GFA Magazine Winter 2021

GREENS FARMS ACADEMY MAGAZINE | winter 2021

Fostering a culture of belonging

rising up together

50 years of “GFA”

Our Mission:

GFA engages students as partners in an innovative, inclusive, and globally minded community to prepare them for a life of purpose.

Content 26 FOSTERING A culture of belonging

34 Rising up together

44 Horizons at GFA: Looking back, Looking forward

50 50 years of “GFA”

54 Class Notes

Editor

Frances Moore Design

Lindsay Russo

Additional Photography

Yoon S. Byun John Nash

Contributors

Michelle Noe Nikki Oxfeld Greens Farms Academy does not discriminate against any person in admission, financial aid, program involvement, employment, or otherwise because of sexual orientation, race, religion, age, gender, national origin, or disability.

winter 2021 | 1

A message from the head of school, BOB WHELAN

I

t’s often said that difficult times reveal character. We also know that they can provide us with

opportunities to grow, inviting us to push toward our outer limits in the pursuit of something worthwhile.

The past 11 months have offered countless opportunities for us to live out these truths and they have also afforded us some powerful reminders to reflect upon that which we view to be most vital at Greens Farms Academy. Chief among those features is our unwavering commitment to keeping relationships at the center of the student experience. Since late August, we have been fortunate enough to provide in-person learning on campus. And while many of our daily rituals, schedules, and learning spaces look different, the eyes and eyebrows above the facemasks confirm that the relationships we are building are as vibrant, and as essential, as ever. Our faculty and staff have been at the forefront of this effort — their dedication and commitment to our students have arguably never been more visible than they have been this year.

On the pages that follow, you will discover not only how our school is surviving this unique moment in its history but how we are managing to thrive. When challenged at the outset of the pandemic last winter to reimagine the ways in which they teach, our faculty responded in an exemplary fashion; they subsequently incorporated that experience into a range of innovative efforts designed to help us deliver even more effectively on our mission this fall (“Rising Up” page 34). The disruption caused by the novel coronavirus further strengthened our belief that relationships are fundamental to the GFA experience and, as Dr. Victor Llanque notes (in “Fostering a Culture of Belonging” page 26), “we are reminded of the immense value of togetherness.” In the months ahead, teachers and students will continue to advance conversations around our dedication to a culture of belonging at GFA. We also have continued our efforts to broaden perspectives and foster understanding, recently welcoming two Coyle Scholar speakers who sparked curiosity and engagement through conversations around “Civil Discourse for an Inclusive Culture” and “What it Means to be Black in White Spaces” (pages 10, 11).

Faculty, coaches, and students have worked in partnership to design and deliver innovative and successful athletics campaigns (page 14), perform a virtual fall play (page 22), make music in new environments, and access the classroom in exciting new ways (page 32). So far this year 10 senior athletes have committed to play at the collegiate level (page 19) with more to be announced, and this finds us on pace to graduate a record number of future college athletes this year. We look forward to opportunities in the coming months to celebrate the remarkable Class of 2021, a group whose senior year experience is decidedly not what any of us might have hoped, and yet a class that is crafting a legacy that will be defined by resilience, good humor, and strength of character that has set a positive tone for our entire student body throughout this historic year.

While this magazine offers a glimpse into life back here on campus, I find that many of us have been inspired by conversations with alumni who have provided us with thoughtful perspectives on challenging moments that GFA has weathered at different points throughout its history. We have also heard about how the sense of connection developed at GFA has helped propel so many alumni through difficult times. We hope you’ll continue to remain connected and we invite you to continue to check back in now and then (gfacademy.org).

2 | www.gfacademy.org

“It’s often said that difficult times reveal character. We also know that they can provide us with opportunities to grow, inviting us to push toward our outer limits in the pursuit of something worthwhile.”

winter 2021 | 3

trustees President/Chair: David Durkin, P ’18, ’22, ’23 Vice President/Vice Chair: Samantha Mooney, P ’18, ’20 Treasurer: Michael Blitzer, P ’24, ’27 Secretary: Vani Bettegowda, P ’22, ’25 Roger Ferris, P ’18, ’18, ’20, ’28 Michael Greenberg, P ’19, ’21 Barbara Cona Amone, P ’23 Rebecca Bliss Richard Canning, P ’19, ’20 Stephanie Ercegovic, P ’20, ’23, ’25 Meade Fogel, P ’27, ’28, ’28 Sandra Frost, P ’25, ’29 Ward K. Horton, P ’24, ’28 Lynne Laukhuf, P ’95 Kristen McDonald, P ’21, ’23, ’25 Theresa Minson, P ’18, ’20, ’22 Thomas Murphy, P ’19, ’21, ’22, ’26 Sean Obi ’13 Kim Keller Raveis ’88, P ’23, ’25, ’28 Kate Roth ’90, Ed.D., P ’20, ’23 Don San Jose, P ’22, ’25 Gregg Tenser, P ’23, ’25 Angela Timashev, P ’21, ’23 Emily Von Kohorn ’96 Ex-officio: Bob Whelan, P ’24

4 | www.gfacademy.org

Welcome, New Trustees Barbara Cona Amone, P ’23

Don San Jose, P ’22, ’25

Barbara Cona Amone graduated from the Wharton School at the

Don San Jose is a Managing Director and Portfolio Manager at J.P.

University of Pennsylvania (B.B.A.) and Columbia University (M.A.

Morgan, where he leads a team specializing in small and midcap equities

Organizational Psychology). She is a Partner and Chief Human Resources

in the firm’s Asset Management division. Since joining the firm in 2000,

Officer at Centerbridge Partners, a private equity and credit investment

he has been active in recruiting and retention initiatives, including

management Firm. Previously, she was the Chief Human Resources

serving as past head of the Diversity Council for JPM’s Investment

Officer at Wellington Management Company, a global asset manager,

Management Americas group. Prior to joining J.P. Morgan, San Jose held

and held leadership positions at UBS across the Asset Management,

Investment Analyst positions at Furman Selz and AIG. He graduated from

Investment Bank, and Wealth Management divisions. She transitioned

the University of Pennsylvania with a degree in finance from the Wharton

into Human Resources while at Donaldson, Lufkin & Jenrette after

School. He is a past Vestry member of St. Luke’s Parish in Darien and also

working in institutional sales, and began her career with Drexel Burnham

serves on GFA’s Advisory Council. He and his wife Jenny live in Darien

Lambert where she was an Equity and Options Floor Broker. She is a

with their two children Will (’22) and Lydia (’25).

member of the GFA Advisory Council, and lives in Westport with her husband Ron and son Quinten (’23).

Meade Young Fogel, P ’27, ’28, ’28

Gregg Tenser, P ’23, ’25 Gregg Tenser is a Portfolio Manager and Founding Partner of the Small

Meade Young Fogel is a graduate of The University of Virginia with a

Cap team at Poplar Forest Capital in Pasadena, CA. He currently serves

B.A. in Psychology, completed graduate coursework in nutrition at New

as incoming Co-Chair of the DukeNY Alumni board, and is Chair of

York University, and is a Registered Dietitian. She is an active volunteer

the Duke Southern California Alumni Interview Committee, as well

at GFA, currently in her second and final year as the co-president of

as serving on the Freeman Center Advisory Board in Durham, N.C. He

the Lower School Parents Association. A perennial class parent, Fogel

additionally serves as Treasurer and outgoing Chair of the Finance and

previously served as a member of the Advisory Council and a parent-

Endowment committees of The Chadwick Schools in Palos Verdes, CA,

teacher in the Learning to Look art history program. She currently lives

and Songdo, South Korea. Tenser has been an active member of the GFA

in Fairfield with her husband David and three daughters Lucy (’27) and

Advisory Council. He received his M.B.A. with high distinction from the

twins Caroline (’28) and Lillian (’28).

University of Michigan (’94) and his A.B. in Economics and Psychology from Duke University (’89). Tenser and his wife Christine McCracken

Sean Obi ’13 A 2013 graduate of Greens Farms Academy, Sean Obi earned his undergraduate degree from Duke University and a master’s degree

have two children: AJ ( ’23) and Addison ( ’25).

ANGELA TIMASHEV, P ’21, ’23

from the University of Maryland. He has been a regular volunteer with the GFA boys basketball program and served as a member of the GFA

Angela Timashev is an avid art collector. She thrives in creative

Advisory Council during the 2019–20 academic year. Obi is currently

environments and supports artists from around the world. Timashev has

a District Sales Manager and Supply Chain Specialist for Deutsch

maintained a global philanthropic presence throughout her adult life,

Family Wine and Spirits Company, an importer and distributor of wine

actively participating in local, regional, and global initiatives including

and spirits from around the world. The company is headquartered in

Art Basel Switzerland and Venice Biennale. She attended Ohio State

Stamford.

University. She has lived in Moscow and Switzerland and now resides in Greenwich with her husband Ratmir, and children Dasha (’21), Matvey (’23), and Philipp.

winter 2021 | 5

Remembering Peter T. Esty

Peter T. Esty, Head of School at

solidify GFA’s reputation within the

Greens Farms Academy from

independent school community,”

1998–2003 and an ardent supporter

Von Kohorn said.

of independent schools and global education, died peacefully on

Upon his arrival at GFA, Esty’s

November 15, 2020, in Andover,

impact on the community was

MA. He was 83.

immediate, as students and faculty were drawn to his enthusiasm for all

“The Greens Farms Academy

things GFA. Honoring him in their

community is saddened by the

yearbook, the Class of 2000 wrote,

passing of Peter Esty,” said Head of

“It seems impossible that someone

School Bob Whelan. “Peter was a

could achieve this admiration in only

talented and joyful educator and

two years, and yet we think of Mr.

leader whose commitment to the

Peter Esty and know that there are

school’s mission was unwavering.

people whose greatness is apparent

His legacy is evident in all aspects of GFA today and for that we

from the very start. … Thank you for your warmth of spirit, your

are grateful.”

trust, and your friendship. Thank you for supporting us, and for encouraging us to grow intellectually, artistically, and athletically.

A visionary school leader and pioneer in global education

Thank you for believing in us as we have always believed in you.”

with a deep commitment to social justice, Esty sustained and strengthened GFA’s traditional strengths of teaching and learning

As the Assistant Head of School during Peter’s tenure, Lynne

while ushering in important changes to reflect broader societal

Laukhuff got a chance to see Esty’s methods firsthand. She

trends. Among his many accomplishments, he introduced

emphasized, “He had a dynamic personality, joy when engaged

the Harkness learning method and established the Horizons

with educators, and was a visionary.”

GFA program. The Peter T. Esty Walkway adjacent to the front courtyard honors his important and enduring contributions to

Echoing her sentiments, Head of Middle School Drew Meyer

the school.

said Esty’s abilities as a visionary set the school up for long-term success.

Former Board of Trustees President Henry Von Kohorn P ’93, ’96, who hired Esty and worked closely with him, recalled his vibrant

“I’ve always talked about the way Peter opened GFA to the

personality and strong leadership. “Peter was open, welcoming,

broader community — knocking down the wall that separates us,

and joyful with an unfailing sense of humor. He displayed the

if you will,” Meyer said. “He started us on the path of engaging

courage and confidence to take on difficult issues irrespective of

with equity and inclusion in a more purposeful way. He asked

the consequences. The nationwide respect he enjoyed helped to

questions that continue to influence what we do at GFA.”

6 | www.gfacademy.org

“

“I’ve always talked about the way Peter opened GFA to the broader community —

knocking down the wall that separates us, if you will,” Meyer said. “He started us on the path of engaging with equity and inclusion in a more purposeful way. He asked questions that continue to influence what we do at GFA.” Drew Meyer Head of Middle School

“Peter was open, welcoming, and joyful with an unfailing sense of humor. He displayed the courage and confidence to take on difficult issues irrespective of the consequences. The nationwide respect he enjoyed helped to solidify GFA’s reputation within the independent school community.”

Henry Von Kohorn Former Board of Trustees President, P ’93, ’96

“Peter was my first Head of School at Greens Farms Academy and we loved working together. I have memories of a hearty wave from his office when I walked by, taking his shoes off in meetings, and his contagious warmth. As social as he was, when he spoke to you, he made you feel you were the only person in the room. He cared for all of us in his own way.”

Elizabeth Cleary Former English Department head

“He lived a wonderful life and possessed a profound desire to make the world a better place for all. He demonstrated the values we strive to pass on to our students.”

Bob Guffin History and Global Studies faculty

“Peter was a truly amazing leader, educator, mentor, and friend. He believed in me when I was a 23-year-old with no teaching experience, and he continued to guide

“

me long afterward. ... I will be forever grateful to the universe that he was a part of my life.”

Erica Atkinson Applestein Former faculty

winter 2021 | 7

Verlin Named Head of Lower School Six years ago, Jane Verlin got her first glimpse of the Greens Farms

While this school year brings with it a host of unexpected situations,

Academy campus. Having spent years teaching in New York City, she

Verlin’s forte is flexibility. As a lead classroom teacher, she and her

wasn’t sure what to expect when she got to Westport, CT.

colleagues never rested on a set curriculum year to year, but instead constantly sought ways to improve and re-evaluate what works for her

“On the Upper East Side of Manhattan, the buildings were beautiful —

students, and what doesn’t.

but nothing beats this campus. From the moment I drove through the gates, I was just wowed,” she said.

“Each year we looked at the curriculum, we would also look at our students to discover what they are excited about — what they are

Her friend and peer from Trevor Day School, Aléwa Cooper, would

passionate about — and we evaluate from there,” she explained. “Here

also be coming to GFA as its next Head of Lower School, making

at GFA you are learning more about yourself on a daily basis, thinking

Verlin’s decision to make the move from the city even easier. In the

about your craft, looking at what research says is best practices for

fall of 2015, she decided to join the GFA faculty as a fourth-grade

working with children and so many other factors. That, to me, is

Lead Teacher. She never could have imagined that six years later,

exciting, motivating, and inspiring. There’s no same-old, same-old at

she would be leading the Lower School as Interim Head during an

GFA.”

unprecedented pandemic. Nor could she have imagined that in the midst of these chaotic times, she would officially step into the role of

As a Lead Teacher, Verlin played an integral part in advancing the

Head of Lower School.

Singapore Math curriculum, integrating the Fundations reading and spelling program, and advancing the Yale RULER approach to social-

“Over the course of reopening school this fall, while it was tiring and

emotional learning. She also served for three years as the Equity and

stressful at times, I was energized by the experience,” she said. “It

Inclusion Coordinator in the Lower School.

further affirmed the sense of reward I derive from collaborating with dedicated colleagues to solve problems at a school that I believe in and

And while Verlin is always on the lookout for innovative ways to

support to my core.”

enhance the Lower School program, there are some constants at GFA in which she finds peace and takes pride.

From reconfiguring schedules and spaces, to creating new classrooms and maintaining mask safety — all while managing any number of

“We truly are a place of joy,” she said. “There’s just a true sense of

unexpected issues that can arise during a time that defies expectations

partnership. The word ‘community’ gets thrown around so much, but

— Verlin combined a cool head with her innate sense of collaboration.

here at GFA, that really is who we are.”

As Interim Head for the past six months, she has been dedicated to providing the Lower School students — and their families — with

Before coming to GFA, Verlin spent 10 years as a first-, second-, and

exceptional educational opportunities. This dedication did not go

third-grade teacher at The Spence School and Trevor Day. Verlin

unnoticed by her peers, nor by Head of School Bob Whelan.

earned her B.A. in Psychology at William Smith College, where she was also a varsity field hockey player. She earned dual master’s degrees

“It’s hard to imagine a more challenging introduction to a school

in General and Special Childhood Education from Bank Street College

leadership role than taking the reins during a global pandemic, yet

of Education in 2009. Verlin lives in New Canaan with her husband

Jane has proven she was more than up to the task,” he said.

Chris and their three children.

8 | www.gfacademy.org

“There’s just a true sense of partnership.

The word ‘community’ gets thrown around so much, but here at GFA, that really is who we are.”

Jane Verlin Head of Lower School

winter 2021 | 9

Coyle Scholar Speaker Series

Bridging the Gap: Finding the Good in Others In a time when this nation is facing severe political polarization, the 2020 Greens Farms Academy Coyle Scholar John Wood, Jr., reminded the community just how important it is to reach across the aisles and find common ground.

Wood is a National Ambassador for Braver Angels, an organization committed to “creating the context for us to communicate with one another in a fashion that is more empathetic,” he explained. “We demonstrate our love for our country in the concern that we bear for our fellow Americans. We hold conversations across America that give folks on the right and left of the political spectrum — and everywhere in between — the opportunity to engage with one another in a way that provides a window into the internal dialogue, taking place on each part of the political spectrum.”

GFA Head of School Bob Whelan was thrilled that Wood would be speaking to the GFA community at such a critical time in this nation’s news and political cycle.

“We know that communities and families often find themselves struggling to navigate political or ideological differences and routinely find themselves not knowing where to start,” Whelan said. “The GFA community is one that is made up of people who bring perspectives from across the ideological spectrum and as a learning community. It’s our hope to create conditions where every individual has a voice and opportunity to truly prepare to lead lives of purpose.”

Drawing inspiration from both historical and fictional figures as disparate as Abraham Lincoln, Frodo, and Spiderman, Wood spoke on Oct. 21 to GFA students in Middle and Upper school, as well as to the parent community. His main goal was to outline steps that can alleviate divisive discourse.

“Each and every one of us is entering into American life in a moment where we’re being assaulted by stories about who the American people are. … There are story-telling vehicles that define what one half of the American people is to the other half,” Wood explained to the GFA students.

The “tragedy” in this, according to Wood, is that these narratives 10 | www.gfacademy.org

are aimed at people of significant influence — from politicians to celebrities to the students’ own parents. “They are distorted understandings about who your parents are on each side of the divide, and ultimately will become stories about who you are, or who you are supposed to be.”

He assured his audience: “I suspect you know enough to understand that the narratives that are coming through about the American people — regardless of whether they’re Democrats or Republicans — do not get to the heart of who your parents are nor who you will be as you grow.”

Political polarization and the resulting anxiety are certainly nothing new to any society, Wood reminded his audiences. There are many times in this nation’s history — wars both hot and cold, for example — when fear and uncertainty coursed through the nation’s consciousness.

Yet there are ways to break through these anxieties and become stronger through that work.

“No generation ever overcame its challenges without looking at them squarely and standing up to face them,” he said. “And doing so — hopefully — in a way that focuses in on us calling out the best in one another — what Abraham Lincoln referred to as ‘the better angels in our nature.’”

Coyle Scholar Speaker Series

Julie Lythcott-Haims: Being Seen For Who You Are In her powerful talk to the GFA Upper School on identity and

listen, and advocate for others.

community, 2021 Coyle Scholar Julie Lythcott-Haims shared her

“No matter our background, we all yearn to just be seen as who we are

personal chronicles of “What It Means to Be Black in White Spaces.”

— not to be different or to be loved if — to just be loved. Because we’re

Lythcott-Haims is a Stanford University and Harvard Law School

here right now, we all want that. We all want to be treated with dignity

graduate, self-proclaimed recovered corporate lawyer, and Stanford’s

and kindness.”

first-ever Dean of Freshmen. Yet even with her vast list of personal achievements, she couldn’t escape the grip that racism, discrimination,

She left the group to ponder two questions — to which the answers at

and microaggressions had on her sense of self-worth. In this talk, she

first appeared simple. First, “Do you see black and brown people as

shared with Upper School students and faculty how she grew from a

fully human?”

place of shame and self-loathing to newfound self-acceptance and love, all through the healing power of community.

“And you’re thinking of course,” she said. “Well, I’m going to push and say, ‘Okay, if so, how do you know? How does it show? What are your

A New York Times bestselling author, Lythcott-Haims has secured a

behaviors? What can you point to the demonstrates this?’”

place as one of the most sought-after speakers on the subject of the development of young adults, in part to the success of her anti-

The second question, one of sobering humility, “What are you doing to

helicopter parenting manifesto How to Raise An Adult. But it’s her book

make your world kinder and safer for black and brown people in your

Real American: A Memoir, which recounts an award-winning reflection

world — your family, your school, your community, your Connecticut,

of identity and belonging, that Head of School Bob Whelan prefaced

your America?”

as, “raw, real, and powerful.”

Through her questions and stories, Lythcott-Haims leaves behind “We are at our best as a learning community when we’re able to create

an impact much greater than her talk. She left a mark — ensuring

conditions where we feel a sense of connection. ... It also requires that

everyone continues to do their part, advocating for the continuation of

we continuously work at that, that we seek to understand the stories

a safe, inclusive, and loving community for all.

and experiences of others and learn from those as well,” Whelan said. “We also know that as learners, the exercise of stepping forward into growth routinely requires getting uncomfortable.”

Speaking to students that day, LythcottHaims began to bridge the generational gap through myriad stories from different stages of her life — early childhood, her fifth-grade class, her junior year of high school, her 17th birthday, and while attending grad school at age 44.

Through her own painful personal experiences, the message of each story was universal: people from marginalized communities will recognize echoes of their own experiences, and allies will learn how they can better show up, winter 2021 | 11

GFA’s 10th annual Voices/Diversidad de Voces, formerly known

Viewers were treated to a collection of live and pre-recorded

as the Heritage Dinner, showcased an inspiring program of joyful

performances, including songs, poetry, stories, and visual art from the

performances and carried out the tradition of the annual celebration

kindergarten class’s opening performance titled “Who Am I?” to GFA

of our diverse, multicultural community.

teacher-partner (see page 32) and alumnus Jeffrey Velez ’10 closing out the evening with an emotionally moving song about racial violence.

Masters of Ceremony Allie Farber ’22 and Anya Bettegowda ’22

Each act told important stories about identity, community, and

welcomed their audience, noting that GFA Voices is a “space for

belonging. The performances also made a compelling case for better

students of all three divisions, families, faculty, and alumni to share

understanding who we are by looking into our past in order to build a

their unique talents, cultures, and heritage.”

brighter future.

November Food Drive This November, GFA students, families, faculty, and staff pulled together to ensure local food pantries were filled with food and supplies to sustain those less fortunate throughout the holiday season. With all appropriate safeguards in place, volunteers retrieved donations from car trunks and filled GFA buses, vans, and cars to caravan donations to Operation Hope Fairfield, Gillespie Men and Hoskin’s Women’s Shelter Westport, and Open Door Shelter Norwalk.

“The drive this year was nothing short of a huge success,” said Sofia Ebbesen ’21, President of the GFA Service Board. “The shelters were overwhelmed with gratitude. I am so proud of our community for

All School Service Coordinator Sue Wilchinsky added, “Operation

coming out in support — especially in a time of such discomfort.”

Hope in Fairfield held its annual food drive Saturday with a goal to fill a pod they had procured for the event — when our GFA van appeared

With the lasting effects of COVID-19 impacting local communities, this drive proved to be one of the largest in school history, demonstrating that in hard times, the GFA community shows up.

on the scene, we filled it to the brim!”

DRAGON SHOP The Dragon Shop, GFA’s beloved school store and your destination for all Dragon spirit wear, is online and just as good as you remember. GFA and the Parents Association have launched virtual stores for you to get your fill of school merchandise. From the tried-and-true traditional pieces to new golf shirts, leggings, and puffer jackets — we’ve got you covered!

Fulfilled through Squad Locker, the Dragon Shop features adult’s and children’s favorites, with the choice of several different school logos. It is updated regularly based on the popularity of items. From time to time, we will also be offering pop-up shops featuring some special new items with both the GFA school branding and athletics branding.

Visit gfacademy.org/dragonshop to start shopping!

winter 2021 | 13

fall

sports WRAP UP

It was a vastly different sports season this fall, there’s no denying that. With the teams relegated to a reduced weekend game schedule, and no post-season tournaments to work toward, it’s easy to see that athletes could get discouraged.

Instead, this season meant more to the Dragons than ever before.

“To be able to play volleyball this fall was about more

golf, and track and field. This fall, Butterfield was ready

than just the sport to me,” said senior captain Cayla

to make sure the Dragons — especially the seniors — were

Bernstein, whose team played on an outside court this

going to be able to get their fall season in.

season. “It was about being able to spend time with this particular group of girls who, together, made up a smaller

“It was extremely important for me to be able to give

community that I could count on to make me laugh and

these kids a season,” Butterfield said. “I felt so bad for

cheer me up when I had bad days. Having a fall sports

the spring athletes, and knew that I had to do everything

season this year helped to establish the sense of normalcy

in my power to try and give these athletes some type of

in school that we are all aiming for. I am extremely

season.”

grateful that GFA preserved this sports season for my senior year.”

Head of School Bob Whelan knows the importance of athletics in a well-rounded educational experience and he

The sting of last March’s abrupt shutdown is still sharp for those who lost seasons: lacrosse, baseball, softball, 14 | www.gfacademy.org

wanted his Dragons back on the field, too.

winter 2021 | 15

“This fall could not have happened if it wasn’t for us all working together to give these students a season.”

Tauni Butterfield

“One of our overarching priorities as a school this year was to ensure

It extended to temperature checking visiting teams and allowing

that we were creating a sense of connection, and the collaborative

just two fans per player (who were also temperature-checked), and

work our kids do as members of a team serves as a powerful delivery

creating spectator stations that were six feet apart.

system for creating connections,” Whelan said.

“I told the athletes, ‘I will work non-stop to get us playing games, but He pointed out that the playing fields are often fora for the many

you have to also help me by wearing your mask, social distancing, and

different types of lessons that supplement what our students are

being safe,’” Butterfield said. “The coaches are wonderful, they all

learning in the classroom: resilience, persistence, and moving beyond

enforce our rules, and hold their athletes accountable everyday. This

limits.

fall could not have happened if it wasn’t for us all working together to give these students a season.”

“I’ve seen that in new ways this fall, and the creation of those experiences mean that much more to me because I know the lengths

Some official game rules were tweaked here and there (girls soccer

that everyone involved has gone in an effort to preserve those valuable

kicked the ball back into play instead of throw-ins and both soccer

learning experiences,” he said.

teams played three 30-minute periods, allowing many of the reserve players to see playing time) and wins and losses took a back seat for

While the FAA and the New England Prep School Athletics Council

the chance just to play. Thanks to Butterfield’s meticulous planning,

(NEPSAC) both technically shut down their official campaigns, they

GFA was one of the first FAA schools —and one of the first schools in

did urge their teams to find ways to play. Butterfield and her staff set

all of southern Connecticut — to be ready to play games this fall.

to work, creating strict parameters that included multiple temperature checks per day for student-athletes, as well as mandatory mask-

“It takes a village,” Butterfield said. “I worked most of the summer

wearing while walking to and from the field and during pre-game

watching the numbers, reading the DPH guidelines, reading all the

warm-ups.

articles I could find on what other states were doing to pull off games.

16 | www.gfacademy.org

It was a lot of work, but it was worth it to see the kids out on the field laughing, smiling, and playing.”

The efforts of the athletics community were not lost on the senior athletes.

“To be a senior and play fall sports this season at GFA means more than just playing the sport,” senior soccer player Seby Bodian said. “I can play soccer whenever I want. What I can’t replicate are the practices, team bonding, and funny moments with my fellow teammates. Being able to spend time with teammates and enjoying those experiences together is what makes being a senior playing a fall sport this year more meaningful than ever.”

Despite the unusual circumstances, there were many stand-out moments for the teams. For example, for the first time in at least 20 years, the girls field hockey team beat league powerhouse Greenwich Academy — and they did it at home during their last game of the season.

Senior field hockey player Kate Millard said, “Having a fall sports season has given me some semblance of a normal senior year. There are times at school when I’m frustrated because it feels like we’ve been robbed of a real senior year, but when I step out onto the field, all of that changes.”

GFA athletes embraced the opportunity to become the best student-athletes they could be for the chance to have one more season to compete.

“I don’t know what I would do without sports right now,” boys soccer senior captain Will Whelan said. “They are what I look forward to all day and it’s what keeps me going. Sports are the things that I look forward to most and in a time of COVID, getting to play is what has kept me sane.”

winter 2021 | 17

Four Squash Players Named U.S. Scholar Athletes Late this fall, U.S. Squash announced that three current Greens Farms

isn’t just given to anybody. U.S. Squash is considering excellence in

Academy squash players and one recent graduate were honored as

both squash and the classroom. All are great athletes and I think it’s a

2019–20 Scholar Athlete Award-winners.

good achievement overall. I hope everyone at GFA is proud of them.”

Blake Newcomer (’20), a team captain who graduated last spring,

To be considered, players had to have a 3.5 or higher GPA at the end of

joined teammates Will Sarbinowski (’21), Max Laferriere (’23), and

the school year and have played in three U.S. Squash accredited singles

Brady Melnick (’23) in receiving this honor.

tournaments, or an approved number of U.S. Squash Scholastic Squash Program (SSP) matches between April 1, 2019, to May 31, 2020.

“We are very proud of them,” coach Attila Agh said. “This recognition

18 | www.gfacademy.org

Dragons Commit to College Teams Ten Greens Farms Academy student-athletes are taking their talents to

McDonald will play tennis at Boston College; Piper Melnick will row

college-level competition after graduation. GFA is already on-track to

at California-Berkeley; Allie Palmieri will play basketball at Boston

have the largest number of college-bound athletes in the history of the

College; Nico Provo will wrestle at Cornell; Mark Roszkowski will play

school’s athletics program.

baseball at Tufts University; CJ Shea will wrestle for Wesleyan; Will Whelan will play soccer at Hobart; and Max Yates will play lacrosse at

Two wrestlers, two lacrosse players, two girls basketball players, a

Colgate.

tennis player, a soccer player, a baseball player, and a rower have officially been accepted to their respective schools after having

“I am so proud of all our senior scholar athletes,” Athletic Director

committed to playing sports in college.

Tauni Butterfield said. “To have so many committed athletes this year, with more to come, is just so exciting for the school community. I

Even more student-athletes are expected to announce their intentions

applaud all their hard work on and off the court, field, and mat. I know

to play at the next level as the college process continues in the coming

they will continue to make the school proud as they play at the next

months.

level.”

Marygrace DelliSanti will play lacrosse at Gettysburg; Georgia

Learn more about our college-bound athletes at

Grabowski will be playing basketball at Ithaca College; Connor

gfacademy.org/collegeathletes.

winter 2021 | 19

Jonathan Bauerfeld ’12:

Building to the Moment “It’s really cool to come back to GFA to do something like this. I couldn’t come back to just any high-school theater program. I can’t wait to see people in the school that I used to attend dig into something we created.”

The curtain rises, lights up: a boat has arrived at Ellis Island. The Book

Bauerfeld is also building to his moment. A New York-based musical

of Names takes audiences through 24 hours on the small island at the

theater composer, orchestrator, and music director, he has worked

edge of a dream called “America” — all building to one moment that

on shows such as Hamilton, King Kong, and The Radio City Christmas

can change a lifetime.

Spectacular. As a composer, he and Kendall have written and scored Limbo: The Twelve (now titled The Jury) and Legacy: The Book of Names,

This spring musical is one unlike any other. Its story of the journey

which premiered at the Edinburgh Festival Fringe in 2018 and 2019

taken by hopeful American immigrants was written by GFA alumnus

and will soon come to life at GFA.

Jonathan Bauerfeld ’12 and writing partner Casey Kendall. The team collaborated with Director of Theatre Programs Stephen Stout to

Bauerfeld reconnected with Stout through another project initially.

adapt the music, characters, and length of the show specifically for

Bauerfeld received word a 10-minute musical he had written was

GFA and its students.

being published, and thinking it may be useful for Stout’s teachings, he sent it along to him in an email. It just so happened Stout wanted

The Book of Names follows a mosaic of people with different stories

more — he asked for a whole show.

who file through the immigration station. When riots in New York City shut down ferry transportation to and from the island, the group

“I jumped at the chance,” Bauerfeld said. “The Book of Names made

of immigrants must stay longer than they bargained for.

perfect sense for GFA. With so many parts and so much potential, I was really interested to see what Stephen was going to do with it as the

“When we wrote this in 2018, the government — and how it was

director.”

handling immigration — was at the height of all news cycles,” Bauerfeld explained. “We decided that it would be really interesting to

Stout was excited to collaborate with Bauerfeld, whom he

show an open world of immigration.”

remembered very well from his time at GFA.

20 | www.gfacademy.org

“When Jon was a student, it was clear he was a talented composer.

working on new shows, it makes me confident that this is going to be

There’s something about him that makes me want to help get him to

much like any other professional process I’ve been a part of.”

the next place he’s going,” Stout said. “Doing this at GFA — at home — protects their baby while we can ‘be in the sandbox’ and ‘pulse on

The Book of Names originally debuted as a 55-minute production,

wires.’ It’s freeing in a way to know that there’s a lot of things we don’t

and this spring will run as a 90-minute, one-act musical. Bauerfeld

know yet.”

explained, “This structure allows you to build, build, and build, the entire show.”

During his time at GFA, Bauerfeld performed in one theatre production and played in the pit for several others. He had the

“It is so satisfying to be able to stay in your seat and to keep leaning

opportunity to see firsthand how the different facets of the Performing

in,” Stout added. “Plus, the music is astoundingly good. It’s quite fine

Arts department worked in collaboration, which in-turn informed his

Broadway flair — it has a popular feel to it, but lots of innovation

approach to his professional life.

behind it.”

“It’s really cool to come back to GFA and to do something like this. I

While the COVID-19 pandemic placed many artists out of work for

couldn’t come back to just any high-school theater program. I can’t wait

an extended period, the spare time afforded the Bauerfeld-Kendall

to see people in the school that I used to attend dig into something

team the time to write, explore, and ultimately adapt the show. The

we created,” he said. “With [Stout’s] experience both in New York and

production will take the stage — or screen — late spring of 2021.

www.jonathanbauerfeld.com

winter 2021 | 21

CURTAIN UP

ON THE VIRTUAL STAGE For the first time in GFA history, theatre has gone virtual. Broadway

written in the early 20th century, it’s fascinating to see the ways in

is dark, performances have been indefinitely delayed, and all forms of

which topics like feminism are explored and interesting to see how

in-person art were on hold in the midst of the COVID-19 pandemic.

much has both changed and stayed the same.”

That is, until ever-evolving technology gave artists the ability to create virtual experiences for at-home viewers.

“It’s fun and humorous,” added co-star sophomore Elizabeth Jones, who played the title role of Diana, “but it’s also so powerful and

GFA Theatre’s fall production was is a romantic comedy with a twist:

relevant to the discussion we’re having in America today.”

Diana of Dobson’s, a 1908 play written by British actor, playwright, essayist, and Suffragist Cicely Hamilton. Director of Theatre Programs Stephen Stout selected the play in part because of its ability to align with current events, noting the celebration of the centennial of the passing of the 19th amendment in August of 2020.

The feminist play tells the story of Diana, an underpaid departmentstore worker in London. When Diana discovers that she has unexpectedly inherited money from a distant relative, she decides to spend it on the holiday of a lifetime.

“This play has a real wink in it,” Stout said.

Rehearsal began daily at 3:15 p.m. sharp, as it always has. The cast took time to chat, share moments from their days, and wait for everyone to trickle into Stout’s Zoom room, in many ways mimicking an identical backstage environment.

“Everyone always seemed engaged and happy to be at rehearsal every day,” Morfoot said. “[Stout] has remained a tremendous mentor, even via Zoom, and his kindness and passion for making this show great make us feel proud of what we’re working towards.”

While virtual theatre can seem simple in theory — reading from a script and minus the pressure of a live audience — Stout stressed

Throughout the fall semester, cast and company were hard at work

it to be quite the opposite. “The devil is in the details,” he shared,

developing their characters and dialects. Senior Max Morfoot, who

noting a more up-close-and-personal connection with those watching.

played the male lead role of Captain Bretherton, shared, “For a story

Actors were fitted in costumes from the waist up, and rehearsed with

22 | www.gfacademy.org

“While it can be seen as a disadvantage to not interact in-person, over Zoom we’re still able to feed off of each other’s energy to bring these characters to life.”

I Wouldn’t Trade This for Anything

By Elizabeth Jones ’23

Max Morfoot ’21 This fall, I am lucky enough to play Diana in Diana of Dobson’s green screens, virtual backgrounds, and prop “passing” — all skills that

— a 27-year-old, single shop-girl living in early 20th century

wouldn’t typically have to be mastered for a performance.

London. My character makes so little money that she’s forced to share a room with her workmates in a dorm. Her only hope

To set the scene, Zoom’s virtual background feature served as a unique

for social and economic improvement is marriage, which (at

advantage in creating a harmonious feel to the production. “We first

27) is unlikely. Like a miracle, my character inherits quite a

conducted photographic research to set the scene, and from there, our

bit of money from a distant relative and the rollercoaster ride

talented students Nancy Duer and Joanne Park took it away! The two

begins. It’s fun and humorous as well as powerful and relevant

students have spearheaded the creation of painterly versions of the

to the discussions we’re having in America today.

backgrounds we needed,” said Stout. “It’s all a grand experiment!”

Aside from using my British accent, having the chance to Morfoot added, “While it can be seen as a disadvantage to not interact in-person, over Zoom we’re still able to feed off of each other’s energy to bring these characters to life. We’ve still been able to accomplish so much using it. While I did have reservations at first, I certainly don’t anymore.”

Theatre at GFA continues to be a tight-knit community, both on and off-campus. “Even through a screen, it’s hard not to feel the same camaraderie and support from my cast,” said Jones. “Feeling this sense of community and being in a production with these amazing people, it’s all I could ever ask for. I wouldn’t trade it for anything.”

play a character who hates injustice just as much as I do is amazing. I would describe Diana as righteous, courageous, confident, proud, and vulnerable. Having the chance to tackle this character is a fantastic opportunity.

Having seen so much great Zoom theatre over the summer, I was sure that GFA’s first virtual performance would work. The rehearsal process has gone very smoothly. Mr. Stout offers the same level of support and engagement as if we were there in person — he has been a great help to the whole cast.

Even through Zoom, the cast feels the same camaraderie as if we were working together in person. I have great friendships with these people on- and off-screen. Everyone has been such a good sport about it and it goes to show just how supportive we all are of one another at GFA. winter 2021 | 23

“I’m grateful for the opportunity to be with my students and make music again. I have not been able to make in-person music on any notable scale since the shutdown occurred. Having the Upper School Chamber Orchestra in session is truly a joy and definitely a good thing!”

— Chris Hisey

24 | www.gfacademy.org

www.gfacademy.org/blog

best of blog

winter 2021 | 25

Fostering a Culture of Belonging “The distance and isolation brought on by the pandemic have reminded us of the immense value of togetherness. It seems obvious now, but it bears repeating: Children need to spend time with each other and their teachers to feel connected. And it is precisely the sense of belonging that grows out of those connections that makes their learning possible.”

— Victor Llanque, Ph.D. Associate Head of School

The national movement for racial justice this past summer prompted many members of the GFA community — current students and alumni of color — to come forward with personal accounts of painful experiences they had in their time here, ranging from distasteful attempts at humor at their expense to blatant acts of racism against them. At their core, these stories captured moments in which peers or faculty — intentionally or unintentionally — undermined students’ sense of belonging to the community.

Since those stories came to the school’s attention over the summer, administrators and faculty have engaged in a series of conversations about how they can foster a culture of belonging in school. The starting point for these efforts has been the school’s mission and core values: GFA is a school that aspires to be an inclusive community in which every student feels personally accepted, respected, and supported.

Fostering a sense of belonging Director of Equity and Inclusion Shanelle Henry defines belonging as, “When individuals feel like they can bring their full selves to school and not feel like they’re a different person at GFA than in their home community.” She asks, “Do you feel seen and heard?

Do you feel valued? Do you feel like you should be here? Do you feel like your presence and perspectives matter?” Answers to these questions, says Henry, “contributes to one’s sense of belonging within a community.”

26 | www.gfacademy.org

winter 2021 | 27

Delivering on that element of the school’s mission requires hard

a positive learning environment. They formalize those ideas into a

work both in and outside of the classroom. It also calls for a coherent

charter that the students promise to uphold throughout the year. They

framework to guide each step towards a common goal. Despite the

also use the “Mood Meter” to acquire the vocabulary they need to

demands of operating the school in a pandemic, divisional leaders

name and talk about how they feel — an essential skill for addressing

assembled committees of faculty and staff to think about what it

conflict or hurtful behavior.

means for students to feel a sense of belonging and what the school can do to make sure every child knows they belong in and to this

As they look ahead, the Lower School faculty hope to build on

community.

their success and incorporate a broader range of strategies to help students learn how to respond in situations where they see someone

Llanque described the initiative as an “effort to engender student trust

being treated unfairly. Jane Verlin hopes to leverage the “Speak

in the community so that they feel comfortable talking about their

Up at School” toolkit from Teaching Tolerance, a non-profit that

experiences — as painful as they may have been. The topic of racism

helps schools educate children to be active participants in a diverse

is divisive, and people often avoid it for fear of saying something

democracy. The toolkit guides students and faculty alike to respond

wrong. Our goal is to create the necessary conditions for students to

to everyday biases by equipping them with phrases and questions that

have frank conversations about how they feel and what they think, so

nudge them to think about situations from new perspectives.

they can learn from their experiences and one another. Ultimately, it’s about engaging them as partners in their learning.”

The Committee on Belonging in the Middle School celebrated its past successes while also reevaluating central elements of its culture. The

For faculty in the Lower School, the conversations about belonging

Middle School’s motto, “Dare to be different. Dare to be yourself,”

have reaffirmed their efforts to support students’ social and emotional

has long guided the division’s efforts to engage with students in the

learning. For the past two years, the Lower School faculty have

process of identity formation.

incorporated the RULER approach from the Yale Center for Emotional Intelligence into their pedagogy to support students’ capacity to

However, this year the Middle School faculty are also emphasizing

develop healthy relationships (See story on p. 32). Faculty work with

that it is up to all students to welcome differences in their classmates

students early in the year to identify behaviors that contribute to

because students who feel a sense of belonging are much more able

28 | www.gfacademy.org

to be themselves among peers. “We believe that all students should feel comfortable being who they are,” Drew Meyer, Head of Middle School, said in a statement that summarized the committee’s work.

Similarly, the Upper School faculty and staff engaged in conversations about the conditions that promote a sense of belonging and those that undermine it.

According to Andrew Jones, Head of Upper School, his team discussed ways of “creating connections among students, between students and adults, and among adults to model the way, inspire trust and confidence in our students, and set students up for success in confronting exclusion or unkindness.”

“The topic of racism is divisive, and people often avoid it for fear of saying something wrong. Our goal is to create the necessary conditions for students to have frank conversations about how they feel and what they think, so they can learn from their experiences and one another.”

Victor Llanque, ph.D. Associate Head of School

winter 2021 | 29

Taking a page out of the Middle School playbook, the Upper School has

does race impact people’s lives? What is racial justice?

expanded its advisory program to increase opportunities for students and faculty to form enduring connections. Through daily interactions

For example, Sarah Fincke’s eighth-grade class reads “Master Harold”…

with their advisees, advisors keep an eye on how students feel and can

and the Boys, a play written by Athol Fugard in 1982 that focuses on

offer support when needed. They can also set the table for conversations

institutional racism in apartheid-era South Africa. “This text was added

about what it means to be part of a pluralistic community in which

in an effort to provide students with continued opportunities to explore

people have diverse experiences and perspectives.

the complicated relationship between characters, interwoven with themes of identity connected to race and racism, injustice, privilege,

Equally important have been student-led clubs and initiatives that

power, and coming of age,” Fincke said.

actively promote a sense of belonging in the Upper School community.

For example, the school’s annual Unity Day was created in 2018 by

In seventh grade, Iman Rasti and Meggan Ruppel teach The Hate You

now-senior Charles Kolin to prevent bullying. The American Sign

Give, a 2017 young-adult novel by Angie Thomas that explores topics

Language Club, the Jewish Student Association, and LEAD (Learning

related to race relations and police brutality. Rasti explained, “Through

and Educating About Diversity), among many others, are also clubs that

this book, we can not only bring an important national conversation

contribute to a more inclusive culture at GFA.

to the foreground of what we teach in the Middle School, but we can also incorporate the theme of identity, which is the cornerstone of the

Another example of student leadership in this area is The Forum. In

seventh-grade English curriculum.”

the lead-up to the elections, seniors Will Magrone and Giavanna Bravo revived this club, inviting students to share their thoughts on politics

Many other courses in the Middle and Upper School give students

in the form of a productive conversation rather than a debate. Inspired

opportunities to grapple with the complexity of race relations in the

by Coyle Scholar John Wood, who spoke to Middle and Upper School

United States. In the History and Global Studies department, students

students this fall, Magrone and Bravo wanted to emphasize the club’s

study race in American history. Bob Guffin, who has taught the junior

focus on promoting civil discourse (See page 10). Bravo explained that

year US history course for over two decades, frames his work as an

she and Magrone wanted their peers to gain, “the ability to understand

effort to “teach students how to think, not what to think.”

different viewpoints and understand how to have a productive conversation—to just talk to someone, and hear the perspective of

“Given the polarization of our contemporary world, our history program

someone you usually wouldn’t talk to.”

seeks to inculcate the critical thinking skills necessary to distinguish between polemics and nuanced and complicated historical realities,”

The Study of Race in the Curriculum

Guffin said. “In pursuit of that goal, we teach history from a variety of

In addition to the three divisional committees on belonging, Henry

perspectives and encourage students to test all interpretations against

and Llanque co-chair a fourth committee on the study of race in the

the available evidence.”

curriculum. Faculty and staff have met in this group several times in the fall to catalog where students explore questions related to race within

Outside the humanities, science and math teachers have considered

the context of their GFA classes.

how they can best teach students about race and make sure they can all believe in their ability to excel in science and mathematics. Some

“So much of the information that students consume about race

of this work involves weaving in stories of scientists from diverse racial

dehumanizes the individual and creates division,” Llanque said. “At

backgrounds. It also means creating an environment where students

GFA, faculty take seriously their responsibility to provide students with

have practice making mistakes and learning from them. That combats

many opportunities to develop a deeper understanding of race and its

stereotypes and stereotype threats, or other negative messages that

significance in their own lives and in society as a whole. GFA doesn’t

children can absorb about their abilities, and sends a powerful message

have a narrow and prescriptive curriculum on race. To engage students

to students that they can learn.

as partners, and when we recognize the wide range of perspectives they bring to the classroom, we can’t simply lecture about race. We need to

Looking back on the work the faculty has already done, Llanque said,

embrace curiosity: if students come up with ideas, we should ask for

“I feel inspired and energized by the creativity and commitment to

more information — not to condone, not to condemn, but to understand

purpose that I see at GFA. We can see that we have a responsibility

— and in that process, we position ourselves as learners.”

to teach about race and position ourselves to be able to do it in a supportive way, yet walking the talk is harder than it looks. I admire the

Across the divisions and departments, students engage, in ageappropriate ways, with questions like: Who am I? What is race? How 30 | www.gfacademy.org

skill and the love with which faculty are engaging in this work at GFA.”

“I feel inspired and energized by the creativity and commitment to purpose that I see at GFA. We can see that we have a responsibility to teach about race and position ourselves to be able to do it in a supportive way, yet walking the talk is harder than it looks. I admire the skill and the love with which faculty are engaging in this work at GFA.” Victor Llanque, ph.D. Associate Head of School

winter 2021 | 31

Lower School Charters The 2020-21 school year marks GFA’s second year integrating

is significant, making their needs explicit, while helping students

RULER in the Lower School — an evidence-based approach to

understand the impact of their actions and words.

social and emotional learning developed at the Yale Center for Emotional Intelligence. RULER supports the community in terms of

Lower School Counselor Corinne Kennelly said that in this capacity,

understanding the value of emotions, building the skills of emotional

the charters can act as a classroom tool.

intelligence, and helping support a positive school climate. Each letter stands for the five skills of emotional intelligence: Recognize,

“The charter serves as a daily reminder, and something to refer back

Understand, Label, Express, and Regulate.

to in an unhappy time,” she said. “A classmate may explain it as: ‘I didn’t feel valued because you laughed at my mistake.’”

Starting as early as the first day of school, students spend hours with their teachers establishing the routines needed to help make

Head of School Jane Verlin added, “Teachers continue to refer back

their year successful. This year, as students settled into and became

to their Class Charter as the children learn that actions, words, and

comfortable with the normal —

decisions impact those around them.

and abnormal — class rules due to

This gives children the power to

COVID-19 restrictions, they turned to

represent how they want to feel while

the creation of a Classroom Charter.

at school and what behaviors need to happen to feel that way.”

The Classroom Charter is a critical component of the RULER approach.

A visual representation of the charter

The creation of each charter begins by

was the culminating project. Each

asking the question: How do I need

visual aid is unique to the classroom

to feel in order to thrive at school?

and pod, and hangs in the Dragon Wing

From there, students begin to identify

for the school year. Lalonde’s fourth-

the feelings they want to have in their

grade pod chose to represent their

classrooms. Safe? Encouraged? Included? Joyful? The list starts out

words using the GFA crest.

quite long, but after much defining and discussing, five or six of the most important feeling words are agreed upon by the entire class.

“The students explained to me that despite the fourth grade being made up of three separate pods, together, they are leaders and role

“Our initial list was the result of a long discussion,” Fourth Grade

models in the Lower School. Even at such a young age, this charter

Teacher Manny Lalonde said. “While every word may have not been

helped students make the connection that they are part of something

included in the final charter, we wrote each one on the board and

so much greater than just themselves, their pod, or their classroom,”

began narrowing them down together. In doing this, we’re allowing

he said. “It was fascinating to hear all the different creative ideas, but

children to see all the ways their friends wanted to feel when they

even more impressive to see how flexible the students were. Having

were in school, making everyone feel equally represented in the

students involved in the creation of the charter every step of the way

process.”

allowed them not only to feel connected, but to feel ownership.”

Once the words were selected, the students moved on to step 2:

In the beginning months of school, charters were fine-tuned in every

consider the kind of behavior and language that needs to happen in

classroom and shared at Friday assemblies. RULER training continues

order for them to feel that emotion. For example, “In order to feel

over the course of the year, with emotion vocabulary and the RULER

included, my classmates would invite me to play.” The process itself

Mood Meter next on the docket.

recognizing labeling

understanding

expressing

regulating

“

Teachers continue to refer back to their Class Charter as the children learn that actions, words, and decisions impact those around them. This gives children the power to represent how they want to feel while at school and what behaviors need to happen to feel that way.

Jane Verlin Head of Lower School

ruler

34 | www.gfacademy.org

Rising

Up Since Sept. 1, 2020, on any given day a student will see: the maintenance crew perpetually arranging (and rearranging) tents, desks,

and chairs; a member of the Advancement team directing traffic and helping Lower Schoolers safely get in and out of their cars; an administrative assistant taking temperatures; the division heads and Mr. Whelan (with his bullhorn and boombox) outside greeting and dismissing students; a staff member proctoring class; a P.E. teacher distributing lunches; coaches monitoring study halls and recess or leading advisory; faculty — on campus and at home — making extraordinary connections in completely new ways. The means by which every member of the GFA community has extended his or her everyday roles to keep everyone together has proved to be varied and boundless. It restores optimism and confidence amid trying times.

winter 2021 | 35

There is no question that this year is one for the history books. The

“What surprised me the most was how much patience everyone has

anxiety brought on by an unprecedented pandemic had the potential

exuded for the situation and each other,” he said. “The changes this year

to bring the school year to a halt before it even began. Instead, every

are all so overwhelming, but the faculty, staff, students, and families

student, faculty and staff member, administrator, and GFA family united

have all had the patience to work together to change, evolve, and make it

with a goal of moving forward together. Along the way, new partnerships

better each day.”

were formed, unknown talents emerged, the campus was transformed, and innovation became the new normal.

As with any sudden change, this rapid metamorphosis had the potential to flop. Instead, the opposite happened. Heading into the new year, the

Ray Weaver, Director of Planning and Engineering, has been at the

school did not have to close its doors at all, infections were minimal, and

helm of the Facilities and Grounds teams responsible for the campus

the community became fluent in transitioning from in-person attendance

reformation. Their tasks have included — among many, many other

to at-home Zooming when necessary.

projects — creating classrooms out of squash courts and theaters; devising traffic routes inside and outside; overhauling filtration and

“When Mr. Whelan communicated the commitment for every student to

ventilation systems to help prevent the spread of airborne pathogens;

have the chance to be on-site, at school every day, no school in the region

erecting tents (and later devising how to heat them); and setting up

or even the state had identified such high standards. The idea of seeing,

signs, sinks, and sanitation stations throughout the buildings. Weaver’s

hearing, speaking and interacting with any one of your teachers or peer

to-do list never ends, and yet he is most proud of the community’s

students each day is so important to the mission at GFA,” said Weaver.

continued poise.

36 | www.gfacademy.org

“The changes this year are all so overwhelming, but the faculty, staff, students, and families have all had the patience to work together to change, evolve, and make it better each day.”

Ray Weaver, Director of Campus Planning and Engineering

winter 2021 | 37

Above, Upper School Spanish teacher Kate Morrison ’83 teaches class in the revamped Squash Center.

Assistant to the Head of School Gail Gibb has been at GFA for 17

students alike while they navigate the hybrid learning model together.

years and attested she can’t remember a time when the school has

Teachers never know who will be attending class in person or who

pooled its vast resources in such a meaningful way. In addition to her

will be Zooming in from home. This makes a big difference in whether

myriad duties supporting Head of School Bob Whelan, Gibb takes

a class can go outside or facilitate other activities, so flexibility with

temperatures each morning for the students and faculty who filter

lesson plans has been the key to success.

through the front door.

An added challenge for teachers is just being able to recognize their “I’m proud to be contributing to the ultimate goal of keeping everyone

students, who wear masks all day long. That, combined with adjusting

safe,” she said with a twinkle in her eye and a smile behind her mask.

to changing schedules and evolving technology has in a way made a first-year teacher out of everyone, according to kindergarten teacher

Stokes Carrigan, Director of Annual Giving, would normally spend

Katie Mack, who has been at GFA for 10 years.

his days meeting with GFA families, garnering additional financial support for the school’s annual expenses. He still does that, but this

“As teachers, we are used to being creative. But this is a different kind

year he is also outside every morning and afternoon — in every kind

of creativity that we’ve kind of had to wrap our brains around: how

of weather — directing pick-up and drop-off traffic alongside other

to use spaces in entirely new ways, how to design a classroom in a

faculty and staff members.

completely different way,” she said.

“No matter what your normal role is, you’ve found yourself doing

Adding a layer of complexity, the faculty members teaching from home

things now that you never expected,” he commented. “I’m proud of

must find strategies to engage their classroom students remotely.

my community and my colleagues who have shown an unrelenting

Communicating is reliant not just on the technology but other factors,

capacity to give of themselves whenever they’re asked and for

like hearing quiet students who are speaking through masks, or

whatever is needed.”

seeing the students in the back of the room. To help with this, each remote faculty member is paired up with a “teacher-partner” who is

The “classroom” experience has been challenging for teachers and 38 | www.gfacademy.org

in the room with students to set up technology such as cameras and

I GOT

MY COVID19 microphones, and to assist with needs that arise in the classroom.

They VACCINE! also enforce health practices like proper mask-wearing, desk-wiping, and hand-cleaning.

Admissions Associate Mackenzie Kirkup spent the fall and winter months as she normally would: preparing for open houses, student/ family visits, interviews, and tours. At the same time, she was a teacher-

I GOT MY COVID19 onerous task, being in the classroom has added depth to her VACCINE! connection partner for four Upper School classes. She said that rather than being an with the school.

“

I GOT MY COVID19 VACCINE!

I GOT MY COVID19 VACCINE!

I GOT MY COVID19 VACCINE!

I GOT MY COVID19 VACCINE!

“Attending classes and immersing ourselves in curriculum and student life is a goal we always set for ourselves, but it is usually difficult to keep up with during the busy admission season. This has been an amazing opportunity to get to know both the faculty and current studentsI GOT on a more personal level,” she said.

MY COVID19 VACCINE!

Because of my love of science, I am particularly grateful for this. … I feel since the news of the vaccine being rolled out, it has given

GOT I GOT everyone hope Iand excitement that after these long months of MY COVID19 VACCINE!

MY COVID19 VACCINE!

hearing such negative news. Peoples’ spirits are lifted.

Kathleen Raby, School Nurse

The teacher-partner role this year also created new ways to engage GFA’s alumni community — Bella Ferrante ’15, Jeffrey Velez ’10, Christian

“

Alexander ’13, and Christine Phan ’10 all returned to the school this year to help out in the classroom and monitor study halls and lunch.

I GOT

I GOT MY COVID19 VACCINE!

Ferrante has been a teacher-partner with two of her former teachers, MY COVID19 Erin O’Grady (history) and Gail Greiner (English), who are remote this VACCINE!

I GOT MY COVID19 VACCINE!

year. Though she is collaborating in an entirely new way, it still evoked a feeling of nostalgia.

“Remembering when I was here as a student and now as a faculty member, it really is an incredible community of support,” she reflected.

I GOT “The students and teachers have been perpetually inspiring. Their

MY COVID19 determination to continue to try their best in these difficult microand VACCINE! macrocosmic challenges is inspiring.”

I GOT I GOT MY COVID19 MY COVID19 I feel like this is a beginning of moving toward to what we all took VACCINE! VACCINE! for granted, namely seeing family and friends. Our community is

resilient, and we have all come together to provide the best possible

For the second rotation this year, junior Antara Ghai took English 11

in-school learning environment. Everyone stepped up and did

with Greiner — Ghai’s first experience with a remote teacher. She said

150%!

having someone there in the room is helpful.

Karyl, Health Assistant AVERY 5293

“Having a teacher-partner in the room means there’s someone other than the instructor to talk to about classwork,” she said.

Going into this school year, Ghai was worried that the pandemic would “overshadow” her high school years but was relieved to discover that wasn’t the case.

to last year, the same can be said about everything else,” she voiced.

“I don’t think my experience has been affected at all — I’ve learned as much as I would have if my teacher were in person. In some ways, it allows for more meaningful one-on-one connection with my instructor,

“

“While there are a couple of things that are different in class compared

as meeting in scheduled time blocks leads to more constructive

I don’t really talk about it much. It’s not why [I’m an EMT and

academic discussion.”

firefighter]. I just enjoy being a part of my community and helping people out.

winter 2021 Noah Bachner ’21

| 39

40 | www.gfacademy.org

While every department in the school has been affected by the

that we can be together. And I feel very, very fortunate to be able to go

changes, perhaps no group more so than the technology department,

to this school and have this experience, even in a situation like this.”

which was tasked last spring with finding immediate online solutions for everyone. This year their roles are no less significant, as successful

Junior Kavya Krishnamurthy wasn’t sure what to expect when she

connections in the classroom still rely heavily upon functioning

returned this year. “I came in with very low expectations. And I’m

technology. Since March, every day the small but mighty group —

pretty sure — based on my standards — GFA knocked it out of the

comprised of Tope Aiyegbo, Donna Matte, Rick Kapusta, Nicholas

park,” she said.

Iacobelli, and Stephen Winard — resolves a growing number of unexpected issues and needs.

With two parents as long-time employees, and himself a “lifer,” annual summer employee and Horizons volunteer, Bryan Matte ’16 has

“I felt like we had a huge role to play in making this school year

practically spent his whole life at GFA. This year he gained yet another

successful and making it accessible for both students and faculty who

perspective as an Associate Teacher in third grade. There are few who

weren’t going to be on campus — giving them as real of an experience

know the school as well as he does, and he’s confident in a bright

as I could,” said Aiyegbo, the department head. His job requires him

future ahead.

to be constantly on the go — visiting offices and classrooms to install equipment, troubleshoot, or just to check in. “I’ve never wanted to be

He assured, “We are fearless in our pursuit of an invaluable school

a seated administrator,” he laughed.

year for our students. We are leaders on our quest for excellence. We are dreamers in the face of the impossible. But most importantly, we

At the end of the day, what matters most is the student experience. They

are GFA.”

too had to adapt to changing spaces and schedules throughout the year.

Yet anyone walking through the halls can see that the circumstances

The second half of the year lies ahead, and the pandemic is still in

haven’t damped spirits or slowed anyone down. The smiles on students’

play. We can’t know what challenges await, but we can take comfort in

faces shine through the masks.

knowing no matter what, it’s “each for all.”

“GFA has made us feel like we’re all standing for something together.

They’ve made such a huge effort,” said senior Max Yates, who has been at GFA since Middle School. “They’re doing everything they can so winter 2021 | 41

“

Despite the many hurdles our community has had to navigate since the beginning of the pandemic, one thing that has remained unchanged is that of GFA's commitment to giving back and lending a helping hand within and beyond its mansion's walls.

Sue Wilchinsky

Service Coordinator

The challenge has been to not be the person who bothers others with issues but still endeavors to be "present" as much as possible. There have been remarkably good moments through this time with students as well and they are always delightful surprises since they are rarely expected.

Even when we were doing Zoom classes last year, I felt like I never stopped learning at a GFA caliber, but our teachers were also looking out for our well-being and checked in on us constantly. What I’m trying to say is, even when we were online, GFA still maintained this sense of “togetherness” for me.

Maeve Class of 2021

Stephen Stout Director of Theatre Programs

Something inspiring was "just keep swimming" from one of my teachers. Even though they were just using the quote from Finding Nemo, it still had a deeper meaning. It has been hard these past couple of months but just those three little words helped lift my spirits. … In such a dark time it gave me a sense of hope that things will go back to "normal" and that we will be able to hug our extended family members and friends in the future.

I will use this saying my whole life. There are always going to be times where times are tough but just those three words can help!

Lilly 42 | www.gfacademy.org

Class of 2024

One challenge I have faced this year is fitting in. I have never been able to have friends but when I came to GFA it changed. Everybody is so nice here and it is amazing.

Quentin Class of 2028

To be a 10-, 11-, 12-, 13-, or 14-year-old in the midst of this pandemic is daunting, to say the least. Their natural desire for connection and peer interaction is hamstrung by the protocols we are required to put into place. Yet, the kids are doing it. I couldn’t fathom middle schoolers wearing masks all-day last September, but here we are. The kids are doing it, and they are being awesome. Thank you to them.

Drew Meyer Head of Middle School

winter 2021 | 43

“ Looking Back, Looking Forward

By Horizons GFA

As 2020 comes to a close, we are excited to update the GFA community about how Horizons GFA continued to serve its students throughout the pandemic — largely thanks to all of your volunteerism, enthusiasm, and support!

The COVID-19 pandemic put at-risk communities directly in its cross-hairs, and the negative impacts have been severe and wide-ranging. Our Horizons families — many already in precarious circumstances — experienced illness and loss, unemployment, housing issues, extreme financial stress, and food insecurity. Also, not all students had access to technology, a physical space to work, or assistance from an English-speaking adult at home. For all these reasons, we felt it was critical for Horizons to maintain strong links to our student community during the crisis.

When schools closed in March, we immediately launched a new virtual platform called Learn and Earn with daily live, online support to help our PreK–8 students with the work they received from their schools. Many of our students did not have access to the internet, nor did they have devices at home, so we 44 | www.gfacademy.org

“

“

Horizons students received supplemental virtual learning plans and daily schedules and routines to engage their minds during the quarantine.

(with the help of the fantastic GFA tech team) loaned out laptops, iPads, and WiFi hotspots, so all our students could engage in online work. Horizons students received supplemental virtual learning plans and daily schedules and routines to engage their minds during the quarantine. We also created incentives to motivate and engage our students during the school closure.

Our High School and College Success programs transitioned smoothly to a virtual environment in March, with coaches and students continuing their work together over Zoom. Undeterred by the pandemic, we celebrated both our high school and college graduates with drive-by gift drop-offs and a wonderful joint Zoom celebration.

In April, the Horizons GFA Board of Directors started a special Feed A Family fund. The response and support were overwhelming, and the funds raised enabled us to provide all our 200+ Horizons GFA families with a hot meal from one of two Bridgeport businesses, with additional support provided to families in critical need.

As the quarantine extended through spring toward summer, it became evident it would not be possible to hold our regular inperson summer programming for any of our age groups. As we had already developed our virtual platform, we quickly pivoted to a fully online summer programming for our PreK–8, High School, and College Success Programs.

In our five-week PreK–8 summer program, Horizons GFA students engaged with their classmates, teachers, interns, and volunteers in an immersive, fully synchronous virtual summer experience. Students spent mornings focused on reading, math, and social-emotional learning. After lunch, they returned for a virtual enrichment period — science, art, sports, drama, and even cooking. The enrichment block was followed by a special activities period where students received individualized support and participated in small group activities. Our 30 summer student volunteers took the lead in this special activity period, winter 2021 | 45

providing customized support to each student. On Fridays, our typical

Horizons teachers, supported by 25 GFA Upper School student

field trip day, students were free to explore our Virtual Friday Field

volunteers, provide additional academic support to students each

Trip by visiting museums, historic sites, and natural wonders of the

afternoon, from kindergarten to eighth grade. This program is

world.

essential for both the academic success of our students and to establish consistency and support relationships within the Horizons GFA

Summer student volunteers played a critical role in making our

community.

PreK–8 summer happen. It was a logistical feat to get our students the supplies they needed to participate in the online program. Each

Most recently, more than 20 members of the Horizons GFA club

Thursday during the summer session, GFA student volunteers

collaborated with GFA’s Angel Tree project, providing gifts to 12

joined Horizons teachers for “packing days,” collecting, sorting

Horizons families who have been most impacted by the pandemic.

and organizing supplies to fill the hundreds of bags containing the

The families were so full of appreciation and joy to be on the receiving

materials students would need for the week. Worksheets, books,

end of such generosity!

science experiments, cooking supplies, and more were organized on the GFA campus to ensure that all students were fully prepared for

Horizons GFA is incredibly grateful for all of the support the GFA

the week ahead. On Fridays, we delivered these bags to our students

community has provided throughout the pandemic. A special thank

in Bridgeport, getting to see their smiling faces in person, although

you to all of the volunteers for making this year a massive success

briefly, from a distance, and with masks on!

despite the pandemic — our students feel so lucky to have all of you on their team!

This fall, we have continued to adapt and support our students by creating the Horizons Helping Hands program, dubbed “H3.” Our

Highlights Horizons GFA 2020

•

Spring Learn and Earn: virtual academic and SEL programming provided throughout the spring to participating students in all grades. Technology was loaned to all families in need

•

Virtual Summer Academy: 5-week summer programming, live teacher-led via Zoom

•

Volunteer and intern-led small group and individual instruction for all grades

•

Academics & SEL in the morning, enrichment and special activities in the afternoon

•

Parent engagement with virtual orientation, family town hall meetings, special events, and teacher-parent contact

•

Reading specialists are providing individualized intervention instruction

•

Horizons GFA school psychologist is available to students and families

•

Weekly “packing days” where volunteers packaged all supplies needed for academics and enrichment

•

Horizons Helping Hands program in the fall: volunteers and teachers providing additional academic and social-emotional support to participating students

•

Our Horizons Open and Virtual Fall Gala, both held this fall, were huge successes!

46 | www.gfacademy.org

n o i n u e R Is coming to you!

Virtual Reunion 2021 Zoom Cocktail Hour, Alumni Programming, and More May 21-22, 2021 Details to come

winter 2021 | 47

Lila Wells ’19: The Unite Passion Project Growing up, Lila Wells, Greens Farms Academy Class of ’19, got to

becoming a doctor or engineer, which “isn’t the best fit or even viable

see first-hand her mother’s passion for philanthropy through the

option for everyone,” says Wells.

non-profit her mother founded called Unite the World With Africa Foundation (Unite). Unite’s mission is to “empower extraordinary-

To address this need, Wells decided to leverage the power of

yet-impoverished and marginalized youth and women with quality

technology and introduce students in Tanzania to all kinds of

education, health, leadership and business development programs

academic and career paths. She designed and launched The Unite

to foster independence, dignity and long-term success,” and today,

Passion Project, an online collection of five- to 10-minute-long videos

as a sophomore at Northwestern University, Wells is embracing that

from experts, individuals, and scholars around the world talking about

passion as her own.

their respective passions and how they have achieved their goals and dreams. These videos are featured on YouTube (@unitepassionproject)

This past spring during the pandemic quarantine, Wells found herself

and on the website Unitepassionproject.org.

working remotely from her family’s home in Westport, CT. She decided to launch a program to connect American university students

To date Wells and her team of fellow Northwestern students — whom

with Unite’s scholars in Tanzania to provide them mentorship,

she enrolled as co-leaders in the program, along with her mother’s

friendship, and academic and social support. During the six-week

Unite team — have collected more than 60 video submissions and

Unite Ambassador Program, which Wells ran through May and June

have dozens more in the queue. Currently, more than 1,000 students

while the Tanzanian students were home on holiday, she discovered

in Tanzania are able to access these videos as part of Unite’s Student

that these students — all of whom had overcome extraordinary

Clubs, which are operating in government higher secondary schools

hardships, challenges, and odds to succeed in their schools and qualify

across the country. Moving forward, Wells and the Unite team are

to be chosen as Unite scholars — had no real plans or even visions

looking to share The Unite Passion Project’s library of videos with

for their futures. They didn’t know about any possible careers beyond

under-resourced schools across the continent and even here in

48 | www.gfacademy.org

America to open the minds of youth everywhere

of what I get to do every day at

to various career and life paths.

Greens Farms Academy, and taking part in this effort was a modest way

“There are so many options available,” said

that I could contribute to the great

Wells. “Even in situations where one is

work that Wells and the Unite team

overwhelmed with struggle and challenge, one

are doing.”

must continue to dream and pursue paths that resonate for them.”

Whelan added that he was not

“I think the idea behind the project is such an important one — to empower young people and create opportunities for connection and the development of vital life skills.”

surprised that Wells would be a part “I’m so inspired by Lila,” said her mother

of such a project.

Anne Wells. “She is full of energy, creativity, motivation, and inspiration, and she and I are

“Our mission talks about preparing

having such fun working on this together.”

young people for a life of purpose, and our core

Bob Whelan head of school

values include the attributes passion, empathy, To launch and grow The Unite Passion Project,

and excellence,” he said. “Those are simply

Lila Wells has approached people from all areas

words until they are animated through deeds,

of her life. Her first video submission came from

and Lila brings those concepts to life through

Morton Shapiro, the president of Northwestern

her work on this project.”

University, and a number of subsequent videos came from her former GFA teachers and

Unite’s goal is, at its core, quite simple: To help

mentors. GFA’s Head of School Bob Whelan,

others build better lives. And it has inspired and

Director of Theatre Programs Stephen Stout,

invigorated Wells and her team as well, as they

and faculty members Daniel Jump, Mathieu

work toward figuring out their own paths in life.

Freeman, and Robert Kwark have all made and submitted “passion videos.”

“While I grew up with my mom always working on Unite and bringing Tanzanian visitors

“At GFA, these faculty members were some of

to our home, I didn’t truly really realize the

the most passionate and joyful people I knew,

importance of it all until I went to Tanzania

and I feel incredibly lucky that they shared their

when I was 12 and met the people Unite was

passions with Unite,” said Wells.

serving in person,” Wells said. “It was hard to come back to Westport and Fairfield County.

Already the response to the Unite Passion

Ours is a world of severe extremes, which can

Videos in Tanzania has been overwhelming.

be difficult to stomach sometimes.”

Whelan’s video was watched last week by hundreds of students at the Same Boys School

Unite’s programs will likely always be a part of

in the Kilimanjaro district of Northern Tanzania

her life, however, her mother expects that Wells

(click HERE to see a video).

will create her own path toward greatness.

“The Unite Passion Project videos and the

“Her dreams are so big,” Anne said. “She’s here

Unite leadership and life skills curriculum are

to make the world a better place. She’s already

exemplary and will help us achieve the highest

doing it, and I love watching her fly.”

level of performance,” said Same Boys School Headmaster Hoza Mgonja.

To learn more about The Unite Passion Project or inquire about submitting a passion video,

About the program, Whelan said, “I think the

please email lila@unitepassionproject.org or

idea behind the project is such an important

visit unitepassionproject.org.

one — to empower young people and create opportunities for connection and the development of vital life skills. Cultivating a sense of agency in young people is at the heart winter 2021 | 49

50 YEARS OF “GFA”

50 CO -EDUCATION

As the Class of 1970 walked the commencement stage at the Kathleen Laycock Country Day School, the campus was on the cusp of a major transition. When the senior class presented its gift to the school — a “Greens Farms Academy” sign — they knew that much more than the name of the school was about

to change. Fifty years ago, during the 1970–71 school year, the administration welcomed its very first coeducational class, sparking a cultural shift and the birth of GFA as we know it.

Headmistress Nancy Lauber (Bolton Class of ’51), who oversaw the transition, wrote at the time, “We

believe that the different academic interests and viewpoints of boys and girls will cause the elective courses to increase in size and balance, and will therefore provide a more stimulating academic atmosphere for

students and faculty members. The extra-curricular program and the social activities of the school will also be strengthened. ... More and more of our graduates will attend coeducational colleges, and all live in a

coeducational world.” She also saw a void that needed to be filled: there were no independent high schools for boys in the immediate area.

50 | www.gfacademy.org

Ed Denes was a faculty member af the Kathleen Laycock Country Day School at the time, and was initially hesitant about the change.

“Having joined the faculty in 1965, at first, I didn’t want it to change. Kathleen Laycock was a perfect school,” he said. “But while one of the reasons to go coed was to get more students and expand the school, the primary reason was both the moral and social point of view — it’s good to have men and women educated together.”

Believing that it would be difficult to attract male students to The Kathleen Laycock Country Day, Lauber and the trustees renamed the school. That September of 1970, 23 young men joined approximately 300 young women on the opening day of Greens Farms Academy.

“There was no push-back. The board agreed. The girls thought it was a great idea,” Lauber laughed. “It was a smooth transition.

[Denes] was a great help — he was one of the best hires I’ve ever made. He helped during this time with boys athletics, served as the Dean of Students, and was the Head of the Math and Computer Program and Science Departments.”

From the very beginning, partnership — a hallmark of the GFA experience — was already in motion. Male students were getting in at the ground floor, and piece by piece, in partnership with the faculty, building what they wanted their education to look like.

“I was in a unique position,” shared Norman Marsilius ’72. “As one of the boys in the first graduating class, I was able to discuss policies with faculty. I was able to create sports teams of the sports I wanted to play ... The faculty were genuine in listening to our interests. I had so many new opportunities at GFA because everything was starting from scratch.”

Former Head of School Jim Coyle agreed, but noted the transition to coeducation was slower than they had hoped. The first class included just Marsilius and three other male students. “GFA was just scratching the surface and there was so much to be done. The bathrooms had to be updated, as did the locker rooms. There was no substantial building, and money was tight,” Coyle said.

When Coyle accepted the role as Lauber’s predecessor as Head of School, he noted that Lauber’s impact was one for which the school would be eternally grateful.

From the very beginning, partnership — a hallmark of the GFA experience — was already in motion. Male students were getting in at the ground floor, and piece by piece, in partnership with the faculty, building what they wanted their education to look like. winter 2021 | 51

52 | www.gfacademy.org

“I took over a very strong school. [GFA] owes Lauber a great deal.” But, he noted that there were still hurdles to overcome.

“There was trouble attracting male applicants, we had not given the athletics programs the attention it needed, and I wanted to improve the academic standard. With time, we accomplished that.”

Denes pointed out that an uptick in AP courses, the addition of science and locker rooms, and the evolution of several sports teams, all helped to attract more male students and balance out the gender ratio that was nearly 4:1 in the early years.

Kelsey Biggers ’73, who started at GFA in 1970 as a sophomore, said that Coyle himself was a large part of the reason that the newly named Greens Farms Academy had such a successful start.

“In his almost military bearing, it was smart to bring him in and start fresh,” he said. “It was the 70’s — crazy times — and when I enrolled, the school was quite relaxed about letting the culture evolve to accommodate boys. Mr. Coyle sure did put his mark on the school over a couple of years.”

The President of the Class of ’72, Susan Boone Durkee, felt that the addition of boys added depth to the academic and social lives of the students. “The girls enjoyed having the boys there — there were a lot of friendships, some still kept to this day. They were very respectful. Keep in mind, they were outnumbered,” she joked. “It was nice for our school plays because we finally had guys to play the male roles, it was great to see the boys’ sports, and as for inside the classroom itself, they gave the class more backbone. They extended themselves more than a lot of the girls did and we were very receptive to it.”

As the school nears its centennial, it has come a long way from opening its doors in 1925 with one teacher and four female Lower School students. Today GFA enrolls 715 students, 356 of whom are male.

winter 2021 | 53

Class Notes

Former Faculty Joseph Roll

Some of my former GFA Latin and Philosophy students may recall my infatuation and involvement with Galician (Byzantine-Slavic) Church Chant. Because of my 50-plus years contributing to the field, in October of last year I was honored to give the keynote address at the “SingCon” convention held at St. Basil Seminary in Stamford, CT. The group consisted of 77 Greek Catholic and Orthodox Church cantors, choir directors, and composers from the USA and Canada, as well as from Ukraine, Germany, France, and England. It was organized by the Patriarchal Liturgical Committee headquartered in Kiev, Ukraine. Follow your passion! I’d love to hear from all you guys. Stay safe and healthy. Email me: joebun1@hotmail.com.

Above, members of the Class of 1970 on a recent Zoom call. Below left, Miki Clements-Collier on a hike with her dogs. Below right, Joe Roll, former Lation and Philosophy Teacher at GFA.

1951 Ann Hoopes

As you know, I am class of ‘51 and had hoped to see classmates this coming year for our 70th reunion. If all goes well, we may yet be able to meet — there were originally nine of us — now I think six. Meanwhile, I play Bach at the piano every day to keep the knot in my stomach under control about the election. I will work here to help the Biden administration in any way I can! I’m still playing golf, living in an apartment in Chevy Chase, MD, and keeping busy with myriad Zoom activities! Feeling lucky!!

1969 Miki Clements-Collier

2020 saw me laid off from Dover Saddlery and into semi retirement. Reverting back to my past lives, I started two blogs — selfemployedagain@wordpress.com and mikicc.org. I’m loving being able to hike, photograph, and write. My son is a contractor in Boston and an amazing father to my incredible six-year-old grandson. My daughter is a Director heading up the Corona vaccine at Moderna. I’m working on a book, for which I entreated Christopher Brown to work on the first edit. He is brutal but fantastic.

1970 Judith Proctor

In lieu of an in-person reunion (big one, our 50th) we did a Zoom, spanning nine time zones (Luxembourg, Sweden, California) and gathering 14 classmates — 12 from our 21 allfemale graduating class. With great questions

and coordination from our moderator Janet Carter Persen, we each summarized our lives since leaving GFA/Laycock (quite a feat), reminisced about our time together, and raised a glass to our longtime continuing friendships. Truly, we learned and shared more as a group virtually than we would have gathering in-person. And we had so much fun that we are meeting again online this winter with hopes of actually seeing each other at the next onsite reunion. Many thanks to GFA’s Alumni Director Ana Holwell for providing the platform and stunning current GFA video.

Cynthia Exton von Oeyen

I attended Laycock sixth through ninth grade. My husband Paul and I have lived in Bloomfield Hills, MI, since 1986. I have just completed 22-and-a-half years as an elected school board trustee — the longest serving board member in our community. I was surprised and immensely honored at my final meeting in December for my advocacy for all students by the announcement of the naming of their music and theatre arts space and program as the Cynthia von Oeyen Center for Performing Arts! We are enjoying

our first granddaughter Madison, one-anda-half years old, mostly via FaceTime due to COVID-19, and hope to see her in person in Massachusetts, soon after her little sister arrives early February. I have connected with Diana Uehlinger and Jane McIlvane in recent years. I would love to reconnect with classmates.

1971 Kendall Crolius

We had a great Zoom call in November with a good turnout! Our 50th reunion was supposed to be in 2021, but we realize we may have to postpone it. It was great for 10 of us to catch up virtually, and we hope to do another call in 2021. We were particularly pleased that Ingrid Haug got up at 2 a.m. in Norway to join the call. Ingrid is translating the works of Marilynne Robinson, who seems to be one of our favorite authors! Her daughter Elisabeth has two young children, and Ingrid is enjoying being a grandmother.

Deirdre Kidder joined us from Sausalito. She manages an independent bookstore and is active with dog rescue and volunteers her time as an auctioneer for charity auctions.

winter 2021 | 55

Susan Ball is Executive Director of Development at Fordham University — at least until she retires in a couple of years.

Her daughter Grace is married and living in Georgia. Her daughter Alice lives in Washington, D.C., Susan wrote, “I am better connected with my Laycock pals than with those from my later boarding school! Working for Fordham from home in Fairfield, CT, I see Melissa Warner Norton from time to time. I regularly walk the Sasco Creek Smith Richardson Audubon trails that border GFA’s fields, so the school is often in my thoughts.”

Misty Beyer is Executive Director of Music for Children in Connecticut. She has two children. Alex, an accomplished pianist, is in Mississippi flying for the US Navy. Her daughter Jessica and her husband are in the pharmacy business in Seattle. They have two sons ages five and nine.

Andrea Wagner is a doctor with a specialty in emergency medicine. She works for the Permanente Medical Group, which is the physician organization for Kaiser Foundation hospitals. For the past 12 years, she has been in charge of all outside hospital operations for Northern California which has been keeping her very busy. Andrea and her husband Tim have a daughter, Lucy, who just turned 29.

She received her master’s in Public Health from Columbia after her undergraduate years at Wesleyan. She got engaged to a long-term boyfriend who she met in college in July.

They plan to get married in July 2022. They live nearby in the San Francisco area.

Cookie Bewley Hale lives in Washington State. She has a construction company and also leads ski tours in the U.S. and Europe — she regaled us with a story of trying to get her group back to the U.S. last March when COVID lock-downs began. Her daughter Jessica, who attended our fifth reunion, is now 44! Cookie has a teenage grandson.

Diane Graham joined us from New York. Her daughter Ava, 22 (the youngest class child, we think!) is doing post-graduate work in finance at the University of Edinburgh. Diane is gradually becoming the bionic woman — she has had both hips replaced and next up are two knee replacements.

Melissa Warner Norton has two children.

Her son Taylor moved to South Lake Tahoe two years ago to work for Americorps and after completing his 11 months, wanted to keep himself busy while looking for full-time work. So last winter he taught skiing and helped coach a freestyle team of 12-year-olds 56 | www.gfacademy.org

at Kirkwood Mountain. When COVID hit he segued into finding a passion for fly fishing, working at the local fly fishing shop and completing his guide training. He officially started guiding this fall, but now that it’s winter, he is back at the mountain working as a ski patrol. The quest for a full-time job is the last thing on his mind now! Ally is working for a music PR firm in L.A. She moved there a couple of years ago to start their small LA office. Ally and Kendall’s daughter, Martha, were classmates at GFA — class of ‘09.

Anne Smith Tucker lives in Berwyn, PA, where she and her husband raised their girls.

Her oldest daughter, Hannah, married a German and lives in Hamburg with their two girls. They haven’t seen them in over a year and can’t wait to get back on a plane after vaccinations. Anne retired to help out when her middle daughter, Hayley, had her first child, Lucy. Anne is now helping with her virtual learning and caring for three-year-old Tucker, too. Her youngest daughter, Laura, abandoned Brooklyn to work remotely from Berwyn, and had been home for all of a week when she was laid off. She had worked for six years at Billboard Magazine. Anne’s husband Ken retired as a TV critic, but still does his weekly music reviews for NPR’s Fresh Air show.

Vicki Seymour had hoped to join the call, but got called into the hospital where she works. Their COVID patients have multiplied in recent weeks and they just do not have the staff to support this number of sick people.

Vicki has lived in Virginia for 30 years. She went back to school for a third time and now has a master’s in Nursing Informatics. She plans to slow down in the next few years and will teach online. Her grandson went to college this last fall as a freshman which reminds her she may be getting old!

Melanie Donahoe is the rector of an Episcopal church in the San Francisco area, and spent many years working in television.

She is also a chaplain for national disasters and continues with volunteer work at her undergrad alma mater Stanford, helping with a national gun violence prevention program based at the Medical School, and with the Episcopal chaplaincy on campus. Melanie is married with two grown children. When not working, their passion as a family is travel and they have been fortunate to have visited amazingly diverse parts of the world.

London is always a go-to once or twice a year, primarily for theatre. They had three big trips planned for 2021, and guess maybe just one of them will take place.

Shelley Silk Wehrley and her husband live in Old Saybrook, CT. They welcomed their third grandchild into the world recently. They now have two grandchildren in Rhode Island and one in Colorado. All three of their children are married. Shelley retired from publishing in 2011. After raising three kids and three Gordon Setters, they now have a Spinone Italiano named Gelato. He has just sired a litter! Shelley and her husband Chuck kayak six months of the year and hike all the time.

Shelley dabbles in watercolors, plays lots of bridge, and loves cooking from The New York Times Cooking App. Peg Gilliland is a real estate broker in Virginia. She just had her left shoulder replaced.

Susan Drake lives in Chapel Hill and works at the Leonard W. Wood Center for Real Estate Studies at the University of North Carolina. She is starting to think about retirement.

Valerie Trimble recently retired from Kentucky Educational Television. She was with the production side of the ABC affiliate there for just shy of 20 years, and then was a producer/writer at KET for 22 years. She is still riding, but not as often as she would like as she doesn’t have horses of her own.

She’s recently been working with two retired standard-bred racehorses that a friend adopted from one of the equine rescue and rehab places. They’ve been a fun challenge.

Louise Stein is a Professor of Musicology and Early Modern Studies at the University of Michigan, and a widely published interdisciplinary scholar whose research and teaching concern early modern music and theater, early Hispanic musical cultures, patronage, musical eroticism and gender, opera, the history of singing, and the politics and economics of baroque opera production.

She is finishing another book and keeping safe during the pandemic with her husband, Gary Supanich, and trumpet-playing son Julius Stein-Supanich. Louise sends her very best wishes to all former GFA classmates!

Kendall Crolius lives in Southport with her husband Stephen Stout, who has taught the theatre program at GFA for the last 13 years.

Their children Martha ’09 and Trevor ’06 are both GFA alumni. Kendall and Stephen split their time between their 1885 Victorian home in Southport and their 1891 Victorian home at the Chautauqua Institution in western New York State — so they are in a constant state of renovation chaos.

1972 Susan Durkee

Susan is continuing onward with her professional portraiture. Her latest commissions are the founder of the Brothers of the Sacred Heart, Father Andre Coindre, and Peter J. Caldwell, Head of the Morristown-Beard School. She is also working on a large portrait project honoring famous women leaders in American History.

1974 Allen Hardon

Hello, all, and happy 2021! We hope everybody made it through 2020 safely and healthily and that you are optimistic about 2021. Stay positive and test negative!

Emily Jones

After 41 years in the global employee benefits field, I accepted an early retirement option from John Hancock/Manulife which became effective January 1, 2020. I had hoped to get involved with some volunteering, but opportunities quickly stalled with the precautions put in place for COVID-19.

Meanwhile, I have been gardening, biking, sailing, and taking lots of walks with our five-year-old rescue beagle. The North Carolina climate is perfect for keeping cabin-fever at bay. We also welcomed our first grandchild in May 2019 and are thrilled with grandparenting our daughter’s adorable little girl. Our daughter-in-law is due in February — also a girl. What fun to have both of our children married with their own families. If anyone is passing through N.C, please track us down.

Elisabeth McCawley

I have long been a supporter of GFA, having attended for 12 years of my life! My stepmother, Janet McCawley, taught English there. It was a huge part of our lives. I remain friends with many people I met growing up at GFA. Most importantly, it shaped me as an independent thinker and an engaged member of my community. Unfortunately, I have never been able to return for reunions (though I did come back for the Paul Simon concert — amazing!) as I have worked in education myself for many years, and reunions always have fallen at busy times in my own school.

This past year, I left teaching and am now working in an administrative capacity for Oak Meadow, a wonderful distance learning and homeschool organization located where I live in Putney, VT. Needless to say, it has been a busy year, with so many people seeking a variety of alternatives to meet their children’s

From the Class of 1978: Above, Pollock-Krasner Foundation grantee Carol Rowan working on “Ice House.” At right, Rob Montgomery’s new novel.

needs during the pandemic. I am so grateful to continue to be a part of such a remarkable educational organization, as the health and welfare of children is so very important to me. I have two grown daughters, Emma and Greer, and continue to be eternally grateful to be living in the stunningly beautiful state of Vermont. All my best to all at GFA. 1975 Louise Lange-Caldwell

Vizi has been married for 15 years to Texas artist Sam E. Caldwell who is a water colorist, wildlife graphics, and editor of Coastal Conservation Association Newsletter. She is the Texas Commissioner for The Family of Bruce International, Inc., Daughters of the American Revolution (D.A.R.), and The Colonial Dames of America. Her mother recently turned 90.

1978 Shelly Guyer

In 2021, I will become the first Sustainability Lead at my company (leaving the CFO

position and the world of finance that I have been in since 1988).

Ken Kaufman

Nothing very new here. I’ve put in 12-and-ahalf years now at the IRS (the last 10 months winter 2021 | 57

from home of course), targeting at least 15 until I start seriously considering retirement.

Speaking of intervals, we’ve reached the halfway point between US total eclipses, JJ and I had a ball in 2017 catching that last one somewhere in western Nebraska and we’re looking forward to 2024, be it in the middle of nowhere, a big city, or Niagara Falls.

Otherwise, we’re playing a lot of online trivia and bridge and looking for our next dog.

Rob Montgomery

After retiring from a 34-year career as an Operations Officer with the Central Intelligence Agency, I decided to write a book on self-protection for the average person. The idea stemmed from a near home invasion by three men while I was deployed to Afghanistan. My wife and I had planned for what to do in the event of such an emergency. My security cameras alerted me to their presence outside my home and I called my wife. In times of stress we default to our lowest level of training. This event had a happy ending. The book is called Seconds to Live or Die—Life-saving Tips from a Former CIA Officer and is available on Amazon.

Sometimes a few seconds of forethought can mean the difference between finding yourself above dirt — or six feet under. After a career of living and working all over the world, I’m happily living in Williamsburg, VA, homeschooling my three youngest children (and wishing I had Mr. King and Mr. Coyle’s flair for creative instruction!).

Carol Rowan

The Pollock-Krasner Foundation announced its 2020 winter grantees, including Carol Rowan ’78. Established in 1985 through the generosity of Lee Krasner — one of the foremost abstract expressionist painters of the 20th century — the foundation provides financial resources to emerging and established visual artists internationally.

Rowan received her education at Pratt Institute. Her career has been dedicated to realistic and detailed drawings and paintings, and subjects with a sense of history and calm are common themes in her work. Rowan reports that she received the “Art” award at the GFA graduation in 1978. She said, “The two years I spent at GFA were significantly important for me, especially with the guidance of Mr. Coyle and Mr. Falato.”

1980 Darcy Ahl

A big part of my COVID survival strategy has been a biweekly Zoom with old GFA pals Abby Johnson Raphael, Leda Natkin Nelis, 58 | www.gfacademy.org

Suzanne Seggerman Meyer, and Laura Austin Allyn, all Class of 1980. We arrived at GFA variously during our Lower School years and likewise stayed through parts of Middle and Upper School. Four of us departed for boarding school. Abby was the one GFA graduate among us, but we all have the fondest of memories and have had more than a few laughs these past months.

Tina Brown

I am finally an empty nester, living, and working in Fairfield. One daughter is out of university and residing in Nova Scotia, and my second is a first-year student at the University of Alberta.

Nina Hudock

I was sad to miss our reunion this year, but am very hopeful to have one next year! I hear from Tina Brown and Abby Johnson Raphael — usually at Christmas — and also stay in touch with Del Auray. I had the pleasure of having dinner with Del’s whole family this summer on Martha’s Vineyard.

My husband, my son, and I also got to see Del race his Porsche at Summit Point, W.V. He won his class! I am still living in Northern Virginia and spending time on Martha’s Vineyard in the summer.

Ronald Nair

Ronald is a healthcare immigration attorney, just completed his term as Chapter Chair of the Asian Pacific Chapter of The American Immigration Lawyers Association. Ron spoke at numerous immigration conferences in the USA and Asia. Ron meets up at least twice a year with Ted Stone, class of 1979, who is living the nice expat life in Bangkok, Thailand, transiting between India, Vietnam, and the Philippines. Ron credits Mr. Coyle’s Age of Conflict and Mr. Schutz’s American History classes for helping to find his strengths academically and giving him that extra “value added” as he analyzes the impact of historical events affecting the legal/ international, which he is dealing with every day. Ron lives in Wilton, CT, with his wife Sarita Reddy of 24 years, and they have one son who graduated from Boston University.

1982 Richard Bayuk

Richard here. Been a busy time. I am now a granddad!! Have two grandsons!! I am still running and building my lock and security business with recent acquisition of another business in Stratford, CT. Still in touch with Judd McArthur and Jimmy Beebe!

Perry Bigelow

The five-year “Mr. Mom Sabbatical” is coming to a close. We left New Jersey in 2015 for central Vermont, Sugarbush/Mad River Valley. Been cleaning up the property, volunteering on the MRV Housing Coalition, and running an Airbnb. Kids are now in high school and one is driving so I figured it’s time to find my retirement “job.” Took and passed the Real Estate exam in November and will be working with a local office here in Warren.

So if anyone is looking to get out of their “Dodge” and find something in a quiet resort community in central Vermont, look me up. Or if you want to take a few runs on the mountain (when that’s possible), or stop by for a local Lawson’s Finest, that works, too.

1985 Edward Grey

Edward joined the law firm of Nedder & Associates in Darien, CT, where he specializes in estate, corporate, and individual tax matters.

He also continues his role as a Managing Director at Clairfield Partners, an international cross-border merger and acquisition firm.

Mr. Grey lives in Greenwich, CT, with his wife Rula Karadsheh and son Matthew, who currently attends Greenwich Catholic School.

1986 Donna More Volpitta

Donna is living with her husband and four teenagers (ages 13, 15, 17, 18) in Pound Ridge, N.Y. In January, she launched Pathways to Empower to provide engaging resources to help people understand the brain science of building resilience and fostering mental health. Though it has been a whirlwind, she is very excited to be working on some incredible projects. She enjoyed getting to “see” GFA classmates on a Zoom call in the summer and hopes to get another one together soon.

1987 Rebecca Safran

Becca completed her Ph.D. in evolutionary biology from Cornell University in 2005.

Following a postdoctoral fellowship at Princeton University, she has been a faculty member in the Department of Ecology and Evolutionary Biology at the University of Colorado where her research focuses on the evolution of new species. Becca lives in Boulder with her husband Sam Flaxman, also a professor at the University of Colorado, and their two teenage sons, two rescue dogs and a hamster.

Clockwise from top left: Claire Thompson, daughter of Gordon Thompson ’08; Katie Flynn ’05; Sofie Dila ’03; Savannah Esposito ’12; Meredith Koch ’08 with her fiancé Ryan after he proposed during a bike ride in Lake Luzerne, N.Y.

Robert Springall

The Chronicle of Higher Education covered my admissions and financial aid team, and the other staff at Muhlenberg College and their COVID-19 response. Coincidentally, I also took a new position at Penn State, overseeing the university’s undergraduate admissions program. I started there October 1. My first admissions “job” was giving tours for the GFA Admissions office as an eleventh-grader, by the way. I hope everyone on The Farm is healthy and looking forward to 2021!

1995 Erica Applestein

We’ve been doing our best to make the most of pandemic life and distance/hybrid learning. We got a COVID-puppy in March — a fiesty rescue German Shepherd pup named Charlotte. We are fortunate to live in a beautiful place with access to amazing hiking trails and beaches, so we’ve been safely enjoying the outdoors with Charlotte and our two sons Bradford (10) and Colton (7). We’re hoping to add another puppy to the mix this year, and are just hanging in as best we can.

We’re looking forward to my parents getting vaccinated so that we can safely spend more time with them; we’ve visited with them outside only since the first shelter-in-place in March. But they are well, and we are all thankful!

1996 Elizabeth Press

Elizabeth Press lives with her husband Jonas and son Julian in Berlin. As Head of Business Intelligence at Lingoda, an online language school, she gets to live out her language, business, and tech-geekiness.

Brian Reich

After a three-month stint leading policy communications for Mike Bloomberg’s presidential campaign (the whole campaign only lasted 100 days), Brian returned to Murmuration, an organization focused on improving the politics around public education, where he leads communications and external affairs. With the 2020 cycle in the rearview mirror, Brian is now gearing up for the next policy fight.

1999 Emily Klein Epstein

I am living with my husband Jon and our almost-six-year-old daughter Samantha in Bay Ridge, Brooklyn. We are all healthy and getting through the best we can! I had been performing a ton (mostly concert appearances at 54 Below, the top cabaret venue in NYC, through a group called Growing Up Broadway — former Broadway kids and current Broadway kids). That is

obviously on hold, but I miss performing.

I’ve recorded a few things in quarantine that can be viewed on my YouTube page, youtube.com/msemilyklein, or on my IG @ emmyeps. I’ve taken up Pilates and pole dancing (!) and am on the other side of three preventative surgeries following my BRCA2 genetic mutation diagnosis (have questions? reach out!). It’s been a wild ride the last few years but I have a tremendous support system including a few of my GFA buddies (I’m looking at you, Darcy Heinz-Perkins) as well as some great Facebook connections with teachers and students from my time at GFA. Wishing all the best to current students and teachers as we navigate this crazy time.

winter 2021 | 59

on instagram @mineralandmine.

2007

2003

Christopher Temple

Sophie Dila

Sophie lives in the small mountain town of Kittredge, CO, with her partner Dirk and dog Chaco. She serves on the Kittredge Civic Association Board of Directors to serve the community and stay involved in local goings on. She works at the University of Colorado Boulder in partnership with the Colorado Department of Public Health and Environment as the Project Director of a statewide evaluation and technical assistance project in support of communities creating healthier and more equitable outcomes for youth. She’s excited to expand her skiing repertoire this winter from downhill and backcountry skiing to more nordic skiing!

Wilson Handler

Like many others, we decided to make the move out of NYC into the suburbs. We moved at the end of last year to Riverside, CT. Happy to be back in Fairfield County with room for our boys to run around! My wife and I aren’t exactly looking forward to the commute back to NYC, but who knows when that will be…

2005 Katherine Flynn

I’m happily living the mountain lifestyle in Aspen, CO, where I’ve been since 2009. Five years ago, my creative passion transitioned from a side project to my main source of employment, and I now work as a full-time jeweler and the sole employee of my jewelry company Mineral + Mine. 2020 has been a rollercoaster for business, but thankfully my online presence has kept me going through this tough year. Follow my creative journey

Chris has a new documentary releasing on HBO in March 2021 called The Undocumented Lawyer. He looks forward to showing it at GFA. 2008 Meredith Koch

I’ve been making the most out of quarantine and staying busy by painting my condo, joining a new Masters swim team, working as a Senior Clinical Engineer on a surgical robot, and now planning a wedding! My fiance Ryan proposed to me on July 3 while we were out biking on vacation in Lake Luzerne, N.Y. Hope and love will always win out during these difficult times. I hope everyone is staying safe and getting creative on responsible ways to be “with” their family and friends during the holidays.

Gordon Thompson

Our daughter Claire was born in July. She’s happy, healthy, and having fun with Allie, Neil, and me. Good year for family time. We miss our friends though. Looking forward to the rest of 2021 and hopefully seeing some of you soon.

2010 Christine Phan

2012 Savannah Esposito

Savannah has continued building her private relationship and recovery coaching practice, The Modern Mr. and Mrs. LLC, throughout 2020. In 2021, Savannah will be starting her master’s in Clinical Mental Health Counseling at Fairfield University, as well as continuing her AASATS to be certified in Intimacy, Anorexia, Sexual Addiction, and Partners Recovery.

2013 Peter LaBerge

I am an MFA candidate at NYU, and am teaching Creative Writing at NYU and in a NYC public school this coming semester. I’m also developing Ellipsis Writing, the tutoring and college counseling company I founded in 2019, and The Adroit Journal, the literary publication I founded back in 2010 as a sophomore at GFA (!).

2015 Isabella Ferrante

After completing her undergraduate degree in History at UConn, Bella returned to GFA to work as a Teacher-Partner, aiding the hybrid classroom setting in the Middle and Upper School.

I am working on my master’s of science in Project and Program Management online at Brandeis University and helping out as a Teacher-Partner this winter for Dr. Sangeeta Dhawan at GFA.

We Miss You Please send us a note for the next magazine visit: gfacademy.org/alumni email: alumni@gfacademy.org

60 | www.gfacademy.org

In Memoriam Virginia Burgess (April 2020)

Upper School Language Arts Virginia “Jinny” Doris Burgess, 93, died on Friday, April 3 at her home at The Residence at Silver Square, with her grandson, Ryan Gagneux by her side. She was born on October 25, 1926 in Mount Vernon, N.Y., the daughter of Arthur H. and Doris Kraeger Rogers. The eldest of four children, Jinny earned a special place in her father’s (Doc) heart and learned the value of service to others from her parents during the Depression years. While home on break from Wells College in Aurora, N.Y., she met her future husband, Mal Burgess. Putting her education first, the couple waited until her graduation to tie the knot. Mal and Jinny settled in Westport, CT, and raised three children. Together, they loved to dance and entertain in their elegant home.

Jinny taught at Greens Farms Academy and instilled a love of learning into her own children and grandchildren. She loved sports and played softball well into her sunset years. She was a big fan of the Boston Red Sox and the New England Patriots. Jinny loved to sing and for many years participated in the choirs of several churches, as well as rung the bells. She loved her holidays with her family around her, with Christmas being her favorite time to decorate and entertain her large group of friends and growing family. She was always very dedicated to her family and gave them all her unconditional love and respect, no matter what the world tossed at them. Despite her tiny size, Jinny was the bedrock of her family and will be sorely missed.

Jinny is survived by her son Eric Burgess and his wife Laura of New Bern, N.C., her brothers Jack Rogers and his partner Paul, Jeff Rogers and his wife Sandy, her sister Cynthia Barnhart, her grandchildren Ryan Gagneux, Elizabeth Anderson, Ashley Gall, Emily Anderson and five great grandchildren, as well as a large extended family. She was predeceased by her parents, her husband, Earl Malcolm Burgess, and her daughters Nancy Burgess Anderson and Cynthia Gagneux.

Elizabeth “Betsy” Gardner

Head of Lower School, LS Language Arts and Reading Elizabeth Adele Feuss Gardner died on Saturday, January 19, 2019. She was born on September 18, 1929, in New York City to the late Louis William and the late Elizabeth Huntington Feuss. In addition to her parents, Betsy was preceded in death by her husband of 56 years, Douglas Shipman Gardner. A long-time resident of Fairfield, CT, and later of St. Petersburg, FL, Betsy has lived at Westminster-Canterbury in Lynchburg, VA, since 2010.

A truly talented and committed teacher and educational administrator, Betsy left a vibrant legacy of pedagogy and leadership at Greens Farms Academy and Shorecrest Preparatory School in St. Petersburg. Her innovation and ability to inspire confidence and teach children to read were remarkable; she truly “touched the future.” She had an extraordinary gift for teaching and for connecting with children and their parents and was a member of Kappa Delta Pi, an international honor society in education.

Remembered with love for her devotion to her family, dedication to her students, extraordinary meals, writing skills, and Scrabble ability, Betsy also delighted in vacations in Maine and her legion of friends.

She is survived by her three children, Susan Bowers (Paul) of Whittier, Calif.; Mollie Ledford (Tom) of Lynchburg, and Douglas, Jr. (Wendy) of St. Petersburg, Fla., and Barrington, R.I.; four grandchildren, Caitlin Pinnt (Aaron) of Upland, Calif., Alison Mayhew Tuck (Daniel) and Brice Mayhew, all of Lynchburg, Alex Drexler of Mountain View, Calif.; and two great-grandchildren, Jacob and Margaret Pinnt, of Upland, Calif. She is also survived by her sister Nancy Roney (Ted) of Mountain Home, Ariz.; her brother-in-law, Capt. Richard C. Gardner, USN Ret. (Zita) of San Diego, Calif.; four nieces; two nephews and numerous cousins.

winter 2021 | 61

Dorothy Keplesky

Head of School Jim Coyle’s Executive Secretary Dorothy B. Keplesky, a native of Bayside Queens, N.Y., and a former resident of Westport, died Nov. 6, 2020 in Virginia Beach, VA. She was 93. She was preceded in death by her husband, William F. Keplesky, Sr. and parents, Harry and Mabel Bendelow of Bridgeport.

She is survived by her four children: Robert Keplesky (Sue) of Mansfield; William F. Keplesky, Jr. (Sharon) of Norfolk, VA; Carol Carbone of Orefield, PA; and James Keplesky of Westport; seven grandchildren; and seven greatgrandchildren.

Dorothy was a long-time resident of Westport and worked as an executive secretary at Greens Farms Academy and was one of the first parishioners of St. Luke Catholic Church. While later residing in Wilmington, N.C., she was an active volunteer in the community, supporting Meals on Wheels and the New Hanover and Cape Fear Hospitals. She was also a Eucharistic Minister at St. Mark Catholic Church. She and her husband relocated to Hampton Roads, VA, in 2015 to be near family.

Joan Loomis

Head of French Department Mrs. Joan Loomis, who served as a member of the French faculty and ultimately, the Head of the French Department at GFA passed away on July 19, 2020, in Fairfield County, CT. She began at GFA in 1965 and retired in 1985. During her years on the faculty, the French award was renamed the Joan Loomis French Award, which is given to an Upper School student, with the greatest skill in understanding, writing, and speaking French combined with a passion for the language each year at graduation. Mrs. Loomis was originally from West Hartford, CT and graduated from Connecticut College, and also attended the University of Paris. After college, she married the late Henry Loomis, and they moved to Westport in 1958. Mrs. Loomis is survived by her daughter and two grandchildren.

Emily Gaynor Rothman ’82

Emily Gaynor Rothman, passed away at the age of 56 on October 14, 2020. Her life ended peacefully in her home in Crested Butte, CO, surrounded by family and friends. The cause of death was complications from metastatic malignant melanoma. Her life was cut tragically short, yet her years were filled with creativity and love. She became an accomplished dancer, actor, and teacher, and she made a lasting impact on the arts in her community.

Emily Desire Gaynor was born to Elizabeth M. Gaynor and Edwin S. Gaynor on September 9, 1964, the youngest of three children. She showed a gift for dance and theater early on. At the age of 13, she was accepted into the School of American Ballet in New York, where she studied for six years. She attended Greens Farms Academy from kindergarten through 11th grade and graduated in 1982 when GFA accepted her credits from the Professional Children’s School in New York City, from which she also earned a degree.

After a post-graduate year at SAB, Emily joined the Kansas City Ballet (1983-’85), before returning east to enroll at NYU where she majored in Dance and English in the Gallatin Division, graduating in 1988.

In New York, Emily danced with Dance 2000 (1988-’89) and with Michael Mao Dance (1988-’90), the latter of which included several international tours. She then became a certified Pilates instructor, having studied with Carola Trier and Romana Kryzanowska, both of whom were trained by Joseph Pilates himself. Emily taught both dance and Pilates in New York, Boulder, and Crested Butte for over 30 years.

Emily married David Rothman, an educator and avid skier, in 1991 and moved to Crested Butte in 1993 where they raised two sons, Jacob (b. 1994) and Noah (b. 2001), made many friends, and were active participants in their community. Emily loved the mountains — hiking among wildflowers in the summer, climbing “14ers”, and skiing the expert slopes on telemark skis.

In 2016, Emily earned a master of Liberal Studies in Arts Development and Program Management in University College at the University of Denver, with a thesis titled “Making Arts Education a Priority in Colorado’s Creative Districts.” She subsequently played a crucial role in the formation of Crested Butte’s Creative District and served as a commissioner, focusing on education.

Emily is survived by her husband, her two sons, her mother, her sister Eliza Gaynor Minden (GFA ’77), her brother Edwin Hewitt Gaynor, and four nieces and nephews.

62 | www.gfacademy.org

Holly Shelton Wheeler ’64

Holly Shelton Wheeler, age 74, passed away peacefully in New Haven on December 22, 2020 due to complications from COVID. Holly was born in Bridgeport, CT, and after growing up in Fairfield lived most of her adult life in New York City, Norwalk and Stratford. She attended Roger Ludlowe High School and graduated from Kathleen Laycock Country Day School.

Holly’s great passion was choral singing, and over the years she sang with the New York Choral Society, Music on the Hill in Wilton, and for the past 42 years with the Fairfield County Chorale, serving as Board Member and Ticket Chair. Holly formally joined Saugatuck Congregational Church last year after many years of participating in and eventually coplanning SCC women’s retreats.

Holly was preceded in death by her parents Edward and Frances Wheeler. She is survived by her sisters Marthena Wheeler Hackenberg of Bath ME and Sarah Wheeler (Paul King) of Brunswick, ME, and by her brothers William Wheeler of Jacksonville FL (Crandy), Tomlinson Wheeler of Apex NC and Stuart Wheeler (Lynne) of Newton NJ, and also by her numerous nieces, nephews, grand-nieces and grand-nephews. She also leaves many friends at McElroy, Deutsch, Mulvaney & Carpenter LLP in Southport where she worked frequently as an assistant, as well as countless other friends whose care and support over the years meant so much to her.

Barbara Swartz Vroom ’74

Barbara Ellen Vroom, 64, of Clemmons, N.C., passed away at home on the evening of May 10, Mother’s Day, with her husband and sister at her side. She bravely battled cancer for 18 years, never complaining and always downplaying the difficulty she lived with.

Barbara was born to John and Margaret Swartz in Pittsburgh. Barbara graduated from Greens Farms Academy in Westport, CT, and Western Connecticut State University where she met her husband Russ. She earned a degree in finance, graduating with honors and working as a Manager at Connecticut National Bank. Barbara and Russ were married in 1986 and lived in Bethel, CT. Russ called Barbara “little b” or just “b”, and she called him “R.” Her first child Sarah came in 1988, and Barbara wanted to be a dedicated full-time mom.

Daughter Laura followed in 1992 and the family moved to Clemmons in 1996. Her two daughters, Sarah Blackburn of Clemmons, and Laura Vroom of New York City were her greatest joy and they were at mom’s side on Mother’s Day to bring a smile to her face.

Barbara’s mom, Maggie Swartz of Clemmons and her sister Rebecca Lovalvo of Redding, CT, spent the last weeks helping Russ care for her day and night. Barbara’s son in law, George Blackburn, whom Barbara called a “treasure,” was also with her, as was Rebecca’s husband Dave Lovalvo. Also left to cherish Barbara’s memory is her sister in law Kym Stendahl of Newtown, CT, and her nieces Alyssa and Kelly Stendahl. Barbara was preceded in death by her father John Swartz, who lived in Clemmons with Maggie.

Barbara’s first passion was doing everything she could for her family and friends. She wanted to be as involved as she could in her daughters’ lives. She wanted to be their helper, encourager, share her wisdom, and hear about everything going on in their lives. She loved spending time with her mom and keeping close to her precious sister Becky, who she called her “angel”. She was a talented cook and loved finding new recipes, even after she was unable to eat herself due to her illness.

She also loved the family pets Riley, Mika, Little boy, Schatze and Milo. Barbara was a beautiful, gentle, selfless lady with a calming sweet voice and a warm laugh. She was a good musician who played piano and violin, and she loved singing in her church’s choirs most recently at Clemmons Presbyterian Church. She loved beach trips to Pawleys island and recently to the family’s lake house in Mooresville.

winter 2021 | 63

Ways to Give All donations to GFA are tax-deductible.

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

By Credit Card and 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 an employer’s matching gift program, donors can significantly increase the amount and impact of their gift.

Planned Gifts An impactful way to make a gift to GFA is to make a commitment through your will. Please contact the Advancement Office for more information.

64 | www.gfacademy.org

all in for

Giving Day 5.11.21

Join us this May in a celebration of school spirit! The first-ever GFA Giving Day will honor the people and programming that have shaped our school’s history, and the innovation that inspires our bright future. We invite GFA families and alumni to connect with us (virtually) in support of the programs and facilities that make GFA an exceptional place to learn. In honor of our founding year, and the nearing centennial, our goal is to raise $192,500 in support of GFA. Stay tuned for more information on how you can show your support on May 11, 2021.

In the spirit of “Each for All,” let’s go All In For GFA this May. www.gfacademy.org/giving-day

35 BEACHSIDE AVENUE WESTPORT, CT 06880-9906

Summer Academy