phoenix
HEAD OF SCHOOL
Matthew C. Woodhall
2024-2025
BOARD OF TRUSTEES
Susan D. Mellin, Chair
Douglas M. Fleming, Vice Chair
Katherine R. Sternberg, Secretary
Andrew Hess, Treasurer
LouAnne Babcook
Christopher B. Cronin
Gabrielle J. Flanigan
Tracey Hisler
Tara Gordon Kochman
Aaron Colgan Miller ’08
Sondra Neuschotz
MAGAZINE EDITOR
Molly Talbot
DESIGN
Square Spot Design
PRINTING
Mt. Royal Printing
PHOTOGRAPHY
Charly Flanigan, Leandra Shkrepi
OUR MISSION
The mission of The Woodhall School is to provide an opportunity for success to young men of above-average intellectual ability in grades 9-12, who have had difficulties in traditional school environments. The school embraces an individualized approach that allows each student to realize his potential and to take accountability in all areas of his life.
The Woodhall School Magazine
WHAT’S INSIDE
FEATURES
04. CURRICULUM REVIEW
The school’s educators embrace an opportunity to bring innovation and best practices to Woodhall’s individualized pedagogy.
06. ROADMAP FOR THE FUTURE
Head of School, Matt Woodhall, and the Board of Trustees share the school’s Strategic Plan.
16. A “DR AMATIC” CONVERSATION
Former faculty member, Tony Sherer and alumnus and former faculty member, Charlie Reisman share an intimate dialogue about the transformative impact of theatre at Woodhall.
19. GALA CELEBRATION
The 40th Anniversary and Alumni Reunion in June was a historic and, above all, fun weekend for our school community.
SECTIONS
02. LET TER FROM THE HEAD OF SCHOOL
10. ALUMNI PROFILE
A conversation with Diego Zablah ’09 on the impact of his Woodhall experience on his life.
12. FACULTY PROFILE
Jarred Booth talks about the importance of professional development, which the school has prioritized for the faculty.
13. CAMPUS HIGHLIGHTS
22. CL ASS NOTES
“THE
ABIDING CHARACTERISTIC THAT I HAVE OBSERVED AMONG OUR ALUMNI—BEYOND ANY ACCOMPLISHMENTS OR ACCOLADES, CHALLENGES OR SETBACKS, PERSONALITIES OR CAREER CHOICES—IS AN INNATE GENTLENESS AND SENSITIVITY.”
-Matthew Woodhall, Head of School
To The Woodhall School Community,
While it was affirming on many levels to have one hundred and fifty people—alumni, current and alumni families, and current and former adult mentors, and friends of the school —return to campus to reconnect and reflect on Woodhall’s legacy during our 40th Anniversary Celebration and Reunion Weekend in June, I would like to focus on my experience later in the summer when I attended the wedding of Alexander Neuschotz ’19 and his husband, Nathaniel.
During the 40th Anniversary Celebration, Nathaniel pulled me aside and said, “Alex has always shared with me about the impact of Woodhall and the Communications Program on his life.” Having spent the weekend on campus learning about the school and connecting with community members, he continued, “Alex talks about the importance of open and honest communication.” It made a difference in Alex’s life and now in his relationship with Nathaniel—and they have Woodhall to thank for that.
Their wedding took place on August 18th—a poignant date for me, as it is the birthday of my late sister and TWS educator and mentor, Abby. In attendance were alumni Nic Sciurba ’16, Jack O’Rourke ’18, and Alexander Mellin ’19. Whenever I gather with alumni, our time together overflows with reminiscences, expressions of gratitude, and, above all, laughter. For many of our alumni, Woodhall represents a time in their lives, although painful and difficult, when they rediscovered joy and connection with others. Most importantly, that evening we shared in a new kind of joy: we saw the happiness and fulfillment in Alex. As with many
a Woodhall boy, he had overcome daunting challenges and worked through anger and sadness. As a ninth grader, Alex began his journey at Woodhall a fragmented and disconnected boy. Now, years later, that evening Alex’s twin sister, Sarah, hugged me, thanking Woodhall for helping her brother become a whole and more realized human being.
During this past year, I’ve had more and more conversations and campus visit with alumni from the past four decades. I have delighted in the opportunity to connect with alumni from the Classes of 1984 to 2023. Again and again, our alumni return to the lasting impact of the relationships that they formed at Woodhall. In Woodhall, they found a place and a people that didn’t give up on them, recognizing that the power to become whole again came from within them.
Because of this past anniversary year, I’ve reflected a great deal on what it means to be a Gentleman of Woodhall. The abiding characteristic that I have observed among our alumni —beyond any accomplishments or accolades, challenges or setbacks, personalities or career choices—is an innate gentleness and sensitivity. Therein lies Woodhall’s legacy, of and for which I am proud and grateful.
Yours in Integrity, Compassion, and Respect –
Matthew C. Woodhall, Head of School
WithBeginning the End in Mind
A COMPREHENSIVE CURRICULUM REVIEW
Written by Tim Coughlan, Dean of Studies
Teaching is inherently a forward-thinking practice, requiring us to anticipate students’ needs and set learning goals that foster long-term growth. Thoughtful planning, both short- and long-term, allows us to design lessons that build on one another, engaging diverse learners effectively. Yet, teaching is also highly adaptive. Even the most well-prepared plans demand flexibility as we respond to the immediate needs of the classroom. Though we plan for the future, we must remain open to the unpredictable, dynamic nature of each day. This duality grounds teaching in both thoughtful preparation and real-time responsiveness, making it a rich, complex, and exciting practice—one part educational project manager, another part improvisational actor.
However, while planning and adaptation are vital, teaching is also inherently reflective, with educators constantly revisiting and refining their approaches. In this way, the art of teaching blends reflection with foresight and spontaneity.
Over the past year, our faculty engaged in a comprehensive curriculum review. While this process was catalyzed by our school’s recent change in its academic schedule, it also provided an opportunity to reflect deeply on the courses we teach. We examined every aspect—from the core content and skills to pacing, evaluation methods, differentiation strategies, and, most importantly, the objectives of each course.
To achieve this ambitious goal, we needed time. During multiple professional development days, we introduced a framework inspired by Understanding by Design (UbD), a backward-planning method developed by Grant Wiggins and Jay McTighe. This approach encourages educators to begin with the end in mind— identifying desired learning outcomes, determining evidence of achievement, and planning instructional activities.
These sessions gave us dedicated time for collaboration, allowing us to align
our curriculum beyond traditional departmental boundaries. Our interdisciplinary approach reflects our holistic, interconnected educational model, where we work closely with a small group of students whose strengths and struggles often transcend specific subjects.
This curriculum review allowed us to incorporate all aspects of teaching and learning: looking ahead, planning, and reflecting on strategies that have proven successful. It’s a continuous, evolving process. We adapt as necessary and, when needed, return to the drawing board with deeper understanding. By embracing the cyclical nature of teaching, we create a dynamic, living curriculum that enriches our entire community.
2024-2029 STRATEGIC PLAN
Roadmap for the Future
In October 2023, the Board of Trustees endorsed the Strategic Plan for The Woodhall School. Beginning a process over two years ago that engaged all the constituents in our community, the trustees and Head of School developed a plan intended to serve as a living document—a roadmap—that will guide the school’s strategic priorities over the next five years. As such, the school has moved forward with alacrity; and, as indicated on the following pages, we have already realized some of our key goals (highlighted in bold on pages 8 and 9).
The mission of The Woodhall School is to provide an opportunity for success to young men of above-average intellectual ability in grades 9-12 who have had difficulties in traditional school environments. The school embraces a nurturing and individualized approach that empowers each student to realize his potential and become a self-reflective, resilient, and compassionate human being. This process has been transformative for generations of young men since the school’s founding in 1983. Today, The Woodhall School’s distinctive model for supporting young men in the development of their skills of self-reflection and self-expression with accountability is in greater demand than ever.
Among specialized boarding schools, The Woodhall School will be an intentional and dynamic school community that empowers young men to become self-reflective, resilient, and compassionate individuals.
The Woodhall School’s Board of Trustees and school leadership continually engages with the changing needs of students and families to ensure that Woodhall continues to thrive. This Strategic Plan sets forth a framework of five-year strategic objectives that will strengthen Woodhall’s capacity to fulfill its unique mission, grow its supportive community, and prepare for a sustainable future. Much of this work has already begun. The initiatives in the plan will be fully implemented during a five-year period beginning in 2024, The Woodhall School’s 40th anniversary year.
Empower and Support the Gentlemen of Woodhall
Empowering young men to take accountability for themselves and supporting their unique academic and emotional needs are the hallmarks of a Woodhall education. The strategic initiatives related to all aspects of the Woodhall student experience will strengthen the School’s ability to deliver on its mission.
ACADEMIC AND COMMUNICATIONS PROGRAMS
Develop and implement new pedagogical supports, including curriculum mapping and evaluation, to assure continuity and consistency with Woodhall’s unique learning approach.
Engage in comprehensive curriculum review for the school’s academic program
Review approach to grading, assessments, and class scheduling to ensure alignment with the School’s individualized pedagogy, which entails differentiated instruction within a multi-modal (i.e., visual, auditory, kinesthetic) approach that ultimately focuses on project-based learning
Implement new learning management system (i.e., Blackbaud) to reinforce curriculum development
Integrate fully the new STEM Lab into the broader curriculum with the addition of a dedicated academic course and programming for teachers from other disciplines to utilize the STEM Lab
Improve ongoing training for adult mentors including rubrics and resources (i.e., awareness of SocialEmotional Learning; Diversity, Equity, and Inclusion; Mindfulness Practices; Restorative Practices) for advisory and the Communications Program
Assess new pedagogical supports as they are integrated into the Academic and Communications Program
FACULTY AND ADULT MENTORS
Strengthen recruiting, professional development, and retention strategies for faculty and adult mentors to ensure the ongoing success of the School’s individualized pedagogy and Communications Program.
Develop new processes and procedures to foster and support professional development among the faculty, including annual meetings to discuss needs, aspirations, and goals
Enhance orientation program for new adult mentors, specifically with understanding neurodiversity in the context of the Communications Program
Strengthen financial resources for professional development opportunities
that reinforce the school’s approach, such as professional conferences and graduate education
Develop an in-school professional development program
Leverage new partnerships with educational associations and other professional organizations
CAMPUS
Identify, plan, and execute master plan priorities that improve the campus experience, maintain the physical plant, and complement the School’s four pillars of Academic Learning, Residential Life, Arts and Athletics, and Communications.
Engage with the architectural and design firm, SLAM Collaborative, to develop a comprehensive campus master plan by October 2023 that is fully informed by input from the Woodhall community
Determine phasing priorities and capital funding needs
Determine financing options and fundraising feasibility, with the goal of proceeding with each project phase only after 100% of required funding is secured
SCAN TO VIEW THE CAMPUS PLAN.
Engage and Expand the Woodhall Community
The Woodhall community extends far beyond the school campus. Strategies for strengthening engagement with Woodhall alumni, families, friends, and advocates will help position Woodhall for a financially sustainable future. A new Director of Admission and Advancement position will be developed and filled to support these efforts.
CURRENT AND ALUMNI FAMILIES
Build understanding and appreciation for Woodhall with current and alumni families.
Offer support programs designed specifically for current parents, such as the Woodhall Family Forum and parent education opportunities
Develop stronger support connections between current families and alumni families, including Trustees who are alumni parents
ALUMNI
Develop a more robust alumni network to create opportunities for personal and professional connections for Woodhall alumni and to sustain the School’s current and long-term institutional advancement needs.
Continue strengthening alumni outreach through improved records, a new CMS, increased digital communications, and virtual and in-person special events
Develop a 40th anniversary celebration plan to re-engage alumni and solidify relationships with all constituents
ADVOCATES
Increase reach and awareness with educational consultants to strengthen Woodhall’s position as one of the premier all-boys, specialized boarding schools in the country.
Expand pool of Woodhall-familiar educational consultants through increased outreach, campus visits, and new communication tools
COMMUNICATIONS
Develop new communication strategies to reach the Woodhall community more effectively and raise brand awareness in the larger nonneurotypical community.
Improve the overall look and frequency of printed and digital communications by hiring an outside design firm to develop an updated and consistent brand concept
Increase use of no and low-cost marketing tools such as social media, upgrades to the school website, and a virtual profile for the Independent Educational Consultants Association school guide
Share School information with advocacy organizations and mainstream or specialized publications/websites
Ensure Woodhall’s Future
Woodhall’s finances are solid and a strong administrative team is in place. With such a stable base, the school is now uniquely positioned to build its future financial and administrative capacity, as well as its ability to expand access to a Woodhall education.
LEADERSHIP
Continue developing a strong administrative team, organizational structure, and succession plan to ensure the strength of The Woodhall School’s mission for future generations.
Create a new Director of Admission and Advancement position to strengthen external relationships and allow the Head of School (HOS) to have greater focus on strategic activities and planning
Provide professional development and support opportunities for HOS and senior administration
Continue strengthening Board governance through mentorship, professional
development, leadership opportunities, and maintaining a pipeline of potential new trustees
FINANCES
Maintain The Woodhall School’s strong financial position through ongoing financial sustainability and fundraising strategies.
Develop a five-year financial plan by identifying future revenue and expense vulnerabilities and opportunities that would impact the goal of maintaining the school’s tuition funding model
Develop and monitor master plan expense and revenue projections
Develop Reserve Fund and Endowment Fund investment and spending policies
Determine a target level for starting endowment drawdowns and develop strategies for reaching that goal
Strengthen internal financial capabilities and access to financial and operational resources and expertise
ACCESS
Ensure that students who will be best served at the School have access to a Woodhall education, as rooted in our mission and core values.
Secure new funding to expand tuition assistance opportunities for students who are best suited to benefit from and contribute to the Woodhall community and who otherwise would face financial barriers to participating in a Woodhall education
Develop fundraising strategies and goals for tuition discounting, full scholarships, and supplemental funding for necessary travel and expenses
Diego Zablah ’09
“Woodhall gave me the selfconfidence to thrive in my life.”
My time at Woodhall was the most important time of my life. It gave me the majority of the tools and knowledge I use on a daily basis. Also it was the first place where I got a glimpse of what it meant to be happy and have a sense of belonging. It created the basis for me to start developing a healthy self-esteem, and it set me up eventually to be able to, quite literally, self-reflect my way towards happiness.
HOW DID TWS PREPARE YOU FOR YOUR FUTURE?
Woodhall’s four pillars have been the base of my life as I have kept growing up. Academics gave me the privilege of learning from some of the brightest minds that I’ve encountered. Sadly, I was not able to fully appreciate that until I got older, but it was stimulating to be surrounded by so many people who were so much smarter than me – I learned so much. Athletics reinforced the sense of belonging and camaraderie that I had never enjoyed before. Also, it helped me get an idea of what discipline could be, which later led me into amateur boxing and how to use sports as a healthy coping mechanism. Dorm life showed what it was to have a family and friends. I still miss being at Woodhall. The Communications Program was, by far, the most important. It has given me the ability to adapt, solve and cope with everything that surrounds me. It has allowed me to be a good husband and form the family I wish I had. Marriage is hard, and if it wasn’t for the Communications Program I would not have made it out of the first year of marriage, which sadly coincided with my father’s death. In business, I have utilized the principles of the Communications Program to navigate my way through situations where I
had less experience yet I earned the respect of my colleagues by relating to and respecting their perspective. Finally, I apply what I learned in the Communications Program my relationship with my daughter, and it has led me to have a two-year-old “best friend,” which I never thought I would have.
WHAT DO YOU MISS ABOUT TWS?
Everything, except Saturday classes. And I don’t miss winter, the cold, the snow, and the dark!
MEMORABLE MOMENT WHILE AT TWS?
I could write a book about my memories at Woodhall. I really enjoyed community moments, especially on Phoenix Field. I still dream of playing soccer surrounded by fall foliage. My time in the dining hall as Maitre’d is also a very fond memory. I remember my English 9 class with Mr. Woodhall vividly, especially Catcher in the Rye, and Latin classes with Mr. Spaulding. My teachers at Woodhall embraced a true vocation of education.
WHAT WOULD YOU TELL TODAY’S STUDENTS?
Trust the process, it works. Be humble, stay humble, and listen to your adult mentors. It’s easier to learn from the
mistakes of others, and don’t ever betray the man in the mirror.
WHAT HAVE YOU DONE SINCE YOU GRADUATED FROM TWS?
I have searched for myself, until I found that I had just been running away from myself for most of my life, which is exhausting and not effective at all.
WHAT ARE YOU DOING NOW?
Now I am the co-leader with my sister of what our father left us, and we are working hard to multiply it instead of wasting it. I also take my family life very seriously and try to create what I would have wanted at my home, that because of exterior circumstances (war, kidnappings, etc) I could not have.
WHAT DO YOU SEE IN YOUR FUTURE?
Happiness with what’s important. My family.
Diego
Zablah, Class of 2009
Señor Jarred Booth
Written by Molly Talbot P’ 24, Director of Admission and Advancement
Having joined our school community in 2019, Señor Jarred Booth is a beloved member of Woodhall, where he serves as the Director of Student Life, teaches Spanish, and leads the Outdoor Challenge program. Jarred joined Woodhall five years ago as a recent college graduate majoring in Spanish.
Three years ago, Jarred initiated a journey to further his expertise in Spanish by enrolling in a graduate program at Middlebury College Language Schools. This foursummer program offers a rigorous and holistic experience, immersing students in the Spanish language and culture for six weeks each summer. Scholars live on campus, reside in dorms, and take a pledge to communicate exclusively in Spanish throughout the program.
Jarred’s classmates at Middlebury come from diverse backgrounds, including education, law, and government, and include native and non-native Spanish speakers. During his time at Middlebury, Jarred has utilized many skills he honed
as an adult mentor at Woodhall. Despite being among the younger students, he has confidently advocated for himself with peers and professors, a skill he attributes to Woodhall’s communications program.
In addition to his studies, Jarred participates in a mentoring program at Middlebury that pairs undergraduate and graduate Language School students. This initiative fosters social and supportive connections among students. Jarred’s mentees have included a retired former teacher and a corporate professional, highlighting the diverse backgrounds of those involved in the program.
When he is not immersed in his studies, Jarred enjoys engaging in extracurricular
activities such as playing volleyball and hiking in the scenic landscapes of Vermont.
Señor Booth’s dedication to his professional development and role at Woodhall amplifies his commitment to education and personal growth. His experiences at Middlebury enhanced his language skills and enriched his teaching and mentorship at Woodhall, making him an invaluable asset to the school community.
Jarred Booth, Director of Student Life, Spanish Teacher, Outdoor Challenge Program
CAMPUS HIGHLIGHTS
CLUE
The Woodhall Players created a hilarious and dynamic production of the classic comedy, Clue for the Spring 2024 play.
OUTDOOR CHALLENGE
Fall Outdoor Challenge completed its annual hike up Bear Mountain, the highest peak in Connecticut. No bears were sighted!
TWS SOCCER
Phoenix Soccer had a successful season of 7-5-1 with memorable games against Marvelwood, Storm King, and Forman. Head Coach, Paul Noonan remarked that we had one of the most cohesive teams in recent memory.
PHOENIX DAY
In preparation for Fall Family Weekend, students and adult mentors engaged in a beloved Woodhall tradition: Phoenix Day!
SOLAR ECLIPSE
On April 8, 2024, the Woodhall community gathered on Phoenix Field observed the solar eclipse. Anne and Charlie Cowin P’24 generously donated the viewing glasses.
A “Dramatic” Conversation
A Q&A WITH TONY SHERER AND CHARLIE REISMAN
While Woodhall staged dramatic productions occasionally throughout the school’s history (including several joint productions at Westover School), the drama program became an integral part of the school’s culture with the completion of the Abigail J. Woodhall Performing Arts Center in 2006. Mr. Woodhall directed the first play, a series of one-act plays by David Ives, in the new theatre during Fall Term 2006, followed by Neil Simon’s Biloxi Blues, directed by Mr. Gelzheiser in Winter Term 2007. Since then, the school has staged two dramatic productions in the Winter and Spring Terms of every school year. The Gentlemen of Woodhall have been fortunate to have been mentored by several dynamic drama directors—the aforementioned Mr. G, Robin Frome, Tony Sherer, Christina Vincent, and alumnus Charlie Reisman.
Tony Sherer taught English and Drama at Woodhall from 2009-2018. Charlie Reisman was a student at Woodhall for his 9th and 10th grade years and worked closely with Mr. Sherer on and off the stage. Mr. Reisman returned to Woodhall as an adult mentor and served as Director of Theatre from 2021-2024.
TONY, LOOKING BACK, WHAT RESONATES WITH YOU ABOUT YOUR TIME AS AN ADULT MENTOR AT WOODHALL—IN PARTICULAR, ABOUT YOUR WORK WITH THE BOYS IN DRAMA?
Tony: Because I, myself, had attended an all-boys boarding school in the New England hinterlands, I sort of understood what was going on for Woodhall students during those complex adolescent years. Boarding school can be isolating because you are far from home. My central goal as a teacher—in drama and in my other courses—was to provide a communal experience which offered a sense of belonging to something unusual. In drama, I saw my primary task as encouraging an ensemble experience to evolve uniquely with each project given the chemistry of that particular group. Since not all Woodhall boys were athletes, drama gave kids a chance to star within a non-athletic context.
CHARLIE, WHAT DO YOU REMEMBER ABOUT YOUR TIME WORKING WITH MR. SHERER?
Charlie: I have this vivid memory of Mr. Sherer the day we started rehearsals for A Christmas Carol… Sort Of during my freshman year. He was moving around the theater explaining all of his big ideas for what he wanted to do with the show, and I remember being transfixed by how much enthusiasm, energy, and care he had put into the play. That’s what it was like every day with Mr. Sherer. He had this incredible gift to make us feel as if we were always doing something that was exciting and new.
FOR BOTH CHARLIE AND TONY: WAS THERE A PARTICULAR PLAY OR PERFORMANCE THAT STANDS OUT FOR YOU?
Charlie: For my time as a director the performance that stands out to me was Walter Montgomery ’24 in The Bald Soprano. He had to step into the role of the Fire Chief two days before the show went up. The character has a lengthy monologue that is completely nonsensical, making it difficult to memorize. Walter not only memorized the monologue with ease, he was nominated for a Halo Award for his performance.
Tony: I like the episode described by Charlie. There were many heroic moments when an actor would drop out and be replaced by someone with very little rehearsal time who turned in a stellar performance. They modeled for other boys what it means to “rise to an occasion” and, from later conversations with graduates, I know they felt it to be a transformative experience. Because I directed twenty plays in my ten years at Woodhall, each had its remarkable event so no one performance outshone the rest. I am proud
of most and even the ones that weren’t spectacular, as they still achieved my goals for the participants.
CHARLIE, WHAT WAS IT LIKE RETURNING TO WOODHALL AS AN ADULT MENTOR AND DIRECTING PLAYS IN THE SAME SPACE WHERE YOU ACTED AS A STUDENT?
Charlie: It was surreal. I had many moments where I would be in the space, and look around me and reflect on my growth as a person from the first time that I entered that theater. I also was able to really understand how my experiences as an actor pushed my growth. It also reinvigorated my love of the form. The relationships I was able to build with the boys are some of the most rewarding experiences of my life. It also gave me a deeper appreciation for the relationships I developed with Mr. Spaulding, Ms. Giffin, and Mr. Sherer while I was a student.
FOR BOTH CHARLIE AND TONY: IN MANY SCHOOLS, DRAMA IS NOT AS PROMINENT IN THE CULTURE AND COMMUNITY. WHY DO YOU THINK DRAMA IS SO MUCH A PART OF WOODHALL’S CULTURE AND COMMUNITY?
Charlie: Most schools that I have been a part of have cultures where drama is something very specific students do. There is a lack of understanding of what being a part of a play can teach a person. Working in the theatre engenders a level of accountability that most people don’t think about. I would tell the boys in drama at the beginning of every term that we would only be as strong as our weakest link, and that everyone a part of the production needed to be pulling in the same direction. When those lights go up on show days, everyone needs to be prepared so the actors and tech teams can support each other. It also encourages growth in communications skills, particularly adaptability, which is applicable to daily life.
Tony: For the most part, boys came to Woodhall to escape an unsuccessful experience elsewhere. Since many adolescents are uncomfortable in their rapidly changing self, Woodhall—and drama, in particular—gave them a legitimate opportunity to reinvent themselves for a while. In the safety of an experience which required the best of everybody, individual students could disappear into a task greater than themselves. Many had never considered the stage before and found a new home there.
TONY AND CHARLIE, HOW, IF AT ALL, DOES YOUR WOODHALL EXPERIENCE HAVE AN IMPACT ON YOUR LIVES NOW?
Charlie: I use the skills that I learned as a student at Woodhall every day. Those skills
were the ones that I used to help build bonds with the boys that I taught. These skills also empowered me to build healthy relationships in my personal life, to become accountable to those around me, and remain inquisitive to the world around me. I am grateful that at a young age I became part of a school community that helped me gain these skills. I look out at the world and see that not many environments support the ideals of The Woodhall School.
Tony: Because my teaching at Woodhall followed two unsuccessful engagements as a Head of School, I returned to my primary calling, and I am ever-grateful to Matt Woodhall for hiring me. During my decade of evolution as a mentor, colleague, and maturing human being, Woodhall gave me the time and environment to make my own progress which continues in retirement.
FOR CHARLIE AND TONY, ANY PARTICULAR FUNNY OR MEMORABLE MOMENTS FROM YOUR WOODHALL DAYS?
Charlie: My freshman year the senior prank involved getting a life-sized cardboard cutout of Mr. G. For the next year, it would keep popping up in random places. During a soccer game my sophomore year, I’m running back on defense, and I noticed Mr. G out of the corner of my eye on the sidelines. As I keep running, I’m now passing the windows from the student center, and once again I notice him standing in there. Utterly bewildered, I stopped running and the ball got past me. It took me about five seconds to figure out what had happened before I could continue playing. Luckily, the other team didn’t score.
Tony: Humor is an integral part of the culture of the school. Because our task was so serious, being able to laugh with/at others and ourselves was a crucial part of everyday life. One of my fondest memories was exhorting one of the least popular campus jobs, Breakfast Crew, with a song:
“Breakfast Crew, Breakfast Crew
We love Breakfast Crew
Breakfast Crew, Breakfast Crew
We Love Breakfast Crew
YEEEEEs we do Breakfast Crew.”
The looks of baffled fury from the drafted crewmembers quickly devolved into somewhat riotous mutual caterwauling! It made the uninspiring, start-of-day task more fun.
CELEBRATING 40 YEARS
In June, nearly 150 people—alumni, current and alumni families, alumni, trustees, current and former faculty, and friends of the school—gathered on campus for the Alumni Reunion and 40th Anniversary Celebration. On Saturday evening, we gathered for dinner, music, and dancing in Mattson Gymnasium. Other highlights from the weekend included reflections from Founding Head of School, Sally Campbell Woodhall, a panel of former faculty and a moving Service of Remembrance for alumni and former faculty. Matt Woodhall and Sue Mellin, Board Chair, shared the Campus Master Plan and Strategic Plan.
Alumni Updates
1985
HENRY MELLON
On the same day in September when we welcomed 19 new students, one of the school’s oldest alumni, Henry Mellon, returned to Woodhall for the first time in 38 years. He and his wife, Elizabeth, stopped by Woodhall after dropping their son off at Forman for the start of the school year.
1987
MICHAEL BROWN
Michael Brown and his wife, Karen, live in Henderson Tennessee, and visited the campus and then Mrs. Woodhall in October. Mike has had a long career in education and currently serves as College Counselor at Valor Collegiate Academies.
1988
JASON SNYDER
While still serving as Global Chief Technology Officer at Momentum WorldWide, Jason Snyder co-founded a new company, Supertruth, which is committed “to humanizing health data, ensuring its integrity by prioritizing the wellbeing of individuals and communities through our distinctive guiding principle: People First, Ethics Second, and Data Last.”
1990
JAMES MITCHELL
James Mitchell and his family moved to Georgetown, TX, just north of Austin. He is Director of New Client Operations at the law firm, Daniel Stark. Reflecting on his time in Bethlehem, he wrote: “I think about Mrs. Woodhall more than you know, and we try to keep in touch each year. She’s someone special
’85
Matt Woodhall and Henry Mellon ’85.
to me and so is the whole Woodhall family, for that matter. I wouldn’t be where I am today if it wasn’t for The Woodhall School, and Mrs. Woodhall was the beating heart that saved many young men.”
DAVID O’NEIL
Last spring David O’Neil, who currently lives and works in Portland, Oregon was inspired by the school’s 40th Anniversary and traveled to Tokyo, Japan to reunite with his old friends and classmates, Keita Yajima ’91 and Makio Kamei ’91. He then zig-zagged across the United States to meet up with Ethan Frock ’90, who wrote “I have lived in Keene, NH for 25 years. I am currently the Facilities Manager for the YMCA, having had careers in Real Estate Property Management and the restaurant industry. I’m a sober, single
1990
JASON FREDERICKS
“After leaving The Woodhall School at 15, I faced many challenges, but the guidance and support I received there, especially from Mrs. Woodhall, helped me navigate those difficult years and shaped the course of my life. Mrs. Woodhall’s influence was crucial in getting me back on track, teaching me the importance of discipline, responsibility, and perseverance.
The lessons I learned at Woodhall, especially around resilience and the power of education, carried me through a variety of career changes—studying photography at Rochester Institute of Technology, running a restaurant, and ultimately transitioning into the shredding and medical waste industries and starting a business with my brother: Legal Shred (www. LegalShred.com). With my wife Erica, whom I hired at the restaurant in 2005 and married in 2015, I’ve continued to grow both personally and professionally. This past summer, I had the opportunity to return to The Woodhall School for the 40th Anniversary and reconnect with Mr. Gross, Mr. Doucette, and Mr. Blanchard, three educators who played a significant role in my development during my teenage years. It was a meaningful experience to see how the school has evolved while retaining the values that made it so special. I’m also thrilled to see Matthew Woodhall continuing the legacy of his parents, ensuring that the school remains a place of growth and opportunity for future generations.”
Michael Brown ’87, his wife Karen, and Mrs. Woodhall.
father of two children. I’ve completed various triathlons in sprint and Olympic distances. Now, I’m training for a TinMan, which is a Half IronMan. This fall, I completed my first marathon, not fast, but completed. I live a spiritual path and believe in God. I’m honored to share the experience, strength, and hope with all The Gentlemen of Woodhall. The 40th Anniversary and Alumni Reunion last June was a highlight of my summer.”
1998
DANIEL SUTTON
Having settled in his native New York City, Daniel Sutton works independently as an advocate for people experiencing homelessness, making referrals to the city’s 311 hotline and to the Manhattan Outreach Consortium, which provides case management and support to individuals who are unhoused.
KEVIN WYNER
Kevin Wyner and his wife, Carmen, enjoyed being back on campus for the school’s 40th Anniversary. They live in Livingston, New Jersey, and Kevin serves as Enterprise Learning Consultant for NetCom Learning.
2002
JAMES RILEY
James Riley lives in Colorado. He recently left the tech world to help start a recording studio in the Rocky Mountain State. He is the co-founder and lead engineer for J Squared Recording.
2003
JOSH KERR
Congratulations to Josh Kerr and his wife Sara, who welcomed a baby boy, John Hervey Kerr V, in January 2024.
2004
NICK THOMPSON
Nick Thompson lives in Cincinnati, Ohio, enjoying his work as an automotive technician.
2007
ETHAN HESS
Ethan Hess lives in San Francisco and works as a Senior iOS Developer for Glowborn AI.
2009-2011
GREG WASSERSTROM
Greg Wasserstrom graduated from Tulane University School of Law last spring. This fall, he passed the California State Bar and intends to pursue a career in entertainment law.
2010
ADAM STEIN
Adam Stein is working as a para-aide for kindergartners on the autism spectrum while working on his masters degree in Philosophy at Boston College. He hopes to pursue another masters in school counseling.
2011
BEN FLEMING
Ben Fleming works as a property manager in Rumson, New Jersey, and he recently started his own dog-walking business: Dedicated Pet Services.
SAM LONDER
Sam Londer lives in Brookline, MA and works at Travelers focusing on bond and speciality insurance underwriting.
2012
IAN CHACE
Ian Chace lives in Philadelphia working as post-secondary advisor for the Ed Snider Youth Hockey and Education Foundation, helping middle and high school students plan their academic careers.
KYLE EBERHARDT
Wedding congratulations are in order for Kyle Eberhardt and his wife, Alysa, who were married on June 10th, 2023.
JULIAN WILLETT
Julian Willett, already a M.D., completed his Ph.D. in Quantitative Life Sciences at McGill University in 2023. He is a Resident Physician in Pathology and Laboratory Medicine at New
York Presbyterian Hospital - Weill Cornell Medical Center and lives in the city with his wife, Kristin, and their son, Eli.
GABRIEL ZEIFMAN
Gabriel Zeifman is a First Officer at Kalitta Air, flying 747 cargo planes around the globe. He met up with Nelson Neo ’10 in Hong Kong in October.
2014
JACK KUPPENS
Jack Kuppens lives in the Boston area and works at Baxter International as a Finance Manager in Planning and Fulfillment. In addition, he’s pursuing his MBA at Boston College, which he’s looking forward to completing next year.
2015
TYLER KOCHMAN
Tyler Kochman is currently living in Madison, Wisconsin. He will graduate from the University of Wisconsin Law School in May 2025. He is planning to start a career involving politics and policy.
HENRY MOLINARI
Henry Molinari lives in New York City and is Client Manager at The Jewelers Circle.
ERIC VANDENBURG
Eric Vandenburg is currently completing a PhD in isotope geochemistry at Monash University in Melbourne, Australia. Last July he married his long-term partner, Esther Sentoso.
2016
JAMES COBB
James Cobb graduated from Columbia University with a M.A. in History this fall and is living in New York City.
2017
RYAN KOCHMAN
Ryan Kochman and his girlfriend, Maya, live on the north side of Chicago. He will graduate from Southern Illinois University in December 2024 with a BS in Automotive Technology. While finishing his final two courses, he is also working full-time as a service advisor at Kia.
THREE GENTLEMEN OF WOODHALL - MAX DROGIN ’24, NOAH GREENFIELD ’23, AND JACK WELLS ’22 ARE REPRESENTING THE PHOENIX WITH PRIDE IN THEIR RESPECTIVE FRESHMAN, SOPHOMORE, AND JUNIOR YEARS AT AMERICAN UNIVERSITY.
JAKE STERNBERG
Jake Sternberg graduated in May 2024 from Oakton Community College with his associates degree in general studies. Jake lives in Glencoe, IL, working for the Chicago Mitzvah Campaign. In addition, Jake volunteers weekly, reading for children and adults, and at the Treehouse Humane Society Cat Cafe.
2018
JAKE WHITEHURST
Jake Whitehurst will graduate in May from Queens University (Charlotte) with a degree in Graphic Design.
2018-2020
ZACH BREITBARD
Zach Breitbard is studying in Australia for his junior year at Babson College. When he’s on the Babson campus he sees Jimmy Donaghy ’22 occasionally.
2019
ALEX NEUSCHOTZ
Alex Neuschotz and his husband, Nathaniel Kingsbury were married on August 18, 2024. Mr. Woodhall, Alex Mellin ’19, Jack O’Rourke ’18, and Nic Sciurba ’16 were in attendance.
2022
AVI SKLONICK
Avi Sklonick is at the University of Rochester, majoring in optical engineering with a minor in aerospace engineering—and perhaps another minor in astronomy. In all his free time, he’s on the ultimate frisbee team.
for woodhall for the boys
YOUR GIFT MATTERS. At Woodhall, we are fond of saying, “To make a difference, you need to be different.” It’s in our motto, Soli Ipsi Adesse. Be Present. Be present to the student alone. Be present to Woodhall. Make a difference and support the school that makes a difference in the lives of young men.
PLEASE CONSIDER A GIFT TO THE PHOENIX FUND — FOR WOODHALL. FOR THE BOYS.
