The Crest P O R T L E D G E
S C H O O L
M A G A Z I N E
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Contents SUMMER 2019
15 Cognitive Neuroscience Underscores Teaching Practices by Robert Muratore, PhD
16 Portledge School’s 44th Commencement MIDDLE SCHOOL
20 Middle School Snapshots 21 Middle School 2 The Progress of Portledge by Simon Owen-Williams
3 Pillars of Success 3A Warm Welcome UPPER SCHOOL
5 Upper School Snapshots 6 Time Flies by Harry Grzelewski 7 IB Powers Onward by Trish Rigg
8 The Senior Project Experience by Francesca Woll
10 Senior Launch by Francesca Woll
12 Reflections from The AP Reading by Sonna Allen
13 The Junior Leadership Academy by Francesca Woll
End-Of-Year Assembly By Susan Edwards-Bourdrez LOWER SCHOOL
22 Lower School Snapshots
23 Character Matters by Saralyn Lawn
26 Moving Up From Lower School
27 From Drawers to Writers in Early Childhood by Katie Henry ’99
28 Why Relationships Matter by Leigh DeMaria
29 What’s Going On After School? by Melissa Worth
THEATRE
30 Portledge Theatre Continues to Soar by Jason Dula
Board of Trustees (2019-2020) Mary Ellen Mooney, President Lindsey Barnett, Vice President Donald D. Wilson, Treasurer Claude Bahnik ’90, Secretary Donna Burke Susan Foley Joel Friedman Peter Guo Jamal Haughton Joshua Kugler Dana Pagliara David Schamis Lisa Warren
ATHLETICS
32 Athletics End-of-Spring Recap by Ceci Mulry ’13
36 Championship Teams ALUMNI UPDATES
38 Founders Day: Save the Date 39 Alumni Updates
40 Amid Illness, Tufts Student Sam Lobley ’15, 22, created fictional characters of depth and Compassion by Bryon Marquad
42 Portledge Benefit: Thank you
43 Portledge Welcomes Back Matt Schmidt ’09 by Trish Rigg
44 Portledge Fund: Thank You
PARENTS ASSOCIATION
45 Meet the New PA President Melissa Halpern
HEAD OF SCHOOL
The Progress of
Portledge By Simon Owen-Williams, Head of School
As I write, the current senior class prepares for their next step in their young lives—the step towards college. It is, of course, a fascinating time for them and for each of us as we reflect on the year behind us. The seniors were a vibrant and beautifully eclectic group to be sure, full of hope, enthusiasm, and talent. Their diversity was wonderfully captured by Tyler Medina-Minerva on the day of graduation during his powerful speech. They will leave a positive impression on the college lucky enough to have recruited them. Each one of them is unique, though they all share the common bond of having made strong and positive relationships with their teachers and with Portledge. We wish them well with the next significant steps they take in life, and we are very proud of all their accomplishments. They have grown and changed in a plethora of ways during their time here, as the school itself has also evolved during their tenure. The evolution of Portledge is tightly aligned with the strategic planning document, 20/20: A Clear Vision. This road map clearly outlines the way forward for our school and the articulated indicators and measurements along the way offer metrics to ensure we are making good progress. One such indicator was to prepare for a successful accreditation (which we accomplished with aplomb, I am happy to say!), but substantial progress has also been made in other areas too.
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Most notably, perhaps, we have witnessed the development (shaping and re-shaping) of our Campus Master Facilities Plan over the last two years. It has been built nicely into a series of staged developments spanning 10 years or so. The next phase involves creating an Athletic and Wellness Center replete with an extended basketball court that will allow multi-sports usage in the offseason and during bad weather, new locker rooms, office space, and learning spaces. The plan is also to connect a
road to the building that would skirt the perimeter of the campus and ease traffic flow by diverting traffic along the edge of Sawyer Field. The details of the plan with pictures and rudimentary first pass conceptual drawings are available for viewing on the school’s website. We are excited about the prospects and new opportunities this new facility will bring. Some distinct benefits to our student experience will be: pedestrian
safety and flow will be considerably improved
classroom
congestion and limitations will be further relieved
a
permanent home will be provided for our newly created Health and Wellness Department
traffic
congestion will be significantly reduced, particularly at drop-off and pick-up
a
focal point will be created for crucial educational programmings, such as Community and Service, Nutrition, and Emotional Learning and Mindfulness.
Enjoy the summer and congratulations once again to our seniors! We look forward to welcoming everyone back to our beautiful campus in September.
BOARD NEWS
Pillars of Success The last Board meeting of the year served as the final meeting for Samara Meshel (Alexander Meshel ’14 and Zoe Meshel ’19), Valerie Yardeni (David Yardeni ’17 and Laura Yardeni ’19) and Kimberly Dey (Charles Dey ’24, Kingsley Dey ’25, and Kendall Dey ’29), who resigned from their positions after this year. Samara Meshel is well-known throughout the Portledge community, having spent many years as an active volunteer. During her service as a member of the Board of Trustees, she has served as Board President, Vice President, and Committee Chair for Governance. Samara was also the longest-serving current board member, beginning her tenure in 2010. In addition to her board service, she made a tremendous impact on our annual
A Warm
auctions, taking on the role of Auction Committee Chair five times. Samara also held leadership roles within our Parents Association as both Middle and Upper School Vice President. Her unwavering dedication to improving the Portledge experience is long-lasting and will surely be felt by current and future Portledge students. Valerie Yardeni has been a valued member of the Board of Trustees from 2011-2019. During her tenure, she’s
served as Board Secretary and has chaired numerous committees, including Development and Accreditation. In addition to her Board service, Valerie’s leadership was far-reaching having a significant impact on the Portledge Arts Council, Lower School Holiday Play, Middle and Upper School productions and the Portledge Showcase. Her wisdom and appreciation of educational excellence far surpasses her service. Portledge is extremely grateful for her contributions in making our school the successful institution we are today. Over the last year, Kimberly Dey served as a valued member of the Portledge Board of Trustees, most notably as a member of the Athletics and Wellness Committee. Portledge thanks her for her service and looks forward to hearing all about the future endeavors of the Dey family.
Welcome
Portledge School is pleased to announce the election of the new President of the Board of Trustees, Maryellen (Mel) Mooney. MARYELLEN (MEL) MOONEY “Mel is a well-known member of the school community, and her family legacy spans two generations of commitment to Portledge School.” Mel is a well-known member of the school community, and her family legacy spans two generations of commitment to Portledge School. Mel grew up on Long Island, spending the bulk of her professional career as an advertising executive at Condé Nast Publishing before venturing into business for herself. At Portledge, Mel has served as a class parent,
president of the Parents Association, chair of the Portledge Annual Fund, member of the Board of Trustees, and secretary of the Board of Trustees. Her volunteer work alone shows her wholehearted dedication to the overall stewardship of Portledge School. In addition to her many accolades here at Portledge, Mel is a proud businesswoman and entrepreneur. She is the owner of two top-performing, nationally-recognized Hand & Stone Massage and Facial Spas. Mel is a graduate of the Parsons School of Design in New York City. She currently resides in Oyster Bay, N.Y., with her husband Bill Mooney ’87 and their two children, Quentin and Olivia (both are juniors at Portledge School). When not at Portledge, Mel enjoys sailing, skiing, and traveling. Mel formally welcomes two new members to the Board of Trustees, Joel Friedman and Susan Foley, and gives thanks to her predecessor, former president of the Board of Trustees, Samara Meshel for her immeasurable work.
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BOARD NEWS
JOEL FRIEDMAN “Joel is extremely passionate about the Children’s Hospital of Philadelphia. His oldest son, Skylar, received life-saving medical intervention at CHOP.” Joel is the founder and owner of Clearview Capital Management, LLC, a family office investment firm founded in 2009. Clearview is focused on all forms of investing, with particular expertise in commercial real estate and commercial mortgage backed securities (CMBS). Prior to founding Clearview in 2009, Joel was a director at Guggenheim Partners and the Head Trader for their Structured Real Estate Advisors division, where he oversaw the deployment of $2.6 billion of equity capital across over $10 billion in assets for several commercial private equity funds and separate accounts. Prior to his tenure at Guggenheim, he worked in the Fixed Income Department of Morgan Stanley, where he served as a trader within the Securitized Products Group. As part of the CMBS and commercial real estate collateralized debt obligations desk at Morgan Stanley, he focused on both secondary bond trading and new issue syndications, where he was responsible for structuring, marketing and pricing over $25 billion of such transactions. Joel graduated cum laude with a B.A. in History from Harvard University, where he was a three-time captain of the wrestling team, an Academic All-American, four-time EIWA Conference placewinner, NCAA Championship qualifier and a recipient of the Hardest Worker Award. Joel and the Jantzen family recently endowed the Hardest Worker Award for the Harvard Wrestling Program in the name of National Wrestling Hall of Fame Inductee Don Jantzen. Joel is a member of the Harvard 1998 Gift Committee, where he served in the role of a Leadership Gift Chair. Joel remains an active member of the Harvard alumni community. Joel is extremely passionate about the Children’s Hospital of Philadelphia (CHOP). His oldest son, Skylar, received lifesaving medical intervention at CHOP and Joel has devoted himself to the hospital’s philanthropic mission. Joel served as the founding co-chair for the Board of Visitors for the Center for Fetal Diagnosis and Treatment and remains a current member of that Board. He was an integral part of CHOP’s “All In for Kids” Poker Tournament, an event hosted at the Mandarin Oriental Time Warner Center. The tournament has generated over $8M in charitable revenue for CHOP over 10
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years. As an event chairperson, Joel was heavily involved in all aspects of this successful NYC charity event, including planning, hosting and lobbying for donations. Joel lives in Laurel Hollow, N.Y. with his wife, Jami, and two sons, Skylar ’26 and Blake ’29. The Friedman family has been part of the Portledge community for seven years.
SUSAN FOLEY “Susan recently completed her seven-year term as a Green Vale School trustee chairing the Marketing and Enrollment Committee and serving on the strategic planning and the Head of School search committees.” Susan and her husband Jack reside in Locust Valley, N.Y. and are the proud parents of Sam, Portledge ’17; Kathryn Grace, Green Vale ’16 and Friends Academy ’20; and Luke, Green Vale ’19 and Portledge ’23. Susan recently completed her seven-year term as a Green Vale School trustee chairing the Marketing and Enrollment Committee and serving on the strategic planning and the Head of School search committees. She also chaired the 2019 Green Vale Auction Gala. An active supporter of the broader local community, Susan currently serves as a trustee of the North Shore Land Alliance and cochair of its Marketing and Communications Committee while also providing ongoing marketing support to the leadership of Old Westbury Gardens and the Locust Valley Chamber of Commerce. Susan enjoyed a 30-year career in marketing, public relations, communications strategy and brand positioning representing leading brands across the consumer products, financial services, technology and healthcare industries. She held senior management positions with responsibility for global communications, employee communications and business development for two leading global communications consulting firms. Her relationship with Portledge began in 2007 when she served as the school’s first director of Marketing and Communications, a role she held for two years. Susan earned a B.S. degree in Mass Communication and Psychology from Boston University’s College of Communication.
UPPER SCHOOL I cannot believe that so much of
SNAPSHOTS
this year is already over. Soon, our
campus will be green again, the
cherry blossoms will emerge, and our athletic fields will be full with energetic young men and women competing with pride for Portledge’s Blue and White. With that in mind, I want to provide an update on some of the Board initiatives that will hopefully benefit the students, the faculty, the staff, and the administration. The Board remains focused on implementing the Strategic Plan. We have seen so many improvements over the past year, including, most notably, the opening of the Commons. As many of the other goals of the Strategic Plan come to fruition, we have focused our attention even more on the Master Facilities Plan. This plan will eventually result in a new school building, a stateof-the-art athletic and wellness center. The center will become another reason for all of us to take significant pride in Portledge and the resources it provides for those on campus.
auction at whatever level you feel most comfortable, donating items to the live and silent auctions, and taking out advertisements in the Benefit’s Journal. Further, we have a mini-accreditation coming up in April. Although it creates additional work for the Board, the faculty, and the administration, it provides a great opportunity to showcase all of the amazing aspects of Portledge, including its unparalleled faculty. Before we know it, another school year will come to a close. I want to thank the whole Portledge community for all its involvement and support in making this another successful year! Samara Meshel President of the Board of Trustees Alexander Meshel ’14 Zoe Meshel ’19
We have also changed the concept of our annual Auction Gala. Now called the Portledge Benefit, the less formal club party theme on a Friday night will allow for more mingling and even more fun. The silent and live auctions that people enjoy so much will, of course, remain. As someone who has chaired or co-chaired the annual Auction Gala multiple times, I am thrilled with its continued evolution. I am also humbled to be this year’s honoree, and I hope that all of you come on Friday, March 29 and have fun, bid on items, and help Portledge continue to thrive. Please also consider sponsoring the
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PORTLEDGE SCHOOL | 5
UPPER SCHOOL
These thoughts are insidious not because they are indictments against my productivity, but because they often encourage me to dig deeper and explore the many ways in which I’m a time waster. On a more positive note, I can honestly say the following: It was a good year, time proceeded at its usual pace, and much was accomplished. Here are some highlights as evidence of all that I said.
Time
Flies by Harry Grzelewski, Director of Upper School
When the year winds down and I sit back to reflect, inevitably I find myself wondering where the time went; or, I think, boy, the year really went fast. I know it’s only an expression—that time flies—but I say it a lot. Where did the day go? How did it get to be 3:30 p.m. so quickly? What exactly underlies that feeling that time is racing along at an unnatural pace? The answers are rather obvious and ones we don’t want to spend a lot of time dwelling on. At least I don’t. I remind myself that when I get busy, I lose track of time. I am dismayed that three, four or five hours have slipped out of my grasp, but I’m also delighted at all that I had accomplished during those dissolving minutes. Or not. I could be angry at the time wasted trying to unravel a knotty problem, or upset that the hours spent resulted in failure to complete a task or reach a goal. The unacknowledged fear behind the “time flies” comment is insidious and not necessarily in my conscious mind. But when I reflect, I wonder if I fear getting old, or fear that I’m not using my time in a productive way, or that I’m becoming less efficient rather than better at what I do.
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January kicked off 2019 after a restful break. We celebrated Martin Luther King Jr.’s birthday with music, seminars, and presentations on a wide range of topics, including civil rights and diversity. Some of our alumni returned to share their college experiences and to answer questions, helping to prepare our seniors for life after graduation. One noted Portledge alumnus who works in the fashion industry shared his journey and challenges in a stirring interactive Q and A. February saw conferences and progress updates. Students hunkered down and wrapped themselves in study, and the groundhog promised an early spring…hmmm. On a sad note, Portledge said farewell to a beloved teacher, Stacey Renwick, at an emotional and thoughtful tribute in the Commons. After spring break and our lacrosse trip to Florida, spring was officially underway. As we opened the third trimester in March, students started looking forward. Classes were selected for next year and tenth graders considered enrolling in IB. The winter sports season was put to bed. T.S. Eliot called April “the cruelest month” but at Portledge it was celebration time. The Art Department celebrated the work of all the artists in the Upper School, displaying samples of work along with artistic statements. The Music Department inspired us with their technology inspired performances, and supported the Theatre Department in their presentation of The Drowsy Chaperone. The White Team was crowned champion after a splendid Blue-White Day. The weather was perfect. The athletic department delivered a flawless organizational and activity plan culminating in the yearbook dedication. Mr. Amadio was the honoree in the yearbook dedication, and the security team was recognized for their devotion and dedication—going above and beyond just doing their job. The rest of May was largely devoted to testing for seniors along with a portion of the junior class. 2019 was off and running and our graduates will have made their way into the world by the time you read this. Happy Summer.
IB Powers Onward By Trish Rigg, IB Coordinator
This has been a pivotal year for the International Baccalaureate Programme at Portledge. After graduating our second cohort of seven IB Diploma Candidates, all of whom earned the diploma and as we prepare for next year’s senior class of eight students, we look ahead toward a growing population of IB students. Twenty rising juniors will make up the cohort of 2021. On June 7, an orientation was held to provide a level of transparency for the new diploma candidate students. Topics that were covered include: time-management skills, managing expectations, and an overview of the twoyear program. As the program expands, these students will partake in new courses such as IB Film, as well as contribute in a plethora of ways toward the overall community of Portledge. The session ended with a palpable sense of enthusiasm.
The IB faculty at Portledge is also growing. This summer four new teachers are being trained. Several are updating their curriculums to mirror the ever-evolving, subject-specific IB content. Professional development opportunities continue, engaging with teachers in all divisions creating new approaches to teaching and learning reflecting the ideals of IB—principled thinkers in an evolving interconnected world—and making them accessible to all students.
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UPPER SCHOOL
The
Senior Project Experience
By Francesca Woll, Special Programs Coordinator
The Senior Project Experience provides our soonto-be graduates with a unique opportunity to apply their skills, interests, and passions to do something that matters. This year, our 57 seniors created 33 projects and were guided by 22 project advisors. At Portledge we have seven students enrolled in the IB Diploma program. Four of them showcased their CAS (Creativity, Action and Service) projects while three took on the task of combining their existing CAS work with additional elements and ideas. The projects covered a broad range of topics, ideas, and activities. Some students volunteered to help others, while some learned a new skill. Many aligned their work with hopeful future careers. Nearly every presentation touched on one or more elements of our Portledge mission. For the fourth year, and after meticulous debate and discussion, we bestowed the Award of Distinction on several of our students. The award deeding reads: “The Senior Project Experience Award of Distinction recognizes a student who engaged in a project that clearly illustrated something that matters to him or to her and whose presentation provided the audience an experience that was captivating, informative, and interactive.” Portledge’s 2019 Award of Distinction went to the following seniors: Victoria Dam, for creating a bright and bubbly “yellow duck” memorial mural in the basement of the Middle School honoring the life and legacy of our late Science Teacher, Stacey Renwick.
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Max Scalamandre, for successfully developing a more efficient solar energy battery model to be installed and used this summer in the glamps located at Indian Neck Farm in Peconic. Kamila Sukhov, for presenting her IB CAS project about speaking out and promoting a greater awareness of depression. She also organized, promoted, and attended the national Suicide Prevention Walk sponsored by the American Foundation for Suicide Prevention. Cole Balacek, Darren Liu, Lawrence Nartosky, and Aaron Vinsky, for working as a dynamic team creating a functional video game, complete with music, animations, and a compelling storyline. Despite playing to their own strengths, each group member learned a new skill and supported each other in the final composition. Zoe Meshel, Lili Silverstein, Michelle Tawfik, and Laura Yardeni, for tackling their own significant fears as part of the Yes.org national YouTube movement. Whether they swam with sharks, rode a rollercoaster, surrounded themselves with hundreds of butterflies, or performed slam poetry at a NYC event, they supported and encouraged each other, developing confidence and strength to last a lifetime. Spencer Hazen, for blending his passion for athletics and a talent of graphic design to enhance our Athletic Department’s presence on many social media platforms. He was responsible for creating artwork that highlighted game announcements, scores, and player accomplishments all year long. Gabriella Rabito, for combining her passions of music, language and neuroscience by working with the PreKindergarteners using American Sign Language to create an interactive music composition that aligned with their school curriculum. Nico Paradysz, for creating instrumentals as a beginning to a three song Extended Play Album, using an audio workstation to create songs from audio samples.
VICTORIA DAM
ZOE MESHEL, LILI SILVERSTEIN, MICHELLE TAWFIK, AND LAURA YARDENI
MAX SCALAMANDRE PARTS SPENCER HAZEN
The Goal Zero Yeti 1400
Boulder 100
KAMILA SUKHOV
COLE BALACEK, DARREN LIU, LAWRENCE NARTOSKY, AND AARON VINSKY
GABRIELLA RABITO
NICO PARADYSZ
sz
Need to add Nico Parady
PORTLEDGE SCHOOL | 9
UPPER SCHOOL
Senior Launch
By Francesca Woll, Special Programs Coordinator
In anticipation for their life after graduation, Portledge seniors took part in the second annual Senior Launch in May. Over the course of two days, they were presented with a multitude of workshops and activities meant to assist in their transition to life in the real world. Head of School Simon Owen-Williams met with seniors to discuss the intricacies of living with a roommate, preparing them for inevitable hard discussions, tips for maintaining a peaceful relationship, and how to gain the most out of the experience. They entered into our makeshift kitchen where English teacher Cassandra Amaya and science teacher Kristin Anastasio uncovered how to craft the perfect omelette and some basic cutlery skills to ensure no one will go hungry. Seniors stepped outside with math teacher
Nick Woll to get the hang of changing a tire and jumping a battery—only after first figuring out how to pop the hood. They refreshed themselves on the basic travel routes in and around Long Island, planning for those inevitable first trips back home. Seniors broke down basic financial literacy with math teacher Skip Amadio figuring out the differences between credit and debit, how to plan to pay off student loans, and whether renting or buying was a more practical approach. In a surprise visit, the seniors were gifted a conversation with our first and second graders who thoughtfully
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provided advice and words of wisdom to these future graduates whom they clearly admire. To say it was a packed morning, is quite an understatement. In addition to acquiring and enhancing these life skills, seniors focused on the relationship they have with their phone as part of a conversation about whether technology potentially hinders our ability to communicate and think on our own. They were surveyed about their cellular counterpart and the vast majority paralleled the national sentiment that it holds a strong, if not essential and dependable, connection to our lives. They were encouraged to find ways to break away and make the most of this next chapter by being present and mindful. It was natural to feel a bit weighed down by all of the “real talk” given, so seniors were offered their choice of a stress-relieving activity: yoga with Portledge parent Alexis Borgia; guided meditation with English teacher Laura Paik; or an introduction to tai chi with local master David Alexander of Roslyn. We hope that these practices will stay with them as tools to help combat
similar feelings of stress or anxiety next year. Senior Launch was expanded to a second day after requests were made last year for more time to focus on this transitional period. Students chose two breakout workshops from the following list revolving around topics that were most meaningful to them. Options included:
An Understanding of Our Government: led by teacher and History Department Chair Edie Saltarelli. Ms. Saltarelli offered our future voters a glimpse of what would be expected of them as young citizens, discussed what their voice means in the political world, and how to best prepare for everything—from finding your polling place, registering to vote, and handling political protests in college.
A Guide to Networking Basics: led by Steve Carroll, co-founder and CEO at FinDigs, Inc. Mr. Carroll not only spoke about everything needed to find a job from getting in the door, developing a strong networking circle, and nailing an interview. He even offered the seniors an opportunity to forward their resume to him and he would provide feedback and suggestions. Of his many
to best support student growth and development.
“You’re Moved In, Now What?”
takeaways, Mr. Carroll stated, “Anything you’re passionate about should find its way on your resumé and LinkedIn should be the most crucial component of your pre-professional focus.”
Mapping Out Long-Term Planning: was crafted by Stephen Hiller, a registered senior client associate at Merrill Lynch. Mr. Hiller gave professional input and guidance to our interested seniors on everything from paying off student loans, making strong investments, and saving up for retirement. He repeatedly said he was impressed that our seniors were already interested in their finances, “You’re way ahead of the game!” he said, “I don’t usually see anyone your age focused on this topic.”
Mental Health Awareness and Stress Relievers: led by our school psychologists Dr. Alison Brush and Stephanie Heins, and Learning Strategies Program Leader Elaina Schroeder. A conversation developed with students about what this transition from high school is like, how it impacts everyone in different ways and what they can do to help themselves through the changing times. Dr. Brush, Ms. Heins, and Mrs. Schroeder provided a list of resources that students can find—both on-and-off their college campuses—and how they are designed
led by teacher and History Department Chair Edie Saltarelli. Here students jumped into what they would expect on day two of living on campus. Ms. Saltarelli focused on strategies to get along with roommates, how to handle conflict, and where to go for help on campus—whether it’s with writing, studying abroad, or setting up jobs and internships for a future career.
A Guide to Laundry, Hygiene, and Basic Fitness: led by math teacher Christopher Corby. Seniors took a hands-on approach inside Portledge’s laundry room located in Wellington Gymnasium. Mr. Corby taught them how to do different types of washes, best practices for drying and ironing. He then discussed social etiquette for dealing with situations with roommates, along with sharing common bathrooms or showers. After finishing the workshops, the League of Women Voters arrived on campus to deliver a relatable history of voting in America. They discussed what it’s like to vote at a polling place, and how to order an absentee ballot. The paperwork was provided for seniors who wished to register to vote for the next election, which was followed by spirited debate and discussion. Reprising his role from last year, Portledge alum and New York City Fire Department member John Hambrook ’10 spoke candidly with seniors about what it means to get to know yourself after high school, “finding your church” of what you believe in, and becoming determined to see through your own
ambitions despite any negativity that comes your way. Not only is John a current FDNY firefighter in Brooklyn, but he can boast that he is the youngest Fire Chief in the history of the Oyster Bay firehouse. Pulling that double duty is no small task. He captivated our seniors and motivated them to see through their own dreams, despite coming off days of no sleep. In keeping with a specialized focus on alumni, seniors took part in small question and answer sessions with four former Portledge Panthers: Evan Adonailo ’13, Monique Kelly ’10, Ceci Mulry ’13, and Neil Nelanuthala ’13. It was clear that our students benefited from the intimate setting and felt that they could really be heard as they begin their preparations for this next chapter.
The 2019 Senior Launch concluded with sentimental advice bestowed upon the future graduates from members of the Middle School Student Council and with a spirited trivia game, “Are You Ready?!” where they tackled real-world situations that every adult faces at one time or another. As a community we are eager to see what the Class of 2019 can do as they enter this next phase of their lives. We wish them the Scan this QR code best of luck! for a video glimpse! PORTLEDGE SCHOOL | 11
UPPER SCHOOL
Reflections from the AP Reading By Sonna Allen, Science Department Chair
Thanks to a supportive school and administration here at Portledge, I was again given the opportunity to participate in the College Board’s AP Chemistry Reading in Salt Lake City on June 1 through 10. I was selected to participate as a Table Leader (TL) this year, a promotion from previous years when I attended as a Reader. The 2019 AP Chemistry exam was graded by a team of 368 people from around the world, mostly teachers of AP Chemistry and professors of the equivalent course at the college level. The team was composed of one Chief Reader, three Exam Leaders, 17 Question Leaders, 39 Table Leaders and 308 Readers. We scored a total of 159,814 AP Chemistry Exams consisting of four major forms: the Operational Exam, the primary exam taken by students in the U.S.; the International Exam; the Alternate Exam, taken on the late date for students unable to take the regular date; and Form Z. I was assigned to question 1 on the Operational Exam. I was one of nine Table Leaders working with 69 readers reading and grading the first free-response question. When we arrived on June 1, our first task was to refine and finalize the scoring rubric to be used to grade our question. We also created Scoring Guidelines to help our readers score the question fairly, accurately, and consistently. We wrote “training papers” to train the readers that would arrive on June 3. These papers were used to help teachers and professors apply the rubric to ensure accurate and consistent grading of the responses for the seven-day reading period. These training papers are also used at APSI courses and mock readings at conferences like this summer’s ChemEd and NSTA conferences. The leadership team chooses and scores sample student responses that would be posted on APCentral, the College Board’s website for AP teachers and students. Other jobs of a TL included training a team of readers, working with them to ensure that they are accurately applying our rubric, back-reading their graded exams to double check their work, providing frequent feedback about their performance, ensuring that all readers are abiding by the rules of the AP Reading and answering readers’ questions as they
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struggled to sort out student responses. Additionally, TL’s are responsible for evaluating the readers who are assigned to their team. I have always enjoyed participating in the AP Reading but this year was, by far, the best year ever. Having the opportunity to participate as part of the leadership team allowed me to gain even more insight into this exam and be a part of some of the most amazing professional development available to teachers of courses like AP Chemistry. When I return from AP reading each June, I am inspired by what I have learned, determined to help my students uncover their misconceptions, and truly develop a strong understanding of general chemistry and the AP Chemistry curriculum. The AP Reading is a terrific opportunity to network with chemistry teachers and professors from all over the world. It gives me a chance to discuss teaching strategies, lab ideas, pedagogy and chemistry with other AP Chemistry teachers. Over the years, this has lead to some amazing friendships and some wonderful collaboration. It has been a fabulous experience and I am hopeful I will get the opportunity to participate in 2020.
The Junior Leadership Academy By Francesca Woll, Special Programs Coordinator
Portledge kicked off the first of two days of the 2019 Junior Leadership Academy on a beautiful spring morning. Students began by meeting in small groups to discuss what leadership meant to them. Inspired by a TED Talk, they were asked to look within themselves to identify descriptive words that define their character. This prompted a discussion about the differences between how others view us and how we view ourselves. They examined what they stand for and what their everyday actions reflect. They were asked: Are we accurately representing our values? Would others articulate similarly? The conversation continued with an alumni presentation from Monique Kelly ’10 and Eraklis Diamataris ’12 who shared the importance of leadership through interactive games, activities, and personal stories of life in the real
world. Both Monique and Eraklis spoke together last year and came back even stronger with relevant connections and targeted objectives delivered in a relatable, humorous conversation. Topics included the sometimes debilitating role
social media can play in our lives, how to identify with a leadership style that suits your personality, and the many different ways you can be, and support, a good leader. Our day was extended with a field trip to the Long Island Adventure Park in Wheatley Heights where students were subconsciously putting these leadership qualities to the test. Climbing high among the trees, they pushed themselves outside their comfort zones, and supported their peers with either helpful tips or enthusiastic cheers, revelling in this outdoor experience. Day Two opened with four interactive workshops highlighting specific aspects of leadership development. Juniors met with faculty to discuss what it takes to
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be an effective leader and important character traits needed for success. They looked within themselves to gauge what they stood for as individuals in this moment, thus opening the conversation to how they would act as potential leaders. Breakout groups met to debate everything from effective methods of collaboration, the science behind different leadership styles, how strong leaders influence audiences, and ways to develop individual vision and goalsetting. It was a busy morning to say the least! Head of School Simon Owen-Williams then addressed the class, touching on the varying levels of leadership across campus and in the real world. Speaking directly to the students and looking to value what they will bring to the
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table, Simon urged, “...what matters is that you have a fresh perspective and we need leaders at our school... you could provide that connection. If you want to be a leader, be prepared to do something.” Giving the students something tangible to take away, Mr. Owen-Williams left them with three bits of advice: “One: leadership is collective, when it works well; Two: leadership is not about management or power; and Three: leadership should be rooted in service.” As a new addition to the JLA, students signed up for an hour-long, hands-on focus of what leadership looks like in the real world. Students chose between:
orking with the Green Team to W toil and landscape the entryway into the Upper School
ssisting Lower School teachers A in their classrooms
eeting with two former M Portledge parents, Mr. Louis Pagliara and Mrs. Dana Pagliara, and local business owners to understand what leadership looks like in their offices
iscussing how effective D leadership is critical with Mr. Luke Salamon, a critical care specialist
reaking down the dynamics of B leadership in the military with Marine Major Patrick Kelly
The day concluded with a spirited scavenger hunt around campus, which asked students to reiterate their experiences throughout the various workshops and activities.
“Repetition creates excitement to a point, and then becomes boring… Variation creates interest to a point, and then becomes confusing.” —BILL
WARFIELD (“Marketing Your Craft from Inside Out,” Downbeat, December 2018)
Cognitive Neuroscience Underscores Teaching Practices By Robert Muratore, PhD, Upper School Science Teacher/STEAM Coordinator
Over the past couple of centuries, educational theorists and reformers have sometimes been at odds with the practices of experienced teachers, who know a thing or two about pedagogy. Recently, medical technology has provided cognitive neuroscientists with the ability to decipher what is actually happening in the brains Dr. Robert Muratore
of learners. The growing field of neuroscience applied
to learning, exemplified by the work of our summer reading author, Daniel Willingham, and closer to home, by the work of Ido Davidesco of New York University’s Department of Teaching and Learning, is showing that many of our long-standing practices are indeed effective. Moreover, it is showing us why they are effective, and suggesting slight tweaks with which they can be improved. Since the 1970s, it has been apparent that learning is a somewhat automatic process. It just happens. The trick for a teacher, as Director of Upper School Harry Grzelewski points out, is to keep the lesson focused on the task at hand. This means in part a quieter, calmer classroom with fewer visual distractions. How does automated learning come about? What you need to know first is that the model of the body as a well-oiled machine is not a very good model. A more accurate model is that of competing and cooperating systems at all levels, from molecules through organs, each with their own agency. This competition and cooperation is also exhibited in various parts of the brain.
When the brain notices a repetitive task, it sets up a “subroutine” (to borrow a phrase from computer science) so that attention can then be attuned to the new. Competing areas in the brain notice the subroutine, and try to shut it down; the repetitive nature suggests to these competing areas that there could be a problem, perhaps some misfiring neurons, stuttering, perseveration, or even epilepsy. If we graph the number of things just learned over time, we see a decreasing trend, the classic “forgetting curve”. We now know that this forgetting curve applies equally to mechanical skills, memorized facts, and chains of reasoning.
Neuroscience has shown us how to harness the forgetting curve by spacing out review and applications of the learned thing at ever-increasing intervals. Each time the material is revisited, it sticks with the learner for longer and longer times, until it is essentially permanent. The new bit here is the increasing length of the fallow intervals. There has to be some forgetting before the knowledge can be recovered and reinforced. “That’s easy,” you say, “students forget stuff all the time!” The subtlety here (and a reason that Integrated Math was problematic) is that the task must be mastered each time around. It does no good exposing the student to the material. The exact intervals depend on the lesson and the student. An example of increasing intervals is one hour, one day, one week, one month, one year. We already do this sort of thing: one hour (exit ticket), one day (homework), one week (quiz), one month (exam), one year (curriculum mapping). Is this the optimal spacing? That question remains open, and depends on the subject matter, the teacher, and the student. So, we see that neuroscience can be applied successfully to pedagogy, and that the findings are congruent with what we already know works in the classroom, but that maybe there are a few tips and tricks to be had.
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UPPER SCHOOL
Portledge School’s
44th Commencement Portledge hosted its 44th Commencement Exercises on Friday, June 14, 2019. The weather proved to be the quintessential summer’s day with the sun shining and breeze blowing. The proceedings started at 10 a.m. sharp with the traditional bagpipe processional performed by the Ancient Order of Hibernians.
Scan this QR code for more photos!
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The cessation of the bagpipes heralded the arrival of Portledge School’s President of the Board of Trustees Samara Meshel, who led her fellow members of the Board of Trustees and all faculty and staff in honoring the Class of 2019. This year’s graduating seniors will matriculate into some of the top schools in the country, such as Columbia University, George Washington University, New York University, High Point University, Barnard College, University of Pennsylvania, and the University of Southern California.
Graduating seniors, Angelina Magin and Gabriella Rabito, led the audience in a beautiful rendition of “America the Beautiful,” by Katherine Lee Bates and Samuel A. Ward, followed by the All-School Chorus singing “Fair Portledge,” by William Peek. The Concert Band was directed by Music Department Head Jeff Suzda, and the All-School Chorus was directed by music teacher Michael Schwartz. Head of School Simon Owen-Williams gave opening remarks, acknowledging faculty and staff, the Board of
Trustees, parents, and alumni for convening on such a beautiful day. Mr. Owen-Williams also recognized the selfless dedication that all attendees exude for Portledge School, highlighting the tireless efforts of the many people who organized the graduation event. At the conclusion of Mr. Owen-Williams’ introductory remarks, the following awards were presented to members of faculty:
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UPPER SCHOOL The ’76 Award named for the first senior class to graduate from Portledge and given each year by the 10th reunion class to the teacher who is remembered as having the greatest impact on the members of the class. The award was presented by Zaidat Animashaun ’09 to this year’s recipient, Upper School Science teacher Carolyn Chiu. Assistant Head of School/Director of College Counseling Karen Crowley gave her remarks and presented the next award. Ms. Crowley spoke to the senior class about what it truly means to live a fulfilling life. In her speech, she described the sense of urgency that graduates inevitably feel when trying to find their
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purpose, and urged the senior class to ask the question, “How do you want to be?” instead of “What do you want to be?” She went on to explain that the key to choosing a fulfilling career is to select one that best represents the person you aspire to be. Before announcing the next award recipient, Ms. Crowley noted that the honoree of the 2019 David W. Hoyler Faculty Award truly embodies this ideal. The David W. Hoyler Faculty Award is presented to a member of the Portledge School faculty for outstanding dedication to students and exemplary commitment to teaching within and beyond the classroom.
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MIDDLE SCHOOL
SNAPSHOTS
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Middle School
End-of-Year Assembly
By Susan Edwards-Bourdrez, Director of Middle School
Each year, the entire Middle School gathers at a final assembly honoring our graduating eighth graders and highlighting their many achievements. The program reflects the warm and inclusive nature of Portledge itself. The assembly began with a processional of the eighth grade and its advisors, led by Middle School President Lara Narby, Eighth Grade President Luca Williams, and Eighth Grade Vice President James Bodian, while the sixth and seventh grade band played exuberantly. After Head of School Simon OwenWilliams and I welcomed and expressed thanks to everyone in the community for contributing to the growth and success of the middle school students throughout the year, we moved on to the presentation of a few symbolic awards indicative of what we value most*. Awards included Outstanding Progress, Citizenship, Devotion to Music, Devotion to the Visual Arts and Scholarship, culminating with the prestigious Middle School Award that recognizes the eighth graders who best exemplify the ideal Middle School student.
This year, that award was presented to Cassandra Oswald-Pisarski and Sebastian Tate. The award winners in each category embody what we revere, but we recognize that there are other students who do so as well. The process of nominating and voting for students is exhilarating as we share stories about many outstanding youngsters. The procedure is also difficult because we must only choose one. After the award presentation, the faculty member selected by the eighth graders addressed the gathering. This year, (title?) Amy Manzone gave the speech. The address was very meaningfully personalized for the class, quite touching and often humorous.
A musical interlude followed during which all middle school students accompanied or sang a song selected by the seventh/eight grade chorus along with our school song, “Fair Portledge.� Middle School President Laura Narby then addressed the assembly. She shared how she learned from making mistakes and offered amusing recollections from each year of Middle School, expressing gratitude for those years. A talented artist, Laura created the cover art for the assembly program. Finally, one by one, eighth grade advisor groups stepped up to the front of the platform and paid tribute to their individual advisee. Students and their family members have cherished this individual recognition over the years; even self-conscious adolescents have confided that they look forward to their turn. The benefits go beyond that: the audience gets a glimpse of how diverse and accomplished our students really are, and of the strong bonds that characterize the advisor/advisee relationships. After closing remarks, the eighth grade recessed out and formed a line to receive congratulations and hugs. Then went off to start the summer with fond memories and joyful anticipation! *N ote: Awards for sportsmanship and athletic prowess are given at other assemblies during the year.
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LOWER SCHOOL
SNAPSHOTS
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Character
Matters
By Saralyn Lawn, Director of Lower School
In May the fifth graders gave their last Lower School performance, Character Matters. We all enjoyed the students’ presentation; their acting was impressive, and the plot featured great advice. For years, educators and parents have talked about “character education” and its importance in school and at home. More recently, a growing body of research has solidified the notion that social-emotional learning is critical to lifelong success, happiness, academic, and career success and that these skills should be embedded and integrated and not be a program taught in isolation. Best practice research recommends a deeper dive by expanding this notion of character education to a more broadbased educational pedagogy inclusive
of a range of skills related to socialemotional well-being: “Compelling research demonstrates…the success of young people in school and beyond is inextricably linked to healthy social and emotional development. Students who have a sense of belonging and purpose, who can work well with classmates and peers to solve problems, who can plan and set goals and who can persevere through challenges—in addition to being literate, numerate, and versed in scientific concepts and ideas—are more likely to maximize
their opportunities and reach their full potential.” (The Aspen Institute, 2017.) So, what do we mean when we talk about social-emotional learning? In fact, this is a complicated question, perhaps because it is a broad domain, reflective of the multi-faceted and
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LOWER SCHOOL
complex reality of human nature. Social-emotional learning can be defined as “the processes involved in developing self and social awareness and regulation, responsible decisionmaking, and relationship management.” (Durlak, Domitrovich, Weissberg, & Gullotta, 2015). Generally, I think of the following skills when I think of all the aspects of social emotional learning: Emotional Regulatory and SelfMonitoring Skills: These skills we use to process complex, and often intense emotions, e.g. I can recognize and name my emotions and have tools/strategies for managing them in a socially appropriate manner. Cognitive Skills: These are learning strategies and tools one uses to take
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responsibility for his/her own learning and to navigate and persevere through learning new material and solving problems—Resilience. e.g I understand the learning process and have the tools to navigate it effectively. Social Skills: Skills that support healthy relationships with peers, colleagues, personal friends, and family. These skills are also fundamental to collaboration, e.g. I can read non-verbal body language, interpret complex social cues and work together effectively with a team to solve problems and generate creative ideas. I am empathetic and demonstrate sensitivity for the needs of others while establishing healthy boundaries for myself.
Self-Awareness: This is the knowledge of how one learns best, the ability to recognize when to ask questions and an understanding of how one’s own behavior and self-regulation impacts others, e.g. I understand how I learn and how to seek support when I need it. I understand how my behaviors, attitudes and emotional disposition affect others on my team or in my environment. Wow! When one reads this list, which admittedly may still not be completely comprehensive, it is easy to see why so much research and attention is being paid to social-emotional learning in educational and parenting literature today.
Let’s consider the fact that children often experience complex and intense emotions as they navigate childhood. Their amygdalas (the emotional center of the brain) develop early on while their prefrontal lobe (executive functions), used to regulate emotions, is not fully developed until well into adulthood. In other words, children and adolescents have Ferrari emotions with Flinstone breaks! How do we help teach our children all these socialemotional skills within a short time we have them from birth to 18 years old? This is a complex process that continues to evolve well into adulthood. Adults continue to learn these skills at increasingly complex levels across their lifespan as they navigate the joys and challenges of life. We are social and emotional beings. The Portledge School Strategic Plan, 20/20: A Clear Vision, provides a compass for our initiatives, curricular development, and pedagogy as educators. “Goal 1: The Student Experience” embraces the notion that we need to focus deliberately on many of these aspects of social-emotional learning. Through our strategic plan work we are actively pursuing a redefinition of character traits, refining and adopting a consistent set of classroom strategies to support students in taking ownership of their learning experience, improving and expanding upon our delivery and documentation of social-emotional education, creating partnerships with external organizations, which enable students to explore personal passions and interests, and further exploring areas of health and wellness such as mindfulness. Over the course of this year, our faculty have received training and inservices related to the RULER program: “RULER is an evidence-based approach for integrating social and emotional learning into schools, developed at the
Yale Center for Emotional Intelligence. RULER applies “hard science” to the teaching of what has historically been called “soft skills.” RULER teaches the skills of emotional intelligence— those associated with Recognizing, Understanding, Labeling, Expressing, and Regulating emotion.” (Yale, Ruler Overview.edu) Decades of research reveal that these skills are essential to effective teaching and learning, sound decision making, physical and mental health, and success in school and beyond. Spoiler Alert: You will be hearing more about this in the coming
“
are learning something new, and experiencing the initial overwhelmed or insecure feeling, we support them to understand that, the learning process, if they are pushing themselves, may cause them to have these uncomfortable feelings and that as they master the new skills, feelings of triumph, accomplishment, and satisfaction take hold. This is a recursive cycle—if we are pushing ourselves, that feeling of accomplishment is then followed by learning the next set of skills, which may have us feeling slightly overwhelmed again.
How do we help teach our children all these social-emotional skills within a short time we have them from birth to 18 years old? This is a complex process that continues to evolve
”
well into adulthood.
year. Training and initiatives such as RULER support us in teaching and coaching our students as they develop these skills, not as a class, but rather integrated throughout our curriculum and interactions all day, every day. At Portledge, we are intentional about our classroom environments and the language we use with children when solving problems because “how we teach is as instructive as what we teach.” (The Aspen Institute, 2018.) We are increasingly focused, as a Lower School team, on developing some common vocabulary to support students in developing skills, strategies, and self-awareness. We weave conversations about empathy, character, problem-solving and relationships into conversations about social issues that arise, into literature, and into all types of situations. When students
When children leave the Lower School, having integrated healthy social-emotional skills, strategies, and awareness, they go on to become higher achievers, both academically and in life relationships. During our closing Lower School meetings, we listened to a podcast together entitled All Learning is Social-Emotional Learning so that we could do some thinking and collaborating over the summer and weave social-emotional learning even more deeply into our curriculum and within our daily student interactions. We believe that every adult-child interaction is an opportunity to promote healthy social and emotional skills and well-being. This deep attention to relationships and social-emotional learning is at the heart of independent education.
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LOWER SCHOOL
Moving Up From Lower School
On Thursday, June 13, the Lower School celebrated the graduation of the fifth grade class. This event marks the culmination of the school year for the Lower School as family, friends, faculty, and fellow students gather to send off the fifth grade class to the Middle School. Held in Wellington gymnasium due to the adverse weather conditions, Head of School Simon Owen-Williams made opening remarks and welcomed all in attendance before handing over the podium to Lower School Director Saralyn Lawn. Mrs. Lawn reminisced about the memories the fifth grade class had made during their time in the Lower School and read a self-adapted poem, based on The Places You’ll Go,
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which featured many significant references to the journey the fifth graders had taken at Portledge Lower School. The fifth graders had elected to have Evie Sarles, retiring science teacher, make the keynote speech, and the children clearly appreciated her words of wisdom for their continued educational journey. The Class of 2026 had their moment to shine when each student gave a short speech recalling their favorite memories, what they will miss about Lower School, and what they are looking forward to in Middle School. They also showcased their singing talents as a group and brought many a tear to the eyes of their parents with their rendition of “Leaving on a Jet Plane” by John Denver. After the presentation of awards and their Moving Up Certificates, the students and families enjoyed a reception in the Commons.
From Drawers to Writers in
Early Childhood By Katie Henry ’99 Social/Emotional Learning Coordinator
It is a beautiful time of year! Just as our majestic cherry trees have begun to bloom, so have our youngest children, especially in their emergent writing skills. In nursery, some of the children are transforming their marks while drawing. We have been witnessing the magic of writing strings of letters in our learning environment. It’s a beautiful process watching the children experiment with print. The children have been taking orders for their restaurant and preparing meals in the play kitchen. It has been important to the children to write down orders. What does this say about your children? Are they understanding the purpose of print? Writing letter strings is an age appropriate piece to development that seems to come and go rather quickly. When your child’s brain is ready to do so, they may start to use straight lines, curved lines, and dots to form what they understand to be letters. We make sure to value this stage of drawing/
writing without stifling creativity. It is not about children writing the word correctly but rather feeling confident, taking a risk, and feeling safe enough to experiment with this process. In the next two years your children will most likely transform into readers and writers. This itself, is a unique part of the writing process. This small window of writing letter strings reminds us of our beautiful cherry trees that bloomed this week. Once a year the cherry trees on campus pop out with beauty. The trees tease us with their lovely petals which quickly blow away with a few strong winds or rainstorms. It’s a treasure to witness this natural process, just as it is to observe the excitement your children show while they emerge in their writing. Deserving of the utmost respect, this is a precious part of your child’s learning process. We are grateful we can celebrate it with them.
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LOWER SCHOOL
Why Relationships By Leigh DeMaria, Director of Early Childhood
Relationships engage children in the community in ways that help them define who they are, what they can become, and how and why they are important to other people. For children, responsive relationships are the most important factor in brain development. They help children navigate the world and stressful situations. The quality of a child’s home environment is strongly linked to early cognitive and language development, and later academic achievement. According to the Center on the Developing Child at Harvard University, the quality and stability of a child’s relationships lay the foundation for a wide range of developmental outcomes such as, self-confidence and sound mental health, motivation to learn, achievement in school and later in life,
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the ability to control aggressive impulses and resolve conflicts in peaceful ways, and the understanding of right and wrong. This information affirms the importance of our jobs as educators, parents, caregivers, and mentors. It is a huge responsibility. The relationships we create with children play a key role in who they become and how they navigate childhood and adulthood. Features of a strong relationship include: responsiveness, stability, and warmth and emotional engagement. I am heartened to see that each Portledge
Matter teacher strives to provide our students with these features. When I reflect on the responsiveness of relationships in the Lower School, I think of Mrs. Sarles and Mrs. Lawn greeting each child in the morning with eye contact and a hand shake, the hallways and classroom walls adorned with samples of children’s words and pieces of work, and the student-interestled-projects through the Reggio Emilia inspired early childhood education. Children are offered stability through the consistent morning routines and schedules displayed in each classroom; the consistency of their teachers who work each day to build a rapport of trust and respect; and the special traditions they can look forward to, such as the morning assemblies, the
Holiday Play, hatching of chicks in science, and World Day. Traditions and routines, whether at home or in school, offer children something to rely on and anticipate. And lastly, as I reflect on warmth and emotional engagement, I think of the warm hugs and huge smiles that the students and teachers greet each other with in the morning or on the first day of school; the practice of mindfulness; and the new practice of the RULER Approach which promotes the understanding, labeling, and acceptance of our emotions. These three features of responsive relationships create a sense of security and help us to build connections. We all have a person or persons in our life, past or present, with whom we have had strong relationships and who helped shape us to be the people we are today. If you think of those relationships, you may remember a warm and responsive nature of the relationship, stability, a feeling of trust and security, and a natural give-andtake. They make us happier, invite feelings, and help us take on challenges. All children and adults deserve these types of relationships for their wellbeing and state of happiness. As I reflect on the relationships that shaped who I am today, I am thankful to each of those people and the profound impact they had on my life. Our challenge as educators and caregivers is to make sure that each child understands that they are cared for, and has love and support. I leave you with a quote by Urie Bronfenbrenner, a developmental psychologist who helped in the formation of the Head Start program: “In order to develop normally, a child requires progressively more complex joint activity with one or more adults who have an irrational emotional relationship with the child. Somebody’s got to be crazy about that kid. That’s number one. First, last, and always.”
What’s
Going on
After School? By Melissa Worth, Director of Supplemental Programs
We provide After School Adventures, Ballet, and After 3:30 Club as after-school offerings. This year we’ve added two new exciting programs—Bounce Boot Camp and Robotics. Bounce Boot Camp helps students develop their core strength and balance, while using a fun inflatable. Bobby Roddini, owner of Bounce Boot Camp, brings a physical education background to the fun. He “trains” with the students using ropes and climbing the inflatables, which enhances endurance and coordination. The class is a great opportunity to build large motor skills and develop a student’s agility. In January, we added Robotics to the selection for After School Adventures. This program laid the groundwork and training for the formation of a Middle School Robotics team. This team will be comprised of eight fifth though eighth graders, which will compete locally and, hopefully, on a national level. Each team-member has different strengths and must learn to work together as a group. After School Adventures meets from 3:30 to 4:30 p.m. on a trimester basis. Classes are made up of eight weekly sessions. The program began 15 years ago as a complement to the wonderful offerings during the school day. It affords a convenience for parents by providing supplemental programmings such as ballet, computer, and art classes and sports training on campus in a one-stop-shop approach. After School Adventures is not only open to Portledge students but to the general public. Since then, we added the After 3:30 Club to assist parents who need care for their child until 6 p.m. The After 3:30 Club is a year-long daily program. Keep an eye out for the After School Survey in your email inbox. As our community grows and evolves, we would like to remain current and best serve its needs. Your responses will help us to achieve this goal.
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T H E AT R E
Portledge Theatre Continues to Soar By Jason Dula, Theatre Arts Department Head
It has been another fantastic year for the Portledge Theatre program. The Lower School students were busy with various assembly performances and with two main productions: the fourth-grade holiday play, The Sound of Music and the fifth-grade play, Character Matters. Thank you to Mrs. Schwartz, Mrs. D’Arco, and Valerie Yardeni for all your help on productions...and special thanks to Mrs. Cavrell for again working your magic with these kids. The Middle School presented a delightful production of the musical, You’re a Good Man Charlie Brown by Clark Gesner. Mrs. Groden did an amazing job directing this cast and consistently gets the best out of all her students. With Mr. Suzda as Musical Director and Mrs. Ferruggia as Choreographer, you couldn’t ask for
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a more talented and dedicated team. The cast brought it every performance and I am very excited to work with this incoming group of ninth graders. The Upper School Theatre students took flight with their fall play, Boeing-Boeing by Marc Camoletti. Putting together a French farce is no easy task, but the cast worked extremely hard and handled
for one another. Bravo on another spectacular year! the style and timing with ease. In the spring, our production of the musical, The Drowsy Chaperone, was a huge hit, with seats selling out in a matter of days. What a pleasure it is to work with such a talented and fearless group of students who truly support and care
It is an honor to teach at a school that so strongly supports theatre and sees the impact it has on our students and community. Theatre gives students a place to find their individual voice, and that is one of the things I love most about being part of Portledge.
We have a family environment that allows us as educators the opportunity to really get to know our students and to help them find that voice. Thanks to all the administrators, teachers, staff, parents, and students who continue to make Portledge Theatre a program on the rise. Break a Leg, Class of 2019!
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AT H L E T I C S
Athletics End-of-Spring
Recap by Ceci Mulry ’13
Varsity Boys Tennis This year the Varsity Boys Tennis team captured their fourth consecutive PSAA Championship title after defeating Kew Forest School 4–1. Not only did they receive the championship title, but also won the regular season title, having gone undefeated in league-play all season. Coach Chris Corby was elected Coach of the Year by the other coaches in the league, and deservingly so, as he has elevated the Portledge Tennis program throughout his tenure as Head Coach. We are excited to see the continued success of this program and the development of our student-athletes.
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Varsity Baseball The Portledge Varsity Baseball team achieved great feats this season. They held an undefeated record throughout the majority of the season which sent them into the playoffs, after failing to make them last year. The energy surrounding the team this year propelled them through the playoffs, defeating Avenues: The World School 7–4 and Evangel Christian 13–5. Unfortunately, the season came to an end at Broxmeyer Field after being defeated by a highly-skilled and talented Stony Brook School team. The team and
coaching staff should be proud of their accomplishments from this season and we are excited to see them take the field again next March.
Varsity Girls Lacrosse The Varsity Girls Lacrosse team had a dominating season, making it to the PSAA Finals for the first time in three years. This young team came together early on in the season setting individual and team goals that kept them motivated and on task throughout the season. The team’s only loss of the regular season came against LuHi. However, the team came back strong
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AT H L E T I C S
when they hosted LuHi on Sawyer Field and defeated them 8–7. Portledge won the regular season championships but lost a devastating PSAA Championship to LuHi with a score of 13–12. The team and coaching staff are not defeated, but rather excited and eager to get back on the field next spring as they look to win the next PSAA Championship title.
season, the players and coaches should be excited about the progress made and we are all looking forward to further success in the coming years.
Varsity Badminton
Varsity Boys Lacrosse The Varsity Boys Lacrosse team began their season traveling to Orlando, Fla., and participating in the ESPN Wide World of Sports Training Program. Coming off that trip, the young team, led by four seniors, came together and performed exceptionally well in PSAA play, holding a record of 6-2 heading into the playoffs. The team battled against The Masters School to reach the PSAA Championship Game for the first time in four years. Unfortunately, the team fell to LuHi in the Championship game, but the season was not over. Because of the hard work throughout this season, the team received an atlarge bid to the NYSAIS Tournament. Our student-athletes and coaches should be very proud of their accomplishments and we’re excited to watch this team
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continue to develop and succeed in the coming years.
Varsity Softball After losing a strong senior class that made up most of the starting lineup, the Varsity Softball team had a strong rebuilding year. With a young team, they developed as individuals and came together as a team. One highlight from the season was when a school record was made after Sarah Buonaguro ’20 threw two no-hitter games. The season came to an end after being defeated by Martin Luther School in the PSAA semifinals. Despite the loss at the end of the
Varsity Badminton started its inaugural season this spring with much anticipation and success. With more than 18 athletes making the team, practices commenced and badminton soon became a “family”. Coaches Jane Larkin and Mia Favretto welcomed the volunteer support and mentorship from Portledge parent, Sean Barnwell. Coach Barnwell brought his skill set and enthusiasm to Wellington Gym from his former Team Guyana days. The co-ed team started to win matches and quickly develop popularity on campus. As a startup team, some students came into this season with little badminton playing experience, but quickly acquired and implemented new skills while learning to help contribute. The outcome was tremendous with individual and team growth and leadership qualities demonstrated by
new players on and off the court. The team goals for this season were to bring intensity, commitment, and focus to every practice and match, and build our program and culture. We are proud to say we achieved these goals and look forward to continued growth next season.
Varsity Golf This season showed great improvement for the Portledge Golf program with the largest number of student-athletes in the program’s history. In addition, this season was the first time the team had been split into a girls team and a boys team. This allowed more golfers to play in matches and increased interest in the program. Penne Nieporte and the rest of the coaching staff did an amazing job with the young group of golfers this year. The Varsity Boys Golf team came in 3rd place in the PSAA Championships, and Jamie Kellan ’21 won third place for the Individual Girls contest. This program is really up-and-coming and growing each year and will continue to be exciting in the coming years.
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AT H L E T I C S
CHAMPIONSHIP TEAMS at Stony Brook earlier in the year, but everyone knew the championship game would be a battle. As the first half unfolded, the quality of the Portledge side became apparent as the girls skillfully worked the ball around the field until they created an opening in the Stony Brook defense and captain Nicole Guarino scored giving Portledge the lead. Goalkeeper Jeannie Wallner then made several key saves and Portledge added two more goals in the second half to secure victory and culminate the “Drive for Five”! The Varsity Girls Soccer team won their fifth consecutive PSAA title on Friday, Oct. 26, after defeating The Stony Brook School 3–2.
Varsity Girls Basketball Varsity Girls Soccer This past fall, expectations for the Varsity Girls Soccer team were relatively low. Even though the program had won four consecutive PSAA Championships, the previous spring’s graduation saw the departure of eight starters and several key substitutes, so hopes of continuing the championship winning streak were significantly tempered. Little did people know, however, how talented some of the players new to the program were, and how exceptional the leadership of the returning players would be. Leading through example, seniors Nicole Guarino and Kamila Sukhov and junior Sophie Rosen were able to display the program’s traditions of hard work in practice and intense focus on game days to the younger players. While at the same time, a group of new players, including freshman Ava Pascarella, Brooke Godsell, Helen Sweeney and Hannah Meyer, and eight grader Laura Narby, moved into the starting lineup and provided a quality of play that gave the program an immediate boost. Shortly thereafter, hopes of competing for another potential championship began gaining momentum. These hopes became a reality after the girls compiled an undefeated regular season of league play and advanced to the championship game by defeating a tough LuHi squad 1–0 in a semi-final game. Standing in the way of their fifth consecutive PSAA title was a senior-laden team from The Stony Brook School. Portledge had been victorious in a tough match
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The Varsity Girls Basketball team won their second consecutive PSAA title on Thursday, February 14, after defeating The Stony Brook School 64–47. The team was led by Playoff MVP Remi Sisselman ’21, lights-out shooter Sarah Buonaguro ’20, and commanding point-guard Bella Greenwald ’21. This trio along with senior captain Nicole Guarino and rebounding powerhouse Cami Kleinwaks ’21 (who recorded a whopping 22 rebounds) battled throughout the game, hustling up and down the court. In the second half, Portledge was able to shut down Stony Brook’s main shooter and, with the help of Kleinwaks ’21
rebounding, Portledge was able to maintain a lead until the final buzzer. This talented group of student-athletes look to achieve their third consecutive PSAA title next year and make a strong push in the NYSAIS Tournament.
Varsity Boys Tennis The Varsity Boys Tennis team won their fourth consecutive PSAA title on Wednesday, May 15, after defeating The KewForest School 4–1. Doubles pairings for the championship match included Aaron Vinsky ’19 and Landon Rush ’21, and Nico Paradysz ’19 and Jack Shapiro ’19. These veteran players showed their abilities by defeating their opponents with quite impressive scores of 6–2, 6–3 (Vinsky ’19 &
Rush ’21) and 6–1, 6–1 (Paradysz ’19 & Shapiro ’19). Third singles was played by newcomer Ryan Newitz ’21, who performed consistently well all season and defeated his opponent 6–4, 6–3. Second singles was played by Alex Vinsky ’21. Vinsky ’21 has played on the team for the past four years and battled through illness to defeat his opponent 6–3, 6–3. First singles was played by the very talented Oliver Worth ’20, who fell to Kew-Forest’s topranked singles player after a grueling tiebreaker match. The team is looking forward to going for their fifth straight PSAA title next Spring.
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Founders Day Save the Date Join us on Saturday, September 21, as we celebrate the history and tradition of Portledge School and officially kick off the 2019–2020 school year! Founders Day brings together Portledge students, parents, alumni, and faculty to share in rides, athletic events, art and crafts, games, food, and much more. Make sure to purchase your bracelets for $25 when school starts.
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A L U M N I U P D AT E S
Fall Alumni Reunion September 21, 2019 All alumni are invited to meet-up after Founders Day at the Oyster Bay Brewing Company for the Alumni Fall Reunion from 5–7 p.m. Mix and mingle with your fellow alums! All alumni are welcome, must be 21 or over to drink.
Alumni Updates Gauri Bhatia ’07 is currently employed with Key Management Group Inc., and is on track to becoming the youngest Vice President in the company’s history. Chris Gerry ’10 graduated from Harvard University with a Ph.D. in chemistry. In September, he will begin working at Vertex Pharmaceuticals in Boston as a Vertex Fellow. He will be part of a one-year program focused on training early-career scientists how the pharmaceutical industry approaches drug development. Lisa Dourmashkin ’12 just completed her first year at the University of Pennsylvania School of Veterinary Medicine. Martine Krown ’12 started a new position as Business Director at Circus Street.
! r e b m e t p e ou in S
See y
Portledge Athletic Hall of Fame:
Class of 2019 The 2019 Portledge Athletics Hall of Fame Ceremony will take place on the Showmobile Stage. All are welcome to attend. This year, the Hall of Fame inductees are: Nils Youngwall ’84 Chris Masotto ’94 Willa Bacon ’99 Tamara Simpson ’14 For more information on the Portledge Athletic Hall of Fame, visit https://www.portledge.org/athletics/hof
Corey Gottfried ’13 started a new position as Summer Analyst at Ladder Capital Finance LLC. Kristie Kelly ’13 is currently an Electrical Engineer working at the Johns Hopkins University Applied Physics Laboratory. She is part of the spacecraft power engineering group and works specifically on the Propulsion Module Electronics for the Europa Clipper Mission. She is also working towards a Masters in Computer and Electrical Engineering at Johns Hopkins University. Bizzer Gahagan ’15 and Kelsie Worth ’17 were members of the Women’s Lacrosse Liberty League championship with William Smith Herons. Jeremy Berger ’17 recently became a Gahagan ’15 and Worth ’17 Commercial Single and Multi Engine Instrumentrated pilot. He will begin working with Republic Airways upon reaching 1,000 flight hours. Jillian Narby ’17 started an internship with the New England Revolution, part of The Kraft Group & Affiliates. Justin Simms ’17 started a marketing internship at Hibob.
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A L U M N I U P D AT E S
Amid illness, Tufts student Sam Lobley ’15, 22,
created fictional characters of depth and compassion by Bryan Marquad, Boston Globe
In a short story from a thesis collection that earned highest honors at Tufts University, Sam Lobley sampled his own experience by creating a character who, like him, was diagnosed with cystic fibrosis. While awaiting a double-lung transplant, the narrator Parker West undergoes an intrusive medical test. “It is horribly uncomfortable,” West thinks to himself in Mr. Lobley’s “Not in the Image of Gods,” the title story of his senior honors thesis. “I have no idea how a machine can tell me how sick I am, how a number can determine what treatment routines to do and medicines to take,” he added. “How can something so cold and inhuman tell me how much I struggle in this world?” On May 10, nine days before he was to be awarded the Tufts Department of English Prize at graduation, Mr. Lobley died of complications from a doublelung transplant he underwent earlier this year. He was 22 and had grown up on Long Island, outside New York City, before spending four years at Tufts. His family accepted the award and his diploma at commencement on his behalf and hopes to publish his story collection. “The stories are discreet and powerful and poignant,” said Jonathan Wilson, a Tufts English professor who was Mr. Lobley’s thesis adviser. “I felt he’d made an extraordinary breakthrough, and the last four stories he’d written were spectacular. They’re really very, very beautifully written.” Though the protagonist of “Not in the Image” had cystic fibrosis, Wilson added, the characters in other stories faced an
40 | The Crest · Summer 2019
array of challenges, such as dementia or an undiagnosable stomach ailment. The narrator of Mr. Lobley’s “Oh, Sea Deep” obsessively thinks about his obsession with cleanliness: “It’s not really that I’m afraid of germs. My mind just won’t let me ignore them. They own an island in the sea of my thoughts.”
“
And West articulates an inherent moral quandary that transplant patients face: “Every day I wait with nervous anticipation for that one phone call that could change everything. The phone call that says, Guess what? Someone died and now you can have their lungs!” Wilson said Mr. Lobley “wanted his stories to cohere around a theme. What he was interested in was illness and how it affects a family and those people around the sick person. Some were sort of Ray Carver-esque in the way that they
I have no idea how a machine can tell me how sick I am … How can something so cold and inhuman tell me how much I struggle in this world?
”
—PARKER
WEST character in Sam Lobley’s “Not in the Image of Gods”
By making the title story not strictly autobiographical, Mr. Lobley created a character who gave voice to everyone with cystic fibrosis, and in a larger sense to all diagnosed with incurable illnesses. He also let his protagonist, Parker West, speak bluntly and emotionally for patients awaiting transplants. West wants to feel better, but he will only rise to the top of the recipient list if he gets sicker: “My health is stable — I should be happy. And yet I feel like I’m being punished.”
remain unresolved and don’t go for a neat ending.” Sharp observations fill Mr. Lobley’s writing. Parker West notes that a medical technician’s “eyes were full of that ‘pity’ look that you see sometimes with people who are completely healthy and can’t possibly understand what it’s like to be sick.” A doctor places a “perpetually freezing cold stethoscope” on his chest and “no doubt heard the crackle, snap, pop of
my horrible, failing lungs, like cries of help when there was none coming.” Samuel Christopher Lobley was born in New York City in 1997, the youngest of three brothers. His father, John Lobley, works in finance, and his mother, Lisa Tannert Lobley, stayed home to raise the couple’s sons — Benjamin, Nicholas, and Sam, who was 3 when he was diagnosed with cystic fibrosis. Mr. Lobley’s family lived in Port Washington, N.Y., through most of his childhood and recently moved to Locust Valley, N.Y. “I think the thing that made Sam special is that he was an extremely kind person,” his mother said. “He never wanted any special privileges because of his illness, even things he was entitled to. He was very brave, very courageous.” At Tufts, she added, “he wanted to be known as a student first, not a person with cystic fibrosis who needed a lung transplant.” From kindergarten through high school, he attended the Portledge School—an independent school in Locust Valley, NY. When he was younger and healthier, Mr. Lobley acted in school and community theater productions. He also played the piano and alto and tenor saxophone— and he sang, too, until illness made that too difficult. Above all, though, he was a dedicated student. “He took school very, very seriously, even as a boy,” his mother said. If Mr. Lobley missed classes for medical reasons, he doubled up on reading and taught himself. During his senior year of high school, he and his mother lived briefly in Houston while he awaited a pediatric lung transplant—only to slip back down the waiting list when his health improved. Putting the time to good use, Mr. Lobley wrote “No One Is Innocent,” a murder
mystery set in Houston. He and his mother had frequented a mystery book store there, and he turned writing a novel over the course of three months into his high school senior project. At the Portledge School and at Tufts, Mr. Lobley was adamant that he keep up with his class and not fall behind because of medical absences. When he died, he was days away from finishing college with his age group. “He graduated Phi Beta Kappa and summa cum laude,” his mother said. “With all the hardships that he had, it’s amazing he could do that.” At commencement, English Department chairman John M. Fyler presented Mr. Lobley’s diploma to his parents and brothers. “I’ll remember Sam for his high intelligence, his clarity of mind and speech, and his kind attentiveness to his classmates,” Fyler said that day. “How fortunate you are to have lived in the time of Sam Lobley—to have been inspired by his perspective, touched by his kindness, stirred by his ideas, and infected by his joy,” actress Alfre Woodard said in her commencement address. Rarely does one student simultaneously win the English Department Prize and receive highest honors for a senior writing thesis, said Wilson, Mr. Lobley’s adviser. The former recognizes
overall academic achievement, the latter creativity. Wilson added that part of Mr. Lobley’s legacy was his compassionate approach to other creative writing students. “He was always constructive and kind in his comments, and he also had a great sense of humor. He could be very funny,” Wilson said. “It was made all the more powerful by the fact that it was clearly sometimes a struggle for him just to talk.” In addition to his parents and brothers, all of Locust Valley, Mr. Lobley leaves his grandmothers, Noreen Tannert of Port Washington and Caroline Perkins of West Palm Beach, Fla. In his story “Not in the Image,” narrator Parker West adopts Wheezer, an ailing dog from a shelter, to impress a wouldbe prom date. Wheezer has a collapsed lung and struggles as mightily as his new owner. After West’s “promposal” goes awry, he retreats to his home and, closing his eyes, lies on his bed next to Wheezer— a gesture that reassures the dog and himself. “All I could hear was the chorus of our labored breathing,” he thinks, “a sign of our sickness, but also a sign that we’re alive.” This article originally appeared in the Boston Globe on May 27, 2019.
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A L U M N I U P D AT E S
Portledge Benefit:
Thank You
Thank you to all who supported the new Portledge School Benefit. The night proved to be a tremendous success and was a fabulous evening for the Portledge community in celebration of our honoree, Samara Meshel, President of the Board of Trustees (2017–2019). An evening like this does not happen by itself. It is a culmination of months of planning, meetings, and outreach by members of the Benefit Committee. This year’s committee was led by Benefit Chair Lindsey Barnett, assisted by Silent Auction Chairs Allison Kellan and Chris Koundourakis; Journal Chairs Christina Meyer and Angela Paradysz; Decor Chair Halley Bodian, and our wonderful auctioneer Wendy Fentress. We are so thankful for all their hard work, dedication, and support to ensure an enjoyable evening for all and a successful event for Portledge. The evening was filled with celebration, fun, and lots of Portledge pride. The auction wrap-up went to an immersive classroom providing a sensory room and inclusive learning for all abilities. The evening kickedoff with tunes spun by DJ MD and then continued with the fantastic music of Portledge parent Chris Paradysz’s band, One Louder. Once again, a huge thank you to everyone who helped support this annual initiative. We look forward to another wonderful event in 2020.
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Portledge welcomes back
Matt Schmidt ’09 By Trish Rigg, IB Coordinator
In September 2003, Matt Schmidt entered the seventh grade joining what would be the first group of Middle School students I would teach. The somewhat awkward and shy boy was new to the school and didn’t quite have an idea of who he was. Here is the lesson to all Middle School children, major changes are to come. As Matt progressed through the Middle and Upper Schools, I noticed him gaining confidence, especially as an artist. He was more aware of himself and what he wanted to accomplish. After Portledge, Matt, not one to take a predictable path, left Parsons School of Design at 19 and launched his own label, Mathieu Mirano. Matt was now making headlines: youngest designer to show at the Mercedes Benz Fashion Week, a sought-after designer by Lady Gaga, the Kardashians, Julianne Moore, and many more. This past February, 10 years after Matt Schmidt ’09 graduated from Portledge, I was given the distinct honor of` hosting an event made possible by the Portledge Arts Council. The audience, a room filled with ninth through twelfth-grade students, sat in silence and awe as Matt provided a narrative about his success as a fashion designer that engaged and inspired many. At 19, Matt was making headlines, but by 26 he felt he needed to get back to basics, think about what success meant, and what sacrifices would need to be made to maintain at that level. In the end, he sold his label, acknowledging the fact that he didn’t want his life to be all about the glamour and what one sees on covers of the magazine, but to have greater substance, time with family and friends. Matt was humble in recounting his accomplishments, thinking deeply about his experience at Portledge and the lessons his
family bestowed upon him, which allowed him to find so much success at an early stage while at the same time acknowledging the struggles he overcame. What I found most endearing about Matt’s visit was his brutal honesty. Reflecting on his time at Portledge, the community that allowed him to be who he was, the teachers who inspired him, who even served as models for his early fashion creations (Mrs. Chiu!), he was able to provide a depth of meaning that many in the Portledge community may take for granted. Matt also highlighted the sacrifices, both emotionally and physically, that he underwent to gain so much success so early, providing a great example to our students (and faculty) that perseverance is a key element to success however one may define it. The reflective tone throughout Matt’s discussion with our current students was sincere and honest. As teachers, we think we can pinpoint who will do what when; however, Matt Schmidt, the little twelve-year-old boy I remember well, proved to challenge any assumptions and followed a different path - one, I hope will inspire students, faculty, and alumni. It is also worth noting that Matt hasn’t closed the door on re-entering the fashion world. As we ended our discussion he commented, “I might start a new label soon, who knows.”
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Portledge Parents Association Officers (2019-2020)
Thank You Thank you for supporting the 2018-2019 Portledge Fund. Each gift truly makes an impact on the Portledge student experience. PARENTS’ PARTICIPATION BY CLASS AS OF 6/30/2019
Melissa Halpern, President Tiffany Terranova, Executive Vice President Shari Staiano, Vice President of Communications Ayesha Brantley, Vice President of Equity, Diversity and Inclusion Jami Friedman, Lower School Vice President Maria Zografos, Middle School Vice President Becky Schamis, Upper School Vice President Class Parents Pre-Nursery Angelica Verelli Van Pelt ’06 Nursery Zoë Schwam Pre-K Jessica Chitty Kindergarten Jenni Lynn First Grade Vanessa & Javier Cruz Second Grade Deena Mehta
ALL PARENTS AS OF 6/30/2019
Third Grade Kate Meier Fourth Grade Paula Ligotti Fifth Grade Andrea Carlsen Tiffany Palagonia
Sixth Grade Marie Bahnik Seventh Grade Lindsey Allen Eighth Grade Sima Carnevale Kim Leonard Ninth Grade Halley Bodian, Cindy Neugebauer Tenth Grade Gwen Kugler Rey Mostafavi Eleventh Grade Toni Bardong Frances Calleo Twelfth Grade Michelle Ort
Special Events/Programs Chairs Founders Day Sharon Cleary Maria Gray Champions for Charity Mona Sanveren Portledge Dads’ Den Carl Huber ’99 Inter-School Exchange Maria Zografos
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P A R E N T S A S S O C I AT I O N
Meet the New PA President
Melissa Halpern How long have you been a part of the Portledge community? The 2019–2020 school year will be our fourth year at Portledge.
What made you want to be a part of the Parents Association? Our first year at Portledge, I volunteered to be the Class Parent for Max’s fifth-grade year. I knew it would be the best way to meet people and to gain some insight on how things work here. I have continued to stay involved by attending meetings and, as Executive Vice President of the Parents Association last year, I made even more connections. I am fortunate to have a flexible work schedule which makes volunteering possible. I have felt a strong desire to stay involved in my children’s school life. I remember the impact that seeing my mom at school had on me and I wish to demonstrate the same dedication to my son.
What made you want to be President of the Parents Association? Since our first day at Portledge, we have experienced such warmth, caring, and support. Portledge literally changed the landscape for the future of our family. Max has grown so much and has become a truly successful student and I attribute all of it to our amazing faculty. Accepting the honor of Parents Association President is my way of returning the favor for all that Portledge has afforded us since our arrival. I believe strongly in giving back to our community. I also hope to make new friends along the way!
What are some goals you hope to accomplish as the President of the Parents Association? I hope to foster a sense of excitement and bring new energy to the Parents Association. There are so many families that are looking for ways to connect and build community. I want to demonstrate an “open arm” policy throughout the year, so that more parents are inspired to participate in the Parents Association. I truly hope to strengthen our overall sense of community at Portledge. I also wish to be a resource for all parents, faculty, and even students. If anyone has
questions or suggestions that I might be able to offer some support, I will be available to listen and do my best to find answers and solutions.
How can people contact you to become involved in the Parents Association or to receive more information? They can email me directly at mymiss@aol.com (my nickname is Missy), call, or text me at 917-991-1442. Thank you for the honor of being named the next Parents Association President!
SAV E T H E DAT E Mark your calendars for the 2019-2020 Parents Association meetings. All meetings will be held in Bahnik Hall and light refreshments will be served. September 12, 2019 | 8:45 a.m. Meeting to include a State-of-the-School presentation by Head of School Simon Owen-Williams January 8, 2020 | 7:00 p.m. May 12, 2020 | 8:45 a.m.
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355 Duck Pond Road Locust Valley, NY 11560 (516) 750-3100 www.portledge.org
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