As we move through our 103rd year, Green Vale continues to be shaped by the people who make up its community. Our faculty and staff, students, alumni, parents (current and former), each contribute to the life of our School in meaningful ways—through dedication, engagement, perspective, and care. Together, these relationships form the foundation of what makes Green Vale both enduring and deeply connected.
To us, community means belonging to something larger than oneself and understanding that learning thrives when students feel known, supported, and valued. You see this across every division: in the confidence of our youngest learners as they enter school, in the growing independence of our Lower School students, and in the thoughtful leadership of our Upper School students as they prepare for what comes next. It is also reflected in how parents partner with one another to support children’s growth— academically, socially, and emotionally.
We are now in our fourth year of the Strategic Plan, continuing important work to strengthen the programs and systems that support teaching and learning. This year has included focused professional growth for faculty, continued reflection on best practices, and careful planning to ensure Green Vale remains responsive to the needs of today’s students while preparing for the future.
As Green Vale looks ahead, we remain focused on thoughtful growth grounded in our mission and values. Thank you for the many ways you support this School and for the care you bring to its work—today and in the years ahead.
Head of School
Head of School’s Message
Community at the Heart of Green Vale
A school is far more than classrooms and curriculum. It is a gathering place. It is a network of relationships. It is a shared commitment to creating a space where each individual feels known, valued, and inspired. At GVS, community is cultivated intentionally—in the smallest daily interactions and in the largest shared traditions.
From our youngest learners in Early Childhood to our Upper School leaders preparing for the next step, students experience community not as an abstract concept, but as something they help build every day.
Here is how each division has brought our highlighted value of community to life this year.
Early Childhood
The First Experience of Belonging
Community begins with belonging.
In Early Childhood, students are gently introduced to what it means to be part of something larger than themselves. The classroom becomes their first shared world—a place where they learn to take turns, listen carefully, care for materials, and support one another.
Through morning meetings, collaborative play, storytelling, and exploration, our youngest learners begin to understand that their ideas matter and their presence makes a difference. Teachers model empathy, kindness, and respect while helping children find their voices.
In these foundational years, community is built through routines, celebration of individuality, and joyful discovery. Students begin to see that they are known, safe, and valued—and that their classroom is a place where they truly belong.
Lower School A Microcosm of the World
In Lower School, the classroom becomes a true microcosm of the larger world. It is a place where students pursue individual goals while investing in a collective purpose—learning that community thrives when everyone contributes.
Joint responsibility is central. Through classroom jobs and daily roles, students take ownership of their environment and their learning. Whether delivering current events, supporting classmates, or caring for community spaces, they understand that their participation matters.
Relationships are intentionally cultivated. Rotating neighbors, morning meetings, and collaborative learning experiences strengthen bonds and encourage students to value diverse perspectives. Peer feedback and problemsolving teach that collective thinking leads to stronger outcomes.
Leadership grows naturally within this microcosm. Some students step forward with confidence, while others build courage over time. All are encouraged to find their voice and recognize that leadership takes on many forms.
Most important, students are known. Their identities, strengths, and stories are celebrated, fostering a deep sense of belonging. When students feel valued and learning is infused with joy, the classroom community flourishes—reflecting the very best of the world beyond it.
Upper School
Walking in Someone Else’s Shoes
Upper School students thoughtfully practiced what it means to be in community through their work in 6th Grade Wellness. As part of a unit on friendship, students explored empathy through the figurative expression “walking in someone else’s shoes,” examining how understanding another person’s feelings, experiences, perspectives, and preferences can foster compassion and reduce judgment.
Through discussion and reflection, they considered how empathy strengthens relationships and builds a more supportive school environment. The class then transitioned into a self-image and self-esteem unit, beginning with a creative project in which students designed symbolic shoes representing their own interests, values, and dreams.
Accompanying this project, students completed an “I Am” reflection, identifying personal strengths as well as areas they hope to strengthen. Using a growth mindset, they developed goals to support their continued growth. Together, these experiences encouraged students to balance self-awareness with empathy for others—reinforcing that strong communities are built when individuals both understand themselves and strive to understand those around them.
At GVS, community is found in the way we show up for one another, celebrate our differences, and work toward shared goals with respect and joy. As we continue to grow together, this commitment to connection and belonging remains at the heart of all we do
Growing Intellect, Character, and Confidence Together
An education that truly prepares students for what comes next does more than build knowledge. It helps students understand who they are, how they learn, and how they meet challenges. At Green Vale, intellect, character, and confidence are not treated as separate pillars. They are intentionally developed together— each strengthening the others through daily experience.
Intellectual growth begins with curiosity and deep thinking, but it is sustained through meaningful challenge. Green Vale’s academic program is designed to stretch students across disciplines while encouraging them to ask questions, make connections, and engage actively in their learning. From Early Childhood through 8th Grade, students are expected to think critically, articulate their ideas, and tackle complex material. The result is rigor that builds confidence—not pressure for its own sake.
This integrated approach looks different at each stage of a student’s development. In Early Childhood, students build intellectual curiosity through play-based exploration while developing independence, empathy, and confidence as they learn to navigate social relationships and classroom routines. In the Lower School, academic expectations increase alongside opportunities for collaboration and self-advocacy, helping students learn how to express their thinking, take responsibility for their work, and persevere through challenge. By the Upper School years, students engage deeply with complex material, manage increased independence, and reflect on their choices—developing not only strong academic skills, but the confidence and character needed to lead, collaborate, and problem-solve with integrity.
Just as important, academic rigor is paired with intentional confidence-building. Students are given space to take risks, revise their work, and try again. They learn that effort matters, that struggle is part of learning, and that growth comes through persistence. Alumni often reflect that this balance left them arriving in high school academically ahead of their peers, particularly in math and writing—but equally prepared to advocate for themselves and face new challenges with assurance.
Character development is woven into this same daily fabric. Rather than standing apart from academics, it is modeled and reinforced through classroom interactions, school traditions, and shared expectations. Students learn to lose gracefully on Blue-Gold Day, to speak up for themselves respectfully, and to take increasing responsibility as they grow. These moments—small and large—
teach integrity, empathy, and accountability in ways that feel authentic and lasting.
Confidence emerges at the intersection of intellect and character. When students experience academic challenge in an environment that values effort and respect, they develop a belief in their own abilities. When they are trusted with responsibility and guided through setbacks, they lear n resilience. This confidence allows them to fully apply what they know and who they are—both in and beyond the classroom.
Today’s Green Vale students are living this integrated approach every day. They are learning to think deeply, act ethically, and engage confidently with the world around them. Alumni experiences affirm the long-term impact, but it is the intentional work happening now—across classrooms, grades, and experiences— that continues to shape students who are prepared not only for high school, but for life beyond it.
Here, intellect, character, and confidence are not separate paths. They are cultivated together, creating graduates who are capable, grounded, and ready to meet the challenges ahead.
Back on the Field
The Return of GVS Tackle Football
In the fall, Green Vale tackle football returned to campus after a long 11-year hiatus—not because it was scheduled, but because students believed in it strongly enough to bring it back.
The return of the program began with a petition. A group of motivated 7th and 8th Graders came together with a thoughtful proposal outlining why tackle football mattered to them and how it could be reintroduced safely and responsibly. They brought their ideas to their parents and to the School, and after careful consideration, Green Vale agreed.
“When students take ownership in this way—doing the research, making a plan, and advocating for something they care about— it’s hard not to listen,” said Mike Kotula, Green Vale’s Athletic Director and Football Coach.
“They showed maturity, responsibility, and a real understanding of what it would take to bring this program back the right way.”
—Mike Kotula, Athletic Director and Football Coach
Nineteen students made up the roster, all from 7th and 8th Grade. Among them was Nalani Winter, the team’s only girl, whose presence reflected the inclusive spirit of the group. For most of the players, this was their first experience wearing pads and learning the complexities of the game. They committed fully—practicing consistently, studying plays, and learning what it truly means to rely on one another.
Alongside Kotula, the team was led by Jeremiah Winter and Tyler Wood, whose guidance and commitment were instrumental
in building the program from the ground up. Together, they focused not only on fundamentals and safety, but on teaching players accountability, discipline, and respect for the game and for one another.
The team played one game that season, traveling to Kellenberg Memorial High School to face an experienced opponent on their home field. Despite the challenge, Green Vale rose to the moment. The players executed with focus and confidence, far exceeding expectations. Griff Fox led the offense at quarterback, Sean McKeon excelled on both sides of the ball at running back and linebacker, Marcello Crane caught a long touchdown, and Bryce Chacon came up with a key interception returning it for the team’s second touchdown. Green Vale ultimately fell 30–14. More than individual highlights, what stood out most was the collective effort— every player contributing and doing their job for the benefit of the team.
The atmosphere at Kellenberg was unforgettable. A large group of parents, administrators, and peers made the trip, cheering louder than the home fans and creating a powerful show of support. In true football tradition, the team also gathered for a family dinner on campus the night before the game, bringing players and parents together ahead of the big moment.
“When done properly, tackle football teaches lessons that are hard to replicate elsewhere,” Kotula added. “It’s the ultimate team sport. Every player has a role, and everyone is accountable. You see trust, responsibility, and leadership develop in real time—and this group embraced that.”
The return of GVS tackle football was more than a single game. It was a reminder of what’s possible when students are trusted to pursue something they believe in, together.
It Takes a Village Partnership in Early Childhood
Partnership in Early Childhood is rarely loud. It doesn’t announce itself. It lives in the quiet exchanges that happen every day—during morning handoffs, in conversations that extend beyond dismissal, in the steady rhythm of communication between home and school.
In the earliest years of learning, children do not separate their worlds. Home and school are deeply connected, and when the adults in those spaces are aligned, children feel it immediately. Learning is strongest when families and teachers trust one another, share understanding, and work together. Education, at its most powerful, is something built with children—not something done to them.
Research consistently reinforces this truth. Studies in early childhood education show that strong home–school partnerships are linked to greater emotional security, stronger language development, and increased confidence in young learners. When children experience consistency between home and school—shared expectations, shared language, shared values—they are more likely to take risks, engage deeply, and feel a sense of belonging.
That sense of belonging is foundational in Early Childhood. It is the soil in which learning grows.
For many alumni, this understanding comes into focus years later. Those who return as parents—or who now work in collaborative professions—often recognize how formative those early experiences were. They remember what it felt like to be known, supported, and surrounded by adults who communicated with one another. Growth, they come to see, was never a solo endeavor.
In Early Childhood at Green Vale, partnership has long been woven into daily practice. Teachers begin by building close, trusting relationships with students—listening carefully, observing closely, and responding thoughtfully to each child’s needs. At the same time, families are invited into that process from the very beginning.
Partnership takes shape through open and ongoing communication: conversations at drop-off and pick-up, regular updates that offer insight into classroom life, and moments of reflection about a child’s growth. Teachers and parents exchange observations,
celebrate milestones together, and collaborate when challenges arise. These interactions help create continuity between home and school, giving children a sense of stability and security.
Parents are not viewed as observers of the learning process, but as essential partners in it. Their knowledge of their child—their interests, routines, and temperament—deepens teachers’ understanding and informs classroom decisions. In turn, teachers support families by sharing strategies, language, and developmental insights that extend learning beyond the classroom.
Children experience partnership in their own way as well. Through play, collaboration, and problem-solving, they learn how to work with others, express ideas, navigate conflict, and build empathy. These early peer partnerships are powerful teachers, shaping social and emotional growth through experience rather than instruction.
“When families and teachers truly partner, children feel secure and understood. That sense of connection gives them the confidence to explore, take risks, and engage fully in learning.”
—Kelly Flink, Head of Early Childhood
That confidence matters—especially now. In a fast-paced world filled with competing demands, families and children alike feel increased pressure. Partnership offers something steady in the midst of that movement: a commitment to slowing down, paying attention, and growing together.
After all, it truly does take a village.
Year One
Reflections
from Delphine Michaud
Head of Lower School
Q Coming into Green Vale as a new leader, what most quickly revealed the heart of this School to you?
Q Green Vale has a long history and a strong sense of tradition. How did that shape your first year in the Lower School?
Q What feels timeless about the Lower School experience here—and what feels newly energized?
The students. They are the ones that make the hallways, classrooms, and campus pulsate. The natural unfiltered nature of young children feeds the joyful life that breathes at Green Vale. The teachers too. They are the important arteries that fuel energy to the heart with learning offerings that ignite the love of learning. That’s what for me has clearly proven to be the heart of the School.
Wow! The traditions here at Green Vale are so deep and meaningful and transcend generations. The school year, from start to finish, is anchored along the way in traditions that invite the community to gather and celebrate. They promote so much pride in students for their School. When attending these, be it the 4th Grade Blue-Gold Induction Ceremony, the 3rd Grade trip to the Nutcracker or the turkey poster contest to name just a few, I can see and feel how important these moments are to our students. It’s a testament to how traditions are the foundation of strong communities like we are here at Green Vale.
What’s timeless here is a deep communal commitment to all that we stand for here at Green Vale. I can see this in our families, in our many teachers who have been here for years, and our students who share with pride the Green Vale legacies that live within their families. Anytime we pause and reflect on what’s ready to evolve, be it programming, curriculum, resources, or vision, I know when we forge forward, that we will all feel a new sense of energy that will invigorate the community in positive ways.
Q How have you seen Green Vale’s values come to life in the Lower School students this year?
I see Green Vale’s values come to life everyday. And when there might be times when they are not exhibited (they are children, after all) the reflection and conversations that follow themselves reflect the values of Green Vale. From our 1st Graders who demonstrate daily their commitment to the community as they take charge of creating their snack baskets with a balanced variety, to 5th Graders who engage in deep reflection weekly during their Mindful Mondays, I see moments of character, respect and resourcefulness daily. I am very proud to be present to witness this allegiance to our values and to support our students when they have not lived up to our values. These are always great learning moments I treasure.
Q Was there a moment this year that made you think, “This is what Green Vale is all about?”
Q For alumni who remember their own early days at Green Vale, what would feel familiar if they walked into the Lower School today?
Q What have you learned from Green Vale’s teachers, and how have they influenced your leadership in your first year?
Q How does the Lower School lay the foundation for the confident, thoughtful graduates Green Vale is known for?
Q Looking ahead, what excites you most as you think about the future of the Lower School?
Q If you could share one message with Green Vale alumni and families about the Lower School today, what would it be?
When I joined the run for Penny’s Flight in the fall, I was struck by how many students showed up to run and raise awareness for a beloved Green Vale student. I could feel the genuine spirit that filled the air for why we were all there together running as many laps as possible! This was a real testament to how the community comes together for one another. I never got to meet Penny, but I can tell she was one special child.
The Knight still greets people in the entry hall of the Lower School building, some of their teachers are likely still here doing the job they love so much, the beauty of the campus I’m sure is unchanged and will greet them as it did when they were students here and, overall the spirit of the community I would imagine would feel familiar. It’s still a joyful place.
As a life long learner, I have already learned so much from Green Vale teachers in my first year. To name a few, I have learned that sometimes holding onto tradition in what we teach brings great value and that it doesn’t all need to change and evolve. I have learned that the LS community has small communities within it that play an important role in people’s sense of belonging and joy. I have also learned that for communities so strongly rooted in traditions, change has to come with boat loads of listening and caring.
Lower school is such a foundational time in a child’s life. It’s a time when the important academic and social emotional seeds are sown for the shaping of confident, intellectual, and caring human beings. We carve out thoughtful classroom spaces where teachers build strong relationships with their students so that students feel safe to grow, take risks, inquire deeply, and challenge themselves as learners. In turn, this builds the confidence and trust in oneself needed as a foundation to flourish when they leave LS. With attention to all of this, I hope that our students have built academic and social resilience to confidently navigate all that’s ahead for them.
With a year under my belt and a strong sense of who we are as a community here at GV, I feel wellpositioned to now look forward and broadly to where we can go next. Being a leader is so exciting because you get to create and shape a vision to take a team and community to new and exciting places. I keep our students’ learning experience at the heart of all that we do, so thinking about what will enhance and elevate their experience is what will drive our destinations. The opportunities are endless, be it looking at ways to grow leadership skills in our older students or optimizing how we make use of our beautiful campus as an extension of our classrooms, I am excited to see what comes of where we go next in the coming years.
The LS is thriving! Our traditions continue to keep us rooted in who we are and what we stand for: instilling joy in the learning process while keeping the bar high, teaching to the whole student, and infusing our division with opportunities that continue to strengthen our LS community. All the while we are looking forward excited for all that lies ahead that will forge us into the future.
Get to know Delphine!
A Clear Vision for the Upper School
The Upper School at Green Vale is guided by a clear vision rooted in experience, purpose, and an unwavering commitment to students.
Cathy Iannotta, Head of Upper School, has spent more than two decades as part of the Green Vale community. Her leadership is shaped by years in the classroom, nearly a decade guiding the Upper School, and advanced training in education and school leadership. This depth of experience informs an approach that is both thoughtful and decisive. “My philosophy is simple,” she said. “Every decision and every day starts with students at the heart of the conversation.”
That belief anchors the work of the Upper School, where academic rigor, character development, and strong relationships are aligned.
Three Enduring Priorities
The Upper School is built on three enduring priorities that balance high expectations with deep care: rigorous academics, constant character education, and teacher excellence.
Rigorous Yet Supported Academics
Academic strength is a defining feature of the Upper School experience. Beginning in 6th Grade, students engage in advanced coursework that often places them ahead of public and peer schools in core subjects such as math, science, and world languages. This early exposure allows students to take higher-level courses in high school and revisit key concepts with greater depth.
Just as important, this rigor is intentionally supported. Students are taught to self-advocate, seek extra help, and take ownership of their learning. Advisory periods reinforce executive functioning skills, while in-house learning specialists provide targeted support for students with learning differences or elevated needs.
A High-Touch Advisory Model
Constant Character Education
Character education is not confined to a single program—it is practiced daily. Clear expectations around respect, preparedness, and responsibility guide student behavior in classrooms, hallways, and community spaces.
When expectations are not met, reflection is central to the response. Students are encouraged to consider how their actions affect themselves and others, reinforcing accountability and growth.
“Respect is not an elective,” Iannotta explained. “It is part of who we are as a community.”
Leadership opportunities through student council, admissions ambassadorships, and the buddies program further encourage students to develop empathy, confidence, and a sense of responsibility to others.
Strong relationships are at the center of the Upper School experience. A high-touch advisory model ensures students are known and supported throughout the day, with regular check-ins from advisors and grade deans. Advisory time is used intentionally for relationship building, social-emotional learning, and reflection. Through discussion and journaling, students develop self-awareness and learn to understand their impact on the broader community.
Teacher Excellence and Growth
The strength of the Upper School is reflected in its faculty. Many teachers bring decades of experience to their work, and the majority hold advanced degrees. Clear expectations, coaching, and collaboration ensure that instruction remains purposeful and aligned with Green Vale’s values.
Ongoing professional development supports continuous growth, allowing faculty to refine teaching practices and respond to the needs of each class.
“Our goal is to prepare students not just for high school, but for life.”
—Cathy Iannotta, Head of Upper School
Preparing Students for What’s Next
Feedback from receiving high schools consistently affirms the Upper School’s approach. Graduates are recognized for their academic readiness, strong character, and ability to engage confidently in new environments.
Hear what our Alumni have to say!
GV Gives A Community United by Service
Community Day at Orkestai Farm
Green Vale families gathered at Orkestai Farm for GVS Community Day—an experience that blended service, sustainability, and connection. Students, parents, and friends of the School began the day with an opening movement and introductions, setting a mindful tone focused on teamwork and a common goal.
Families then explored the farm through a guided tour, learning about sustainable farming practices and Orkestai’s inclusive mission, which supports neurodiverse farmers while caring for the land and surrounding community. The highlight of the day came through hands-on service, as families worked side by side to harvest more than 300 pounds of sweet potatoes. The experience offered students a deeper appreciation for the patience, effort, and care involved in growing food, while underscoring the importance of environmental stewardship.
Watch Community Day in action!
Through the leadership and vision of the Parents Association, GV Gives has become a meaningful expression of Green Vale’s values, bringing families together across grades to serve others, learn through action, and strengthen the connections that define our School community.
“GV Gives is about showing students that service isn’t a one-time event—it’s a way of engaging with the world and their community,” shared Parents Association President Alana Brock. “When families come together to give their time and energy, students see how community is built through action, and that they have the power to make a difference close to home.”
This year, GV Gives came to life through a series of thoughtfully planned experiences that highlighted service learning, empathy, and collaboration—each one reinforcing the idea that giving together builds something lasting.
Service by Students, for Students
Service learning at Green Vale is intentionally integrated into the student experience. As part of GV Gives, students across multiple grade levels participated in a series of visits to the NOSH Food Pantry in Glen Cove, where they decorated and packed breakfast and lunch bags for local children facing food insecurity.
During each visit, students toured the pantry and learned about NOSH’s mission, gaining insight into the challenges families in our surrounding community encounter.
Designed as service by kids, for kids, these experiences helped students connect empathy with action—demonstrating how small, thoughtful efforts can make a meaningful difference.
Many of the meals prepared through these visits support the Kids Food Independence Program (KFIP), a program founded by Green Vale alumni Lachlan Vogel ’23 and Carsyn Cammerer ’22. Created to provide school-aged children with nutritious meals on non-school days, KFIP stands as a powerful example of the lasting influence of a Green Vale education and the continued commitment of our alumni beyond campus.
Family Service Day: Community in Action
That same spirit of service expanded through Family Service Day, another cornerstone of the GV Gives initiative. Parents and children from Early Childhood through 8th Grade worked together to prepare more than 400 breakfast and lunch bags at NOSH Delivers, transforming individual acts of kindness into a collective effort.
In addition to hands-on service, the Green Vale community contributed enough food to support approximately 500 additional meal bags, which was organized and donated by GVS students. The day reflected the power of families working together— modeling compassion, responsibility, and generosity for students of all ages.
Giving in Big and Small Ways
The GV Gives initiative also extends into everyday moments on campus. Through the sale of GV Gives bracelets during Wednesday bagel sales, families support service efforts while helping students understand how small gestures, when multiplied across a community, can make a difference.
Our Commitment
Across farms, food pantries, and family gatherings, GV Gives highlights the strength of the Green Vale community and the dedication of the Parents Association. These initiatives remind us that service is not a single event, but a mindset—one that grows through collaboration, generosity, and intentional action.
Building on the success of this year’s events, the Parents Association is already planning future opportunities to bring families together in the same spirit of giving and connection.
Here, giving is not just something we do—it is part of who we are.
A Commitment to Teacher Excellence
Year 4 of the Strategic Plan
One of the most important areas of focus in the fourth year of the Strategic Plan is our teachers— because excellent teachers never stop learning.
We are clear about what excellent teaching means to us. It is teaching that cultivates intellect, character, and confidence in our students. Delivering on that promise requires more than experience alone; it requires continuous growth, reflection, and a commitment to refining practice over time. Professional development is not an add-on to this work—it is essential to it.
A Culture of Growth
Over the past year, we have seen meaningful momentum in professional learning across the School. Faculty participation in professional development has doubled, driven largely by teacher initiative and intellectual curiosity. This growth tells us something important: our teachers want to learn, and they take that responsibility seriously.
Teachers are seeking out opportunities to expand their skills, explore new instructional
approaches, and collaborate with colleagues and experts. Faculty satisfaction with professional learning opportunities currently stands at 78%, affirming that these experiences are not only valued but are relevant and directly applicable to classroom practice.
This momentum reflects a broader cultural shift. Professional growth is becoming an expectation—an understood and embraced part of what it means to be a Green Vale educator.
Moving From Opportunity to Intention
As a School, our next step is to move from increased opportunity to a more intentional, School-wide approach to professional development. Growth should not depend on individual initiative alone; it should be thoughtfully embedded into the life of the School, aligned with our mission, and supported with time, structure, and purpose.
In Year Four, we are working toward a professional learning model that is cohesive and strategic—one that ensures teacher development is not only encouraged but expected, supported, and clearly connected to our core values.
Why This Matters for Students
The impact of professional development is felt most powerfully by students. When teachers are actively learning—exploring new strategies, reflecting on practice, and collaborating with peers— classrooms become more dynamic places. Instruction strengthens. Engagement deepens. Learning becomes more meaningful.
Professional growth allows teachers to respond thoughtfully to students’ needs, challenge them appropriately, and create environments where students feel supported and inspired. As Associate Head of School Narinder Bhalla explained, “Professional growth
is essential to sustaining excellent teaching. When we give teachers the time and structure to learn together, reflect on their practice, and challenge their thinking, the impact is felt directly in the classroom.”
Aligned With Our Mission
Going forward, teachers will select professional development opportunities with the deliberate goal of elevating their practice in alignment with Green Vale’s mission to cultivate intellect, character, and confidence in every student.
Intellect is developed through critical thinking, problemsolving, and curiosity. Professional learning supports teachers in designing instruction that challenges students to think deeply and ask meaningful questions.
Character is shaped through integrity, empathy, respect, and responsibility. Faculty development strengthens teachers’ ability to foster these qualities through classroom culture and student relationships.
Confidence empowers students to apply their intellect and character, take risks, and navigate challenges. Research consistently shows that early confidence is essential to academic success, resilience, and long-term well-being.
Professional development is an important part of teaching at Green Vale, grounded in the belief that when teachers continue to learn, students benefit. This commitment supports a thoughtful school culture and enriches the daily experiences of our students, ensuring classrooms remain engaging, responsive, and deeply aligned with the mission of Green Vale.
Watch our teachers in action!
Professional Development
Gabriela Gallo
Oxford Summer School
Continuing Education Program
Upper School History Teacher
Gabriela Gallo completed a three-week continuing education program at the Oxford Summer School, where she studied 20th-century British history and comparative government. Her coursework explored British culture and politics across the decades and examined the British parliamentary system alongside the U.S. government, culminating in research papers and academic debates.
Beyond the content itself, the experience of being a student again proved most meaningful. Conducting research, writing graded papers, and engaging with leading scholars in the field renewed her confidence and deepened her passion for history. Studying on Oxford’s historic campus and in its renowned libraries was both inspiring and affirming. Gabriela returned to her classroom with a renewed sense of curiosity and a strengthened commitment to teaching students how to think critically, analyze primary sources, and develop their own voices as historians.
Liz Nugent and Jen Milillo
Documenting Joyful Learning with Children
Elisa Harris
Co-BER Special Education Training
Director of the Academic Resource Center Elisa Harris participated in the Special Education Resource Teacher Co-BER program, focusing on student behavior, literacy, dyslexia, writing instruction, and executive functioning. The training emphasized researchbased, practical strategies designed to strengthen outcomes for diverse learners across grade levels.
Following the program, Elisa led a peer-facilitated workshop for faculty during PD Day, sharing classroom-ready tools and highlighting how foundational skills can be intentionally scaffolded as students grow toward greater independence. Her work continues to support a cohesive, school-wide approach to meeting the needs of all learners while strengthening instruction for every student.
Nursery Teachers Liz Nugent and Jen Milillo led a thoughtful presentation exploring how documentation can move beyond traditional classroom displays to become a more authentic, child-centered practice. They examined what documentation is, why it matters, and who it truly serves—asking educators to reflect on whether portfolios and photo panels sometimes become “teacher scrapbooks” rather than meaningful reflections of children’s thinking. While conventional documentation often relies on the teacher capturing and directing the moment, Liz and Jen encouraged a shift toward approaches that empower children to help mark their own learning journeys.
Through examples such as storytelling tables, sensory investigations, movement-based learning, and open-ended play, they demonstrated how documentation can capture process over product—highlighting inquiry, dialogue, and interaction rather than a finished piece of artwork. By focusing on children’s words, choices, and exploration, documentation becomes a tool for making learning visible, guiding curriculum decisions, and strengthening home–school connections. At its core, joyful documentation honors the whole child and invites both educators and families to see learning as an evolving, meaningful story.
Takesha Graham
Organizing Student Information | Emporia State University
As part of her professional development at Emporia State University, 2nd Grade Teacher Takesha Graham engaged in coursework focused on effective methods for organizing student information and classroom materials. The experience introduced her to both digital and analog strategies, emphasizing how thoughtful organization can enhance teaching and learning environments.
A key takeaway from the course was the value of intentional systems. Takesha explored practical approaches to categorizing and managing information, from structuring data in clear, accessible formats to organizing classroom resources in ways that support both educators and students. This work has strengthened her ability to create more efficient, streamlined, and student-centered learning environments.
Faculty News
Julie Rooney Retires After 29 Years
After nearly three decades at Green Vale, Julie Rooney will retire this year, closing a chapter defined by thoughtful leadership, quiet dedication, and deep care for community.
Julie joined Green Vale in the fall of 1997 as a technology teacher, at a time when the campus was not yet networked and classroom computers were still a novelty. Over 29 years, she witnessed and helped guide the School through extraordinary technological change, always with a focus on how innovation could best serve students and teachers.
Julie has been part of Green Vale’s forward-thinking Information Model, working closely with Chief Librarian Karenn Ressa to address digital citizenship, media literacy, and the challenges of mis- and disinformation in today’s world. She has also been a trusted 8th Grade Advisor.
Before Green Vale, Julie worked at Hunter College and Fairfield University in academic computing. Joining GVS also allowed for a meaningful balance between work and family, especially as her daughter attended the School from Nursery through 8th Grade.
When asked what will be missed most, the answer is simple: community. Over the years, colleagues and families offered unwavering support through life’s challenges, reminding Julie that Green Vale’s sense of community is not a slogan, but a lived value.
In retirement, Julie looks forward to long walks, daily reading, yoga, and travel.
Karenn Ressa Retires After 29 Years
After 29 years at Green Vale, Karenn Ressa is retiring, leaving behind a legacy of dedication, warmth, and passion for learning.
Currently Director of Library Services, Karenn also co-teaches Information for 3rd-6th Grades with Julie Rooney, teaches 6th Grade history, and serves as an 8th Grade advisor. Over the years, she has worn many hats, including 6th and 9th Grade advisor and Bus Coordinator—always ready to step in wherever needed.
Before joining Green Vale, Karenn spent 12 years as a librarian at Northport-East Northport Public Library, two years at Brentwood Public Library, and two years as a law librarian at Willkie, Farr & Gallagher.
One of her fondest memories reflects the spirit of Green Vale. When her 9th Grade homeroom partner, John Ruecker, said, “Karenn will go with me,” she soon found herself at Republic Airport, climbing into a Cessna to take aerial photos of campus for the yearbook—holding the window open while photos were snapped. “You never know what you are going to do at Green Vale on any given day!” she recalled.
What will she miss most? “The people,” she said. “It is rare to have such a collection of nice, hardworking, dedicated-to-their-craft people. Each person brings their ‘A’ game.”
In retirement, Karenn looks forward to spending time with her grandchildren, traveling, and pursuing a course of study at her church. She leaves with a belief confirmed over nearly three decades: when your profession is your passion, “working is a hobby, not a job.”
When asked, she hopes to be remembered by the students she taught—“each was unique, each was valued.”
Green Vale will surely remember her just the same.
Student Accomplishments
Jasper Pu delivered an outstanding performance in the Sport-Hunter Ski Racing Competition, earning a Gold Medal in the Mini World Cup, a Silver Medal in Hunter Cup 1, and a Bronze Medal in Safety on Slope Ski Racing.
Mason Pu earned an impressive 3rd Place Nationwide in the NASA Student Art Contest. Selected from more than 2,000 entries across the country, Mason was one of only three students recognized in the Kindergarten Division.
Leah Burman recently earned Champion honors at the prestigious Hampton Classic, competing in the Large Children’s Hunter 2’6” Division. Riding her pony, Princess, Leah demonstrated consistency and skill over two days of multiple courses, securing the championship title in the competitive Large Pony division.
Ryan Kanarek participated in the October Saves Goalie Challenge, a fundraiser supporting cancer research. On October 20, he hosted a special event where students were invited to take a shot on goal, with donations pledged for each save he made.
Last spring, Clara Faux earned a Gold Medal on the Pegasus National Mythology Exam, achieving a perfect score and ranking among just 313 students out of 5,464 nationwide. Clara received silver after recently taking the next level exam.
Mason Pu, 1st Grade Art
Jasper Pu, 4th Grade Skiing
Leah Burman, 6th Grade Horseback Riding
Ryan Kanarek, 6th Grade Service & Leadership
Clara Faux, 5th Grade Classical Mythology
Preston Harris earned special recognition for his musical talent this year, having been nominated for and performing in both the 2026 All-County Violin Festival and the 2026 LISFA Violin Performance. These prestigious honors celebrate student musicians who demonstrate exceptional skill, dedication, and artistry.
Annie Clark (3rd), Bessie Petty (4th), Una Tavani (5th) Ice Skating
Annie Clark, Bessie Petty, and Una Tavani each earned gold medals at the Skating Club of New York competition held at Chelsea Piers in February. The event brought together talented young skaters from across the region, showcasing impressive skill, dedication, and poise on the ice.
Emma Awolola continues to excel in the pool with impressive speed and dedication. Over the past year, she has significantly improved her 50 freestyle time from 51 seconds to 39 seconds. Known for her positive presence and strong team spirit, Emma trains at Lifetime Swim and competes with USA Swim teams across Long Island, New York City, White Plains, and Nyack.
Grade Swimming
Grade Irish Dance
Aislinn O’Donnell earned 12th place in the U12 division at the Mid-Atlantic Region Oireachtas (MARO), a highly competitive regional championship held each Thanksgiving weekend in Philadelphia. Dancing with the Donny Golden School in Mineola, she competed against thousands of dancers from across the eastern Mid-Atlantic region.
Several 6th-8th Grade students recently participated in The Great History Challenge, a nationwide academic competition that tests
6th-8th Grade Students History
historical knowledge and critical thinking skills. Students first completed a timed qualifying quiz during their history classes, and we are proud to share that 33 GVS students advanced to the Regional Challenge that took place on March 10 at The Bridges Academy in West Islip. A number of Green Vale students will also go on to compete at the National Championship in late May in Columbus, Ohio.
Preston Harris, 5th Grade Music
Aislinn O’Donnell, 7th
Emma Awolola, 4th
Green Vale’s annual Fall Gala & Auction brought parents, faculty, and staff together on Friday, November 21, at the Muttontown Club for an evening centered on community and connection. The program included remarks from President of the Board of Trustees Jeff Busconi and Head of School Dr. Jesse Dougherty, who shared reflections on the people and relationships that make Green Vale such a special place. A short video offered a snapshot of daily life at GVS and what the definition of community means to some of our students.
The evening was made possible through the generosity of our community, with special thanks to Gala Co-Chairs Kim O’Kane and Emily Satzger for their time, leadership, and commitment. From parent volunteers to faculty and staff contributions, the collective effort behind the event was evident throughout the night. More than a fundraiser, the Gala served as a reminder of the strong connections that support our students and sustain the Green Vale community.
Watch highlights of the evening!
Green Vale Magazine
State of the School & Parents’ Day A Communit y Connected
In early February, Green Vale families gathered for one of the most meaningful traditions of the year: the State of the School followed by Parents’ Day. Together, these moments offered both reflection and celebration—a look at where we are as a School and a firsthand glimpse into the vibrant learning happening each day.
This year’s State of the School centered on momentum and purpose. Now, well into the implementation of our Strategic Plan, Green Vale continues to strengthen teaching and learning, invest in community engagement, and ensure thoughtful stewardship of our operations. At the heart of this work is a clear and consistent commitment: to inspire and challenge students while cultivating intellect, character, and confidence.
The presentation highlighted a culture of continuous improvement—from professional development and curriculum refinement to enhanced safety practices and meaningful family communication. We also reflected on community feedback, which affirmed what so many families experience daily: strong relationships between teachers and students, deep alignment with our mission, and a genuine sense of belonging.
If the State of the School offered a view of the big picture, Parents’ Day brought that picture into focus.
Classrooms were alive with energy as students proudly shared their work, explained their thinking, and welcomed parents into their learning spaces. The joy was palpable. For students, having families present is both affirming and empowering. For parents, it is a powerful reminder that learning at Green Vale is active, thoughtful, and deeply personal.
What made the day especially meaningful was not simply the information shared or the lessons observed, but the spirit of connection. Conversations in hallways, thoughtful questions during the presentation, and the visible pride on students’ faces reflected a community invested not only in individual success, but in the collective strength of the School.
The State of the School and Parents’ Day reminded us that when families, faculty, and students come together, we strengthen something larger than ourselves. And that shared commitment continues to guide us forward.
Then and Now
Joan A. Choremi ’04
Visitors walking through the Watters Center may notice a tile that seems to leap off the wall. Designed by alumna Joan A. Choremi ’04, the piece has long stood out for its striking three-dimensional quality—an early glimpse of the creativity she would continue to develop well beyond her years at GVS.
Choremi’s artistic talents were already evident during her time at the school. In 1999, she designed the GVS 75th Anniversary mug, and her imaginative 8th grade tile remains one of the most distinctive in the collection. Even then, Choremi was drawn to experimenting with form, texture, and dimension.
Today, Choremi lives and works in Greenwich, Connecticut, where she continues her work as a contemporary artist. After earning a bachelor’s degree in Fine Art from Colorado College, she later completed a master’s degree in Visual Arts Administration at New York University. Her career has included roles in the arts world—from gallery work in Aspen to positions at Anderson Ranch Arts Center— before focusing on her own creative practice.
Choremi’s current work explores resilience and transformation through painting and collage. Inspired by the concept of “thought forms,” she uses color, movement, and layered materials to visualize emotions and inner experiences. From her memorable 8th Grade tile to her evolving artistic practice, Choremi’s journey reflects a lifelong commitment to creativity, reflection, and reinvention.
Young Alumni Dinner & Parent Reception
Alumni Spotlight
Following a story can sometimes take years—or even decades. For Sara Ely Hulse, a Coordinating Development Producer at CBS News, that patience is simply part of the job.
“My role is to help select and keep track of the many stories we follow with the intention of making an episode for 48 Hours,” she explains. “It is not uncommon to track a story for five-plus years as it winds through the justice system.”
Hulse works behind the scenes researching, writing, interviewing, and coordinating the complex reporting that goes into investigative television journalism. Her work has earned four Emmy nominations and two Emmy Awards (2014 and 2019), including Outstanding Coverage of a Breaking News Story in 2014 for Caught, a special about the Boston Marathon bombing. She also received an Emmy in 2019 for 39 Days, a report on the massacre at Marjory Stoneman Douglas High School in Parkland, Florida. In addition, Hulse has been honored with a Sigma Delta Chi Award, a New York Press Club Award, an Edward R. Murrow Award, and a Gracie Award for her reporting.
Sara Ely Hulse ’89 Coordinating Development Producer, CBS News
Long before her career took her around the world, Hulse was a student at Green Vale, where her love of reading and writing began to take shape. She credits Mr. Simmonds, who taught English and History, with helping spark her interest in storytelling.
After graduating from Green Vale, Hulse attended St. George’s School and later Denison University. Her first job out of college was at Time Magazine, but one of her most formative early experiences came when she joined a small documentary project in Vietnam. Instead of a salary, the director covered her travel expenses, allowing Hulse to spend six months working in Southeast Asia early in her career— an experience that reinforced both her love of travel and storytelling.
Over the years, that curiosity has taken her across the United States and around the world covering major events and complex investigations, including a two-year investigation into adoption fraud in Samoa, where her team uncovered that parents were being misled and children were being taken from their families. But her work has also brought her to moments of global celebration.
One particularly memorable assignment was covering the wedding of Prince William and Catherine Middleton in London. Sent to the city weeks before the ceremony, Hulse helped coordinate interviews and coverage across multiple locations as media from around the world gathered for the historic event.
“It was intense but a lot of fun,” she recalls of the around-the-clock production schedule and the massive international press presence surrounding the celebration.
Today, in her role with 48 Hours, Hulse continues to help develop stories that unfold over years as they move through the justice system or wait for new evidence to emerge. The work requires persistence, quick thinking, and strong writing skills, as well as the ability to connect with people during some of the most difficult moments of their lives.
“In journalism there is no correct answer,” she says. “There are many ways and angles to tell a story.”
Looking back, she remains grateful for the foundation she received at Green Vale and the teachers who encouraged her curiosity and love of learning—skills that continue to shape her work today.
Parent & Alumni Speaker Series
Jack Gillies ’22
Jack Gillies ’22 came back to campus and shared how he launched ADK Island Runners at just 16 years old—a boat-based delivery service providing firewood, ice, and water to campers on Lake George. After noticing campers struggling to haul heavy supplies while working at a marina, Jack partnered 50/50 with a friend, developed a full business plan, invested $2,000 of his own savings, built and optimized a website, and formally established the company as an LLC. He spoke candidly about early challenges, including slow traction and even a public accusation questioning the business’s legality, which he and his partner addressed by carefully reviewing regulations and publishing a formal compliance statement—a defining lesson in professionalism and composure. Reflecting on why being young worked in his favor, Jack highlighted lower personal risk, strong technology skills, and community support, and he credited a lasting message from his 4th Grade teacher, Ms. Field as the guiding principle behind his entrepreneurial journey: “You are not too young. Use your resources. Start before you feel ready.”
Jennifer Fenley Duffy
Students gained insight into the nonprofit world during a presentation by current parent Jennifer Fenley Duffy (Delaney, 4th Grade), whose career spans international organizations, hospital systems, corporate partnerships, and community-based programs. Duffy introduced students to the nearly two million nonprofits operating in the United States and emphasized the vast opportunities to create impact—from global initiatives like UNICEF partnerships to local programs supporting seniors and families on Long Island. Reflecting on her diverse roles in consulting, grant writing, and public–private collaboration, she encouraged students not to feel pressure to map out a single career path, reminding them that “You don’t need to know your dream job right away” and that each experience builds valuable skills. She also underscored that meaningful service can begin now, whether through volunteerism or small acts of leadership, reinforcing Green Vale’s strong culture of service learning and inspiring students to consider how their values can shape purposeful futures.
Stephanie and Fred Clark
Upper School students had a rare opportunity: a conversation about art with GVS parents Stephanie and Fred Clark (Junie, 7th and Annie, 3rd). They brought their deep experience in the art world—including prior leadership at Findlay Galleries, one of the oldest privately owned galleries in the United States—to campus. Committed to making art accessible beyond museum walls, the Clarks introduced Green Vale’s new Art on Loan program, through which original works will be periodically displayed and integrated across the curriculum. To launch the initiative, Stephanie Clark guided students through an overview of art history, emphasizing that “the artist is always in conversation with the viewer” and challenging them to consider how color, form, and composition communicate meaning. The first piece on loan, Peace (1965) by John Ferren from his mandorla series, reflects Ferren’s signature hard-edge style and careful geometric proportion, blending mathematical precision with spiritual harmony. At Green Vale, the painting will serve as a cross-disciplinary touchpoint—analyzed in art for composition and technique, in history for its 1960s cultural context, and in math for its underlying geometry—creating what Head of Upper School Cathy Iannotta described as an opportunity for students to think critically, connect ideas across subjects, and experience art not as something distant, but as a living source of inquiry and inspiration.
Harold Valestin
Harold Valestin, GVS parent of Liam ’25 and Connor (7th Grade), is a real estate broker, investor, consultant, and coach whose career has spanned from Wall Street trading floors to major real estate developments across New York City. After beginning his career as a proprietary trader, Valestin transitioned into real estate following the events of September 11 and now works with developers on new construction projects from the earliest planning stages through completion. During his visit, he shared insights into the real estate industry and encouraged students to focus on listening, building strong relationships, and maintaining a strong reputation—skills he credits as key to his success.
Linda passed away on October 26, 2025; she was 95 years old. After Green Vale, Linda attended The Ethel Walker School before continuing her education at Wellesley College. Linda succeeded her mother as president of the New York Metropolitan Baseball Club, a role that reflected her lifelong connection to her family’s legacy in professional sports.
She served on the boards of New York Presbyterian Hospital, Gracie Square Hospital, The Ethel Walker School, the Nassau County Museum of Art, and The Tilles Center. She also served as president of North Shore Hospital.
Linda founded Shelter Rock Investors and established the Patrina Foundation, through which she dedicated decades of service to promoting opportunities for women and supporting community initiatives. Her passions included The New York Metropolitan Opera, tennis, bridge, baseball, and worldwide travel.
She is survived by her three children, Daniel de Roulet, Whitney de Roulet Bullock ’67, and Sandra De Roulet ’68, five grandchildren, including Dan de Roulet, Jr. ’97, Seth de Roulet ’99, Amory de Roulet ’02, and John De Roulet ’26, and 10 greatgrandchildren, including Henry de Roulet ’24 and Helen De Roulet ’30
William “Gavin” G. Gilmor ’55
Gavin Gilmor passed away on May 22, 2025. After Green Vale, Gavin attended St. Mark’s School in Southborough, Massachusetts, where he captained the undefeated 1959 baseball team— a feat that earned the team a place in the St. Mark’s Athletic Hall of Fame. He then went to Harvard University, where he proudly led the Crimson baseball team as captain and was a member of the Owl Club.
Following his graduation, he served as a lieutenant in the United States Navy and later earned his MBA from Columbia Business School, which led to a career in finance. He met his wife of 57 years, Sandra “Sandy” (Plant) Gilmor, while skiing in Lech, Austria. Together, they shared a passion for traveling the world. Sandy passed away on July 22, 2025.
Gavin is survived by his sisters, Elizabeth “Betsy” Gilmor Wills ’52 and Elizabeth “Lisa” A. Meyer ’57; his daughters, Hether Gilmor Danforth ’85 and Ashley Gilmor Myles ’88; as well as his grandchildren, Porter and Zander Danforth, Ellie Myles ’21, and Caroline Myles ’23
Beverly “Bea” Vander Poel Banker ’57
It is with regret that we share the news of Bea’s death on June 16, 2025. Bea served as a trustee for North Shore-LIJ and Glen Cove Hospital for over twenty-five years. She founded the Glen Cove Hospital Advisory Council in 1999 and served as co-chair until her passing. She was the first female fire commissioner in New York State, serving as Locust Valley’s Fire Commissioner for over eight years. She also served as Chairman of the Zoning Board for the Village of Matinecock for twenty years. She was predeceased by her husband of 44 years, Bindy, and is survived by her four children, Richard “Chip” W. Day, Jr. ’78, Billings Day Cay ’79, Kingsley Day Gregory ’86, and Ashley Banker ’99; her granddaughter, Tate Smith; her siblings, Halsted Vander Poel ’54, Linda Vander Poel Duryea ’62, Susan Vander Poel Barrett ’65, and Kenneth Vander Poel ’66; her stepchildren, Ritchey Howe, Robbie Banker, and the late Moby Banker, and six stepgrandchildren, Ritchey, Campbell, Gardner, John Banker ’16, Grayson Banker ’17, and Katherine Banker ’19.
“My mother was a member of the class of 1957 and loved The Green Vale School immensely. She served as a Trustee from 1974 to 1994 and during that time she also served as an officer on the executive committee. While I was in school, she volunteered as an assistant to the librarian from 1996 - 1999. She was so proud to have gone to Green Vale and that all four of her children went to school there as well. I feel the same way about Green Vale as she did. It is a place that provided and fostered a deep sense of community and lifelong friendships, and for those reasons we hold a deep love for Green Vale.” —Ashley V. Banker ’99
Chase W. Filandro ’19
The Green Vale community remembers Chase W. Filandro ’19, who passed away on July 31, 2025, at the age of 20. During his time at Green Vale, Chase was known for his warmth, creativity, and adventurous spirit—qualities that continued to define him in the years that followed. Based in New York City, Chase pursued his passion for the arts as an aspiring actor and content creator while also sharing his love of travel with thousands of followers online.
An avid explorer, Chase was especially drawn to the beauty of America’s national parks. As his sister, Franki Ford, wrote in a tribute, he “always welcomed strangers with a smile and made friends along all the trails he traveled on.”
Chase was also a vocalist with the Long Island indie band Just Add Wate. He was affiliated with Take 2 Actor’s Studio in Huntington, where he was remembered for his “vibrant spirit” and “the joy he brought into every room.”
Chase will be remembered by those who knew him for his kindness, his creative energy, and the genuine connections he made with people wherever he went.
Sandra “Sandy” Plant Gilmor
Sandra Plant Gilmor passed away on July 22, 2025. After growing up in Vancouver, British Columbia, Sandy graduated from the University of British Columbia in 1964 with a BA in English, a degree that would shape her lifelong love of language and learning.
Sandy dedicated her career to education, teaching English and History for nine years at Green Vale School while earning her master’s in Education at C.W. Post. She later served as Head of the Middle School and Interim Head at The Chapin School in New York City, and ultimately as Head of School at Buffalo Seminary in Buffalo, New York. Her students adored her, and many remained in touch long after graduation—a testament to the impact she had on their lives.
Beyond the classroom, Sandy was an avid golfer, a sharp bridge player, and a gracious hostess. Sandy was predeceased by her husband of 57 years, William “Gavin” G. Gilmor ’55 She is survived by her daughters, Hether Gilmor Danforth ’85 and Ashley Gilmor Myles ’88; her grandchildren, Porter Danforth, Zander Danforth, Ellie Myles ’21, and Caroline Myles ’23; and her nieces and nephews.
Christine “Christi” H. Higgins
Christine H. Higgins passed away on December 7, 2025, at the age of 80, after a courageous battle with cancer. Christi graduated from Lake Erie College and later earned her master’s degree in child education from Queens College New York, where her passion for early childhood education truly allowed her to shine.
Christi devoted 29 years of her life to The Green Vale School. First as a volunteer, elevating the School’s auction process, and later sharing her passion for learning as a teacher. She taught History and English and spent many years helping to produce school plays. She brought lessons to life by taking her classroom outdoors, going off script to re-enact classic historical battles, and presenting material in ways that made
learning an adventure. She was honored with the Headmaster’s Award for her passion, unwavering commitment, and independent, indomitable spirit. Known for her unforgettable ghost stories, quick wit, and infectious love of reading and history, she left a lasting impression on generations of students.
Christi is survived by her loving husband of 58 years, Tom, her three children: Brendan Higgins ’87, Jason Higgins ’89, and Courtney Higgins Nevis ’93, and her five grandchildren. She is also survived by her sister, Barbara, as well as four nieces, Meg, Kait, Tara, Jenifer Duffy ’84, and four nephews: Jeff, Kip, J.P. Duffy ’90, and Dylan.
Milestones
Marriages
Elizabeth F. Gherlone ’13
Joseph Como
September 27, 2025
Births
Evan W. Uhlick ’97
Cabot Abbot Uhlick
November 1, 2025
David M. Knott, Jr. ’99
Lake Olympia Knott
January 2026
Diana Grace Beard ’02
Anabelle Grace Beard
July 18, 2025
Fifi Knott Leachman ’02
Margaret Mabon Woods Leachman
February 1, 2026
Crystal Lynch Ewoldt ’04
Harrison “Harry” Calvert Ewoldt
June 18, 2025
Laura Van Ingen Clarke ’04
Finn Clarke
September 26, 2025
Dominique J. Lippolis ’08
Jonathan Giuseppe
July 24, 2025
Benjamin E. Wachtler ’09
Olivia Wachtler
December 2025
Deaths
Byam K. Stevens, Jr. ’40
April 11, 2025
Dugald A. Fletcher ’44
February 25, 2026
Lorinda Payson de Roulet ’44
October 26, 2025
Anne Meserve Davis ’51
November 25, 2025
William G. Gilmor ’55
May 22, 2025
Albert T. Johnson, Jr. ’55
September 14, 2025
Beverly Vander Poel Banker ’57
June 16, 2025
Lawrence C. Schmidlapp ’59
August 16, 2025
Chase W. Filandro ’19
July 31, 2025
Friends
Stephen Ely
March 15, 2025
Sandra Plant Gilmor
July 22, 2025
Christine H. Higgins
December 7, 2025
Arthur Merrill
June 1, 2025
Brian Sheehan
February 3, 2026
Class Notes
’39
Robert M. Pennoyer ’39
It is with regret that we share the news of Robert’s death on August 13, 2023; he was 98 years old. After Green Vale, Robert attended St. Paul’s School in Concord, New Hampshire, Harvard University, and Columbia University. He enlisted in the Navy ROTC. After law school, he served as an Assistant U.S. Attorney for the Southern District of New York, followed by four years in Washington as Assistant to the General Counsel in the Office of the Secretary of Defense. Returning to New York in the late 1950s, he joined Patterson Belknap Webb & Tyler. In the 1960s he founded Exodus House, a halfway house for men coming out of prison. In 2007, he established the William C. Bullitt Foundation to support the well-being of people, society, and the natural environment. At the age of 90, he wrote his memoir, As It Was. Robert was predeceased by his wife of 65 years, Victoria Parsons Pennoyer. He is survived by his four children, his eleven grandchildren, and his eight great-grandchildren. ’40
Byam K. Stevens, Jr. ’40
It is with regret that we share the news of Byam’s death on April 11, 2025; he was 94 years old. After Green Vale, Byam attended The Malcolm Gordon School in Garrison, New York, St. Paul’s School in Concord, New Hampshire, and Yale University. He had a long career in finance and served as Mayor of Muttontown, New York, while living in Kirby Hill. Byam raised funds for many causes and was chiefly responsible for some of the successes of the world-renowned American Ballet Theatre. Much of his life was spent on the water as the coxswain of varsity crews at St. Paul’s and Yale. Byam was predeceased by his wife of 67 years, Priscilla L. Stevens. He is survived by his wife Marian Verlander-Stevens, his four children; Priscilla Stevens Polk ’66, Byam K. Stevens, III ’67, Alden H. Stevens ’69, Brooke Stevens; six grandchildren, and many greatgrandchildren.
’44
Dugald A. Fletcher ’44
It is with regret that we share the news of Dugald’s death on February 25, 2026; he was 96 years old. After Green Vale, Dugald attended the Taft School, Harvard College, Harvard Business School, and served as a first lieutenant in the U.S. Army. He went on to have a distinguished career in international business management consulting and as a Wall Street executive. At 75, he climbed Mount Kilimanjaro. Dugald was predeceased by his wife, Sarah “Sally” Huntington Fletcher ’49, and his daughter, Elizabeth Fletcher Cronan ’74 He is survived by his two daughters, Sarah P. Fletcher ’73 and Mary Fletcher Baker ’80; eight grandchildren; eight great-grandchildren; and his cherished longtime companion, Florence “Flossie” McKim Chase ’46 ’49
Stanislas “Stani” M. Yassukovich ’49
Stani wrote and published a new book titled A Family of the Old Russian Empire. “Stanislas M. Yassukovich’s A Family of the Old Russian Empire explores the latter: a beautifully written, deeply personal account of how one family was splintered by revolution, lost to history for generations, and miraculously rediscovered through fate and archival detective work.”—BookTrib.com
’51
Anne Meserve Davis ’51
It is with regret that we share the news of Anne’s death on November 25, 2025; she was 80 years old. After Green Vale, Anne attended Miss Porter’s School and Radcliffe College. Anne worked at Brearley School and did historical research for the television program, Our American Heritage, as well as for Time Inc. in New York City. She moved to Chicago in 1962, after her wedding to Chester R. Davis, Jr., and later resided in Winnetka, Illinois, for much of her life. Anne volunteered with a variety of organizations, including the Visiting Nurses Association (VNA), Junior League of Chicago, and both the Boy and Girl Scouts. She served on the VNA Board
of Directors for over 40 years, including two terms as Chair. The VNA later recognized her contributions by naming an award for her, The Anne M. Davis Mobile Health Award, which is given annually to an outstanding mobile health provider. She then worked as a private banker at Harris Bank and as a realtor at Baird & Warner. Anne was predeceased by her husband and brother. She is survived by her three children, five grandchildren, her sister, and eight nieces and nephews.
’52
Anthony S. Hoyt ’52: tabloidman@gmail.com
Anthony S. Hoyt ’52
“Alive and well living in Palm Springs, California.”
’53
Henry S. Reeder, Jr. ’53: hsreeder@comcast.net
Charles “Charlie” C. Lockwood ’53, Edward “Ned” V. Rossiter ’53, Henry “Dusty” S. Reeder, Jr. ’53
“Although being 86 has slowed us down a bit, we were happy to be together and enjoy memories from the past. We were in the Class of 1953 and fondly remember our GVS days. Ned and Charlie both have very healthy wives looking after them. As you know, I lost Susan last November. We had been together since my senior year at Hotchkiss and were married for 61 wonderful years. My three children and nine grandchildren are doing a good job of keeping me busy. Hope all is well, and best wishes to all.” L to R: Charlie Lockwood ’53, Dusty Reeder ’53, and Ned Rossiter ’53
Henry “Dusty” S. Reeder, Jr. ’53
“I look back on my nine years [at Green Vale] with great memories of friends, faculty, courses, and time on the athletic field. I also include my time in the shop making various things for friends and family. I suspect that may have been a first step to becoming an architect.”
’55
Albert “Tracy” T. Johnson, Jr. ’55
It is with regret that we share the news of Tracy’s death on September 14, 2025; he was 84 years old. After Green Vale, Tracy attended St. Paul’s School in Concord, New Hampshire, and Hobart College in Geneva, New York. After graduation, he served with the National Guard from 1965-75. Tracy worked in banking, journalism, and with publisher McGraw-Hill. Tracy was an avid baseball and hockey player in college, and enjoyed getting out on the tennis and paddle courts in his adult life. Tracy was predeceased by his brother, Michael T. Johnson ’60. He is survived by his wife of 38 years, Jane; his two sons, Timothy and Duncan; granddaughter Molly; sister, Diane Wade; his nieces, Jennifer Embree Lannan ’81 and Leslie Embree Kelly ’85; and his great-nieces. ’59
Lawrence “Larry” C. Schmidlapp ’59
It is with regret that we share the news of Larry’s death on August 16, 2025; he was 80 years old. After Green Vale, Larry attended Millbrook School and Kenyon College. He then proudly served his country in Army Intelligence during the Vietnam War. After returning home, Larry began a successful 38-year career in municipal bond sales, spending the majority of his career at Merrill Lynch and JPMorgan Chase. Larry was a founding member of the Centre Island Land Trust and Friends of the Bay. He also served as a trustee of the North Shore Land Alliance, The Green Vale School, Oyster Bay Boys & Girls Club, The Waterfront Center, and Seawanhaka Corinthian Yacht Club. He was the past president of the Beaver Dam Winter Sports Club and most recently held the position of Commander of the Locust Valley American Legion. Larry served the Village of Centre Island for 20 years, first as trustee, then as mayor for 15 years. Larry had a lifelong love of the water, spending countless hours with family and friends aboard his boats, Shadow and Gatsby. Larry is survived by his wife of 40 years, Carol; his children Charlotte E. Schmidlapp ’01, Lawrence “Larry” M. Schmidlapp ’02, and Carl “Jake” J. Schmidlapp, IV ’05; his two grandchildren; and his siblings Carl “Jake” J. Schmidlapp, III ’57, Barbara Schmidlapp Dembergh ’66, and Alison Schmidlapp Douglas ’72. Larry was preceded in death by his brother, Allan Schmidlapp ’61
’60
Cynthia McClintock ’60
“I’m getting married! My fiancé, David Mowbray, is wonderful—warm, kind, and cheerful. He’s very knowledgeable, with a keen wit which he honed during his years in high-tech sales. We met on Match.com in 2022, he moved to my house in 2024, and in 2025, he proposed on my 80th birthday. I’m still teaching at George Washington University but will retire in a year or two. It is very exciting to be getting married for the first time at 80!”
M.R.E. “Ted” Theodore Baehr ’60
“My latest book, Behind the Scenes of the Golden Age of Hollywood and Broadway: The Legacy of Robert Allen, is about my father (Ted Baehr, dba Robert Allen). This book is not only about my father who, as you know, was a star on Broadway and in 62 movies, including his famous Texas Ranger Westerns, but it is also about how actors navigate the entertainment industry. I was honored to write this book, as my 47th book that I’ve written or contributed significantly, because of the meaning and purpose behind it. I believe readers will be enriched by reading about Old Hollywood.”
’62
Judith Tabler ’62: judithtabler@gmail.com
Michal Colby Wadsworth ’62
“My husband Jim and I are wintering in Sarasota, and a good thing too. I’m a Michigan resident—I don’t think they’ll dig out from under all the snow until June! We keep pretty busy down here with the constant stream of family and houseguests. I serve on the Sarasota Opera board, and Jim serves on the Asolo Theater board. Of course there’s bridge, the beach, botanical gardens, and a lovely art museum. No golf any more; Jim is on a walker, and until recently, it’s been too cold! I travelled to Amsterdam last fall to see the Dutch National Opera production of Tosca (fabulous!), and will leave soon for Copenhagen for a rarely performed opera Dialogue of the Carmelites. My bucket list is to get to the rest of the world’s great opera houses. I think I owe it all to The Green Vale School. I remember singing the Anvil Chorus from Il Trovatore We had a wonderful music teacher. If anyone reading this is in the Sarasota area, I’d love to hear from you. My best to you all.”
’64
Charlene Schuster Smyth ’64
“Jeanne Franklin Ferrer ’64, Henry “Hal” A. Clark, III ’63, Nicholaes “Nicky” Roosevelt ’63, and I had a mini reunion in September 2025. Everyone was in fine form and completely recognizable! I look forward to the next one and hope more classmates will attend.”
’65
Innis O’Rourke III ’65: iorourke3@gmail.com
William “Bill” S. Eakins, Jr. ’65
stops in between, including jobs with Martha Stewart and Ina Garten. Susan raised her family in East Hampton before moving full time to Vero Beach where she owned and operated three different catering companies: Simply Scrumptious, Soup to Nuts, and ultimately, Run Around Sue’s. In addition to catering, Susan excelled for many years at interior design and furniture and décor resale. Susan is survived by her two children, her granddaughter, and her brother, Peter P. Dayton ’69. She also leaves numerous nieces, nephews, cousins, and friends with memories of good times together.
’77
place that fosters local culture, music, and connection under Niko’s vision of inclusive spaces that serve both visitors and residents.
’91
Heather Upton ’91: hjfupton@gmail.com
G. Theodore “Teddy” Holland ’91
Class of 1991 members: William “Chi” C. McClean, IV ’91, Riggs Garcia-Mansilla ’91, Teddy Holland ’91, and J. M. Blakey “Snake” Thompson ’91 celebrating Riggs’ 50th birthday in Telluride.
’93
Lelia Gwathmey Harrington’77 “I fondly remember Green Vale! We are currently living in Miami and get back to Long Island as much as we can.”
Caroline V. Coleman ’79
“Around last Thanksgiving, Olivia-Morgan “Lola” Pascucci ’16 contacted me because she was researching the house we grew up in in Glen Cove, about 50 years apart. Comparing notes and sharing pictures has been fascinating; a great local history project.” Photo left top is Bill being fed by his sister, Pamela Eakins Wharton ’56, in 1951. Left bottom is Lola ’16 at the same house, 50 years later.
’66
Christy French Porter ’66: Cfporter141@gmail.com
Peter T. Robinson ’66
Pictured is Peter with his son, Taylor T. Robinson ’98, and his two grandchildren, Ivy ’28 and Pierce ’30.
’68
Susan C. Dayton ’68
It is with regret that we share the news of Susan’s death on August 12, 2024; she was 70 years old. After Green Vale, she attended the Foxcroft School in Middleburg, Virginia, and graduated from Windham College in Putney, Vermont. Combining her culinary expertise and knack for entertaining, Susan began what would go on to become a lifelong career in catering with the opening of Potpourri in Locust Valley in 1973. Her taste for adventure led her to work from California to Connecticut with numerous
In July, Jennifer Rose Parkinson ’79, Caitlin Nammack Weissman ’79, Caroline V. Coleman ’79, and Tracy Shiland Kemper ’79 met for an impromptu Green Vale Class of 1979 reunion.
’90
Kevin P. Kenny ’90: kenny25@optonline.net
Niko Winstral Harriton ’90 Niko’s businesses, The Schoolhouse Hotel and The Old School Brewing Company, were recently featured in Forbes Magazine: The Forbes article “Building Spaces Where Everyone Belongs” highlights how Niko is transforming White Sulphur Springs through hospitality and community-centered design. It details her work converting a historic school building into The Schoolhouse Hotel, a boutique property that prioritizes accessibility and inclusivity in every detail, from universal design features to advanced technologies that welcome guests of all abilities, while also supporting the town’s revitalization after past hardships. The piece also covers the opening of Old School Brewing Company as another vibrant gathering
Townsend W. Bancroft ’93: townsendbancroft@gmail.com
Hugh R. O’Kane ’93 “GVS parent-child hockey game on March 5th.” L to R: John J. O’Kane ’99, Peter ’28, Hugh R. O’Kane ’93, Anna ’28, Hugh W. O’Kane ’25, and Jack ’26.
’97
Lily M. Gray ’97: lilygray@gmail.com
Evan W. Uhlick ’97
“Ashton and I are delighted to announce the arrival of our daughter, Cabot Abbot Uhlick, on November 1, 2025, at 3:48 pm, weighing in at 8 lb 1 oz and 21 inches in length. Cabot navigated a tight line between Halloween and the New York City Marathon which demanded a little extra planning and some stress for her parents (no doubt a foreshadowing).
Both Ashton and Cabot are healthy and happy—and the whole family is united and comfortable at home in Old Brookville. Many thanks for all your kindness and support through this journey.” Cabot is pictured with her big brother, Wesley ’34.
’99
Ashley Banker ’99: ashley.banker@gmail.com
David R. Holmes, Jr. ’99: davidreesor@gmail.com
Michael Marino ’99, Frank “F.J.” J. Sciame, III ’99, John J. O’Kane ’99
Classmates from the class of 1999: Michael Marino ’99, F.J. Sciami ’99, and John O’Kane ’99 with their three boys who play together on a mite hockey team: Leo ’33, Christian, and Ben ’33.
Colgate “Coly” L. Smith ’99
“I currently live in Georgetown, DC, with my wife, Adrienne, and our two boys, Austen (4) and Teddy (2). We’ve been here since January 2023 and absolutely love the neighborhood and community. Professionally, I’m building a boutique hotel business that is focused on unique, underserved waterfront (and select rural) destinations along the U.S. East Coast. I acquired my first hotel on the Eastern Shore of Maryland (Oxford, Maryland), which is currently under renovation with a target opening later this fall (October/November).”
David M. Knott, Jr. ’99
David and his wife, Keelin, welcomed their daughter, Lake Olympia Knott, in January 2026. ’01
Rylan Soref ’01: rylan.soref@gmail.com
Victoria Middleton Holm (Pool) ’01: vickymholm@gmail.com
Andrew D. Abbott ’01
“The Abbott family is enjoying a snowy NYC winter, but Chloe (4) and Elle (2) are looking forward to some summer sun. Both girls can’t wait to visit GVS again sometime soon after a fun Open House last May! Andrew started a new job at Discord Inc. in September, and his wife, Ashley, started a new role at Hone Health in January—so lots of new excitement to start the year!”
’02
Diana Grace Beard ’02: dianabeard7@gmail.com
Meagan Lesko Smiles ’02: meg.p.smiles@gmail.com
Diana Grace Beard ’02
“Anabelle Grace Beard was born on July 18, 2025. All of her siblings are thrilled!”
Fifi Knott Leachman ’02
Fifi and her husband, Scott, welcomed their daughter, Margaret Mabon
Woods Leachman, on February 1, 2026. ’03
Carly P. Postal ’03: carlypostal1@gmail.com
J. Cryder Bancroft ’03: james.c.bancroft@gmail.com
Nicholas C. Remsen ’03: nicholasremsen@gmail.com
Peter B. Wilson ’03: pbwilson1@gmail.com
Raymond L. Penzi ’03
“I moved to Huntington last year and work as a Wealth and Insurance Advisor. My wife, Lauren, is a dermatologist on Long
Island. We have three children: our son Leo, who is 6, our daughter Rosie, who is 3, and our youngest daughter, Ava, who is 1.”
“After 10 years in the Pinellas County School District in Florida, I changed careers and now work as a Placement Specialist for Pinellas and Pasco Counties with youth who enter licensed foster care (primarily teenage girls who have experienced human trafficking). Our agency works closely with case management organizations, local and state law enforcement agencies, sheriff’s offices, and at times, the U.S. Federal Marshals, to help locate and bring our exploited children home safely. We completed our most recent operation in November, called “Operation Home for the Holidays,” in which 122 of our children were brought to safety. I am also the mother to two wonderful boys (ages 9 and 5).”
Lily, Pierce I. R. McCully ’04, and Alessandro Santorelli ’04 went wine tasting in Valdobbiadene, Italy, this June while Lily and her husband were visiting Pierce’s hotel, Villa Trieste M, in Asolo, Italy.
Crystal Lynch Ewoldt ’04
Crystal and her husband, Greg, welcomed their son, Harrison “Harry” Calvert Ewoldt, on June 18th, 2025. Big sister, Zoe, and their dog, Izzy, could not be more excited! They recently purchased a house in Locust Valley.
Laura Van Ingen Clarke ’04
“My husband, Charlie, and I welcomed our second son, Finn Clarke, on September 26, 2025. Our first son, Billy Clarke is now attending Beginnings at Green Vale, and it is so exciting for me to be back on campus. It brings back great memories.”
’08
Anthony D. Russo ’08: adrusso4@gmail.com
Holly P. Constants ’08: hol9331@aol.com
“As an alumnus of The Green Vale School, I am proud to share my journey since graduation. I hold a double master’s degree in Social Work and Marriage and Family Therapy, and I currently work as a child and adolescent therapist, helping individuals and families navigate their challenges. I am also in the process of writing my dissertation for my PhD with aspirations to further contribute to the field of mental health. In addition to my professional achievements, I recently welcomed my first child, Jonathan Giuseppe, into the world, bringing even more joy and purpose to my life. My time at The Green Vale School laid the foundation for my career and personal growth, and I am grateful for the experiences that shaped me.”
’09
Marielle R. Lafaire ’09: mlafaire@gmail.com
Mason R. Leonard ’09: masonleonard@gmail.com
Benjamin E. Wachtler ’09
Ben and his wife, Mery, welcomed their second child, Olivia, in December 2025. ’12
Caroline P. Zerilli ’12: caroline.zerilli@gmail.com
Grant A. Newburger ’12: grant.newburger@gmail.com ’13
Elizabeth Gherlone ’13
Elizabeth married Joseph Como on September 27, 2025.
Oliver R. Green ’12
Oliver’s engagement party had several Green Vale alumni in attendance. L to R: Harriet Jones ’14, Carter Morgan ’12, Logan Dunn ’12, Tyler Hartmeyer ’12, Oliver Green ’12, Simmons Gaines ’12, Andrew Manasia ’12, Bridgit Jones ’16, Harry Wilmerding ’11 Back row: Struan Coleman ’12, Hal Hawkey ’75, Alex Green, ’10
Somes Huwiler ’13
Somes is pursuing a master’s in Wildlife Filmmaking at the University of the West of England, in partnership with the BBC Natural History Unit. For her final project, she is producing a short film about a musician who makes music from the electrical impulses in mushrooms and plants.
’14
Harriet C. Jones ’14: harrietjones10@gmail.com
Donovan V. Sbiroli ’14
Donovan will graduate from the University of Richmond School of Law on May 9, 2026.
Emani C. Elliott ’14 Emani recently visited Green Vale in June 2025.
Harriet C. Jones ’14
Class of 2014 members: Jack Araskog ’14, Georgina Green ’14, Hannah Moran ’14, Kyleigh Campbell ’14, Will Parker ’14, Harriet Jones ’14, and Harry Hunt ’14 got together for a paddle party!
’16
Kathryn Grace Foley ’16: kgfoley@umich.edu
’19
Fiona Dougherty ’21
Several Green Vale alumni attended Friends Academy Prom in 2025. L to R: Clarke Beard ’21, Teddy Kenny ’21, Tristan Ohrstrom ’21, Peter Rosen ’21, Grace Brook ’21, Cecilia Saad ’21, Joy Biondi ’21, Petra Fakiris ’21, Eliza Woodhouse ’21, Fiona Dougherty ’21, Chelsea Hollingsworth ’21, Mia Herold ’21, Jackson Brook ’21, and Brian Aldridge ’21
William “Will” H. Bystrom ’19
“I cannot thank GVS enough for the incredible experience it gave me.” ’21
Emma is pictured with her parents at the Friends Academy Varsity Girls Basketball team’s Senior Day. Emma also earned the All Class title this season while playing for Friends.
Hugh J. Weidinger ’22
Hugh is the Senior Class President at The Berkshire School.
Pia Jauhar ’22
Henry S. Bilicic ’16
Henry and his brother, Peter Bilicic ’22, recently visited Green Vale in June of 2025.
Samuel A. Winkler ’19: Princetontiger1@outlook.com
Serena C. Saad ’19: saadserena66@gmail.com
Theodore A. Janedis ’19: teddyjanedis@gmail.com
This past fall, while attending Friends Academy, Pia was recognized as a National Merit Commended Student— an honor that reflects her exceptional academic achievement and dedication.
Sofia E. Schwarz ’22
During the summer of 2025, Sofia attended the Simons Research Program at Stony Brook University. She worked with
distinguished faculty mentors, learned laboratory techniques and tools, became part of active research teams, and experienced life at a research university.
Sophie Benjamin ’22
Sophie was the lead in the school play at The Berkshire School.
’23
Elizabeth A. Gokey ’23
This past summer, Elizabeth interned at Preservation Long Island. During her internship, she researched objects and supported the nonprofit’s efforts to broaden its outreach, with a focus on engaging younger generations. She also assisted with digitizing archival files and contributed to a range of special projects while managing their social media.
Blue-Gold Day Class of 2023 and 2024 Group
Jordan Radosti ’24, Julian DiPasquale ’24, Maddie Carroccio ’24, Lana Alvarez ’24, Lilly Kenny ’24, Veronica Edwards ’23, and Scarlett Rueger ’23 stopped by Blue-Gold Day to cheer on their teams.
Henry M. Woodhouse ’24, Robert H. Staniford ’23, William F. Busconi ’23, Scarlett S. Rueger ’23
“The best part of watching Deerfield and Taft play today was the number of GVS
alums on the field!” L to R: Harry Woodhouse ’24, Hutson Staniford ’23, Will Busconi ’23, and Scarlett Rueger ’23 ’24
Sarah E. Modell ’24: slnkfrd@gmail.com
Shayla Durrett ’24: shay.durrett@gmail.com
Lana Alvarez ’24
Lana delivered an outstanding performance at the Section VIII Conference 6 Championship, capturing first place in both the 55m and 300m races. She also played a pivotal role on Friends Academy’s 4x200m relay team, helping secure a strong 1:49.18 finish. Building on that success, her team went on to win the Long Island championship section at the 118th Millrose Games. Their impressive time of 3:57.37 not only set a new Friends Academy school record, but also ranked them among the top five teams in New York State.
Former Faculty/Staff
Peter Zaloom
“Peter was a science teacher for 50 years at GVS and now lives in Ocala, Florida, the center of the USA for equestrianism.”—Peter J. Pell, Sr. ‘56
Next Stops Accepted Secondary Schools for the Class of 2026
Berkshire School*
Blair Academy*
Brooks School*
Cardozo High School
Chaminade High School*
The Dalton School
Deerfield Academy
Episcopal High School*
Episcopal School of Jacksonville
Ernst-Kalkuhl School in Germany
Fiorello H. LaGuardia High School
Fordham Preparatory School
Friends Academy*
High School of American Studies at Lehman
The Hotchkiss School*
Kellenberg Memorial High School*
Kent School*
Long Island Lutheran
Middle & High School
McCallie School
Millbrook School*
The Peddie School
Phillips Academy Andover
Phillips Exeter Academy
Pomfret School
Portledge School*
Portsmouth Abbey School
Riverdale Country School
Sacred Heart Academy
Salisbury School
St. Anthony's High School
St. George's School*
St. Mark's School
Stanford Online High School*
Tabor Academy
Taft School*
The Thacher School
Trinity School
Westminster School*
Woodberry Forest School*
Xavier High School
* Indicates more than one student accepted.
The Annual Fund
As always, the Annual Fund is 100% allocated toward Green Vale’s day-to-day financial needs, supplementing tuition and a conservative draw from the endowment.
Tuition covers the basic cost of education. The Annual Fund enables the elevated experience of academic excellence and character education that defines Green Vale—where every child is known, and every member of the community makes a difference.
Thank you for making your pledge or gift as soon as possible.
The Annual Fund closes June 30.
Ask us about planned & matching gifts and donor-advised funds.
