atrium A MAGAZINE FOR THE
FA L L 2 0 1 7
COMMUNITY
F E AT U R E
Gulliver Gets Future Ready Learning in the 21 st Century
A LUMN I PRO F I LES
Xavier Hughes The Consummate Innovator
Blake Ross ‘03 Firefox Starter
...and more!
Reunion Recap 2017 Alumni Reunion
GULLI V E R GIV E S
Disaster Relief 2017
Welcoming Gulliver is more than a school - it’s a vibrant community. We celebrate diversity and nurture individuality. Gulliver students find their passion and cultivate it through learning, charting the path that will take them into the future. Welcome to Gulliver. Welcome home.
For PreK3-8 admission information, contact 305.665.3593. For 9-12 admission information, contact 305.666.7937 or visit our website at www.gulliverschools.org.
2,200 students • 500 Faculty and Staff Four campuses • One vision
This is
.
Invest in Gulliver today. Empower the Future.
Taking math skills into the gym in Prep math faculty member Horace Buddoo's geometry class (p. 61)
A mission
to ensure that every student realizes the power of their potential.
A culture
of perseverance, curiosity, initiative, problem-solving, responsibility and caring.
A commitment
to providing an unparalleled depth and breadth of opportunities for students and faculty to develop knowledge, talent and personal fulfillment.
A drive
to provide the instruction, experiences, environment, network and tools for students and faculty to investigate, explore, create and solve.
ccoonn t eennttss
Article Headline This//Is"Think WhereOutside the Article Subtitle Goes Schute Cover Art the Box" by Rene Name Rene Schuteby is Author a surrealist artist based in Bremen, Germany. His work “Think Outside the Box” pushes the viewer to rethink basic visual and spatial conventions by placing the head of its human subject inside a gigantic oversized box. Just as Gulliver’s students and teachers are thinking outside the box by pushing teaching and learning conventions in order to be ready for the 21st century, Schute’s subject will, literally, have to rid himself of his box to be able to see and reach the proverbial lightbulb in the painting’s corner.
MANAGING EDITOR Jana Bruns P ‘22 ‘24 ‘26 ART DIRECTOR Sabrina (Cianfoni) Gordon ‘04 CONTRIBUTING EDITOR Robin Shear
CONTRIBUTING WRITERS
PHOTOGRAPHERS
Jana Bruns P ‘22 ‘24 ‘26
Edwin Aragon
Lauren Comander Zachary Letson Luis Martinez ‘18
Carlos Barquin Maegan Azpiazu Stephanie Sanchez
Raymond Charles Ganser Kimberly Feldman Maegan Azpiazu Stephanie Sanchez Rachele Huelsman
Copyright 2017, Gulliver Schools. Atrium is published by the Gulliver Communications Department and distributed free of charge to alumni, faculty and friends of the school. Reproduction in whole or in part without written permission is prohibited. To reach us, call 305.666.6333. Alumni Office: Contact the Office of Alumni Relations at 9350 South Dixie Highway 11th Floor, Miami, FL 33156, alumni@gulliverschools.org or 786.709.4073. Please visit gulliverschools.org/alumni. Letters to the Editor: Atrium welcomes letters to the editor regarding magazine content. Send your letters via email to communications@gulliverschools.org or mail to Atrium, Gulliver Communications, 9350 South Dixie Highway 11th Floor, Miami, FL 33156. Letters may be edited for length and clarity. All letters should include the writer’s full name and daytime phone number. Alumni, please include your graduation year. Gulliver Schools is a 501(c)(3) private, non-profit, independent, coeducational, nonsectarian day school with the mission to create an academic community devoted to educational excellence, with a personal touch, that fulfills each student’s potential. ©2017-2018 Gulliver Schools
What is Atrium? Atrium refers to the atrium - the physical center of Gulliver Prep - a common space where the Gulliver community has assembled for many decades to share news, recognize achievements and contributions, honor traditions and shape new ones, just like this magazine intends to.
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contents PROFILE Xavier Hughes
WELCOME Head of Schools Frank Steel Board Chair Jocelyn F. Woolworth P ‘19
page 24
7 8
PROFILES Xavier Hughes Blake Ross ‘03 Sophia Stylianos ‘09 Maria Gonzalez Elizabeth M. Scott Amanda Vera ‘18 Frankie Telfort ‘09
10 12 14 16 18 20 22
FEATURE Gulliver Gets Future Ready
page 38
FEATURE Gulliver Gets Future Ready: Learning in the 21st Century
24
NEWS AROUND GULLIVER Preparatory Academy
30 33
GULLIVER SPORTS
36
GULLIVER GIVES: DISASTER RELIEF
38
ALUMNI EVENT RECAP Homecoming 2017 Kickoff Social 2017 Reunion 2017
40 41 42
GULLIVER ARTS
48
UPCOMING SPECIAL EVENTS
51
ALUMNI MEMORIES
56
CLASS NOTES
58
FACULTY/STAFF NOTES
61
GULLIVER GIVES Disaster Relief
page 42
REUNION 2017 Alumni Reunion Weekend
page 48
GULLIVER ARTS
page 58
CLASS NOTES
fu ctounr et er enatdsy
Article Headline This Is Where the Article Subtitle Goes
5 C's of by Author Name
21st Century Learning Communication:
students are adept writers and public speakers, and technically and digitally fluent
Character:
students have empathy and a deep commitment to ethical virtues and values
Critical Thinking:
students are able to distill information and construct meaning
Creativity:
students embrace intellectual creativity and shun conformity
Collaboration: students are team players
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from the
head of schools Dear Gulliver Community, “It is a time of amazing changes in education, and an incredibly exciting time to be at Gulliver.” This is a statement I make at many of our Gulliver gatherings, especially at our events for prospective families going through the admissions process, and it is the foundation of what we think about as the “Gulliver difference.” From the founding vision of Mrs. K, to our current strategic plan, we are a forward looking school, with our major goal to have our students be future ready: knowledgeable, well-rounded, entrepreneurial and independent thinkers capable of thriving in the rapidly changing modern world. From the moment students arrive on campus, they are immersed in an incredible program that provides the important academic foundation in such areas as literary review, scientific thinking, historical research, participation in the Arts, health education and physical activity, and exposure to technology, to name a few. Gulliver offers a stunning array of courses and programs, including multiple levels of academics such as college prep, honors, AP and the International Baccalaureate Programme in Middle and Upper Schools. Gulliver boasts award-winning programs in virtually all disciplines, especially in the Arts, music, drama and dance, and our athletic teams continue to garner state titles in a variety of sports. In addition, we believe that students need 21st century skills, such as critical thinking, communication, collaboration and cultural
competence in order to be prepared to adapt to the world around them. Our signature programs, notably Business and Entrepreneurship, Architecture, robotics and engineering, Biomedical Studies, and the new Field Studies in Marine Biology, offer students the chance to make real meaning from their studies. Through products that are currently patent pending, successful business ventures, and local and international service projects that are making a difference, Gulliver students are truly empowered, linking their academic work with identifying and solving problems in the real world. In this issue you will see what a variety of people in our community are doing as leaders in their fields. We are very proud of them, and of the ways our school has contributed to their amazing work. It is our goal to continue to build even more opportunities for Gulliver students to have a strong and lasting impact, both at school and beyond. We invite you to join us in this important process! With Gulliver Pride,
Frank Steel Head of Schools
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future ready
from the
Article Headline
board chair
This Is Where the Article Subtitle Goes by Author Name
Dear Gulliver Community, I am honored to be writing to you from the same pages of Atrium magazine where we feature the laudatory accomplishments of our students, both past and present. From Xavier Hughes’ time as the first ever Chief Innovation Officer in the U.S. Department of Labor, to Blake Ross ‘03’s co-creation of the Mozilla Firefox internet browser, to Amanda Vera ‘18’s remarkable academic achievements there is so much to admire and celebrate within our community. The theme of this issue of Atrium is 21st century learning and we on the Board of Trustees use that concept as the prism through which we plan for the future of Gulliver and its students. The articles herein bring that concept to life, demonstrating how this collaborative style of learning is critical in preparing our students for the real world. The individuals highlighted in our fall issue each took lessons learned during their time at Gulliver, and used those lessons to help chart the path for their lives beyond school. As you read through this issue, I hope it helps you visualize the impact 21st century learning has on our students. The Board is energized for the upcoming year and we have set an ambitious agenda. Our efforts all are crafted with an eye towards optimizing 21st century learning for Gulliver Schools’ students. We soon will be unveiling a comprehensive master plan for Gulliver’s campuses to improve our facilities in support of our exceptional educational programs. We also are working towards the establishment of Gulliver’s
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Community Action Network (CAN), which will bolster student networking, internship, mentorship, and service opportunities to better link our students’ in-school and out-of-school experiences. In addition, the Board formed a committee this year to focus on diversity and equity in support of multiple strategic plan initiatives. With all this happening, we are immensely excited to welcome our new President and CEO, Cliff Kling, in January. Cliff will join an already phenomenal team of administrators, faculty and staff, and guide us towards accomplishing our ambitious goals. There will be several opportunities this spring to meet Cliff and I encourage you to join us in welcoming Cliff to our Gulliver family. I hope this issue of Atrium leaves you feeling as inspired to be a part of the Gulliver community as I do. With Gulliver Pride,
Jocelyn F. Woolworth P ‘19 Chair, Board of Trustees
Thank you,
Leadership 2017 – 18 BOARD OF TRUSTEES
ADMINISTRATION AND PRINCIPALS
ADVANCEMENT DEPARTMENT
Chair Jocelyn F. Woolworth P ‘19
Head of Schools Frank Steel
Executive Director of External Affairs Lori-Ann M. Cox P ‘19 ‘25
Vice Chair Michalis Stavrinides P ‘21 ‘22 ‘24
Assistant Head of Schools for Grades PreK3-8 Valerie Bostick
Director of Philanthropy and Strategic Partnerships Nicole Kaufman Glasgow P ‘31
Assistant Head of Schools for Grades 9-12 and Preparatory School Principal Jonathan Schoenwald P ‘22 ‘24 ‘26
Director of Alumni Relations Rachele Huelsman
Treasurer Vincent Signorello P ‘21 ‘23 Secretary Susan Henkin P ‘09 ‘11 ‘14 Gustavo Antorcha ‘92, P ‘22 ‘23 Scott Bettridge P ‘20 ‘22 Stephanie Burke P ‘23 ‘24 ‘28 Tony Figueroa Cisneros ‘94, P ‘25 ‘27 Thomas Garfinkel P ‘22 ‘24 ‘27 Jessica Gonzalez P ‘18 ‘21 Priscilla Marrero P ‘19 ‘22 Ana Hughes-Freund ‘89, P ‘19 ‘23 Rosemary Hartigan P ‘23 ‘25 ‘31 Dr. Narendra Kini P ‘19 ‘22 Alfonso Munk P ‘25 ‘27 Dr. Constantino Pena ‘86, P ‘21 ‘23 Darlene Boytell-Pérez P ‘22 Swapnil J. Shah ‘94, P ‘20 ‘23 ‘24 Kara Stearns Sharp ‘85, P ‘22 2017 – 18 ALUMNI COUNCIL MEMBERS Laura Pequignot ‘82 Alyson Kashuk ‘84 Scott Davidson ‘86, P ‘22 ‘26 Connie Ernsberger ‘87, P ‘23 ‘26 Christy Acosta ‘90 Sabriya Ishoof ‘91, P ‘23 Elinette Ruiz de la Portilla ‘92 Justin Firestone ‘95, P ‘29 Frank Rosenberg ‘95, P ‘31 Jill Paget Lowe ‘95 Karin Figueroa Cisneros ‘95, P ‘21 Christyn Lucas ‘03 Rebecca Dorfman ‘05 Faequa Khan ‘05 Shane Vernon ‘05 Valerie Berrin ‘07 Javier Enriquez ‘07 Joseph Traba ‘10 Austin Wood ‘12 Jasmine Almonte Frazier ‘07 Rush Bowles ‘94
Executive Director of External Affairs Lori-Ann M. Cox P ‘19 ‘25 Chief Operating Officer Charles Rue Director of Innovation & Technology Felix Jacomino Chief Financial Officer Ron Hurst Director of Human Resources James Santoro Director of Operations and Risk Management Edward Latour Primary and Lower School Principal, Academy - Marian C. Krutulis Campus Rachel Griffin Middle School Principal, Academy - Marian C. Krutulis Campus Elizabeth M. Scott Principal, Academy - Montgomery Drive Campus Donna Fong-Yee
Senior Manager Advancement Services Patricia Hommes Public Relations and Brand Manager Kimberly Feldman Communications Specialist, Grades 9-12 Maegan Azpiazu Communications Specialist, Grades PreK3-8 Stephanie Sanchez Graphic/Web Designer Sabrina (Cianfoni) Gordon ‘04 Communications & Social Media Coordinator Lauren Ricardo Special Events Coordinator Marie Dieppa ‘04 Advancement Research and Stewardship Specialist Mari Novo Advancement Services Analyst Cherilyn Pena Administrative Assistant Giselle Torres
Principal, Preparatory - Miller Drive Campus Melissa Sullivan FOUNDER Marian C. Krutulis (1923-2013)
as of 10/2017
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Xavier Hughes: The Consummate Innovator by Jana Bruns
G
ulliver alumnus Xavier Hughes has the kind of resume current Gulliver parents might show their kids as the gold standard of professional achievement and socially conscientious, forward-thinking entrepreneurialism. To say that Hughes has accomplished more in his 41 years than most people do in a lifetime is not hyperbole. Hughes is the kind of person who makes you ask: How can we educate our kids to take on and conquer the world with such stamina, creativity, flexibility and zest? How can we set our kids up for such a remarkable career path? How can we re-create the winning formula that made Hughes so successful? There is no simple answer, but perhaps a cursory glance at this D.C.-based dynamo’s career can help us understand just how he made it from Gulliver to the White House, serving at the pleasure of three U.S. presidents. For six years, Hughes served as the first-ever Chief Innovation Officer in the history of the U.S. government, a position created by the Obama administration in 2010 under the administrative umbrella of the U.S. Department of Labor. He also served as a Senior Advisor to the president and the Secretary of Labor and, from 2010 to 2014, was charged with developing the Labor Department’s strategy to jumpstart the U.S. workforce’s rise from the recession of 2008. Hughes created and implemented innovative technologies across all government agencies and boosted cooperation between public and private entities to facilitate job creation, skill development and workforce training. Moreover, he spearheaded the Labor Department’s effort to overhaul its customer service experience and, within two years, had completely reversed the agency’s near-bottom standing, making it
the top-ranked government agency in terms of customer service and reliance on data. If that weren’t enough, he established the Labor Department’s Innovation Council, a forum for employees and employers to develop wideranging solutions for policy, data, technology and process challenges. During the last two and a half years of his tenure in the Obama White House, Hughes worked predominantly with the Chief Technology Officer where, among other projects, he helped establish the Presidential Innovation Fellowship. The 12-month residential fellowship program connects entrepreneurs, technologists and innovators from diverse fields with top civil servants to solve acute problems pertaining to economic inequalities, access to education and technology, delivery of humanitarian assistance, urban development and more. Hughes received numerous accolades while in office, including Federal Mentor of the Year in 2013 and Federal Disrupter of the Year in 2014. In 2015 he was recognized as one of the top 25 people under 40 in government. “I was incredibly fortunate to work at the White House during President Obama’s time in office,” Hughes says. “The Obama years were full of energy, excitement and dynamism, and we accomplished a lot of very important work to help the American people.” Hughes’ involvement in politics and government started early - when he was a student at the University of Miami. “During the Clinton
Hughes in New York City, 2017
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Hughes at YPO Vancouver, a global network of young chief executives
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Failure is important because it’ll help you learn and build character. If you don’t know how to fail, you are going to have a tough time becoming a successful professional.
presidency in the late 1990s, I volunteered to be a driver in the president’s motorcade,” he recalls. “I made a good impression because I was a hard worker and very reliable and professional. I didn’t mess around. Instead I listened closely and followed directions. People were impressed to see that attitude in a 20-year-old. In fact, they used to describe me as an old man trapped in a young person’s body. A year later, right after I graduated from college, the head staffer called me and offered me a job organizing the president’s travel logistics. I became the head of trip logistics and started traveling with the president all over the world.” After two years in Washington, D.C., Hughes returned to Miami to pursue an executive M.B.A. at UM. He also became a senior policy advisor for then-Miami-Dade County Mayor Alex Penelas, working on such important projects as the building of Marlins Park and the creation and management of a general obligation bond to promote business, manufacturing and international trade in Miami. In 2005, the White House called again. “They wanted my help in the aftermath of Hurricane Katrina,” Hughes recounts. “By this time, people in government already knew me. They knew I was reliable and had successfully managed big projects and budgets and could develop creative solutions.” continued on page 52
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Blake Ross ‘03: Firefox Starter by Lauren Comander
B
ack in the late 1990s, when Blake Ross ‘03 was a teenage student at Gulliver, he started logging into his family’s America Online account and fixing bugs in the Netscape browser. “I thought it was pretty cool that I could impact a product my friends used while sitting in my bedroom in Miami,” Ross recalls. Netscape had spun out Mozilla Group to release the browser’s source code, and anyone could log in and write patches to the code. Before long, Netscape, then part of AOL, noticed the teen’s work contributing code to Mozilla and invited him to Silicon Valley for a summer internship. The 14-year-old packed his bags and, awed by his surroundings, stayed up every night until 5:00 a.m. writing code for Netscape 6. When he woke up around 2:00 p.m., he’d go to the movies with his coworkers. “It definitely spoiled me,” he says. “I thought to myself, ‘Why are the adults always complaining about work? This is amazing!’” Even after Ross returned to class at Gulliver, he continued working for Netscape, contributing code to the browser and Mozilla – from home and school during the year, and in Silicon Valley during summer breaks. Upon graduation in 2003, he enrolled at Stanford University. It was there, at age 19, that Ross launched the Firefox web browser with software engineer Dave Hyatt. Based on the open-source Netscape code that Mozilla had released publicly, the browser was downloaded 1 million times on release day.
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“Netscape/AOL were focused on squeezing every last dime they could out of their dying product [the Netscape browser], and Microsoft had virtually disbanded its Internet Explorer team because they were a monopoly and had no incentive to improve,” Ross says. “Nobody in the marketplace was focused on regular folks like my parents. It's pretty rare to stumble on an underserved market that virtually everyone in the world belongs to. We jumped on it.” Though his success seemed instant to those on the outside, Ross had spent years laying the groundwork, all the while keeping up his studies at Gulliver. “It’s fair to say I was a serious student,” he says. “I loved programming, playing the piano, reading – especially Archie Comics and Goosebumps – and computer games.” He created a monthly newsletter about Archie Comics, finding paying customers via the early internet service Prodigy. “This caught the eye of the publisher, and I ended up flying to Mamaroneck, New York, to tour their headquarters and meet with my heroes,” Ross recalls. Similarly, a website he ran with Brian Stelter, now a host on CNN, called TheBump caught the attention of Goosebumps author R.L. Stine. “It ended up as a quasi-official site for the series,” says Ross. And he did all this when he was still a kid! Flash forward to Ross’s post-Firefox era, when he created a web operating system company, Parakey, purchased by Facebook in 2007. He then joined the social networking company as an engineer. “Mark Zuckerberg recruited me,”
Ross says. “He was an amazing boss and mentor.” Well-versed in growth after devising new ways to spread Firefox, Ross co-founded Facebook’s growth team and worked his way up to director of product. He left Facebook in 2013. In addition to his rare talents, Ross has a rare condition. “I have very poor experiential memory,” Ross in Miami, FL he explains. “This is probably due to a revelation I had last year that I am aphantasiac.” He discovered he had aphantasia after reading a New York Times article whose link popped up on his Facebook feed. Until then, he’d never realized that, unlike him, other people do have the ability to visualize things in their mind’s eye. It’s all the more surprising, then, that he has met with success writing scripts (including an original screenplay for HBO’s Silicon Valley and a parody of beleaguered Silicon Valley health tech company Theranos). In fact, these days, he’s focusing his work on entertainment writing from his home base in Los Angeles.
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He has certainly packed several careers into his 30-plus years. And after all of these successes in the 21st century workplace, Ross, (now helping develop product strategy for Uber), knows what it takes to thrive in the world Gulliver’s graduates will be entering. Students Ross co-wrote the original screenplay for HBO's Silicon Valley must learn to disconnect, he says. “It's practically unheard of nowadays to sit in a quiet room for hours and achieve a state of genuine flow – but that's how all the best work gets done,” he explains. Ross dismisses much of the conventional advice today’s students are given. “Focus on substance,” he says. “Make a real impact however you can. Ignore social media, ‘networking,’ job titles, fancy degrees, ‘likes’ Focus on substance or anything else that has nothing to do with creating and iterating on and make a real impact something tangible.”
however you can. Ignore
social media and anything else that has nothing to do with creating something tangible.
Gulliver, for its part, can stay current and prepare students for careers in this environment by banning tests and subjects that rely on factual memorization. “That’s a waste of brain space,” Ross maintains. “We have Google for that.” Instead, the school must focus on teaching students how to think independently and challenge assumptions. Oh, and one more thing all successful people need to learn: “Teach basic personal finance,” he says.
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Sophia Stylianos ‘09: Engineering a Better Tomorrow by Kimberly Feldman
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The best part about working in Kenya was being on the ground, every day, working with a company that was actively improving the world through innovation — certainly better than sitting in an office.
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here seems to be a common theme that weaves together anything Sophia Stylianos attempts: taking an existing situation and making it better. Born in Boston and raised in New Jersey, Stylianos and her family moved to Miami in 2005, just in time for her freshman year at Gulliver Prep. Starting at a new school in a new city is an intimidating prospect for even the most outgoing of teens, and this is where she began her longstanding tradition of making the best of any set of circumstances. Stylianos started her time at Gulliver by immersing herself in a path of study and activities she was passionate about, which
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Celebrating after the winning penalty kick that made Gulliver the 2008 Regional Champions in Girls’ Soccer for the first time ever
On a research trip to a refugee camp in Northeast Kenya in November 2014
Sophia Stylianos ‘09
helped her get involved in the school community while getting to know her peers. She began the engineering track in ninth grade under the tutelage of Claude Charron and loved it from the start, particularly the project-based, hands-on, global application that was the focus of the program – truly 21st century learning. “I decided to make this my main academic focus, taking as many engineering courses as Gulliver had to offer,” Stylianos says. She can’t remember much “free time” during her Gulliver years. Whenever she wasn’t in the classroom, she was playing on the soccer field or practicing tenor sax in the music
room. This was a key part of her transition to her new home, ensuring she kept busy and made friends in the process. Stylianos was a member of the varsity soccer team all four years and was named captain in her junior and senior years, playing alongside “a great group of girls.” She played in the school band and enjoyed learning from “Mr. C.,” Ron Castonguay, the Prep’s music director. Stylianos is also responsible for starting a popular Homecoming tradition at Gulliver. “I’m proud to say, along with my fellow senior class officers, we created the Mr. Gulliver Prep beauty pageant,” she recalls. continued on page 53
Working on a prototype of an adapter that would allow small children to comfortably use the existing Sanergy toilet system
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Maria Gonzalez: Unlimited Excellence by former student Luis Martinez ‘18
C
ut the fetters.” As she said this, Mrs. G. would always pick up a pair of scissors conveniently placed atop her desk for easy access so she could punctuate this aphorism with the neat snip, snip sound effect. No one seems to know the origin of her use of the phrase, but “cutting fetters” was always an action associated with her – my friends and I still use this saying today. We thought often about the meaning of those three words during our eighth grade International Baccalaureate Middle Years Programme literature class with her, perceiving them as an enabling statement, a directive mandating the attainment of human excellence despite imposed and inherent handicaps whose consequences we studied in works like Harrison Bergeron, Jonathan Livingston Seagull, Through the Tunnel and Brave New World. Four years later, I have come to see that phrase, along with a few others, like “words do matter,” as tokens of character. In fact, these powerful statements lie at the core of Mrs. G.’s teaching philosophy, the source of her prowess as a modern and traditionalist figure in education. When I asked her to describe this philosophy, memories of the rigors and rewards of her course from novel to novel rushed through my mind as she spoke. “I think that every one of my students is capable of greatness,” she said. “Greatness doesn’t mean making an A+. It means recognizing their potential and producing work that makes them feel proud of themselves. If you do it right – if you are engaging and demanding, but at the same time understanding of the skills they have and
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don’t have – then you can challenge them to be better and to leave the classroom feeling like a different person.”
Maria Gonzalez has been an educator at Gulliver for over 29 years
It has necessarily taken me this much time to come to the realization that Mrs. G. structured what we read in eighth grade – everything from Wells’ The Time Machine and Orwell’s 1984 to Bradbury’s Fahrenheit 451 and Steinbeck’s The Pearl – so that the literature would spark embers in our hearts and she would then, in the magnificence of her lectures, stoke them with the winds of human knowledge. “I don’t see limits. I don’t see a child. I see a person capable of great things,” Mrs. G. explained. “I never underestimate my students. They always deliver.” This is essentially how Mrs. G. views 21st century learning: in an era when technology results in the gain or loss of moral territory and where shortcuts to the access, but never the solidification, of knowledge are appearing at a potentially unsustainable rate, education should call for the ideal of excellence. I describe excellence here not as a stand-alone value, but as a maximizable profit. If students have access to limitless amounts of information, teachers must first equip their charges with the ability to put that data through a sieve and then grant them insights into the world that a mere Google search cannot yield. With the understanding of a literary text comes
Gonzalez with acclaimed author and former student Soman Chainani ‘97
the kind of power of knowledge that someone cannot simply extract from a Shmoop or Sparknotes page - Gonzalez's desk, a staple in her classroom, is signed by all of her students explicit access to any number of these websites during Mrs. G.’s tests would not have been even mildly helpful. Here we come across two other defining characteristics of Mrs. G.’s pedagogical philosophy: her belief in critical thinking as the cornerstone of education and her ability to create the optimal intersection between modern and traditional learning in her classroom. “I think I epitomize both a traditional and modern teacher. I’m traditional because I expect students to apply information and create once they have a strong foundation. This strong foundation requires traditional teaching,” she elaborated. “I’m also a great believer in critical thinking - activities that build skills, teacher-devised tasks and wide varieties of options to engage: involvement of media, combinations of group and individual projects, Socratic seminars, questioning and open-ended questions are all effective ideas.”
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I don't see limits. I don't see a child. I see a person capable of great things.
Mrs. G. devises her own profound homework questions and designs her own tests and projects, and because she asks questions that call for a detailed level of understanding, there really is no other way to respond without putting in work. Epiphany upon epiphany hit me from class to class until it reached the point where I could find my own Easter eggs in texts and construct well-built analytical arguments in matters concerning theme and work-long literary development. Mrs. G. imparted to all of us the ability to cherish literature and use it for what it is: a pair of scissors – an ultimate feat of liberation for humanity.
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Elizabeth M. Scott: Change Happens Incrementally, Not Overnight by Jana Bruns
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iddle School principal Elizabeth M. Scott has the serene, empathetic and deliberate demeanor of a psychologist. She is a great listener who naturally puts people at ease. One can picture her patiently mediating a disagreement between teachers, guiding a group of students, or calmly reassuring a concerned parent. Scott sees her chief responsibilities as being a conduit and advocate for Gulliver’s different constituencies - students, teachers, administrators and parents - and promoting connections, conversations and collaboration. “School leadership in the 21st century has less to do with implementing operational manuals and academic curricula and ensuring compliance than with nourishing relationships, building support networks and pulling from all parts of a school’s community,” says Scott. “As top administrators, our highest priority should be to heed the concerns of our constituents and assure them that we have their backs. When people feel heard and supported, they are more comfortable with growth and change. They’re willing to embrace and actively participate in it. We need the community’s support to make Gulliver a truly 21st century school.” Scott’s educational philosophy and management style emphasize soft skills like flexibility, empathy, creativity, collaboration and humility. As a leader and administrator, she tries to emulate the kind of learning that goes on in a 21st century classroom, where “the student-teacher hierarchy is more horizontal than in a traditional setting. 21st century teachers are not untouchable authority figures dispensing knowledge or orders from a pedestal,” she explains. “Just as Gulliver’s teachers are here to support their students and bring out the best in them instead of punishing their weaknesses by trying to fit them into a rigid academic frame, my goal as Middle School principal is to support teachers and fellow administrators in finding creative solutions to big and small problems - to grant them autonomy while
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School leadership in the 21st century has less to do with implementing operational manuals and academic curricula and ensuring compliance than with nourishing relationships, building support networks and pulling from all parts of a school’s community.
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providing mentorship and guidance. Moreover, I want to make sure that our whole community - teachers, administrators, students and parents - is on board with the direction of our school, because we need their support to move forward.” Scott’s youthful appearance (one might mistake her for a recent college graduate) belies a long and accomplished career in independent schools, such as the prestigious Bank Street College of Education, Brentwood and Viewpoint schools, and the Ethical Culture Fieldston School. At Ethical Culture, where Scott was the chair of the middle school’s history department and the director of the academic support program, her duties included developing and implementing a new curriculum and team structure for the middle school. At Viewpoint, her last school before coming to Gulliver in 2016, her responsibilities as assistant and, later, acting Middle School head spanned managing faculty and staff, redesigning and overseeing the student advising program, coordinating professional development opportunities, communicating with parents, and implementing technology initiatives like a new software system campus-wide. A veteran educator and administrator, Scott is particularly skilled at helping schools understand, accept and carry out change. “My experience at previous schools has taught me to be particularly sensitive to how people feel when a school is shifting gears and building a new vision,” she offers. “People often see change as a condemnation of the past and an attack on their identity, especially when a school has been run one way for a long time. But they will embrace change when it happens gradually.” Therefore, radically uprooting the old order was not Scott’s first priority when she took the Middle School’s reins last summer. continued on page 53
Elizabeth Scott with daughter, Beatrix
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Amanda Vera ‘18: Curiosity, Compassion and Computer Science by Maegan Azpiazu
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hen Amanda Vera came to Gulliver as a freshman, she saw right away that it was a special place. She immediately took note of the support system that surrounded her and the plethora of opportunities in front of her. This new environment awakened a curiosity and ambition she knew she had, but perhaps didn’t previously have the tools to pursue to the fullest. Fast-forward three years and Amanda has found herself immersed in a place that fits her perfectly – a school community entrenched in student-centered, 21st-century learning and one that is preparing and pressing students like her to be college, career and life-ready. “At Gulliver, everywhere you go people are always trying to push you a little further,” Amanda says. “The teachers really want you to complete projects before you get to college; they want you to have achievements. It makes you stand out from other people, and it teaches you to be an independent person. You know how to achieve things and work with other people. You are responsible for yourself and your actions, and Gulliver teaches you that.” To say Amanda is thriving at Gulliver would be an understatement. Not only has she excelled academically, winning an unprecedented six subject awards at last year’s Academic Awards Ceremony. She has also emerged as a leader and communicator, serving as president of National Art Honor Society, Math Honor Society and the Computer Science Club. Responsibilities like these are not something she takes for granted. “I have to take advantage of these opportunities because not everybody has them,” says Amanda. “My family came to Miami from Venezuela the day I turned three. If I were in Venezuela, I don’t know where I would be right now. It makes me even more grateful to be here, and not at just any school, but at this school.” Having enjoyed art all her life, Amanda has always had a craving for creativity. At Gulliver, she found it in an unlikely place.
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At Gulliver, everyone is always trying to push you a little further. This makes you stand out from other people, and it teaches you to be an independent person.
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“If students leave school less curious than when they started, we have failed them.” – George Couros
“Computer science is so creative, and one wouldn’t even think that it is,” she says. “I became interested in art when I was little, and I was always afraid that it didn’t have much of an application. I started thinking, if I go into computer science, am I going to be craving that creative side? Then I started taking coding and I realized how creative and open-ended it is. You’re literally creating, from the ground up, something that is going to be useful to other people. This takes just as much creativity, and maybe it’s more practical.” Enter G Connect, a practical new app that will allow Gulliver alumni to connect with each other and current students. Under the direction of Prep computer science faculty member Dean Morell, Amanda is part of a group of students partnering with the Gulliver Alumni Association to launch this app. Projects like this cannot come to fruition without collaboration, something Amanda sees as paramount to anything she wants to accomplish. “It’s really easy to think that you can do everything yourself,” she says. “You need to have other people around you if you want to get somewhere that extends past good grades. Whether you seek to create a project that is successful, or make a difference in the world, for these things you need a group of people around you who have the same ideas and goals.” A critical thinker and problem solver by nature, Amanda has realized that everything at Gulliver seems to circle back to one question: How can what I know help someone?
selfish with your knowledge. If you have knowledge, the point is to help other people and to teach them.” Of all the things Amanda has accomplished, her character might be what really sets her apart. Her compassion for others is evident through her community service work, which includes various donation drives and Amanda is part of a group of students partnering with the Gulliver Alumni Association to launch a a recent game night/video new app, G Connect game tournament that the Computer Science Club held to raise funds for hurricane relief. She also spearheads efforts through the club to recycle and refurbish old computers, tablets and other equipment for donation to underserved students in the community. Amanda, who was recently selected as a National Merit Scholar semifinalist, credits her family with always driving her to reach her full potential. “My dad has a saying in Spanish: 'Con el trabajo duro no hay quien pueda.' It basically means that if you work hard, nobody can stop you. This is one thing that has pushed me my entire life,” Amanda reveals. “It’s a little idealistic, but I think if you really work hard at something and you know it’s possible, you’re going to get there. If you have the potential to do something, there’s no reason not to go for it. And I’d like to see what my limit is.”
“You have to step outside yourself. You don’t study and work just for yourself. In that case, you would be stuck,” she says. “You can’t be
Amanda with Evelyn Shumway ‘18 at Club Rush
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Frankie Telfort ‘09: A Gift for Game Plans by Zachary Letson
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ormer Gulliver football player Frankie Telfort has made strategic strides on and off the gridiron. Last year the Under Armor High School All-American’s journey brought him full circle, back to the Prep as assistant varsity football coach. A decade ago, the Miami native transferred to campus as a junior and quickly found a connection – not only with the football team, but with the lifestyle at Gulliver. “When I first arrived at Gulliver as a student, I thought it would give me a great opportunity to do what I loved and be challenged in and out of the classroom,” Telfort says. “The bond that my teammates and I have is still really strong today.” Telfort excelled on the playing field, helping lead his team to the 2008-09 State Championships and later earning a scholarship to the University of Southern California. “The stresses of being a student-athlete and a full-time student wouldn’t have been easy if I didn’t learn the correct study habits at Gulliver,” says Telfort.
“It was not difficult to move from the role of player to a coach,” says Telfort. “During my time at Gulliver, I was a team captain and the middle linebacker of the defense. As a linebacker you have to coordinate your teammates into the right position and understand the game plan very well.”
Frankie Telfort opened his own health and wellness business specializing in personal training, physical therapy and athletic training
After leaving Southern California, Telfort coached with the Seattle Seahawks organization before deciding to come back to the Prep. “I wanted to give back to Gulliver studentathletes the information I had gained so they could have the same opportunities I had,” he says. “I had a positive experience with our football program, [and] I also felt like I had unfinished business since we lost the State Championship.”
Unfortunately, a failed physical at the beginning of his first season at USC meant Telfort’s playing career would come to a close. However, the diagnosis of a genetic heart condition couldn’t stop Telfort from continuing to devote his life to the game he was passionate about. USC saw that passion and allowed him to stay involved with the Trojans football program as a coach.
Coach Telfort speaking to student-athlete Desean Perry at a home football game
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Coach Telfort embraces coaching and sharing his love for football as much as he did back when he was a player. “The part of coaching I enjoy the most is the relationships that are created with the players,” he confides. “It really is an honor and a pleasure to coach some of the most disciplined students of the game at the high school level. I also love the fact that I can act as a mentor for them when they need advice or in anything else they may be going through.”
Maria Gonzalez has been an educator at Gulliver for over 29 years.
Coach Telfort in pregame warm ups before a USC Bowl game against Georgia Tech
Through his own life experiences, Telfort has developed a winning mentality that is helping him excel in connecting with current players. He expresses that he and the other coaches try to convey to these young men the importance of fulfilling their potential on and off the field. “[We] want to instill through the football program that football is the perfect metaphor for life,” Telfort explains. “Sometimes you’re down on the scoreboard and sometimes things might not go the way you planned, but the most important thing is to learn from your mistakes, pick yourself up, and continue living no matter how hard the experience was.”
Football is a perfect metaphor for life: The most important thing football teaches is to learn from your mistakes, pick yourself up, and continue living no matter now hard the experience was.
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Gulliver Gets Future Ready: Learning in the 21st Century by Jana Bruns
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Gulliver Gets Future Ready: Learning in the 21st Century
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y 8:15 a.m., while many of us are still inching our way through rush hour, Elaine Costanzo and her fourth graders are already preparing for a lively Socratic seminar. They arrange their desks in a rectangle, mirroring the shape of a book. All except four children sit down facing each other inside the rectangle. On this particular morning, Costanzo asks the children to take turns narrating Langston Hughes’ short story “Thank You, Ma’am,” which they’ve read for homework. In the story, an older woman catches a boy trying
Fourth grade faculty member Elaine Costanzo and her students conducting a Socratic seminar
to steal money from her. Instead of calling the police, Miss Luella takes him home, serves him a hot meal and, before sending him on his way, gives him money to buy himself the pair of blue suede shoes he covets.
“As teachers we need to be sure to engage our students and deliver content in ways that make it relevant.” “Why do you think Miss Luella insists that Roger wash his face after they arrive at her house?” Costanzo asks after their summation. “Because she wanted him to be clean before
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serving him something to eat,” responds one student. “Because she wanted to wash away his guilt for stealing from her,” answers another. A broad, lively and virtually self-directed discussion ensues. After about 40 minutes, Costanzo turns to the four “observers” seated outside of the rectangle, who have been listening and taking notes. Now it’s their turn to speak and offer constructive criticism. The students’ excitement for the exercise is palpable. Costanzo asks the class to take the story with them as they go about their day - to discuss it with friends, siblings and parents. “Are we discussing another story tomorrow?” several students ask eagerly, while others do in fact continue analyzing the Hughes tale on their way to science class. Costanzo’s next debate is Rudyard Kipling’s “The Elephant’s Child,” another selection from the junior great books series. Costanzo is a staunch advocate of the Socratic and Paideia teaching methods, which revolve around debating texts in a formal discussion setting to create an intellectual, open dialogue among learners. Though the Socratic method dates back to ancient times, it teaches important 21st century skills, she notes, such as critical thinking, creativity and collaboration. “As teachers we need to be sure to engage our students and deliver content in ways that make it relevant,” Costanzo says. “If they’re not engaged and there’s no emotion attached to what they’re learning, they are not actually learning. Memorization enables students to reproduce information on a test, but that information is Jr.K faculty member Cristina Torres guides Vicente Navarrette ‘31 and Eden Sotolongo ‘31 in word building exercises using magnetic letters
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quickly forgotten and doesn’t result in permanent knowledge.” The terms 21st century learning or 21st century skills denote a distinct, desirable skill set composed of five fundamental assets: 1) Communication: students should become proficient writers and public speakers and should acquire technical and digital fluency; 2) Character: students should have empathy and a deep commitment to ethical virtues and values; 3) Critical thinking: students should be able to construct meaning instead of restating information; 4) Creativity: students should embrace intellectual creativity and shun conformity; and 5) Collaboration: students should be team players. Costanzo gives her students many opportunities throughout the school day to activate these assets and take the lead in their own education, choosing to observe and advise rather than steer a prescribed path for them. “My classroom is filled with visual and tactile tools and technologies that let students experiment with learning,” she says. “I encourage students to discover their individual strengths and find a modality to express them. Once they have found that modality, they become better learners.” Costanzo’s eloquent account of her pedagogy encapsulates the 21st century learning philosophy Gulliver’s teachers and administrators have been exploring and adopting for the past three and a half years with the support of a new administration. This evolution has demanded a thorough review and assessment of educational traditions, methods, assessments and outcomes that had been in place for many decades. Montgomery’s makerspace: Daniel Murphy ‘22 and Mariana Diaz ‘22 building a tower
In pursuit of these new 21st century skills, Gulliver is hiring educational coaches to train faculty and administrators in new pedagogical and management techniques; the school’s academic departments are investing Primary school student Emma Vega ‘30, working on her letter formation skills hundreds of hours charting and evaluating curricula; and teachers are busy attending and presenting at conferences and workshops nationally and, in some cases, internationally. This summer, faculty, administrators and staff read George Couros’ The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity, a handson guide to implementing the 21st century model of schooling. Rachel Griffin, Primary and Lower School Principal, describes this enormous sustained effort for Gulliver to become a 21st century school as a kind of collective soul searching: “We have all been asking ourselves, ‘How can we do things better and in different ways?” Grappling with these soul-searching questions has produced exciting results in classrooms across Gulliver’s campuses.
“I encourage students to discover their individual strengths and find a modality to express them. Once they have found that modality, they become better learners.”
While Costanzo’s fourth graders are busy debating the work of Harlem Renaissance writer Langston Hughes, Elizabeth Bloom’s first graders, for example, are getting ready to choose their literacy center. Every morning, Bloom and the other first grade teachers set up five discrete “stations”
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in their classrooms, each with an assortment This Is Where the Article Subtitle Goes of audiovisual and tactile tools that focus on by Author Name developing a literary skill: writing, spelling, grammar, word building and listening. Students choose a station and work independently for about 10 minutes before moving on to the next station. “We have excellent tools, like Osmo, an app that allows students to use an iPad to scan letters and objects on their desks for word building,” says Bloom. “My students love the centers because they can decide what to do and this makes learning fun. They also learn to problem-solve independently, which in turn gives me space to assist students individually.” This self-directed, individualized approach to learning is reinforced by a new reading program under consideration by the Lower School, which is being piloted in Bloom’s class this year. Instead of being assigned a book, students choose from a wide array of books
Valeria Rodriguez building rockets with her sixth grade science class
tailored to different reading levels; they also take their book home. Teachers conference with students individually to check their progress. “We give discretion to the students so they are engaged, so they really own their knowledge, while monitoring their mastery of fundamental skills,” says Bloom. “We open the world to them, but we still control the parameters.”
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Prep English faculty member Adam Schachner in his classroom
Though the tools they use may differ, Middle School teachers at the Academy and Montgomery campuses are equally focused on creating a flexible, student-centered, high-tech, high-touch learning environment conducive to developing 21st century skills. Tiffany Medina, who teaches seventh grade English and design in the International Baccalaureate Middle Years Programme, is a big believer in collaboration and hands-on learning. This year, she is partnering with the design teachers in a unit on literary characterization. Students make animal characters out of felt, narrate a story featuring their character, and embellish it with photographs using a green screen background, which allows them to superimpose visual effects on the image. The stories will be collected in a book and selfpublished on Amazon as Tails from the Middle. “The felt animal project really helps students understand the concept of characterization by making it three-dimensional and concrete – much more concrete than a textbook definition,” explains Medina. In the D building on the other side of the Academy, Valeria Rodriguez’s earth, space and environmental science class is collaborating with Fairchild Tropical Botanic Garden and NASA through the Growing Beyond Earth Challenge. Funded and overseen by NASA, the program asks students to identify edible plants that can be grown aboard NASA’s International Space Station. The program is part of NASA’s ongoing effort to develop a citizen science program and students regularly transmit their data to scientists at NASA and Fairchild. Rodriguez’s classroom is
Math faculty member Andres Joubert’s reimagined Montgomery classroom
replete with small plastic pots, each containing one of four different plant seedlings, which are placed inside large plastic cubes (growth chambers) whose interior environment and lighting replicate conditions aboard the space station. On Fridays, students collect samples to measure growth, edible mass, leaves and plant condition and enter their data into spreadsheets. “This is real, hands-on learning,” Rodriguez writes on her project website (rodva6.wixsite. com/sigbe). “I am fortunate to be able to launch my students into the future with the tools they need to be successful.” To spread the word about Growing Beyond Earth and get younger children excited about science, students from the primary school partner up with a middle school buddy every other week to collect and evaluate samples. Recently, taking a cue from Rodriguez, Montgomery science teacher Thad Foote set up his own Fairchild/NASA plant research lab.
think.” Joubert constantly thinks about how he can best serve his students and what skills they should acquire to succeed. Memorization is not high on his list. “Will memorization help students keep up in a society that’s quickly and constantly changing?” he writes in a recent blog post on his site. “With information and how-tos so readily available, is it necessary to devote so much time and resources to teaching how to reiterate the same information? Today’s students are better served if they can problem-solve, communicate, collaborate, and think critically, creatively and innovatively.” With these skills in mind, Joubert redesigned his classroom this summer to create an environment that facilitates student-centered, individualized learning. Physically positioning the teacher as a facilitator rather than instructor, his new classroom setup offers flexible seating; there are no assigned seats, while tables and chairs are arranged in clusters instead of rows, have different heights and don’t face the teacher. Soft, warm lighting replaces the standard fluorescent strip lights on the ceiling. The walls are painted in hues of light blue and have a funky wall decal here and there.
On his website Re-Imagine Ed (reimagineed. org), Montgomery math teacher Andres Joubert quotes Albert Einstein: “Education is not the learning of facts, but the training of the mind to
“Is it necessary to devote so much time and resources to teaching how to reiterate the same information? Today’s students are better served if they can problem-solve, communicate, collaborate, and think critically, creatively and innovatively.”
Prep Architecture program director Christina Manrique with Isabel Gonzalez ‘18
“I want students to enter and feel like this is cool and not like school,” says Joubert. “My second goal is to create an environment in which learning is driven primarily by the students, while I stand by continued on page 54 29
c o n t e n Forensic ts
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Article This year, likeHeadline every year, Gulliver students are getting a chance to star Is in Where their verythe own Article investigative crime show: “The Death This Subtitle Goes of Ana Garcia.” by Author Name
Prep biomedical science faculty member Yoly McCarthy’s principles of biomedical science class has embarked on a yearlong project that begins with a mysterious death. Investigations, research and theories will follow as students collaborate on determining what led to Ana Garcia’s demise. “All year we’re going to be studying Ana Garcia’s problems to figure out how she died,” McCarthy says. “The project started the second week of school with her death. Then, students collected evidence and we will be analyzing it throughout the year.” When examining the crime-scene evidence, students rotated through five stations, analyzing hair samples, footprints and fingerprints, bloodtyping and comparing crushed “pill” substances with known substances in order to identify them.
Students in this principles of biomedical science class are analyzing a simulated crime scene
“Soon we will do a time of death lab in which the students will simulate what happens to body temperature when a person dies; people think it drops really fast, but it actually takes a while,” McCarthy says. “We’re also
conducting a blood-spatter experiment in which students try to determine the height at which the blood fell.” While the project is extremely hands-on during lab work in Gurdjian ‘21, Prep Biomedical Science the classroom, all assignments Nico faculty member Yoly McCarthy and Porter Bowen ‘21 work on their investigation are digital in nature and completed through Google classroom. When students write in their lab notebooks, they take pictures of their assignments and upload them to Google, giving them easy access to data, measurements and a complete, up-to-date picture of the case from anywhere at any time. A class project that meshes traditional teaching and learning Students compare crushed “pill” substances with progressive methodologies, with known substances for identification “The Death of Ana Garcia” gives students freedom to be creative and think critically while allowing them to sharpen their communication and collaborative skills. “The students are really at the center of this project,” Using digital technology, students analyze McCarthy says. “They have fingerprints found at the scene the opportunity to look at things in different ways, and they come up with questions to research, investigate and determine what might have happened to Ana Garcia. They work together and communicate with each other to get the job done, while also acquiring lab and digital technology skills. The goal of projects like this is to give them the necessary tools to become lifelong 21st century learners.”
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Alumna Returns to Campus for Broadway Audition Workshop with Prep Dance Program by Maegan Azpiazu On October 10, Gulliver alumna Natalie Caruncho ‘04 returned to campus to host an audition workshop with the Gulliver Prep Dance Program. Caruncho is the associate choreographer and a cast member in the hit Broadway musical On Your Feet! Her mother, Gerri Barreras, is the dance teacher at Gulliver Prep. On Your Feet!, which concluded its run on Broadway in August, Students learn a dance combination used in an actual depicts the story of Broadway audition Miami natives Gloria and Emilio Estefan, who believed in their talent – and each other – and became international sensations with the launch of Miami Sound Machine. During the workshop, Caruncho taught a dance combination to the song “Mi Tierra,” a sequence used in the actual Broadway audition for On Your Feet! Throughout the workshop and during a Q&A session, she spoke about her journey to Broadway, tips for a successful audition, the backstory of On Your Feet! and how her time at Gulliver prepared her for the career she dreamed of pursuing.
Members of the Prep Dance Program with On Your Feet! associate choreographer and cast member, Gulliver alumna Natalie Caruncho ‘04
“It was really cool to see how an audition actually works,” said Sundancers member Nikki Hurtado ‘18. “To see an alum like Natalie accomplish her dream and for her to be able to share that experience with us was special. It was fun – the choreography, the music, the style – and I think it really broadened our ideas of dance.” “This [Gulliver] is where my dreams started to become a reality,” Caruncho said. “I grew up in the music and dance rooms, and it’s a really special place to me. I always remember people that came back and taught me things and the wisdom they imparted, so I’m glad to come back and be a part of that.”
‘Chasing Coral’ with the Field Studies Program by Maegan Azpiazu Coral reefs are one of the most diverse ecosystems on the planet, providing a habitat for fish and thousands of other sea creatures. Gulliver students are playing a key role in preserving these habitats by monitoring and restoring degraded coral reefs through advanced underwater cameras. These devices, which Gulliver students set up in Bonaire, a reef-lined island off of the northern coast of Venezuela, gather A picture of biorock constructed by Prep students, which facilitates coral growth data for scientists tracking coral reefs and help educate the public about environmental issues threatening these essential ecosystems. On October 13, the Gulliver Field Studies Program (FSP) hosted a screening of the Netflix awardwinning documentary Chasing Coral, which highlights the effects of climate change and features underwater cameras similar to those of Gulliver in Bonaire. In addition to the film screening, attendees had an opportunity to learn about the FSP and Gulliver students building biorock participate in a Q&A session with in Bonaire documentary cast member Trevor Mendelow of View Into the Blue and Dalton Hesley of the University of Miami’s Lirman Lab. Hesley is the program director of the Rescue a Reef program. In the FSP, Gulliver students work alongside researchers gaining authentic field experience in science conservation. In their Coral Reef Ecology and Restoration project, students develop a method to determine the effect of temperature, salinity and pH in coral growth and development. With the help of underwater cameras and probes, students collect and analyze data to develop new coral restoration techniques. As part of the program, students attend lectures on coral growth, ichthyology, marine ecosystems and aquariums, and participate in volunteer work with the Coral Restoration Foundation in Key Largo. They subsequently join Teens4Oceans at Harbour Village in Bonaire for an ongoing coral restoration project. The Gulliver Field Studies Program is led by Prep biology faculty member Emilia Odife, who was recently selected as a National Geographic Grosvenor Teacher Fellow and a member of the 11th group of Lindblad Expeditions. 31
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Prep Duo Performs at the Sydney Opera House by Maegan Azpiazu Article Headline This Is WhereLast theyear, Article Subtitle Goes Gonzalo Schaps ‘18 and by Author Name
Nate Rich ‘18 became the first Gulliver students to be selected to the 2017 High School Honors Performance Series at the Sydney Opera House. This July, the duo embarked on a two-week trip to Australia with their families.
Gonzalo Schaps ‘18 and Nate Rich ‘18
Nate and Gonzalo were among the 80 students from 46 states and multiple countries who performed in the Honors Choir under the baton of Dr. Jeffrey Ames at the Sydney Opera House. “As musicians and students, every step of the way was fun, educational and enriching,” says Nate. “I think the best part was that everyone cared about the product and also about the process. It was cool to be with so many people who learned different methods, but who all had similar approaches to music and repertoire.” The High School Honors Performance Series at the Sydney Opera House challenges accomplished high school musicians and gives them an opportunity to perform at one of the Gonzalo Schaps ‘18 and Nate Rich ‘18 performing at the Sydney Opera House world’s most recognized and revered performance institutions. Students are also able to study under master conductors and meet accomplished musicians from around the world. “The most important thing I learned was how universal music is,” Gonzalo says. “It’s truly the world’s most universal language. It’s amazing to see how it brings together different cultures and how, even when you're thousands of miles away, everyone is united by it and loves it.” While their summer trip to Sydney afforded them unbelievable opportunities to learn from and perform with the best, Gonzalo and Nate also gained lifelong friendships. “Whether we were singing our songs at rehearsal or in the bus going places, I realized how much music brings people together,” recalls Nate. “No matter what, we were always singing together and having an awesome time. Everyone bonded, and we still keep in touch, which is great. I learned how to interact with people who share my passion.”
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Gonzalo Schaps ‘18 and Nate Rich ‘18 in front of the Sydney Opera House after their performance
Rise Against Hunger by Stephanie Sanchez Students at the Academy - Montgomery Drive Campus put down their pens and notebooks for two hours on October 19 to help pack food for needy families thanks to a partnership between the school and Rise Against Hunger. An international hunger relief organization, Students and faculty work together to pack boxes with food packets Rise Against Hunger distributes food and life-changing aid to the world’s most vulnerable communities. Students packed more than 15,000 meals consisting of dehydrated ingredients including soy protein, white rice, a vegetable mix and a vitamin packet that fortifies the meals and gives recipients all vitamins and minerals their body needs. “There are millions of children that go to school hungry and go to bed hungry,” says Stephanie Sheffield, community outreach manager for Rise Against Hunger, “Thousands of lives are lost due to malnutrition.” During the two hours, the middle schoolers worked in various groups measuring and preparing each bag with the right amount of each ingredient, sealing the bags and packing boxes with the finished product. Students weigh each food packet to make sure each bag contains the right amount of food
Julia Zica ‘23 hands her bags to the next team so they can be weighed
Engaging the Gulliver community to help in the food packing initiative instills the core values of service, leadership and caring. “I think this educates people about the true value of food and reminds them not to throw it away,” says Andrea Ponce ‘22. “It gets them thinking about all of the things they can do to help, and that one person can make a difference.”
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Article Headline This Is Where theThe Article Subtitle Goes Mindfulness: Art of Being by Author NamePresent by Dr. Jacqueline Blue and Juan Carlos Garcia
Stress is a daily reality. At Gulliver, one key tool being used to address this reality is mindfulness. Mindfulness is more than a buzzword. For the past couple of years at Gulliver, it has become a meaningful practice embraced by the school’s educators. But what exactly is mindfulness? As the word suggests, it means being alert, but more than that, it is a psychological stress reduction practice developed more than 30 years ago by Jon Kabat-Zinn, Professor of Medicine Emeritus and creator of the Stress Reduction Clinic and the
Blue explaining the benefits of Mindfulness
Center for Mindfulness in Medicine, Healthcare and Society at the University of Massachusetts Medical School. Kabat-Zinn defines mindfulness as “awareness that arises through paying attention, on purpose, in the present moment, non-judgmentally.” Thought it may sound easy in theory, putting mindfulness into practice can be quite challenging. In an effort to help the Gulliver community learn how to be truly mindful, the school has collaborated with the University of Miami UMindfulness lab to teach this valuable concept to educators with the use of their M-BAT (Mindfulness Based Attention Training) program. Now, the same training is being offered to parents. For eight weeks, once a week for 45 minutes, parents can participate in interactive sessions that cover many aspects of practicing mindfulness. The sessions are led by eighth grade guidance counselor Dr. Jacqueline Blue and MYP coordinator Juan Carlos Garcia. The two engage the audience with 34
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Blue and Garcia leading their first mindfulness session in an auditorium filled to capacity
new information each week and facilitate an open discussion about the concepts. Then, members are able to immerse themselves in a guided meditation period, approximately 10-15 minutes long. In meditation, parents learn to become more aware of their subconscious emotions and energy levels and have the opportunity to renew their thoughts and attitudes for the day. At the end of each session, parents reflect on the experience with Blue and Garcia by sharing what they felt. In true student-teacher fashion, parents are given “homework” consisting of the audio recording of the guided meditation for them to practice daily until the next meeting. “We have received amazing feedback from those who have gone through the training,” say Blue and Garcia. “Participants reported seeing great value in the experience, and for some it has become a daily habit. For others, it is a practice they visit when they need it. Many previous participants want to continue meeting now that the course is over, not only to engage in the guided practice, but also to continue building their connections with the other members of the group.” Blue and Garcia consider teaching the course a highlight of their work. “This is possibly the most rewarding part for us,” they say. “We love the community that grows throughout the course and how invested all of the members are in each session.” If you have any questions or would like to know more about the Mindfulness program, contact Dr. Jacqueline Blue at bluej@gulliverschools.org or Juan Carlos Garcia at garj@gulliverschools.org.
Middle School Jazz Band by Stephanie Sanchez
If you close your eyes and listen to the tunes and rhythmic melodies that emerge from Gulliver Academy’s Jazz Ensemble, it’s nearly impossible to believe that the musicians playing are barely teenagers. “It’s incredible how Jazz Ensemble leader Robert Keating manages to transform them from complete beginners - some of them have never held an instrument before meeting him - into mature artists,” says Marsha Rowland, administrative assistant to Primary and Lower School Principal Rachel Griffin. “Mr. Keating is quite the musician himself. He is an excellent trumpet player and performs regularly.”
National Science Teachers Association Experience by Stephanie Sanchez and Valeria Rodriguez
Ms. Rodriguez helping her students assemble the most aerodynamic rocket possible
The finesse with which Mr. Keating mentors and coaches his group of young musicians has led to their unparalleled success. In fact, Gulliver’s Jazz Ensemble is the only middle school jazz ensemble selected to perform in the 71st Annual Midwest Clinic International Band, Orchestra and Music Conference in Chicago this December. “Last year we hosted a workshop at Gulliver given by the famous composer and educator Robert Sheldon,” says Keating. “Sheldon told me that students who perform at this level in middle school need to be seen on the international stage that Midwest provides.” The Midwest Clinic is a professional development opportunity that offers the latest in music education and allows students to network with college professionals.
The Jazz Ensemble entertaining prospective families at this year's Open House event
There will be little rest for this talented group. They were also selected to play at the Jazz Education Network Conference in January, giving them a spot in the largest performance and educational conference for the global jazz community. Some of the band’s past successes include earning the Grand National Champions Award at the All Star Music Festivals in 2009 and 2010; the Grand National Champions Award at OrlandoFest in 2014, 2015 and 2016; and Superior ratings at Florida's Music Performance Assessments 10 years in a row.
From her “Flightsuit Fridays” to meditation minutes at the beginning of class, Academy Middle School teacher Valeria Rodriguez is no stranger to creative teaching methods. Which is why the science teacher was thrilled to expand her horizons even farther while attending the National Science Teachers Association (NSTA) STEM (Science Technology Engineering Math) forum in Orlando over the summer. NSTA conferences take place across the U.S. several times throughout the year, offering the latest in science content, teaching strategy and research to enhance and expand professional growth. Jack Gonzalez-Whitehouse ‘24 and his classmates Sessions allow educators of conducting research before assembling their rockets all grade levels to collaborate on curriculum development, place themselves in the students’ seat during hands-on workshops, and enhance their classroom through pedagogical coaching, among other lessons. “It was a week of unfiltered, emotionally and intellectually compelling experiences,” says Ms. Rodriguez. Here’s her takeaway. Life is a School “We are all here to learn, and we all have something to teach. No exceptions! Whether I was learning a new hack for getting my students excited about robotics or how to make stateof-the-art luxury line learning how to launch their own handmade of Rokenbok Lego Students rocket Hammers in a breakout session, I was always learning from people around me and sharing an app, idea or tool that has been useful to me. I am convinced that professional development is the best gift we can give our students, our community and ourselves. And it can be the gift that keeps on giving if we learn to harness the power of professional networks.” 35
sports
Gulliver Football // A Lasting Impression by R.C. Ganser
G
ulliver Prep’s athletic programs have made their mark on high school athletics in the state of Florida. Few schools can claim 55 State Championships, 17 selections as Best Overall Small School Athletic Program in Dade County, and hundreds of student-athletes receiving athletic scholarships. Banners and trophies for these impressive feats decorate the gymnasium, the cafeteria display cases, and many of the athletic facilities. But the medals aren’t what coaches,
Coach Sims firing up playmaker Davonte Montgomery ‘18
teachers, administrators and players brag about when they talk about Gulliver sports. It’s the experiences the student-athletes had on those teams – the kind of experiences that create lasting impressions on the athletes and keep them coming back to share what they’ve learned with the next generation. The football program has made a name for itself, not just for winning a State Championship in 2001 with the late Sean Taylor ‘01, but for taking boys who like to play football and turning them into men who experience success beyond high school and beyond the gridiron. And they come back. For the last 11 years under Head Coach Earl Sims, football alumni have returned to the school, the locker room and the sidelines to show what
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they’ve become. They return to tell current Raiders what their future holds for them. They come back to prove that all the hard work, the summer conditioning, the endless weight room sessions, the focus on academics, the wearing of shirt and tie on game days are worth it, all of it. Every year, every season, every game, former players reach out to Coach Sims, “Hey Coach, can I come talk to your team? Can I stand on the sidelines with you and the boys and tell them how lucky they are to be playing on this team, for this school, under this coach?” Some of them return and ask Coach Sims, “Can I help you coach the team? Can I be a part of this? Can I help hone the players’ skills the way you honed mine?” Some players experience an awakening playing college football and realize they want to coach – like Frankie Telfort ‘09, who graduated from USC and worked with the Seattle Seahawks before taking over as defensive coordinator for the Raiders. Keyon Elam ‘13, a graduate of Florida Tech, is the sixth grade assistant coach. Donovan Varner, ‘08, an outstanding wide receiver at Duke, served as a wide receivers coach at Gulliver for four years before moving on to East Carolina University in 2016. Other players who started at Gulliver as early as kindergarten, like quarterbacks Dalton Easton ‘12, who played at Bryant University, and Michael Strauss ‘10, who played for the University of Richmond, return during the off-season to condition and work out with Gulliver’s QBs. Others return to inspire their protégés with pregame speeches. That list includes Conner Vernon ‘09 (Duke), Darian Mallory ‘09 (FIU), Artice Kellam ‘09 (Ole Miss), TJ Reeves ‘12 (Johns Hopkins), Frank Crawford ‘09 (Ole Miss), Joe Jackson ‘16 (University of Miami), and Erik Lichter ‘08
(Northeastern and University of Miami). Still others come back to work out with the team and interact with the players individually. Among them are Charles Callender ‘16 (Yale), Bo Ellis ‘13 (Harvard), Jowan Watson ‘15 (Georgetown), Jordi Dalmau ‘13 (Colgate), Grant Siegel ‘13 (Colgate), C.J. Hassan ‘16 (Colby), Walker Gautier ‘16 (Bentley) and Max Fink ‘10 (Yale). One former player, James Poling ‘10, fractured his neck during his freshman year playing at Gulliver and never played football again. He had ambitions of carrying on a family tradition of service in law enforcement. After attending the University of Alabama and then the Police Academy, Poling asked Coach Sims if he could speak to the team at a pregame meal. He wanted to share his story of how his experience as a member of the football team, especially the love and support he received after his injury, shaped his life. Wearing his full police dress uniform, Officer Poling told the players how being a member of the Raider Family is forever. What is the secret? What is so special about the football program? How does Coach Sims inspire his young men to make the most of their potential and return to impart their earned wisdom with the football program? Coach Sims has a simple, notso-secret answer: “It is because of the relationships developed. It truly is a family. I personally take each and every one in like my own son. I think there is value in the relationship and the experience.” This approach has created a lasting impression on these young men. And they come back.
Raiders wait in anticipation of dominating the competion
Recent Raider Accolades 2016-17 Team State Champions • Boys' Swimming • Girls' Swimming
2016-17 Individual State Champions
• Ysabel Gonzalez Rico ‘17 - State Champion, Singles Tennis Champion • Ysabel Gonzalez Rico ‘17/ Lindy Lyons ‘17 State Champions, Doubles Tennis • Jazmyn Smith ‘18 - 2A Long Jump State Champion 18-10.75
2017 Miami Herald Sports Awards
Miami-Dade County Athletes and Coaches of the Year
Coach Chris George - Boys’ and Girls’ Swimming Athletes • Brooke Ellis ‘17 - Scholar Athlete Finalist • Miguel Cancel ‘18 - Male Swimming Athlete of the Year, Overall Male Athlete Finalist • Emily Cordovi ‘19 - Female Swimming Co-Athlete of the Year • Natalie Varela ‘20 - Female Cross Country Co-Athlete of the Year, Overall Female Athlete Finalist • Ysabel Gonzalez Rico ‘17 - Female Tennis Athlete of the Year • Andre Libnic ‘17 Male Tennis Athlete of the Year • Lilly Barlow ‘17 Softball Co-Pitcher of the Year 2016-17 Miami Herald Sports Awards Best Overall Sports Program (6A-1A) Gulliver Raiders – 17th time
A pre-game moment of reflection
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gulliver gives
Gulliver Gives // Disaster Relief 2017 by Kimberly Feldman and Stephanie Sanchez
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ur global community experienced a spate of natural disasters in recent months, from earthquakes in Mexico to a sequence of hurricanes hitting the United States and the Caribbean. As millions of people in impacted areas grappled with the devastating effects of disasters, our Gulliver community quickly mobilized. Parents, alumni and students stepped up to volunteer, led donation drives and invested in helping rebuild impacted communities. Seeking to harness and leverage the goodwill of our school community, Gulliver partnered with the Miami Dolphins Foundation to put our school values into action and raise funds in support of relief efforts as Florida and the Caribbean worked to rebuild. Every donation to Gulliver in support of these efforts will be matched dollar for dollar by a fund put together by the Miami Dolphins and AARP foundations, with 100% of these donations going directly to support communities in need, especially lowincome communities and those with residents over 50. Our school community has already raised over $25,000 in support of the Hurricane Relief Effort, which will be matched 100% by the Dolphins Foundation. This fundraising opportunity will continue throughout the school year, as relief efforts in places like Puerto Rico and the Florida Keys will require sustained support. Our students, families, faculty and staff stepped up with donations and volunteer efforts. Students gave much-needed items to the Miami Dolphins Hurricane Harvey Relief Drive, as well as donating to the Houston Food Bank and Houston Diaper
Bank. Primary and Lower School students participated in Coins for a Cause, benefitting various organizations assisting with disaster A home in Key West that sustained heavy water damage on aid. Over the course of a the first floor week, the students were encouraged to give their own money, rather than ask their parents for it, dipping into everything from tooth fairy funds to birthday gifts to allowance from household chores, serving to add a truly personal layer to the experience. Meanwhile, eighth-grade Advocacy groups sold pizza during lunch to benefit relief in Puerto Rico, and fifth graders collected toys for and wrote letters to the hurricane victims. Upper School students chose to give with a creative twist. Gulliver Prep Computer Science held its first annual Game Night, attended by more than 75 students and raising over $2,100 for relief efforts in Puerto Rico. Emily Borababy, executive director of the South Florida Region Red Cross, was on hand to accept the donation from GPCompSci president Amanda Vera ‘18 and secretary Sam Cabrera ‘19. “One of the most fascinating aspects of this event is the fact that Amanda and [sophomore] Meyer Hallot created, organized and implemented it – all within two weeks,” says faculty member Dean Morell. “Amazing.” At the event, students paid $10 to enjoy a Smash Bros 4 Tournament, various video game setups like FIFA, board and card games, and a movie, plus pizza, snow cones and popcorn. Communications Specialist Stephanie Sanchez took a two-hour charter bus ride with 20 other volunteers to Big Pine Key, one of the areas hardest hit by Hurricane Irma, to assist residents who needed a hand removing debris. “The smell of rotten fish and spoiled seaweed hit us as soon
Gulliver employee Stephanie Sanchez along with a group of volunteers helped clear an entire yard of debris in under two hours
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The best place to find a helping hand is at the end of your own arm. –Swedish proverb
as we entered Key Largo,” Sanchez said. “Things seemed to be getting back to normal in Miami, but visiting the Keys painted an entirely different picture.” Keys Vineyard Community Church in Big Pine set up a makeshift grocery store where residents could take whatever essential items they needed. All of the items were donations. Gulliver parents and families also made it their mission to help hurricane-stricken areas recover from the wrath of these recent natural disasters. One of the many efforts they’ve undertaken – a fundraiser called The Pros Bowl – raised nearly $100,000. Retired Miami Heat champion Ray Allen P ‘23 ‘25 ‘27 ‘30 and former Major League Baseball seventime Silver Slugger winner David “Big Papi” Ortiz P ‘19 ‘22 hosted The Pros Bowl on September 27, at the new Kings Dining and Entertainment in downtown Doral. Many Gulliver alumni and parents joined in at the event, buying tickets and bidding on silent auction items to help raise funds that will go to UNICEF (the United Nations Children's Fund) to help hurricane victims. “It’s important for us to step up because we would want someone to have our back in the same situation,” said Allen as he addressed the crowd alongside his wife, Shannon. Both Allen and Ortiz credited their spouses for generating ideas and organizing the event.
Artist Alexander Mijares ‘03 donated a painting to the silent auction
The ticketed event was open to the entire community and had a phenomenal turnout. Guests enjoyed music from Miami DJs, bowling and gaming, delicious food from Kings, and silent and live auctions.
Damarie Quintana-Herrera P ‘25 and Rosemary Hartigan P ‘23 ‘25 ‘31 attending the Pros Bowl with their families
Internationally acclaimed artist and Gulliver alumnus Alex Mijares ‘03 was among those in attendance and graciously donated a piece of artwork to the silent auction. Guests also bid on hotel packages and signed memorabilia from Allen and Ortiz, among other exciting items. “The unity in our community will [allow us to] help any hurricane-stricken island rebuild better, bigger and stronger,” said Madga Lopez P ‘18. “We maintain a strength so deep that it makes us impenetrable. I was honored to have been part of The Pros Bowl.” The nearly $100,000 the event raised for UNICEF will benefit people and areas affected by hurricanes Harvey, Irma and Maria. Allen and Ortiz also plan to fly to Puerto Rico, one of the areas hardest hit by Hurricane Maria, to volunteer their time in restoration efforts.
Walter Ray Allen P ‘23 ‘25 ‘27 ‘30 and his wife Shannon hosting the Pros Bowl fundraiser with Tiffany and David Ortiz P ‘19 P ‘22
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alumni recap
Alumni Homecoming 2017 by Rachele Huelsman
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n Friday, October 27 the Gulliver Alumni Association welcomed more than 200 alumni, faculty, staff and friends to our annual Alumni Homecoming Cookout. The day featured food and music as well as a bounce house, entertainment and prizes, as our Raiders brought home the win over LaSalle, 37 to 7. At halftime, Gulliver warmly welcomed Athletic Hall of Fame members Rick Sarille ‘95, Matt Sullivan ‘88, P ‘21‘23, Danielle Polley Bowen ‘94, P ‘21‘23, Mark Schusterman and Coach Jorge Dieppa to the field. We owe a special thanks to our sponsors, Biscayne Bay Brewing Company (Olga Arguello ‘96), The Queen’s Flowers (Richard Perdomo ‘04) and the Tina Dailey Foundation.
Head of Schools Frank Steel, Board of Trustees Chair Jocelyn Woolworth P ‘19 and Alumni Council member Justin Firestone ‘95, P ‘29
Prep Engineering Chair Claude Charron and Gulliver staff Maegan Azpiazu taking a selfie
Academy PE faculty John Zambolla and family
Alumni and their families share their Raider pride
Ted Fisher ‘88, Hall of Fame member Matt Sullivan ‘88, P ‘21, ‘23 and Peggy McCloskey
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Athletic Hall of Fame inductees Coach Jorge Dieppa, Mark Schusterman, Matt Sullivan ‘88, P ‘21 ‘23, Danielle Polley Bowen ‘94, P ‘21 ‘23 and Rick Sarille ‘95
Kickoff Social at Lincoln's Beard Brewing Co. by Rachele Huelsman
Ivan Mladenovic ‘02 and Greg Bellamy ‘02
Carolina McCain ‘96, Karla Rosenberg, Jill Paget Lowe ‘95 and Frank Rosenberg ‘95
Lincoln’s Beard Brewing Co. in Miami, FL
Strawberry the Clown helping Jonah Bayag ‘32 get in the spirit with face painting Sabrina (Cianfoni) Gordon ‘04, Christyn Lucas ‘03, Ivan Mladenovic ‘02 and Vanessa Gutierrez ‘03
Ivan Linares, Alcira Saca ‘82, Maria A. Noguera Dezubiria ‘81, Luis Felipe Dezubiria and Sebastian Garcia ‘05
Javi Enriquez ‘07, Natasha Tejera ‘07, Faequa Khan ‘05 and Valerie Berrin ‘07
Rania Ishoof ‘24, Amira Ishoof and Nabeel Ishoof ‘26
Alumni and students cheer on our Raiders to a win over LaSalle
Stephen Moser ‘76, Laura Pina Pequignot ‘82 and Betsy Steel
T
aking a trip down memory lane is always more fun in the company of friends. On October 19 more than 50 alumni from the classes of 1976 through 2010 came together to reconnect over food and drinks at Lincoln’s Beard Brewing Co. Head of Schools Frank Steel thanked alumni for their growing engagement. Attendees were able to sign up for Gulliver Connect, the new online community exclusively for Gulliver alumni, which launched that day. Thank you to everyone who came out! To stay up to date on alumni events and opportunities, please join Gulliver Connect at www.gulliverconnect.com. We hope to see you at an upcoming event!
ni c oarnleutcm ea n ts p
Article Headline
Alumni Reunion 2017
This Is Where the Article Subtitle Goes by Rachele Huelsman
T
by Author Name
hanks go out to the more than 200 alumni who came out to the Ritz-Carlton, Key Biscayne for the 2017 Gulliver Alumni Reunion Weekend. Celebrating reunions were the classes of 1977, 1982, 1987, 1992, 1997, 2002, 2007 and 2012. We hope everyone enjoyed the opportunity to reconnect with classmates, teachers and others in the Gulliver community. Gulliver kicked off the weekend with Friday night class mixers, providing an opportunity for classmates to reminisce, renew friendships and share what has been important in each other’s lives since graduation. The classes of 1977 and 1982 met at Town Kitchen and Bar in South Miami, where Lavigne Kirkpatrick ‘77 brought Gulliver memorabilia, including the original Gulliver beanie. The class of 1987 hosted 55 alumni and their guests at the Newman Alumni Center at the University of Miami. Classmates flipped through the photo albums of Adriana Restrepo Munoz ‘87, as well as their own yearbooks, and reminisced about their time at Gulliver. The classes of 1992, 1997 and 2002 met up at the Anderson Bar on Miami’s Upper Eastside, where Jourdan Binder ‘97 is the creative director, to share old memories and make some new ones. Downtown’s Black Market Miami, owned by Shane Vernon ‘05, hosted the Classes of 2007 and 2012.
Cristina (Musibay) Diaz ‘02, Ivan Mladenovic ‘02, Sachin Bhandari ‘02 and Magda (Rodriguez) Brenner ’02 at the Class of 2002 mixer
Mike Maguire ‘77, Lavigne (Knieram) Kirkpatrick ‘77, former student body president, and Raider quarterback Frank Dostaler ‘77 representing Gulliver’s first graduating class
Saturday morning offered a variety of activities for participants, ranging from tai chi to painting. Alumni gathered to listen to Head of Schools Frank Steel speak about the strategic plan and growth of Gulliver Schools, before heading to the private lawn of the Ritz-Carlton, Key Biscayne for a family cookout. Saturday evening brought the all-alumni reception, which included the first-ever Distinguished Alumni and Faculty Awards. The Rising Star Award was presented to James “Woody” Beckham ‘07 for his outstanding achievement in leading the Woody Foundation, which seeks to increase awareness and raise funds for paralysis and other disabilities. Laura Pina Pequignot ‘82 received the Hank Langston Service Award for her dedicated volunteer efforts in support of Gulliver. The Marian C. Krutulis Faculty Award went to Ms. Linda Fitzgerald for her extraordinary
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Alums gather at the Anderson Bar, co-owned by Jourdan Binder ‘97, on Miami's Upper East Side
Class of 2007 alums celebrated at Black Market Miami, owned by Shane Vernon ‘05
Alumni catching up with the Gulliver Raider for a group shot
contributions to the student experience and her 32 years of service at Gulliver. John Phelan ‘82 was selected as the Outstanding Raider, an alumnus who has attained and maintained an extremely high station in his chosen field of endeavor and in service to society. Phelan, who was unable to attend the ceremony, will be presented with his award later this year. After the awards ceremony, alumni danced the night away and continued to share stories of their Gulliver years. The weekend concluded with a farewell brunch on the Grand Lawn on Sunday.
Special Thanks to the
2017 Gulliver Reunion Committee German Beroes ‘82
Laura Pina Pequignot ‘82
John Phelan ‘82
Oscar Schaps ‘82,
Sharon Corman ‘87 Connie Ernsberger ‘87, P ‘23 ‘26
Magda Rodriguez ‘02
Stephen Keller ‘87
Katie Aguirre ‘07
Dan Rakofsky ‘87
Daniella Estrella ‘07
Adriana Restrepo Munoz ‘87,
Jasmine Frazier ‘07
P ‘17 ‘20
Alyson Kashuk ‘84, Michael Noland and Carina Bendeck ‘85
P ‘09 ‘12 ‘14 ‘18
Javier Enriquez ‘07
Hugh Schmidt ‘87
Stephanie Khouri ‘07
Libby Witherspoon ‘87, P ‘25
Lance Ladaga ‘07
Christine Acosta ‘90
Keely Mulligan ‘07
Alex Batlle ‘97
Stephani Oliveros ‘07
Kelly Gaudet Edwards ‘97
Spencer Pinckney ‘07
Monica Pardo ‘97, P ‘29
Victor Quintana ‘07
Estrellita Sibila ‘97
Joe Suarez-Sarmiento ‘07
Christopher Avila ‘02
Nicole Baralt ‘12
Lourdes Fernandez ‘02
Dominique Grossman ‘12
If you are interested or for more information, please contact Rachele Huelsman, Director of Alumni Relations, at huer@gulliverschools.org or 786-709-4073. To view photos from the recent alumni weekend, please visit the Gulliver Alumni Association Facebook page.
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alumni recap
Article Headline This Is Where the Article Subtitle Goes by Author Name
Javi Enriquez ‘07, Valerie Berrin ‘07, Gulliver Raider, Jasmine Frazier ‘07 and Spencer Pinckney ‘07
Crystal Blaylock-Sanchez ‘87, Susan (Glantz) Volk ‘87, Jody (Perris) Tiktin ‘87, Shara Gustman Cole ‘87, Connie (Papazickos) Ernsberger ‘87, P ‘23 ‘26
Miguel Guerrero P ‘23 and Karen Macaluso ‘93, P ‘23
Libby (Levell) Witherspoon ‘87, P ‘25 and Doug Bartel ‘87
Dan Rotolante ‘97 and Estrellita Sibila ‘97
David Ernsberger P ‘23 ‘26 and Linda "Ms. Fitz" Fitzgerald, former Dean of Students and founding Alumni Relations Director
Greg Glasser, Alissa Resnick Glasser ‘97 and Summer Sullivan ‘97
Inaugural Distinguished Alumni & Faculty Awards recipients with Director of Alumni Relations Rachele Huelsman and Head of Schools Frank Steel
Tony Figueroa Cisneros ‘94, P ‘25 ‘27, Justin Firestone ‘95, P ‘29, Doug Mandell ‘87, Jon Tyson ‘87 and Head of Schools Frank Steel
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The Dishtinguished Alumni & Faculty Awards on display
Inaugural Distinguished Alumni & Faculty Awards
Tad Leffelman and Pam Hand Copeland ‘87
Fran Chase, Justin Firestone ‘95, P ‘29, Karin Figueroa Cisneros ‘95, P ‘23, and Kara Skelley
Alumni from the class of 2002 gather for a fun photo
The Ritz Carlton, Key Biscayne transformed to Raiderville for Alumni Reunion Weekend
Teresa and Julio Diaz-Jane ‘00, P ‘32
Scarlet Batlle, Alexander Battle ‘97 and Scott Wise ‘97
Frank ‘95 and Ceci Rosell and Frank ‘95 and Karla Rosenberg P ‘31 with the Raider
Heather Keller, Stephan Keller ‘87 and their daughter at brunch sporting their Raider Pride
Farewell Brunch
Estrellita Sibila ‘97, Jorge Arauz and Monica Pardo ‘97, P ‘29
Ritz-Carlton Lawn
Karin Figueroa Cisneros ‘95, P ‘23 and Tony Figueroa Cisneros ‘94, P ‘25 ‘27
Javi Enriquez ‘07, Spencer Pinckney ‘07, Daniella Estrella ‘07, Stephani Oliveros ‘07, Valerie Berrin ‘07 and Jasmine Frazier ‘07
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reunion sponsors
Article Headline
Thank You to Our Sponsors!
This Is Where the Article Subtitle Goes by Author Name
Raider Pride Sponsor
Sustainer Sponsors
Justin Firestone ‘95, P ‘29
Libby Witherspoon ‘87, P ‘25
G Sponsors
Arnstein
THE SHARP FAMILY ‘83, P ‘22
&
Lehr llp
ATTORNEYS AT LAW
Elinette Ruiz-Diaz de la Portilla ‘92
Underwriters
The Queen’s Flowers
Enrique Iglesias ‘93
Olga Arguello ‘96
Dan Rakofsky ‘87
Javier Enriquez ‘07
Monica Pardo ‘97 P ‘29
Richard Perdomo ‘04
Estrellita Sibila ‘97
Alumni Reunion Committee Class of 1982
Class of 1987
Class of 1997
Class of 2002
Class of 2007
Carlos Alberto Vazquez German Beroes Laura Pina Pequignot
Sharon Corman (Donsky) Connie Ernsberger Stephan Keller Dan Rakofsky Adriana Restrepa Munoz Hugh Schmidt Libby Witherspoon
Alex Batlle Kelly Gaudet Edwards Monica Pardo Estrellita Sibila
Michael Arroyave Christopher Avila
Katie Aguirre Daniella Estrella Javier Enriquez Stephanie Khouri Lance Ladaga Alberto Lamadrid
Class of 2012 Stephani Oliveros Spencer Pinckney Victor Quintana Joe Suarez-Sarmiento
Distinguished Alumni & Faculty Award Winners Rising Star Award
Laura Pina Pequignot ‘82
Outstanding Raider
Marian C. Krutulis Faculty Award
John C. Phelan ‘82
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Hank Langston Award for Alumni Service
James “Woody” Beckham ‘07
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Linda Fitzgerald
Nicole Baralt Dominque Grossman
mark your calendars!
Upcoming Alumni Events
Home for the Holidays Social 6:00 p.m. Wednesday, December 20, 2017 Coming home for the holidays? Join your fellow Raiders at Black Market Miami for a fun night as we celebrate the holidays and connect with classmates. Co-hosted by the Gulliver Alumni Association and Red Rabbit Presents (Shane Vernon ‘05).
Alumni Baseball Game and Tailgate - Academy Fields 10:30 a.m. Saturday, January 13, 2018 Bring it back to where it all began at the Gulliver Alumni Baseball Game and Tailgate. Come out to catch up with old friends and coaches and see who's still got it in an action-packed baseball game and home run derby. Reminisce about your time at Gulliver, while making new memories. Join us post-game for a BBQ and tailgate.
Gulliver Travels: Los Angeles Location and Time: TBD Saturday, January 20, 2018 Calling all Los Angeles-area Raiders! Join us on January 20 to network with fellow Gulliver alumni living and working in your backyard.
Raider's Edge Networking Lunch Location and Time: TBD Thursday, January 25, 2018 Looking for an excellent opportunity to network with fellow Gulliver alumni? At the Raider's Edge Networking Lunch you can hand out business cards and get to know other area alumni in a relaxed, lowkey setting. All are welcome to attend—whether you are interested in meeting other professionals, developing valuable contacts, broadening your social network, or simply looking to introduce yourself among the professional ranks, this is the place to be.
Stay Connected! Join Gulliver Connect today www.gulliverconnect.com to stay up to date on alumni news and events and other ways to be involved with the Gulliver Alumni Association. For more information, please contact Rachele Huelsman, Director of Alumni Relations, at 786.809.4073 or huer@gulliverschools.org.
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contents
arts
Article Headline
Artwork Spotlight
This Is Where the Article Subtitle Goes
Academy Students
by Author Name
Adriana Leyba ‘22
Clara Schiavo ‘22
Eva Mesa ‘22
Adriana Leyba ‘22
Eva Mesa ‘22
Clara Schiavo ‘22
dule
ts Sche r A g in m r o f r Pe
Sophia Demir ‘22
Prep Shows
Academy Shows
Music
Dance
Dance
Music
Herald the Holidays Saturday, December 9, 7:30 p.m.
Starry Night Sunday, December 10, 7:30 p.m.
Sweet Dreams Tuesday, December 5, 7:00 p.m.
Orchestra and Chorus Holiday Concert Wednesday, December 6 7:00 - 9:00 p.m.
Gusman Concert Hall
Miller Drive Campus Auditorium
Miller Drive Campus Auditorium
Gusman Concert Hall
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Intermediate, Symphonic and Jazz bands Thursday, December 7 7:00 - 9:00 p.m. Gusman Concert Hall
Artwork Spotlight Prep Students
Haley Keepax ‘19
James Dwyer ‘18
Sofia Navarro-Grau ‘21
Anna Diaz Gesner ‘18 Sara Lizarazu Joly ‘19
and
l Jazz B o o h c S le d id M
Victor Giraldez ‘22 playing the bongos Hector Torres ‘22 playing his tenor saxophone
Diego Torres Platt ‘22 is one of the Jazz Ensemble's four trombone players
Michael Amsel ‘22 is a skilled base guitar player
Robert Keating conducting the Jazz Band
The Gulliver Academy Jazz Ensemble will perform at the 71st Annual Midwest Clinic International Band, Orchestra and Music Conference in Chicago this December
Thank You,
Partners Special thanks to our corporate partners who have invested in the mission and vision of Gulliver. Your philanthropic leadership enhances the experiences and opportunities of our Gulliver community. Gulliver's corporate partners program provides customized partnership opportunities to maximize
F ALCON A MERICAS FINANCE
marketing and engagement opportunities while philanthropically supporting the school. To become a partner or learn more about the opportunities and benefits, please contact advancement@gulliverschools.org.
Whether you’re a recent graduate or a long-time Gulliver alumnus, the Alumni Association is your pathway to connecting with your alumni network—nearly 8,000 strong and growing. This network spans the country and the globe.
Join now at www.gulliverconnect.com using your LinkedIn, Facebook or email account.
Activate your account today!
mark your calendars!
Be a part of Gulliver’s annual traditions! We invite you to take part in our annual traditions. Our volunteer leaders help conceptualize, plan and execute Gulliver’s four largest fundraising events in support of our Annual Fund each year. Join us in creating memorable experiences for our whole community. We look forward to your involvement!
Raider Challenge Golf and Tennis Tournament Monday, February 5, 2018 Our annual golf and tennis tournament features roundrobin tennis matches, 18 holes of golf, raffles, auction and awards ceremonies. Have you participated in other local tournaments? Join our committee and help us turn our traditional tournaments into top notch contests!
Gulliver Gala Saturday, April 7, 2018 Gulliver’s annual gala is a philanthropic evening featuring live and silent auctions, dinner and dancing. Our gala is defined by a spirit of generosity as guests commit to “Raise the G” by investing in Gulliver’s future. Our gala committee is looking for new members to share their talents. Each gala is a unique experience so help us create a memorable 2018 gala.
Ways to Serve and Engage Become a volunteer in any capacity or serve in a leadership role as a member of one of our four event committees. • Organize booths and activities • Recommend new vendors, experiences and venues • Identify potential sponsors, partners and participants • Solicit items for silent auction
• Volunteer for pre-event setup/décor • Promote events • Network with other parents from all campuses
Join us in creating this year's most memorable experiences! Please contact Marie Dieppa, Special Events Coordinator, to discuss your engagement for the 2017-18 school year at specialevents@gulliverschools.org or 786.709.4082.
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profiles continued
Xavier Hughes: The Consummate Innovator continued from page 11
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He became a senior advisor for technology and operations to the head of the Federal Emergency Management Agency (FEMA) under the Bush administration, leading operations planning and housing logistics for the Katrina recovery effort. “One of my projects,” Hughes remembers, “was to depopulate a cruise ship where many thousands of people were being housed temporarily. We were given 48 hours. This could have been a logistical nightmare, but we had a good system in place and so the operation went off without a hitch.” Hughes stayed at FEMA for three years before joining the management consultancy firm PRTM, where he remained until 2010, when President Barack Obama recruited him for the newly created Chief Innovation Officer post.
level growth strategies, market intelligence and leadership services across the United States, Mexico and Canada. Taking his expertise to yet another digital platform, Hughes created the popular podcast InnoNation, on which he hosts high-profile innovators in politics, culture, business and technology.
Since leaving the White House this past December, Hughes’s public sector work has taken a backseat to projects like Trak, a technology start-up that provides high school and college students as well as earlystage professionals with personality insights, assists them in developing effective and personalized career pathways, and connects them with the right employment opportunities. “We focus on identifying people’s strengths and passions, we advise and educate them about their options, and we guide them towards a solid career,” says Hughes, Trak’s CEO. He is also the CEO of X + H, a digital consultancy that delivers enterprise-
It wasn’t his grades, then, but rather an ability to think creatively and outside the box that led Hughes to the White House, accompanied by his compelling aptitude for solving complex problems by reaching across logistical and administrative boundaries and conventions, and his ability to collaborate with people from a variety of fields, embrace challenges and disruption, and demonstrate resiliency and grit.
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What, then, is the secret to Hughes’s success? Academic excellence? A great education? Unique talents? A combination of the above bolstered by determination, hard work and luck? “I definitely got a great education at Gulliver,” he replies. “Gulliver had a formative impact on me and I will always be grateful for that. But I was not a good student, and I often struggled in a traditional learning format.”
Hughes’s advice to students looking to join the 21st century workforce? “Find someone who inspires you and ask them what led to where they are today. Then ask yourself what makes people you look up to
magnetic, successful and admired. Gain inspiration and direction from their best assets and make them part of your secret sauce. Then create a game plan three years at a time. Take measured risks and don’t expect instant success. Failure is important because it’ll help you learn and build character. If you don’t know how to fail,” he warns, “you are going to have a tough time becoming a successful professional.” Asked what Gulliver can do to stay current and prepare students for the 21st century workforce, Hughes recommends keeping the curriculum relevant, involving students in decision-making processes and partnering with cutting-edge outside organizations. “Education is like nature, and schools undergo a process of natural selection,” he says. “Those that evolve and adapt to a changing environment will flourish and dominate the others. The greatest enemy of change in any organization is established culture. In order to have meaningful change at a school, students should be involved in decisions about curriculum and teaching. A school’s curriculum should reflect the students’, not the administration’s, interests, and therefore students should be part of the solution. Excellent schools reflect the current day and not the past.” With innovators like Hughes looking out for them, Gulliver’s students definitely have the future on their side.
Sophia Stylianos ‘09: Engineering a Better Tomorrow continued from page 15
As her senior year came to a close, Stylianos was looking towards her next chapter, planning how all she had learned at Gulliver would chart her future path. After securing an early acceptance to the University of Pennsylvania, she declared a mechanical engineering major. “My decision to declare a major before college even began was very much influenced by my wonderful experiences in Gulliver’s engineering program,” she says. In the midst of her undergraduate studies, Stylianos, never one to sit back and relax, took her first steps towards aiding the global community. She joined Engineers Without Borders, an organization working to build a better world through engineering projects that empower communities to meet their basic human needs. After working on projects in Cameroon and Guatemala, she began to realize that international development was something she could pursue professionally with her engineering background. She then lent her talents to Uncharted Play, a small startup based in New York City, where she helped develop the SOCCKET, a portable, powergenerating soccer ball designed to promote physical activity and spread awareness about the global energy problem. “Almost everyone in small villages plays soccer but will still use kerosene to light lamps at home,” Stylianos says. “With the SOCCKET, they can generate enough energy to charge a cell
phone or power a small appliance.” After her college graduation, Stylianos was accepted into Princeton in Africa, a fellowship program for recent graduates. She was placed with a partner organization, Sanergy, which builds healthy, prosperous communities by making hygienic sanitation affordable and accessible throughout Africa's informal settlements. Based in Nairobi, Kenya, she stayed with Sanergy for the next two years as a product development engineer. Having never lived abroad before, she enjoyed learning something new every day, from the Swahili language to the cultural backgrounds of her colleagues from the region. While being able to bring clean sanitation to areas for the first time was rewarding work, it was time for some soul-searching. Although Stylianos loved her experience working in Kenya with Sanergy, she couldn’t help feeling something was missing. She thought about the aspects of the work she liked, and those she didn’t. “The best part was being on the ground every day, working with a company that was actively improving the world through innovation – certainly better than sitting in an office,” Stylianos says. It was then that she decided she wanted to be a physician. Stylianos is currently enrolled in premed classes at Columbia University in preparation for applying to medical school. She also
tries to prioritize her free time more than she has in the past, exploring New York City, taking advantage of the local restaurants and concerts in the park, and catching up on sleep when she can – all while plotting her next step in making the world a better place. Elizabeth M. Scott: Change Happens Incrementally... continued from page 19
“I didn’t start my job with guns blazing, intending to do everything differently right away,” she says. “For me this past year was about listening to people, asking lots of questions, and getting a feel for the school and its community.” Despite her brief tenure at Gulliver, Scott has already left her mark by spearheading important initiatives whose positive effects will be felt for many years. For example, she is part of the team leading the Middle School’s curriculum mapping effort, a laborious process during which all teachers and academic departments record and critically examine their teaching and assessment goals, methods and standards to produce a set of detailed requirements that will guide Gulliver’s future curriculum (curriculum mapping is a schoolwide effort spanning all divisions and campuses). “Curriculum mapping has encouraged our teachers to reflect deeply about teaching and learning this past year,” says Scott. “And while it may be difficult for some to imagine
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altering their classroom routine, I am confident we will make swift progress because Gulliver’s teachers are very self-reflective and always strive to improve!” Scott also began giving students more say in their education and campus culture by involving them in some decision-making processes. Last year, student focus groups gave input into changes they’d like to see in the Middle School and helped interview candidates for a new counselor position. This fall, the Middle School launched its new advocacy program, in which all Middle Schoolers are divided into groups of 14 that meet twice monthly during the school day to get to know one another and form connections. A teacher leads the meetings, which follow a research-based positive psychology curriculum pertaining to topics like team building, character education, personal well-being and academic strategies. “The goal of this program is to provide a time and space for students and teachers to form social emotional connections, which can be difficult at a school of Gulliver’s size,” says Scott. “This is a great way of building community – and also a powerful defense against bullying. Bullying is not an issue in schools where students feel connected and know one another.” Mirroring her educational philosophy and experience, Scott’s plan for the Middle School follows a path of building relationships and networks, strengthening community, leveling institutional
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hierarchies and increasing accountability. “Recognizing that we as students, teachers, administrators and parents are all stakeholders in Gulliver’s progress and that the school needs our support,” she says, “is the most powerful and effective way to make Gulliver truly a 21st century school.”
FEATURE Gulliver Gets Future Ready continued from page 29
as their assistant,” a goal echoed by other math teachers across Gulliver’s divisions and campuses. James Goldberg, for example, who teaches ninth grade math at the Preparatory School, lets his students “attempt challenging math problems together as a class, with minimal teacher input.” He follows the Exeter or Harkness teaching method, in which students sit around an oval table and discuss ideas in an openminded environment with only occasional teacher intervention. In Goldberg’s view, his class’s intellectual growth testifies “to the fact that these student-led problemsolving discussions result in much more meaningful peer-to-peer interaction and authentic learning opportunities.” Like Medina and Rodriguez at the Academy, Joubert also gives his students plenty of hands-on opportunities to get future-ready and apply their math skills to real-world problems. He spends a good portion of class time at the “makerspace” a unique Montgomery classroom designed for creating, exploring and constructing that is equipped with
a wide array of high- and lowtech tools, from 3D printers and computers to glue, cardboard, wood and cloth. Joubert’s teammate, Rick Funes, also an ardent advocate of 21st century learning, oversees the makerspace. A lifelong tinkerer “whose schoolbooks always contained more doodles than math problems” and who was “never far from a camera, a hammer or a set of markers,” Funes has turned his passion into an academic curriculum following the Stanford Design Thinking process, a wellknown methodology for creative problem-solving through design thinking. All seventh and eighth graders at Montgomery use the makerspace at least once per week during studio hour, when they tackle challenges like designing and constructing a living green wall (math), a mixed-media mural (English), a quilt using only natural dyes (science) or screen art (social studies). In Joubert’s math class, in a nod to Harry Potter, students build a Hogwarts castle out of popsicle sticks, a process that requires them to research, measure and design using the metric system. The students’ sophisticated creations are a testament to their proficiency and creativity, but as Funes emphasizes, “We focus on the journey, not necessarily on the destination. We’re more concerned with the steps and the process than the results.” With college, career and professional life a stone’s throw away, terms like “future readiness”
and “real-world skills” have a more urgent resonance at the Prep and Miller campuses. Mastering skills such as reading, writing, grammar and composition takes precedence and determines, to a large degree, curriculum and assessments at the Lower and Middle schools. At the Upper School however, the standards of success are more diversified and depend more on students’ individual interests and strengths. “Our students are able to choose from a large number of courses, many of which have real-world connections,” says Dr. Jonathan Schoenwald, Assistant Head of Schools and the Preparatory School Principal. “Our signature programs are especially popular because they give students the opportunity to apply their knowledge and problemsolving skills to actual problems.” In the architecture program, for example, students learn to design 3-D structures with AutoCAD, the premier software used by architects and designers around the world. They participate in design competitions judged by industry experts and have the option to intern at local firms in the summers. In the Biomedical Sciences Program, students take psychology, pathology, genetics and bio-informatics courses in a project-based, labintensive, collaborative setting and complete summer residencies at the Miller School of Medicine or Baptist Hospital, acquiring a solid foundation for future studies in medicine, biomedical engineering and health sciences. Moreover, the engineering program, besides having won dozens of national student and teacher accolades and being one of Gulliver’s most lauded
Signature Academic Programs, produces new generations of rising stars and entrepreneurs in STEM fields like science, technology, engineering and math every year. Likewise, the International Business and Entrepreneurship Program allows Upper School students to explore their interests in international business in a demanding six-course curriculum. In the marine sciences field studies program, an interdisciplinary venture integrating business, engineering and biomedical fields, students conduct field research with professors and researchers from local universities to develop and implement solutions for pressing environmental issues like coral reef decimation. Students are also expected to develop community outreach programs relating to their area of inquiry, as well as to present their findings on scholarly panels. Schoenwald points out that although the skills students acquire in the Signature Academic Programs have many practical applications, “the Prep is definitely not a trade school and our focus remains on thoughtful intellectual discourse and a rigorous liberal arts curriculum and methodology.” According to Schoenwald, acquiring a solid foundation in the liberal arts doesn’t just imply familiarity with American or European history, or that students have read Cervantes, Shakespeare, Proust and Marquez. It also means they master an “evidence-based, scientific method of inquiry, which requires them to articulate a question or problem, collect and analyze data, formulate a thesis and an argument, and, ultimately, express their answers on paper, in front of an audience and/
or by using audiovisual means,” he says. “At Gulliver, where teachers are thinking constantly about engaging and challenging their students, this time-honored methodology effortlessly promotes 21st century learning - even in more traditional courses, not just the signature programs.” On one hand, students apply the liberal arts approach to real-world problems in subjects like business, engineering or biomedical studies. On the other hand, the real world is increasingly becoming a part of traditional classes like English, where students use podcasts, videos or blog discussions to express their ideas, thereby recasting the meaning of fundamental modes of expression like dialogue, discussion and conversation. In this context, a pledge taped to Zachary Osofsky’s classroom wall rings true for all of Gulliver, perfectly capturing the connection between timeless intellectual traditions and 21st century skills. In their yearlong journey through global politics in the International Baccalaureate Programme, Osofsky and his students promise to be guided by the following values: “We assume positive intent. We share our ideas. We question, dig, challenge and risk. We are our own best resources. We waste no time.” Teachers and parents alike know that such an ethos produces not only critical thinkers and problem solvers, but also students invested in improving their school, community and world. What could be better for Gulliver's students, faculty and families?
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alumni memories
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1998 2003 2008 2013 Share your memories with us! Please visit the Gulliver Alumni Facebook page at @GulliverAlumni and post all of your throwback photos. Be sure to tag your friends! 57
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class notes
Blair and Mitchell Lundeen Jr. ‘04 married and welcomed their son Trey Lundeen.
Ana Alvarez Cash ‘03 and her husband, John Carter Cash, welcomed their baby girl Grace June Cash on September 11.
Daniella Melo ‘16 broke the world record for lifting with 206.5kg at 84 kg bodyweight! Check her out at https://barbend.com/ daniella-melo-squat-worldrecord/
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Denise Wasmer Ruiz ‘96 and her husband, Fernando Ruiz, have a beautiful baby girl named Valentina. She is the light and love of their lives.
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Christina Pina ‘09 recently got engaged to Cassidy Damore.
Cynthia Bendheim Sahn ‘98 and her husband, Jeremy Sahn, welcomed their second son in October.
Elinette Ruiz-Diaz de la Portilla ‘92 and her husband, Miguel, welcomed their second daughter, Katherine, on July 14, 2016.
Frankie Telfort ‘09 started Old Bull Athletics, a company that can help you train and recover properly.
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Giovanni Corrado ‘15 recently founded the startup New Politics Now and served as an intern in the White House.
Ivan Mladenovic ‘02 Preemo, founded by Ivan Mladenovic ‘02, was named #21 by SFBJ’s Fastest Growing Companies. Ivan also recently married Sara Silver Mladenovic.
Joe Dunand ‘14 was selected 51st overall draft pick and secondround pick for the Marlins.
Jessi Berrin ‘03 was selected for Miami Today’s “Best of Miami.” Jessi was featured as a South Florida leader improving Miami’s quality of life.
Jorge Morales ‘91 recently released his first book, Don’t Sign the Lease! – The Tale of a Triumphant Business Owner. This highly entertaining and informative story will unveil and open up the commercial real estate industry for business owners.
Joche Norona ‘07 and wife Mary Spottswood Norona married and welcomed their son James Michael Norona.
Justin Firestone ‘95 P ‘29 Congratulations to Justin Firestone ‘95 P ‘29 on his success and plans for expansion with his private aviation company, Wheels Up. Justin is a founding partner and will be leading the company's new Florida office in Coral Gables.
K. Philip Harte ‘00 brought his own custom grill and 300 pounds of chicken down to the Florida Keys to feed the first responders dealing with the aftermath of Hurricane Irma.
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Marc Gralnick ‘94 and his fiancé, Ester Lozano, welcomed their first son in September.
Natalie Caruncho ‘04 is the associate choreographer and a cast member in the hit Broadway musical On Your Feet!
Richard Perdomo ‘04 and his wife, Vanessa Perdomo, welcomed their second son, Matias Perdomo, on September 22.
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Saif Ishoof ‘93 P ‘24 ‘26 was selected to be a member of the Marshall Memorial Fellowship, the flagship leadership development program of the German Mashall Fund of the United States (GMF).
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Nelson Dellis ‘02 was featured in an article in the Broward Palm Beach New Times discussing his incredible efforts and experience climbing Mount Everest.
Shane Vernon ‘05 and his team opened their new sports bar Black Market Miami and hosted the 2007 anniversary mixer during the Alumni Reunion Weekend.
Nicole Baralt ‘12 recently became a Network Management Representative at Simply Healthcare Plans.
Valerie Berrin ‘07 Alum Valerie Berrin's peerto-peer comprehensive health education program, Health Information Project (HIP), just kicked off its eighth year at Gulliver Prep and ninth year in Miami's high schools. This year alone, HIP has over 1,500 student peer health educators teaching over 33,000 ninth graders and connecting over 120,000 students to health resources at 56 high schools across the county.
staff notes
This September, a group of faculty and administrators attended Heidi Hayes Jacobs’ Boot Camp for Advanced Curriculum Mapping. Hayes Jacobs is an internationally renowned consultant and coach in curriculum mapping and integration (curriculum mapping is the process of charting and evaluating academic assessments and outcomes). She has visited Gulliver several times during the past year to guide and assist faculty and staff in the curriculum mapping process. The Gulliver group included Primary and Lower School Assistant Principal and Academic Resource Department Chair Dr. Ana Pazos, Primary and Lower School Principal Rachel Griffin, Lower School grade coordinators Aylin Mendiola and Mitzie Perez, and Middle School faculty members Maria Picado and Adrian Gordon.
James Goldberg, Prep math faculty member, attended the Anja S. Greer Conference on Mathematics and Technology at Phillips Exeter Academy in June. Exeter utilizes a teaching philosophy called Harkness, which puts students at the center of the discussion. The conference afforded him the opportunity to refine this technique for implementation in his classes, which are now run completely through student-centered discussions and problem-based lessons.
Horace Buddoo, Prep math faculty member, was recognized as one of Legacy Florida’s 40 Under 40 Black Leaders of Today and Tomorrow of 2017. The recipients were nominated by past honorees and community members and selected by the publication based on their professional and philanthropic accomplishments.
In October, Montgomery Drive Principal Donna FongYee, Montgomery math faculty member Andres Joubert and Makerspace Program Coordinator Rick Funes joined a small group of educators from around the world at an intensive makerspace training course hosted by Stanford University’s School of Education. The five-day course guided participants in developing their own unique makerspace training, curriculum and assessment plan. Montgomery Drive is currently the only Gulliver campus with a makerspace – a physical space where students can bring their ideas to life with the assistance of high-tech and low–tech tools. Makerspaces are considered integral to 21st century teaching and learning by encouraging creative problem solving, collaboration and real world application.
From November 18-21, Dr. Lindsey Maxwell, Prep social sciences faculty member, will attend the American Academy of Religion conference, the world's largest assembly of scholars interested in the study of religion. She will present her research dealing with evangelical homeschooling networks in the late 20th century and attend Teaching Religion Unit panels, which focus on highlighting innovative teaching practices, along with the latest scholarship on teaching and learning.
Prep journalism faculty member and yearbook adviser Monica Rodriguez served as a featured instructor at the Walsworth's South Florida Yearbook Workshop at Coral Springs charter school on July 31 - August 1. She presented on layout design, yearbook trends, and beginning and advanced design.
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In October, Middle School Math Department Chair Randall Smith and academic technology manager Michelle Nieto joined Valerie Bostick and Dr. Ana Pazos in a trip to Portland, where they attended the Rubicon Leadership Workshop, which provided training in curriculum mapping and the use of Atlas and Pleiades software to monitor outcomes, identify best practices and determine progress.
Middle School Performing Arts Chair Robert Keating and music department faculty member Adrian Gordon attended the Project Trio Teacher Workshop, a three-day intensive study led by the acclaimed Project Trio chamber music ensemble, on teaching rhythm, composition and improvisation, in New York City this summer.
Prep English faculty member Tyrone Sandaal, Prep guidance and college counselor Dr. Adriana Munoz ‘87, Miller Drive Director of Guidance and College Counseling Renee McEachern and Miller Drive English faculty member Gina Celic attended a training at the Yale Center for Emotional Intelligence on August 1 and 2. They worked with Marc Brackett PhD, director of the center and the university’s RULER (Recognizing, Understanding, Labeling, Expressing and Regulating Emotions) program. The group plans to implement an evidence-based social emotional learning curriculum, which has already been implemented by over 1,000 schools in the United States, at the Prep.
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In November, Makerspace Program Coordinator Rick Funes and Montgomery Math faculty member Andres Joubert joined Assistant Head of Schools Valerie Bostick, pedagogical coach Shelley Roy and a group of Gulliver Middle and Lower school faculty at the ShiftinEDU summit, a conference investigating innovative learning tools and methodologies.
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Leave a Legacy and support Gulliver's Annual Fund, which enhances all aspects of student life, including academic programming, activities and resources, facility improvements and campus beautification. You are invited to become a permanent part of Gulliver by purchasing your own personalized, engraved brick. Each brick will be placed at your preferred campus location. Bricks can be purchased for $250. All contributions are tax deductible.
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OH, OH, WHAT WHAT A A DAY! DAY! 2,000 2,000 Participants Participants 30 30 Activities Activities 250 250 Volunteers Volunteers 8,000 8,000 Laps Laps 100 100 Yards Yards of of Fun Fun Over Over $80,000 $80,000 Funds Funds Raised Raised
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Together, Together, we we created created the the next next Gulliver Gulliver Tradition! Tradition! A A heartfelt heartfelt thanks thanks to to our our Raider Raider Fest Fest at at Make Make aa Splash Splash committee, committee, participating participating clubs clubs and and donors. donors.
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