the most engaging job concepts were Teleportation Portal Designers, who help first
responders reach emergencies faster, and Endangered Species Gene Editors, who create hybrid animals capable of adapting to climate change. Other student-created roles included Beauty Therapists, empathetic telehealth providers who help people feel good about themselves, and Flame Scouts, who use drones to fight wildfires. One team even imagined a future where AI judges require human oversight, proposing the role of Judicial System Robot Managers to ensure fairness in a fully automated court system.
The fair was designed to be engaging and imaginative, but is deeply connected to Pine Crest’s educational philosophy. It reflects the Middle School Entrepreneurship Skills initiative and aligns directly with the 2024–29 Strategic Plan, emphasizing:
• Curiosity and problem-solving
• Leadership and teamwork
• Creativity and innovation
• Communication skills
These strands are embedded into the assessment rubric for the project. Students are evaluated not only on the quality of their final product, but on
how effectively they work together, how deeply they engage with their research and how well they communicate their ideas.
This project is uniquely suited for sixth grade students, who are at a moment in their learning journey where independence, imagination and emerging leadership intersect. At this age, students are beginning to make more choices about their academic paths, and they still possess a strong sense of play and possibility. The project taps into those qualities and allows students to explore future scenarios in a creative and meaningful way.
By developing future jobs, students are also developing future-ready skills. They are learning how to ask big questions, collaborate across differences and present ideas with confidence. They are thinking critically about industries that are changing rapidly, and imagining roles that will help solve the problems of tomorrow.
Though the final products may vary, the learning outcomes are consistent: confidence in communication, excitement about innovation and a deeper understanding of their own
strengths. The process invites students to lead with imagination, think beyond what currently exists and develop the mindset of a designer, a builder and a change-maker.
While the project may evolve in years to come, one thing is already clear— these sixth grade students are not just dreaming about the future. They are building it.
Fifth grade students cast their vote for the most compelling job.
Defenders Livie Gelin ’31, Ellie Bangsil ’31, Luna Teo ’31, Abby Logal ’31 and Sage Edelson ’31 used their passion for animals to develop the Veterinarian Technology Talkers.
Discoverers Reese Kravit ’31 and Gianna Goin ’31 presented a teleportation concept.
CRAFTING THE PERFECT PITCH
THE ART OF STORYTELLING IN SOCIAL ENTREPRENEURSHIP
IIN THE WORLD OF SOCIAL ENTREPRENEURSHIP, A WELL-CRAFTED PITCH CAN MAKE ALL THE DIFFERENCE. It’s more than just a presentation—it’s a compelling story that connects, persuades and inspires. As students in Pine Crest School’s three-year social entrepreneurship program quickly learn, the key to a successful pitch lies not just in the data, but in the narrative.
Mehak Gadh ’25, a senior who has spent the past three years refining her pitch skills, describes it succinctly: “A pitch is essentially a way to present a business plan in about five minutes,
covering the main points—what’s the problem, your solution, your product, any financials and, if applicable, the social impact.”
From competing in international competitions like the Diamond Challenge and the University of Vermont’s Pitch Challenge to engaging in classroom activities like “PowerPoint Karaoke,” Mehak and her classmates have immersed themselves in the art of pitching. The lessons learned go far beyond memorizing facts and figures— they’ve discovered that the true power of a pitch lies in its ability to tell a story.
According to Mehak, storytelling is “probably the most important aspect of any pitch.” This lesson became clear after competing in the Diamond Challenge during her sophomore year. “When we talked with the judges,” she said, “we realized that a huge issue was that our team lacked a storytelling component. We lacked any sort of connection to the problem we were addressing.”
That realization transformed the way the team approached pitching. By junior year, they placed a stronger emphasis on personal connections. Their startup, PlayAR, was developed to
Gabriel Duarte Rengifo ’25, Talia Sverdlik ’25, Mrs. Keri Kolettis, Mehak Gadh ’25 and Jake Weidenfeld ’25
enhance safety and training for athletes, particularly football players. PlayAR is a software tool that immerses athletes in game-realistic scenarios using augmented reality (AR). The software allows athletes to play with an entire team of 22—alone. “Our storytelling component was that [teammate] Jake Weidenfeld ’25 is a football player on the Pine Crest football team, and he recognized certain issues. But we didn’t convey that well enough at first. By senior year, we made it clear from the start—Jake would immediately introduce himself as a football player to establish credibility and a personal stake in the problem.”
Gabe Duarte Rengifo ’25, another member of the PlayAR team, credits Jake’s role as a football player for adding authenticity to their pitch. “We really try to channel our entire product through him,” Gabe explained. “It’s not just that we have a football player on our team—it’s that Jake’s experience directly shaped our product’s development. In our pitch, we tell the story of how Jake had a bad season one year, which led him to approach us about improving his training methods. That emotional connection is crucial.”
Gabe emphasizes that focusing on the emotional impact of their product helped make their pitch memorable. “Many people in the audience have some connection to football—whether they’ve played, know someone who plays or follow the sport. By highlighting Jake’s story, we created something relatable.”
Deciding what elements to emphasize in their pitch wasn’t always straightforward. “We debated a lot,” Gabe says. “Do we focus on safety? Performance? Ease of use?” Ultimately, they chose to focus on safety and performance— two aspects they felt resonated most with audiences. “We start our pitch
by explaining that PlayAR is a football training software that uses augmented reality to improve player safety and performance. By narrowing our focus, we made the pitch clear and impactful.”
Their commitment to authenticity extended beyond storytelling. “One of the biggest lessons we learned was that investors want to know you’re fully dedicated,” Gabe adds. “In our most recent pitch, we spent a good 20 seconds emphasizing that we’re committed to continuing PlayAR even after we graduate. One judge even told us that was a deciding factor in why they believed in our idea.”
Mrs. Keri Kolettis, Vice President of Global Innovation and Entrepreneurship and leader of Pine Crest’s Social Entrepreneurship program, emphasizes the critical role of storytelling in building confidence for pitching. “The most important skill in pitching is the abil-
ity to distill complex ideas, principles or methodologies into a compelling and accessible narrative,” she explains. “Storytelling isn’t just about conveying information; it’s about capturing hearts and inspiring belief. When you tell a powerful story, you’re not just presenting an idea but inviting others to see its impact and believe in its potential.”
She encourages students to embrace humility and adaptability in their storytelling. “We incorporate acting and improvisation exercises like PowerPoint Karaoke to push students beyond their comfort zones,” she explained. “I create a slide deck filled with random images, themes and concepts; students have no idea what will appear next, but they have to pitch it on the spot. They might see a pink elephant, a kitten lifting weights or an empty graph, and they must craft a compelling story in real time. The goal is to help them get
Mehak Gadh ’25 and Jake Weidenfeld ’25 pitch PlayAR during the LSE Innovation Festival
“STORYTELLING ISN’T JUST ABOUT CONVEYING INFORMATION; IT’S ABOUT CAPTURING HEARTS AND INSPIRING BELIEF. WHEN YOU TELL A POWERFUL STORY, YOU’RE NOT JUST PRESENTING AN IDEA BUT INVITING OTHERS TO SEE ITS IMPACT AND BELIEVE IN ITS POTENTIAL.”
comfortable with uncertainty, think on their feet and deliver a message that resonates. Storytelling isn’t just about what you say; it’s about owning the moment, making an impact and inspiring others to believe in your vision.
Mrs. Kolettis recalls how Gabe and Talia Sverdlik ’25, the tech developers of the PlayAR team, overcame their initial discomfort with pitching. “In their first year, they hesitated to speak, often shrinking back and letting others take the lead. But through practice and refinement, they transformed. They mastered the art of breaking down complex VR/AR concepts, learning to communicate them with clarity, confidence and a sense of pride.”
She notes that the team’s growth didn’t come without challenges. “In their second year, PlayAR fell short of the finals. The judges felt they weren’t ready for the market. But instead of stopping there, they doubled down, refining their pitch, expanding their play library and seeking insights and technical support from industry professionals at Meta (the parent company of the Quest VR headsets used by PlayAR, and Pine Crest faculty), Optima (VR developers and consultants for educators field) and the National Football League (NFL). Their persistence and commitment to growth paid off and made all the difference for their venture. They secured their first sale and built a dynamic six-person team, bringing together experts in technology, content editing, sales, 3D modeling and instructional AI. With this expertise, PlayAR’s innovation will continue to evolve, refining its capabilities and accelerating its impact on sports training and education for athletes.”
For those looking to refine their own pitch, Mehak and Gabe share similar advice: keep it clear, concise and emotional.
“Open with a strong statistic,” Gabe suggests. “Something that immediately grabs attention. Then tie everything back to your story. People remember the emotional connection more than the technical details.”
Ultimately, the heart of a strong pitch lies in passion and authenticity. “If you don’t love what you’re doing, it’s going to sound like you’re just reciting a script,” Mehak says. “But when you really care, it shows.”
Both students credit Mrs. Kolettis for reinforcing that idea. “People invest in people,” Gabe recalls her saying. “You could have an amazing product, but if your story doesn’t connect, it’s not going to succeed.”
That belief has helped Pine Crest students hone their storytelling skills—and craft pitches that leave a lasting impression.
Diamond Challenge 2025 - PlayAR earns first place at the 2025 Diamond Challenge
Jonnie Green and Ade Ajayi from Meta, Jake Weidenfeld ’25, Talia Sverdlik ’25, Mehak Gadh ’25, Gabe Duarte Rengifo ’25, Dr. Patrick Schuermann and Adam Mangana from Optima.
LIGHTING THE WAY A NEW DIGITAL CANVAS FOR STUDENT
STORYTELLING
WHEN STUDENTS WALK INTO THE UPPER SCHOOL’S BROADCAST STUDIO IN AUGUST 2025, THEY’LL FIND A GAME-CHANGING ADDITION: a high-tech, high-impact LED wall that’s transforming how they tell stories.
“This is our new LED wall, a dynamic digital canvas for student filmmaking and live broadcasts,” said Mr. Dave Burgess, Director of the Digital Media Production Department. “It fundamentally changes how our students can approach visual storytelling.”
Gone are the days of static backdrops and fixed camera angles. With this new technology, students now have access to a tool typically reserved for professional studios and universities. The wall allows for moving talent, rotating scenes and creative control at a level not previously possible. For Pine Crest’s student broadcasters, that means PCTV broadcasts that look and feel like the real thing. It is visually dynamic, fluid and modern.
“In our live shows, this wall lets us leave behind the old-school format,” Mr. Burgess explained. “Instead of anchoring behind a desk with a still image behind them, students can now interact with backgrounds that move, shift and evolve. We can slice the wall into multiple scenes, toss to students on location, real or imag-
ined, and even simulate environments for storytelling purposes.”
For filmmakers, the possibilities are equally expansive. With the integration of cutting-edge software like Vū (pronounced “View”), students can simulate entire environments within the studio. From a car in motion to a mountaintop vista, scenes that once required extensive travel or complex set-building can now be created digitally.
“We used to have to build physical sets out of wood, risers and flats,” said Mr. Burgess. “Now, students can design their environments digitally and film against them in real time. It’s not just about convenience, it’s about opening the door to creativity that might have been constrained by time or resources.”
Filmmakers can block, design and shoot without ever leaving campus, allowing them to spend more time refining their craft and less time managing logistics.
The LED wall also introduces new roles for students. For live broadcasts, someone will now manage what’s displayed behind the anchors, adding another layer of production and creativity to each show. For student filmmakers, the wall offers the ability to conceptualize and build entire scenes, supported by AI tools and design tokens that empower
them to bring imagined settings to life.
“It’s a different kind of storytelling,” said Mr. Burgess. “They’re not just creating the content anymore—they’re shaping the entire look and feel of what’s being seen.”
This technology isn’t common in high schools and Pine Crest is setting a new bar with this installation. Mr. Burgess sees the wall’s impact extending beyond student productions. He anticipates it being used for athletic media days and any initiative where a customizable, noise-free backdrop is a bonus.
Acquiring the monitor was a meticulous two-year process. Every inch of the wall, measuring approximately 16.5 feet wide by 10.5 feet tall, was custom-built to fit the studio’s needs.
“We had to consider everything; space, power, heat output and how students would use it,” Mr. Burgess said. “We even repurposed power from old lighting rigs, thanks to our new energy-efficient LEDs.”
Now installed and operational, the LED wall represents not just a technical upgrade, but a creative milestone. It’s a bold investment in student innovation. “For our students, it’s an outlet,” Mr. Burgess said. “It’s another way to imagine, create and bring their stories to life, not just on screen, but on a canvas they control.”
THE STORY OF STUDENT SUCCESS
AAT PINE CREST SCHOOL, STUDENT SUCCESS ISN’T MEASURED SOLELY BY GRADES OR COLLEGE ACCEPTANCE LETTERS. IT’S MEASURED BY CONFIDENCE, INDEPENDENCE, RESILIENCE AND A SENSE OF BELONGING. It’s found in the quiet moments, a child learning to read with joy, a teen organizing their thoughts after a hard day or a student walking into a room full of peers who understand their grief.
These moments are the heartbeat of the Educational Support Services department, a newly formalized but long-evolving part of the School led by Executive Director Dr. Krista (O’Connell) Promnitz ’97. For nearly two decades, Pine Crest has offered academic and wellness support through the Learning Network, Division-based counseling, accommodations guidance and social emotional education. Under the leadership of Dr. Dana Markham ’18H, these services have grown from stand-alone initiatives into something more cohesive, collaborative and powerful.
“We’ve always supported what we call our ‘high-touch’ kids, those with something exceptional happening in their lives,” said Dr. Promnitz. “But over time, Dr. Markham helped us see the need to shift from putting out fires to preventing them. What started as individual programs is now a unified, strategic approach.”
The department brings together a team of specialists, including learning and literacy experts, speech and occupational therapists, social-emotional professionals, doctoral
interns and more. They meet regularly, talk often and share insights to ensure that no child falls through the cracks. Together, they help students from pre-kindergarten through grade twelve build the skills and confidence they need to succeed both in and out of the classroom.
Much of their work begins early, especially in reading. Through tailored intervention in the earliest grades, students close gaps quickly and build independence sooner. “Reading and literacy are foundational here,” Dr. Promnitz explained. “When we intervene early and with purpose, we’re not just helping students keep up, we’re giving them the tools to move forward on their own.”
Students participate in a literacy activity
But the Department’s work goes far beyond academics. Executive functioning support is a growing need, especially as students face increased demands in Middle and Upper School. While time management and organization are part of the equation, they’re only at the surface. “We’re also talking about prioritization, emotional regulation, resilience, self-advocacy and task initiation,” she said. “These aren’t soft skills. They’re essential, and they’re teachable.”
One of the most powerful examples of the Department’s impact is the student-led grief group that formed last year.
Pine Crest’s counseling team began tracking students who had experienced the loss of a parent. That list quickly expanded to include caregivers, anyone who played a central role in a student’s life. What began as a modest attempt to support a handful of students grew faster than anyone anticipated.
“We realized these students weren’t just individuals dealing with loss,” said Dr. Promnitz. “They were part of a community, and we hadn’t connected the dots yet.”
One student helped make that connection. After her father passed away, she was overwhelmed by how many peers—some friends, many not, attended his funeral. They were not there because of social obligation, but because they understood. They had experienced their own grief and wanted her to know
she wasn’t alone.
“She came to us and asked if she and another student could create a formal group to support more students,” Dr. Promnitz said. “And with Dr. Markham’s full support, we said yes. One hundred percent yes.”
What followed was a student-led, faculty-supported grief group unlike anything the school had seen. The School’s wellness specialist worked closely with the two student leaders to shape the group’s structure and purpose. Meetings began in a private, welcoming space on campus, courtesy of Mrs. Kolettis, who offered her room without hesitation. “‘You just tell me when you need it,’” Dr. Promnitz recalled her saying, adding “‘I’ll even bring snacks!’”
From those meetings, a mentoring program was born. Upper School students began meeting with Lower School students on both campuses who had experienced loss—not to counsel them, but to show them what it looks like to be okay. Sometimes they talk. Sometimes they shoot hoops or work on homework. Always, they show up.
“The goal was simple,” said Dr. Promnitz, “to make sure younger students didn’t feel alone.”
The program is expanding into Middle School this fall.
For Dr. Promnitz, the power of the group lies in its authen-
Mrs. Tamara Mulkey, Learning Network Speci
ticity. “This isn’t happening in most schools,” she said. “It’s student-driven, and it’s deeply human. These students are finding glimmers of light in the hardest moments and they’re choosing to share that light with others.”
“It’s hard to describe how powerful it is,” she said. “This is joy built from pain. These students are teaching us how to live in a community and how to lead with empathy.”
The Department’s work is deeply embedded in the life of the School. From weekly wellness team meetings in each division to short-term executive functioning programs in Middle School and targeted academic tutoring in Upper School, the goal is always to help students build skills and move forward.
“We support students for as long as they need us, with the aim of helping them develop the skills to move forward on their own,” Dr. Promnitz said.
In the fall of 2020, Dr. Markham established a partnership with Nova Southeastern University, hosting doctoral interns for their practical work. Doctoral interns in school psychology gain hands-on experience with Pine Crest students, offering school-based counseling, executive functioning support and assessment services.
But the relationship is far from one-sided. For Pine Crest, hosting doctoral interns means having access to advanced professional development opportunities typically reserved for university faculty. The Educational Support Services team participates in Nova’s workshops, attends lectures by expert speakers and benefits from updated training in assessment and intervention techniques. This ongoing exchange ensures that Pine Crest professionals are continually evolving along-
side the latest practices in child development and educational psychology.
As interns graduate and enter private practice, they carry with them a deep understanding of the School’s culture, structure and expectations, making them ideal partners for families seeking outside support.
“We’ve had interns go on to open their own practices locally,” Dr. Promnitz shared. “When we refer a family to them, we know they truly understand what it means to thrive at Pine Crest. They can say, ‘I’ve worked there and I get it.’
That kind of context is invaluable.”
Next year, the partnership will grow even further, with the addition of graduate students in speech and language pathology from Florida International University (FIU). This expansion reflects the department’s commitment to continual growth, not just for students, but for the practitioners who support them.
As Dr. Promnitz reflected on the year, she returned to a favorite moment. She had joined a pre-kindergarten group led by a social skills specialist. “The students were teaching me how to listen with my whole body,” she said. “Eyes, ears, shoulders, even toes. It was adorable, but also deeply effective. These children can now explain and model what active listening looks like. That’s a real skill.”
At Pine Crest, student support is not a side offering. It is integral to the mission. It is diagnostic, individualized, strategic and full of heart. In Dr. Promnitz’s words: “There’s nothing soft about what’s going on here. This is the work of helping kids grow into who they are meant to be.”
Mrs. Robin Sherman, Learning Network Specialist
Dr. Krista Promnitz ’97, Executive Director of Educational Support Services
SAVE THE DATE!
APRIL 24 AND 25, 2026
REUNION WEEKEND
We look forward to welcoming you and your fellow Pine Crest alumni back to campus!
Join us for a weekend of events and reconnecting with old friends, former teachers and more.
