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THE PHILADELPHIA SCHOOL

2026 TPS Magazine

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DEAR TPS COMMUNIT Y, As we look back on the 2025–2026 school year, we are filled with gratitude for our remarkable community, one that works together to create unforgettable experiences for our students and envisions a future filled with possibilities. This past year brought exciting new opportunities and important investments that will strengthen The Philadelphia School for years to come. You’ll find stories within these pages that celebrate the people who make TPS special. We’ll introduce you to alumni whose work in science is making an impact in the world, honor faculty members whose decades of service have helped define our school, and recognize individuals whose leadership and generosity continue to advance our mission. Last year was marked by so many moments of celebration and connection. Alyssa began her first year of long-term headship, more than 300 TPS families, alumni, and friends joined us for a memorable evening with alumnus Jake Tapper, and we celebrated the successful completion of the Ours to Shape capital campaign, reaching our goal of $20 million raised. Thanks to your extraordinary generosity, this campaign has transformed our campus, expanded access and opportunities for students, and enhanced our program and spaces. We also made significant strides in supporting our people by making essential investments in faculty and staff support, professional growth, and compensation. We are fortunate that so many talented educators choose to build long and meaningful careers at TPS, enriching our community year after year. We also grew our school, welcoming the return of our Preschool 3s program and celebrating the incredible joy and energy these youngest students bring to our early childhood campus. Thanks to our exceptional teachers, the demonstrated success of our graduates, enthusiastic word-of-mouth from our families, and the strength of our progressive educational program, enrollment continues to grow, accompanied by robust interest from prospective families across all grade levels. Finally, the 2025-2026 school year brought an important leadership transition for the Board. Zach concluded his five-year tenure as Board President in June, and Adam Douberly succeeded him as our new Board President. Stewarding TPS is an enormous honor and profound responsibility, requiring close partnership between the Head and Board President, and we have been immensely grateful for our time working together. As always, thank you for being part of our wonderful community. We hope the stories that follow inspire reflection, celebration, and a renewed appreciation for all that we are accomplishing together.

Warmly,

2025-2026 YEAR IN REVIE W By the numbers Faculty & Staff Board of Trustees Honoring Zach, Welcoming Adam TPSA School Year Highlights Honoring Anniversaries Retiring Teachers

OURS TO SHAPE UPDATE

ALUMNI IN SCIENCE

FOUNDERS AWARD: THE KLEHR FAMILY

HONOR ROLL

ALUMNI AWARD: SARAH DRY

OUR GIVING STORIES

A TPS STORY: AVA FORMAN & MARY BETH FEDIRKO

CELEBRATING THE CLASS OF 2026

Alyssa Rickels

Zach Klehr

HEAD OF SCHOOL P’13 P’16 P’18 P’18

FORMER BOARD PRESIDENT ‘92, P’24, P’26

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By the Numbers 2025-2026 The numbers tell part of the story. Behind each one is a year of curiosity, connection, growth, and possibility—and the students, educators, and families who make TPS such a special place to learn.

Contributions & Special Events 10%

Auxiliary 2%

Other 2%

EXPENSES

Salary & Related 53% Tuition Assistance & Remission 18%

Plant Operations 15% Program Costs 5%

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INCREDIBLE STUDENTS

NEW STUDENTS

FACULT Y & STAFF

TALENT SHOW ACTS

MUSICAL PERFORMANCES

REVENUE

Gross Tuition Revenue 86%

426 82 101 23

SPORTS TEAMS

8TH GRADE GRADS

TPSA EVENTS

100%

ACCEPTED INTO ONE OF THEIR TOP 3 CHOICE HS

HIGH SCHOOLS REPRESENTED

ROBOTICS AWARDS & TROPHIES

THANKSGIVING LASAGNAS

General & Administrative 4% Board Reserves 5%

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2025-2026

In Review From joyful learning to leading change

September

First Day of School Theme Reveal The theme for the 2025-2026 school year was Sounds of Our City. Through music, city sounds in our neighborhood, guest performances, and more, we brought this theme to life! Alyssa’s Inauguration

October

Book Fair Student Council Elections Each year, students in grades 3-8 vote for Student Council in the fall. Seventh and eighth grade students promote their campaign, communicate their platform, and give a speech outlining their plans for representing the student body. Through this process, candidates grow their confidence and leadership skills while everyone participates in the democratic process. Middle School Camping Trips

November

Thanksgiving Feast Fall Festival Alumni Day One of our favorite traditions is our annual Alumni Day! Each year, we invite alumni back to TPS for a basketball game and community gathering. We welcomed more than 90 alumni across four decades back to enjoy connecting with their former classmates from throughout the years.

December

JU & Primary Learning Celebrations Celebrating our Music Program On December 12th, we welcomed our community to the newly renovated Lombard Lower Level for dinner accompanied by musical performances from alumni, faculty, staff, and current students. The evening was a testament to our incredible music educators and the lasting impact they have on their students, with funds raised at the event going toward our music program. 6th Grade Diorama Day

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January

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MLK Day of Service at Smith Playground 7th Grade Robotics Regional Championship

February

8th Grade Plays Jake Tapper Receives Alumni Award On February 27th, TPS Alumni Jake Tapper (‘74-’80) visited TPS to receive the 2025-2026 Alumni Award! In the morning, he had time to speak with students at Encuentro during an interview with the TPS Newsroom intensive. Jake then had time to reconnect with former classmates who travelled from all over the country for a reunion. In the evening, TPS hosted him for a thoughtful conversation facilitated by Alyssa Rickels, attended by more than 300 people. Talent show Robotics State Championships 8th Grade Trip to Washington DC

March

8th Grade Trip to Puerto Rico Trip

May

3rd Grade Plays Middle School Mini Courses Kindergarten Plays 6th Grade Rite of Passage EATS Seeds of Change A Seed of Change is an invention or discovery that has had a global impact, is documented in history, and can be researched through credible sources. Each year, seventh graders research their “seeds,” practice note taking strategies, finding articles, writing, and creating a presentation plan. Their hard work culminates into their Seeds of Change presentation shared with their peers and families.

June

Primary Unit Outdoor Learning Celebration Graduation

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2025-2026 FACULT Y & STAFF

Nurturing Curious Minds Learning at TPS is made possible by our dedicated community of educators who inspire students to ask questions, take risks, and discover their potential. Across disciplines and grade levels, our faculty and staff create the engaging experiences at the heart of our progressive education. Together, they help students become thoughtful thinkers, compassionate community members, and lifelong learners.

Shane Achenbach

Mary Beth Fedirko

Lauren Kibbe

Anna Pritchard

Rachel Adams-Kaplan

Emma (Luckman) Fisher

Emma Kimenhour

Selekha Ramos

Francis Atemo

Rae Fishman Backes

Allison Kirshner Oz

Kait Renna

DJ Baucom

Thomas Flanagan

Ryan Kollar

Alyssa Rickels

Kathy Becker

Brittany Flippen

John Lauro

Catalina Rios

Marisa Block

Sara Forgione

Mark Leitch

Becca Robinson

Jamie Bogert

Max Frantz

Diane Luckman

Giovana Robinson

Donna Bostock

Qiana Ganges

Daniel Lutes

Kelley Seravalli

Elizabeth Bruner

Jill Garland

Jaime Maltese

Victoria Seymour

Diane Butler

Jennifer Giampetro

Bernadette McCleary

Maggie Silbaugh

Rebecca Callahan

Christine Gignac

Kevin McClellan

Keisha Smith

Kimberly Carter

Elise Greenberg

Courtney Miller

Kyra Stetler

Elba Cena-Zarate

Devalina Guha-Roy

Katie Miller

Cait Stewart

Melissa Charles

Joanna Gurwitz

Pia Mohsen

Stasia Sumpaopol

Kaitlin Cino

Emily Hamlin

Isa Mojares

Tor Sumpaopol

Hannah Cohen

Miriam Harlan

Karen Moore

Jared Susco

Emma Cottone

Sam Hartman

Jeffrey Mordan

Megan Townsend

Claudette Coverdale

Joshua Herren

Laurie Morrison

Damesha Tull

Jess Cruz

Mack Hilton

Kelly Mulhall

Niké Walker

Mark Dato

Cynthia Hodges

Rebecca Muntean

Teyanie Watson-Harris

Rachel Daulerio

Lisa Hoke

Matthew Murray

Chelsea Weis Passmore

Sofia David

Rick Jacobsen

Katie Neff

Emily Weiss

Telise Davis-Carter

Natalie Johnson

Madelynn Nieves-Renz

Jane White

Nick Dekker

Brian Jordan

Julia Pastor Trujillo

Miriam White

Anna Donnelly

Molly Kane

Aaron Picht

Noel Yee

Susan Dugan

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Elizabeth Zack

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Dedicated To Our Future BOARD OF TRUSTEES 2025-2026

HONORARY TRUSTEES

Zachary Klehr ‘92, President

Robert S. Adelson

Stephen Giorgio

Frank Gould*

Barbara Stanley, Secretary

John Jackson

Jack F. Adler, Jr. *

Derek Jokelson

Tristan Jones, Treasurer

Eric Jones

Robert Altman

Ellen Speiser Katz*

Adam Douberly, Vice President

Mike Kerlin

Lynne M. Berman*

Leonard M. Klehr

Girna Mendez-Adkins

Peter H. Berman*

Zachary Klehr, ‘92

Dan Mozes, ‘00

Hope A. Comisky

Philip B. Korb

James Nam

Sandra Dean (Principal Emerita)

Richard Laden*

Chip Finney, Vice President Melanie Pontz, Vice President David Colman Mayva Donnon Julia Frayman Paul Gabriel

Stephen Starr JJ Shirley Carrie Siegel

Daniel Diadul Christopher S. Donner* Paul Dry Marianne Ruby Emmett Alan Fishman Philip E. Franks T. Carter Fussell*

THE PHILADELPHIA SCHOOL

Dale Penneys Levy Jean F. Mason III Gina Marie N. Moore Jennifer Rice Harry M. Roth Caroline M. Simon *deceased

We extend our sincere appreciation to the members of our Board of Trustees for the time, care, and perspective they bring to TPS. Their leadership helps strengthen our school today while thoughtfully preparing our community for the future. FACILITIES COMMITTEE

FINANCE COMMITTEE

Supports the care of the school’s physical plant and growth initiatives.

Assists in the preparation of the annual operating budget and oversight of the school’s investments and audits.

Mayva Donnon, Chair Doug Edwards+

Paul Gabriel

Zachary Klehr

Stephen Giorgio

Melanie Pontz

Sean Kaplan+

Tristan Jones, Treasurer Chris Casazza+

Julia Frayman

Matt Canno+

Adam Douberly

Zachary Klehr

Chip Finney

Dan Mozes

Julia Frayman

James Nam

Stephen Giorgio

Barbara Stanley

Ed Chan+

ADVANCEMENT COMMITTEE

GOVERNANCE COMMITTEE

Supports initiatives that assist the school in meeting its fund-raising goals and that improve communication between the school and its constituencies and the broader community.

Designs and implements the rules governing the Board of Trustees and nomination of trustees and officers.

Mike Kerlin, Co-Chair

Kris Mendoza+

Barbara Stanley, Secretary

James Nam

David Colman

Tristan Jones

Melanie Pontz

Adam Douberly

Zachary Klehr

JJ Shirley

David Krupnick+

Carrie Siegel

Girna MendezAdkins

Barbara Stanley

Adam Douberly Mike Fiebach

Kristen Hofmann, Co-Chair Michael Albenberg+ Torren Blair+ Matt Conner

John Jackson

Dan Mozes

Eric Jones

James Nam

Zachary Klehr

Non-Trustee

DIVERSIT Y COMMITTEE Supports efforts to build and maintain a diverse and inclusive community. Girna MendezAdkins, Co-Chair Zachary Klehr, Co-Chair Adam Douberly

Mayva Donnon

Adrian Sam+

Chip Finney

JJ Shirley

John Jackson Gidget Murray+

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Honoring Zach, Welcoming Adam At the end of the 2025-2026 school year, Board President Zachary Klehr (‘92) concluded nearly twenty years of service on the Board. Zach was actively involved in every committee, served as Treasurer, and for his last five years, led as President. He helped guide TPS through two capital campaigns, five head of school transitions, a pandemic, and countless other critical moments during our school’s history. As an alumnus, alumni parent, and Parent of a Class of 2026 graduate, Zach’s commitment and connection to TPS spans generations. Throughout his extraordinary tenure, he has led with wisdom, steadiness, and deep care. Over the summer, the Board welcomed Adam Douberly as TPS’s next Board President. Adam has been a member of the Board for the past five years, serving on the Finance, Advancement, Governance, and Executive Committees, and he co-chaired the Head of School Search Committee last year.

His expertise in investment strategy and financial planning, paired with his demonstrated leadership and thoughtful counsel, make him exceptionally well suited for this role. He has already shown strong leadership as we look ahead to what comes next for TPS!

TPSA Leadership PRESIDENT

Carrie Siegel TREASURER

Sun Park VICE PRESIDENT OF SCHOOL SUPPORT

Julia Frayman VICE PRESIDENT OF COMMITTEES

Crystal Casazza

Please join us in thanking Zach for his many years of dedicated service and in welcoming Adam into his new leadership role. We owe a debt of gratitude to our entire Board; under their careful stewardship, our school is in excellent hands.

EVENTS COMMITTEE

Theresa Ackerman, Becca Chazin & Matt Connor

Kara Howland

Holly Murphy

FALL FESTIVAL

THANKSGIVING FEAST

EATS

Andrew Eisenberg & Stephanie Yeager

Michael Coleman & Molly Frank

GREEN & HEALTHY

TPS SWAG

David Auguste & Maya Pindyck BOOK FAIR

Lindsey Albenberg, Krista Conner, Eun Koh & Daniel Lee COMMUNIT Y OUTREACH

Kristen Hofmann & Kate Scully

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PICTURE DAY

TPS AMBASSADORS

Jen Goldberg, Sun Park & Rose Wu

Kenny Kim & Hilary Sedgwick

PARENT EDUCATION

Gayle Chesley PHOTO BOOK

Lauren Harel & Ellie Marrazzo

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Fresh Faces & New Chapters New Faculty & Staff for the 2026-2027 School Year FIRST GRADE LEAD TEACHER

DIRECTOR OF HUMAN RESOURCES

SCHOOL NURSE

Adrienne Barberg

Alvania Boone

Anne Re

SPANISH TEACHER

PRESCHOOL 4 ASSOCIATE TEACHER

FIRST GRADE LEAD TEACHER

Elisa Bermúdez

Becka Granados

Justine Samocha

ART TEACHER

FOURTH GRADE LEAD TEACHER

Anna Bockrath

Mara Meyers

STEAM INTEGRATION SPECIALIST

SECOND GRADE LEAD TEACHER

James Jack

Anne Murray

In the coming school year, these faculty and staff members are embracing the opportunity to grow in new professional areas across the school. We encourage our educators to engage in ongoing learning, continue to hone their craft, and expand their impact on our community. This internal movement signifiesa healthy school culture and robust academic community, and we are delighted that these faculty will be stepping into the following new roles: THIRD GRADE LEAD TEACHER

CAMP DIRECTOR

Marisa Block (From Primary Unit)

Brittany Flippen (From Third Grade)

THIRD GRADE LEAD TEACHER

SIXTH GRADE MATHEMATICS TEACHER

Diane Butler (From Art)

Mack Hilton (From Junior Unit)

PROGRAM ADMINISTRATOR

MATH SPECIALIST

Kaitlin Cino ( From Math Specialist)

Bernadette McCleary (From Primary Unit)

FOURTH GRADE LEAD TEACHER

PRESCHOOL 3 LEAD TEACHER

Jess Cruz (From Building Substitute)

Isa Mojares (From Associate Teacher)

SECOND GRADE LEAD TEACHER

FIRST GRADE LEAD TEACHER

Sofia David (From Sixth Grade)

Kelly Mulhall (From Junior Unit)

TPS Anniversaries 25 YEARS Allison Kirshner Oz 15 YEARS Marisa Block Diane Butler 10 YEARS Rebecca Muntean 5 YEARS DJ Baucom Rae Fishman Elise Greenberg Courtney Miller Madelynn Nieves-Renz

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Retiring Teachers Year after year, we are reminded how fortunate TPS is to have such a talented and dedicated group of teachers guiding our students to reach their full potential. Over time, some educators become so deeply woven into the fabric of our school that it is difficult to imagine TPS without them. At the close of the 2025–2026 school year, three of those teachers entered their next chapter of life as they retired:

Catalina has been an integral part of the Spanish program and the TPS community for the last 9 years. It is thanks to her that we had Dia de Muertos altars, Vejigantes masks, student work and seasonal Spanish content in the halls of this school. Her teaching is dynamic, joyful and student-centered and she created projects and activities that will continue to be a pillar of the program. Although she is a stellar educator, she is so much more than “just” a Spanish teacher. Catalina is a published poet, an artist, a talented cook, a DEIB advocate and a mentor to many. We can’t wait to see what adventures she goes off to next!

Miriam Harlan after 39 years, Jane White after 15 years, and Catalina Rios after 9 years. Each has left a lasting mark not only on their students, but also on the colleagues who learned alongside them and shared in their work. We invited some of those colleagues to reflect on each retiree’s legacy, and their tributes make clear the profound impact Miriam, Jane, and Catalina have had on the TPS community.

An Ode to Catalina Rios In those late afternoons in our classroom, when I wasn’t roaming the school building, our collaboration felt like pure play. We would push boundaries and question standard pedagogy: “What if we tried this?” she’d ask. “Well, the curriculum says we should...” I’d cautiously interrupt. “Who cares what the textbook says? We know these kids!”

Miriam Harlan: Teacher, Mentor, Confidante, Friend Author: Josh Herren Current 7th grade teacher, former 3rd grade teaching partner When I first started teaching alongside Miriam, I was a novice. On my very first day, I literally tripped over an already-injured student. Yet, from that moment, Miriam approached me with an abundance of respect and curiosity. From day one, she asked for my input, which I honestly had no business giving. She coached me, she stepped back, and she let me fumble. We talked, we debated, and we collaborated endlessly. Planning a curriculum with Miriam was like watching a master painter at work. She cares so deeply about what we teach and how we present new ideas. For Miriam, our absolute best was always the baseline expectation. I am a better teacher every single day because of it.

And she was right. She knew them deeply. Miriam’s profound respect for children infuses everything she does. She has always known that young learners can handle so much more than most adults think: their questions can be deeper, their tasks richer, and their expectations higher. Miriam’s commitment to building a fairer world extends far beyond the four walls of a classroom. She is a true activist who lives her life in a deeply principled way. Believing that systemic change comes from small, daily actions, she seeks to make the world better every single day. She instills that fierce advocacy in her students, and I am a better justice fighter because of it. As the years passed, Miriam naturally became more than just a colleague. She became a mentor, a trusted confidante, and a friend. I still hear her voice in my head all the time guiding my decisions. She is family, and I am a better person because of her. Teaching with Miriam has been the absolute highlight of my career. I will forever be proud to have been one half of our miraculous, co-teaching “two-headed unicorn.”

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Authors: The Spanish Team

If you had the pleasure to be in Catalina’s classroom… …you will have smelled popcorn and coffee.

Creative Attentive Truthful Affectionate Loyal Intentional Neat Amazing

…you will have tasted lemonade and popsicles. …you will have seen a neat, clean space with cultural artifacts from all over the world, and Catalina wearing the best outfits. …you will have felt seen, inspired, supported and loved. …you will have heard TPS’ best Spanish class hits and infectious laughter, or some of these phrases: “Clear is kind.” “Oh! No, thank you.” “Did you see the (insert Philadelphia Sports’ team) game last night?” “We are not just teaching Spanish lessons. We are creating experiences.” “I want my space to bring joy to our students.” “There is a story about this. Do you want to hear it?” “I am not retiring, I am rewiring!” “WEPA!”

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Everyone has a part in this meeting. Everyone belongs here. Every child who passes through this room has Jane right alongside them—to be listened to, wondered with, reflected upon, and guided by. This start to the day feels magical. She makes it look effortless, but she is a masterful educator. It is a beautiful reflection of the legacy she leaves at TPS: You belong, I am here with you, and what you say matters. Right here, right now. After 15 years at TPS and 20 years in the classroom, Jane White is retiring—or “rewiring,” as she likes to put it! Jane spent her first 5 years here teaching third grade, and the remainder in the Primary Unit. She taught through COVID, virtually inviting students into her own backyard for a bird study; many budding ornithologists at TPS cite those lessons as the spark that ignited their passion for birding.

Right Here, Right Now with Jane White Author: Jennifer Giampetro

I am sitting on the edge of the big blue rug in Primary C, across from my partner teacher, Jane. I watch as she catches the eye of a student who is spinning around, somehow managing not to knock over his classmates. Seeing her subtle smile and raised eyebrows, he stops, returns her greeting with a shy smile, and makes his way over to his spot on the rug. The students are just settling into a circle for our morning meeting. Jane rings a chime and leads the group through a breathing exercise. Twenty-four 6- and 7-year-olds sit up tall, staring off at various points across the room to focus on being “right here, right now.” They fill their bellies with air, pause, exhale slowly, and pause again, repeating the cycle a few more times. Once they are settled, the meeting begins.

She often jokingly calls herself a Pollyanna when planning special outings, trying new lessons, or inviting out-of-the-box guest speakers to enhance a unit. She is an optimist and open to adventure, and she keeps students firmly at the center, focusing on the skills and knowledge at the core of every lesson, exploration, and interaction. She holds high expectations for her students, and they consistently rise to meet them.

She has organized teacher budgets to implement needed changes, tutored countless young learners after school, contributed to school policy recommendations, and researched and piloted new curricula. Jane brought in an expert on the Next Generation Science Standards to review our science program.She also connected the school with several outreach organizations to support Philadelphians, creating what is now an annual food drive. The list is endless, and honestly, I’ve barely scratched the surface. Jane is incredibly humble; she simply gets things done for the good of the cause without needing to draw attention to herself. She leaves behind a legacy of “right here, right now” that our faculty, staff, and most importantly, students, will aspire to continue. She is always fully present with you—listening, iterating, and encouraging you to do your best learning and thinking. She wants you to ask questions, draw your own conclusions, reflect on what you’ve learned, and then ask more questions. She wants you to dive deep, practice intentionally,

and hone your skills. She wants you to show gratitude, give thanks, spread kindness, and stand up for what is right. She leads by example, and we are all better for it. It is with immense gratitude that we send Jane off into her next phase of life: her “rewiring”. At the end of the day, we find ourselves back on the rug. Jane rings the chime, and the students settle in with a few deep breaths. “What went well for you today? What was a challenge? What will you try tomorrow?” The students earnestly reflect on and share their days. We sing a round of “Three Little Birds,” and then it is time for dismissal. Jane sends the students off with a blessing: “May you be happy, may you be healthy, may you be safe. May your life be filled with joy. We love you, and we’ll see you tomorrow.” Thank you, Jane White.

It is difficult to sum up Jane’s countless contributions to TPS. She often runs under the radar, quietly supporting colleagues in both their professional and private lives (she is an exceptional cook and has dropped off many meals to sick co-workers).

Jane asks a poignant question: “What do you need from one another today?” The students turn to check the Mood Meter, a poster that helps the class identify, visualize, and regulate their emotions. One student shares that they are feeling very tired and need patience and calm, while another reports feeling excited about an upcoming birthday and needs patience and reminders to follow classroom agreements. Jane nods, and the rest of the class follows suit, entering into a silent contract with one another. The meeting moves on smoothly with a greeting, a review of the day’s schedule, a math problem, recitation of our classroom agreements, and finally concluding with an energizer. We are extra lucky today—Jane leads us in a round of “An Austrian Went Yodeling,” a perennial favorite in Primary C. Kids are giggling, moving their bodies, and having fun!

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Jane White introducing a student to a recently hatched chick.

Catalina Rios leading a Family Circle activity.

Miriam Harlan receiving a quilt as a retirement gift from her class.

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A PLACE FOR YOU,

AND YOUR KIDS Weekly Family Events

Complimentary Childcare Bowling Alley & Arcade Private Movie Theater Indoor Pool & Spa Kid-Friendly Holiday Parties www.FitlerClub.com 24 S. 24th St. | Philadelphia, PA 19103

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Named the #1 Medium Sized Team in Philadelphia by RealTrends. Recognized as a 2024 Top Real Estate Producer by Philly Mag. Patrick Campbell is a trusted Philadelphia real estate agent known for his commitment to delivering outstanding service and results. He believes that lasting client relationships are the foundation of his success and works diligently to ensure every client’s best interests come first. His professionalism, accessibility, and proven track record have earned him recognition as one of the top agents in the Greater Philadelphia area.

Patrick Campbell REALTOR® / Team Leader M: 215.828.6558 | O: 267.435.8015 patrick.campbell@compass.com

Compass is a licensed real estate broker and abides by Equal Housing Opportunity laws. All material presented herein is intended for informational purposes only. Information is compiled from sources deemed reliable but is subject to errors, omissions, changes in price, condition, sale, or withdrawal without notice. Photos may be virtually staged or digitally enhanced and may not reflect actual property conditions. 1430 Walnut St, 3rd Floor, Philadelphia, PA 19102

WO L F E

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BUILDERS & CONSTRUCTION MANAGERS I EST.1968 Wolfe Scott helped TPS transform its new spaces including The Music Rooms, Teaching Kitchen and Yard and several additional construction projects over recent years. We look forward to partnering with the school, staff, and community as we embark on the next phase of the renovations and beyond. We wish the entire TPS community continued growth and success.

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A CAMPAIGN MEASURED IN MILESTONES

Ours to Shape

With a $20 million goal, Ours to Shape launched as the most ambitious philanthropic effort in The Philadelphia School’s history—a campaign designed to realize the bold priorities of the school’s strategic vision and ensure that TPS continues to thrive for generations to come.

20.5M 4.1M $

FUNDS RAISED FY20-FY26

TOTAL TPS FUNDS RAISED

7.7M

TOTAL SCHOLARSHIP FUNDS RAISED (INCLUDING EITC/OSTC)

8.2M FUNDS RAISED FOR CAPITAL PROJECTS

105 15 ALUMNI DONORS

NEW AND REIMAGINED CLASSROOMS AND SPACES

The TPS community—parents, alumni, grandparents, faculty, staff, trustees, and friends—responded with extraordinary generosity. Together, they helped the campaign surpass its goal, demonstrating a shared belief in the transformative power of a progressive education. From leadership gifts and inspiring volunteer efforts to broad participation across the community, every milestone built momentum and affirmed a collective commitment to the school’s future. Ours to Shape has transformed The Philadelphia School. It has reimagined and revitalized learning spaces through the renovation of the Lombard Building. It has strengthened access to a TPS education through tuition assistance and scholarship support. It has invested in the people who make the school exceptional by advancing faculty compensation and professional growth. And it has provided the resources to foster innovation, creativity, and joyful learning for today’s students and those who will follow. With the support of the entire TPS community, Ours to Shape has strengthened the school we cherish today while establishing a lasting foundation for the future. Its impact will be felt in every classroom, every child, and every teacher for generations to come.

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1,493

TOTAL # OF UNIQUE DONORS

NEW FUNDS CREATED

216

TOTAL # OF LOYALT Y DONORS (5+ YEARS OF CONSECUTIVE GIVING)

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Ours to Shape Campaign Performance

$6.716

DOLLARS IN MILLIONS

$3.359

$3.225 $2.711

$1.340

FY20

$1.537

FY21

$1.582

FY22

FY23

FY24

FY25

FY26

CAMPAIGN CLOSED JUNE 30TH,2026

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OURS TO SHAPE SUPPORTERS

Robert* and Priscilla* Foley

James Nam and Sun Park

Igor and Julia Frayman

Philip and Katie Neff

Scott and Theresa Ackerman

Erica M. Korb and John Gerace

Jill Neuman and Jason Pawlowsky

Jane Ahn and Carl Park

Jennifer and Anthony Giampetro

Jared and Melanie Pontz

Michael and Lindsey Albenberg

Chris and Mark Gignac

Alyssa and Michael Rickels

Theo and Kristin Aronson

Michael Gillman and Silvie Altschuler

Becca and Aidan Robinson

Naomi Balamuth and Bimal Desai

Stephen and Erin Giorgio

Lynne Schmitt

Lynne* and Peter* Berman

Ellen Schwartz and Jeremy Siegel

Laura K. Brennan

Dr. Susan Harkness Regli and Dr. Bill Regli

Rohan Brown

Jeff and Kristen Hofmann

Alison Buttenheim and Paul Saint-Amour

Ann and Henry Hofmann

Shanley and Patrick Campbell

Steve Holmer

Matthew and Gabrielle Canno

Lakisha and Doron Howard

Carolyn Cannuscio and Daniel Rader

Laura and Benson Igarabuza

Melinda Jen and Brian Capell

Tristan and Alexis Jones

Cigna

Eric and Catherine Jones

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The 2026 Founders Award Since The Philadelphia School’s 50th anniversary in 2023, the Founders Award has celebrated the vision and values of our founders, Lynne Berman and Cal Simon. Each year, the award recognizes individuals who exemplify the core values and spirit upon which our school was built. The inaugural recipient was Principal Emerita Sandy Dean, followed by Bob and Marta Adelson, and most recently Ellen Schwartz and Jeremy Siegel. This year, we are proud to honor Leonard, Susan, Zachary, and Deborah Klehr. Across more than four decades, three generations, and countless volunteer roles, the Klehr family has helped shape nearly every chapter of TPS’s history. Through governance, philanthropy, community-building, educational advocacy, and an enduring belief in progressive education, their impact has touched every corner of our school. In fact, since the school’s founding, every Board of Trustees has included a member of the Berman or Klehr family—a remarkable testament to their enduring stewardship of the institution. The family’s story at TPS began in 1983 when Zachary Klehr (‘92) became the first of three Klehr brothers to enroll as a student, followed by Eli (‘97) and Sam (‘04). Just three years later, Leonard “Lenny” Klehr joined the Board of Trustees, beginning more than two decades of service, including two years as Board President. During Lenny’s tenure, TPS experienced extraordinary growth and transformation. In 1989, Lenny and his friend and fellow trustee, Paul Dry, helped TPS secure its permanent home on Lombard Street by buying both Lombard buildings and the parking lot and gifting them to TPS. As the school’s longest-serving trustee, Lenny provided thoughtful leadership and long-range vision that helped build the strong foundation on which TPS continues to thrive today.

Sandy Dean, Head of School from 1983-2006 says,

“ Lenny was wonderful to work with. He valued the mission, what we were trying to do, and the role of the Board President...No matter how busy he was, he was available to go over issues together. He never dictated— he always had a conversation and a problem-solving approach.” While Lenny helped guide the school’s strategic direction, Susan Klehr helped to build the community that has always distinguished TPS. Through her involvement with TPSA, she helped welcome new families, support faculty, and create opportunities for meaningful connection across the school community. She also played an instrumental role in co-founding and launching EATS, TPS’s annual fundraiser, which has grown into an enduring tradition that brings the community together each year in support of the school’s mission. Zach returned to TPS as a trustee in 2005, beginning more than two decades of Board service and continuing the family’s tradition of school leadership. Nearly a decade later, TPS became part of his family’s daily life once again when his son Noah (‘24) enrolled in preschool, followed by Ethan (‘26) two years later. Both boys would go on to serve on student council, extending the family’s legacy of leadership into a third generation.

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As Treasurer and later Board President, Zach helped lead TPS through some of the most significant moments in its recent history. He co-led the Every Inch a Classroom capital campaign, which funded the acquisition and development of our early childhood campus, guided strategic planning efforts, supported the most recent Head of School transition, helped the community navigate the unprecedented challenges of the COVID-19 pandemic, and played a central leadership role in the recent Ours to Shape campaign. Zach’s stewardship helped make possible transformative campus improvements, including renovations to the multipurpose room, the Lombard yard, the lower level, and the STEAM Collaboratory. Throughout these milestones, Zach’s deep institutional knowledge, collaborative leadership, and ability to balance TPS’s traditions with its future have helped position the school for its next chapter. Reflecting on their time together, Head of School Alyssa Rickels says,

“ Zach understood that a powerful Head/ Board President partnership is one that is grounded in trust, mutual respect, candor, and an unwavering commitment to the school’s mission. From the outset, he thoughtfully laid the foundation for our success, serving as a generous mentor and wise counselor. Zach encouraged bold thinking while simultaneously challenging it in ways that ultimately made ideas and outcomes stronger. He gave me the confidence and space to lead, and we were united in our focus on TPS’s best interests. I will always look back on our partnership with fondness, and profound admiration and gratitude for Zach.” Alongside Zach’s leadership, Deborah Klehr has strengthened the TPS community through her service with TPSA during Noah and Ethan’s years at the school. Beyond TPS, she has dedicated her career to expanding educational opportunity and equity as Executive Director of the Education Law Center, advocating for children and families across Pennsylvania.

She has generously shared that expertise with our students as well, regularly participating in 8th grade Monthly Constitutionals and, more recently, serving as a subject matter expert for our 8th grade constitutional podcasts, where she has brought important real-world perspective to topics including student rights and the First Amendment. Together, the Klehrs have demonstrated that sustaining a school requires many kinds of leadership. Some of their contributions happened in board rooms, others at community events, or through advocacy beyond our campus. Each of them has strengthened TPS in different ways, yet all have been grounded in a shared belief in children, connection, and the transformative power of progressive education. As TPS prepares to embark on its next strategic planning process, the family’s commitment continues through Zach’s service on the Strategic Planning Steering Committee. Their legacy will also become a permanent part of campus through the dedication of the Lombard Building as the Klehr Family Building, ensuring that future generations of students, families, and educators will be reminded of the profound impact their leadership has had on our school. TPS educates children for a future that is impossible to know but not impossible to shape. Few families have done more to help shape that future than the Klehrs.

SAVE THE DATE: FOUNDERS AWARD CELEBRATION

Thursday, November 12, 2026 Join us as we honor Leonard, Susan, Zachary, and Deborah Klehr as recipients of The Philadelphia School’s Founders Award. The celebration will take place at TPS in the Lombard Building, where we will officially recognize the family’s extraordinary legacy of leadership, philanthropy, service, and commitment to our community through its dedication as The Klehr Family Building. We hope you will join us for this special evening celebrating the Klehr family and their lasting impact on TPS.

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Alumni Award

2026-2027 Alumni Award Winner: Sarah Dry (‘87), PhD

Connecting Big Ideas From TPS to Oxford University

The TPS Alumni Award was created to honor alumni who embody TPS’ mission and values. Whether through leadership, service, dedication to lifelong learning, or contributions to TPS, the award recognizes the many achievements and lasting impact alumni have made since graduation. This year, we are delighted to present the award to Sarah Dry ‘87. Sarah is a celebrated historian of science, writer, and an associate member of the Faculty of History at the University of Oxford. Bridging the arts and sciences, she uses scholarly techniques to bring stories from the past to a wide audience. She embodies the unbridled curiosity, interdisciplinary rigor, critical thinking, and civic-mindedness that we value deeply at TPS. She has written on topics ranging from Isaac Newton’s manuscripts, the idea of global climate, the life of Marie Curie, and, more recently, the debate over the limits to growth and the creation of authoritative indices of global temperature. Her book Waters of the World: The Story of the Scientists Who Unravelled the Mysteries of Our Seas, Glaciers and Atmosphere–and Made the Planet Whole was named a best book of the year by Nature. She also co-edited the highly regarded book Epidemics: Science, Governance and Social Justice, a prescient work (written ten years before the COVID outbreak) that brings powerful insights into the social, political and cultural forces that shape how people respond to epidemics in different settings. Her work has been praised by the American Library Association for combining “scholarly scrupulousness with a graceful style.” Her academic scholastic achievements run deep. She studied at Harvard University, Imperial College London, and the University of Cambridge, where she received her PhD. She was awarded the prestigious Gates Cambridge Scholarship, which is given to “future leaders committed to improving the lives of others.” In many ways, Sarah is exactly who you would expect a TPS education to produce — and a reminder of just how far a TPS education can take you. It’s not surprising that the girl who was writing poems under a tree during outdoor days at Sycamore Farm is now examining the history of climate science and the people behind it.

Sycamore Farm was such a central part of my experience. I have very vivid memories of being there: of ice covering the fields, of building forts, collecting stones and leaves and grasses. I remember writing poems under the sycamore tree and the mugs with our names on them that we drank hot chocolate out of. These are very deep memories of childhood. And, of course, I remember my special teachers: Judith Parker and Chris Taranta who taught me in the Middle School, and JB and Mary Ellen who taught me in the Junior Unit, and how lucky we were to have Sandy Dean as our principal. My impression as a kid was that they were all having a lot of fun working at the school. I think the fact that so many teachers stayed for so long was an indication of that. There was this sense that they—and we, the students— were all engaged in something great together.

HOW DID YOUR TPS EDUCATION SHAPE THE PATH YOU’VE TAKEN? The core gift it gave me was the absence of barriers, not just in terms of learning across age groups, but more lastingly, the lack of barriers between subjects. The idea that we learn best when we’re integrating across the sciences, humanities and the arts. A great example is the tree identification activity we did where we made a beautiful book out of leaves we gathered and identified. That gave me a gut feeling that understanding nature and appreciating nature and classifying nature could all be part of the same activity, the same attitude. I’ve been seeking that kind of approach ever since. I think my brain has sought, more or less unconsciously, to reproduce it.

YOU’RE BACK AT TPS FOR THE FIRST TIME IN A WHILE. HOW DOES IT FEEL? It’s great to see the school so vibrant and full. The school is so much bigger than when I was here, when there were just over a hundred students. A lot has changed since then but there’s still so much that feels familiar—the mixing of ages, all the project work on display, the fluid movement between spaces, ideas, and subjects, and the easy way that students interact with each other and the teachers and staff in the building.

Sarah recently visited TPS while back home in Philadelphia. Mark Dato, Associate Director of Alumni Relations and Events, sat down to talk about her time here and the work she’s doing today.

WHAT DO YOU REMEMBER MOST ABOUT YOUR TIME AT TPS?

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TPS gave me this sense that nothing is off limits for me. I majored in history and literature at college and I’ve gone on to write about climate science, oceanography, atmospheric physics — subjects I never formally studied. It’s been slow and sometimes painful going, but I’ve persisted. TPS gave me the confidence to go and figure stuff out for myself and the sense that it was the most enjoyable way to learn. Honestly, it’s just so much more fun to learn that way.

SAVE THE DATE: ALUMNI DAY & AWARD PRESENTATION

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YOU’VE JUST FINISHED TWO BOOKS, TO BE PUBLISHED IN 2027 BY PRINCETON UNIVERSIT Y PRESS — CAN YOU TELL US ABOUT THEM? One is called The Woman Who Took on the World: Dana Meadows, The Limits to Growth, and the Invention of Systems Thinking. Dana Meadows was a scientist who believed that everything is connected (similar to what I learned at TPS!). What excites me about her is that she thought very explicitly about the links between different aspects of her life and went to great lengths to apply systems thinking to her life choices; she was a vegetarian, lived on an organic farm, and lived in community with others. And then later in her life, she arrived at the conclusion that we are ultimately not in control, and that we can only survive and prosper by accepting that. It’s a profound conclusion for someone who spent her life trying to model and improve the world. The other book, which I co-wrote with Cambridge geographer Mike Hulme, is a history of global average temperature, titled When Temperature Became Global: A Brief History of the World’s Most Important Index. It’s not a history of the temperature of the planet, but a history of how scientists came to create what we now consider authoritative global measures of it. Those are the measures behind the numbers we use today when we talk about 1.5 or 2 degrees of warming. Those numbers rest on scientists who gather together temperature readings from around the planet and average them in a way that’s considered robust despite the variability and unevenness of the data. Today, they help shape climate policy around the world. It’s important to know where that number has come from and what alternatives to it we might consider.

WHAT KIND OF IMPACT DO YOU ASPIRE TO MAKE? I want to help people engage seriously with matters of science and policy. The way I try to do that is to entice readers with a story and then not to determine the moral of the story for them. I try to write books that can be read by people coming from very different perspectives, which I hope encourages them to think more deeply about important things they might have previously taken for granted—such as global climate or global temperature.

Join us for our annual basketball game, a chance to reconnect with former classmates, reminisce about the school we all love, and present Sarah Dry ‘87 with the 2026-2027 TPS Alumni Award.

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The Ripple Effect of a Great Teacher

After preschool, Mary Beth taught Ava’s two younger sisters, keeping their families closely connected. She later tutored Ava in reading and writing, helping create what they affectionately called the Off-the-Ring Word Book, a collection of new vocabulary words that Ava still keeps today.

“I think the biggest lesson I take from Mary Beth, and from so many of my teachers at TPS, is the importance of teaching with joy and building relationships with students. If you can build that as the base, it makes everything else that much more meaningful.”

In eighth grade, Mary Beth spoke at Ava’s gift-giving ceremony, sharing heartfelt memories and returning the Off-the-Ring Word Book they worked on together.

For Mary Beth, watching Ava become a teacher has offered a glimpse of the lasting impact of those relationships.

“It represented so much more than vocabulary,” says Mary Beth. “It was a tangible reminder that the most meaningful learning is rooted in relationship, encouragement, and the quiet belief that someone sees who you can become before you see it yourself.”

“The true impact of teaching is often impossible to measure in the moment,” she says. “It unfolds slowly, through relationships, over the course of a lifetime. Every once in a while, if you’re very lucky, you get to witness that impact come full circle.”

“The following day, Ava gave her graduation speech,” Mary Beth recalls. “Without either of us knowing what the other had written, her words beautifully complemented my own. It felt like we were telling the same story from two different perspectives.” Even today, both still point to that moment as one of the defining memories of their relationship.

When Ava Forman (‘14) walked into her fourth-grade classroom a few months ago, she told her students they would have a visitor. They often had visitors like experts or observers, but this morning would be different.

After graduating from TPS, Ava eventually found her way into education through Teach For America. Although teaching hadn’t always been part of her plan, she quickly realized it was exactly where she belonged. “As soon as it was on my radar, I realized how right education and teaching was for me,” she says. “All of the most impactful women in my life had been teachers or educators.” Among them, Mary Beth always stood out. “I don’t think I wanted to be a teacher growing up,” Ava says with a laugh. “I wanted to be Mary Beth.”

“We have a lot of people come into our classroom,” she remembers telling them. “But this is the most important person who will ever come into this classroom.”

Both Ava and Mary Beth insist that this kind of relationship isn’t unusual within the TPS community.

That visitor was Mary Beth Fedirko, Ava’s preschool teacher and now a longtime teacher at The Philadelphia School. For both of them, it felt like this visit was years in the making.

“TPS has always just felt like family to me,” she says. “My relationship with Mary Beth is a beautiful illustration of that, but it’s also not unique in the sense that it’s that theme of family that runs so true through TPS.”

“It was truly magical,” Ava says. “It felt like a full-circle moment having her in my space. I wanted every piece of feedback she could possibly give me.”

That feeling of family and community keeps alumni connected to one another, to their teachers, and to TPS long after graduation.

For Mary Beth, the experience was just as emotional.

When asked about some of her earliest TPS memories, Ava says, “I remember when I was with Lisa, our classroom was the Ducklings. Then, with Mary Beth, we were the Butterflies. You could ask anyone in my eighth-grade class who’d been at TPS since preschool what animal their class was or what the school theme was, and everyone could tell you.”

“Walking into Ava’s classroom filled me with an overwhelming sense of pride—not only in the teacher she has become, but in the person she continues to grow into,” she says. “There are very few moments in a teacher’s life as meaningful as witnessing a former student create for children the same sense of belonging, curiosity, and joy that I strive to cultivate in my own classroom each day.”

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Years later, their conversations have evolved from schoolwork and college admissions to classroom management, educational philosophy, and the joys and challenges of teaching. “I’m incredibly lucky to call her not only a dear family friend, but also a colleague,” says Mary Beth. “One of the richest new dimensions of our relationship is that we now get to talk as fellow educators.” When Mary Beth visited Ava’s classroom in Chicago, she saw familiar lessons in action. “There is so much about teaching that is deeply intuitive, and Ava has that gift,” she says. “Watching her teach was deeply moving.” Today, Ava carries the values she experienced as a TPS student into her own fourth-grade classroom.

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Alumni in Science At TPS, curiosity isn’t an abstraction, it’s something kids practice, hands-on, until it becomes a way of seeing the world. They plod through creek beds on outdoor days, dig deep to generate theme reports, and lead their own education through inquiry. That instinct doesn’t disappear after eighth grade. In this issue, we are spotlighting four alumni who’ve pursued their curiosities into careers in science: an epidemiologist working to slow the spread of infectious disease, a program manager helping build the subsea infrastructure that carries the internet, a biologist working to protect marine ecosystems, and a researcher pushing the boundaries of our understanding of epigenetics. Their work spans countries, oceans, and molecules, but it shares a through-line: patient, rigorous attention to the systems that shape our world, seen and unseen. Read on to meet them.

Michael Levy PhD.

‘91

FROM A CHILEAN CIRCUS TO THE FRONT LINES OF GLOBAL DISEASE

Michael Levy’s path to becoming a Professor of Epidemiology at the University of Pennsylvania winds through a Chilean circus, the hillside neighborhoods of Arequipa, Peru, and the creek beds of Sycamore Farm. For more than two decades, he has focused his research on Chagas disease — a parasitic illness spread by blood-sucking insects that affects millions of people across the Americas — working alongside Peru’s Ministry of Health to eliminate the disease’s vectors from communities. In the United States, his work has focused on bed bugs and housing policy, work which has segued into studies on eviction, housing security, and the transmission of

SARS-CoV-2. His approach to science — grounded in fieldwork, history, economics, and ecology — defies easy categorization, which is, he’ll tell you, exactly the point. He earned his PhD from Emory University where he worked at the CDC. He has taught at the University of Pennsylvania since 2010. WHEN YOU REFLECT ON YOUR TIME AT TPS, WHAT STANDS OUT MOST? My core memories are mostly outdoors. First at Sycamore Farm in the early years and then at Shelly Ridge. Creek walks, being outside, observing things. I think those experiences were really formative. I still feel like I’m at TPS when I “do science”. So much of my field work, going into houses and looking for bugs, isn’t all that different from what we did at Sycamore Farm. Barbara Cortinez was really important to me. She taught Spanish at TPS, and helped me get my first job out of college as a teacher in her home country of Chile. Steve Bartholomew taught me geometry one-on-one in eighth grade, which wasn’t so much about geometry as it was about learning to teach yourself and having someone encourage you along the way. And Emily Marston really taught me how to think and be critical. Thanks to her I don’t take anything at face value, and that’s a really important trait in science.

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HOW ELSE DID TPS SHAPE YOUR APPROACH TO YOUR WORK TODAY? TPS showed me how to think in an interdisciplinary way, which, I believe, is core to the study of epidemiology. I don’t really call myself a scientist. What I do doesn’t fall neatly into science. The disease I study is a product of political history, migration, economics — complexities that go way beyond what goes into a .csv data file. Ecology is another important lens I use, which grows right out of my time at TPS. From day one at Sycamore Farm, we were trained to think ecologically — to explore systems, connections, and relationships in our environment. TPS also taught me how to write. I always tell my students at Penn that writing is the most important skill a scientist can have. Writing is critical to securing research funding and how you teach others about your work. TELL US ABOUT CHAGAS DISEASE AND HOW YOU CAME TO DEDICATE YOUR CAREER TO IT. I first heard about Chagas in Chile. One summer, after my teaching work was finished, I started traveling with a circus through the countryside. I was traveling from town to town and had this old guidebook that described Chagas disease. It honestly terrified me. I was up every night looking for the bugs. They live in the walls of houses, come down at night, and feed on you while you sleep. They carry a parasite that can lodge silently in your smooth muscle tissue, especially the heart, and slowly cause damage over decades. There can be no major symptoms for more than 20 years, but some people develop a late-stage disease that’s very hard to treat and often fatal. It’s extremely common in the Americas, affecting millions of people, most of them living in poverty. Long story short, this fear turned to fascination. I did some additional coursework to learn more about the science behind it, and started applying to grad programs. I eventually made it to Peru where I found my research home. I would go out at dawn to the peri-urban hillsides where the Ministry of Health was treating houses, catching bugs as they poured out of the walls, and spend the evening in the lab of Dr. Eleazar Cordova, checking their feces under a microscope for the parasite. That kind of physical field work was exactly what I wanted to do, and I ended up staying for seven years.

the dry season, because the dairy industry buys up the supply. Guinea pig farmers could no longer afford to feed their guinea pigs, so they sold or ate them, and kept just a few around. The >1,000 bugs then concentrated all their feeding on a small population of guinea pigs, and, if one happened to be infected, almost all the bugs got the parasite. If none were infected, the parasite petered out. We only found that because we were out collecting bugs and talking to people in the community. You cannot get that from a downloaded dataset, you have to be out there interacting with the disease in the real world. And doing science well requires teamwork. WHAT KIND OF IMPACT DO YOU HOPE TO MAKE WITH YOUR WORK? I want to eliminate the Chagas disease bugs from southern Peru. That’s what I’ve been working on for 20+ years. We’ve treated 80,000 houses over fifteen years and have been monitoring them since. And we are so close to reaching our goal, but six houses still had bugs last month, and close isn’t done. I also hope to make an impact through my teaching. I want to teach students the importance of thinking and researching beyond models and statistical analysis. When I think back on TPS, I remember the things we learned while stomping through creeks. And I try to bring more of that approach to my university students. I teach a class called Insect Epidemiology: Pests, Pollinators, and Disease Vectors. It’s a total TPS class. Through the lens of insects we study history, disease, housing policy, and climate change. When we study infectious disease we look at the colonial history and racist ways that diseases have been dealt with. We read Silent Spring and think about how to get a message out on the collapse of insect populations today. When it’s warm outside, I take students to The Woodlands cemetery and we search for bugs and identify them. That’s probably what my students remember most about my class. I’m glad that I can give them an experience similar to mine at TPS.

WHAT DID YOUR WORK IN PERU TEACH YOU ABOUT HOW TO DO SCIENCE WELL? It has taught me that you have to do field work, not study data alone. One of my favorite studies came out of noticing something strange in the field: in some spots we’d find over 1,000 bugs almost all infected by the parasite, and in other spots we’d find over 1,000 bugs with only a few infected. The math didn’t add up for this many bugs to get infected in these hot spots. It took three years to piece it together — and the answer had nothing to do with the disease itself. Instead, it had everything to do with guinea pig husbandry and economic pressures. It turns out that the price of alfalfa, which is what the guinea pigs eat, triples in this area of Peru during

Michael Levy teaching in Colombia

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Michael Maisel

‘06

BUILDING THE INTERNET’S HIDDEN INFRASTRUCTURE

Michael Maisel works at the intersection of international relations and global connectivity. He is currently a program manager for Google’s Global Submarine Networks, where he helps plan and deploy subsea fiber optic cables that create the physical backbone of the global internet. These cables, no thicker than a garden hose, carry 98 percent of the world’s internet traffic, linking continents and, increasingly, connecting remote communities that have never had reliable internet access before. His path here began, somewhat unexpectedly, in Spanish class at TPS. He went on to pursue a degree in Global Liberal Studies from NYU, and then a MSc in International Relations from the London School of Economics and Political Science. WHEN YOU THINK BACK ABOUT TPS, ARE THERE ANY CORE MEMORIES OR EXPERIENCES THAT IMPACTED WHO YOU ARE TODAY? There are many. One of the most influential things was my relationship with my Spanish teacher, Maria DeOrta. I was really involved in the Spanish program and Maria became kind of like a second mother to me. She was from Cuba, and she sparked an interest in learning more about U.S.-Cuba relations. That’s what prompted me to get into international relations and to think about the role of the internet — because Cuba had historically been the least connected country in the Western Hemisphere. When I graduated from college, I think only 5% of the Cuban population had access to the internet. HOW ELSE DID TPS SHAPE HOW YOU WORK TODAY? TPS is super interdisciplinary, and that’s my whole world. I work on technical infrastructure and government policy at the same time. I think back to the theme reports we did at TPS — taking a big problem, analyzing it piece by piece, and then synthesizing it into something larger. Those are skills I still use all the time. One year I did a theme report on different standards of beauty across ancient civilizations. I thought it was the most mindblowing thing ever. I’m pretty sure my grandmother still has it in a binder somewhere. Being broadly curious, but also analytical, that’s something I got from TPS. And being willing to say I don’t know, tell me more. That openness has taken me a long way.

Michael Maisel in Togo

TELL US HOW YOU MOVED INTO THE MORE TECHNICAL SIDE OF YOUR WORK. I met the head of Google’s Cuba team while I was working on U.S.-Cuba policy at an organization called Engage Cuba. I was asking him about what he did, and he turned to me and asked, “Do you know how the internet works?” I said, “actually, I have no idea.” He pulled up a map showing all of the submarine cables around the world and explained how Google was investing in building those cables. That was my first real introduction to the science behind it. When I started working at Google, I learned a lot more. The cables themselves are extraordinary. In deep ocean waters, the cable that carries the entire internet is roughly the size of a garden hose. Inside it, strands of fiber about the size of human hairs carry the signal. The whole internet — emails, Zoom calls, the world financial system — travels through this narrow cable.

WHAT IMPACT DO YOU HOPE YOUR WORK HAS ON THE WORLD?

WHEN YOU THINK BACK ON YOUR TIME AT TPS, WHAT STANDS OUT MOST?

For me, it’s about equalizing access to information. That’s also Google’s mission — to organize the world’s information and make it universally accessible and useful. Being connected to the internet is a big part of that. Recently I’ve been working on building a mesh network of subsea cables connecting Asia, North America, Chile, and Australia — what we call a “box and cross” configuration. If a cable along one route fails, traffic can reroute through another. But the part that gets me going is what happens along the way. As we lay cables across the Pacific, we’ve been inserting what are called branching units — essentially forks in the cable that allow island nations to connect to the main system for the first time. One example that just went live is a new cable connection to Tuvalu, a small island nation in the Pacific. Before this, they were dependent on satellites, which are expensive and unreliable. After connecting to our cable, their internet prices dropped 50%, their traffic grew tenfold, and their latency — how fast pages load — dropped significantly. That step change is what drives me. Not everyone thinks of the internet as physical infrastructure, but that’s what it is. And it’s infrastructure that, when it reaches a place for the first time, changes what’s possible for the people who live there.

Incomparable to any other experience: outdoor days at Shelly Ridge. We used to go every Tuesday. That was really incredible for me for many reasons. I grew up right on Broad and Fitzwater Street, with maybe four trees on the block. Before TPS, my haven was sports and video games. I was much more in tune with my inside world. Going to Shelly Ridge allowed me to get comfortable with the discomfort of the outdoors.Outdoor days at TPS taught me how everything in nature is connected. It’s something you hear all the time, but it’s different experiencing it in practice. On outdoor days I would see the natural world working concertedly, in real time…it was incredible. Being outside also calmed my system — it helped me regulate the nervous energy that came with my ADHD, and when I was calm like that, I could actually think. I used to struggle with bugs when I was younger, and still do. But I am now able to see the value they play in the broader ecosystem. Even if I don’t really like the way they look or how they interact with me, it’s not my place to say that they don’t have a place. Outdoor education at TPS really sparked an interest in nature and science for me.

Byron Riggins

WALK US THROUGH WHAT IT ACTUALLY TAKES TO LAY ONE OF THESE CABLES. The fundamental process hasn’t changed much since the late 1800s. You load cable onto a large vessel, snake it off the back, and let gravity pull it to the ocean floor. What has changed is how carefully we now survey the ocean floor before we lay anything. Route planning matters enormously, both to minimize cost and potential disruptions to the signal. You’re trying to avoid underwater mountain ranges — if the cable goes up and over a peak rather than around it, you create tension points that increase the risk of failure. You’re avoiding seismically active zones, like deep ocean trenches, where a geological event could snap the cable. And you’re planning for how to maintain the signal across thousands of miles of water. This is some of the science I’ve had to learn: optical engineering, energy systems, how a signal travels and weakens over distance.

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‘09

PROTECTING OUR SHORES AND WETLANDS

Byron Riggins is a testament to the power of TPS’ outdoor education program. His path from South Broad Street to the Atlantic Ocean floor runs, naturally, through the woods of Shelly Ridge. Byron has a BA in Marine Biology from the University of Delaware, and a MS in Interdisciplinary Marine and Estuarine Sciences from San Francisco State University. And now, as a Life Scientist for the US Environmental Protection Agency, he improves shoreline and wetland health and resilience across the mid-Atlantic region. In this role, he oversees ocean disposal sites, manages beach water quality grants, and recently got a no-discharge zone off the Virginia coast written into the Code of Federal Regulations — a win that protects swimmers, fishers, and the many creatures that call the mid-Atlantic coast home.

WHO ARE SOME OF THE PEOPLE THAT MADE THE BIGGEST IMPACT ON YOU? So many teachers and staff members were important to me, including: Marco Velis, Dan Lai, and Lois West. Anne Clark was so sweet to me and took on a grandmotherly role. She really cared about me. In fourth or fifth grade, when I was still not as comfortable outdoors, my classmates would often go off making forts deep in the woods. I’d think to myself… I don’t know about that, let’s sit on the ground of the forest floor and write poems. Anne would give me the space to do that. And Virginia Friedman, my middle school science teacher—wow, she was incredible. She played a crucial role in helping me believe that I can do science well, that it was attainable and important work. She fostered an attitude in me to keep asking questions about the world, and reminded me that everything in the world has value for the system, even the bugs and dirt. TPS has been the most influential thing on me, as a person and professionally — more so than high school or college. And it’s a community you don’t get away from. One of my best friends today is Elliot Bullen who was my tour guide at TPS when I first visited years ago. We used to sing “make new friends, and keep the old”, and we meant it! (Cont. on next page)

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TELL US ABOUT WHAT YOU DO TODAY AND HOW YOU GOT THERE. I’m in the water division of EPA Region 3, in the ocean and coast section of the wetlands branch — so basically all of my work is ocean and coast focused. Region 3 covers Pennsylvania, Maryland, Virginia, West Virginia, and D.C. The thing that takes up most of my time is the Marine Protection, Research, and Sanctuaries Act — basically the ocean disposal program. People apply for permits to dump things in the ocean, primarily shipping channel sand. Channels have to be dredged and kept deep so ships can navigate safely, and that sand has to go somewhere. When someone wants to dump, they create a sediment characterization report — a dense, technical, long document that tells you everything you need to know about the material being proposed for disposal. We evaluate that report to determine if the material is suitable for ocean dumping. We use different scientific lenses to evaluate the data in the report. From a chemistry perspective, we’re looking at constituents of concern. Things like mercury, other heavy metals, dioxin, etc. Dioxin is one we see often around old military sites. It’s a byproduct of combustion, and because a lot of our sites are near Norfolk, Virginia, with its long history of Navy activity, it shows up regularly. It’s a carcinogen even at low doses, it interferes with hormones, suppresses the immune system, and can remain in the body for up to 11 years. From a biology perspective, we often focus on benthic organisms, those that live near the sea floor to understand the quality of water and sediment. We will expose animals like burrowing worms to the water above the sand for 10 days, then 28 days, and measure how it affects them. We also use physics and mathematical modeling to understand if a contaminant was dumped at a spot in the disposal zone, how will it move over time, at what dilution would it be safe, how far will the plume move and over how long. This is not something I do myself (it’s typically done by mathematicians at the Army Corps of Engineers), but I have to understand how it works in order to review it thoroughly. I also manage beach and wetland grants that fund shoreline safety and development, and review requests for burials at sea and military drills. My master’s degree is in interdisciplinary marine and estuarine sciences. Because it was interdisciplinary, we looked at water resource management under climate change through different lenses: how it affects the biota, the physical environment, and the chemical environment.

IS THERE A PIECE OF SCIENCE YOU FIND YOURSELF WANTING TO EXPLAIN TO PEOPLE? Living shorelines. Most people, when they think about protecting a coastline, picture a seawall—something hard and solid. But think of it like throwing a tennis ball against a wall versus a wall lined with something spongy. Against the hard wall, the ball bounces right back. The energy has to go somewhere, so it goes down and carves out the base of the wall. Over time, that destabilizes the structure and keeps anything from establishing on the other side. Against something spongy, the ball just dies there. Seagrasses, mangroves, marsh vegetation work the same way—they absorb wave energy and let it die right there instead of bouncing it somewhere else. They protect what’s behind them without wrecking what’s in front. WHAT WOULD YOU TELL YOUR YOUNGER SELF, LOOKING BACK? A few things. One, keep going. Whatever you’re going to do, bring great energy and enthusiasm to that. And two, never stop being curious. TPS was really good at fostering that curiosity. Curiosity is the foundation of a lot of great inventions, but especially science that is protective and that considers things holistically. Lastly, always trust your intuition. TPS really fostered the idea that you’re enough as you are, that you have some really special gifts, that it’s okay to make mistakes, but you have something to offer the world. That really stuck with me.

‘97

YOU’VE BEEN A STUDENT AT PRESTIGIOUS INSTITUTIONS INCLUDING YALE, UCSF, AND ROCKEFELLER UNIVERSIT Y. WHAT DID TPS GIVE YOU THAT YOU DIDN’T GET FROM ANY OF THOSE PLACES?

EXPLORING NATURE VS. NURTURE THROUGH THE STUDY OF EPIGENETICS

Deep in the nucleus of every neuron in your brain, proteins called histones are quietly doing two jobs at once: packaging your DNA into a space small enough to fit inside a cell, and deciding, in the process, which genes get to turn on or off. Change just one amino acid in one of those proteins, and you can completely change the way we think, learn, and remember. Discovering how these proteins work, and more broadly, the relationship between neuroscience and epigenetics is at the heart of Erica’s work as Assistant Professor of Genetics and Principal Investigator of the Korb Lab at the University of Pennsylvania. She received her B.S. from Yale University in Molecular Biology and worked as a research assistant at both Yale and the National Institutes of Health (NIH). She received her PhD from the University of California, San Francisco in neuroscience where she worked with Dr. Steve Finkbeiner. She then went on to the Rockefeller University for her postdoctoral training under Dr. C. David Allis, a pioneer in the field of epigenetics. Her groundbreaking work has led her to receive several awards, including the Alfred P. Sloan Fellowship, the Klingenstein-Simons Young Investigator Award, and the NIH Pathway to Independence Award. She currently lives in Philadelphia with her husband, John, and kids, Leah and Antonio, who will both attend TPS as students this year. Erica traces her scientific instincts back further than you’d expect—to backpacks full of rocks on outdoor days, and early lessons in critical thinking and writing at TPS. WHEN YOU REFLECT ON YOUR TIME AT TPS, WHAT STANDS OUT? I remember some really involved middle school science projects with Chris Taranta that required us to collect and study leaves and rocks on outdoor days. In the moment I was mostly annoyed that I had to carry around a bunch of rocks and leaves in my backpack, but reflecting back, I think having big projects like this that took a lot of time and effort left me feeling really proud. Taking on those really big tasks as a young student was really important.

WHAT IS A RECENT WIN YOU’RE PROUD OF? I recently got something established in the Code of Federal Regulations called a no-discharge zone. Through research I did with a colleague at headquarters, and with help from the Virginia Department of Environmental Quality, we got it established. Basically, you’re prohibited from discharging vessel sewage in the areas we identified. No dumping boat trash, sewage, or waste. I’m proud of that for a few reasons: it supports better water quality for recreational users, fishers, boaters, swimmers, and hikers; it matters especially in

Erica Korb PhD.

marinas; and Virginia has a really extensive network of aquaculture and shellfish fisheries, so higher-quality water also brings economic benefits—better yields of oysters and mussels. That was always kind of a goal of mine, because I wanted to help people and the water. I got a national award for it, a Bronze Medal for Commendable Service, and was shouted out by the regional administrator on one of our national calls.

TPS taught me how to appreciate learning itself, that school is not just about the grades you receive. It didn’t occur to me that this was unusual until I got to high school and saw how some of my classmates approached their work. Their goal was to cram for the test and then forget everything, and that felt bizarre to me. My career is very much based in the mentality of learning for learning’s sake. The goal is to go deep and tackle the unknown. It’s what we do as scientists, and I think learning to love that process certainly started at TPS. It really sets you up well for careers where you’re not just checking boxes, but instead trying to understand things deeply. One other thing I’d add: one of the best skills I got from TPS is learning how to write well. We used to do these very elaborate theme projects that involved writing big papers. It was hard, and the teachers had high expectations. That process taught me how to communicate my work effectively, which is helpful in any career, not just in science. It’s definitely not something everyone gets out of their primary school education.

HOW WOULD YOU DESCRIBE YOUR WORK AND EXPLAIN WHY IT MATTERS? We study neuroscience at the molecular level. We seek to understand how proteins and molecules work in neurons to allow us to think and remember. The field we focus on, epigenetics, is about how our DNA is regulated. In every cell, some genes are turned on and some are turned off. If you’re a brain cell, you don’t turn on the genes that make hair follicles. If you’re a skin cell, you shouldn’t turn on the genes that make a neuronal synapse. Those are simple but important examples, and it gets infinitely more complicated from there. Neurons can change which genes are turned on and off, and that process is how we encode information—how we form a memory or respond to an experience. That’s important not only because we like having memories and the ability to make complex decisions, but also because disruptions in this process can lead to neurodevelopmental disorders of many sorts. When the proteins we study don’t function properly, perhaps because there’s a mutation in the gene that encodes them, this can lead to syndromes involving intellectual disability, autism spectrum disorder, or developmental delay. (Cont. on next page)

Byron Riggins conducting an experiment in the Bay Area

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Erica Korb in the lab

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YOUR LAB IS AT THE CUTTING EDGE OF THE STUDY OF HISTONES AND HOW THEY IMPACT BRAIN FUNCTION. CAN YOU TELL US WHAT HISTONES ARE, AND WHAT YOUR LAB HAS DISCOVERED ABOUT THEM? DNA is often shown as a long strand, but that’s not actually the form it takes inside a cell. If it were stretched out that way, your cell would need to be two meters long to contain it. The proteins that wrap up that DNA into an incredibly compact structure are called histones. As they package DNA, those histones also get to decide which genes are turned on or off, and when. We study those histone proteins, in particular, different types of histone variants to understand their role in the brain. Some of these variants have been well studied, but there’s a whole family of them that really hasn’t been tackled—in part because they can be incredibly similar to the histone they replace, making it very hard to figure out what they’re doing, or even how to find them. We’ve been working on some of these poorly understood histones, and we’ve had some exciting discoveries. We learned about a new disorder linked to these histones. And we’ve learned more about the deep impact that small changes in these histones can make. Even a single amino acid in one histone protein, of which there are many in each cell, can be absolutely critical for memory, such that when you alter it, you can completely prevent a mouse from learning something new.

SCIENCE REQUIRES DEEP RESILIENCE—TO CONTINUE PRESSING FORWARD IN THE FACE OF FAILED EXPERIMENTS OR LACKLUSTER FINDINGS—WHAT KEEPS YOU GOING IN THE FACE OF THESE CHALLENGES? I have more failed experiments than I could possibly keep track of in my career. The important thing that I try to remember is that if we were doing easy research, it would not be as interesting. I remind my students that a high failure rate means that you’re asking tough questions. In science, one of the most important things is to become very comfortable with the unknown, because that’s what we’re trying to understand. I also think about the positive impact we are making on people’s lives. By focusing on some of the least understood histone variants, we are able to discover and better understand extremely rare disorders. It doesn’t necessarily mean we’ll develop a miraculous cure, but often just understanding what is happening or why a person might be suffering can be beneficial. It helps build community among people living with these disorders, their families, and the clinicians working to treat them. It’s a really positive outcome of our work and encourages our team to keep going.

HOW DO YOU THINK ABOUT YOUR WORK IN THE CONTEXT OF FREE WILL AND NATURE VS. NURTURE? TO WHAT EXTENT IS OUR THINKING CONTROLLED BY OUR GENES AND THE HISTONES THAT REGULATE OUR DNA? On the one hand, it’s kind of easy to ‘break’ the system. Mutations in DNA can have major consequences for health and lead to disorders. But just because there are many ways to disrupt the system, doesn’t mean there’s only one way for it to work. Something that becomes abundantly clear when we do these studies is that small changes in environment and experience can create very different outcomes in behavior and memory. Even our perfectly healthy, genetically identical mice—animals that have lived in the same cage their whole lives, eating the same food—perform very differently on memory tests. Maybe it’s because one just had breakfast, or got in a fight with their cagemate that morning. I honestly don’t know. But just because changes in our DNA can drastically alter behavior, that isn’t all there is. Identical DNA can also lead to very different outcomes. It’s a complex system, and that complexity can make it fragile, but it can also lead to an incredible amount of diversity in how we behave and how we think.

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