The Crest Summer 2023

The Crest

2 Commencement: Congratulations to the Class of 2023

4 A Message from the Head of School, Simon Owen-Williams

6 Annual Benefit Gala Honoring Mel Mooney

8 Spotlight on Curriculum: DNA Barcoding

10 On Stage: Musical Showcase

12 Snapshots: All School News

Board of Trustees (2022-2023)

Maryellen Mooney, President

Lindsey Barnett, Vice President

Claude A. Bahnik ’90, Vice President

Donald D. Wilson, Treasurer

Donna Burke, Secretary

Dr. Andrea Carlsen

Joel Friedman

Michael Glanzberg

Peter Guo

Yong Lee

Amy Littman

Dr. Luis Marcos

Dr. Kevin Mercier

Katie Rotolo

David Schamis

Dorthe Tate

Dr. Elizabeth Venuti

Shawnée Warfield

2023 Class of

Congratulations to the Class 0f 2023

The annual celebration included speeches by the Head of School, Simon Owen-Williams; the President of the Board of Trustees, Mel Mooney; and student speakers Laura Narby and Luca Williams.

Worth Thinking About

By Simon Owen-Williams, Head of School

By the time the 17th century had rolled around, adults were already very worried about the sheer volume of information available to humans. This was mostly because of the increase in the number of books on various topics and what such information was doing to the minds of its population, especially the young. As French philosopher Blaise Pascal stated, “All the misfortunes of men arise from one thing only, that they are unable to stay quietly in their own room.”

In the 17th century, Pascal worried, much as we do today, about the distractions caused by so much information: “useless things confusingly heaped in such large volumes.” Of course, the amount of information we receive today knows no bounds in comparison to 17th-century France. Our appetite for it seems insatiable. But like Pascal, ought we be deeply concerned about the life of distraction, the modern equivalent of social media, brought to our children? What, if anything, can be done about it? And, furthermore, from what are we being distracted?

For several years now at Portledge, we have given focus to digital citizenship: educating young students about taking deliberate and thoughtful steps before they press send and emphasizing healthy screen-life balance. We know that the human brain has limited processing capacities (especially in terms of complex tasks that are dealt with primarily in our short-term memory) and that it is difficult, if not impossible, to focus on more than one such task at a time. Little

wonder then, as we watch our children spending upwards of five to six hours a day staring at a screen (according to our research, that is time logged outside the school day, by the way) that we are growing concerned about attention spans and the general health and wellness of children. Intuitively, we sense that extensive time spent staring at a phone cannot be healthy. Habit-

time and human interactions are essential to develop our students’ concentration abilities. The two are directly related. If we do not allocate more of our available resources to developing students’ abilities to focus in the face of overwhelming information overload, all signs point to the outcome of gradual but steady atrophying of their concentration skills.

It turns out that constant distractions caused by screens are not merely a minor annoyance. The noise-to-signal ratio is quite jarring (“This engineering term uses binary measures to see how well a particular ‘channel’ of communication carries the desired signal compared to background noise or clutter” Dao). With so much noise, I worry that the intoxicating allure of social media actually prevents children from doing what they themselves would like to do.

forming behaviors in young children tend to stay with them from then on. So, it seems commonsensical that we encourage our young students to spend as much time away from their phones as possible during the day. In-person play

These new “attentional adversaries” may “threaten even the integrity of the human will, at both the individual and the collective levels,” as American philosopher Harry Frankfurt claims. Simply put, by amusing children to the

Simply put, by amusing children to the nth degree, social media erodes children’s ability to lead the lives they would otherwise choose to lead truly. ”

nth degree, social media erodes children’s ability to lead the lives they would otherwise choose to lead truly. This means that children become trapped, prisoners of the illusion of happiness. If true, this will make it harder for them to self-reflect, work in teams, socialize, self-regulate, and even live the lives they want to live. Alarming indeed!

We know keeping our children’s attention is lucrative—highly lucrative—to those seeking to garner it. Information data is the new gold in the world of social physics. Our children’s attention is worth a lot of money in the marketplace where shared personal information is the product. While we acknowledge this as a component of our shared reality and Artificial Intelligence (AI) will serve only to exacerbate this, we do not have to acquiesce to it entirely. In fact, we all have to adapt by becoming more aware. Schools and other institutions of authority must do their part to help mitigate the effects of some unhealthy and toxic trends that have emerged in our online world. Making hard decisions knowing that “too much information creates a poverty of attention” will be a step towards restoring balance. This has to be aligned with keeping children safe while they are online.

Like other educational leaders, I happen to be cautiously optimistic about our ability to cope with these presentiments. Some options seem selfevident as we think about solutions to this modern dilemma. As mentioned above, we should continue to encourage activities that require longer periods of concentration. In the language arts classroom, this means focusing on reading actual hard-copy books. Outside of the classroom, it means encouraging participation in co-curricular activities such as athletics and performing arts or more natural playtime in the schoolyard. It means practicing skills that help rest the brain and replenish lost concentration skills, such as mindfulness practice and insisting on regular sleep patterns. And above all, it means limiting the use of attention-sapping cellphones in our academic settings so that children are present and in the moment as often as is feasible, whether that be in the science lab at Portledge or at home when completing homework with you.

Mental de-cluttering does not mean tuning out the world or even imagining a world without iPhones. That time has long passed. But mental decluttering does mean paying attention in a different way. It means acknowledging that distractions are an inevitable part of life (the Trojan Horse has already been let into our societies) and realizing we now have to deliberately strategize to create a refuge in the real-life experiences that are still very much part of our world. We cannot simply give in by leaving the kids to their own devices (excuse the pun), as

one comic strip I recently read suggested. We must continue to act!

The pandemic left us all with difficulty focusing because so many horrible and bizarre things were taking place around us daily. It was an unsettling, unprecedented, and horrific time. Unfortunately, it also magnified our reliance on screens. Nevertheless, as COVID seems to be finally in our rearview mirror, we can now consciously think about what we need to attend to concerning the dangers of excessive distraction for children and then act upon these beliefs. The very health and wellness of our children may depend on our current guidance.

Pascal was worried about too much information being provided by books. That seems ludicrous to us today. Yet it was very real back then. Societies were able to cope with this information overload and surely ultimately benefited from it. This process of change took time. We, too, can create environments where solutions to this current conundrum are possible.

Building our new Athletic and Wellness Center could not come at a better time in this regard. It will provide a space where healthy minds and healthy bodies will combine to create a more balanced approach to school life. This, in turn, will equip Portledge students with the emotional skills they will need to be successful in college and the workplace. Skills such as adaptability, calmness, confidence, creativity, decisiveness, innovation, entrepreneurialism, resiliency, and greater self-awareness, to name but a few.

Time to check my messages :)

2023 Gala

The 2023 Gala was a success and a joyful evening for the community. Thanks to our community’s outpouring of support and generosity, we raised over $300,000 towards the general operating budget.

It was wonderful to spend the evening with all of you in the spirit of friendship and philanthropy as we celebrated our honoree, Mel Mooney, for her countless contributions and lifelong commitment to Portledge. Special thanks to Gala Chair Kim Leonard and the scores of parent volunteers who made the night possible.

DNA

Barcoding

Portledge students studying experimental biology or taking the scientific research elective have the unique opportunity to work with the Cold Spring Harbor (CSH) DNA Lab. The skills developed in these courses are hands-on and provide college preparatory-level experience.

Rowan Shenoy ’26 and Carolyn Chiu ’85 at the Second Annual Science Symposium.

this year, students in these courses are participating in DNA barcoding labs with CSH.

DNA barcoding aims to use the information of one or a few gene regions to identify all species of life. Fortunately for our students, the Portledge campus is home to an impressive landscape of trees, wildlife, flowers, and several other organisms, providing plenty of options for this type of project. Our surroundings have become the basis for experimental biology and the science research elective for 9th- and 11th-grade students.

In groups of two to four, students work together to choose species from a local

habitat and determine a question to guide their research. For example, one group studies mosquitos and uses DNA barcode technology to look at pesticide treatments that affect biodiversity in different areas. Junior student Anna Bloch explains, “I am working with Daniel Galvin Gusmano, Aleena Abdelhady, and Ava Orellana, and we barcoded mosquito DNA from specimens collected in Queens and Portledge. Queens has a lot of pesticides, and since Portledge is on a nature preserve, it is assumed to have few. We are looking at the types of mosquitoes we find through barcoding to determine the effectiveness of pesticides based on whether the types of mosquitoes we find are typically disease carriers. The DNA center has been a really great resource since it is so close by.”

This process is very collaborative, and students must agree on their topics before moving forward. “It’s a lot of team building,” says Carolyn Chiu, ’85, the science teacher for these courses. “I think it’s a great opportunity for the students. The exposure and the opportunity to do real research and science, not just scripted labs. They are looking at ecosystems and the genetics–it’s such a range. I hope it will inspire them to continue in science research.”

After students collect their samples and identify possible organisms through resources at Portledge, they head to the CSH DNA Lab for DNA isolation and amplification. Mrs. Chiu describes the process at the Lab: “At CSH Learning Center, they grind the samples and essentially copy a particular sequence of the DNA to release the DNA from the organism’s nucleus. The next step is PCR, in which students amplify a particular area of the genome. Students then do a gel electrophoresis to examine whether they successfully isolated and amplified the DNA. If successful,

it gets sent to a lab in New Jersey for sequencing. When they return, we use bioinformatics to examine the sequence, and then we use a database to compare to all known organisms, analyze the genus of the species, and find any mutations unique to the organisms being studied. In past years, we have identified two species with novel sequences and an invasive species.”

Students developed research posters and presented their findings to the Portledge community at the Second Annual Science Symposium in April. In early June, students also presented their work to a wider audience of researchers at CSH labs.

“One of the biggest takeaways that I had with this project was learning how different techniques used by scientists can be used in the real world,” 9th-grade student Rowan Shenoy said. “Before this project, I was only introduced to stepby-step lab experiments and structured lab reports as a way to convey findings.”

Students are challenged to apply key concepts of biology and scientific research techniques while going beyond the workload of a typical high school science class. The DNA barcoding work provides a better understanding of the science needed to succeed in a modern-day laboratory setting or environment. Portledge students benefit from our partnership with Cold Spring Harbor Laboratories which provides opportunities to expand their knowledge. “Personally, I loved working with the Cold Spring Harbor DNA Learning Center,” Rowan explained. “I was presented with an opportunity that isn’t typically given to students at other schools or even within Portledge. This project allowed me to learn more about the science going on in the community around me.”

Musical showcase

The audience sits quietly, completely enamored by the rich, vibrant sound of the cello played by 8th-grade student Joshua Lee. John DeLuca ’23 takes the crowd through myriad emotions with his vocal solo. And sophomore Shirley Zhang stuns the room to silence and then applause while she strums her guzheng with a pick on every finger.

music, at its core, evokes emotion. It’s known to generate blood flow and inspire creativity and joy. And the students who presented at the Portledge Musical Showcase in April did just that.

Portledge students participate in music and perform at every school level, beginning with classroom instruction and singing in Lower School, advancing to instrumental lessons in fourth grade, and forming performance groups in Middle School. The program aims to harness that joy to explore and create music together.

Student music performances are highlighted on campus with winter and spring concerts and an additional Musical Showcase each spring for Middle and Upper School students,

which is by audition only. Several Portledge students continue their music studies and practice beyond classroom time, and they are invited to share their talents that evening. All students are invited to audition via video for the Showcase, and members of the music and theater departments then decide who will perform based on a voting rubric.

From Bach to Broadway, 19 students took the stage as soloists or in duets for 16 pieces. Additionally, all of the performances featured a beautiful Steinway & Sons piano brought in for the occasion. This year’s Showcase featured performances from students in 7th–12th grades.

Mrs. Eden White, Upper School Dean and Accompanist for five students at the Showcase recalls, “The thing that stands

out to me beyond the extraordinary talent is that there is a resounding energy and support from faculty, parents, and students alike that is unmatched. The sense of community in the music and theatre departments reflects the energy and beauty of being a musical artist.”

Students interested in the performing arts are able to foster that interest at Portledge through the variety of class offerings in acting and music. The Showcase highlights a small group of our student artists, but the talent goes beyond what was presented that night.

Thank you to our music department and all of our student artists for a successful Showcase and a successful year in the arts.

SNAPSHOTS

Lower School

NEW PLAYGROUND FUN ▶

Early Childhood and Lower School students enjoyed a fun addition to their recess and outdoor playtime this year! “The Spider Climber” was a fast favorite.

ASSEMBLIES AND PLAYS

Throughout the year, Early Childhood and Lower School students gathered each week for a mix of virtual and in-person assemblies, plays, and performances. Each grade level had a chance to perform a special show. As is tradition, 5th-grade students put on a musical as their final performance in the Lower School.

ART SHOW

Specials are the pulse of the Early Childhood and Lower School curriculum. Students have the opportunity to meet on a regular basis with art, science, PE, and music teachers. Early Childhood and Lower School students presented a gallery of their finest artwork to their peers and families at the Lower School Art Show in February.

Middle School

HALLOWEEN DANCE

In October, Middle School students dressed up in their costumes and shared a memorable evening in Bahnik Hall. Mr. Middleton and Upper School student Josh Levy were the DJs for the evening while students enjoyed pizza, snacks, and goodies. Thank you to all of the families who donated items, supplies, and decorations for the event. Additionally, in the days leading up to Halloween, students created “Haunted Hallways,” working collaboratively as a grade to decorate their hallways.

WORLD PUPPETRY

This year, Middle School students had the opportunity to take World Puppetry as an Arts elective. This course allowed students to learn about different styles of puppetry from all over the world, and as their culminating project, they created their own puppets and produced their own play. It was a wonderful opportunity for students to bring together different art mediums, including voice acting, puppet design and creation, theatre production, and film editing.

Middle School

ANNUAL TRIP TO FAHNESTOCK

The 6th-grade students enjoyed an overnight trip to Fahnestock this past fall and brought back with them a lifetime of memories and experiences. Students shared cabins, went on a night hike, built skills useful for the outdoors, and bonded as a grade.

All Schools

DEI ASSEMBLIES ▶

Throughout the year, the Director of Diversity, Equity, and Inclusion, Mrs. Douglas, planned a number of assemblies to honor the different cultural backgrounds represented in the Portledge Community. Students were able to gain a better understanding of their peers and their customs through the various opportunities provided. Some assemblies included the Lunar New Year Assembly, Women’s History Month speakers, Black History Month, Pride Month activities, and a new event, World Cultures Night.

Upper School ROBOTICS

Two Portledge Robotics teams advanced to the Regional Championship this year: Portledge

Hit the Switch and Portledge Robotics. After putting up high scores at the Robotics qualifiers hosted by Locust Valley, Team 8818 earned the Promote Award for their “How I Learned about FIRST” video submission. This is the first win in this category for our Portledge Robotics Program. Even more, Team 11649 was the runnerup. Congratulations to our Robotics students for a successful season!

SCIENCE SYMPOSIUM

On April 13th, Upper School students presented their scientific research and work on a variety of topics at the Second Annual Science Symposium. Keynote speaker and Rutgers University Presidential Fellow Mr. Wilson Guillory began the evening, and Portledge research students shared posters and words about their work. This year we also had a special STEAM music interlude on modified instruments.

Update

Upper School Curriculum Enhancements

Goal two of the 2022–2025 Strategic Plan “seeks to further enhance the student experience by increasing college readiness and career exposure” by creating a stronger alignment between our curriculum and the college preparatory process. In light of this, there have been some exciting ongoing changes within the Upper School curriculum.

By Shoshana Krieger-Joven

By default, all of our classes, starting in 9th grade and even earlier, will be informed by the IB philosophy, cultivating a greater love of learning, fostering critical thinking skills, and making connections across disciplines and to the real world.

these efforts have been focused in three primary directions: Increased flexibility and expanded options within elective areas, expanding options in the form of “Senior Seminars,” and further emphasizing the International Baccalaureate curriculum.

Starting from 9th grade, students now have access to almost the full range of our elective options, and the “Arts” graduation requirement has been reframed as a “Creative Thinking” requirement. Students can take classes across the Visual Arts, the Performing Arts, and Computer Science in any combination. Additionally, many of those classes are now being offered on a semester basis, allowing students to take three or four electives in a single year and explore their interests earlier and in more depth than ever before. Students can truly highlight their personal strengths and interests while supporting their extracurricular activities and adding a greater range to their curriculum beyond the core classes.

Our English and History departments have developed Senior Seminars to provide even more college preparatory options for our students who are not enrolled in IB English or History. These classes are taught on a semester basis at a pace and level of rigor that mimics what they might find in a college class. Seniors take two Seminars per year in English, and can choose to take at least one History Seminar as an extension of their graduation requirement. The range of topics covered gives students more voice in creating a meaningful academic

experience, and the one-semester structure allows for even greater flexibility. Colleges value the way that these classes highlight specific student interests and give students early exposure to the pace of a college class.

As we build a more robust IB curriculum, more students will be able to engage with the program. While this naturally necessitates pulling back on the AP curriculum, doing so will raise the quality of all of our classes across the IB, Advanced, and College Preparatory levels. By default, all of our classes, starting in 9th grade and even earlier, will be informed by the IB philosophy, cultivating a greater love of learning, fostering critical thinking skills, and making connections across disciplines and to the real world. Colleges will know that every student’s grades mean more than having produced correct answers a certain number of times.

The best college results stem from building a curriculum that most enhances a student’s strengths and interests. We encourage students who want a deeper challenge to consider engaging with the IB program in some capacity, but not every student will be successful at that level. It is important to note that all of our classes are designed to prepare students for a rigorous college education. With the increased availability of unique electives and Senior Seminars tailored to different interests and strengths, students at all levels of our curriculum can build a varied and compelling transcript that will represent them well in the college process.

By Eden White

Imagine this movie premise:

acharismatic teenager, let’s say Jane—ordinarily outgoing and vivacious—is asked to speak about a vital subject she is passionate about in front of the entire high school student body. Her immediate response? “No way! NO ONE WOULD LISTEN, EVERYONE WOULD LAUGH, MY FRIENDS WOULD TEASE ME, THAT’S HORRIFYING.” The personal narrative and emotional angst goes on.

Once Jane returns home that evening, she struggles with the decision not to speak but feels too paralyzed to change it. She dreams of being able to share her truths, to be admired and supported by her peers. Jane fantasizes about feeling empowered through her talents, would give anything to share them and be received safely, and know, somehow know, that she is special. If only everyone understood—if only her community truly saw her for all she was. If only there were a safe place among her peers, teachers, and students who seemed so different and didn’t pay her much attention. If only…

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Deans Corner: The CoffeeHouse

this year, Portledge introduced four deans to the Upper School, creating what has become known to students as the Dean Team: Shoshana Krieger-Joven, Shelly Kaye, Eden White, and Gregory Barton (in order, as pictured above). This new program was put in place out of a desire to maintain what is so special about Portledge. To that end, the Deans have helped enhance initiatives in community service, character formation, college counseling, student leadership, and student enjoyment, all of which are also part of the three-year Strategic Plan.

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Welcome to the Portledge CoffeeHouse. An initiative suggested by Chris Disimile and created and cultivated by the Dean Team, Portledge CoffeeHouse by design would only have three rules:

1. THIS IS A “SHARE,” not a “SHOW.”

2. NO BOOING or heckling— CHEERING ONLY.

3. NO PARENTS ALLOWED. This was for the students.

We asked Upper School students to volunteer or share something in a casual setting that they were proud of or wanted to explore further. A song, a piece of art, spoken word poetry, anything that represented them in a way others may not know them. We assured the students there would be no room for critique, only support. The first ever Portledge CoffeeHouse Evening was not a concert, a performance, or an exam. It was not something to put on their college resume or something to be judged. There were no deadlines or rubrics other than to be present and support everyone in the room. What a concept!

The first CoffeeHouse was met with huge success. With a total of 50 students and many supportive faculty who attended by choice, the magic began. Students who are not necessarily in band, orchestra, or theater stood up to share their talents-—and were met each time with thunderous applause. The order of those who shared was pulled out of a hat, no best, no worst,

no curated list to ensure a perfect set list. Even some Lower School children of faculty were in attendance, soaking up the beautiful, supportive energy in the room and learning what it feels like when big kids and grown-ups support one another. And if that wasn’t enough of a success…

Then came the second one, which nearly doubled in size. Bahnik Hall was filled to capacity with students ranging from athletes who started a band to students who had never stepped onto a stage before. Some are even in the midst of writing rock operas for IB Music.

But the Deans worried. Would this change the dynamic from last time? Would so many different types of kids create a vastly different feeling from the first CoffeeHouse? Would students back out because they felt intimidated by those students they ordinarily were afraid to share in front of?

Absolutely not. It was bigger, better, and even more supportive—more erupting cheers and standing ovations for each and every student: soccer players playing instruments who had never played music; musicians who had never seen athletes play the saxophone, and students who never knew they were poets but had something important to say.

Most importantly, let’s not forget the real-life Jane referenced in the movie script above. Who was so afraid to speak in front of her peers and agonized about it.

“Jane” got up tentatively as her name was pulled and announced. Legs shaking, the music began, and Jane began to sing. By the second line, she sang like her life depended on it. A

As the final note came, the room was silent and completely still; everyone had steadfastly hung onto every note and lyric, suspended in awe. Tears streamed from students’ and teachers’ faces alike. ”

song from The Color Purple entitled “I’m Here.” She was strong, beautiful, vulnerable, real, committed, and lifted by her community.

As the final note came, the room was silent and completely still; everyone had steadfastly hung onto every note and lyric, suspended in awe. Tears streamed from students’ and teachers’ faces alike, and at the end, Jane was seen and heard like never before. The room erupted as one. Hearts burst universally in

Bahnik Hall that evening. Students who had barely acknowledged each other before the event with anything other than a nod of their heads left together, complimenting one another and begging to do it again.

No more fantasizing about being a unified community, no more movie scripts of teenagers wishing they mattered and could be heard. This is the real-life movie our students are creating for themselves. This is Portledge.

Ramsey C. ’23 has volunteered over 400+ hours at HorseAbility since her sophomore year at Portledge, and is a trained miniature horse handler. In April, HorseAbility brought two miniature horses to campus as a part of Ramsey’s senior project. Before their visit, Ramsey presented to the Middle School students about hippotherapy and equine therapy.

Stella G. ’24 spent the spring semester in Colorado, gaining real-world experience, including a 12-day and 14-day expedition in Utah. The latter of which she led!

We are delighted to share that Stephanie A. ’27 sang at the Apollo Theater in October!

Luke F. ’23 & Ming Rui (Abby) J. ’23 were both selected as National Merit Scholarship Competition Semifinalists. In February, it was announced that Luke had advanced on as a finalist and was featured in the Long Island Herald. This is a remarkable academic achievement for them both.

Special congratulations to Bonnie H. ’27, who is the youngest artist ever to have a solo exhibition at the Nassau Museum of Art. In December, Bonnie opened her exhibit, Young Art World, to a packed house, including several notable figures who spoke about her achievement. Additionally, state congressmen and local politicians sent letters of congratulations in her honor.

A Portledge education fosters critical thinking skills, the development of intellectual courage, and a lifelong love of learning—the hallmarks of a truly educated person. Students are encouraged to pursue their passions beyond the scope of our day-to-day curriculum. These passions often inspire students’ senior projects or serve as work for their college portfolio. This spread highlights some of our Middle and Upper School students achievements for the 2022–2023 school year.

Ramsey C.

Stella G.

Stephanie A.

Luke F.

Ming Rui (Abby) J.

Bonnie H.

Chris H. ’24 was accepted to join the All-Eastern Orchestra Ensemble in 2023 in Rochester, NY. Students selected to perform in the 2023 All-Eastern Honors Ensembles will be the most musically talented high school students in the Eastern region of the United States and come from Connecticut, Delaware, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, the District of Columbia, and Department of Defense Schools in Europe.

Aidan K. ’24 won two gold keys, two silver keys, and two honorable mentions in the New York regional competition for Scholastic Art & Writing Awards. His two gold key works were judged for the national competition.

In August of 2022, Chelsea H. ’25 started The Chelsea Foundation in an effort to rescue, rehabilitate, and rehome stray dogs in Georgetown, Guyana, where her family is from. Chelsea visits Guyana two to three times a year and for a month in the summers. On her visits, she noticed the abundance of malnourished stray dogs, and this inspired her to make a change.

“I know I can’t solve the problem, but I want to try,” she said. And so she did! Giving back to the Guyana community is important to Chelsea, and she plans to keep this work going for her senior project and beyond. Learn more about The Chelsea Foundation at https://thechelseafoundation.net/

Tyler W. ’23 and Luca W. ’23 produced, scored, and starred in Neither Here Nor There, a contemporary Rock Opera. The show featured about a dozen other student musicians and was a rousing success!

Jessica Z. ’27 won first place in the Island Symphony Orchestra’s Young Performers Competition. The final round was on February 26th, and Jessica played Beethoven’s Concerto No 1. In April, she played the whole Concerto with the Island Symphony Orchestra.

Chelsea H.

Tyler W. and Luca W.

Jessica Z.

Chris H. Aidan K.

The Athletic & Wellness Center represents a bold, school-wide commitment to develop and maintain healthy habits, experiences, and the education needed for our students to achieve a balanced and successful life.

What are the uses of the expanded multi-purpose court?

Primarily, this expansive space will be used by the whole school for the purpose of athletics and physical education. During the winter months, we will be able to hold multiple concurrent practices for basketball and combine these activities with other team sports’ needs. The space is also designed so that during inclement weather, soccer, baseball, and lacrosse can hold indoor practices in the fall and spring. The space itself is approximately 8,000 square feet, allowing it to be divided in two. The adjacent locker rooms will allow for separate changing rooms for home and visiting teams and office spaces and rooms for referees to use prior to games.

The building will also provide an exciting opportunity for summer program use. Once the building is complete, we intend to return with our summer programming (summer of 2024), and the Athletic and Wellness Center will be at the heart of that relaunch.

What will the new fitness center feature, and what is the approximate sq. footage?

Spanning almost 1,300 square feet, the new fitness center will be equipped with the latest in personal training equipment as well as a weight and conditioning space. This facility will allow individual athletes to train in specific areas of need and provide the opportunity for teams to work out together if the weather is inclement.

Currently, the Athletic Hall of Fame is housed in the T-area of the Wellington Gym. The lobby of the AWC will be the new home of the Athletic Hall of Fame. We are excited to recognize our alumni and their athletic legacy in this new space, honoring our past as we celebrate our future.

Who will work in the office spaces?

The office spaces on both floors of the building will be more or less dedicated to members of the Athletic Department. The Athletic Director will have a dedicated space and will provide an administrative presence in the building during the school day. Other staff members will have office

spaces as part of the classrooms housed in the technology and innovation wing adjacent to the multipurpose area.

What is happening in the Innovation Wing?

One of the most exciting opportunities presented by the building is that it allows us to continue to expand our STEAM offerings significantly. Our Science, Robotics, and Mathematics teams have all been incredibly successful in Long Island competitions in recent years, and this facility represents the evolution of those programs. In conjunction with professional development, workshops, and new materials and technology, these spaces will be equipped with state-of-the-art facilities that will enhance the learning profile of all students.

There are four classrooms on the upper level of the building. What classes will be offered in these spaces? Can you explain the technology that we will have in these spaces?

Each class will have a dedicated purpose. The new science laboratory will allow us to focus on our anatomy and physiology

offerings and provide space for our International Baccalaureate Biology program. With time, this lab will also house the Anatomage Table allowing for highly sophisticated simulations regarding work on the human anatomy. This will be particularly attractive to those students who may be thinking about a career in medicine or science.

In addition, we are adding an immersive interactive space. This high-tech classroom space will house our Artificial Intelligence research laboratory and also allow for a classroom where scientific research is of central importance.

The third classroom will be dedicated to teaching health and wellness in a more traditional sense. Students will be taught to build wellness skills, manage stress, and develop mental and emotional wellness; the importance of nutrition and a physically active lifestyle; and how to make good decisions regarding drug and alcohol use. Eventually, there will be sections taught regarding entrepreneurial skills and leadership development in this classroom, connecting the current International Baccalaureate offering

in Economics and the Peer Leadership Program to be launched in Fall of 2023.

Finally, the largest classroom space will house the Mindfulness area. Here students and faculty will work on techniques designed to help them prepare for high-stakes testing and other stressful tasks, as well as yoga and other mindfulness practices using our RULER curriculum, which was developed at Yale University and is currently being introduced in the Lower and Middle Schools, and has been successfully used in Upper School.

What are the new wellness offerings in the Athletic and Wellness facility?

As mentioned, the new building allows us to offer many new courses. Highly trained and qualified individuals will teach each. Our wellness curriculum is being developed and will be launched as part of a new department whose dedicated focus will be on this area of school life. The Peer Leadership Program, the RULER mindfulness program, and a new Physical Education curriculum are some specific ways in which this is currently happening.

The construction timing of the building could not be better as we all recognize that much needs to be done following the very difficult time we have all experienced with the recent pandemic. Much work is ahead of us as we attempt to restore the wellness of our children. These programs will, in turn, better prepare students for success in college. While Portledge remains committed to high levels of academic rigor, we also recognize that the so-called soft skills are also very important to success in school and life beyond.

This building is the architectural representation of a vision that focuses on student learning and how this connects to their well-being. The impact of these programs on students will be pronounced. As a result of the wellness programming, they will be more adaptable, calmer under stress, better able to communicate their needs, more confident, more creative, more decisive, innovative, and purposeful in their approach to life.

Building for the Future:

Athletics Round-Up

by Neil Rigg

The 2022–2023 school year brought a change of leadership to our Athletic Department with the appointment of Amy Mulligan as our Director of Athletics alongside Dan Kapps, Isaac Middleton, Lauren Mahoney, and Taylor Holze. The department hit the ground running with a busy pre-season and transitioned seamlessly into our fall sports season.

Portledge School saw tremendous success in its fall sports programs, with the varsity soccer teams and JV Boys bringing home PSAA championships. All three teams won on penalty kicks in overtime, and they supported and cheered for each other during their final matches. The cross-country program also showed growth, with a few student-athletes going to the NYSAIS championship this year. In its second year at the varsity level, the volleyball program made the playoffs and showed true growth. While currently only a varsity sport, the hope is to have more feeder-style programs down the line. The general growth of each player was a highlight for the season, with players like Laura Narby ’23 and Franklin Escobar ’24 stepping up on the soccer fields and showing true leadership. Returning and new coaches brought balance and invaluable experience into the programs, and this stability will help strengthen what has been started.

The winter season was filled with ups and downs, but overall, there was a strong performance from both the boys’ and girls’ programs. The boys’ hockey program in particular faced a lot of injuries but still managed to maintain a strong presence in the league. The girls’ hockey team exceeded expectations and won a championship in a thrilling four-overtime game. This success has allowed the program to grow, and the coaching staff has had a tremendous impact. The squash program on the varsity side also did well, but unfortunately, they just missed out on their NYSAIS tournament. The basketball programs had high expectations, and the boys’ team won the PSAA, while the

girls’ team made the playoffs despite being young. Anthony Follett ’23 had a tremendous season, scoring 1,000 points and becoming a leader on his team. The boys’ and girls’ coaches worked hard to develop their programs and build a strong foundation for the future.

Spring sports was an exciting time for the young teams. Despite a lot of growth potential and eager players, the softball team improved and developed rapidly despite having mostly 8th graders and freshmen. The boys’ lacrosse team had many returning upperclassmen and some fantastic games, while the girls’ lacrosse team had brand new coaches and a young team with a few senior players, but they all put in the work to get better. On the other hand, baseball had great returning coaches and a solid season that showed a lot

of potential. Outdoor track had 17 people and added more events to its repertoire, teaching athletes about shot put, jumps, hurdles, and more. The constancy of the coaching staff and their game plan helped these teams develop chemistry and camaraderie and allowed coaches to implement their strategies effectively. It was an exciting time to see these young teams’ growth and improvement.

The robustness of the programs and the strong relationships the players built with one another are what the school hopes to continue moving forward. This will only be enhanced by the new Athletic and Wellness Center, which will hopefully be available for our students and coaches to use in the new school year.

Home Away from Home

Dear Portledge Alumni,

I recently stumbled upon the speech I wrote for my Senior Class Dinner in June 2013. I forgot that I had spoken at my senior dinner when I first found it. As I reread it, I noticed a few key themes: Portledge “lifers,” “home away from home,” and most importantly, personal growth and acceptance. This Spring marked 10 years since my graduation from Portledge, and I can truly say that not much has changed.

For 14 years of my life, Portledge was my home and the place I felt most comfortable. Going to Syracuse University was my dream, which became a reality upon graduation. When I first arrived at Syracuse, I was in shock. I was starting over at a large university where no one knew me. As the year progressed and I began to step outside of my comfort zone, I realized Portledge provided me with the foundation to do so. I slowly began to get involved in different academic and social organizations, meet new people, study abroad, and more. I wouldn’t have been able to do all these things without the foundation that Portledge provided me. Portledge has always encouraged individuality, relationships, and personal growth.

As I entered the next stage of my life and my early professional career, I greatly enjoyed my involvement with Portledge and, more specifically, the Alumni Association. The alumni community is incredibly strong and approachable. The ability to connect with anyone, whether someone you knew in passing or a close friend, has been incredibly valuable. From a professional view, the Portledge network is strong and one of a kind! To this day, many of my closest friends are former classmates, and it’s been amazing watching people I’ve known for more than 20 years go through all walks of life.

As we have progressed into this “post-Covid” life, I have greatly enjoyed attending many alumni events, such as the Athletic Hall of Fame awards, Founders Day, the Alumni Holiday Party, and so many more. I have reconnected with classmates I have not seen in years, and I love walking down memory lane with some of my closest friends. The alumni community continues to grow and thrive as Portledge does. Once a Panther, always a Panther. I’m extremely excited to watch the school grow as we enter the next school year!

Alumni Council President

All the best, Eve Shapiro ’13

The alumni community is incredibly strong and approachable. The ability to connect with anyone, whether someone you knew in passing or a close friend, has been incredibly valuable.

—EVE SHAPIRO, ALUMNI COUNCIL PRESIDENT

Meet Joy Clarke ’07

From majoring in Political Science at Wellesley to becoming an Assistant Principal in Washington, D.C., Joy Clarke’s career has been both surprising and fulfilling since her graduation from Portledge. What began as six weeks in Memphis with Teach for America turned into what is now 11 years in education.

“Iplanned to go to Law School for political theory and then maybe be a professor,” Joy explains. “My grandmother was a teacher for over 30 years, and my aunt was also. I never thought it was for me.” But while studying Political Science at Wellesley, a professor suggested she try Teach For America (TFA). With a desire for some real-world experience after graduate school, Joy decided to give it a shot. And it changed her life.

Teach for America opened up a network of opportunities for Joy, allowing her to explore her options and eventually find her niche. “TFA recruits from some of the best schools in the country, and they helped me get my teaching license and gave me a coach,” Joy explains. “It gave me a community of young teachers, and it was so helpful to have that support.” In fact, after moving to Washington, D.C., with her fiancé, she landed a job at her current school through a

relationship with another TFA alum. After five years of teaching, Joy shifted to a new role in education as the Assistant Principal at E.L. Haynes High School in Washington, D.C. This position has allowed Joy to get to know her students on a completely different level. “When you’re a classroom teacher, you really get to know a grade level or subject well, and your conversations with students are always about that,” Joy says. “As an Assistant Principal, the

impact you have is different. You spend more time speaking to students about other subjects and their lives beyond the classroom, from mental health and work-life balance to their experience in a certain subject. The scope of your involvement in kids’ lives is so much broader.”

Joy came to Portledge in the 7th grade, and her experience at Portledge had a tremendous impact on her decisions as an educator. Starting a new school in middle school can be difficult for any student, but the support Joy received from some of her teachers stayed with her throughout her career.

John McIlvain and Karen Johnson are two Portledge teachers whom Joy credits with encouraging her to find her voice while at Portledge. They are teachers whose style of teaching she tried to emulate when she began teaching years ago. Mr. McIlvain and Ms. Johnson “valued her voice” and gave her the confidence to apply herself in academics the way she did in athletics.

“In a lot of ways, I am who I am because

of Portledge,” Joy says. “When I first started teaching, I reached out to Ms. Johnson for her syllabus from Portledge and built my curriculum around that. I knew I had to lean on the people who taught me how to be a great student. From the habits and skills they encouraged to the texts they taught.” Joy recalls having to get written permission from the parents in her first school in Memphis to teach Catcher in the Rye. “Portledge shaped me in my English teaching and relationship building. Because it’s a small school, it taught me to slow down and get to know people. Everyone is not always who they are in their first meeting. I was also very active

in athletics and learned my leadership skills through sports.”

When we sat down to speak with Joy in March, we asked her what words of advice she had for the class of 2023, who celebrated their graduation from Portledge in June. “I would say never to stop exploring. The beauty of learning and having a Portledge education is that you discover how to be a learner. So never stop trying new things.”

We are excited to follow Joy’s career and see where her exploring takes her next!

When I first started teaching, I reached out to Ms. Johnson for her syllabus from Portledge and built my curriculum around that. I knew

I had to lean on the people who taught me how to be a great student.”

Class notes

1976

AMY WAGNER

I live in St. Thomas, USVI, and would love to see any classmates visiting or sailing to Paradise!

1977

COL. ADRIAN BOGART

Adrian has been the Commandant of Cadets at the Virginia Military Institute since the summer of 2021.

1981

ASHLEIGH DANKER

(FORMERLY NANCY DANKER)

After 34 years of practicing law in Los Angeles, I retired last year. I’m still enjoying life in Manhattan Beach, where I have lived for 29 years.

1987

TURK LEWIS

After 10 years living in Jupiter, FL, my family has relocated to Baltimore, where I am serving an incredible D.C.-based non-profit organization, Hope for Henry. This non-profit is reinventing how hospitals care for children and their families through innovative, scientifically tested programs that help hospitalized kids confront the challenges of serious illness, adhere to their medical plans, and thrive. We are on course to bring our program to more than 100 hospitals across the nation. I hope to see some of my fellow alumni in my travels.

1989

MICHELLE HALPERN

I am happy to share that I am currently working as a real estate agent in New York City and happy to help any Portledge friends and family find a great home in NYC.

1992

GREGORY PECK

I live in Sherman Oaks, CA, with my 12-year-old son Otis and our family. I own and operate the Crescent Hotel in Beverly Hills and am otherwise a real estate developer. I coach Otis’s local Little League team when I am not working.

1998

BRADLEY GOTTFRIED

My first son, Colton, was born in December 2022.

2000

CHRISTINA VILLECCO

I was heartbroken to hear about the passing of our beloved teacher and mentor, Mr. McIlvain. In happier news, three Portledge alumni are working together on the same team at Pilot RB based in New York. The strong alumni connection brought me to Pilot in 2012, where I joined Keith Merkler ’89 and most recently brought Jason Becker ’00 to the team. I hope to be back for a campus visit with Emily Lavelle ’00, Amy (Hochfelsen) Naltchadjian ’01, and Navi Bindra ’00 soon!

2005

ALEX STEINBERG

Happy to share that as of April 2023, I have been promoted to Partner at DLA Piper LLP (U.S.) and continue to serve on the Portledge Alumni Council.

Alyssa Carretta (Ruiz)

2006

JOHN OSEI-TUTU

As of April 2023, I joined the law firm Bradford, Edwards & Varlack LLP as a partner, leading their sports law practice group.

2007

MICHELLE L’ESPERANCE

I have been named Director of Production Management and recently celebrated six years at Revolt TV (a music-oriented digital cable television network founded by Sean “Diddy” Combs).

MARY GRACE DONALDSON

On May 27, 2023, Mary Grace married Anthony Cipriano of Glen Cove. Gauri Bhatia ’07 was a bridesmaid, and Emily Edwards-Bourdrez ’07 and her family attended.

ALYSSA CARRETTA (RUIZ)

Our third child, Matteo Christian Carretta, was born on March 14, 2023, joining his siblings Joseph, 3 years old, and Domenica, 1 year old.

JOY CLARKE

Is currently living in Washington, D.C., and is the Assistant Principal at E.L. Haynes Charter School

2008

LIANA HALE

I’m happy to share that I’m starting a new position as Client Strategy Manager at PricewaterhouseCoopers.

ELIZABETH LANZA

I am an associate Attorney at the Law Offices of Neal Rosenberg, specializing in special education law. My daughter, Madeline, is currently attending her first year at Portledge in pre-nursery.

2009

TAYLOR HOLZE

In her first year coaching the Girl’s Varsity Hockey team at Portledge, the team captured the WIHLMA Championship.

2010

Robyn Worrall reports that Stephanie Hegarty ‘10 and Anker Johansen ‘09 were married on April 1st! After meeting at Portledge in high school, the two were mostly admirers from afar but, of course, knew about each other and reconnected years later when Anker reached out to Stephanie to get together. The rest is history. Last year, in February 2022, Anker popped the question, and the two tied the knot on April 1st in South Carolina. Many Portledge alumni were in attendance!

BEN SHAPIRO

I’m happy to share that I’m starting a new position as Business Development Agent at Keppler Speakers!

MONIQUE KELLY COLAIZZO

I am still happily working in the math department at Portledge, and I am grateful for my high school students who push me to be a better teacher each day. In January 2022, Joey shocked me with a beautiful proposal at Stratton Mountain. We spent the better part of the year renovating our house in East Northport, training our puppy Remi, and planning for our wedding day in August. I hope to see everyone at an alumni event in the near future. If you’re ever on campus, come say hi!

Portledge Alumni at the wedding of Stephanie Hegarty ’10 and Anker “AJ” Johansen ’09

DAVID WILSON

My wife, Laura, and I celebrated the birth of our first child at the end of March. We had a baby boy named Jack! and I’m happy to share that, as of April, I have started a new position as Account Executive at Plaid.

2011

BENJAMIN LOBLEY

On February 11, 2023, Benjamin got engaged to his law school sweetheart, Julia Santo.

2012

ISABELLA MURATORE

I am currently working as a postdoc at the New Jersey Institute of Technology. I have been hired to start a job as an assistant professor of Biology at the U.S. Naval Academy starting next year. Also,

I am engaged to Wilson Guillory, who is also a biologist, and our wedding is in July.

MARTINE KROWN

Emma Chernoff and Matt Crockett were married at the end of 2022. Classmates Martine Krown, Alexandra Roll, and Lisa Dourmashkin joined guests in celebrating the bride and groom.

2013

RONEN (RON) SARTENA

This year we welcomed a baby boy!

KRISTIE KELLY

Kristie Kelly most recently completed her Master’s Degree in Electrical and Computer Engineering from Johns Hopkins University. Since 2018, she’s been working in the Spacecraft Power Engineering Group in the Space Exploration Sector at the Johns Hopkins

Right: Ron Sartena’s new baby boy

Applied Physics Laboratory. She has worked as an Analog Test Engineer and FPGA Engineer on two NASA missions, Europa Clipper and Dragonfly, which are set to launch in October 2024 and June 2027! Kristie has also had great success in her athletic career, playing for two professional sports teams! In 2019, she played professional ultimate frisbee with the NY Gridlock (League–PUL), and since 2022, she has been playing professional tackle football with the DC Divas (League–WFA). She is excited to hit the field as a cornerback this upcoming season which begins April 22nd!

2014

ALISA SHVARTSBART

This is my first year as a doctor in Sydney, Australia, and I am planning my wedding!

Left: Classmates join Emma Chernoff ’12 at her wedding

LUKE COHEN

I am currently an MBA/MSF graduate student at Northeastern University.

2015

KOOROSH LEIBOWITZ

Koorosh and his brother Brandon released an album titled Breakfast with their band, Brake, in 2021. You can find their material on Spotify/Apple Music under B R a K E. Additionally, Koorosh is currently restoring a 1972 Volkswagen Beetle in his free time. Koorosh also curates and sells vintage clothing and other oddities to clients all over the world under the name Been Thriftin.

Connect on socials/Get in touch:

Instagram: @KooroshTheKing / @ BrakeTheBand / @BeenThriftin

LinkedIn: linkedin.com/kooroshleibowitz

Spotify: B R a K E (spaces in between each letter)

HUNTER MESTMAN

I am an artist with Generation Drop LLC, an artist with the mission to create a drop of inspiration with every creation.

2017

JILLIAN NARBY

I’m thrilled to announce that I will be joining the Premium Service team at UBS Arena. I’m excited to call the home of the Islanders my own again.

2018

KAYLA GUO

I am excited to share that I will join The New York Times D.C. bureau as a

2023–2024 Rosenbaum fellow after I finish up my year as an intern in the Transportation Policy office of Politico.

2019

SPENCER HAZEN

I graduated from High Point University a semester early and got my dream job as a Junior Designer for the New York Islanders! With the Islanders, I work with the creative team to create graphics for social media, inside UBS Arena, email blasts, promotional items, and more.

EVAN RUBINSTEIN

I have accepted a cyber security customer adviser summer internship offer at Rapid7 based out of Arlington, VA.

2020

DYLAN NEWITZ

I am thrilled to share that I have accepted an offer to join the National Basketball Association (NBA) Internship Program this summer. I will be a Creative Services Intern in the Marketing department of the NBA.

SOPHIA ADAMS

I am excited to share that I have accepted an offer to join the team at AlphaSights as a 2023 Summer Associate in their New York Office!

2021

JULIET SIEGEL

Hi everyone! I am currently majoring in Advertising at the University of Texas at Austin. Some updates about my career are that I have now hit 2 million on

TikTok and almost 300,000 subscribers on YouTube! I have now worked with companies such as Netflix, DoorDash, YesStyle, and more, focusing on making content about television shows, body positivity, and more.

2022

SEAN SWEENEY

This year I joined Phi Delta Theta at the University of Miami. As an aspiring business student, I have been striving to begin my professional career working as a branding consultant for OmniLearn Corp. Additionally, this summer, I will be working in New York City as a Student Associate Process Engineer at Madison Square Garden Entertainment as well as directing the third annual Diane Fund – Day of Play fundraiser benefiting families impacted by cancer.

MAHAN MOSTAFAVI

So far, I have joined the chess club (which is run by a former Portledge Student, Skyler Mott) and a business club called TAMID which works with Israeli start-ups on consulting and investing. Additionally, I have joined an intramural soccer team that plays in the fall and spring. I plan to follow the pre-med track at Lehigh, but I am also considering taking some business classes next semester.

ZAIRE BAINES

In his first year as an Emmanuel College basketball team member, he was named to the Great Northeast Athletic Conference (GNAC) All-Rookie team. He also earned a pair of GNAC Rookie of the Week nods while averaging 11.5 points per game.

Welcome

by Kim Leonard

Dear Portledge Families,

Happy summer, everyone! I hope everyone is feeling refreshed after a wonderful school year and is ready for the 2023–2024 school year. As we reflect on the last year, it’s important to acknowledge our successes and recognize ways in which we can improve. As the President of the Parents Association, I want to extend a warm welcome to all of our new and returning families. Being part of such a supportive and engaged community is a pleasure.

I am the proud parent of two Portledge students, and I am personally grateful for the exceptional education that my children receive. The dedicated faculty and staff have helped shape them into curious, confident, and compassionate individuals. I am proud to be a part of a school that puts such emphasis on academic excellence, character development, and community service.

The Parents Association consists of a group of parents who are involved with the school and partake in community building, planning student events, and being a collective parent voice at Portledge. As a member of the Parents Association for the past several years, it has been a wonderfully rewarding and enjoyable experience. I am excited to partner with all of our families this year in my new role as President.

The Parents Association is committed to supporting Portledge in any way we can. We host events that bring our community together, such as Founders Day (save the date for September 30) and The Portledge Gala scheduled for Spring 2024. We support fundraising initiatives that help provide the resources that enhance the student experience. And most importantly, we work hard to ensure that our school continues to be a place where students thrive and feel a sense of belonging.

As we prepare for the upcoming academic year, I am excited about the opportunities that lie ahead. We will continue to work tirelessly to ensure that Portledge remains a premier independent school. I am confident that with the dedication of our faculty, staff, parents, and students, we will have a great and enriching year.

Thank you for your continued support.

Best regards,

Kimberly Leonard Maxwell ’24, Penelope ’27

The Portledge Fund

Each year, we ask the entire Portledge community to come together to provide a gift of support to The Portledge Fund. Serving as the cornerstone of our success at Portledge is the close partnership that we have built with you, our active and engaged community. Your continued support and philanthropy is a vital part of our school’s foundation and future and one that continues to grow year after year. There is no doubt that without the generous efforts of our community, Portledge would not be able to provide the educational enhancements that have helped to secure our place as one of the top independent schools in our region.

We ask that you make Portledge one of your philanthropic priorities. Please support The Portledge Fund today.

Make your gift online at www.portledge.org/support or contact the Development Office at 516.750.3205.

2022-2023 Operating Revenue

Operating Revenue

Tuition & Fees $21,096,527

State Aid ........................... $477,929

Annual Fund .................... $580,000

Restricted Giving $38,022

Fundraising Events .......... $303,659

Auxillary Programs ............ $94,789

Other Income ................... $770,434

Interest $69,640

Beginning in July 2022,Portledge School began to implement the Strategic Plan 2022–2025, Building. Leading. Learning. The plan’s main focus is to enhance the student and community experience while remaining a leader in scholastic achievement. The journey toward academic excellence never ends, and Portledge is well-positioned to strive for educational innovation to benefit all students.

The Strategic Plan consists of five main goals with different objectives for each goal. Members of the Portledge faculty, staff, and administration have acted as goal captains and committee members to bring these objectives to fruition. In year one, we already have much to celebrate.

Our Faculty

GOAL

23% of funds supported 5 Faculty stipends for summer curriculum and project work to prepare for the 2022–2023 school year

9% of funds supported 2 Faculty/Administrators who received PD for the annual NAIS People of Color Conference

GOAL

Our Programs & Pathways

GOAL CAPTAIN: Francisco Lameiro, Dean of Faculty, Assistant Director of Upper School, Scheduling and Test Coordinator Reports

This goal focuses on expanding and lengthening the college counseling process, integrating more real-world experiences for students, and further expanding the variety of inspiring courses and programs that focus on student interests and passions. This goal will take three years to implement fully, but in year one, students have had access to the new Dean program, an enhanced college counseling program, expanded course offerings, and community partnership experiences. In years two and three, we will see the addition of Dance to our art curriculum, and the Lower School faculty and staff have begun training for the IB Primary Years Program.

GOAL CAPTAIN: Morgan Neems, Director of Human Resources

Much progress has been made on goal one toward developing a master teaching program and implementing innovative pedagogical practices. Most notably, we had a record number of faculty participate in outside professional development (PD) that directly benefits the student learning experience.

9% of funds supported 2 Administrators who received assistance with continuing their higher education in a relevant degree program

23% of funds supported 5 Faculty/Administrators to complete RULER training

18% of funds supported 4 Faculty/Administrators to complete PYP IB training

18% of funds were spent on 4 Faculty/Administrators who completed additional miscellaneous PD

Our Place, Our Community

GOAL CAPTAIN: Traci Douglas, Director of Diversity, Equity, and Inclusion

The Portledge Pillars are the guiding principles for goal three. In its first year, we have developed a more diverse hiring committee and mentor program for new hires, implemented DEI Coffee Chats for the parent/caregiver community, and begun an audit of our curriculum and community partnerships. In the years to come, we aim to increase student exposure to DEI experiences outside of Portledge.

GOAL

Our Future

GOAL CAPTAIN: Tara Askeland, Director of Development and Ryann Supple, Director of Communications

GOAL

Our Purpose, Our Wellness

GOAL CAPTAIN: Josephine Earley, Early Childhood Teacher and Laura Morizio, Educational Psychologist

This goal focuses on physical, social, and emotional health and wellness. Year one has already seen the implementation of a variety of programs focused on and promoting nutrition, mindfulness, physical activity, and health awareness. This work will be further enhanced with the completion of the Athletic & Wellness Center. This committee will work to define the wellness curriculum as well as opportunities for faculty and staff to improve their work experience.

With advancing the reputation of the school in mind, this goal seeks to maximize our marketing efforts and define the Portledge identity. In year one, we underwent a brand identity and messaging review calling on various members of the community to define and share their Portledge experience. Also, in year one, the Portledge website was completely redesigned to tell the story of Portledge in a more aesthetically appealing way, and we re-engaged our alumni community! Still to come: we plan to bring back the student ambassador program, adding to it parent ambassadors, redesign the admissions process, and plan for the school’s 60th birthday in the 2024–2025 school year. And thanks to the Development Team, Board members, and our generous donors, we are 95% of the way to our fundraising goal for the AWC: permits have been secured, the foundation has been poured, and we look forward to opening in 2024!