JOURNAL HARLEM ACADEMY
2024
PAGE 12
How Well Do You Know Harlem Academy? Take Our Quiz Alumni Making Their Mark Building Blocks of Literacy Out of the City, Into the Wilderness 2024 Journal | 1
FROM THE HEAD OF SCHOOL
For 20 years, we have fulfilled our mission to drive equity of opportunity for promising students, holding firm to the values that have guided us along the way while also learning and growing from our experiences. At this point of reflection, I am reminded of all the firsts within our community and everything we have to celebrate. However, I don’t want to give too much away before you have a chance to take our trivia challenge on page 12. What I will share here is my tremendous thanks to all our students, alumni, parents, teachers, volunteers, and supporters who have continued to come together and contribute in ways that allow Harlem Academy to thrive. As we look to the next 20 years, Harlem Academy is launching its Campaign for Today, Tomorrow, and the Future – an initiative that promises to support our transformational program, expand enrollment, and develop an endowment. Our mission is as critical as it was in 2004, and we are more committed than ever to ensuring a pathway to success for generations to come.
Vinny Dotoli
2 | Harlem Academy
Bottom right: Vinny shaking hands at the end of an early Community Meeting. In our old campus, we could fit the whole school in one meeting. Below: Today, the tradition remains – but because we’ve grown, each division holds its own meeting.
2024 Journal 2024 Journal | 3| 6
SCHOOL CREED
WELCOME TO THE BOARD
I am bold and creative. I take opportunities to lead. I seek help when I need it.
We are pleased to welcome Richard A. Axilrod to the board of trustees.
I am honest and reflective. I choose to do what is right, Even when it is hard or no one is watching. I listen carefully. I speak kindly. I care for my community. I make the most of each day. I learn from my mistakes. I don't give up.
Richard is currently the managing partner of Axilrod Capital, a family office. He is also currently the chairman of the Investment Committee of Waterside School and a member of the Investment Committee of the Brunswick School, both independent schools. Prior, Richard was a managing director of Moore Capital Management from 19952023. He acted as a senior advisor to Louis Bacon on trading issues and portfolio composition across the Moore Capital funds. During that time, Richard served on the Treasury Borrowing Advisory Committee from 1998-2011. Before 1995, he served in a variety of roles which led to the establishment of a hedge fund, the Athena Group, in 1992. Richard received a B.A. in economics from Kenyon College in 1981 and an MBA from the Wharton School of the University of Pennsylvania in 1985.
Contents 6
Making Their Mark
18
Out of the City, Into the Wilderness
12
How Well Do You Know Harlem Academy?
14
Building Blocks of Literacy
20
Team Spotlight: Mohan Bell
22
Where Are Alumni Now?
16
Our Middle School is Growing!
Making Their Mark
Harlem Academy students strive for excellence, meet challenges with determination, and care deeply for their community. No matter what path they choose after leaving our halls, our graduates take these same qualities into the wider world. In the following pages, you’ll meet six alumni continuing to live the School Creed and navigate life’s journey in different and interesting ways. Whether on the cusp of high school graduation, embracing leadership in college, or forging their early careers, one thing is certain: they are all making their mark.
Marianna in first grade, diving into a favorite book.
Marianna Lee ’20
Senior at Miss Porter’s
Hill Arts Foundation Fellowship Recipient
As an avid photographer, Marianna “Mari” Lee, a senior at Miss Porter’s, was thrilled when she received a Hill Arts Foundation fellowship last summer. 6 | Harlem Academy
Basketball Team Captain
“I’m a very artistic person, so I wanted to see what it was about.” She was able to visit art galleries and museums in the city, meet curators and artists, and discover a variety of career opportunities. “The fellowship was eyeopening,” says Mari. “I learned about all the roles within the art world, from curator to preservationist to teacher. I didn’t realize how many possibilities there are for a career in art.” Mari’s own career will definitely be behind a camera lens. “I’d like to be a photojournalist or travel the world doing freelance photography.” For her, it’s about more than simply capturing
an image. “I do film photography because it gives me a sense of excitement,” she says. “You take the photos, develop them, and wait for them to dry to see the outcome. I love the anticipation.” When she’s not taking photos, Mari is on the court. She’s captain of the basketball team and will be playing for Pace University when she attends this fall. Mari is also on her high school’s volleyball team and is a member of the Black and Latinx Alliance and the Sister to Sister affinity group. “It’s important to me to be in a big sister role and set a good example for the younger kids,” she says. “I gained that sense of community at Harlem Academy. Everyone was supportive starting in first grade, and it created true bonds. That’s what I looked for in high school and now as I head to college – a place where I can thrive.”
When Mindy Djindjele, a freshman at New York University, interned at New York Presbyterian Hospital while still in high school, it kicked off a summer of discovery. “I was able to work in a different department each week,” she says. She sorted medications in the pharmacy, checked-in patients who were scheduled for surgeries, helped with patient screenings, and did administrative work. “Going to see a doctor is nothing like working alongside one,” she says. “I was nervous at first, but it turned out better than I expected.” It turned out so well that she’s currently deciding between a major in biology and neuroscience at NYU. “I’m set on eventually working in healthcare, though I’m unsure what field. I’ve always liked human sciences – finding out how parts of the body work and how information travels through the nervous system. It’s very interesting to me.” The internship also strengthened her belief in the importance of healthcare and her desire to be an agent of change. “My father is from Dapaong, Togo, and there are people living in villages like that all over the world who don’t know that they have high blood pressure or high cholesterol. They don’t receive the most basic healthcare,”
Mindy Djindjele ’19
Freshman at NYU
Plans to major in either biology or neuroscience
Summer intern at New York Presbyterian
Mindy says. “That needs to change. I want to go back to Togo one day to implement my knowledge.” Until then, Mindy is focused on excelling at NYU and is eager to take on more leadership roles. She plans to join the Black Student Health Association and the African Students Union. While adjusting to college was tricky at first, she’s found her footing. “I’ve never studied this much in my life!” Mindy says. “Learning to balance everything was hard. I had to remind myself that this is a new phase in my life. That helped.” So did creating a spreadsheet to track her assignments and relying on reading, writing, and study habits ingrained years ago. “Harlem Academy is where I first learned how to comprehend texts better and more quickly, and I’m a great writer because of my amazing middle school English teacher. Harlem Academy really shaped me as a student.”
Mindy credits her eighth grade English teacher for helping her to excel as a writer.
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Fourth grader Kely contemplating her chess strategy.
Kely Cuffe ’20
Attends Brearley
Varsity Volleyball and Basketball Captain
Coming from a sports-loving family, it’s no surprise that Kely Cuffe has her sights set on sports medicine as a future major.
Medical Science Club member
“I became interested in it because my brother plays sports and my dad used to play Division 1 basketball,” says Kely, who attends Brearley. “It would be a great way to combine my two passions and put them toward something that can help athletes.”
she says. “It also has machines that use red light technology, which helps to heal the body on a mitochondrial level. This is very helpful for high-level athletes who deal with long hours of training and need a way to recover and reduce inflammation.”
In addition to being captain of Brearley’s varsity volleyball and basketball teams, Kely pursues her second passion as a member of her school’s medical science club, which delves into human anatomy and medicine, and the science club, where she’s able to perform extra lab work and discuss scientific topics not covered in class.
While her goals are clear, Kely took her time charting her course. And she’s glad she did. “Being a student at Harlem Academy allowed me to experience so many things that when I got to Brearley – my first new school in eight years – I didn’t feel like I had to choose a path right away,” she explains. “Instead, I was able to try different clubs and activities and enjoy them all. That helped me really know what I was interested in.”
Kely’s love of science and medicine extends beyond activities at school. Last summer, she worked at Rescu Wellness, a health and wellness center that offers recovery and rehabilitation services for athletes. It was an enlightening experience that exposed her to cutting-edge technology. “The center analyzes athletes and gives them a workout catered to their body,”
8 | Harlem Academy
Now, with college right around the corner, Kely is focused on her next step. “I’m interested in Duke University, but I’m also looking into HBCUs because I love the culture and the atmosphere an HBCU creates.”
Alberto Zamora ’18 Alberto Zamora has embraced leadership as a sophomore at DePauw University. Sophomore at DePauw
Alberto reciting an original poem at the sixth grade poetry performance.
DePauw Honor Scholar
He is a member of the Committee for Latinx Concerns and the African American Students Association, and serves as treasurer for the step team, the embroidery club, and the Brotherhood, an on-campus organization for men of color. “I like having more responsibility,” he says. “I get to create budgets and attend DePauw student government meetings to request funds.” Alberto is also a DePauw Honor Scholar and a Bonner Scholar in recognition of his academic promise and commitment to service. Although he has a lot on his plate, he’s flourishing – and looking to do even more. “Things are going really well,” says Alberto, who is majoring in sociology. “Harlem Academy gave me a strong work ethic and taught me not to fear asking questions in class. I’m maintaining a 3.6 GPA, and I recently submitted an application to hopefully
Interned at Voices for a Second Chance
study abroad in Paris this fall.” The program includes five weeks of classes followed by a three-month, full-time internship aligned with students’ career goals. “I want to broaden my horizons and learn through first-hand experiences.” It’s the reason he spent last summer in Washington, D.C. interning at Voices for a Second Chance, a reentry program for people released from incarceration. He did outreach, helped to disseminate information in the community, conducted research projects, handled calls with clients, and performed general office work. “I’ve always been interested in criminology and law enforcement, and I hope to work at the FBI one day,” says Alberto. “This internship allowed me to learn about the reentry process and see things from the other side.”
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after graduation. “Residential life is such an important part of the college experience, and I wanted to be involved with the growth of students, especially students of color. I find so much joy in what I’m doing.”
Brianna TurnerDouglas ’14
Union College Class of 2022
Walk through the residence halls at The College of the Holy Cross, and you’ll likely find Brianna Turner-Douglas offering advice to a student, helping to resolve a conflict, or conducting a staff meeting with resident assistants.
Works full-time as an area coordinator at Holy Cross
Plans to pursue a Ph.D.
As full-time area coordinator, her day-to-day job responsibilities run the gamut – but her favorite part is connecting with students. “The most fulfilling aspect of my work is mentoring,” says Brianna. “My students are the reason I come to work every day. Being a part of their development and seeing them push and challenge themselves is so rewarding.” After Brianna earned her bachelor’s in neuroscience from Union College in 2022, graduate school was the planned next step – and ultimately, it still is. But the opportunity to work with college students was something she couldn’t pass up. “The area coordinator job appealed to me because I want to give back to students,” says Brianna. “When I was in college, outside of going to class, I spent a lot of time in student affairs doing diversity, equity, inclusion, and belonging work.” She quickly realized that she wanted to continue on that path in some capacity “Harlem Academy gave me a very strong work ethic,” says Brianna, here in sixth grade.
10 | Harlem Academy
Brianna plans to continue her career in higher education for a least a few more years. Then she’ll be ready for graduate school. “I want to pursue a master’s and maybe one day a Ph.D. in counseling,” she says. “Working in the scientific field is still my goal. Neuroscience and the sciences in general have always been my passion, so I would never give that up.” Brianna recognizes the connection between mental wellbeing and neuroscience: understanding the brain can help to inform treatment. Her dream is to become a licensed mental health counselor for students, with a focus on diverse populations, specifically students of color. “Mental health and wellness have been such taboo subjects in BIPOC [Black, Indigenous, and people of color] communities,” she says. “I would love to not only educate but also be a support system.” Brianna points to her experiences at Harlem Academy for helping her succeed at work and in life. “As a supervisor, mentor, and human, I try to lead with empathy. The values that were instilled in me from a young age at Harlem Academy – compassion, determination, caring – are the same values that keep me grounded in the work I do now.”
Dylan Brown ’13 Working as a case planner at Abbott Foster Care Agency enables Dylan Brown to do what he loves most: help people. Hobart College Class of 2021
Seventh grader Dylan, ready to answer a question in class.
Psychology major
“It’s a special feeling watching a parent be reunited with their child,” he says. “They are so overjoyed. I like being a support system for people during a tough time in their lives.” Dylan’s days are jam-packed managing a caseload of 12 children, doing foster care visits twice a month, getting updates from teachers, ensuring children and birth parents have the services they need, and much more. But his road to a job he loves wasn’t always smooth. After graduating from Hobart College with a bachelor’s in psychology in 2021, he faced a tough job market. “It was hard finding a job that pertained to what I wanted to do,” he admits. “I kept applying and eventually got a position at a community college. After that, I found my current job. Thankfully, I had a strong support system around me.”
Plays the saxophone, piano, and guitar
He also had the determination that was instilled in him at Harlem Academy. “The teachers were so motivating,” he says. “I remember times when I didn’t get the grade I wanted, and my teachers wouldn’t let me sulk about it. Instead, they’d ask, ‘How are we going to do better next time?’ That nevergive-up mentality guided me through, and I still think that way today.” When he thinks about how he’d like to put his psychology degree to further use in the future, Dylan envisions helping people in a more creative way. “I’d like to be a music therapist,” he says. “I’ve been playing the saxophone for years. I also play piano and guitar. Music has always been an important and therapeutic part of my life. I want people to feel that same joy.”
2024 Journal | 11
How Well Do You Know Harlem Academy? 1
Take our 20th anniversary quiz and find out! Answers are at the bottom of the page.
5
6
In what year did middle school students start traveling to the PrincetonBlairstown Center for their three-day team-building & wilderness adventure trip?
When was the first year that civil rights icon Congressman John Lewis met with our eighth-grade students for a leadership seminar in Washington, D.C.?
2009
2012
2012
2016
2015
2018
2014
2018
12 | Harlem Academy
In what year was the school founded? 2001
2007
2004
2010
9
10
In what year did the school open its permanent campus?
Harlem Academy has multiple alumni currently attending which of these universities?
2020
2022
Tufts
RPI
2021
2023
All of the above
Yale
2
3
4
The school’s mission and program were created through a graduate school project out of which university?
The school opened with which grades?
When community meetings started in 2005, which element was not yet in place?
Just kindergarten Kindergarten and first grade
Columbia
Fordham
Just first grade
Harvard
NYU
Kindergarten through fifth grade
Student Commendations Community Greeting School Creed School Thanksgiving
7
8
In what competition have our students regularly defeated high school teams to win championships?
Which poet has worked with Harlem Academy students? Elizabeth Acevedo Amanda Gorman
Chess
Table Tennis
Nikki Giovanni
Football
Shakespeare
Ocean Vuong
11 How many times have leading journals accepted an article from Harlem Academy for publication? 3
5
8
10
Answer Key
12
1. 2004 2. Columbia 3. Just first grade 4. School Creed 5. 2009 6. 2016
How many alumni are now working at the school? 1
2
3
7. Shakespeare 8. Amanda Gorman 9. 2021 10. All of the above 11. 10 12. 3
5
2024 Journal | 13
PROGRAM SPOTLIGHT
Building Blocks of Literacy “What was your favorite part of the book?” kindergarten teacher Maria Fuentes asks her class. Once students eagerly respond, Ms. Fuentes seamlessly redirects their focus to the next task. “Now put that into a sentence, and write it down,” she instructs. Since they are just learning to spell, the sentences will be short and simple, and some students may need assistance, but the activity will help them develop fundamental reading and writing skills. “This is their stepping stone to success in the next grades,” says Ms. Fuentes.
Cameron ’32
Harlem Academy’s kindergarten literacy program, which is based on the Benchmark Advance reading program, provides students with a challenging, literature-rich environment. It builds confidence, independence, and the ability to engage in above-grade-level materials – setting a foundation for long-term academic success. Students spend more than two hours a day focused on reading, writing, listening, and speaking, with daily read-alouds, in-class discussions, library sessions, and independent reading that all drive students’ comprehension levels and love of reading. Cherelle Gadsden, mom of first grader Zuri, was eager to enroll her daughter in our kindergarten last year. “My younger cousin graduated from Harlem Academy, and I loved the academic rigor she experienced here starting at a young age,” says Ms. Gadsden. “When I heard that the school was adding kindergarten for the first time, I knew Zuri would thrive.”
The Importance of Small Groups The kindergarten literacy program covers all the basics: spelling, grammar, phonics, reading, writing, and vocabulary. As recent news coverage on the science of reading has highlighted, cognitive research shows that understanding phonics and building vocabulary are key to helping young children learn to read. Our instruction aligns with these best practices. But our individualized approach is what sets Harlem Academy apart. “A lot of instruction tends to be one-size-fits-all, but that doesn’t work,” says Kristy Castro, primary and elementary school director. “Teachers are really paying attention to what each individual child needs, meeting kids exactly where they are.” Some students may need extra help with phonics, some with reading comprehension, and others with reading fluency. “Small group work allows teachers to tailor the instruction.” All K-5 students have two literacy blocks built into their daily schedules – one in the morning and another in the afternoon, and whole-class lessons are complemented by small group instruction. During the second literacy
14 | Harlem Academy
block, students are broken into small groups of five or six based on their reading levels. Because our K-5 grades each have two teachers, they are able to rotate from group to group. “There is a lot of interaction between teachers and students,” says Ms. Castro. Once in their groups, the kindergartners first read independently then take turns joining Ms. Fuentes on the carpet to read together while the rest of their classmates move on to a reading activity, a word game, or a worksheet. It’s an approach Ms. Gadsden valued when her daughter was in the class. “Zuri’s kindergarten teachers started her off where she needed to be, and they pushed her abilities,” she says. “They supported her academic growth and gave her the tools to be successful in first grade.”
Teachers are really paying attention to what each individual child needs, meeting kids exactly where they are.” Kristy Castro, Primary and Elementary School Director
Instilling a Love of Reading Sometimes a change of scenery is just the thing to jumpstart a reading session. Often, Ms. Fuentes takes one small group of students to the school library, while teacher Denise HargroveBlair, stays in class with the other groups. “Kindergartners like change and get excited to go somewhere different,” says Ms. Fuentes.
Our small-group approach enables kindergarten teacher Maria Fuentes to give each student individualized attention.
That’s not the only time they spend in the library, however. They also go once a week to browse and select books to read independently. “It’s important for children this age to read on their own because it increases their love of reading and helps them learn vocabulary,” says Ms. Fuentes. Exposing children to books early and often inspires them to read more, especially if the books cover topics that interest them. During a recent visit to the kindergarten class, Ms. Castro told the students that she likes reading books about the brain. As she spoke, they began connecting the dots: The brain interests Ms. Castro, so that’s what she reads about. What am I interested in that I can read about? “We give students the opportunity to look at different types of books, starting when they’re really young, and expose them to fiction and expository texts because some kids are into learning facts and don’t want to read a made-up story,” she says. “They may be interested in penguins or basketball and want to learn about it. So, when they pick out books during library time and on myON and Accelerated Reader, which serve as an online library, their interests drive their choices and fuel their motivation to read.”
Classroom read-alouds are another way our kindergarten program instills a love of books. Ms. Fuentes reads four to five books aloud every day, asking the students questions after each story and having them pair off to discuss the answers – a part of class called turnand-talks. “If someone doesn’t know a word as I’m reading, they’ll ask me what it means,” she says. “We go over how the word is used in a sentence and talk it through until they understand. They’re always eager to learn new words.” Read-alouds were one of Zuri’s favorite parts of kindergarten. “She’d come home excited to tell me what books the teachers read that day,” says Ms. Gadsden. “We read together at home all the time.” It’s a small act that makes a big difference, points out Ms. Fuentes. “Reading with your child is one of the most important things you can do, and Harlem Academy parents know that. When I ask my students what they did when they got home, they tell me, ‘I read to my mom.’” Thank you We are grateful to the Benchmark Education Company, the Edith Glick Shoolman Children’s Foundation, and the Stavros Niarchos Foundation (SNF) for generously supporting the development and implementation of this programming. 2024 Journal | 15
Our Middle School is Growing! When middle schooler Blake returned to Harlem Academy in September, he was excited to see several new faces – a new cohort of sixth graders. Blake made sure to say “hi” when he passed them in the hallway, and invited a few to sit with him and his friends during lunch. “I wanted them to feel included, and now I’ve made lots of new friends,” he says. Classmate Issys used storytelling in an attempt to make connections – and it worked. “I told the new kids stories about fun times we’ve had here in the past and that they’ll have a great time too. It’s been exciting to learn about new people and make new friends.”
Blake ’26
16 | Harlem Academy
A Widespread Impact Like Blake and Issys, the rest of our students have shown a warm welcome to the 20 new sixth graders who joined Harlem Academy this year, bringing the total to 34. “Moving into the new building gave us the chance to expand our impact to more promising students,” says Head of School Vinny Dotoli. This year, we added a second section of sixth grade, a natural entry point for New York City schools that allowed us to better meet the needs of the community. “This growth enhances our program and offers our middle schoolers broader social and academic opportunities.” New students felt the impact immediately thanks to our rigorous curriculum and teachers who strive to bring out the best in every student. “Harlem Academy is more challenging than my old school,” says sixth grader Andrew. “My teacher calls on me a lot in class, and the work is really engaging. I feel like I’m getting more of an education here.” For sixth grader Jamie, an important difference between Harlem Academy and her old school is the sense of connection. “Harlem Academy isn’t only more advanced, it’s more of a community,” she says. “At my old school we just worked, but here we have chances to get together.” Recently, during a growth block, Jamie’s teacher had the class take turns sharing their thoughts. “Everyone was talking about their day and what they like about school,” she says. “To me, Harlem Academy represents togetherness.” Middle school students aren’t the only ones excited about the school’s expansion; parents are as well. Just ask Brittany Wiggins, mom of sixth grader Skylah who’s been attending Harlem Academy since first grade. “I’m excited that more children will benefit from a quality education that they may not receive at another school,” she says. “I’ve seen it firsthand. Harlem Academy has been the right school for Skylah. She's in a supportive
Harlem Academy isn’t only more advanced, it’s more of a community.” Jamie, Sixth Grade
Jalen Nougues ‘13 and his mentor Mike Levine, co-head of CAA Sports and HA advisory council member, speaking with our middle school students.
atmosphere where she’s challenged and encouraged to push herself.”
doubling middle school has been such a success.”
Ms. Wiggins is also a big fan of Harlem Academy’s extended day, which helps many more families now that our student population has grown. “It definitely helps students get a start on homework and studying, plus gives them time to interact with their friends. It’s also beneficial to parents who work later hours.”
Harlem Academy will continue to expand, doubling the size of both seventh and eighth grades over the next two years. “For a school that’s never had more than 16 students in a graduating class, it’s exciting to think about 35 students walking across the stage to receive their diplomas,” says Mr. Dotoli.
A Well-Planned Expansion Growing the middle school wasn’t happenstance or a stroke of luck. It entailed extensive, yearslong planning, from developing a sixthgrade admission pipeline to increasing staff. “We implemented the plan with intentionality and care to meet the needs of our students and maintain our high standards in every area,” says Mr. Dotoli. “This deliberate, organized approach is the reason our first year
Adds Ms. Wiggins, “I’m very happy to see Harlem Academy growing. It signifies a commitment to providing more opportunities for learning, personal development, and a thriving community.”
Issys ’26 2024 Journal | 17
Out of the City, Into the Wilderness
Whether rappelling down a dam, navigating a high ropes course, canoeing on the lake, or taking a hike in the woods, Harlem Academy middle school students are up for every challenge during their annual three-day trip to the Princeton-Blairstown Center (PBC) in New Jersey – an outing that has been an integral part of our program for more than a decade.
Building Confidence and Resilience Each October, beginning in sixth grade, our students travel with teachers and parent chaperones to PBC for team-building exercises, physical challenges, and outdoor educational activities in acres of wilderness. “The experience brings the school pillars of initiative, integrity, compassion, and determination to life in ways that motivate our students to push themselves,” says Head of School Vinny Dotoli. Students gain exposure to an unfamiliar environment, and because they participate for three years in a row, they feel at home at PBC by eighth grade. During the course of their stay, students participate in adventurebased learning – fun yet challenging activities that enable them to work together as a team, lead and motivate others, move beyond their comfort zones, and bond with classmates.
Kennedy Scott ’23 excitedly rappels down a dam at the PrincetonBlairstown Center.
18 | Harlem Academy
Eighth grader Chase was anxious about rock climbing, but he went for it anyway. “I was definitely nervous because I have a fear of heights,” he says. “But I showed determination, and I did it. When I got to the top, it was amazing.” Classmate Joshua felt the same pride when he successfully tackled a vertical obstacle course. “I’d never done it before, and it was challenging,” he says. “Everyone was cheering me on,
Hiking, canoeing, and rock climbing are just a few of the many outdoor activities middle schoolers tackle during their trip.
Learning to act despite my fear was an incredible life lesson, and I remind myself of it each time I’m met with a new challenge.” Wassa Bagayoko ’13, Chapin ’17, Brown ’21 and that motivated me to keep going. I’m thankful to my classmates for supporting me.”
then, when I need motivation, I think of that moment at PBC, and it never fails to inspire me.”
The trip is designed to build confidence and teach the importance of continuous effort, points out Mr. Dotoli. “Fostering that growth mindset now helps our students as they navigate secondary school, college, and beyond.”
Wassa Bagayoko ’13, a full-time consultant at EY, agrees. Her biggest fear at PBC was rappelling down the dam. “I was terrified, but I faced it head on. Learning to act despite my fear was an incredible life lesson, and I remind myself of it each time I’m met with a new challenge.”
Alumni years removed from their time at PBC still recall feelings of accomplishment – and the “can-do” mentality has stayed with them. During her eighth-grade trip, Arielle Benjamin ’17, a junior at Georgetown, was scared to climb up a tree and then walk across a wooden beam nearly 40 feet high. “After my classmates and my teacher encouraged me to try, I gave it a shot,” she says. “I told myself I’d only climb the tree and come back down.” But she summoned the courage to complete the entire challenge. “Every now and
seemed easy, but once we began, we realized that it required more attention to detail than we thought. People went too fast or accidentally dropped the block. We had to think and work as a team in order to finish.” For sixth grader Jasmine, who entered Harlem Academy this school year, the benefits extended beyond tackling physical feats. “As a new student, the trip helped me feel like part of a community and become closer to my classmates,” she says. “We learned a lot about each other.”
Nurturing Teamwork, Strengthening Bonds Just as important as team building and Many of the activities require cooperation and communication for success, and our students work together to make it happen. “At one point, we had to walk across a line of blocks while also holding a block and not dropping it,” recalls Lisa Lushtak ’20, a senior at Spence. “At first it
confidence boosting, the PBC trips give students a chance to get out of the city, stay in rustic cabins, share stories around the campfire, make s’mores, and simply have fun in nature. “I got to stargaze at night, and I saw so many more stars in the sky compared to when I’m home in the city,” says Lisa. “It was beautiful.” 2024 Journal | 19
Middle school English teacher Mohan Bell is always ready to help students master challenging classwork.
TEAM SPOTLIGHT
Mohan Bell Middle school English teacher Mohan Bell brings his love of literature, poetry, creative writing, and theater to every class.
Q: You’ve been an educator for 11 years. What inspired you to pursue teaching? A: My mother taught for more than 30 years in Jamaica. She was my inspiration. As I grew up, I saw how skilled she was in helping students find success. I was intrigued by the process of learning – day by day, adapting and reacting to the evolving needs of every student. That is what I enjoy about teaching, especially at Harlem Academy.
Q: This isn’t your first time teaching here. What was it like to return? A: I began at Harlem Academy ten years ago as an associate teacher. It was such a welcoming place for me as a young teacher. I was nervous but also excited because I knew I was in a space committed to professional development. After I left and taught in other schools, I leaned on all the foundational instruction I’d gained at Harlem Academy on how to be an effective educator. When I returned in 2021, it was a time that required innovation because of the pandemic. I found myself being challenged by what it meant to be a teacher responding to the needs of your class while helping them move forward. It was hard but rewarding. I was also excited to be back in Harlem teaching the demographic of students we serve. I feel rewarded every day. 20 | Harlem Academy
I love when my students ask me to further articulate an idea that I’ve introduced in class. They challenge me.” Mohan Bell, Middle School English Teacher
Q: Why do you love working with your students?
and I make sure my students approach the text with that understanding.
A: I moved to America at the age of 14. Starting life over was an endeavor of epic proportions, especially for someone who was in the early stages of their teenage years and trying to find their sense of identity. Education was my life raft, something I could hold onto as a constant. My students look like me. Many of them have immigrant backgrounds. Many have lives that mirror the one I had growing up. I see the curiosity I possessed as a child looking back at me daily.
Bringing in strong supplemental material also helps to boost engagement and comprehension, because it immerses students in the content and enables them to visualize what they’re reading. For example, when we read “Mansa Musa and the Empire of Mali” in seventh grade this year, we watched videos from the Dakar Rally, a series of car and motorcycle races in the Sahara Desert. They were so excited to watch it. It gave them an emotional tie to the place they were reading about. Students were then able to reference what they saw in the video to help inform their questions and insights about the caravan across the desert.
I love when my students ask me to further articulate an idea that I’ve introduced in class. They challenge me. That is the kind of classroom I believe we should all strive for – one in which students challenge the teacher intellectually to better understand what they are being taught.
Q: How do you approach teaching? A: I have high expectations for my students, including being prepared and meeting deadlines. But at the end of the day, fairness and justice are the cornerstones. I want my students to have a learning experience that leaves them with positive memories. Sometimes that requires me to be straightforward. Sometimes it requires me to be flexible.
Q: How do you drive students’ motivation?
bite-size sections and taking breaks along the way to summarize or ask questions. It helps the class build a rich understanding as they read. We call it pit stops. By the time they reach the end of the text, students have spent so much time talking and developing theories that they walk away with a feeling of accomplishment. That’s very motivating. Although I ask tough questions of my students, I always give them space to think. If someone is confused, I tell them it’s ok; that’s part of the reading process. Then I use it as an opening to explore the text more deeply: What makes it confusing? When students know that their teacher is there to help them access the text and to facilitate their understanding, they are much more willing to jump in and take risks.
A: My students get excited in class because the conversations are active and engaging. Students want to learn, and when they have wins in class, they are eager to be in the room. One of the ways we accomplish this is by breaking down texts into
Mohan, at age 11, with his mother in Jamaica.
I’m also a big believer in project-based learning. I love to give students the opportunity to not only interact with the texts being read in class but to put themselves into the shoes of a biographer, novelist, or poet. I want them to understand how to approach the art of writing as a craftsperson similar to a blacksmith or wheelwright.
Q: How do you make English engaging for your students? A: Literature teaches you what it means to be a human being. Approaching it from this real-world perspective allows for more active engagement. For instance, when we read “Home” by Gwendolyn Brooks, students get a bird’s-eye view of a family sticking together through difficult times, overcoming challenges, and supporting one another. There is relevancy within the work for all of us,
Mohan’s mom, a teacher for more than three decades, inspired him to become an educator.
2024 Journal | 21
Where Are Alumni Now?
3.7
is the average GPA reported by high school freshmen
100
96
% of students matriculate at
% of students matriculate at four-year colleges
selective secondary schools
22 | Harlem Academy
Secondary School Enrollment
College Enrollment
INDEPENDENT DAY
American (2)
Morgan State
Brearley
Grace Church (5)
Baruch (2)
North Carolina A&T
Browning
Greenwich Country Day
Boston U. (2)
NYU (5)
Calhoun
Horace Mann (4)
Bowie State
Northeastern
Chapin
Nightingale
Carnegie Mellon
Northwestern
Columbia Grammar & Prep (2)
Rudolph Steiner
Case Western Reserve
Oberlin
Riverdale (4)
City College
Pace
Spence (3)
Clark
Princeton
Trevor Day (2)
Cornell
Quinnipiac
Trinity (3)
Dartmouth
RPI (6)
DePauw
St. Anselm
Drexel
St. John’s
Fordham
Stanford
George Washington (3)
Stonehill
Georgetown
Suffolk
Convent of the Sacred Heart Dalton Fieldston (2) Friends Seminary (2)
INDEPENDENT BOARDING
SELECTIVE PUBLIC & CATHOLIC
Church Farm (7)
Beacon
Georgia State
SUNY Albany (5)
Frederick Gunn (3)
Cardinal Spellman (2)
Hamilton
SUNY Binghamton
George
Cristo Rey Brooklyn (2)
Haverford
SUNY Maritime
Kent
Cristo Rey New York (2)
Hobart and William Smith (2)
SUNY Purchase (3)
Marvelwood
Dominican
Holy Cross
Syracuse
Miss Hall’s
Humanities Prep
Howard (4)
Tufts (3)
Miss Porter’s (2)
Inwood Early College
Ithaca
Union (3)
Northfield Mount Hermon
Mount St. Ursula
John Jay
Univ. of Buffalo
Peddie (5)
NYC Museum School
LaGuardia
Univ. of Kansas
Purnell (2)
St. Jean Baptiste (2)
Lehman
UNLV
Rabun Gap (3)
St. Raymond
Mercy
Wesleyan
Stoneleigh-Burnham
Miami (2)
Yale (2)
Westover (2)
Morehouse
Lists include the six most recent classes.
FPO
Welcome back! Graduates returned to Harlem Academy for a night of reminiscing and reconnecting with old friends at our annual Alumni Holiday Dinner.
2024 Journal | 23
655 St. Nicholas Avenue New York, NY 10030 harlemacademy.org 212.348.2600
Board of Trustees
Trustees Emeriti
David B. Peterson, Chair
Mark H. Johnston
Rodney Pope, Secretary
Laura B. Sillerman
Carol B. Kenney, Treasurer Tony Asnes Richard A. Axilrod Avi Banyasz W. Graham Cole Will Cook Vincent Dotoli, Ex-Officio Joshua Easterly Ty Elie Mary Ganzenmuller Robert L. Harteveldt Valarie A. Hing Thomas Klein Ann MacRae Elizabeth McHenry Betsy S. Michel Hank Prybylski Tom Reycraft Richard Schaps Hillary Thomas Melissa C. Thomas-Hunt Alan Washington
Printing and mailing generously donated by Benchmark Education.
Advisory Council John Belizaire Jane Bierwirth James V. Gemus Doug Griebel Shirley A. Jackson, Ph.D. Ben Lavely Michael Levine Rashanna Lynch, M.D. Lauren W. Marrus William E. Mayer Alice Quinn Jeremy Raccio David R. Salomon Hunter Serenbetz