COMPASS THE
WINDWARD CELEBRATES 10 YEARS IN MANHATTAN
COMPASS
The Compass is published twice a year by the School's marketing and communications office. It is a magazine for The Windward School community.
Jamie Williamson
Head of School
JP Bifone
Director of Marketing and Communications
Jana Cook
Editor and Associate Director of Marketing and Communications
Contributing Editorial Staff:
JP Bifone, Timothy Brosnan, Hope Geise, Lucy
Godman, and Nicole Nearchou
Contributing Writers:
Timothy Brosnan, Jana Cook, Hope Geise, Meghan Kennedy, Nicole Nearchou, Heather Schutzer ’26, and Jamie Williamson
Contributing Photographers:
Timothy Brosnan, Mark Liflander, Joe Martin, Siobhan Mullan, Susan Nagib, and Nicole Nearchou
Design: hgDesign, NYC
BOARD OF TRUSTEES 2025-2026
Maria Reed, President
Jenny Price, 1st Vice President
Peter A. D’Avanzo, 2nd Vice President
David Friedland, Treasurer
Staci Marlowe, Secretary
Denis J. O’Leary, III ’06, Member-at-Large
Patricia L. Wolff, Member-at-Large
Akeela Azcuy, PhD
Margi Booth
Reed Brodsky
Michael Cummins
Beth Demba
Chris Dooley
Meredith Jenkins
Mitchell J. Katz
Ian Levine
Magdalena Zavalía Miguens
Josh Rosen
Stacey Schutzer
Kenneth Squire
Reed Switzer
Jennifer Weyburn
The Windward School does not discriminate in admissions, employment, or administration of programs on the basis of gender, race,
or ethnic
or
Note: At The Windward School, a student's class year is the same as their high school graduation year.
Growth
We believe that everyone is capable of growing and learning. At Windward, a growth mindset is shared by all and takes many forms, from academic growth for students to professional growth for faculty and staff.
Head of School
One thing I’ve learned through my years as an educator—and as a cyclist—is that true, lasting progress comes from sustained effort. Growth happens in incremental moments, which may seem small when viewed individually, but when viewed as part of the larger picture, these moments can accumulate to make something incredibly meaningful. This is true whether I’m trying to achieve a personal best during a bike race or striving to expand the School’s program to reach more students each year.
Theming this issue around Windward’s core value of growth feels particularly fitting as we mark the 10-year anniversary of our Manhattan campus. A milestone celebrated in this issue’s feature story, the expansion of Windward’s presence to New York City was the result of years of preparation, training, community support, and an unwavering commitment to transforming more lives with the gift of literacy.
With the aim of continuing to help our students grow emotionally as well as academically, our community is also in the process of implementing RULER, a systematic approach to cultivating one’s emotional intelligence. The SEL Spotlight in this issue unpacks a tool known as the Meta Moment—a roadmap on how to internally press “pause” during a heightened emotional state, which can prevent a less-than-ideal reaction.
For the first time, we held our annual Homecoming celebration in Manhattan, a tribute to the scores of incredible alumni who have attended Windward in Manhattan since the New York City campus opened.
These are just some of the highlights of this issue of The Compass. I hope to see many of you at the events planned throughout the year to celebrate Manhattan’s tenth anniversary, as we recognize all the work and dedication that has brought us to this moment.
Jamie Williamson, EdS Head of The Windward School and Executive Director of The Windward Institute
Below: Jamie Williamson and Manhattan Lower and Middle Schools Campus Head Jason Mott prepare to ride to Albany for Dyslexia Advocacy Day.
WINDWARD CELEBRATES 10 YEARS IN MANHATTAN
One school. This was the principle guiding years of planning that would enable The Windward School to open a campus in Manhattan. And there were many pieces—ideating, fundraising, hiring, training, building—to be arranged with meticulous care, always with the aim of preserving the fidelity of Windward’s program.
Realizing this vision necessitated a level of collaboration unparalleled in the School’s history, an almost obsessive attention to detail, and a willingness to take on what others had dismissed as impossible. Driven by the ambitious goal to double the number of students served by Windward’s program at the time, the School’s leadership team set to work. Throughout the process, they remained undeterred by the significant amount of capital to be raised, the labyrinth of logistical considerations, or even the longest winter freeze on record in New York City throwing a wrench in the construction timeline. Ultimately, the story of how The Windward School opened a Manhattan Lower and Middle Schools campus is a testament to its determination to move ever closer to its vision: a world where every child with a language-based learning disability is empowered to achieve unlimited success.
10 YEARS IN MANHATTAN
ARTICULATING THE VISION
Shortly after Dr. John Russell joined Windward as the head of school in 2006, it became clear that it was imperative to broaden the School’s capacity to serve more students. “One of the things that struck me and was repeated by virtually everybody,” Russell says, “was what a shame it was that we had to turn away so many kids who desperately needed another opportunity to learn and to be taught the way they needed to be taught—an opportunity that Windward provided to a limited number of kids.”
The need for Windward’s program was rapidly outpacing the number of seats available, with the admissions office routinely running wait lists. And for students who lived in New York City, New Jersey, and Long Island, the commute to Westchester was intense. Assistant Head of School for Enrollment Management Beth Foltman and Assistant Director of Admissions Tristes Dunn recall, “There was one student that used to bring a pillow on the bus so he could take a nap during the 60-minute journey to school each day.”
Making the program more accessible by adding a campus to serve students in the metropolitan area was a natural step forward for Windward, one that for years was seen as not feasible. Russell notes,
“I frequently used an analogy talking about this,” Russell says. “We have penicillin that can prevent children from having a major illness, if we can just get the distribution right to help more kids.”
The primary question was, could Windward sufficiently train enough teachers in Westchester to successfully run the program in a different location? Ensuring that the curriculum and its delivery was consistent across multiple campuses would be no small task; however, maintaining program integrity would be paramount for a successful expansion into Manhattan.
So the trustees and administration began an exploratory journey together, bringing Sandra Schwarz—then director of the Windward Teacher Training Institute, now director of faculty recruitment and special projects—into the process to address particulars around hiring and training the necessary teachers. Schwarz remembers, “We used to put huge sheets on the walls to brainstorm everything we could think of, to the smallest detail, as a pre-mortem. The training piece was so important, and we knew we had to get it right.”
Dr. Russell greets students on the first day of school in fall 2015
GROWING THE TEACHER TRAINING INSTITUTE
Staffing a new campus would require not only more teachers but also curriculum coordinators, staff developers, and dedicated spaces for training new faculty. In 2011, the Windward 2020: Share the Vision Capital Campaign launched, which included a campus in Manhattan and a home for the Windward Teacher Training Institute (WTTI) at Westchester Middle School (WMS). That same year, Schwarz started a multi-year recruitment effort to train additional teachers-in-residence. That way, the School could transition fullytrained teachers to the New York City campus without depleting the ranks of seasoned faculty in the Westchester campuses. The Summer Intensive Program (SIP)—in-depth, collaborative work on different areas of curriculum and lesson planning—had previously been open by invitation only; Windward began to welcome first-year teachers to engage in this opportunity to grow their knowledge base. Because the system of mentorship between lead teachers and teachers-in-residence is fundamental to the implementation of the program, the leadership team knew that each campus would need a mix of veteran teachers and newer faculty. During planning, they regularly surveyed staff to ascertain who may be willing to work at the new campus.
Building an annex at WMS to house teacher training spaces was critical to a successful expansion of the School; however, the process did not come without its hiccups. Salzer recalls feeling grateful for the expertise of fellow board member Joe Lorono, a well-known builder in Westchester. “We were getting ridiculously high quotes to tear down the old dormitory building at the middle school. Joe said he could bring his bulldozer and handle the demolition himself.” By 2012, the Judith C. Hochman Building at WMS had been completed, including a lecture hall, classroom space, administrative offices, and the state-of-the-art Maureen Sweeney Auditorium. (Sweeney led the admissions team for many years and, critically, throughout the transition to opening in New York City.)
The School was well on track to open in Manhattan in 2015.
THE PIVOT
Securing a permanent home for Windward in Manhattan was a painstaking endeavor with a number of false starts, but help came by way of Fredericks, who knew of a building in development by Related Companies. They were still seeking a tenant for one of the units. “That’s when a number of the other trustees jumped into the fray, particularly Tim Jones, who was a real estate developer,” says Russell. Salzer adds, “Without Tim, making the real estate deal could have been a nightmare. But it was just like another Thursday morning for him, so he knew what to do.” Jones negotiated with Related to ensure Windward would own the space, while Eric Schwartz, also a developer, stepped in to assist with the contract. When the time came to blueprint the new space, Lou Switzer, an architect, was instrumental in helping design the layout of the building. Mark Goldberg had extensive experience as a builder, and he attended every construction meeting. Board treasurer Mark Ellman partnered with the head of Windward’s business office, Stephen Littell, to run hundreds of financial simulations. In tandem, the director of development at that time, Barb Drayer, ran scenarios outlining fundraising needs for the capital campaign. “It was a very special group of people that got behind this project and pushed it through,” Salzer says.
But even the best-laid plans run into the occasional roadblock, and this one was quite literal: a deep winter freeze that blocked construction vehicles from accessing the site. With construction stalled, it soon became obvious that the building would not be ready to open for the 2015-2016 school year. However, 107 students in grades 3–6 were already under contract to attend Windward in Manhattan, and delaying the opening was not an option. It was time to pivot. The School commenced the search for an alternative location for the first year of the Manhattan campus, and when it was discovered that a parochial school on West 97th Street had recently ceased operations, Russell and Jones entered into conversations with the Archdiocese of New York. They were able to secure a lease on the former school building, and work began in earnest to ready it for Windward students in the fall.
THE
The School had already tapped the campus head at Westchester Lower School—Leslie Zuckerwise—to run Manhattan Lower and Middle Schools, and she turned out to be the ideal pick. Zuckerwise fostered a positive, collaborative spirit among Manhattan colleagues from the moment planning began. The year prior to the campus opening, she began encouraging partnership among staff members slated to teach in Manhattan. “Leslie was so intentional,” explains Manhattan Lower School Teacher Sarah Nordgren. “During professional development time on Fridays, she grouped us so that all the Manhattan people would be together, already laying the groundwork for what would become such a special bond among the group of people working there.”
Coordinator of Science Paul Lennihan fondly remembers outfitting their new classrooms with materials from a storage area on the fourth floor of the Upper West Side building. “We all went on a scavenger hunt,” he says, “just kind of combing through the space to find items we wanted to bring down to our classrooms, which were massive with these high ceilings and a lot of space to fill. There was just this can-do spirit and grittiness in making our program work in this interesting space.”
Coordinator of Language Arts Sarah Golden recalls, “It was just such a perfect example of true teamwork, because we were all working towards this goal of having this campus succeed and getting it off the
ground.” Coordinator of Language Arts Danielle Ngo adds, “We learned to rely on each other to face each new challenge, whether that was finding furniture for our classrooms, putting together a temporary library space, or dealing with the ‘ghost’ in the basement bathrooms!”
Without exception, every faculty and staff member from that first year in New York City who was interviewed mentioned the unique sense of camaraderie on the campus, extending from faculty and staff to students and their families. “The energy was palpable,” says Coordinator of Language and SpeechLanguage Pathologist Nicole Berkowitz. “There was a real sense that whatever comes our way, we’ve got this. We’re going to support each other, and we’re going to laugh and cry together. I give credit to Leslie for fostering a culture of real trust and true collaboration. She demonstrated great care for all.”
Manhattan students and their families embraced the enthusiasm and positivity that surrounded the campus, as well. Administrative Assistant Laura Monardo shares, “There was so much excitement about the School opening in the city. And the group of families that first year left such a lasting impression because they were in it with us, helping build this new community.” Associate Director of Math Victoria Scarinci adds, “It was
OG MANHATTAN CREW
Author visit at the Upper West Side campus
a small group of students. They were so close, with each other and with the teachers. There was a sense of belonging, ownership, and pride amongst students and teachers alike.”
BUILDING COMMUNITY
Often the process of opening a new campus can be bumpy, but Windward benefited from a solid framework that had been built in Westchester, which extended to programs such as drama, sports, and extracurricular activities. Coordinator of Activities Elly Steiker-Pearl notes, “Mentors would visit from Westchester to ensure fidelity of the program. There was an intentional focus on making sure the most important parts of the program stayed consistent while allowing Manhattan to have its own feel. [Former Performing Arts Chairperson] Betsy Hooper was coming to New York City on a regular basis. And I was able to visit Westchester campuses to see drama productions there, as something to aspire to as I built the program.”
Athletic Director Dan Smith and Director of Health, PE, and Athletics Marilyn Hunt knew that establishing an athletic program in Manhattan would require some ingenuity and outreach; the goal was to mirror the Westchester program as closely as possible while taking advantage of what the city had to offer. Athletic facilities such as the John McEnroe Tennis Academy and Asphalt Green, for example, were easily accessible. “There was a thriving program in the city,” Hunt explains. “We knew that from visiting other schools and meeting with athletic directors. It was exciting to see that there were programs similar to ours, to support our students’ needs, and that we could soon become part of the Manhattan athletic leagues.”
Adds Smith, “Marilyn’s idea, which I thought was genius, was to design the sports offerings as intramural programs first, in order to gauge interest.” Within three years, Smith was able to start an interscholastic program, with Windward competing against other schools. “There was a lot of trial and error,” he says. “It was a process, but it was fun.”
IMPACT
One unexpected benefit of combining elementary and middle grades in Manhattan was the fluid communication among lower school and middle school teachers. Associate Director of Language Arts Colleen McGlynn explains, “Having all those grades in one building really helped with vertical alignment of the program. With everyone under the same roof, it helped make processes more universal, and it eased transitions from grade to grade.” Coordinator of Special Services Rachel Leone agrees: “There was this built-in awareness among faculty members, too. To know where your students have come from, what their struggles are, and what their needs are, and then also have the foresight to know what you have to prepare them for, it’s priceless. And it’s such an integral part of being a teacher.”
Open communication among all faculty and staff may have been a natural outcome of combining lower and middle schools at Manhattan’s campus, but it was also a key factor in the successful implementation of Windward’s program there. “Everyone went above and beyond to do their job and do it well,” says Zuckerwise. “There was a lot of joy and laughter, but at the same time, we all took this charge incredibly seriously because we were delivering this very important education to these students. At the end of the day, we’d smile amid the challenges and just know we’d done some good.”
Below: Campus Head Leslie Zuckerwise poses with students on the first day of school at the Manhattan Upper West Side campus, 2015
The Manhattan campus of the School is now a wellknown fixture in New York City, “having gone from a little school in Westchester doing amazing things to establishing a real foothold in the city,” explains Associate Head of School Jonathan Rosenshine. Head of School Jamie Williamson notes, “That has had a massive impact on the reputation and awareness of the world of Windward.” And with this awareness comes opportunities for even more students to benefit from the School’s programs, all born from the kernel of an idea that grew, until the notion that Windward couldn’t possibly open in New York City was replaced with the certainty that it would.
In the years since the Manhattan campus opened, it has grown in numbers and seen its community flourish. “Windward has for decades brought students together for one very specific mission, and the realization of a campus in the city has meant that we are able to serve more students and families while remaining committed to that mission,” says Campus Head of Manhattan Lower and Middle Schools Dr. Jason Mott. “Our reach into all five boroughs, New Jersey, and sometimes wider brings together a range of perspectives, experiences, and personalities that result in a dynamic community that mirrors the energy of the city. I feel that energy each day, and it motivates us all, faculty and staff alike, to make a positive impact on the lives of our students and families.”
Campus Head of Westchester Lower School Dr. Daniele Kass, who led Manhattan’s campus following Zuckerwise’s retirement, adds, “As Manhattan’s campus head, I saw the campus not only grow but also develop its own distinct character—absolutely Windward at its core, yet with a special flavor that reflects the vibrancy, diversity, and determination of the city.”
Certainly, more than a decade ago, the School’s leadership team leaned in with that signature New York tenacity, doggedly committing to an audacious goal that ultimately led to Windward’s successful expansion into Manhattan. One vivid memory shared by Steiker-Pearl perfectly illustrates how important it was to broaden access to the program: “On my first day at Windward on the Upper West Side campus, I was standing outside at arrivals. I noticed a man standing by the door, but he hadn’t arrived with any children. So, we were keeping an eye on him. Eventually, Jeremy [Bletterman, former assistant division head of Manhattan] approached him and asked, ‘Can I help you?’ The man asked if this school was part of The Windward School in Westchester. Jeremy answered yes, and the man said, ‘That school changed my life.’”
Below: Dr. Russell poses with Maureen Sweeney in the newly completed auditorium at WMS
2007
Windward Teacher Training Institute (WTTI) received accreditation from the International Multisensory Structured Language Education Council (IMSLEC).
2011
Windward 2020: Share the Vision Capital Campaign launched.
• Project ultimately raised $29M
• Funds supported construction of Judith C. Hochman Building at Westchester Middle School, a home for the WTTI, and the Manhattan campus on the Upper East Side
2012
WTTI facility completed. Included
• lecture hall
• classroom space
• administrative offices
• state-of-the-art auditorium
2015
Manhattan campus opens in temporary facility at 97th St and Amsterdam Ave. to 107 students
2016
Permanent 60,000 sq. ft. location opens at 212 E 93rd St to 205 students in grades 2–7
2017
Manhattan Middle School expands to include 8th grade and increases enrollment to 274 students
2018
WTTI receives Perfect Reaccreditation Score by IMSLEC
2020
The WTTI becomes The Windward Institute (WI) and Windward Teacher Training Program (WTTP)
Each trustee who served between FY2010 and FY2017— during the planning and opening of Windward’s campus in Manhattan —contributed to its success, and the School is incredibly grateful for their commitment to and passion for this project.
Ellen Bowman
Michael S. Bruno*
Fredrick J. Chapey, Jr.
Thomas J. Coleman
Elizabeth A. Crain
Theresa Davidson
George P. Davison
Amy Jo Dowd
Mark A. Ellman
Andrew R. Feldman
Nicholas B. Finn
Thomas E. Flanagan
Devon S. Fredericks
Lori K. Garbin
Alexander A. Gendzier
Mark T. Goldberg
Jeffrey B. Goldenberg
Arthur A. Gosnell
Margaret M. Grace
John K. Halvey
Craig M. Hatkoff
Tim M. Jones
Mitchell J. Katz
Gregory D. Kennedy*
Stacy S. Kuhn
Christine LaSala
Joseph Lorono
Raul Martinez
Michael V. McGill
Janice Meyer
Denis J. O’Leary III ’06
Maria Reed
Leslyn Rigoni
Katie Robinson
Susan C. Salice
Michael R. Salzer
Carolyn H. Salzman
Eric Schwartz
Adam J. Shapiro
Tapley Sheresky
Lisa Sternberg
Andrea Stewart
Ann F. Sullivan*
Robert J. Sweeney
Lou Switzer
Patricia L. Wolff
Note: Every effort was made to include each trustee involved in the School’s expansion into New York City. For anyone inadvertently left off this list, Windward is grateful for all their efforts on behalf of the School.
* deceased
Unpacking the RULER Tools: The Meta Moment
Most people can recall a time when they were flooded with emotion and reacted impulsively to something in the moment; it’s a common, albeit cringe-inducing part of the human experience. But one RULER tool—the Meta Moment—helps us to lean in with a different approach that can stop a reflexive reaction in its tracks.
As Windward continues its process of implementing the RULER approach to grow our emotional intelligence as a community, one focus is giving students concrete strategies to identify and manage strong emotions. In the spring issue of The Compass, we described the Mood Meter, a simple tool that helps build awareness of emotions in ourselves and others.
This article in the series on RULER will help unpack the Meta Moment, which is a series of steps that allows us to give ourselves space between an emotion triggered by an event and our response.
In the simplest terms, it’s an easy-to-understand routine, accessible to young children and adults alike, that helps us be intentional rather than impulsive in difficult moments. There are four steps involved in taking a Meta Moment, as shared by the Yale Center for Emotional Intelligence.
SENSE
The first step is recognizing that something has happened in your environment, body, mind, or behavior.
Maybe you feel your heart start to race, your teeth clench, and your face flush after witnessing an injustice, prompting you to shift into the unpleasant, high energy (red) quadrant.
Or perhaps you are filled with excitement because you received great news, but you meet up with a friend who received not-so-great news, causing you to want to shift to a lower energy (blue or green) quadrant.
The Mood Meter
How
PAUSE
Step two is to take a moment to breathe deeply. “When we take a moment to breathe in more oxygen, the chemistry of our brains changes. When we breathe too shallowly or quickly, the biochemical effects of stress or excitement can shut down our ability to think clearly. By taking slow, deep breaths, we can relax our body and mind, activating our prefrontal cortex to feel calmer and problem-solve” (Yale Center for Emotional Intelligence).
SEE YOUR BEST SELF
Once several deep breaths have helped to calm your body and mind, you can envision your best self. How would the ideal version of you—the person you want to be and how you want others to see you— respond in this situation? Taking this moment to reflect redirects attention away from the emotional trigger and toward your values. Are these values centered around acting kindly to your fellow classmates as a member of the same community, or consistently making a positive impact on those around you? Having a list of values that you want to embody as your best self can be a helpful touchpoint during moments when emotions run high. Eventually, by repeatedly calling to mind your best self, you can actually train your brain to better regulate strong emotions that might otherwise derail you.
STRATEGIZE AND ACT
Step four is when you can choose an emotional regulation strategy that aligns with your best self. Depending on the situation, you may choose to use a thought strategy (such as positively reappraising or reframing the situation) or an action strategy (such as taking a walk or employing mindful breathing to de-escalate). Reappraisal could include positive self-talk, a form of being empathetic to ourselves. According to Mark Brackett, PhD, author of Permission to Feel, actively working on self-compassion triggers hormones affiliated with love such as oxytocin; by contrast, self-criticism “activates the sympathetic nervous system (fight/flight) and elevates stress hormones” (p. 152).
T H E M E T A - M O M E N T
As the School rolls out the RULER approach to students this fall, they will learn about tools like the Mood Meter and the Meta Moment in assemblies and their regularly scheduled SEL lessons. For example, in learning about the Meta Moment, they may create a list of qualities they associate with their best selves, which they can refer to any time they need a reference point in navigating this new strategy.
By attuning themselves to their emotional landscapes, our community members can gradually build a framework for responding to challenging situations with grace and maturity. And that is the ultimate goal: modeling healthy and balanced behaviors to empower the children in our community to succeed in school and in life.
As we introduce this work, we have a meaningful opportunity to embed the Meta Moment into the fabric of everyday life, integrating it into our classroom routines and shared language. By encouraging students to pause before responding to a difficult moment, identify and name their emotions, or consider the kind of learner and friend they want to be, we’re helping them develop emotional habits that will serve them well beyond the classroom. As the adults of our community model this with intention, through our tone, body language, and words, we help students understand its purpose and power. In doing so, we foster a school culture rooted in empathy, reflection, and ongoing growth.
— Dr. Daniele Kass, Head of Westchester Lower School
Pat Gay Sets High Bar for Herself and Her Students
The Windward School is not just a place for learning—it is a space where students discover their potential and develop the skills to navigate academic challenges with confidence. Pat Gay, nearing her 30th year teaching at Windward, remains as dedicated as ever to the success of those students. Though she came to Windward as a second career after a background in public relations and special events planning, Gay quickly found her calling in the classroom. “I always wanted to be a teacher,” she says. “I used to play school at home all the time.”
Gay recalls one of her very first classes consisting of two sixth graders whom she helped learn to read. “It makes me tear up just thinking about them. There’s nothing better as a teacher than when students come back and say, ‘I’m so glad you made me do all that work.’” The impressions she’s left during her lengthy tenure at the School are strong enough that she still remains in contact with many alumni. Alumni visits to the School are a cherished experience for Gay, and she equally appreciates impromptu reunions with former students around town, who can’t help but express their gratitude with a hug.
Though her techniques and personable style leave a long-lasting impact, Gay stresses the importance of instilling accountability, independence, and boundaries. “I tell my students, ‘Your job is to be a student and take it seriously. Excuses don’t cut it in the real world.’” A former student once even likened her to a pineapple—“hard and prickly on the outside, but a sweet softy on the inside”—and Gay embraced it, decorating her classroom with pineapple-themed gifts and artwork.
Her influence at Windward extends deeply into curriculum development, as well. When teaching grade 8 history, Gay noticed students were unprepared for advanced writing tasks, such as Document-Based Question (DBQ) essays used in high schools. She introduced DBQs into the grade
8 curriculum, teaching students to analyze historical documents, develop thesis statements, and cite evidence in structured essays. This approach nurtures critical thinking and research skills, preparing students for the intensities of high school and even college.
In addition to contributing to the development of DBQs, Gay helped provide critical feedback that Windward has used to refine the Study Skills program. The program focuses on research, writing, and organization. Students learn to independently research, take notes, outline, draft, revise, and edit papers, culminating in a ten-page research essay. The program aligns perfectly with the lessons taught in our students’ history classes, giving them endless opportunities to adapt real-world content knowledge with research skills. About the program, Gay notes, “It’s one of the most rewarding parts of my teaching, because students learn how to selfadvocate and trust themselves.”
Gay’s U.S. history classroom is also a place of discovery and enthusiasm. While some teachers might gravitate toward the battles and conflicts of history, she loves the human stories: the investigative journalists of the Progressive Era, the resilience of communities during the Dust Bowl, or even the lessons of Pearl Harbor and World War II. She shares these stories and more with passion, citing her own lived experiences through major moments in U.S. history as one of the more effective ways to captivate her students. “I tell them, ‘you know, you’re learning history, but I lived through some of this history,’” she says.
Through decades of dedication, Gay has helped hundreds of students develop essential academic skills, discover their strengths, and gain the confidence to succeed. Her blend of structure, encouragement, and personal connection exemplifies the values of The Windward School. Whether through a carefully guided essay, a challenging reading assignment, or the humor of a pineapple metaphor, Gay leaves an unforgettable mark on the hearts and minds of her students.
“Pat has been a wonderful colleague who cares deeply about her work and serves as a fierce advocate for her students. Her passion for history is evident in every lesson she delivers.”
— Craig Allison, Coordinator
of
Social Studies
“Pat’s unwavering commitment to teaching her students research and writing techniques has made her an integral part of the Study Skills program. As one of our longest-serving teachers, Pat brings veteran experience, seamlessly blending real-world knowledge and life lessons to inspire her students to think critically and engage in meaningful discussions around historical themes. Additionally, her keen eye for curating and displaying student work on our Study Skills bulletin boards has showcased her creativity and helped foster a sense of pride and accomplishment among students.
— Timothy Caccopola, Coordinator of Study Skills
“Pat has a gift for bringing lessons to life and for storytelling that captivates her students and everyone fortunate enough to work with her. What stands out most is her authenticity, her caring nature, and the wonderful sense of humor she brings to our school community. She was my mentor when I first arrived at Windward, and she continues to inspire me. She is truly one of a kind.”
— Alexis Pochna, Associate Head of School for Academic Programs
WAYPOINT LEARNING
Introducing a new, free resource for families through The Windward Institute. Learn more about the School and access select workshops and webinars on your own schedule.
Homecoming
On October 18, Windward held its annual Homecoming celebration at Manhattan Lower and Middle Schools. The day kicked off with a friendly WMS vs. MMS girls’ volleyball game, followed by an alumni basketball game. Alumni parent Daniela Rosenblatt hosted a great college planning seminar with advice on how those with language-based learning disabilities can navigate the college admissions process. The morning wrapped up with a presentation by Dr. McGettigan on how to use tech tools and AI to support executive functioning.
During the afternoon, six alumni participated in a panel discussion, where they shared their stories and spoke about how Windward helped shape who they are and their careers:
Carrie Denoyer ’14
restaurateur, Café Deux and Deux Luxe
Liz Garry ’07 vice president of e-commerce, Pandora Jewelry
Ryan Gottfried ’11 CEO, UtilizeCore
Matthew Gullo ’02
Counterterrorism Bureau Canine Unit, NYPD
Nick Hertz ’04 managing director, Pretium
Alliah Mourad ’05 freelance producer
The annual Alumni Art Show highlighted the creativity of our many talented alums. As a cap to a fantastic day, attendees toasted the 10th anniversary of the Manhattan campus with a cocktail reception in the lobby. A big thanks to all who attended!
AWARDS
End-of-Year Awards Ceremony Honors Faculty and Staff Members
Every year, Windward wraps up the school year with a faculty and staff luncheon, honoring employees and recognizing those who have gone above and beyond with awards.
The Isabel Greenbaum Stone Master Teacher Award
honors a Windward faculty member who demonstrates exceptional teaching and unwavering dedication to students. This year, we are proud to recognize Westchester Lower School Teacher Tara Iodice leads with kindness and inspires curiosity, confidence, and a love of learning in every student. She creates a joyful classroom environment where her students treasure special moments, such as her surprise ice cream sundae parties.
The Sandi Galst Scholar Award
is given to an exceptional Windward reading teacher each year, providing a grant to support continued professional learning. This year’s recipient is Manhattan Lower School Teacher Mary Kate McGee. Ms. McGee is a master reading teacher whose clarity, creativity, and care help students thrive as confident learners. A true collaborator, she brings joy to every classroom —from her donut-themed decor to her kindness wall— and embodies dedication to the Windward community.
In honor of the 25th anniversary of the Sandi Galst Endowed Scholarship, the Galst family funded an additional award this year for a Windward reading teacher. Congratulations to Westchester Lower School Teacher Erin Russo!
The Heart of Windward Awards
are given to one faculty or staff member from each division who exemplifies Windward’s core values and demonstrates exceptional commitment to the school community. Congratulations to this year’s recipients:
Dan Wilson
Nicole Berkowitz Westchester
School
Bea Santos Westchester
School
Betsy Hooper All Campus
Harri Ramkishun
Mary Kate McGee Erin Russo
NEWS & MILESTONES
Windward Babies
Westchester Lower School Teacher
Marissa Sokoloski and her husband Zak welcomed their beautiful baby girl, Gemma Rose Sokoloski, on May 27, 2025.
Westchester Middle School Grade 6 Teacher
Ryaneileen Duffy welcomed Patrick Michael Douglass on June 6, 2025.
Westchester Lower School Teacher
Colleen Clarke welcomed Rory Declan Enright on May 10, 2025. She shared that they are loving every second with him!
Westchester Lower School Grade 4
Teacher Jenna Enright welcomed Jackson Thomas Enright on June 18, 2025. He weighed 9 lbs. 12 oz. and was 21 inches long.
Manhattan Lower School Teacher
Sarah Nordgren and Alexander Paci got married on August 23, 2025, in Castine, ME.
Westchester Middle School Teacher and Campus Head Associate Kayla Morales earned her Doctorate in Education (EdD) in Educational Leadership from Manhattanville University in August 2025.
Graduation 2025
For the first time, The Windward School held its eighth-grade graduation ceremony for Manhattan and Westchester students at Manhattanville College on June 8.
Student Council Presidents Clara Gaudelet (WMS) and Sophia Hadar (MMS) delivered poised, inspiring speeches as they reflected on their Windward experience and the lasting bonds they’ve forged as members of a truly special community.
Bernard Mokam ’14 shared his journey— from making his way to Windward, to thriving academically, to writing for the New York Times—as an example of the importance of writing one’s own story, a message that resonated with attendees.
Student awards were presented by Campus Head of Manhattan Lower and Middle Schools Dr. Jason Mott and Campus Head of Westchester Middle School Christopher Eberhard.
A big congratulations to our 2025 graduates and their families!
Skylar Handler ’14 on Owning Learning Differences
This is what Skylar Handler ’14 wants Windward students to know: “Your brain isn’t broken. You don’t need to fix anything.”
Handler attended the School from grades six through eight, and she credits the faculty with seeing the potential in her before she could see it herself. She describes her school experiences before Windward as a constant effort to disappear, fearful of making contributions in class or standing out. “I spent most of my life before Windward feeling like I was falling further and further behind. Even if I worked three times as hard as my classmates, I still wasn’t even close to keeping up.”
During her time at Windward, Handler acquired the tools that she notes most people don’t learn until much later in life—the ability to self-advocate, how to lean into her strengths, and how to persevere through challenges. She also found a safe, nurturing community at Windward, one that helped shape the person she is today. “Remember how nervous you felt on your first day at Windward?” she asks students, while emphasizing the importance of being kind to others. “I do. There is nothing more powerful than kindness.”
As a final piece of advice for the audience, Handler shares, “As you head into this next chapter, high school and beyond, remember this: You are not less. You are powerful in a way that one day people will envy. Your difference is your advantage, and don’t waste a minute of it trying to blend in. Absolutely own it, and use it.”
ABOUT THE EVENT
Hosted by the Windward Parents Association, Dream Big: Your Dreams Are Your Future brings successful alumni to the School to share their inspiring personal stories with Windward’s middle school students. The aim of the program is to remind students that having a language-based learning disability need not hold anyone back from a lifetime of achievement.
SKYLAR HANDLER ’14
After attending Windward, Handler went on to graduate from The Harvey School in 2014, followed by a degree in communications with a minor in sociology at Tulane University. Today, she is a lead creator at Vayner Media, a role she has held for four years. “The very same thing that used to make me feel insecure, thinking outside the box, and being a very visual person, are the reasons I stand out and succeed in my career today,” she says. She has worked with more than 30 brands, producing thousands of pieces of content, many of which went viral; some even grew into full-scale campaigns with press coverage.
Watch the 2025 Dream Big presentation
With a focus on content creation, storytelling, brand strategy, and digital innovation, Handler’s highly effective social content drives more than 2 million in follower growth, and her viral videos routinely surpass 1 million views. She leads social media campaigns with celebrity talent, helping brands engage their audiences in mediums that continue to evolve.
Handler currently resides in New York City, and when she is not working, she loves spending plenty of quality time with her family.
Sharing Resources: Alumni Panels
In April, our eighth- and ninth-grade students were invited to our After Windward: The High School Journey seminar with alumni parent and learning specialist Daniela Rosenblatt. The session focused on the journey ahead, the best ways for families to prepare, and how students can advocate for themselves in high school. Families left with the tools and resources to navigate their next steps, easing the anxiety surrounding high school.
In May, we hosted our College Conversations and Seniors Night. Our panel included alumni Maya Coniglio ’24, Providence College, Toby Rosewater ’24, Amherst College, and Zac Rosenblatt ’24, SUNY Binghamton, and Daniela Rosenblatt. Alumni shared their college advice with juniors and seniors in high school who had attended Windward, while Daniella offered information about available accommodations and resources. Our panelists encouraged their peers to manage their time well, talk to their professors, pursue new things, and keep using the tools Windward taught them to succeed.
In June, soon-to-be graduates had the opportunity to hear firsthand from Windward’s most recent alumni at the Grade 8 and 9 Alumni Panel. During the graduation rehearsal, our newest alums shared advice on what to expect during the transition to high school. Students learned about social adjustments, high school courses, workload, and much more.
Our panelists are a testament to the impact of a Windward education, and each panel leaves us more inspired by our alumni.
STAY CONNECTED
Explore Windward’s Alumni Programs
FIRESIDE CHAT
This past year, we launched our inaugural Fireside Chat Speaker Series with alumna Skylar Handler ’14 and alumni parent and Jefferies CEO Rich Handler. Skylar and Rich offered advice to the School’s collegeaged and post-grad alumni on what to expect when entering the workforce, the power of neurodiversity, and how a Windward education can support them on this journey. This event helped launch what will now be an impactful series of prominent alumni parent leaders in their fields and their Windward alumni.
SAVE THE DATE!
We are thrilled to have Alumni Parent and CEO of Mastercard, Michael Miebach and Alum Konstantin Miebach ’24 as our panelists this coming year.
Please join us: Wednesday, January 7, 2026, 6 p.m. Mastercard Headquarters 2000 Purchase St, Purchase, NY 10577
Heather Schutzer ’26 Reflects on Her Summer Experience at Windward
School used to be the place I dreaded going to every day, but over time, it became a safe haven for me to learn and be myself—and I owe a lot of that to Windward. For around a decade, I was deprived of the education I deserved, and because of that, I struggled immensely. However, when I switched schools to Windward, I received a proper education and left as a newer and more confident version of myself. Through this experience, I have learned many things. One key factor is that a good education is essential to success. It has become one of my personal goals to help others receive the education they deserve and provide them with the tools they need to succeed in life, just as my teachers did for me.
During elementary school, I barely seemed to keep up with the class, and I was called dumb because of it; no one thought that I might have a learning disability. That was, however, until fifth grade when my teacher and parents decided to have me
Upon entering the school, I was warmly welcomed by both teachers and fellow students. At the school, my teachers not only taught me new strategies to help me learn, but they also instilled confidence in me that I would have never had otherwise. I joined Windward as the student who hid behind her desk— hoping the teacher wouldn’t see and call on her— and left as the student who begged the teacher to call on them just one more time before the class ended. That is what Windward is capable of doing.
This summer, I had the fantastic opportunity to see things from the other perspective, that of the teachers. I was able to shadow two of the Windward summer school classes: one in math and one in English language arts. On the first day, I walked in scared and worried that I had made a colossal mistake. However, within the first hour of watching the teachers teach the lessons and the children interacting with one another and the lesson games, I knew I’d made the right decision. Over time, I gradually began to move away from simply observing the class to helping the students during class and became more of an asset to the class. Every day, I would greet the kids on their way up, and one day, when I was out sick, the children even asked me the next day what had happened. Overall, this profound experience helped me solidify what I want to do with my life.
My desire to become the person who helps people become the best possible scholars they can be stems from my personal experience with education. If I had never experienced the struggles I did, or if I had never attended Windward and received such fantastic support, I might never have discovered this passion. Moreover, this summer, I was able to pursue that passion, and it confirmed that this is what I want to do with my life. Looking forward, I am incredibly excited to use the skills Windward gave me to pay it forward to a new generation of students.
2000
Taylor Resnick is currently the captain of the research vessel Marcelle Melosira at University of Vermont— Rubenstein School of Environment and Natural Resources. The ship was built in 2023 specifically for research on Lake Champlain in limnology and fisheries biology but also hosts educational trips for local schools. Taylor piloted the boat from Derecktor Shipyard in Mamaroneck, NY, west through the Long Island Sound, down the East River, around the battery of Manhattan, north up the Hudson River through the Champlain Canal Locks, and into Lake Champlain, which took four days to complete.
2012
Rich Dobbins attended Windward from sixth through eighth grade. Prior to Windward, Rich could not read or write and struggled to keep up in his mainstream school. Rich recalls, “decoding and anything beyond a sight word was really hard.”
In fifth grade, he was evaluated and diagnosed with dyslexia. It was then that his mother found Windward. Rich spent two days at Windward for observation and shadowing to be sure the school would be a good fit. At the end of these two days, Rich remembers telling his mom, “I love it here and I don’t want to leave.”
Rich describes feeling safe at the School and the environment being welcoming, warm, understanding, and more conducive to learning. Rich and his sister will never forget the day that he got into Windward, because his mother immediately started crying when she received the call from Tristes Dunn. He notes that Ms. Dunn was very special to his mother: She supported her through the process and emphasized educating the whole child, something Rich recalls Windward doing so well. Rich states that Windward didn’t just teach him to read and write but also helped him navigate personal matters in his life, which helped put his mother’s anxiety surrounding his education at ease.
After graduating from eighth grade, Rich went on to attend York Preparatory School and Syracuse University, where he majored in social work. Following his graduation from Syracuse, Rich attended Fordham University, where he earned a Master of Social Work. Rich is now a licensed
clinical social worker, having begun his career as the founding school social worker at Urban Dove Charter School in the Bronx. He rose to become the social work department head. Rich is now the founding high school social worker at Launch Charter High School in Brooklyn, where he works closely with students to navigate and support their social-emotional development and ensure the school follows all special education compliance requirements.
Rich says he was inspired to do this type of work by the faculty and staff at Windward, who supported him during his middle school years. Windward instilled in him that every child learns differently and that all children have the right to a high-quality education that meets their needs. In his work, Rich supports families by helping them find the right environment regardless of financial barriers. Rich credits Windward for setting him up for success and inspiring him to help others. We are so proud of Rich and the impact he is making in the lives of the students he serves.
2013
Emma Cantlay is the director of the iDeas Lab at the Center for Strategic and International Studies (CSIS) in Washington D.C. In this role, Emma helps lead strategic planning for the department, streamlining processes and managing budget investments. Previously, she was deputy director of the CSIS External Relations department, where she managed the communications, publications, and streaming and broadcasting teams. She holds a BA in political science and homeland security and a minor in social innovation and social entrepreneurship from Tulane University.
2017
Monique Magras graduated from Curry College in May of 2021 with high honors, and she was accepted to Teach for America. She was placed in Baltimore, where she is currently a second-grade teacher. In May 2025, Monique graduated from Johns Hopkins School of Education with a master’s in education. Congratulations, Monique!
2019
Mitch Katz attended Windward from third through eighth grade. He went on to Rye Country Day and then Lehigh University, where he double majored in computer science and business, all while running his own tech and media company, Sk1er. In high school, Mitch developed software modifications for the popular video game Minecraft. By college, his work caught the attention of Spark Universe, which acquired his business and invested in scaling his ideas. Mitch became the CEO of Sk1er and then graduated from Lehigh University in 2023. Since then, Mitch has stepped away from his role and is now spending time traveling. We look forward to seeing what Mitch does next!
Tamar Levine was conferred with a Master of Science degree from CUNY’s Weissman School of Graduate Studies with a major in industrial psychology at its Baruch College Graduate School in New York City in June 2025.
*Note: At The Windward School, a student’s class year is the same as their high school graduation year.
Chase Markoff ’19 owns and operates his own film company, Weird Films, and he recently launched a feature film called “Area 51 Love Raid” on Kickstarter, starring a fellow Windward alum, Dylan Douglas ’18. The pair raised $17,000 in the first few days of release. Many Windward alumni gathered to celebrate with an alienthemed launch party in Brooklyn, NY. Markoff and the film were recently featured in Business Insider, AP News, and USA News
2021
Ajahni Jackson graduated from Wheaton College in May of 2025 with a bachelor’s in biology and minors in animal behavior and political science; he also served as the president of the student government association. Ajahni has been honored as a member of the 57th Class of Thomas J. Watson Fellows. The Watson Fellowship empowers students to identify significant themes in their lives and envision them as international projects. Ajahni’s fellowship will fund a year of travel after college graduation to explore his deep passion for wildlife conservation across five countries, including Australia, Singapore, South Africa, Chile, and Ireland.
2023
Will Erdmann attended Windward from sixth grade through eighth grade and recalls crying for nearly a month before school started because he did not want to go. Though his brothers Charlie and Tom had also attended Windward, Will was not sold. Looking back, Will now says that Windward was “the most impactful experience of my life.”
During Will’s three years at Windward, he played soccer, squash, lacrosse, and, in eighth grade, basketball. Since Windward, Will’s athletic career has taken off. He played lacrosse at the Brunswick School and was recruited by The University of Virginia. He is now a midfielder at UVA and, this summer, Will was selected to represent the United States at the World Lacrosse Championships on Jeju Island, South Korea after two years of competitive tryouts.
Will speaks highly of his experience with Windward athletics and is grateful for the coaching and guidance he received during his time at Windward. Will specifically recalls the great coaching of Mr. Burnard, who played Division I lacrosse at Rutgers University. He also fondly remembers his basketball coach, Mr. Manganiello, and the one season he spent on the team.
Will finds motivation in his dyslexia—his dad and two brothers are also dyslexic—and states, “I grew up with my dad telling me dyslexia is the greatest thing that’s ever happened to me...So much of my motivation comes from my dyslexia and having so much to prove.”
Now, as a junior at UVA, Will is majoring in finance at the Darden School of Business and says he still uses the tools and techniques Windward gave him. Will says what sets him apart from others and helps him succeed is his willingness to ask questions and advocate for himself, as well as his understanding that overcoming his dyslexia “is not an overnight process. It takes continuous repetition and hard work.” Will noted that the best way to excel in academics and athletics is through continuous effort and “working at the things you are bad at.” This year, Will is looking forward to his third lacrosse season at UVA and an internship in investment banking at Jefferies & Company this coming summer. According to Will, all of this would not have been possible without Windward: “Windward gave me such confidence that allowed me to keep building academically, athletically, and socially.”
Miles Kennedy is currently attending Davidson College, double majoring in economics and math on the 3-2 engineering track. He is also on the men’s tennis team. This summer he coached at the Wimbledon Junior Championship and attended a summer semester at the London School of Economics.
2024
Toby Rosewater is currently a sophomore at Amherst College, where he is majoring in English. Toby serves as the managing sports editor of The Amherst Student, the campus newspaper. He also is a staff editor for The Indicator, Amherst College’s student-run literary and arts magazine. This summer, Toby interned with Examiner Media, where he reported and wrote news, features, and community stories from Westchester County. Toby also wrote the preface for the book Teaching the Anti-Essay: 18 Creative Nonfiction Essay Prompts for the English Classroom, coming out this fall. In it, Toby speaks about his journey with writing, dyslexia, and Windward.
2025
Sydney Hellinger graduated from the Hewitt school this past May and was recruited by Hamilton College to play varsity squash. Sydney will be starting at Hamilton College this fall.
Taylor Marlowe graduated from The Masters School in May 2025 and is now attending Washington University in St. Louis.
Hailey Mesard graduated from the Millbrook School this past May and is now a freshman at Scripps College, where she is playing softball.
Emily Rodgers graduated from the Millbrook School this past May and is attending George Washington University.
Brody Shuffler graduated from Dwight School in May and is headed to the S.I. Newhouse School of Public Communications at Syracuse University this fall. Brody is also a sports photographer and content creator running his own business, Fastbreak Visuals.
Lily Srulowitz graduated this past May from Frisch Yeshiva High School and is now a freshman at New York University Steinhardt. She wants to be a teacher for children with language-based learning disabilities and is inspired by her Windward teachers.
2026
James Regan was inducted into the National English Honor Society on April 10, 2025, at Iona Preparatory School. He will graduate from Iona Preparatory in 2026.
2030
Benji Stergiou, along with his family, ran the Disney Princess 5K in February at Walt Disney World. He completed it as a mitzvah project, successfully raising more than $4,000 for the Windward Fund. His mother shared, “He felt so good about the potential of helping even a few kids get the same amazing education that he has gotten, all while doing something he loves, being at Disney and running!”
2031
This summer, Hollis Daily participated in the Everesting Challenge, hiking the vertical equivalent of Mount Everest—29,029 feet—at Snowbasin Mountain in Utah. Hollis completed the hike over the course of three days, with just 4 hours of sleep and short breaks for meals and recovery. When asked about the experience, she called it “the coolest thing” she’s ever done. During this challenge, Hollis raised over $8,000 for the Windward Fund. Thank you, Hollis!
Serafina Carrocci competed in the national “Rostrum Voice of Youth” competition in Adelaide, Australia on May 10, 2025. Serafina delivered a speech titled, “Breaking the Cycle—My Dyslexia Journey and How We Can Change Australia,” which highlighted the importance and impact of specialized programs and schools, early screening programs, and funding to help dyslexic students. In her speech, Serafina stated, “My time at Windward completely changed my life! After just a few weeks, it was like someone had unlocked my brain. I was learning easily and LOVING it!”
In Memoriam
The Windward School received the sad news of the passing of the following individuals. The Windward community extends its condolences to the family and friends of the deceased. Please email alumni@thewindwardschool.org if you receive notice of a deceased community member for inclusion in the next issue of The Compass.
MARJORIE ALEXANDER
Alumni Grandparent
JAMES DOOLEY
Alumni Grandparent
HOWARD C. KATZ
Alumni Grandparent
LAURENCE KRAMER
Grandparent
CHARLES KRASNE
Alumni Parent and Grandparent
ELISSA MACCRONE
Alumni Grandparent
KAREN MAUCIERI
Alumni Grandparent
MATTHEW PAPILLO
Current Parent
JESSE TERRY
Current Parent
1275 Mamaroneck Avenue White Plains, NY 10605
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