GFA Magazine Fall/Winter 2017-18 by Greens Farms Academy

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GFA

GREENS FARMS ACADEMY MAGAZINE | FALL/WINTER 2017-2018

Celebrating the Legacy of Janet Hartwell

Gal a THE SPRING

A NIGHT IN CEL EBRATIO N O F JANET HARTWEL L

SATURDAY, MAY 5, 2018 | 6:00PM | FRONT LAWN AT GFA COCKTAILS

DINNER

DANCING

LIVE AUCTION

ACELEBRATION Year of 2017-2018

G R E E N S

FA R M S

ANNUAL GIVING

for today

MISSION GFA ENGAGES STUDENTS AS PARTNERS IN AN INNOVATIVE, INCLUSIVE, AND GLOBALLY MINDED COMMUNITY TO PREPARE THEM FOR A LIFE OF PURPOSE.

A C A D E M Y

THE JANET HARTWELL LEGACY FUND

for tomorrow

Thank you to those who have made a gift in support of Annual

Thank you to the many generous donors who have honored

Giving. Annual Giving is the most important gift you can give

Janet Hartwell with a gift to the Janet Hartwell Legacy Fund. The

to GFA as it helps to support our academic, arts, and athletic

response has been tremendous, with nearly $1.5M raised as of mid-

programs, our campus and facilities, and perhaps most important,

December. Your gifts support Financial Aids and the establishment

our tremendous faculty and staff. We rely on the generosity of our

of a Visiting Fellow Program. Both priorities directly impact the

community to provide the necessary funds to cover the difference

educational experience of every student at GFA. Thank you to all

between tuition and the total investment we make in our students.

who have led the charge and for those who have not yet given, or

This yearâ&#x20AC;&#x2122;s goal is $1.9 million. We hope you will make a gift before

have questions, please contact the Advancement Office.

the end of our fiscal year on June 30, 2018.

FEATURES 10

Janet Hartwell: A Legacy

Divisional Highlights

Putting Students at the Center:

Math at GFA

CAMPUS NEWS 2

Letter from Janet

6 Homecoming

32 Athletics 40

The Arts

ALUMNI 44

Alumni Profile:

Annie Chiappetta Allen ’98

48 Reunion EDITOR Frances Moore DESIGN Lindsay Russo

PHOTOGRAPHY Hanna DeSouza John Nash Naru Photography Rose Ann Martinez Donna Shaw Beeman Photography CONTRIBUTORS Christy Ball, Christine Fecteau, Alison Freeland, Sara Glidden, Jenn Klein, Chris Kolovos, Meg Nesi ’20, Joe Steiner, Lauren Telesz ’16, Jacqueline Tran ON THE COVER Janet Hartwell by Skylar Taylor ’30

GFA is the kind of place that gets into your bones, sticks to your ribs: the expansive lawn, the stone and the ivy, the ancient apple trees, the cobblestone courtyard, the reflected light, and the sweet smell of the sea. It is one of those places that you carry with you long after you leave. â&#x20AC;&#x201D; DEIRDRE DALY â&#x20AC;&#x2122;77

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A Message from the Head of School, Janet Hartwell When I first visited GFA, I remember being struck by the exceptional beauty of the place. As one particularly astute alum once said, “GFA is the kind of place that gets into your bones, sticks to your ribs: the expansive lawn, the stone and the ivy, the ancient apple trees, the cobblestone courtyard, the reflected light, and the sweet smell of the sea. It is one of those places that you carry with you long after you leave.” This is indeed true, and this bone-sticking beauty is one of the refrains I hear again and again. When I reflect on what brought me to GFA, it was the people — the warmth, authenticity, and palpable sense of community from both faculty and students, and this is as true today as it was in 2003. It was the people who drew me, and the relationships that have fulfilled me and kept me here. And I believe a unique aspect of GFA is that our students thrive within a climate of close, almost familial, relationships between teacher and student, and through the quality of these relationships develop trust, a comfort with the adult world, and self-esteem. Emerging from this trust is a "sense of community" that helps define GFA —a shared humanity that seems to live and breathe in the very stones of the building. We are often told it takes a village to raise a child. From a village, a young person receives a sense of place and belonging, a sense of being rooted somewhere. A school like GFA gives all students a strong sense of community where connections across generations are nurtured, where beliefs and core values are engendered. Of course, we should not romanticize the village. Sometimes the most nurturing villages can be confining and lack diversity of people and opinions. They can become unrelated to the vicissitudes of the world. At GFA, we know how important it is for our students to listen to and respect all voices. We want students who can look each other in the eye and have giveand-take, listening to each other. I am proud of the work GFA has committed to do as a part of our Diversity, Equity, Inclusion and Cultural Competency Initiative. There have been many changes in my years here, from program, to facilities, to school size, and I am very pleased to say that as much as things have changed, the school remains as true to its enduring — and essential — core values as ever. Values that keep GFA special in the memories of students and teachers who have long departed, and values that strike a chord with the excited new families we welcome each year. In my final year here, I choose to celebrate all that has stayed — and will stay — the same: that great beauty that struck me when I first visited campus. That familial and strong community that immediately made me feel I was home and has sustained me — as an educator, and a person.

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2017-2018 BOARD OF TRUSTEES EXECUTIVE COMMITTEE Shelley Goldsmith, P '15, '17, '20, Co-Chair Tricia Vanacore, P '13, '14, '16, Co-Chair Stephen Lawrence, P '10, '20,Vice Co-Chair Michael Rintoul, '84, P '15, '17, ‘19,Vice Co-Chair David Durkin, P ’18, ’22, ’23, Co-Treasurer Zac Zeitlin, P ’22, ’24, ’28, Co-Treasurer Arlene Howard, P '19, '21, '23, '25, Secretary Roger Ferris, P ’18, ’18, ’20, ’28 Michael Greenberg, P ’19, ’21 Henry A. Backe, Jr., MD, P ’11, ’16 Vani Bettegowda, P ’22, ’25 Michael Blitzer, P ’24, ’27 Elizabeth Koldyke Boolbol, P ’17, ’18, ’20, ’22 Richard J. Canning, P ’19, ’20 Carolyn Cohen, P ’14, ’17, ’19, ’21 Stephanie Ercegovic, P ’20, ’23, ’25 Janet Hartwell, Ex Officio Ward K. Horton, P ’24, ’28 Lynne Laukhuf, P ’95 Kristen McDonald, P ’21, ’23, ’25 Samantha Rorer Mooney, P ’18, ’20 Kate Roth, ’90, P ’20, ’23, ’27 Nan Soule, P ’11, ’15, ’16 Peter Tauck, P ’15, ’17, ’19, ’21 Jim Wolfe, P ’14, ’15, ’18

ADVISORY COUNCIL Michael Greenberg, Co-Chair Jim Wolfe, Co-Chair Talley Ackerman Lynne Byrne David Capodilupo '79 Meade Fogel Houdin Honarvar David Magrone David McCormick Douglas Mcdonald Molly McGrath David McKane Phil Nourie Bill Roche Nick Savone Lynn Sullivan Daryl Twitchell Andrew Van Orden Emily Von Kohorn '96 4 | www.gfacademy.org

Bob Whelan Named as Next Head of School The Greens Farms Academy Board of Trustees announced Wednesday, Oct. 4, the appointment of Bob Whelan as its next Head of School, effective July 1, 2018. He will succeed Janet Hartwell, Head of School since 2003. “From the moment I set foot on campus I was impressed by the energy, joy and incredible sense of community,” Whelan said. “I was inspired by the faculty and staff, the core values and a school that puts students at the center where they’re known and engaged as true partners in their learning.” Originally from Maine, Whelan earned a B.A. from Brown University in 1991, with a double major in American Civilization and Philosophy. For several years after graduation his career was involved with music as founder, singer, songwriter, business manager, and director of a band that performed more than 400 concerts and received a major label recording contract with EMI/Atlantic Records. Whelan returned to Brown in 2001 to serve in the university’s Development Office, working with alumni class campaigns and subsequently as the Director of the Parents Leadership Program. During this time, he also earned an M.Ed. in Education, Policy, and Management from Harvard University. In 2007, Whelan was named Director of Development at Rippowam Cisqua School in Bedford, N.Y., also serving as a teacher and coach, and eventually becoming Assistant Head of School for Institutional Advancement and then Associate Head of School. In 2013, he was chosen as Head of School at Lake Forest Country Day School, a PreK-8 school in the suburbs of Chicago. Whelan and his wife Annie, a veterinarian, have two children. Their daughter, Chloe, is a first-year student at Choate Rosemary Hall School and son Ben is a sixth grader at Lake Forest Country Day School. “During the in-depth interview process over several stages, Bob's energy and enthusiasm for Greens Farms and its mission were evident to all,” the GFA Board of Trustees said in a statement. “Greens Farms Academy is poised for a bold and bright future. We are excited he will join our family next year.” Fall/Winter 2017-2018 | 5

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CAMPUS NEWS

HOMECOMING There was a great vibe at this yearâ&#x20AC;&#x2122;s Homecoming celebration, which took place Oct. 14. School spirit and a true sense of community were felt more than ever, and the campus was buzzing with activities, from the jumpropes and bouncy houses, to the Dragon Cup and varsity games, to bake sales and alumni reunions (see p. 46).

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" in a g A t a e r G hy t a p m E "Make

This year the school community is focusing on the concept of empathy, and each division is taking the time to really dig into this topic and make sure that in everything we do, we are making an effort to view the world from the perspective of another person. During an assembly on the first day of school, Student Council President Kate Flicker ’18 addressed students in each division to share her thoughts on why she wants to “Make Empathy Great Again”: It’s hard to make time for empathy when we're worried about college applications, in class essays, and tests. But when you take a closer look, GFA instills this concept of empathy into our curriculum already. From discussions around the Harkness table to peer editing essays, we are taught that as students, it is crucial to listen to what others have to say. But what else can we do? Because we don’t have to be around a Harkness table to understand each other. Even though we see each other for eight hours a day here at school, we never really know what goes on in people’s personal lives. Is a classmate experiencing a divorce in their family, struggling with addiction, going through a nasty breakup? Understanding what people might be going through outside of these hallways is also an important part of empathy. To the Lower Schoolers: Never forget to listen to what your friends have to say. To the Middle Schoolers: Don’t be afraid to share your differences with your classmates — dare to be vulnerable. To the Upper Schoolers: Don’t underestimate the importance of dialogue. And finally, to the class of 2018: Let’s have a great senior year without losing sight of all that we have to learn from each other. 8 | www.gfacademy.org

CAMPUS NEWS

Pangea in Print In the age of abundant information, students must become independent learners, find their own voices, and engage in conversations with each other about the most complex global problems of our time. Pangea: The Journal of World Perspectives provides an outlet for students at Greens Farms Academy to publish travel essays, photographs, and academic research in global studies. The current collection of research papers assesses the state of the liberal world order. Through original research, students offer their perspective on international conflicts in the Middle East, tensions between Russia and the West, the role of social media in political movements, and the rise of right-wing populism in Europe. The volume also shares essays and photographs that capture students’ travel experiences and their efforts to understand the world around them and to define their sense of purpose. Their brand-new print edition of Pangea: The Journal of World Perspectives is available for purchase on Amazon.com, and the money from the purchases goes directly toward funding next year's publication.

Our New Look! We launched a new website this fall, designed to show our community and visitors the school at its very best. If you’re taking a tour of the site for the first time, don’t miss the new, dynamic Athletics page and check out the Community page to stay on top of our “social” life.

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anet Hartwell

A CELEBRATION OF 15 YEARS

By Alison Freeland Janet Hartwell’s 15 years as Head of School at GFA have brought about stunning growth in the physical plant, student population, breadth and depth of curriculum, and reputation among peer schools. Of course, she did not accomplish this single-handedly. It happened over thousands of collaborations, negotiations, and decisions, early-morning greetings and nighttime meetings. Throughout, Janet nurtured talent among the faculty and staff, challenging, encouraging, and applauding. She was available to advise on paint color, the intricacies of a child’s schedule, and the effect of the college process as it reached down further and further into the high school. Admittedly two areas of GFA life received a roll of her eyes rather than her trademark enthusiasm. As many people found out, she had little patience for issues of parking or dress code. In spite of her British reserve, there is an aspect of Janet that a member of the Search Committee in 2002 pointed out with one choice word: “Competitive.” Janet always wanted GFA to operate at its best. And she was all in. It would be hard to point to a GFA event where she wasn’t present, in a way that turned her Google calendar

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into a colored mosaic with no white space left. Her guiding question through every encounter was always, “What is best for the kids?” “For 15 years, I thought about the school all the time,” Janet says, looking out over the campus. “My life has been my work.” Following is a Q&A with the woman who presided over a school that has grown and changed in every way, while still holding onto what Janet calls its “enduring values.” What was your first impression of GFA? I came to GFA for a meeting while I was working at the Masters School. Standing in the courtyard, I thought, “What an incredibly beautiful place.” I still feel that way. What made you want to be a Head of School? As I worked in different independent schools, people used to say to me, “You should think about being a Head.” But for a long time, I felt I didn’t know enough and wasn’t ready. After several years at Groton, I thought, well, maybe. Then I received a few phone calls and interviewed for Head positions. I became determined that I wasn’t going to work for anyone else again, and was ready to take on the leadership role. Why GFA? The people. The members of the board and the search committee were wonderful, warm, and smart, and I kept thinking, “There’s good work to be done here.” Peter Esty [interim Head between Jim Coyle and Janet] had opened and shaken up the school. It was poised to take off. Did you train for the position? [Laugh] No. I may be a little different from other Heads because of my 12 years teaching in the Middle East. It gave me an outsider’s perspective. My philosophy is simple: I want the best for the kids. That, and I hate mediocrity. Oh, and also, never lose sight of anyone on the faculty and staff — not a teacher, not someone on the cleaning crew. Each is so important. Which brings me to hiring. It’s vital to do it right. Most of the time I went with my gut, which also worked most of the time. Sometimes, however, a person can look great on paper and not work in the role. I think I’ve been willing to take calculated risks, which helped us

A Janet Story When Janet began as Head of School, Horizons at GFA was only four years old and providing safe summer fun and enrichment for six weeks in the summer to 60 Bridgeport public school students. Three years into her tenure at GFA, Janet said to me (as a member of the Horizons Board), “I think Horizons can be more than a summer camp.” Her vision was to set aside three hours each summer day and consider this time sacred for teaching literacy and math using best teaching practices. The goal she had in mind was to find a way to work toward closing the academic achievement gap between our underserved students living next door in Bridgeport and the more privileged children who come here to GFA and reside in all the beautiful surrounding towns. Horizons did not have experienced educational leadership on staff at that time with the ability to transform this vision into a reality. Janet saved the day. She brought in some of GFA’s best minds on matters of Lower and Middle School education. (Connie Ennis and Robbi Hartt, to name a few.) Janet and her “A” team met with us in her office during their lunch break — once and sometimes twice a week — for nearly two years to re-envision what was possible for Horizons. It wasn’t all work; we had some good laughs and fun as we pressed on. Thanks to Janet’s generosity of spirit, time, wisdom and resources along with her keen vision, Horizons at GFA has grown into a strong and well-recognized educational program for 230 Bridgeport students, providing rigorous academics and expert educational coaching from pre-school through college. Janet, we couldn’t have accomplished any of this without you! Nan Ruben, P ’90, ’94, ’99 Former Trustee

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move forward. I deeply believe, however, whatever you do, do it right — even if there are costs. How did you manage the work/life balance? I didn’t very well. My life was my work. Our children were grown, which helped, but I couldn’t have done this without having the incredible support of my husband, John. What has changed about the position since you started in 2003? I came in the mold of the old-style Head, where you come up as a teacher in the classroom and build from there. Now the job calls for more than just thought and academic leadership.The position is more like a CEO, calling for fundraising, ability to work with the town and multiple constituencies.The amount of negotiating on all sides is astounding. Another shift has been that parents used to trust that the school would do its job. Now they are more inclined to ask, “What is the school going to do for my child.” Do you ever miss being in the classroom? Yes. As a teacher, you close the door, and you start discussing the text.You see the students’ reactions.That’s where it happens, when the door closes and the learning takes place. What were some of your earliest initiatives? I had a personal meeting with every member of the faculty and staff, and by October

Celebrating Janet's Dedication I had the honor of serving on the GFA Board from 2006 to 2013 and of working closely with Janet during that time. Janet has been nothing less than a visionary ever since she stepped foot onto GFA’s campus. Janet’s skill set is so broad that I was in awe of her work on a daily basis, and her leadership has made a mark on every area of GFA. From academics to athletics to the arts, Janet worked tirelessly to provide programs, facilities, and support to ensure that each aspect of faculty and student life flourished. But the times Janet always seemed to cherish were those she spent talking with and guiding students, celebrating academic and artistic accomplishments, cheering on sports teams, sharing birthday cupcakes with kindergarteners, and interacting in countless ways with the young people whose lives she touched. The heartwarming sight of Janet welcoming students to school — come rain, shine, sleet, or snow — always put a smile on my face as I dropped off my own girls each morning. As her time as Head of School of GFA comes to an end, we celebrate her leadership, her creativity, her passion, and all that she has done for the school. Janet, I wish you only the best that life has to offer and I look forward to continuing our friendship for many, many years to come. Jill Birinyi, P ’06, ’09 12 | www.gfacademy.org

Honorary Trustee, Former Trustee

Mrs. Hartwell, Thank you for everything you have done to make my GFA experience so special. Your door is always open and I feel like I am always welcome. I love the way you encourage us to come in and talk to you whenever we need to. You are always looking out for me and asking me about my family or how school is going for me. You have a calming way about you that really helps when I’m getting super stressed with everything I need to do. These are the little things that I’ll always remember. And that I’ll miss the most! I wish you the best in your retirement! Sincerely, Ella Murphy '19

of my first year, I had written a proposal for the need for more classrooms. I looked around and thought, “Where are the classrooms?” Teachers were meeting in what I called closets. Others were pushing their books and supplies on carts from room to room. The extraordinary lack of space was driving the schedule. The need for more space was screaming. The board always supported the goals and expansion, and philosophically and financially, they worked hard to make it happen. What is the “life’s blood” of a school? The faculty and the kids. Faculty have to enjoy the kids. No matter how expert they are in their field, they have to love kids. School is a partnership between the kids and faculty, and the kids have to want to be there. Have kids changed in the years you were at GFA? The kids haven’t changed, but the college process has changed and become such high stakes that it drives too much and can get out of hand if we don’t keep it in perspective. Fall/Winter 2017-2018 | 13

Do schools have to grow to stay alive? I don’t think so. I believe a school can hit a sweet spot and stop. Each individual division has to be manageable where the division head knows every single kid in his or her division. The Upper School has to be big enough to give a substantial high school experience while still allowing every student to be known and cared for. What has been the best part of your time at GFA? Working with smart people and making things better — watching the program grow and be vibrant. Really, the World Perspectives Symposium has been a joy to watch. What do you value about the school? That it continues to build on its reputation and assert itself as one of the best day schools in Connecticut. Also, that when people come to GFA, it’s a warm, welcoming, friendly place. People here want you to succeed and to be the best you can be. There is tremendous support and encouragement for all good things. What would you have done differently? I wish we hadn’t had to wait so long for the theater. I felt that we had to build academic spaces before the Performing Arts Center, but that was hard. It cost us. You can see it now, how it has been a transformational space. What do you look forward to? I won’t miss the relentless decision-making. The job requires constant figuring out what to do, from being awake at 4:00AM to call a snow day, to taking care of people and helping them grow. You’re always asking yourself how you can give people more leadership responsibility so you can keep them, always having to fashion creative solutions. You just want to do it right for everyone. That said, I imagine I will start cooking again and having guests. It’s possible that I won’t do anything for the first six months, but then I’ll start building and see what my new life becomes. 14 | www.gfacademy.org

A Wonderful Collaboration Janet Hartwell and I started at GFA at the same time 15 years ago during the fall of 2003. While it was my first proper teaching assignment, she came in as a seasoned educational professional. What seems like ages past is not really that long ago, all the more making her oversight of the vast amount of building here and her overall legacy that much more remarkable. She and I have often referred to our being in the same “class” of new GFA employees that year. We have been serious collaborators in various ways since we met, but never so actively as this fall as she steps upon the new stage she so passionately made happen.To have Mrs. Hartwell act in

Two Little Words We are all aware of the many improvements Janet has made to the facilities and programs at GFA. She has worked tirelessly for the last 15 years as we witnessed the transformation of our school. Janet’s endless contributions to GFA and to the community are well-known throughout the area. Actually, most of us at GFA are aware of every aspect of her life. With the Head of School house located on campus, the faculty, staff, students, and parents are familiar with Janet’s daily routine — the time she arrives at school, her long daily schedule, when and where she eats lunch, and even when she leaves school for home in the evening. You can say that Janet’s life is an open book. There is something, however, that I’d like everyone to know about Janet that no one is aware of, yet it has had a profound effect on me. At the end of each working day for the past 14 years as I closed my office door in the mansion hallway, Janet has spoken two little words to me. Regardless of how the day unfolded, I was sure to hear these two words. Whether it was a day chock full of meetings with faculty, staff, students or parents, or a day that began with an unexpected

A Gracious Leader I cannot help but marvel at what has been accomplished during Janet Hartwell's remarkable tenure as Head of GFA. I haven’t been active at the school for some time, but 15 years ago I did have the good fortune to serve on the Search Committee which selected Janet. As is common in these matters, during the course of the selection process, each of our finalists was asked to meet with the entire committee so that we could ask the sorts of deeply penetrating questions that would reveal the true nature of the candidate.To this day, I am still mortified by the question I asked when we met with Janet. While I can't remember the exact words, the gist of it was whether, as a Brit, Janet would be able to relate to us real Americans. Honestly, it was just as inappropriate and awful

the final Upper School musical during her tenure here is a real treat for the students, the parent body, the faculty/staff community and, of course, for me.That I get to direct her in Guys and Dolls is an honor, great fun, and it is a real thrill for the students in the show. And I don’t think that it’s “telling tales out of school” to say that I barely got the idea out of my mouth before she jumped at it, which delighted me! We all wish her well with husband John in Mexico, and wherever her new life may lead. She will be greatly missed. One thing is for certain: She leaves GFA in fine shape, and sets it on a course for success for years to come. Stephen Stout, Director of Theatre Programs

two-hour conference call, or the best kind of day which included a knock at Janet’s office door from a student offering a cupcake to celebrate a birthday. The two little words I am referring to are: “Thank you.” Simple, yet powerful. No matter what the day presented to Janet, my day ended with these two little words. And for this, I am extremely grateful. Over the years, Janet has played many roles in my life — most importantly, she has been a leader, a mentor, and a friend. She will be deeply missed and her legacy will live on at GFA and in my heart. I will take solace, however, knowing that she will have time for herself to enjoy life at a much slower pace. And, on June 29 as Janet closes her office door in the mansion hallway for the last time as head of school at GFA, you will hear my voice echoing those two little words: “Thank you.” Gail Gibb, Administrative Assistant for Janet Hartwell

as it sounds. Janet looked at me as if to say "Really?" Of course, she was too sophisticated to say what was truly on her mind. Carefully, she pointed out that, as a parent, as a teacher, and as a leader she had vast experience with the American system. Oh, and by the way, it is conceivable that Americans just might have something to learn from others. The gracious manner in which Janet handled what could have been a rather awkward moment, convinced me that we had to have her. I wrote to our Board Chair, Anne Goldenheim, and said that if we were to hire Janet it would be, to quote another Brit, “our finest hour.” And so it has been. On behalf of all of us, thank you, Janet. Henry Von Kohorn, P ’93, ’96 Honorary Trustee, Former Trustee

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Last summer I traveled to Australia and New Zealand for one PROFESSIONAL DEVELOPMENT

Human Impact:

The Great Barrier Reef By Jackie Tran Coordinator of Sustainability

month to study permaculture, human impacts on the Great Barrier Reef, and sustainable living, as part of a Professional Development opportunity. Permaculture creates ecologically specific landscapes and infrastructure capable of providing food, energy, shelter, and other human needs in a harmonious, regenerative, and resilient way for both culture and nature to coexist and thrive. I wanted to go to this part of the world to study permaculture design because the ethics, philosophies and design principles were created by Bill Mollison and David Holmgren in Tasmania in the ’70s. For part of my trip, I stayed and worked on permaculture homesteads, ecovillages, and education sites, learning first-hand from “permie” experts, some of whom knew Bill and David firsthand. My permaculture immersion experiences occurred at the Otamatea Ecovillage (Kaiwaka, New Zealand), Permaculture Sydney Institute (St. Albans, New South Wales), Elemental

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Permaculture (Wollongong, New South Wales), and Brogo Permaculture Gardens (Brogo, New South Wales). I was able to learn how permaculture can create landscapes and retrofit infrastructure to have the resilience and regenerative capabilities of natural systems. To fulfill my curiosity and love for the ocean, I also lived aboard a small vessel with other travelers to dive the Great Barrier Reef, led by local guides, dive masters, and marine biologists. We explored many reef systems and discussed human effects on the reef including coral bleaching, pollution and phase shifts. The organization submits data to national and global systems for monitoring and assessing reef health. As I traveled to each new destination, I explored sustainable living in each place, looking at seasonal and local food, pasture-raised dairy, green buildings, urban planning, and eco-retreats. My trip was extremely enriching and inspirational. I have already begun implementing my experiences into my curriculum and am even taking a permaculture design course in Brooklyn. I hope to bring the positive energy and mindset from my travel experiences into the life and community here at GFA. Fall/Winter 2017-2018 | 17

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PROFESSIONAL DEVELOPMENT

Shelf Life:

A Global Perspective on Libraries By Christine Fecteau Director of Library Services This summer I had the opportunity to take part in an OxBridge Academic Programs Teacher Seminar. This course, which took place at Mansfield College, Oxford University, allowed me to connect with other school librarians from across the globe and served as an impetus to keep my passion for books and libraries alive. Largely considered the heart of every educational institution, libraries and their contributions to both the intellectual and cultural life of schools were the focus of the eight-day course. Through the guidance of Clive Hearst, retired Bodleian Rare Book Specialist, I was able to tour medieval libraries; discover the beauty of old books and manuscripts (often handpainted with brilliant colors); learn the history of libraries and the dated lending techniques (viewing the oldest form of library security â&#x20AC;&#x201D; chained books!); and master type-setting, the composition of text by physically arranging letter and symbols. In addition, the group was able to look at libraries not only from a historical perspective, but in connection to a wide range of current issues and trends. This included spending a day at Oxford English Dictionary headquarters, focusing on the transition from print to digital materials, as well as visiting the numerous libraries and colleges around Oxford that have served as filming spots for the Harry Potter movies. And upon completion of the class, as any great librarian would, I boarded the Hogwarts Express and spent the day as a wizard at Hogwarts School of Witchcraft and Wizardry.

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LOWER SCHOOL

Fourth Graders Take the Lead When fifth grade became part of Middle School a couple years ago, fourth graders became the new Lower School leaders. The youngest students were now looking to fourth graders to set an example and create a positive, supportive community. During the first year of this transition, Head of Lower School Aléwa Cooper realized it could take a little while for fourth graders to realize their new leadership potential, so she devised a way to bring it about organically by creating committees to fill important roles in the life of the Lower School: Greeting Committee, Garden Committee, Assembly Committee, Community Service Committee, Student Perspectives Committee. “We thought about what we could do and what would make sense,” Cooper said. “These are ways that they can stand out and take that leadership to the next level.” Two major components of fourth grade at GFA are service learning and understanding identity, and the committees speak to both. “Fourth grade is a year-long journey of embracing one’s self and the role each student plays in the Lower School community,” Cooper explained. It also gives students a chance to discover something new about themselves. As they rotate through the committees, they learn more about their strengths and weaknesses. And because of this, “The students come alive in unexpected ways,” according to Cooper. GREETING COMMITTEE Starting at 7:40AM, this group splits between stations outside at the drop-off line and inside in the Assembly Room. They greet the families as they arrive, move them on toward their next classroom destination, check them in, and help younger students put away backpacks and clothing. Cooper: “They do this in all kinds of weather, every day, and they are always enthusiastic — sometimes greeting families in wacky ways.” Committee member Piper Rothman: “I think the younger kids are thinking, ‘There are kids 20 | www.gfacademy.org

who were our age once, and they are helping out in the school now.’ I think it makes them happy to see that people are helping.” ASSEMBLY COMMITTEE The group meets each Monday in the Lower School conference room to decide who will lead various aspects of the Lower School Assembly. Roles include opening, announcements, celebrations, and dismissal. Cooper: “They are the ones who are doing all of the work in assembly: they are leading it, getting the kids to be quiet, making sure that their voices are heard, but also other student voices as well.” Committee member Sean Kilcullen: “It surprised me how fun it was being on stage. I never really had stage fright, and it was a lot of fun.” COMMUNITY SERVICE COMMITTEE Working with Community Service Director Sue Wilchinsky, students figure out the best way to contribute to their surrounding community, both locally and on a larger scale. Projects this year have included collections for storm relief in Houston and Puerto Rico, and a Halloween candy drive for Operation Gratitude. Cooper: “The fourth grade service learning focus is on taking care of the community. They are leading with the notion that it is through service that they are helping others.” Committee member Katherine Ewing: “It was difficult trying to figure out what we should do

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LOWER SCHOOL

Student Perspectives

and get what needs to get done because there are so many things

which the school is known, while focusing on core values of passion,

in the world that need our help, like helping people who are less

integrity, empathy, curiosity, excellence. They capture these moments

fortunate.”

on camera and share them with the community.

GARDEN COMMITTEE

Cooper: “They document what we’re doing, and we need that, too.

Members meet during recess one day a week at both the larger

We need to show others what we are doing and what we’re about.”

Organic Garden and the smaller Lower School organic garden to care for plants, devise planting areas, harvest herbs and vegetables, and share their harvest with the GFA kitchen staff to use in food (and

Committee member Brady Nason: “It’s been really great taking pictures of the Lower School working as a team, showing friendship,

even drink) preparation.

and showing people having fun.”

Cooper: “It’s not always easy, and they know that it’s a commitment

PEACE TEAMS

— it usually happens during a recess period. They’re giving up

An annual tradition, Peace Teams consist of students from every

something to give back to their community.”

grade, led by fourth graders. The teams represent different countries in an end-of-year international celebration. Through research, fourth

Committee member Brady Jordan: “I’d never been that big on

graders teach their teammates about their country’s culture and

gardening, but once I got involved, we did a lot of harvesting and that

traditions. Part of the emphasis of the leadership opportunity is to

was a lot of fun. We also mapped out the garden which was cool.”

discover different ways to lead. “You need to be amongst peers and connect with them in order to understand what is needed and to

STUDENT PERSPECTIVES

get people motivated to do things,” said Cooper. “Once you have a

Keeping the GFA mission in mind, students explore the school to

strong team around you, you can figure anything out. But you have to

find moments that demonstrate the inclusiveness and partnership for

be willing to listen to others and allow people to demonstrate their strengths.” Fall/Winter 2017-2018 | 23

MIDDLE SCHOOL

CAPSTONE:

The Cornerstone of the Middle School Experience The words “innovative,” “inclusive,” “globally minded,” and “life

aspects, and I had to narrow them down to one or two

of purpose” are concepts that weave through everything we

sentences,” she explained. But that process led to her favorite

do at GFA. Take, for example, the Middle School Capstone

part: “It’s fun to write your paper once you develop an

Project. Part research paper, part group presentation — part

opinion and back it up with evidence.”

odyssey — the project is the accumulation of their Middle School academic career, and asks them to analyze and explain

For eighth grader Sam Lublinsky his topic on “The

some big topics.

Importance of a Healthy Diet for the Growth and Development of Today's Youth” was a no-brainer — it’s

PART I

something he’s thought a lot about. His thesis came easily, but

The journey for the eighth graders began a few years earlier,

the notecards were initially the tough part. What he realized,

as their teachers in fifth, sixth, and seventh grade imparted fundamental concepts that became the building blocks the students can use to craft a thoroughly researched, well-

though, was that after gathering information on the notecards, the research paper was practically done.

written paper.

“It went pretty smoothly because we’ve been doing that

From three areas — this year’s were science/technology,

helped to have that prelude to Capstone.”

social/political, and arts/athletics — each eighth grader picks

same process since sixth and seventh grade,” Lublinsky said. “It

a topic, develops a thesis, finds credible sources, compiles

PART II

information on at least 60 notecards, and uses those to

Once the final paper is done, the next step in the process

create an outline and write his or her paper. Part of the

is to defend the thesis — the students work with different

effectiveness of the Capstone process is that the depth

advisors and a new peer group to turn their written

of research required means students gain a new way of

argument into a 5–8-minute presentation for seventh and

understanding even the most familiar topic.

eighth graders, followed by a couple minutes of Q&A.

Back in November eighth grader Allie Farber was just finishing

“It allows them to demonstrate the expertise they’ve

her rough draft after months of gathering data on her chosen

accumulated over the process, and to be on their feet and

thesis topic: “The Psychology of Cults.” It’s the type of writing

show a depth of understanding beyond what they’ve written

she likes to do, though she admitted getting started was

about,” said Griffen Stabler, English teacher and one of the

tough.

faculty members who oversees Capstone. “It also gives seventh graders a preview into what they’ll be doing next

“Coming up with a thesis was hard. Based on the information that I gathered, I had a lot of different opinions on different

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year.”

PART III

issues there are in the world, and it was a reminder that there

For the next part of the Capstone journey, students work

are many ways to help,” she said.

collaboratively on a different topic altogether. They are tasked with developing their own nonprofit organization from top to bottom: mission statement, name, ad campaign, budget, and

Stabler explained: “It goes back to that ‘life of purpose’ piece. We’re asking them: 'What does it mean to take

even a working website.

your expertise and use it to help other people?' We’re not

In the spring, they will take this overall plan to the

to be thoughtful about the impact they can have.”

Marketplace of Ideas, where they will compete for just three financial “grants” to launch their organization, awarded by a fictitious nonprofit board (comprised of faculty members). Those three go on to present their work to the entire Middle School, from which one will be chosen as the “winner” of $5 million imaginary dollars.

expecting them to move the needle a lot, but we want them

He agreed with Lublinsky that the project ties together everything they have been learning the last few years — across all subject matters — and “it builds those inter-student partnerships in which kids really thrive.” WORDS OF ADVICE

Last year Lucy Nelson, now a ninth grader, and her group

Farber: “The key to success on the paper is focus. The more

brought to the Marketplace their idea to reduce vehicle and

specific you are, the better argument you can make.”

industry emissions. She said that normally she prefers working by herself, so she was pleasantly surprised by how great it

Lublinsky: “I would advise seventh graders to not think that

was working as a group. “We all brought individual strengths

any part of the process is useless. Invest time into every

to the table,” she said. Her role within the group involved a

aspect.”

skill she hadn't yet developed: figuring out finances. “I wasn’t necessarily expecting that,” she laughed.

Wheeler: “Choose something that you’re really passionate about.”

Ninth grader Rachael Lin Wheeler went through the Capstone journey last year, too. Her group created an after-

Nelson: Don’t stress out. Everyone stresses out from the

school program for children whose parents are incarcerated.

minute they walk through the doors of MS, and it’s not that big of a deal. It’s really fun, once you’ve finished, to look back

“It was really cool to be able to figure out what kinds of

at what you’ve learned.”

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UPPER SCHOOL

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HUMAN ECOLOGY & SUSTAINABILITY SEMINAR

Finding Just the Right Balance

First, all education is environmental education. DAVID ORR, EARTH IN MIND

Is our global society sustainable? What is a sustainable society?

analyses of these ideas on a global scale, the students also had

Is there sustainability crisis? How do we protect the global

a chance to see how many of the principles they study are

environment, maintain a healthy global economy, and create a

put into practice, or “walk the talk,” as Serach described it. For

sustainable society? How do we design a sustainable economy

four days, the group immersed itself in the “life-changing” work

and society?

of the Chewonki Outdoor Classroom in Maine, where they studied sustainable farming practices, the relationship between

These are some of the big questions that our society grapples

food and food systems, and how teamwork is critical to any

with — with increasing urgency. It makes sense that these

sustainable solution.

are also the questions central to the Human Ecology and Sustainability Seminar, the capstone course and a requirement

In particular, students looked at food systems utilizing what

to graduate with a concentration in Human Ecology and

we call “triple bottom line” thinking. According to Serach,

Sustainability. Students hoping to graduate with this distinction

“Genuinely sustainable solutions to issues surrounding food,

will — through a number of activities — attempt to develop

energy, water, and waste are those that are attentive to the

answers, solutions, and perhaps more questions.

economic, social, and environmental impacts of the problem.” The students applied triple bottom line thinking to Chewonki’s

In its nascent year, the Human Ecology and Sustainability

food system and in doing so, learned how to examine other

concentration has seven seniors signed on. The requirements

systems on GFA’s campus.

include an interdisciplinary course load as they explore the areas where sustainability, economic vitality, and the natural

For the rest of the school year, seminar students will

environment intersect. The diversity of courses is crucial

incorporate these experiences and ideas into their final project

to wholly understanding sustainability, according to Science

to identify, study and become experts on a local or campus

Department Head Jim Serach, who likes to quote ecologist

sustainability issue. Students will present their findings to their

and author David Orr: “First, all education is environmental

peers at the World Perspectives Symposium in the spring.

education.” For more information on GFA’s Signature Programs (which The seminar is a large part of this program, and in addition to

also includes STEAM and World Perspectives), visit us online:

analysis of required readings like Silent Spring, and hypothetical

www.gfacademy.org/signatureprograms

Fall/Winter 2017-2018 | 27

Putting Students at the Center: Math at GFA

Putting Students at the Center:

Math at GFA By Chris Kolovos Associate Head of School When I was growing up, math did not come naturally. I worked hard,

So are shallow and deep understanding of a concept. Lack of deep

did my homework, studied for tests and quizzes, and reached out for

understanding can lead to a lack of confidence, which shuts students

extra help from my teachers, who were caring and experts in their

off from the growth they need.

fields. I memorized the formulas and techniques, and applied them when asked. And, for the most part, I did pretty well. Despite all that,

How do we build a curriculum and pedagogy that sponsors deep

it felt like real understanding was just out of reach. The foundation felt

understanding rather than memorization? What does a math

shaky. Did I really know why I was using a formula or technique? What

program look like that not only avoids the phobia many of us grew

would happen if I faced a problem I had not seen before? Would I

up with, but instead fosters a love of math.

know what to do with a word problem that was not phrased the way I was used to seeing it? Would I remember what I memorized

Our answer: put the student at the center of math learning.

for the next test? The next year? I carried with me and largely hid an insecurity about math.

GFA has a tradition of student-centered learning across disciplines. The Harkness discussion tables in many classrooms in the Middle and

My experience was not unique. I’ve shared this story several times

Upper Schools are a visible manifestation of that commitment. So too

with adults and, more often than not, I get energetic and relieved

are the many opportunities for students to engage in independent

confessions that they too developed a math phobia early on, one

projects at all levels, from the MS capstone to concentration projects

that, in many cases, they carried through their lives. It’s rare to hear

like Global Thesis in the Upper School. The theory, which is well

an adult say, “You know, I’m just not a reading person.” But how many

proven, is that when students are actively creating, rather than

times do we hear, “Math is just not my thing,” or “I was never really

receiving, knowledge, they are much more likely to understand, retain,

good at math.”?

and develop a passion for the material.

The reason for this is no secret. For generations, well meaning, loving,

The math curriculum PreK-12 is designed to put students at the

and capable teachers in American schools have taught math as an

center of their learning – active creators of knowledge, rather than

exercise in memorization and application: memorizing math facts and

passive receivers. Teachers play a critical supporting role: asking

times tables, memorizing techniques for long division and factoring,

good questions, guiding the learning, clarifying and explaining where

memorizing formulas and patterns for where those formulas apply.

necessary, and offering love and support all along the way. But the

As we know from studies about learning in many disciplines, short-

student is the star of the show.

term memorization and long-term retention are very different things.

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There is nothing wrong with teaching students a procedure (for example the multiplication algorithm), but if you want deep understanding, you need exploration. One way third grade math students explore is by creating their own challenge problems based on the topics covered in class. They love the chance to challenge their peers! At the same time, they are building and demonstrating a deeper understanding. AMY COLBERT THIRD GRADE TEACHER & LS MATH CO-COORDINATOR

The approach looks different depending on the age of the student, as

5) may have a set of five blocks stuck together, put them behind her

it should. Students in PreK-5 follow a curriculum called Math in Focus,

back, break off two, show her classmate the remaining three, and ask

an American adaptation of Singapore Math. The aim is to create

how many are hidden behind her back. They work on mental math,

capable, competent problem solvers with a rock-solid foundation

getting comfortable changing tricky numbers into friendlier numbers

and love of math. Students tackle problems, individually and in

to do arithmetic in their heads. They make up their own problems,

groups, discovering multiple ways to approach the same question.

challenging their classmates to come up with a solution. And if a

They create visual diagrams to break down word problems. They use

student has mastered a skill or solved a problem the group is working

physical objects (“manipulables” in the jargon) to understand and

on, he can head off and take up a challenge problem on his own.

demonstrate key concepts; for example, a young student working on number bonds (combinations of numbers that make up the number

In grades 6-8, student-centered learning in math looks a little different.

MEG NESI ’20 GEOMETRY HONORS STUDENT When I looked at the problem I had to tackle for my Geometry Honors homework the first night of my eighth-grade year, my mouth dropped. I immediately went downstairs to my mother and began to complain. “How in the world am I expected to do this? I’ve never seen a problem like this in my life and the teacher hasn’t taught anything like this.” I ended up going into class the next day feeling defeated, the question unanswered. My peers felt the same way. When class time came around, we discussed the problem and worked off each other to figure it out in 50 minutes. I began to realize that I had all the knowledge I needed to answer that problem, but because of the exact format of the question, I was dumbfounded. Now, in my third year of a problem-based learning style math classroom, I realize how much it has improved my learning. A collaborative approach among students in the classroom, with the teacher taking a back seat, allows students to take the initiative, feed off one another, and really own the answer we reach. I am no longer blindly inputting numbers or applying formulas without understanding what they stand for and how they are used. I no longer have to take my math teacher’s answer to a problem on faith; I can prove it to myself. And I breathe when I come to a problem I have never seen before, confident that I can use methodologies I recognize from past classes to take at least one step toward solving the problem.

Fall/Winter 2017-2018 | 29

In some classes, students engage with a “flipped classroom,” spending

thinking to their classmates – building confidence and understanding

time at home watching videos about the topic and spending time

along the way. Some classes at the advanced levels are more formally

in class working on problems together – flipping what would

integrating a problem-based-learning approach, where students each

traditionally be homework (practice) into class time. Some classes

night work though a packet of problems, some of which ask them to

are literally playing games; teachers build mythologically themed

apply concepts they know to an unfamiliar pattern, or even try their

quests, where students solve problems to uncover clues to opening

hand at a new problem all together. The process can be messy, even

Pandora’s Box. Other classes begin to integrate the problem-based

uncomfortable. But, with the proper support and guidance from the

approach more common in the Upper School. In all cases, students

teacher, it can produce the kind of excitement, confidence, and deep

are active, up on their feet, markers in hand, talking about the math,

learning that we all wish for this generation.

and creating understanding. None of this happens with the teacher. For student-centered learning When you walk into the start of an Upper School math class, you

to work, or for any learning to happen, students need to know that

find students at the board working in teams on problems from the

the teacher is a mentor who sees their efforts, knows the material,

night before. Once the teams finish their work, they return to the

is there to guide them without judgment, and cares about them

Harkness table. The teacher might ask, “does anybody have questions

as people and learners. Teaching is fundamentally relational; feeling

about what’s on the board?” If a student raises a question, other

known, valued, and understood is a prerequisite for being vulnerable

students will chime in with thoughts, corrections, and alternative

enough to take chances, admit what we don’t know, make mistakes,

approaches. Students are getting comfortable talking about math,

and learn from those mistakes. Our teachers know that. And our

expressing exactly what they don’t understand, and explaining their

students know that too.

JOE STEINER MIDDLE SCHOOL MATH TEACHER The Math 6 course operates using a “flipped classroom.” In a flipped

Both Math 6 and Math 7 classes also employ aspects of gamification,

course, direct instruction, such as copying definitions, taking notes, and

the application of game mechanics to non-game situations. In both

doing the first few practice exercises, happen individually, while the

courses, students take on the role of demigods based on Greek

group learning space (class time) is used for answering questions and

mythology by earning points to “level up,” casting powers unique to

engaging deeply with content. In my classes, students watch videos

their Greek god.

that I create for homework that introduce and teach the content. Since students have the option of re-watching or rewinding videos as

Throughout the year, they engage in group critical thinking challenges

many times as necessary, students who need more time can spend

that review the content we’ve learning throughout the year and

the additional time reviewing the content.

move a year-long story forward.

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Peer Support at Heart of New Math Center This year the GFA Math Department launched a new Math Center.

advisers are available to assist with anything from understanding

Modeled closely after the established Writing Center, it is a place for

directions to more complex operations that require repetition.

students in grades 5-10 to get the help and support that they need from perhaps an unexpected source: their peers.

Overseeing the set-up has been Middle School math teacher Kate Manickas, but she is quick to point out that she has been very

Student advisers (recommended by their math teachers) in grades

hands-off when the students are working together, while the student

8-12 spend one free period a week in the center to offer their

advisers find the best approach to guide, ask questions, and make

perspective on a variety of mathematical challenges. In some cases,

suggestions to students in order to help them problem-solve.

students who need help are matched with a specific tutor. Otherwise, students can drop by the center any time they need help, where

Ninth grader Sofia is one of the Math Center tutors. As early as the

These advisers were chosen because they are good collaborators and they’re able to see math from multiple perspectives. They don’t have to be best in their class,” she said. In fact, often the most successful advisers are the ones who needed help themselves, because they can point to strategies that were successful for them. KATE MANICKAS MIDDLE SCHOOL MATH TEACHER

first few weeks of the program she could see a big difference in

students coming in for help. “The last week we were in here, there

Ninth grader Ali said she has utilized the center for help on a couple

was a line of fifth graders wanting help with division and I think all

of occasions. She said sometimes getting a different perspective from

of them walked out knowing exactly what to do,” she said. “A lot of

another student helps clear up concepts or processes that confused

them are really bright kids, they just need a little bit of a push.”

her in the classroom. “It’s helpful for me to come in here and get help from other students because sometimes they can put it into words in

As a tutor, she said it helps her out, too, particularly since it’s been a

a way that is helpful to other students,” she said.

while since she’s seen some of this math. Throughout the year, Manickas will be observing the student While the Math Department initially envisioned the center as a place

interaction and evaluating where adjustments might need to be

for Middle Schoolers to get help, they’ve been pleasantly surprised

made. “The fact that it’s open is already a success,” she said. “I would

to see Upper School students also seeking assistance from their

like to see more students volunteering to come in than teachers

peers. Manickas explained, “We have seen plenty of the expected

referring them for help.”

interactions between Upper School students helping a Middle School students, but I've also witnessed 10th graders helping ninth graders,

Most importantly, she said, it should not be seen as a punishment, but

eighth graders advising other eighth graders, and even a Middle

rather an opportunity for students of all mathematical levels — from

School student giving sound advice to an Upper School student.

honors students to those in lower-level classes — to get support.

Students have begun to trust and learn from each other regardless of

“This is really a place for everyone,” she said.

grade level, which is really exciting to see.”

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ATHLETICS

Fall/Winter 2017-2018 | 33

Wrestlers Have a Home As the winter sports season gets underway, the brand new wrestling gym is seeing its first action. The new facility has already encouraged more wrestlers to come out for the team this year, and they're looking forward to a great season.

April 2017

Greens Farms Academy Fitness 35 Beachside Avenue Westport, Connecticut 06880

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Fitness Addition | Proposed View 2

Fitness Center Update The new GFA Fitness Center will be a 2,400-square-foot feature at the entrance to our campus. The one-story structure will provide cardio and strength training space, as well as new strength and cardio equipment. The space has been designed to be flexible, accommodating a range of equipment and open floor area in order to support many GFA fitness programs.

BREAKING GROUND Trustees and parents gathered on a chilly Wednesday morning, December 13, to break ground on the new GFA Fitness Center (see description above). The Center is anticipated to open in early October. Athletic Director Tauni Butterfield said, "The Fitness Center will be a great addition to our robust athletics program, and will go a long way in supporting the health and well-being of our school community." Fall/Winter 2017-2018 | 35

Boys Lax: Calling in the Doctor Greens Farms Academy is excited to announce that Chris Doctor will be joining the GFA family as the varsity boys lacrosse coach. Doctor was most recently an assistant coach at Penn State University and is the director of 3d Lacrosse in Greenwich. Athletic Director Tauni Butterfield said she is thrilled to have a coach with such a distinguished history joining the GFA coaching staff. â&#x20AC;&#x153;I know our boys will benefit not only from his incredible coaching background, but also from the partnerships he creates with his players, as a mentor both on and off the field,â&#x20AC;? she said. As an assistant coach at Penn State, Doctor coached the face-off and goalie teams, and ran the extra-man offense. While coaching there, Doctor contributed to an overall program

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record of 60-44, and tournament appearances in 2011, 2012, and 2013 (Colonial Athletic Association), and 2015, 2016, and 2017 (Big Ten Conference). In 2013 and 2017, the Nittany Lions made it to the NCAA tournament. From 2008 to 2010, Doctor was the offensive coordinator for Lafayette College, helping them reach the Patriot League tournament for the first time in school history. Doctor has also led two teams to bronze medals in the Federation of International Lacrosse tournaments: first in 2014 as coach of the Iroquois Nationals menâ&#x20AC;&#x2122;s team, and then again in 2016 as coach for the U-19 Iroquois Nationals squad. A standout lacrosse star at Skaneateles High School, he went on to become a four-year starter for Rutgers University. He led his team in assists junior year and as a senior he received the Alfred Sasser Award, for demonstrating outstanding leadership, initiative, commitment to team sports, and loyalty. Doctor comes from a New York State and Iroquois lacrosse dynasty: his dad was an AllAmerican at Syracuse University in 1971 and is recognized as one of the gameâ&#x20AC;&#x2122;s all-time leading scholastic coaches, with close to 500 career wins. His uncle was a captain and All-American at Syracuse in the 1960s, and his brothers played at West Point and Cornell. He has recently moved to Connecticut with his wife Lauren and their children Alexander and Natalie. "I am honored and excited to lead the boys lacrosse program at Green Farms Academy," Doctor said. "The passion I felt from the administration, faculty, staff, and student athletes about wanting to excel both on and off the field was contagious. I am humbled to be a part of such a tremendous community and look forward to the program's growth."

Fall/Winter 2017-2018 | 37

Fall Sports From top to bottom it was one of the most successful fall sports seasons Greens Farms Academy has had in a while, as all five of its varsity teams advanced to postseason play. All five squads advanced to league playoff action while three — boys soccer, volleyball, and cross country — competed in New Englands. BOYS SOCCER While it appeared to be a rebuilding year for Chris Mira’s boys soccer program, the Dragons picked up where they left off last season, posting a 12-5-4 record. GFA received a first-round bye in the FAA tournament, falling in the semifinals. During the New England tournament, a heart-breaking 1-0 overtime loss ended their season. GIRLS SOCCER Under first-year head coach Freya Coombe, the Dragons faced adversity in the form of injuries to key players. Still, the Dragons finished 6-10-4 with three one-goal losses, including the FAA quarterfinals.

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VOLLEYBALL The Dragons advanced to the semifinals of the New England Class C tournament for the third time in four seasons. GFA was 11-9 on the season and has a bevy of talented players on the front line returning for next year, including its top two hitters and starting setter.

FIELD HOCKEY The surprise team of the fall season was the young field hockey squad, which boasted just three seniors. GFA put forth its most competitive program in years, finishing 6-11. The Dragons also had four one-goal losses, including a 2-1 defeat in the FAA quarterfinals. CROSS COUNTRY The improvement in this yearâ&#x20AC;&#x2122;s squad was remarkable. By the time the season ended, four runners had gone established personal bests under 19 minutes. The girls team was led by All-FAA Honorable Mention Caroline McCall â&#x20AC;&#x2122;21.

Fall/Winter 2017-2018 | 39

On Stage: Guys & Dolls The Greens Farms Academy Theatre Board produced Guys and Dolls this fall in the GFA Performing Arts Center. With music and lyrics by Frank Loesser, and book by Jo Swerling and Abe Burrows, Guys & Dolls follows the exploits of Sky Masterson (played by junior Patrick Howard) and Nathan Detroit (played by junior David Hoffman) as they gamble on love and life alongside Sarah Brown (played by senior Macy Lawton) and Miss Adelaide (played by senior Darcy Whitman). Head of School Janet Hartwell rehearsed with the group throughout the fall, intending to play the role of the General of the Salvation Army, but had to miss the performance due to illness. Associate Head of School Chris Kolovos was another special addition to the cast, playing the role of Arvide Abernathy. The cast of 29 performers and six stage managers, plus board operators and follow spot personnel, add up to at least 35 Upper School students mounting this production.

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Collaborating Across the Curriculum Earlier in the year, fifth grade students learned about food systems in their science class by studying the GFA honeybees. They started by visiting the apiary to make observations about the bees, and each fifth grade science class focused on a different topic â&#x20AC;&#x201D; for example: pollination, bee roles, and honey/honeybees. Their visits allowed them to get an up-close perspective on how the apiary/hive system works and learn about how bees interact with each other. They even got to taste some honey. Wax from the bees was collected for an encaustic painting art class. The wax was used as a printmaking surface to depict an image that related to the topic from their science class. The students learned about different ways to use encaustic paint and did their prints using the process of a wet transfer. The project even carried over to Global Studies and English, as the students related hive life to ancient civilizations, and recorded their observations in a nature journal.

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ALUMNI

Annie C. Allen ’98: Shaping Stories Photos of Allen — behind the scenes of her latest documentary series, Chain of Command — were taken by Dominique Pineiro. Since graduating from GFA in 1998, Annie

your-toes stuff. And she maintained that

Chiappetta Allen has made a career for herself

pace for more than eight years. A transition

that has taken her all over the world (like

to ESPN as a producer in the content

active war zones and inside the Pentagon) and

development department didn’t slow her

allowed her to meet high-powered people

down, either.

from all walks of life (like both Clinton and Trump). But it is the additional role of “mom”

In 2011 she left ESPN to stay at home

in which she finds the greatest inspiration and

with her two kids, away from the working

adventure.

world for four years. Not only did she return to the workforce in 2015, but she

A University of Richmond graduate with a

dove in headfirst, taking a job as a producer

degree in journalism and political science,

at Al Jazeera America, then moving on to

Allen (née Chiappetta) left college early to

produce The Circus: Inside the Biggest Story

work as George Stephanopoulos’s assistant

on Earth for Showtime, a weekly behind-the-

at ABC News – finishing her classes while

scenes documentary series about the 2016

working. She transitioned easily to politics,

presidential race.

working in the ABC News Political Unit and at ABC News Special Events — covering the

Her latest adventure has taken her all over

presidential elections of 2000, 2004, and 2008.

the world, including a weekly commute

Her job in Special Events meant covering

(sometimes twice a week) to Washington,

essentially anything that wasn’t part of the

D.C., to produce the upcoming documentary

regularly scheduled programming: breaking

for National Geographic: Chain of Command,

news, big events, election night results. On-

“an intimate portrait of the war against violent

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extremism and the men and women devoting their lives to it.”

about people. I loved the idea that I could be in a position to teach people things they don’t already know.”

Throughout the production of Chain of Command she could find herself performing almost any task that needed to get done: oversight

Projects like The Circus and Chain of Command also give Allen and

of editorial content, producing the different shoots, liaising with the

her viewers a prospective on the world and the U.S. that they might

Pentagon to maintain relationships, finding just the right people to

not otherwise get. For example, the extended documentary format

interview — just a few of the roles she filled to help shape the story.

gives her a chance to really expand on ideas and provide more information, a luxury that live television doesn’t have.

Film/television production wasn’t always on her radar, but when she let go of the idea of being a bio major in college and instead enrolled

“I have this amazing opportunity to actually tell a story with breathing

in news media classes, she realized: “I love being able to tell stories

room, and that has opened doors,” she said.

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ALUMNI

She can also bring to light the stories of those who have gone

for most people, she volunteers at Person-to-Person, a nonprofit in

unnoticed — those who are risking their lives every day, making no

Norwalk, CT, served on the board of her children’s preschool, and

money and moving their families around the world because “they

serves on the School Governance Council at Rowayton Elementary

really believe they’re making a difference in the world. To be able to

School.

show that has been inspiring to me.” “Being a mom is the most important thing I do, but getting to have a But it is her role as a working mom that has proved to be more

badass career and be able to spend time with my kids makes it even

exhilarating than any other job she’s had.

better,” she explained. “So many women think they can’t do it all and don’t have the confidence to go back after they’ve been home with

Even balancing what would amount to more than two full-time jobs

the kids — and you can.”

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ALUMNI

Reunion

This year’s Alumni Reunion, honoring the classes of ‘2s and ‘7s, was an Oktoberfest -theme held in the Lower School courtyard. It came complete with themed food and drink and a two-man oom-pah band. Earlier that day alumni challenged the GFA boys JV soccer team in a barn-burner that came down to the last few minutes, with the alumni team pulling off the 5-4 win. At the Reunion, Ariel Levinson-Waldman ’92 received the 2017 Distinguished Alumni Award. He is the founding president and directorcounsel of Tzedek DC, which protects the legal rights of low-income Washington, D.C., residents. Levinson-Waldman said at GFA he learned how to think and how to write, but most importantly to him, he learned from his friends about the kind of person he wanted to be. “The biggest impact you can make is helping someone else,” he said. “You can’t do anything useful in life doing it alone.”

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ALUMNI EVENTS In June, Dragons descended upon New York City for an alumni gathering at the Ludlow Hotel in the Bowery. They were joined by Dean of Students Kate Morrison '83, and Choral Teacher Betsy Bergeron, along with many other faculty, friends and alumni to kick off the summer season. Then in November, the annual GFA Alumni Pub Night moved down the road to Fairfield Local. It was a great turnout, as the group came together the day before Thanksgiving to catch up with old friends.

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In Memory of

Laurel Ernst 1953 - 2017

This past summer, the GFA community was saddened to learn of the death of long-time Learning Specialist Laurel Ernst. Ernst joined GFA in 2008 and was a valued member of the faculty until the time of her death. At the beginning of this school year, a mountain laurel was dedicated in her honor and planted in the Cookman Garden.

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During her time here, Ernst made a difference in the lives of so

There are some things at GFA I could always count on, one being

many students, including alumna Lauren Telesz ’16, who shared

no matter what, I would never fail to find a friendly smile, engaging

her thoughts:

conversation, and a piece of chocolate in Ms. Ernst's room. As the subsequent semesters flew by, I made sure to visit her when I could,

It is with great sadness that I write this letter. I’m afraid my words

even when I had no problems to report. Ms. Ernst was one of the

won’t do her memory justice, still I hope to convey just how highly

kindest, most thoughtful, and attentive listeners and I truly enjoyed

I thought of Ms. Ernst and just how much her kindness, generosity,

talking to her.

and optimism meant to me. But what I most admired about Ms. Ernst, what I am most grateful Ms. Ernst was one of the first people I met at GFA. I was a

for every day, was her unwavering support and incredible empathy

gangly new eighth grader with long frizzy hair and a knack for

when I received chemotherapy my sophomore year. Her constant

mispronouncing names. Virtually deaf since birth and equipped with

check-ins, words of encouragement, guidance, and academic

a hearing aid, cochlear implant, and microphone system, it was an

assistance were a godsend and showed me just how kind and

understatement to say I was a bit of an outsider among my middle

caring a person can be.

school peers. I preferred books to people and when I transferred to GFA the thought of having to explain to 80 new kids and teachers

Ms. Ernst truly knew the character of her students. She was

my disability was enough to make me consider camping out in the

insightful and perceptive. Junior year, I was unsure about colleges.

library all day.

I really liked one in particular but was really hesitant about going so close to home. When I told Ms. Ernst she said that although it

But when I walked into Ms. Ernst’s office I was greeted with a

was my decision in the end, she really saw me at this college and

warm, effusive smile and my plans to retreat behind the pages

that she felt it was a perfect match. Just as she had assuaged my

of the newest young adult novel wavered. Her cheerfulness,

concerns back in eighth grade, she gave me the assurance that I

encouragement, and genuine show of support reassured me that

was on the right track. When I got into Yale she was one of the first

I had an ally in her. From our first meeting, I instinctively knew she

people I told. And within the first few hours at Yale I knew she was

would do anything and everything in her power to make sure I

absolutely right: it was a match made in heaven. Without her I don’t

had what I needed to succeed, both academically and socially. Her

know if I would be where I am.

passion for helping her students was immediately apparent and she understood the challenges I faced in the classroom. When I left her

I will never be able to thank her enough for all that she has done,

office, I was filled with confidence — ready to tackle GFA head-on.

both for me and for others. I am honored to have had the chance

With Ms. Ernst’s aid, I navigated my first year at a new school with

to know her.

very little trouble.

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WAYS TO GIVE

BY CHECK Checks should be made payable to Greens Farms Academy and mailed to the attention of the Advancement Office.

BY CREDIT CARD ONLINE Credit card donations can be made online at www.gfacademy. org/giveonline. If you would like to make your payment over time, you can arrange a monthly or quarterly recurring gift.

APPRECIATED SECURITIES Gifts of stocks, bonds, or other appreciated securities allow donors to avoid paying capital gains taxes and qualify for a charitable deduction. Please contact the Advancement Office if you would like to make a gift of securities.

MATCHING GIFTS By taking advantage of your employerâ&#x20AC;&#x2122;s matching gift program, donors can significantly increase the amount and impact of their gift.

PLANNED GIFTS An easy and inexpensive way to make a gift to GFA is to make a commitment through your will. Please contact the Advancement Office for more information. All donations to GFA are tax-deductible.

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