Welcoming Alyssa Rickels, Our 9th Head of School
The Philadelphia School is thrilled to announce that Alyssa Rickels has been appointed as our ninth head of school. Alyssa, who has been serving as our interim head for the past year, is a dynamic and relational leader whose warmth and joy have instantly energized the community.
Known for fostering authentic connections, she leads with empathy, listens deeply, and inspires a shared sense of purpose and commitment across all parts of our school community. Her ability to build strong relationships with TPS students, faculty and staff, families, and alumni reflects her belief that education is most powerful when grounded in trust and a collective, child-centric approach.
We sat down with Alyssa to ask her a few questions as she embarked on her tenure as Head of School.
WHAT MADE YOU WANT TO BECOME THE HEAD OF SCHOOL AT TPS?
I have been fiercely committed to our extraordinary community, and the ways in which we educate children, ever since my oldest child (now 26) enrolled in the TPS preschool. When I joined the TPS staff seven years ago, it was not with the goal of eventually becoming Head; I simply wanted to continue serving a school I loved in a new and different way. No one was more surprised than I when the Board asked me to step in as interim head last year. But as I tell my children, when a door opens, be brave and walk through it! Be unafraid to try new things. As the year has progressed, I have found the work to be exhilarating - filled with opportunities to build new relationships, think strategically, and juggle many responsibilities all at once. TPS is an exceptional educational environment, and it is an absolute honor to be appointed to lead it. Like our students, I am a lifelong learner, and I expect to always be growing as a leader. We believe in teamwork and collaboration at TPS, and I benefit from being surrounded by experts who not only know how to deliver an excellent program, but who also strive to educate one another along the way. Having been in the role for a year now, I can say with confidence that the job is highly rewarding in many ways.
WHAT CHALLENGES DO YOU SEE FACING INDEPENDENT SCHOOLS TODAY, AND HOW DO YOU PLAN TO ADDRESS THEM?
Independent schools have always faced challenges; today is no different. What those challenges may look like at any given moment may change, but some will always endure: ensuring a program is relevant and mission-aligned, enrollment is strong, tuition is affordable, a budget is sustainable, and faculty and staff are competitively and fairly compensated, just to name a few. In 2025, schools are grappling with managing rapidly changing technology (devices, social media, AI) and understanding how that technology (and what that technology is displacing) will reshape what our children need to prepare them for their future. Independent schools are also continuing to uncover the long-term effects of the pandemic on children, and to keep a close eye not only on learning loss, but on social-emotional-behavioral trends. Finally, educational institutions are being fundamentally shaken by societal polarization and uncertainty, and considering how best to stay true to mission and care for the wellbeing of adults alongside children is paramount. As we embark on a new strategic plan in the not-so-distant future, keeping both ongoing and current challenges at the forefront will certainly shape our work.
WHAT CORE BELIEFS GUIDE YOUR WORK AS AN EDUCATIONAL LEADER?
There are many, but four immediately come to mind for me. First, healthy growth and classroom engagement happen best when children feel truly known and valued, and when they associate learning with joy and love - of exploration, of asking questions, of peers, and of adults who model kindness and respect. Second, curiosity and wonder inspire intellectual pursuit, resulting in knowledge and skill acquisition that motivate us to continue learning. We must always invite curiosity! Third, fostering a diverse and welcoming community, one where children can come exactly as they are and find acceptance and belonging, is vitally important to both academic and social success. As we think about preparing students for the future, helping them build a strong understanding of identity — how it shapes us, our relationships, and our choices — will equip them to navigate an unpredictable world with a clear voice, confidence, and resilience. Finally, as a leader, I believe deeply in sensemaking. All of my work begins with first asking the question: “does this make sense, and is it aligned to our mission and values?” If the answer is no, we need to change course.
WHAT’S BEEN YOUR FAVORITE WAY TO CONNECT WITH STUDENTS SO FAR?
The red game! Let me tell you about it. At the first Encuentro of the year, I looked out at the assembly of students and realized there were a lot of names I needed to learn. On a total whim, I asked the children if they wanted to play a game with me: I would wear red (one of our school colors) every day, and if they found it, they needed to say: “I see your red, my name is…” I thought the game might last for a few weeks and then fizzle out, but it is still going strong. From preschoolers to 8th graders — and even teachers! — we play every day. The game seems to have become my trademark, and our youngest students remind me on a regular basis that wearing red is my single most important responsibility as Head. They grumble when I make it too easy, and have strong opinions when I wear the same item on repeat, so as you can imagine, I spend a lot of time in my closet every morning!
WHAT’S BEEN YOUR MOST JOYFUL MOMENT IN YOUR NEW ROLE?
There have been countless moments! There is no way I can choose just one. What has brought me the greatest joy in this role? Hands down, it has been deepening relationships I already have, and building new ones with people I’m just getting to know. There is nothing I love more than a child bounding up to me saying, “Alyssa, Alyssa, let me show you something!” We encourage curiosity and teach children to advocate for their and others’ needs, both of which require adults to be present and attentive listeners. I always want our students, faculty and staff, and families to feel that I’m accessible, and at any given moment, they are the most important people in the room. I find joy in the smallest of gestures — the shy smiles, the use of my name in greeting, a tiny hand slipping into mine. All of which take place when trusting relationships are built between people.
IS THERE A FAVORITE BOOK, QUOTE, OR MENTOR THAT HAS INFLUENCED YOUR LEADERSHIP JOURNEY?
I shared this during my interview process, and it bears repeating, as this Leo Rosten quote really has guided my entire professional journey: “The purpose of life is not to be happy— but to matter, to be productive, to be useful, to have it make some difference that you lived at all.” Throughout my career, I have sought to positively impact the lives of others by helping them recognize their strengths, and build confidence that they have the power to make a difference and live lives of purpose. I am an educational leader by way of being a trained social worker, and I hold fast to the six core values of the social work code of ethics: service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles provide grounding and focus for how to think about delivering a superior academic program that simultaneously produces conscientious citizens of the world. And because we all learn together in a joyful, playful environment at TPS, it seems to me that as we examine Rosten’s definition of the purpose of life, happiness and making a difference are not mutually exclusive at all, but rather just the right educational recipe that makes us so special.
Celebrating Our Success and Shaping Our Future
Since its launch in July 2020, the Ours to Shape comprehensive campaign has been transformative for The Philadelphia School. Over the past five years, we have raised $17.5 million towards our $20 million goal, fueling critical renovations, program enhancements, and tuition assistance that have enriched the educational experience for our students and community.
A LEGACY OF IMPACT
Thanks to the generosity of our donors, the campaign has supported numerous programmatic and operational enhancements informed by our mission and aligned to our strategic plan of broadening place-based learning, expanding experiential learning and leading the way in progressive education. These have included:
FOSTERING SCHOOL COMMUNITY THROUGH BUILDING IMPROVEMENTS:
The first phase of the Lombard renovation project was focused on enhancing spaces that could bring our community together and serve as the ‘third teacher’ to augment progressive learning experiences. These spaces included The Yard, The Commons, The Teaching Kitchen, and the new entryway to the Lombard building. In just two years, we’ve seen how The Commons has allowed our afterschool, special programs, and camps to flourish. We’ve observed our older learners taking new risks and expanding boundaries during unstructured play in the Yard. In the Teaching Kitchen, mini-courses have been taught, Thanksgiving Feast lasagna has been prepared, and community has been built among the faculty and staff. All of these are just examples of ways our program has been strengthened and our spaces have helped to bring our community closer.
STEAM COLLABATORY AND CURRICULAR ENHANCEMENTS
In addition to our new STEAM Collaboratory space for integrated learning, in which we have three new laboratories and a new art studio, we hired an additional full-time STEAM integrator who has enhanced our curriculum, provided additional programming, and increased those offerings to more grades. We also invested in the latest technology and supplies, and doubled down on our seventh grade robotics program, leading to two years of trips to the state LEGO league competition.
CITY PARTNERSHIPS
We began our partnership with Smith Playground this year in an effort to begin to lay the groundwork for how partnerships can aid our children’s understanding of giving back to and supporting our city’s institutions. Working collaboratively with our faculty, we are in the process of designing ways to enhance and expand our partnerships with Philadelphia institutions in coming years.
PROFESSIONAL DEVELOPMENT
We have empowered our teachers with new opportunities to inspire professional excellence and grow. Through contributions to the TPS Fund, our faculty and staff have been able to pursue continuing education opportunities, ranging from courses on servicing students with neurodivergent needs, to outdoor education enrichment, to completing coursework toward additional degrees.
MIDDLE SCHOOL PROGRAM ENHANCEMENTS
We have made focused improvements that have enriched the academic and social experiences of our middle school students. Extended experiential learning opportunities have been added to the curriculum, enhancing the thematic cultural studies in those grade levels. In 2025-2026, we will add a full-time cultural studies integrator who will work with the grade level teams to support the content curricular arc and continuity of skills built across the grades.
TUITION ASSISTANCE THROUGH OUR PA TAX GIVING PROGRAM
Since the campaign launched we have raised nearly $6 million for tuition assistance through our PA Tax Giving Program otherwise known as the Educational Improvement Tax Credit (PA EITC) and the Opportunity Scholarship Tax Credit (PA OSTC) programs. We have increased this funding stream by 234% since the campaign began, allowing us to support additional students for whom tuition costs would be a barrier, to attend TPS. While the PA Tax Giving Program specifically supports children who live in underperforming school districts, these additional funds have allowed us to expand our overall tuition assistance budget and extend support to more than 33% of our students.
$17.5M raised over the past five years
WHAT’S NEXT: THE FINAL PHASE
As we approach the final stretch of our campaign, we are excited to announce that the public phase of fundraising is now open. We invite every member of our community to participate in helping us reach our $20 million goal by June 30, 2026.
As previously announced in the fall, we will embark on Phase E (for Energy Efficiency) which will allow us to take significant steps toward increasing energy efficiency across our campus.
This phase centers around critical upgrades to our electrical systems, HVAC, and the integration of renewable energy sources, aligning with our commitment to sustainability and reducing our environmental impact. In addition to these electrical upgrades, we will also be moving forward with Phase 3, which involves renovating our lower level to include:
• Two new music classrooms
• An updated breakout classroom
• Stronger integration with and adjacency to the new STEAM Collaboratory
• Enhanced office space for our administrative staff
These enhancements will not only improve our facilities but also further our mission of providing an exceptional, forward-thinking education.
JOIN US IN SHAPING THE FUTURE
While the Ours to Shape campaign will close out at the end of next year, our journey of growth and improvement continues.
With the hiring of our next Head of School, we will embark on a new strategic plan to guide The Philadelphia School into the future, including planning for our additional needs to align with our growing enrollment.
This campaign is a testament to what we can achieve together. There are many ways to contribute, all of which help to provide unparalleled progressive programming opportunities for our students and teachers. From helping provide funds to purchase instruments or instructional materials, to attend live musical performances at the Kimmel Center, to helping with capital improvements of the new musical spaces.
Every gift, no matter the size, brings us closer to our $20 million goal and ensures that The Philadelphia School remains a vibrant, innovative, and inclusive community for generations to come. Thank you for being part of this incredible journey. Let’s shape the future—together.
Barbara Stanley, Campaign Co-Chair
Mike Kerlin, Campaign Co-Chair, Advancement Committee Co-Chair
JJ Shirley, Advancement Committee Co-Chair
Zachary Klehr, Board of Trustees President
Adam Douberly, Trustee
James Nam, Trustee
Alyssa Rickels, Head of School
Megan Townsend, Director of Advancement
Emma Kimenhour, Director of Leadership Giving
OURS TO SHAPE CAMPAIGN COMMITTEE
The Starr Family Kitchen
Honoring Stephen Starr’s Legacy at The Philadelphia School
Stephen Starr’s influence extends far beyond the culinary world—his impact is deeply felt within The Philadelphia School community. A visionary restaurateur who has transformed dining in Philadelphia, New York, Washington, D.C., and Miami, Starr has also been a dedicated supporter of TPS for many years. His generosity, leadership, and belief in community have left a lasting mark on our school, culminating in the naming of the Starr Family Teaching Kitchen, a testament to his enduring legacy.
A father to four TPS children—Sarah ‘05, Sophie ‘14, Julian ‘25, and Nora ‘28—Starr’s commitment to the school has been unwavering. His contributions have touched nearly every aspect of campus life, demonstrating his dedication to enhancing the student experience. During the COVID-19 pandemic, he ensured the safety of our students and staff by providing essential testing resources. His support has also brightened our gym, literally, with the donation of new lighting. At EATS, the school’s beloved annual event, Starr has provided extraordinary food and services for as many years as the event has existed, helping to make the gathering a delicious success year after year. Most recently, his generosity extended to our new kitchen, where he donated high-quality cookware to support our culinary programs.
Starr’s passion for creating memorable experiences is evident not only in his restaurants but also in his commitment to TPS. He was born in Philadelphia and grew up in the New Jersey suburbs. While he didn’t attend TPS himself, he always had a love for the city and wanted his children to experience a strong education in the city. His career in hospitality began with an early love for entertainment at just 21 years old, blending food and comedy. Celebrating its 30th anniversary this year, Stephen and Starr Restaurants have transformed Philadelphia into one of the most vibrant restaurant cities in America. His trend-setting success, in Philadelphia and in New York, Nashville, Washington, D.C., and Florida, has earned him multiple honors, including “Restaurateur of the Year” from both Bon Appétit and Zagat and “Outstanding Restaurateur” from the James Beard Foundation.
“Supporting TPS in this way felt natural to me,” said Starr. “The kitchen is the heart of any home, and I wanted to help create a space where students and teachers can come together to cook, collaborate, and build community. It’s a place for learning, sharing, and fostering creativity—values that align with what TPS represents.”
With Gratitude
Honoring the Schwartz Siegel Family with The TPS Founders Award
For nearly four decades, Ellen Schwartz and Jeremy Siegel have exemplified the spirit of generosity, vision, and steadfast commitment that defines The Philadelphia School community. This year, we are proud to present them with the Founders Award, the third in our school’s history. Named in honor of TPS founders Cal Simon and Lynne Berman, this award is given to individuals whose extraordinary support has advanced the school’s mission and had a lasting impact on our programs, people, and campus.
The Schwartz Siegel family’s connection to TPS began with their two sons, both of whom thrived in our classrooms and found their own unique paths as learners. “We were always impressed that TPS could support both Andrew and Jeff— who are very different learners—and help them each flourish in their own ways,” Ellen shared. “By middle school, they were doing high school-level work, and they were excited by learning. The relationships they built with their teachers and classmates were incredibly strong and some of those relationships still remain. Additionally, many of their closest friends today are still friends they made at TPS.”
That deep, personal experience with the school has inspired decades of involvement. Ellen devoted herself to volunteer service, including serving as President of the TPSA. Her leadership helped nurture the culture of family involvement and community spirit that continues to define TPS today.
Education is a gateway. It makes so many other things possible in life.” “
- JEREMY SIEGEL
They were instrumental in the development of our Early Childhood campus, which expanded our Preschool and Kindergarten programs and created innovative spaces for young learners to grow. More recently, they helped make possible the renovation of the Lombard Building, particularly the creation of Lombard Commons, a dynamic space for collaboration, creativity, and community-building.
Through the EITC program, they have enabled students from a range of backgrounds to access a TPS education. “Education is a gateway,” Jeremy reflected. “It makes so many other things possible in life. We’ve always felt it was our goal to make that kind of education available to as many children as we could.”
The
“ - STEPHEN STARR
kitchen is the heart of any home, and I wanted to help create a space where students and teachers can come together to cook, collaborate, and build community.”
Stephen’s ability to bring people together around food, music, and shared experiences has shaped the restaurant industry and enriched the TPS community. While none of Stephen’s 41 restaurants are named after his children, we are so proud and thankful for the support he has given us over the years and that he is leaving a legacy for his family at TPS by naming the kitchen. The Starr Family Teaching Kitchen stands as a symbol of his generosity and vision—a place where students can gather, learn, and share meals, fostering the same sense of warmth and hospitality that Starr has cultivated throughout his career. The Philadelphia School is deeply grateful for his ongoing support, and we celebrate the profound impact he continues to have on our students, faculty, and families.
Over the years, the family’s generosity has touched nearly every aspect of the school. From annual giving to the Educational Improvement Tax Credit (EITC) program, to transformative capital improvements and countless hours of service, Ellen and Jeremy have helped ensure that TPS remains a place of joyful learning and opportunity for all.
Today, their legacy continues into the next generation. Ellen and Jeremy are now proud TPS grandparents—attending Grandparents and Special Friends Day, participating in learning celebrations, and frequently picking up their granddaughter from school. “We’re thrilled she gets to have the same experience our children did many years ago,” Ellen said. “There’s nothing more meaningful than seeing that kind of continuity and joy.”
Jeremy Siegel is a renowned economist and Professor Emeritus of Finance at The Wharton School of the University of Pennsylvania. Ellen Schwartz is a retired speech-language pathologist who spent her 50-year career helping children to communicate. Together, they’ve brought that same sense of purpose and care to The Philadelphia School.
We are honored to recognize Ellen Schwartz and Jeremy Siegel with the Founders Award, in gratitude for the enduring legacy they have created and the inspiration they continue to provide to us all. They will be formally presented with the award at a special ceremony next November.
Honoring Our Retired Teachers
Pam
Holland
After 21 incredible years of teaching, learning, and laughing alongside young children, families, and colleagues, we celebrate the retirement of Pam Holland. A steadfast advocate for nature-based education, a champion of outdoor play, and a beloved storyteller with a penchant for spooky tales, Pam leaves an indelible mark on our school community.
From the moment she stepped into our preschool program, Pam shared an unwavering belief that play is a fundamental right of childhood. Whether splashing in puddles, marveling at fall leaves, or building forts from branches, she ensured children had the space and encouragement to explore, create, and learn outdoors. She championed natural materials, thoughtfully selected classroom tools, and outdoor equipment that embodied her commitment aligned with our loose parts garden philosophy. For Pam, protecting children’s time outside was more than a philosophy—it was a daily practice, woven into the fabric of our school.
Pam wholeheartedly embraced our child-centered, emergent curriculum, fostering curiosity, creativity, and collaboration. Those fortunate to spend time in her classroom saw how she nurtured authentic learning, giving children the agency to guide their discoveries. From adventuring around TPS and the neighborhood to crafting countless magic potions, Pam transformed everyday moments into unforgettable experiences.
Beyond her dedication to nature-based learning, Pam has been a source of joy and laughter for all who have known her. Her love of storytelling captivated generations of children, leaving them wide-eyed with wonder and proving that a well-told tale can inspire, engage, and connect us all.
Perhaps what we will miss most is Pam’s genuine loyalty— not just to the children in her care but to her colleagues and the values that make our school special. A steadfast presence through trials and triumphs, Pam offered wisdom, humor, and unwavering support. Her legacy is one of love, laughter, and a profound respect for the boundless potential of young children.
As Pam embarks on this new chapter, we know she will continue to find adventure, joy, and plenty of opportunities to tell a great story. While her daily presence will be deeply missed, her impact will live on in every muddy footprint, every child lost in imaginative play, and every moment of fearless exploration in the natural world.
Thank you, Pam Holland, for 21 years of magic, play, and inspiration. Your legacy will forever be part of our school’s heart.
YEARS OF SERVICE: 2004-2025
Marco Velis
days, professional development sessions, and student progress reports 3.2k+
Students taught 5
Roles including Middle School advisor, Spanish teacher, soccer coach and more
WHAT DREW YOU TO TPS? WHICH TRIP WAS THE MOST SURPRISING?
My first visit to TPS was as a musician in 1991. came to perform Latin American music with my band. I was impressed with the students’ high levels of engagement and curiosity. The following year I was offered a Spanish teaching position. I enrolled my daughter who later graduated from TPS in 1997. Puerto Rico because of the warmth and welcoming spirit of the Puerto Rican people. Upon arrival we were given the most affectionate and generous welcome. learned that the perception of Puerto Rican identity as one exclusively linked to the United States is wrong. Puerto Rico is rich and distinct in cultural tradition, artistic expression, and national pride.
WHAT HAS KEPT YOU HERE? WHAT WILL YOU MISS? WHAT WILL YOU NOT MISS?
My first few years formed me as a progressive educator. I felt a deep connection to the soul of TPS and consider TPS my professional home.
OUT OF ALL YOUR STUDENT TRIPS, WHICH WAS THE MOST INTERESTING?
Mexico because each city, town, and region has its own cultures and cuisines. Mexico’s ancestral roots and cultural traditions run deep.
I will most miss my students and colleagues. I will not miss writing reports and looking for parking.
WHAT ADVICE WOULD YOU GIVE A PROGRESSIVE EDUCATOR JUST STARTING THEIR CAREER?
Be brave and daring when exploring new things. Open new windows and allow your imagination to fly.
Catherine Bogart-Rome
Catherine is retiring at TPS after 24 years of teaching. She taught in the primary unit from 2000 until she moved to the art department in 2014. Her art colleagues, Kait Renna and Rick Jacobsen, wrote this tribute to share about the impact that she’s had at TPS.
The year that Catherine joined the art department she had a suggestion for a project: creating a mural of the water cycle with third graders using a wet wool felting technique. This process requires carefully layering fine sheep’s wool, soaking it in warm sudsy water, and then rolling it back and forth until the wool attaches to itself creating an incredibly durable fabric. None of us art teachers had ever done anything like this, and what could go wrong with a bunch of 8 year olds energetically rolling wet soapy bundles all around the art room floor?!
Catherine brought more fiber arts projects to our curriculum, such as embroidery, wet felting soap rocks, and indigo dyeing. She enriched students’ motor skills, artistic vocabulary, and creative problem solving skills in ways that were both imaginative and deeply thoughtful. But she has brought more than just art instruction to her students—she’s brought presence and purpose. With a calm, caring energy, Catherine introduced mindfulness and meditation to the art studio, offering students powerful tools to center themselves before diving into their creative work.
YEARS OF SERVICE: 2000-2025
Colleagues will remember Catherine not just for her talent, but for her spirit: always ready to brainstorm, often with wonderfully unique ideas, and always willing to put in the time to turn them into something meaningful for students. She brings warmth, laughter, and a true sense of adventure to every project and conversation. Her humor, authenticity, and open-heartedness make her a joy to work with.
As it turns out, nothing can go wrong when you have an unflappable colleague who is willing to try anything and is as eager to learn new things as she is to teach them to others. Catherine brought so much to the TPS community both in the art studio and outside of it. Like the beautiful felted fabric she taught our students to create—where wool fibers, through patience, pressure, and a little bit of magic, bind together into something strong and lasting—Catherine’s many talents, far-reaching ideas, and deep care for her community have meshed into a legacy that is both vibrant and enduring.
From TPS...
At The Philadelphia School, we nurture a love of play, movement, and teamwork from the earliest grades—whether it’s a spirited game on the yard, a field trip to the Wissahickon, or a middle school sports match. For some of our alumni, that early spark has grown into a lifelong passion—and even a profession.
In this feature, we catch up with TPS graduates who have gone on to become professional athletes, coaches, and leaders across the sports industry. From ice skating rinks to arena offices, they share stories of perseverance, competition, and the values they carry with them from their days at TPS.
HOW DID TPS INFLUENCE YOUR PASSION FOR SPORTS?
“I have wonderful memories of playing games in the yard and park. I played on the basketball and tennis teams, which introduced me to interscholastic sports. Michael Zimmerman was our basketball coach and we had a great team. We grew up in the era of the “small gym,” but we always made the most of it. An annual highlight was the legendary obstacle course our PE teacher Marty Phelan would construct. It took up the entire gym and everyone loved it. The new gymnasium was introduced during my last two years, which was really exciting.”
EVAN
“TPS is full of dedicated teachers who are passionate about what they do. In middle school, I started to wonder how I could integrate my love of sports. Teachers like Emily Marston taught me to be passionate about things I’m interested in. Chris Taranta shared my love of sports, and we would often talk about the 76ers.”
MICHAEL
“ TPS definitely enhanced my love of sports. I had a core group of friends like Ryan Levan, Evan Burgos, Gabe Procaccino, Zack Frankel, and Ethan Schmidt. We talked about sports constantly, and every recess was touch football. The creation of the gym when I was in seventh grade was huge for my love of basketball.”
TJ
“My passion for ice skating began in third grade. Our entire class took group lessons at the 1923 rink at Penn, and remember how exciting it felt to be with my classmates outside of school. Now, as a third-grade teacher myself, I hear some of my students talking about those same group lessons. It feels full-circle and nostalgic. I always felt so supported by my TPS teachers. Even when I missed school for skating, they encouraged me. That support meant a lot.”
EMMA
“Sports were a big part of my experience at TPS. Playing sports at recess, Shelly Ridge, and after school. There were a lot of classmates I played and discussed sports with, both in my class and the classes above and below me that shaped my love for sports: Zach Marks, Isaac Emmett, Nathan Sandals, Dan Mozes, and Evan Burgos to name a few. I also remember discussing baseball with Chris Taranta who introduced me to the writing of Bill James which was an early introduction to the application of math to sports.”
JESSE
the Big Leagues
Emma Luckman ‘11 competing at the US Figure Skating Championships
WHAT IS ONE OF YOUR FAVORITE SPORTS-RELATED MEMORIES FROM TPS?
“One of my best memories at TPS was when we got to participate in the Penn Relays. remember how cool it was to run in front of the huge crowds, even though they probably weren’t there to see us. The energy and excitement really stuck with me.”
ASIM
“Recess football games, Marty Phelan’s obstacle courses, and my eighth-grade basketball season are my core memories. I remember specific games, like playing against St. Francis Xavier and Green Street Friends, with vivid details about key moments and players.”
TJ
“One of my favorite memories is playing soccer every day at recess during middle school. We’d run straight to the tennis courts after lunch—I’m sure I ate lunch at some point! We had these full-class soccer games, and it became such a regular thing that after we graduated, I created a Facebook group called Soccer at the Tennis Courts.’ We even organized reunions to keep playing together.”
EMMA
“A memory that sticks out is playing in the first basketball game when the gym opened. It was definitely nice to have an indoor space to play and practice when prior to that we would have to practice at the park outside in the freezing cold and we didn’t play any home games.”
JESSE
“I still remember Virginia Friedman timing me at the mile during one of our track events—going absolutely berserk on the last lap because I was about to hit a personal best. That encouragement really sparked the start of my running journey.”
ALISON
CAN YOU TELL US ABOUT YOUR PATH FROM TPS TO YOUR CURRENT ROLE?
“I always wanted to work in sports media and journalism. started early, majoring in journalism in college and working as a reporter at The Philadelphia Inquirer. After getting a graduate degree from Columbia Journalism School, I went into television at NBC News (going to work at 30 Rock every day was quite the experience). Then, I spent nine incredible years at HBO’s ‘Real Sports with Bryant Gumbel.’ Now, I’m at Netflix in a creative strategy role, supporting live sports programming.”
EVAN
“I’m the Director of Sports Media Relations for the Miami Heat. During college, I did internships with the 76ers and Celtics. After graduating, worked with the Golden State Warriors for a year, then returned to Boston, and now I am starting my 22nd season with the Miami Heat.”
MICHAEL
“My path started in seventh grade when I fell in love with basketball. I played at Penn Charter, then went to Earlham College and played all four years, becoming a captain my senior year. After college, I was actually burned out on basketball. I taught in Thailand, then came back and started teaching at Penn Charter. I was coaching part-time but didn’t consider myself a basketball coach. Around turning 30, I decided I wanted to focus on coaching basketball. I worked at Swarthmore College as an assistant coach and then came to Shipley to be the head coach.”
TJ
“ have been with the Thunder since I graduated from college in 2009. I think reading the book Moneyball when I was a senior in high school was probably the first time I considered that there could be a career in sports as someone who was not a high-level college or professional player. I took a class my sophomore year in college called The Statistics of Sports and that started me down a path reading statistical analyses of sports and reaching out to people who were working in that field. That led me to assisting a professor who was doing work analyzing sports which led to a summer internship with the Eagles and ultimately an internship with the Thunder which turned into a full-time role.”
JESSE
“I got my first offer to play college football when I was a sophomore at Haverford from Rutgers University. Even though I ultimately chose to play for University of North Carolina, that first offer from Rutgers showed me that college football was a real possibility for me. Similarly, my final season at UNC was an important turning point for me that helped me realize how much I had grown and that I was capable of achieving my dream of playing in the NFL. After college, I was drafted to the Cowboys, and my ultimate goal is to become a VP for a professional team after I am finished playing.”
ASIM
Asim Richards ’15 on gameday
TJ Ferrick ’02 coaching The Shipley School basketball team
Alison Campbell ‘06 competing for Team USA
Michael Lissack ’91 with NBA All-Star, Dwayne Wade
WHAT’S
SOMETHING ABOUT WORKING IN SPORTS THAT PEOPLE MIGHT NOT REALIZE?
“It’s a broad, complex industry with countless job functions. You can be a lawyer, physician, marketing professional –anything, you name it. If you love sports, and want to be close to them, you can find an angle.”
EVAN
“The sacrifices you sometimes have to make. I’m not paid for this, so I have to be a bit selfish. I didn’t realize how important support systems for nutrition, mental health, and even supplements are. There’s so much you need to research on your own.”
ALISON
“The mportance of time management. As a freshman college athlete, had to learn that very quickly. At Miami, we had mandatory “study table” hours each week for all first-year athletes, which really helped. I had early morning practices, classes, and then more practice in the evening. That didn’t leave much time for assignments, so I had to get organized fast.”
EMMA
“ What really jumped out at me when I first started working in sports is the complexity of the logistics. Teams are traveling all over the country on tight schedules, and odd hours, landing at 3 am in a new city and having to play a game later that day. There are so many people and roles involved in operating a professional sports team that most people never see or hear about.”
JESSE
“One thing for sure is that pro athletics is truly a business. People will be here one day and they can get cut or released at any time. That’s why you have to work hard, be grateful, and enjoy the moment while you’re here—you can’t get too caught up in what you’re going to do next.”
ASIM
WHAT ADVICE WOULD YOU GIVE TO TPS STUDENTS WHO ARE INTERESTED IN PURSUING A CAREER IN ATHLETICS OR SPORTS MEDIA/MANAGEMENT?
“Don’t just focus on being a fan. Be strategic and find your niche. It’s a competitive field, so start thinking about what your path could be. Have a vision and set a course, but be prepared to adapt along the way. ”
EVAN
WHAT TPS VALUES HAVE YOU CARRIED WITH YOU?
“I remember Sandy Dean shaking hands and saying goodbye to each student, by name, at the end of every school day, which was an early example of professionalism that has always stuck with me. I also try to be loyal, dedicated to my career, be good at what I do and to be a good person, which are all things TPS taught me over the years.”
MICHAEL
“The ability to think outside the box, be creative, and approach things differently. TPS taught me to interact with the world in a unique way that helps me stand out in my field. Treating everyone with respect and not adhering to hierarchical thinking is also something I learned there.”
TJ
“TPS fed my natural curiosity. One story that stands out is Sandra Dean learning Spanish with our class so she could chaperone our Mexico trip. That showed me the importance of lifelong learning.”
ALISON
“The biggest one I hold onto is community. That’s what I loved about synchronized skating—it felt like being part of something larger than myself. Whether it’s n the classroom, in sports, or in life, I try to build that same feeling of belonging and teamwork. When I hear students say they’re feeling disconnected or left out, I try to model what TPS showed me: that everyone matters and has a place on the team.”
EMMA
“Do internships - they help you understand what you’re interested in and allow you to build a network. Teams like to hire people they know, and internships provide that opportunity.”
MICHEAL
“Two things: First, the skills and mindsets from TPS will help you stand out. The creativity and unique way of thinking you learn there is invaluable. Second, find a mentor — a “master” who can guide you. Working under someone experienced can really accelerate your career.”
TJ
“Believe in yourself and be your own advocate. What’s for you will not go past you—it’s a Scottish saying I love. The path may not be obvious, but there are many ways to reach your goals. Reach out to mentors—people want to help.”
ALISON
“I would say to start with what your academic interests are and then figure out how they would be relevant to sports. There are so many skills and disciplines that could have applications in the sports world (journalism, medicine, sales, public relations, data analysis, law, etc.) that if you build up a skillset that would be valuable ndependent of sports, there is probably a way to apply that to the world of sports.”
JESSE
“Find a sport or activity that makes you feel confident—even if it’s not something everyone else is doing. I didn’t do schoolrelated sports, but skating was my thing.You don’t have to be the best. What matters is that you care enough to put in the effort. Like learning an instrument, it’s about building confidence through practice and passion. Don’t just follow the crowd—unless someone else’s journey inspires you to try something new. In that case, go for it!”
EMMA
“If you like the sport you’re playing—keep working at it. Sports are great at teaching you how to persevere through hard things. Even though things might not go your way this time, you can always try to do it better next time. This resilience is so important not just for careers in sports but life in general.”
ASIM
Evan Burgos ’02 shooting an HBO Sports documentary in India
How Priscilla and Robert Foley’s Generosity Continues to Shape TPS
When Priscilla and Robert Foley first called The Philadelphia School in the early 1990s, they had a simple yet profound question: Would the school be willing to enroll qualified international students if the Foleys provided the necessary tuition assistance for these students to have access to a strong progressive education?
Other schools had turned them away, unwilling to understand their interests and philanthropic goals. But at TPS, they found someone, Sandy Dean, long-time principal at TPS, who was willing to listen and understand the impact that they wanted to have. Priscilla and Robert Foley were not TPS parents, nor did they have a direct connection to the school before that first phone call. But they believed in the transformative power of education and saw TPS as a place where their generosity could have real impact.
“When I first met Priscilla and Robert, I was moved by how kind, thoughtful and generous they were, “ recalled Sandy Dean, Principal Emeritus. “We both had similar goals, which was helping students in Philadelphia have access to strong early childhood education. They explained that TPS wasn’t their first call, but that we were the first to truly listen and understand what they wanted to accomplish.”
That initial conversation led to a decades-long legacy of generosity. The Foleys ultimately supported more than ten students from Kindergarten through 8th grade at TPS, many of whom they also supported through high school and college. Their commitment extended beyond financial assistance— they attended learning celebrations, graduations, and built lasting relationships with the students and their families.
The Foleys’ generosity did not end in their lifetimes. Following their passing—Priscilla in 2009 and Robert in January 2023—TPS received a bequest from their estate, ensuring that their vision of educational access and opportunity will continue for future generations. Their story underscores the profound and lasting impact that planned giving can have on a school community.
A LEGACY THAT ENDURES
Planned gifts, like the one left by Priscilla and Robert Foley, are a powerful way for donors to make a difference. They provide long-term stability, allowing the school to sustain its mission and expand opportunities for students. Whether through tuition assistance, program support, or campus improvements, bequests ensure that a donor’s values live on for generations to come.
Robert Tappan Foley, born in 1930, was an actuary by profession and a lifelong learner with a deep appreciation for education. He and Priscilla, born in 1937, spent much of their lives in Philadelphia and their love for learning, paired with their desire to help others, led them to TPS—and ultimately, to a legacy that continues today.
Their story is a testament to the power of listening. Because TPS took the time to understand their vision, students have had life-changing educational experiences, and the impact of their generosity will carry on to the lifelong learners of tomorrow.
By including TPS in their estate plans, donors—just like the Foleys—can establish that their values and generosity live on, creating opportunities for future generations.
To learn more about planned giving and how you can leave a legacy at TPS, please contact our advancement team at advancement@tpschool.org.
When I first met Priscilla and Robert, I was moved by how kind, thoughtful, and generous they were.” “
-SANDY
DEAN, PRINCIPAL EMERITUS
Joie De Vivre
This year’s EATS fundraiser was a tremendous success, raising nearly $110,000 for the TPS Fund! The event truly embodied this year’s theme, Joie de Vivre, thanks to joyful decorations crafted by our talented TPSA volunteers, vibrant conversation, laughter, and revelers dancing the night away. The garden came to life with over 450 attendees— including parents, teachers, staff, alumni, and sponsors. We savored delicious local bites from both new and longtime partners, enjoyed live music from our talented teachers, and deepened connections across our community. We can’t wait to be back at TPS next May for EATS 2026!
Family Sponsors
The Chalal Family
The Edmonds/Hsu Family
The Edwards Family
The Jones Family
Deborah and Zachary Klehr
The Luk Family
Ellie & Jeff Marrazzo
The Marmero Family
The Middleton-Fields Family
The Mozes Family
The Prioleau/ Anderson Family
Becca & Dan Shapiro
The Stanley Family
Keren Veisblatt Toledano & Michael Toledano
Congratulations Class of 2025
Our Graduates
ABIGAIL MCTIERNAN
ALDEN ALBERT RAVITZ
ALI O’HANLON
BENJAMIN CHEN MOORE
CARSON JAMES BUTLER
CARTER BROWN
CHLOE L. MCNEIL
CHRISTOPHER-AVERY LUK
DAI ROBERT PARRY
DYLAN ISAAC INSCHO
EZEKIEL CHARLES JOHNSON
FELDMAN
JULIAN ADAM STARR
LOGAN MAYS LEDERER
MAREN SOPHIA MCCORMICK
MAXFIELD ANDREW SOLOBY
MAXWELL HARRISON JONES
MAYA ANN ZIMMER
MESKEREM ORLI TEEL
MICAH REUBEN SEGAL
NAHMEE CECILIA RIDER-LEE
NATHAN ROY SHAPIRO
NIKO HUMBERT
PETER KATSUJI OHTA
PORTER C. MARSH
RILEY MCKENNA
RONAN DOOLAN HUMOWIECKI
SARA MARGARET BRENNAN
SHANIYA LASHAE EDMONDRIA
GARNER
SUNNY RODRIGUEZ
TESS MCKENNA
THEO JOVANY PHILIPPE
VIENNA BLAKE CANNO
WHITNEY DARA ALIG
Where we’re headed
CENTRAL HIGH SCHOOL
FRIENDS’ CENTRAL SCHOOL
FRIENDS SELECT SCHOOL
GERMANTOWN FRIENDS SCHOOL
HARVARD-WESTLAKE SCHOOL
MOUNT SAINT JOSEPH ACADEMY
PHILADELPHIA HIGH SCHOOL FOR GIRLS
SAINT JOSEPH’S PREPARATORY SCHOOL
SAINTS NEUMANN GORETTI HIGH SCHOOL
SCIENCE LEADERSHIP ACADEMY - CENTER CITY
SCIENCE LEADERSHIP ACADEMY - BEEBER
SPRINGSIDE CHESTNUT HILL ACADEMY
THE LAWRENCEVILLE SCHOOL
What does The Philadelphia School help bring to its students? Joie de vivre—a robust enjoyment of life.
What does Jeff “City” Block offer his clients? Joie de residential real estate—along with the skill and experience to deliver the absolute best in Expert Real Estate Representation since 2001. Superior Results. Ask Me
2501 Lombard Street Philadelphia, PA 19146
The Philadelphia School educates children for a future that is impossible to know but not impossible to shape. Learn here. Go anywhere.
If you’re receiving this magazine in error, extra copies of the magazine, or have noticed a misspelling or error in your name, please let us know! Email all updates to advancement@tpschool.org.