Hackley Review Winter 2022-2023

CAMPUS AS CLASSROOM

A Hackley education is about going all-in.

Hackley is a school where every student is seen, heard, and known. With small class sizes, a diverse student body, and a culture of caring, students are challenged to explore across disciplines, learn from varying perspectives, and pursue all of their interests.

More than a school, Hackley is a community of people with shared values who support one another. We cultivate deep connections in learning and in life that inspire students and adults to reimagine accomplishment.

There are many opportunities to join the Hackley community. We encourage you to consider applying for our entry points this fall—Kindergarten, Grade 2, or Grade 6. Applicants for Grade 9 can choose to become a day student or a five-day boarding student.

Spring tours begin in April. Email us at admissions@hackleyschool.org or visit www.hackleyschool.org/admissions to learn more about applying to Hackley for the 2024-2025 school year!

Editor

Aisha Laspina-Rodriguez Director of Communications arodriguez@hackleyschool.org

Photography

Primary photos by Sirin Samman Photography and Hackley School Communications. Includes photo submissions by guest writers.

Design Jason Fairchild, Truesdale Group

Special thanks to Rozanne Rosenberg, Teresa S. Weber, and Margie McNaughton Ford ’85 for their editorial support, and to the many Hornets who shared their stories.

© Copyright 2022-23 Hackley School. All rights reserved.

The articles throughout this publication tell a story of progress. Each article in this edition of the Hackley Review is stamped with the associated strategic plan pillar. To read more about the School’s strategic plan, visit www.redefiningexcellence.org

Cice

39 Sphere of Support: Health and Wellness on the Hilltop

An interview with Renee Pabst and others about Health Education at Hackley.

By Rozanne Rosenberg

44 Humanities Research at Hackley

Exploring the Independent Research Program in English and History.

By Andy King

48

Giving Back:

A Hudson Scholars Reflection Students make a donation to support Hudson Scholars.

By Charlie Lee ’22 and John Esposito III ’22

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50

Alumni Day 2022

Every year, alumni mention how special it is to return to campus, remembering a place where lifelong friendships were formed.

By Margie McNaughton Ford ’85

63

End Note

On the ways in which learning comes to life throughout Hackley’s campus grounds.

By Robert J. Aldrich

The striking architecture and scale of Hackley’s campus— to say nothing of the high-quality facilities—leaves a lasting impression on all who visit. Sunlit hallways, the result of intentional planning as single-loaded corridors, are filled with the sights, sounds, and energy of an extraordinary education. The buildings—quite literally— are vessels for teaching and learning.

Increasingly, however, a Hackley education is spreading beyond the classroom walls, an intentional expansion as articulated by Redefining Excellence: Learning Beyond Boundaries. Field trips and global travel, the Hackley Forest, and the Lower School Garden all combine to create a rich texture of impactful experiences for our students. Experiential education—an idea rooted in foundational educational theorists, including John Dewey—is central to Redefining Excellence. Even as the methods and practices of our teachers have evolved with the times, the high quality of a Hackley education endures.

In this edition of the Hackley Review, a series of essays detail the ways in which Hackley creates an active learning environment, one that spills outside of the classroom to establish a culture of learning and growth for both students and adults.

Recognizing that some of the most lasting learning experiences are not attached to a course, Glenn Hasslinger, Middle School Health and Physical Education teacher, writes about Hackley’s emerging outdoor education program. Taking advantage of the school’s 285-acre campus, much of which is covered by the Hackley Forest, Glenn has worked with colleagues to create unique outdoor adventure experiences on and off campus, including camping, hiking, and snowshoeing. Through leadership and passion for the outdoors, he has introduced a new generation of students to leave-no-trace principles. He also has cultivated a deeper appreciation for and stewardship of the natural world, building off the heritage established by the likes of such legendary teachers as Randy McNaughton and Carl Buessow.

Similarly, John Esposito and Charlie Lee, both alumni from the Class of 2022, provide insight on learning that happened at the intersection of two co-curricular experiences: Finance Club and Hudson Scholars.

As students, John and Charlie linked these two commitments in a way that was mutually beneficial and showcased Hackley’s commitment to student leadership and the institution’s public purpose.

Further from campus, global travel has once again returned to Hackley’s program following a multi-year hiatus due to COVID-19. This fall, we sent seven students and three adults to the Round Square International Conference in the United Kingdom. Hackley’s membership in Round Square is central to the School’s approach to global education, linking us with more than 200 schools around the world committed to providing students with international perspectives. Five of the students who attended the conference contributed their reflections on the trip and what it means to learn from varying backgrounds and perspectives.

Not only does Hackley seek to push learning beyond the boundaries of the classroom for students, it does so for teachers, as well. Two years ago, Hackley established the Teaching Fellowship, a one-year program designed to give recent college graduates a practicum-like experience teaching and working in independent schools. Christina Wang ’18, a current Teaching Fellow, and Shannon MacDonald, Lower School Literacy Specialist and Teaching Fellow Mentor, describe the impact of this program and the ways in which it has helped them learn and grow as educators.

Hackley’s proximity to New York City and all that the city offers also creates opportunities to stretch the boundaries of the classroom. Since implementing Redefining Excellence, Creative Residents in the visual and performing arts have come to campus and worked with faculty and students.

In “A New Creative Residency Program Enriches the Arts on the Hilltop,” Greg Cice, Visual Arts Department Chair, reflects on the extended access that the Creative Residency program creates for students, and the unique opportunities they have to explore the creative process alongside practitioners. As this program matures, we also look to invite Creative Residents in computer science to further establish the interdisciplinary program that will be housed in the Center for the Creative Arts and Technology.

Even as Hackley expands our offerings and the definition of classroom, there are timeless elements that remain central to a Hackley education, especially high-quality student scholarship. Modeled after the success of the Independent Science Research Program, Hackley now offers two comparable programs in the humanities: Independent Research in History and Independent Research in English. Both courses provide students with an opportunity to explore a single topic at an in-depth level, while also connecting them with researchers in their chosen fields. Andy King, Director of the Upper School, teaches the history course, and he reflects on the work his students are doing and the ways in which this course stretches the traditional classroom experience.

Fostering growth in “character, scholarship, and accomplishment” requires a conscientious effort to tend to the education of the whole child. From athletics to the arts, this work has long been a part of Hackley’s approach. In “Sphere of Support: Health and Wellness on the Hilltop,” we gain insights into how Health Education Department Chair Renee Pabst and School Psychologists Dr. Anne Weisenberger and Dr. Amanda LeTard create healthy habits and optimal learning environments for students in grades K-12 through wellness education and programming. Cross-divisional partnerships centered on nutrition, informative speakers, and a strong commitment to student mental health are all aspects of Hackley’s approach that are highlighted in this piece.

Enjoy reading this edition of Hackley Review, which offers a look at all the ways in which the school’s talented and dedicated faculty work to create dynamic, enduring learning experiences for students. In doing so, they make excellent use of the campus as a “learning hub,” finding ways to use space and area resources in new and innovative ways.

Board of Trustees

OFFICERS

H. Rodgin Cohen, President

Maria A. Docters, Vice President

Harvinder S. Sandhu, M.D., Vice President and Treasurer

Eric B. Gyasi ’01, Secretary

Sherry D. Blockinger ’87

Christopher P. Bogart

John C. Canoni ’86

Thomas A. Caputo ’65

Dawn N. Fitzpatrick

David I. Gluckman

Linda Holden-Bryant

Kaveh Khosrowshahi ’85

Jeffrey A. Libert ’73

Michael H. Lowry

Rachel Mears

Dan Rifkin ’89

Hannah E. Saujet ’94

Jumaane W. Saunders ’96

Sy Sternberg

John R. Torell IV ’80

Sarah Unger ’03

Amy Wong

Maureen Wright

Advisory Trustees

John J. Beni ’51

David A. Berry ’96, M.D., Ph.D.

Roger G. Brooks

Pamela Gallin Yablon, M.D.

Robert Grusky ’75

Jason J. Hogg '89

Michael G. Kimelman ’56

Timothy D. Matlack ’70

Jonathan P. Nelson ’64

Diane D. Rapp

Conrad A. Roberts ’68

Lawrence D. Stewart ’68

Honorary Trustees

Herbert A. Allen ’58

Daniel A. Celentano

John T. Cooney, Jr. ’76

Marv H. Davidson

Jack M. Ferraro H’63

Berkeley D. Johnson, Jr. ’49

Keith R. Kroeger ’54

Philip C. Scott ’60

Hackley Alumni Association, Inc.

OFFICERS

Christie Philbrick-Wheaton ’00, President

Sallyann Parker Nichols ’87, Vice President

Dan E. Rifkin ’89, Treasurer

Timothy L. Kubarych ’06, Secretary

Hackley Parents’ Association 2022-2023

Chitra Dhakad, President

Denise Dushas, Executive Vice President

Jennifer Lippman, Administrative Vice President

Marcy Wade, Treasurer

Irina Zeltser, Assistant Treasurer

Autumn Derby, Upper School Vice President

Tricia Joseph, Middle School Vice President

Natalia Rozenholc, Lower School Vice President

Orly Miller, Secretary

Leadership Team

Michael C. Wirtz, Head of School

M. Cyndy Jean, Assistant Head of School for Community and Inclusivity

Basil Kolani, Director of Academic Affairs

Andrew M. King, Director of the Upper School

Shazia Durrani, Director of the Middle School

Lisa Oberstein, Director of the Lower School

Erin Bernstein, Chief Finance Officer

Robert Aldrich, Director of Operations and Campus Planning

Sheila Hicks-Rotella, Director of Enrollment Management

Teresa S. Weber, Director of Advancement

Hackley School adheres to a long-standing policy of admitting students of any race, religion, gender identity, sexual orientation, ethnicity, and national origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.

Michael C. Wirtz P ’29, ’31 head of school

It does not discriminate on the basis of race, religion, gender identity, sexual orientation, ethnicity, or national origin in administration of its educational policies, employment, admissions policies, scholarship and loan programs, or athletic and other school-administered programs.

2022-2023

Head of School Announcement

Michael C. Wirtz

On September 27, 2022, Michael C. Wirtz, Hackley’s 12th Head of School, announced that the 2022-2023 school year will be his final year on the Hilltop.

In a letter to the community, he shared, “More than any program, plan, or building, Hackley’s greatest strength lies in its people. Integrity, empathy, ‘unreserved effort,’ creativity, and passion radiate from students and adults, centering the importance of character in all we do. I will miss watching our students grow and learn across their K-12 journey, and I will miss working alongside my colleagues, our families, and alumni in service of our mission.”

With Mr. Wirtz’s announcement, the Board of Trustees launched a Head of School search this fall led by a search committee consisting of trustees, parents, and faculty, in partnership with search consultant Resource Group 175. In a letter to the community, the Trustees expressed that they are full of optimism about Hackley’s future, noting the strength of its foundation. “Hackley is blessed with an incredible faculty and staff, as well as a parent and alumni community with strong values, cohesion, and a deep commitment to character and education. Hackley has gone from strength to strength as we have continued to invest in its people, enhance its physical attributes, and broaden its reach and reputation. Hackley’s unique culture is the result of the contribution and dedication from all members of the Hackley community.”

Mike shares a good laugh with alumni during Alumni Day, held on October 15, 2022.

Board of Trustees Transitions

Dan Rifkin ’89

Dan Rifkin ’89, P ’21, ’23 was appointed to the Board of Trustees for a three-year term commencing July 1, 2022. Dan is the managing partner of Rifkin & Company, LLP, a successful Hudson Valley based CPA Firm, and also serves as the president of PayServ Corp., a regional payroll services provider.

An engaged alumnus, Dan has been a member of the Hackley Alumni Association Board since 2011 and has served as Treasurer since 2013. He has been instrumental as an alumni class representative, a senior project host, and a mentor in the Hackley Networking Initiative. As a parent, Dan served on the Class of 2021 Senior Parent Gift Committee.

Dan and his wife Sheila have two children, Will, who graduated from Hackley in 2021, and Emily, who is currently a Hackley senior. We are pleased to welcome Dan to the Board.

Amy Wong

Amy Wong P ’22, ’24 was appointed to the Board of Trustees for a three-year term beginning July 1, 2022. Amy retired from PDT Partners at the end of 2019, where she was a founding partner and Chief Operating Officer. She joined PDT (Process Driven Trading) as one of the first hires in 1994 when it was a newly formed proprietary trading group in Morgan Stanley. During her 25-year tenure at PDT, Amy helped build the business into a highly regarded quantitative investment firm, including spearheading the successful spin-off from Morgan Stanley in 2013.

Demonstrating a commitment to education and literacy, Amy serves on the board of GO Project and the North America regional board of Room to Read. She is a member of the Visiting Committee for the Mathematics Department at MIT, as well. Amy also continues to be active professionally, serving on the exchange board of the Members Exchange (MEMX). She has brought her keen financial acumen to Hackley as an ad hoc member of the Board’s Finance Committee since 2021. Amy and her husband Calvin Chin have been active volunteers at Hackley, serving as a Round Square Host Family and on the Hilltop Committee.

Amy and Calvin have two daughters, Megan, who graduated from Hackley last year, and Allison, who is currently a Hackley junior. We are pleased to welcome Amy to the Hackley Board.

Hackley Welcomes New Employees

This year, we welcomed new faculty (inclusive of four Lower School Associate Teachers), Teaching Fellows, staff members, and administrators. These new colleagues are off to a strong start, making their presence known in all the best ways. Welcome to Hackley:

Ellena Bethea, Erin Bernstein, Liz Fiore, Paolo Fiore, Donna Fitzgerald, Heather Gold, John Halpin, Grace Hill, Ashlin Halfnight, Lakshmi Jai, James Kilgarriff, Noah Knopf, Basil Kolani, Allison Kutnick, Allison Lasky, Paola Leano-Peralta, Sharon Lin, Guillermo López-Prieto, Madeleine Metzler, David Oyama, Dreia Parker, Amanda (Welch) Paul, Michael Picillo, Rozelle “Rose” Rennert, Rozanne Rosenberg, Ginger Thompson, Emily Vidal, and Christina Wang.

Behind the Fence

In August 2022, we completed the demolition of the Performing Arts Center as we prepared to erect a new building in its place: the Center for the Creative Arts and Technology. The new Center—funded through the efforts of the Beyond Boundaries campaign and slated to open in 2024—will be home to the performing arts, visual arts, and computer science.

Working closely with our construction partners at Consigli Construction, we diverted more than 65% of the demolition materials from the landfill, identifying ways to reuse and recycle all that came from the PAC. The site work, including ledge drilling and rock hammering to make room for the new Center’s larger footprint, will continue through spring break. Some of the rock will be taken away to a local quarry for reuse, while a lot will remain here on campus and will be crushed and used in other aspects of the construction, allowing us to reuse the natural elements of our campus as much as possible.

We look forward to the completion of the construction project, and for the interdisciplinary opportunities that will arise from the new Center for the Creative Arts and Technology. To make a gift in support of the new Center through Beyond Boundaries: The Campaign for Hackley’s Future, please contact Director of Advancement Teresa S. Weber at tweber@hackleyschool.org or (914) 366-3672.

The Old Oak Earns a New Life on the Hilltop

It is said that Hackley’s iconic Old Oak welcomed generations of students, families, and employees to the Hilltop from its place at the entrance of the Quad for more than 100 years. On August 4, 2020, the Old Oak fell during Tropical Storm Isaiah. Shortly thereafter, the salvaged pieces of our beloved oak were stored on campus pending the launch of a wood memorial project, which officially began in summer 2022. With the help of our partners at Consigli Construction (who are also working on the construction of the Center for the Creative Arts and Technology), the Old Oak will be given new life on the Hilltop.

On Tuesday, June 14, 2022, several flatbed trailers arrived at Hackley to move the rescued wood to Excelsior Wood in Kingston, New York, for milling—a process that takes approximately seven months. This was the first step in what will be a yearlong initiative coordinated and gifted to the School by Consigli Construction. After the milling process is complete, the wood will be moved to Consigli’s own woodworking shop, where it will be recreated into custom furniture for select areas on the Hilltop, including as a podium for King Chapel, a new desk for the Head of School’s office, and three benches that will be placed outside of each division office with dedication plaques that highlight the origin of the wood and the history of the Old Oak. The benches will welcome students K-12 much like the original Old Oak did for many decades. The Old Oak memorial project is expected to be completed by Commencement 2023.

“Based on preliminary measurements and calculations, the team at Consigli Construction is confident that we will be able to create all five planned items. Any remaining scrap material saved from the furniture fabrication process can then be made into souvenirs,

such as ornaments, cutting boards, picture frames, keychains, and more. We will make those decisions once we have final quantities determined from the milling process,” shared Robert Aldrich, Director of Operations and Campus Planning. “The Consigli team is so excited that they have also offered the opportunity for students to visit their woodworking shop and be a part of the process in spring 2023. We could not have asked for a better partnership, and we are grateful to Consigli for coordinating this project and covering all expenses as a gift to Hackley.”

Consigli Construction was established in 1905 by Peter Consigli & Sons on the cornerstones of hard work, integrity, and pride in craftsmanship. It is now one of the largest employee-owned construction managers in the Northeast and Mid-Atlantic, with more than 1,600 employees, ten regional offices on the east coast from Maine to Washington, D.C., and more than 650 skilled carpenters, laborers, and masons on staff.

The Totem Pole

Hackley recently accepted from Ellen Doherty, Michael Granoff, Sarah Doherty Granoff ’10, and Caroline Doherty Granoff ’12 a gift of a totem pole that was previously installed on their former farm, Sky Meadow Farm. Both the family’s farm and the totem pole have a history with Hackley spanning decades, as past classes visited the farm and were included in the process of raising this traditional totem pole on the property. The totem pole’s pieces were carved by renowned Tlingit artist Nathan Jackson, one of the few remaining native carvers.

The images represented on the totem are traditional native Alaskan, Tlingit, and Haida, and include a beaver representing hard work and industry, a mother raven teaching a baby raven, and watchmen representing protection of the community. The totem pole measures approximately 13 feet and was installed in the Hackley Orchard this fall.

CAMPUS AS CLASSROOM

“Hackley’s outdoor education is awesome because we explore nature and learn about the world that we live in. Our teachers use the amazing Hackley campus and trails to bring the classroom outdoors.”

—Cadey M. ’28

By Glenn Hasslinger Physical Education/Health/Outdoor Education teacher

Into the Great Outdoors

As a kid growing up in Rockland County, I loved the outdoors. That is to say, I loved to play sports outside. I knew nothing, however, about “the great outdoors.” I had never been exposed to it. I have a very large extended family and, to this day, none of my relatives have ever gone camping. My own introduction to the great outdoors occurred during my junior year of college when I was reminded that all Physical Education majors were required to complete a two-week Outdoor Education course in the Adirondacks in order to graduate. This course made SUNY Cortland’s Physical Education program unique compared to other colleges, and it was something the university was very proud of. I was nervous, to say the least. In hindsight though, that course changed my life, and I have treasured its memory ever since.

It all started with my buddies and I driving a few hours north to Raquette Lake, located in the heart of the Adirondacks. Our home base for most of the next two weeks was only accessible by boat. Arriving on the island, we were immediately told by the instructors to change into our bathing suits for our swim test, which was to be followed by canoe and water rescue training. It was early May, and there was still snow glistening on the mountain summits of the High Peaks region off in the distance. One by one, we did as we were told and jumped into the crystal-clear blue lake. As each of us re-emerged, we gasped from the sensation of the frigid water. “Welcome to the great outdoors,” I thought.

The rest of the course continued to challenge me in ways I had never experienced. I went canoeing for the first time, learned to portage, carried a heavy

backpack for days on end, slept in a lean-to at Marcy Dam, and even summited Mt. Marcy, the highest mountain in New York. Throughout those two weeks, I sweat, I froze, I slipped, I fell; I was exhausted, hungry, and thirsty. In the High Peaks region, it rained a lot, and our 10-hour round-trip hike to the summit of Mt. Marcy was rewarded with no view. My rain jacket was not particularly effective against the elements, nor were my “hiking” boots. And yet, these experiences changed me forever.

Once I became exposed to the great outdoors, I immediately fell in love with nature. I often wonder what other experiences I might have missed out on had I never taken that outdoor education course. For instance, I may have never learned the skills to camp in the summer, much less the winter, my favorite season. I probably would not have gained the

confidence to attempt to climb glaciated peaks, such as Mt. Rainier, or think it was possible to ride a mountain bike, unsupported, from Canada to Mexico. Before I took that course, I could not understand why people would choose to sleep outdoors. I never would have thought to watch the sun rise from the summit of Mt. Marcy on a frozen, wind-bitten January morning. After all, to do so means starting your hike in the pitch black at 2 or 3 a.m., and that takes some getting used to. Yet, I am now a certified Leave No Trace – Master Educator, and I recertified as a Wilderness First Responder this past summer. Both certifications were earned through the National Outdoor Leadership School (NOLS), a renowned leader in outdoor education.

As we all know, some of the most beautiful places on Earth are also some of the most fragile. Aside from loving the experiences that the outdoors can give us, it is also critical for us to have as little impact as possible. At the start of every outdoor education course at Hackley, the seven Leave No Trace Principles are the very first lessons taught to our students. The principles range from planning ahead and preparing, to being considerate of other visitors. In addition, traveling and camping on durable surfaces, disposing of waste properly, leaving what you find, minimizing campfire impacts, and respecting wildlife are all equally important. The Leave No Trace principles are non-negotiables, and our students learn that on day one.

Middle Schoolers explore the trees and soil on Akin Common (left); James Pratt ’97 of Fly Honey Farms harvests the honey from the Hackley Apiary (top right); seventh graders participate in a team-building exercise during their fall trip to Princeton-Blairstown Center (bottom right).

CAMPUS AS CLASSROOM

Environmental stewardship is a core value of the outdoor experience at Hackley. Our incredible campus is made up of 285 acres, and about 150 of those acres is undeveloped land. Several years ago, the Hackley Earth Action League (HEAL) was created to raise awareness about environmental issues on the Hilltop, and to take action to help alleviate these issues as much as possible. HEAL strives to make Hackley a more ecofriendly place by educating students about the importance of conservation and sustainability, and gradually implementing strategies for environmental conservation into campus life. HEAL is a K-12 endeavor led by Ms. Adams, Mr. Ogden, and Mrs. DiStefano. In addition to HEAL, the Hackley Outdoor Club, led by Mr. Wright, focuses on environmentalism and outdoor adventure for Upper School students.

includes Lower and Middle School campouts with Mr. and Mrs. Retzloff, winter ski trips to Vermont with Mr. Pickert, and exhausting fitness challenges and girls’ soccer mud runs with coaching legend Mr. Allison, who always went first! For decades, Mrs. Harmon has taken Lower School children into the woods for fresh air. She has also offered summer courses where students create kindness rocks and hide them in the Hackley Forest for anyone to find and brighten their day. In the Upper School, Mr. Gillard and Mr. Stanek have led countless Casten trips to Belize, Costa Rica, Honduras, Dominica, Bolivia, and Peru, all offering such outdoor pursuits as scuba diving, snorkeling, white water rafting, kayaking, and horseback riding.

Fortunately, the modern Hackley outdoor experience continues to thrive and is led by a number of talented educators. Ms. Johnson has literally built the orchard from the ground up over the past few years, and it has become one of the most beautiful outdoor spaces on campus. In the last decade and a half, Mr. Eleck has led countless rock-climbing trips on and off the Hilltop. Mr. Ogden is a passionate fisherman and has brought Hackley students to the waters of Connecticut, the Long Island Sound, and the Adirondacks.

Since my first experience in the outdoors, nearly 20 years ago now, I have been very fortunate to have hiked, camped, swam, mountain biked, and climbed all over the United States and around the world. I am even more fortunate that Hackley fully supports my outdoor pursuits and provides opportunities for myself and others to teach our love for the outdoors. Though the school has never had a formal Outdoor Education program, there have been many outdoor enthusiasts who have taken students into the great outdoors, here on the Hilltop and beyond. Over the years, former and current colleagues have offered a wide range of outdoor and environmental experiences to their students. This

Mrs. Tranchida’s geocaching course each summer has proven to be a huge hit with Hackley students. Mrs. DiStefano recently received the Elizabeth Abernathy Hull Award by the Garden Club of America for her outstanding contributions to the environmental education of youth, specifically for her work with the Hackley Lower School Garden.

Personally, I am in debt to both Ms. Maddox and Ms. Budde, who have joined me on countless camping trips over the years—trips that included white water rafting, canoeing, zip lining, and exhausting full-day hikes up some of the tallest peaks in the Adirondacks and even to Scotland.

Environmental stewardship is a core value of the outdoor experience at Hackley.

All of these outdoor experiences have been optional opportunities for Hackley students. Some experiences are offered during the school year and others through Hackley Summer Programs. There is a strong contingent of students who love the outdoors, and we often see the same kids signing up for trip after trip. Despite a long, grueling hike this past summer, Twyla D-H. ’28 said, “I am very proud that I faced all the physical challenges because it was really worth it!” Another seventh grader, Katie Y., said, “If I didn’t go on the trip last year, I would have never discovered that I love hiking. That made me want to go on the trip again this year for the third time. It’s so nice to have no phone service and to be outside with your friends.”

Though I often wonder why many other students choose not to participate in the outdoors, I also recognize it is probably for the same reason why I initially shied away—they have never been exposed to it. If there was ever a time to experience the beauty and wonder of the outdoors, that time is now. Our students have never lived in a world without the internet or cell phones. They have always had 24-hour access to news, online shopping, and, of course, social media. Want to know who a celebrity is dating? Just Google it! I was one of the last people to upgrade from the flip phone to the smartphone, and, I must admit, there are great advantages to modern technology. However, there are also drawbacks.

Sixth graders partake in an overnight campout in the Hackley Forest.

Over-reliance on and over-indulgence of screens and indoor spaces is not healthy. As humans, we tend to gravitate toward warm and cozy places with screens. I wonder though, if we seek comfort too often.

In the outdoors, comfort is hard to come by. There certainly are a lot of unknowns, as well as things we cannot control. You may wonder, what is it going to be like? Will it rain? Will it be cold? How exhausting will it be? Will I be uncomfortable? As I learned on that two-week Adirondack adventure in college, experiencing the answers to these questions will create memories that will last a lifetime. Venturing into the great outdoors can build your confidence, and it can make you physically and mentally stronger. I always felt that if I can survive a night in the woods, I can survive much of anything else life throws at me.

As someone who loves the outdoors, I am grateful that Hackley has fully supported its faculty in offering outdoor experiences for our students. As highlighted in the School’s strategic plan Redefining Excellence: Learning Beyond Boundaries, the School is committed to utilizing the Hackley Forest and surrounding natural ecosystems to their fullest educational capacities and to fostering environmental stewardship. In our modern world, having access to our beautiful forest, literally just steps away, is a game changer. We have multiple outdoor classrooms in the woods, an orchard, an organic deer-proof teaching garden, a field biology research area, a wetlands facility, and 6.5 miles of hiking, running, and snowshoeing trails. The teachers leading our students into the great outdoors come from all walks of life. We teach math, English, performing arts, science, physical education, and more.

So, what does the future hold for Hackley and outdoor education? My hope is that we can continue to build on our current momentum and offer fun and exciting outdoor opportunities for our K-12 students. Perhaps we build a few more camping platforms or even some lean-tos in the Hackley Forest. Maybe we add some low or high challenge elements. The Big Experience learning pathway certainly comes to mind, as does traveling to magnificent places throughout America and the world. Outdoor pursuits and environmental ethics seem like something our students would embrace. Implementing more experiences in our very own forest seems obvious.

On a larger scale, my sense is that our students could be interested in outdoor experiences far beyond the Hilltop. Perhaps seeing firsthand the beauty and isolation of the Arctic, while also studying climate change and its effects on wildlife and the inhabitants who live there. Perhaps some students would like to learn the history of America’s National Parks while visiting Yellowstone, Arches, or Glacier National Park. These are just a few of the countless ideas that a robust outdoor education program could bring to life as it continues to flourish at Hackley. The lifelong memories our students and faculty can make from outdoor experiences are as endless as the night’s sky—and hopefully this is just the beginning.

About the Author

Glenn Hasslinger has been a Physical Education and Health teacher at Hackley since 2007 and also coaches soccer, squash, and golf. For several years, he was the Global Education Coordinator in the Middle School. He is now following his passion for Outdoor Education at Hackley.

ON THE OUTDOOR LEARNING IMPORTANCE OF THE POLLINATOR GARDEN

The Pollinator Garden came to be when the fruit orchard took shape on the Hilltop, feet away from the new apiary. The Pollinator Club was also created, run by Hackley students— myself included. Our goal is to bring focus to the pollinators in our gardens because we believe that climate change is a social issue that can be overcome through learning how great nature can be and how we, as individuals, can help.

Before the Pollinator Club was formed, Ms. [Tessa] Johnson brought together Physical Education and Science classes to get as many hands as possible involved in the making of the garden. First, the amazing Buildings & Grounds crew cleared the grassy hill, removed wooden barricades, and added piles of mulch for students to begin forming the garden—we could not do this without them! Next, students spread cardboard to prevent weeds from growing underneath, which could get in the way of the important flowers needed for our pollinators. We then carted soil from one space to another as the garden grew. I found that pushing the wheelbarrow was a bit of an ordeal, but not for Ms. Johnson, who I once saw carting it stoically up and down the garden. Plants were then planted, trees watered, and, with thanks to Brendan DiStefano ’22, an arbor was built. Now, we revel in the beauty of flowery perfumes and fuzzy bees.

I watch as Ms. Coble and Ms. Carrier share the space with their art students and how the kindergarteners are filled with glee when they see and smell all the lovely flowers, and I am moved by how one small hill accomplishes so much. This community project makes it possible for all students on the Hilltop to experience the wonders of nature, and to create art from the beauty around us. The Pollinator Garden led to the founding of the Pollinator Club, and now, while we enjoy the colors of the flowers, we also research pollinators—bumblebees, bats, and flies—and work on our plan to educate the community about how to build apiaries or grow plants for the pollinators in their own gardens. We hope our small steps can lead to a better human environment.

MATEEN NASSIRPOUR ’23

A Round Square Adventure

Seven Hackley students and three chaperones departed for England on Sept. 18 to attend the 2022 Round Square International Conference beginning in Oxford and continuing on the Pembrokeshire Coast in Wales. The group completed the trip with a three-day stay in London. Upon their return, the students completed written reflections about key takeaways and their time overseas; those reflections are shared here.

The international trip was part of Hackley’s Global Education program. Hackley has been a member of Round Square—a consortium of more than 200 global independent schools that share a commitment to discovering the world and making a difference— for more than a decade. The initiatives of the Global Education program at Hackley are supported by the School’s strategic plan—Redefining Excellence: Learning Beyond Boundaries —deepening the focus on creating culturally immersive travel experiences in an effort to promote empathy, wonder, and global citizenship.

The theme of this year’s Round Square conference was “ Take Less, Be More,” and it focused on sustainability and responsible use of resources. Students engaged in many activities, listened to guest speakers, and worked in groups with others from around the world.

“It was my great hope that students would dive into learning, make friends, and push themselves outside

of their comfort zone during the trip. Every day, we had to challenge ourselves to meet new people, share personal opinions, and take on new adventures,” shared Merideth Maddox, K-12 Round Square Coordinator.

“I was thrilled to see our Hackley students lean in without hesitation. The chaperones and I saw the students in many different environments: they sampled foods made with crickets, took in museums, created a sustainable business plan, navigated the Underground, and did palm readings.

Our trip was full of singing as the students belted out ‘Dancing Queen’ on our evening cruise on the Thames, sang along to a ‘London’ Spotify playlist while on the bus, and walked arm-in-arm during our last night belting out songs from the show ‘Six’ after we saw the performance together. When we arrived home, we were exhausted, but also transformed and renewed, singing the praises of our experience.”

The 2022 Round Square International Conference was truly a life-changing experience, and I could not be more grateful to Hackley for the opportunity the school provided. There were many once-in-a-lifetime moments during the trip, ranging from staying in historic Oxford, to camping on the Welsh coast—we tried to do it all. However, the most influential and incredible part of the international trip was the ability to interact with students from countries all around the world, such as South Africa, the United Kingdom, Canada, Kenya, Switzerland, Germany, India, and more. I have been fortunate in my life to have traveled internationally before, but the ability to work with students from such diverse backgrounds was eye-opening and inspiring.

While in Oxford, students were broken into groups of about 12 and had conversations on a myriad of topics, such as what school life was like for students from other countries and more complex topics like how to decrease microplastics in our oceans and what renewable energy sources people should use in the future. Hearing the differing opinions of students from around the world who challenged each other’s

viewpoints enabled us to come out of the discussions with impactful global solutions instead of solely national ones. For example, when we discussed how countries could be more sustainable, students from India made the point that it is easy for the United States to say that other countries should stop using large amounts of fossil fuels. The U.S. is a developed country where we no longer need to rely solely on this

Teddy Roberts ’23

Photo by Teddy Roberts ’23.

source of energy. When our country was in its developmental stages, we used an extreme amount of fossil fuels, and now, as other countries in the world are improving, they need to use fossil fuels as well because they are not able to depend only on renewable energy. I had never considered the idea that other countries are more dependent on fossil fuels than the United States, but clearly I should have.

Conversations like this one brought into question previous viewpoints that I—and many others—had, enabling us to come up with better solutions and discussion points. In my opinion, this demonstrates the possibilities that can arise from international student discussions.

Another example of the types of activities we accomplished at the conference is the scavenger hunt that we participated in (pictured). While it was not the most mentally challenging or thought-provoking experience of the trip, it still stands out in my mind. I cannot express how life-changing it is to work with students from all around the world, and this was perfectly showcased during the scavenger hunt in Oxford. We all worked together as a team, forgetting the differences between us and instead focusing on commonalities while still having fun. In the picture, you can see my discussion group of students from seven countries, who, while very different, were able to work together to accomplish our goal.

I think that the United States at the moment is extremely divided, along with there being many

prejudices between people of differing countries. This trip highlighted for me that while we might not always agree with others, working with them instead of disagreeing with a closed mind really does lead to a much more superior and diverse outcome, bettering our world. I think many students realized on this trip that it is much more important to focus on the similarities between people rather than the differences that divide us, which hinder our ability to move forward as global citizens.

Finally, I would like to share one last way the conference has influenced me and changed the way I think. For the last couple of years, I have developed a strong passion for finance through studying stock markets. Before going on this trip I thought that I solely wanted to work in finance in the United States and had never really considered the idea of how I might work globally. By attending the Round Square conference and working with diverse people, I have realized that not only do I want to study finance, but I also want to think about it through a lens of international business and sustainable practices. I’m sure that my passions are not necessarily the same as all the students on the trip, but I am certain that all of us are now thinking differently about what we want to study in college and further pursue because of our experiences from the conference. I cannot express enough how transformative this experience is, and I urge anyone who has the opportunity to apply to the next Round Square conference to do so. I guarantee you will feel the same way I do now—I wish it would have never ended.

Phoebe Abrahms ’24

The 2022 Round Square International Conference was an extraordinary opportunity. I enjoyed many parts of it, but perhaps the most memorable aspect was meeting people from all around the world and creating strong bonds throughout the course of the conference. When we first arrived in Oxford at the start of the conference, we were showered right away with the warmth of our fellow delegates, who were as eager to forge new friendships as we were. After a traditional English tea on that first day, we ventured out with a small group to explore the quaint city of Oxford. As we walked, we met more students who were a part of the conference, and our group continued to grow. Pictured here is the group we were with in front of Oxford’s iconic Radcliffe Camera.

This moment on the first day of the trip was just the beginning of so many new friendships and is a great example of how everywhere we went, the delegates were eager to meet and engage with new people. Many of the people in this group stayed in the same college as us in Oxford, Balliol College, during the conference and proceeded to go to Wales with us. Because of this, I became even closer to people in this photo than I was on that first day. Outside of our structured “baraza” conversations during the conference, I spoke with these people on a variety of topics,

ranging from our school calendars to our social lives to talking about bigger issues like sustainability and political institutions. Because of the meaningful time I spent with the extraordinary people in this photo, and many others who I would later meet on the trip, I have incredible memories to last a lifetime, and I have a greater wealth of knowledge about different cultures and nations.

Photo by Phoebe Abrahms ’24.

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Aiden Wasserman ’24

The opportunity to participate in the 2022 Round Square International Conference in Oxford was an experience that I will never forget. What was most impactful to me were the connections that were formed between delegates and the sense of community that was felt. This picture is from the second day of the conference in Oxford. We were all still a little jet lagged and tired but ready to learn and connect with the other delegates. We all got ready and headed to the Oxford Theatre, an expansive theater hidden away from the rest of Oxford in a small corner entrance. Entering the theater was magical—lights shining from the stage, the chattering noise of hundreds of delegates talking, and the red velvet seats. Pictured here is our delegation right before the start of a keynote speaker’s presentation. As you can see, there are no boundaries between countries, schools, cultures, or delegates—we are all equal in this bigger-than-life space. In the photo, we are sitting next to a South African school, and one of their delegates is in the bottom left corner of the picture.

This picture is significant because it shows a snapshot of an experience that was incredibly special during the conference. Talking to other delegates was my favorite part of the conference. Being able to understand another person’s culture, even if it was just through stories, is a rewarding experience. Meeting these new people has broadened my view of

the world and left me with new experiences and stories that I’ll never forget. I have learned new things about sustainability and internationalism from these people, and I will definitely apply these practices in my own life. I met many new people in that theater and formed relationships I’m sure will continue into the future.

Photo by Aiden Wasserman ’24.

Kylie

Oh ’24

In this photograph, I was with a few students from Hackley and with others from such countries as Chile, South Africa, and Switzerland. We are pictured in front of St. David’s Cathedral in Wales on our last day at the Round Square International Conference, and we had just concluded a scavenger hunt that had us exploring various parts of St. David’s. The scavenger hunt led us to this breathtaking site. The cathedral was hidden away, so it was a complete surprise when we turned the corner and saw the expansive landscape that captured the beauty of Wales and of the conference as a whole.

This photo represents, for me, the essence of the conference and its lasting impact. The combined opportunities of getting to see extraordinary landmarks and cities, while meeting people from so many parts of the world, provided me with the most unique learning experience.

Part of this stemmed from leaders passionately speaking about their views on sustainability, leaving me feeling both inspired and motivated. And while the speakers were incredibly influential, I found the most inspiration and value from the lessons learned through simply spending time with fellow delegates, and sharing parts of our lives and opening up to one

another. All the interactions we shared—including the ones during meals, costeering, yoga, card games, and watching the sunset—taught me more than I could have imagined and will certainly stay with me throughout my life.

Although my time at the conference lasted less than a week, the friendships I created during my time in Oxford and Wales are some of the most meaningful connections I have ever formed. It was truly a privilege and an unforgettable opportunity to be part of such an incredible undertaking where dozens of countries, cultures, and perspectives were brought together.

Photo by Kylie Oh ’24.

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Cassandra Stand ’24

Through every keynote speaker who shared their wisdom with us at the Round Square International Conference, I remember most vividly one phrase, “You are more than you think you are.”

We tend to think of change as a scary, unforeseen thing. Something that we want to reach, but are scared to take the steps there and move outside of our comfort zone—myself included.

We think that we are small, that our individual actions are drops in an ocean of problems that is much larger than any one of us. And yet, we continue to reach forward and create things, change things, build things. Though it may seem small on an individual level, it is that reaching forward that brings us toward a brighter future when we can appreciate the old and the comfortable and mix it with the new and the equitable.

Photo by Cassandra Stand ’24.

By Shannon MacDonald Lower School Literacy Coordinator & Literacy Specialist

Pages are pages... Missives of Paper and Purpose

Teachers are collectors of stories. These stories become part of our own personal libraries, housed deep within our brains and hearts, on shelves of folders filled with handmade cards and printed emails. The individual pages of each volume are marked with the transcription of a memory, an interaction, or a lingering emotion that for some particular reason made an impact on us. These tomes of experiences are what life gifts us at the end of a day, a year, a decade, a career. More often than not, these pages of thought are reflected upon in solitude.

We run the gamut of genres as teachers; taking part in our own daily fictions, narratives, and fantasies. We become authors, playwrights, and editors for ourselves and students, but do not often get to be the one who truly appreciates the work of art that we have created, and lived, by leading a teacherly life.

In my experience, the Teaching Fellowship at Hackley is like a book circle. It is a space to commune, share experiences, and learn from others who may have read the book before but are now looking for a new take or are choosing to read it due to the hype it has created. It is a place to ask questions, challenge beliefs, and consider that closely held ideas about the shared book “Of Teacherly Life” may have been a mix of a tad right or a pinch of wrong. It is a group of fellow teacher travelers, some new and some not-soaged, learning about perspective and how to communicate from different experiences.

The path in finding what is at the heart of teaching was laid bare at my feet in the fall of 2019, when I was diagnosed with Triple Negative Breast Cancer, invasive ductal carcinoma, stage 3. I was 39. I found the lumps on my own; at diagnosis there was a 3 cm mass in my breast, which had also spread to my axillary lymph nodes, measuring as an additional 4 cm mass. I have no family history of cancer in any form, and I do not fit the demographic.

On my last day before going on medical leave at winter break, I sat with colleagues trying to work out the upcoming Admissions mini-visit events. Fighting through tears, I said to them, “Please just don’t leave me out of the loop when I’m on leave. I need this. I need my normal.” That was when I realized that what I loved about my profession, which was my life, is the personal connection with others. The idea that I was now on a path that no one else could travel with me

was unbelievably scary; coupled with all the unknowns of how my illness and treatment would affect my two young sons (at the time they were four and seven), my marriage, and my own longevity.

When I came back to work in the fall of 2020 and the opportunity of being a mentor was presented, I jumped at the chance. Having lived as a public and private school educator, I have the deep belief that at the core of being a good teacher is the ability to create connections and explore experiences. It is not one system over another, one program or teaching approach. It’s everything, but at the right time. Coming back to campus with new eyes was refreshing—being grateful for the beauty around me, love for all the students and colleagues, and being prepared to take

on life in a different way than just framing my days through curriculum and literacy groups. I knew that I had something to share with newer teachers in a way that I wish had been offered to me when I was first starting out. Being prepared can look very different from one human to another; however, the thread that binds the collective is arriving at each student with an open heart, a desire to meet them where they are, and to walk the path with them. This is the same with the Teaching Fellowship.

In reviewing fellows’ resumes in application to the program, I was blown away by their experiences. The service-learning, the internships, their own personal beliefs about why they wanted to teach. They are all so accomplished! I find it so interesting that so many

Jack O. ’33 sits comfortably upon a rock near the Lower School playground while enjoying a favorite Lower School pastime—reading.

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are asked to prepare the obligatory “Philosophy of Teaching Statement” as the opening act of their portfolios, just as I was. Being a veteran of 20 years, I think it is only now that I could begin to craft the mere beginnings of my own philosophy of education. I understand this practice helps newer educators have a baseline from which to work; however, I would challenge that it should be teachers exiting the profession that craft these deeply personal and reflective narratives as well, so that teachers just entering this profession can learn from their elders.

What I have loved most about being a mentor is working through the hard “stuff” of teaching. Curriculum is, of course, important, but it is how to work through the difficult conversations with others, how to support student learning, and how to navigate the not knowing that grows like weeds in the first years of teaching.

As the Fellows are spending time in multiple divisions and offices, it is important to focus on more than one aspect of the experience, and to try to see how the relationships that are forged with others will prove to be the outline used to start drafting their own “Of Teacherly Life.” Conversations about managing personal life and honoring boundaries are important to have, as well as recognizing when they are being presented with an opportunity to grow, even if it feels like it won’t benefit them in the present moment or is not in alignment with previously held beliefs.

When I landed my first teaching position in Nanakuli, Hawaii, I was handed a key to my room, told “good

luck,” and didn’t have a check-in with the administration for almost three months. What I would have given to have a person— my person—who I could have been vulnerable with! I was so alone. The mistakes were numerous.

As a mentor, the fertile soil that I provide helps another educator to grow. These seeds—these stories that are just beginning to take shape—need a place to be brainstormed, drafted, and edited. This is the safe space that the Fellowship provides for the newcomer to the teaching collective. It is a place where old books can dust off their jackets and share their tales, and where opportunities abound for the new glossy editions, because everything old can be new again.

About the Author

Shannon MacDonald, BS, MS, P ’30, ’34, has held the position of LS Literacy Specialist and Literacy Curriculum Coordinator for the past 13 years on the Hilltop. Prior to Hackley, she was a tenured public school classroom teacher, working in Carmel CSD, Irvington UFSD, and Waianae (Nanakuli) District of Oahu, Hawaii; bringing her years in teaching to 20. She holds NYS Permanent certification in Pre K-6, Professional NYS licensure in Literacy K-6, and has training in Orton-Gillingham, TCRWP, Fountas & Pinnell, educational assessment, and school leadership.

The Teaching Fellowship is made possible in part from a generous gift from Annie Zaldastani and John Griffen P ’18, ’21.

MELISSA BOVIERO, MIDDLE SCHOOL DEAN, SCIENCE TEACHER

ON THE IMPORTANCE OF THE MIDDLE SCHOOL DIGS IN THE FOREST AND AROUND CAMPUS

Every fall, the sound of rock hammers fills the air around campus. Throughout the Hackley Forest, the clink, clink, clink reverberates through the trees, letting you know that our sixth graders have started their unit on rocks and minerals. At first glance, rocks don’t seem very exciting for students. They’re often covered in dirt, filling the outdoor background of our lives. But through this unit, students take the time to stop and examine rocks. As they choose their samples to mine out, the beauty and colors of rocks come to life.

As part of the sixth grade Earth science curriculum, students engage in real-life Minecraft by exploring and gathering samples at rock outcrops around campus. They learn how to properly and safely use a chisel and hammer to break apart samples from rock faces, and those samples are then analyzed in the classroom for identification. We are fortunate to have a campus full of beautiful rock outcrops, including gold and silver-colored micas, pink feldspars, glassy red garnets, bright yellow citrines, and even small purple amethysts. Students not only learn their science content by doing authentic lab techniques in the outdoors, but they also gain an appreciation for the natural beauty of our campus, even the rocks they might often overlook.

By Christina Wang ’18

Words from a Teaching Fellow

Since I began working at Hackley in July, there has been one refrain that I’ve heard over and over again from colleagues and students alike: “So, is it really weird being back at Hackley?”

I’ve been asked this question so frequently because I’m in a bit of a unique situation. This is my first year working at Hackley, but it is certainly not my first time being part of the Hackley community. I am a Hackley alumna from the Class of 2018, and I have returned as a Teaching Fellow for the 20222023 school year.

During the summer, I helped with Hudson Scholars, a thriving community engagement program in which Hackley students serve as academic and extracurricular mentors to students in the Tarrytown and Sleepy Hollow area. Now, during the school year, I teach ninth grade English and a Creative Writing independent study, dabble in substitute teaching for the English department, and serve as a faculty advisor for The Vision, Hackley’s literary and art magazine that is led and organized by students. Outside of the classroom, I partner with the Admissions and Advancement offices.

It has been a joy to rave about Hackley—as both an alumna and a faculty member—to prospective families and to dig through the archives for a Grille Room project that has allowed me to discover the myriad ways in which Hackley has transformed throughout the years.

When I was searching for teaching jobs during my senior year of college, Hackley was an obvious place for me to look. I adored my experience as a student

here, and my time at Hackley heavily influenced where I wanted to be after high school. I chose to attend a small, liberal arts college because I loved Hackley’s close-knit community.

My decision to study English and Education in college was inspired by fond memories of sitting around the signature Hackley Harkness table with my English teacher and peers, poring over various texts and uncovering epiphanies about them together. I wanted to teach at a school where faculty were unequivocally devoted to their students and their growth, both in and out of the classroom. I also wanted to teach in a place where, in the words of Upper School Director Andy King, “it’s cool to be into school.”

As a young, aspiring teacher, I knew that I’d learn so much from my colleagues at Hackley, a brilliant group of faculty who constantly show me how I can be the best possible educator. In particular, I am so lucky to have beloved Hackley legend Jenny Leffler as my mentor teacher.

Jenny Leffler was my 11th grade English teacher and the dean for my grade during my time at Hackley. Getting to know her was easily one of the highlights of my Hackley student experience. Frankly, I could write a whole other Hackley Review article just about Jenny alone and how much she has (and continues to) inspired me. I am so very lucky that I get to learn from such a phenomenal teacher during my Teaching

Fellowship. Jenny sits in on all of my English 9 classes, and she is constantly offering me generous feedback on how to sharpen my lesson plans, assignments, and general identity as an educator. By collaborating with Jenny, I am able to start honing my educational philosophy, and learn what lesson plans and teaching approaches work best for Upper School English students.

I am so incredibly grateful to not only teach at a school that aligns so well with my educational values, but also at the school that helped shape me into the person that I am today. It feels very fitting that when I first arrived back to campus in July, Andy greeted me with a hug and a warm “Welcome home!”

So, to answer the question that has been so frequently posed to me—some aspects of returning to Hackley have been a bit funny, but I wouldn’t necessarily call it “weird.” For example, it took a surprisingly long amount of time for me to adjust to calling my former teachers by their first names (don’t ask me how long it took me to switch from “Doc Rob” and “Mr. Wirtz” to “Richard” and “Mike.”) It was also a bit surreal when I first got my desk in the English department office, in a room in which, as a student, I spent hours poring over texts and essays with my teachers. It was truly a “full circle” moment for me that cemented my role as an educator in a department that was so intellectually transformative and crucial for my younger self.

Returning to Hackley has been an immense honor and a privilege. Being here inspires me to show up as my best self, as I know that my students and colleagues deserve nothing less from me. My ninth grade students come into class every day bursting with ideas about what we’re reading, and can seamlessly make complex connections between the text and the world around them. It has been a lot of

fun to introduce the ninth graders to close reading and hidden meanings in the text, and to help them gain the confidence to lead Harkness table discussions and search for all the richness that is lurking beneath the book’s surface. Even though I am technically their teacher, I find myself constantly learning from my students, who offer me a plethora of new, refreshing ways to look at the texts that I am teaching them.

Although I still have several months remaining in the Teaching Fellowship, my time at Hackley has confirmed that I do indeed wish to continue teaching as a full-time career after this year. No matter where I end up next year, I know that I will always carry all the lessons I learned from my Fellowship into my future.

About the Author

Christina Wang ’18 joined Hackley’s Teaching Fellowship in July 2022 and is currently an English and Creative Writing teacher in the Upper School. Prior to returning to the Hilltop, she studied English, Politics, and Education at Bates College in Lewiston, Maine.

2022-2023 Teaching Fellows Lakshmi Jai (left) and Christina Wang ’18 (right).

By Greg Cice Chair of the Visual Arts Department and Upper School AP Art teacher 33

A New Creative Residency Program Enriches the Arts on the Hilltop

Two miniature gable-roofed houses—one pink-striped, the other green—hang at precarious angles from a miniature tree. Below, a broken paper ladder reaches tentatively from the ground to the porch of a third house, nestled comfortably in a tree fork where the trunk splits. Like some kind of magical tree-top hamlet, the three houses appear as playfully enchanting as they are perplexingly surreal.

All three mini structures are, in fact, elements in a fascinating sculpture jointly created by two ninth grade artists in Hackley’s sculpture studio. It is one of dozens of such sculptures developed and completed this fall with the guidance of Hackley’s Creative Artist in Residence for the visual arts, Thomas Doyle, during Ms. Coble’s Upper School 3D Design and Middle School Art Major courses.

With thriving programs in the visual, performing, and technology arts—all of which have experienced a renaissance in recent decades—Hackley initiated its first artist in residency program in 2019, just prior to the onset of the pandemic. Conceived to provide support and enrichment opportunities for the three creative departments—performing arts, visual arts, and computer science—the program was designed to grow within an upcoming state-of-the-art facility, the Center for the Creative Arts and Technology.

The new Center, consistent with the vision outlined in the School’s strategic plan—Redefining Excellence: Learning Beyond Boundaries —will bring together the

faculty and students of the three creative departments, providing unlimited interdisciplinary opportunities and innovative resources and spaces that will enhance the School’s current arts programs.

Having already fashioned and honed the Upper School visual arts program along the lines of strong college and graduate school models, the Visual Arts department took the early lead in researching and designing Hackley’s Creative Residency Program. And having themselves come from MFA programs with vibrant artist residencies, members of the Visual Arts department understood and appreciated the transformative impact that artist in residency programs, or “AIRs,” can have on an institution and its students. Every member of the department can recall a formative moment in their art education when a visiting or resident artist impacted their artistic development and their work.

By inviting talented artists to “reside” and work collaboratively within a community for an extended period of time, AIR programs deeply enrich the educational experience of the host institution and provide

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developmental opportunities and cultural benefits to its students, faculty, and community members. AIR programs are as variable as they are numerous, with diverse missions and goals, structures, durations, and benefits. They naturally reflect the unique character, culture, strengths, needs, and limitations of their host institutions and participants.

In 2019, when Hackley’s AIR program was being researched and developed, the news of a long-awaited building on the Hilltop devoted entirely to the arts had just been confirmed, and so Hackley’s new residency program was shaped by the exciting prospect of expanding new arts facilities and programming. In addition to fabulous new art studios, rehearsal rooms, theaters, and exhibition spaces, the Center for the

Creative Arts and Technology will have space reserved solely for resident artists while on campus for their residencies.

Future visiting visual artists will have studio space to ply their own craft, visiting musicians and composers will have space to write and rehearse their own music, and technology residents will have access to ample digital classrooms and a new fully equipped digital media lab. Theater residents, of course, will be able to teach and perform in a 550-seat auditorium, as well as a 100-seat Black Box theater. The new arts building will not only be a spectacular home and setting within which Hackley’s young residency program can grow, but it will no doubt attract the strongest residency candidates.

Students build structures in the Makerspace during Thomas Doyle’s visits.

Since its launch in 2020, artists and performers from across the country have inquired about Hackley’s Creative Residency Program. After completing an online application, candidates are preliminarily reviewed by members of Hackley’s visual arts, performing arts, and computer science departments before finalists are interviewed. After a final candidate has been selected, the new resident works with the respective department to plan the details of their residency: timing, duration, and the instructional direction their residency will take.

Hackley takes an organic approach to its residency planning, allowing each candidate to shape their residency according to their expertise, background, and creative interests. Some residents design projects for a specific grade level, while others prefer to work with students across all grade levels and divisions.

The Visual Arts department’s first resident, Manhattan illustrator Jenny Kroik, shared her expertise through a project that introduced Middle School student artists to the process of storyboarding and character development. Performing Arts resident master drummer Vince Cherico conducted drumming and rhythm exercises with students in grades 5 to 12. Cellist Jeremy Harman held improvisation workshops across divisions and treated students to a wonderful performance of one of his own compositions. And, using Meisner-based repetition exercises, Elizabeth Anne Smith helped acting students deepen their focus in order to better convey their emotions on stage.

Recent Computer Science residents have focused on a broad range of technology topics and skills. Former Hackley parent Diana Freed from Cornell Tech addressed issues of security and privacy, health technology, and social computing. During his visit to the Hilltop, Erich Tusch explored neuroscience research in health care with students. A presentation by Paul Pizzolato ’21 examined the use of Python to write programs that map current and potential economic

trends. Future residents will focus on topics of computer science programming and design that more closely align with current curricula.

As explained by Melissa Tranchida, Computer Science Chair and Director of Instructional Technology: “Our students explore programming languages as they design their own video games and digital arts projects, develop apps, and even assemble miniature robots. We aim to create opportunities for our students to closely connect with programming logic and UI design. Creative Arts Residencies make such connections possible.”

Recent Visual Arts resident Thomas Doyle—a true “interdisciplinary” artist whose sculptures will be exhibited this year in London, Paris, and New York— began his residency last May by visiting the Hilltop and presenting his work to Middle and Upper School student artists. During the summer, in collaboration with Hackley art teacher Sarah Coble, Thomas planned a project for the fall that challenged Middle

The new arts building will not only be a spectacular home and setting within which Hackley’s young residency program can grow, but it will no doubt attract the strongest residency candidates.

and Upper School artists to explore and build their own miniature worlds. The resulting sculptures, produced over the course of several months and critiqued by Thomas at the end of the first trimester, are wonderfully imaginative and intricately constructed. They both reflect and challenge our preconceptions of reality and the familiarity of our everyday world.

Asked about his months-long sculpture collaboration with Thomas Doyle, ninth grade artist Alexander Chorny responded: “My favorite part was the freedom Mr. Doyle gave us to create our own stories, and the really good advice he offered that helped me develop my ideas and my project.”

Thanks to the creative residents—including talented and diverse artists, musicians, actors, and computer scientists—who have shared their experience, knowledge, and joy for the creative process, Hackley’s students have an opportunity to deepen their already rich experience with the arts. And, not surprisingly, student, faculty, and resident feedback has been universally and enthusiastically positive.

“It has been wonderful to see the students digging deeper into the creative process, analyzing and

articulating their ideas during our critique with Thomas, and then revisiting and revising their projects afterward,” observed Sarah Coble during Thomas Doyle’s residency. About his time with students in Hackley’s art studios this fall, Thomas Doyle shared, “What a great experience to get to see Hackley’s art department up close and what Hackley students are capable of. Very impressive!”

As construction on the Center for the Creative Arts and Technology progresses, and with a vibrant new Creative Residency Program in place, the Computer Science, Visual Arts, and Performing Arts departments could not be more excited about what the future holds for our programs and students. The sky is truly now the new limit for the arts on the Hilltop!

About the Author

Greg Cice has been Chair of the Visual Arts Department for 21 of his 23 years at Hackley. A painter first, he is also a builder and carpenter, as well as a ski race, tennis, and baseball enthusiast and coach. He has shared these interests with Hackley students during his years on the Hilltop. His daughter, Lene, attends Windward School, and his son, Bode, is a current Hackley ninth grader.

Cellist Jeremy Harman and Hackley students practice together in Zetkov. Drummer Vince Cherico plays a few notes.

ON THE IMPORTANCE OF BATS AND THE BENEFITS OF BAT HOUSES

Mounted 15 feet above Hackley’s new apiary, steps away from the new fruit orchard and Pollinator Garden, our bat houses provide a safe place for an often misunderstood mammal. This new installation creates unique outdoor education opportunities for our students while protecting our local bats.

As crucial natural pest controllers, bats consume trillions of crop-damaging and diseasespreading insects each year. Sadly, the populations of New York’s nine native bat species have plummeted since the discovery of a deadly fungus affliction in 2006. The good news is that bat populations are rebounding with the installation of bat houses across the state. Bat houses are primarily used as nurseries for raising bat pups. Bats do not hibernate in the houses during winter, preferring instead locations like caves that offer even temperatures. Three of New York’s bats migrate south each year to the warmer states and continue their beneficial consumption of insect pests.

Hackley has two four-chambered bat houses, back-to-back, that together can comfortably hold up to 400 bats and their young in the spring and summer months. It usually takes a few years for bats to find and occupy a bat house. Hackley should start to see bats in the bat houses by 2024.

MARK GREEN, VISUAL ARTS TEACHER

By Rozanne Rosenberg Assistant Director of Communications

Sphere of Support: Health and Wellness on the Hilltop

A holistic focus on children’s growth and development is ingrained in Hackley’s core values. That extends to the health and wellness initiatives and programming on the Hilltop. After all, we espouse that “character is above intellect” and, as such, “that idea of who we are, how we treat others, how we make decisions, is all part of [health and wellness] at this school,” says Renee Pabst, Chair of Health Education.

Health and wellness at Hackley centers on five areas: emotional, social, cognitive, spiritual, and physical. The School strives to develop and present a curriculum that reflects and represents our students, while also providing them with opportunities to experience varying perspectives. Nutrition, physical and mental health, substance abuse prevention, bystander intervention, healthy relationships, social-emotional learning, and community building are at the heart of health and wellness at Hackley.

Building Character and Community

In the Lower School, teachers incorporate the Second Step social-emotional learning program with support from Lower School psychologist Dr. Amanda LeTard, who also coordinates the monthly “Snack & Share” series on Zoom and the character education program—this year’s virtues are thoughtfulness, appreciation, responsibility, and perseverance. Throughout the year, five assemblies highlight the virtues—a

Name That Virtue Gameshow written by Dr. LeTard and Roni Kanter, third grade teacher, kicked off the series this year. Teachers also incorporate the virtues into messages and meetings, and Lower School librarian Anna McKay creates booklists for families featuring titles connected to the virtues of focus. Optional activities and assignments are available to students, as well, and bulletin boards in the Lower School provide a visual reference.

“Second Step is a program that really helps build students’ skills related to growth mindset and goal-setting, problem-solving, emotion management, and empathy and kindness,” says Dr. LeTard. “This year, Mr. Kilgarriff, our technology teacher, is also working on pushing in to tie some of those topics to the digital space as well as the physical-interpersonal space. So, for our older students, we’re looking to talk with them about empathy and kindness in a developmentally thoughtful way, not only on the playground or in the classroom, but also in the digital space.”

CAMPUS AS CLASSROOM

Snack & Shares help to build community and provide leadership opportunities for third and fourth graders. “I tell them it’s kind of like our own little TV show,” shares Dr. LeTard. Students introduce either a speaker or a community-building activity, such as reflecting on “What is the best part of school so far?” There is also always a “Shout Out,” which allows students to call out members of the community who are doing good things, like enacting the virtues or being a good friend.

Fostering Curricular and Divisional Connections

Finding interdisciplinary connections with other content areas, as well as creating ways for students to

connect with each other, are a major focus of the health and wellness program. One example of this is the seventh grade health curriculum. “We rearranged the health curriculum in seventh grade so that we now start with nutrition and talk about MyPlate. This way, the seventh graders can do a service-learning project with the first grade, because we realized that it mirrored what first graders were doing in their social studies curriculum,” Ms. Pabst says. “Seventh graders learn the curriculum and go into first grade classes and run different meetings around MyPlate, trying different foods, and making healthy plates. They have lunch with their first grade buddies, and the first graders share about their farm trip with the seventh graders.”

Lower Schoolers enjoy recess (top left); Upper Schoolers practice yoga on the Quad (bottom left); Lower and Middle School students partner to learn more about MyPlate and healthy eating (right).

In eighth grade, Ms. Pabst collaborates with the English teachers to connect discussions around healthy and unhealthy relationships to the book students read, A Step from Heaven by An Na. The book features a collection of vignettes about a family of Korean immigrants, told from the point of view of the eldest daughter, and addresses issues of abuse and domestic violence.

“Given Renee’s extensive training and expertise in these areas, we began bringing her into classes about three or four years ago to give the students a greater understanding of the characters, their experiences, and their actions in the novel,” says Trevor Ogden, Middle School English teacher. “This also dovetails nicely with the eighth grade health curriculum, which addresses healthy and unhealthy relationships toward the end of the school year.”

The ninth grade peer advisory program offers our newest Upper Schoolers the opportunity to connect with more seasoned eleventh graders. Ms. Pabst works with the eleventh graders to prepare them for conversations with their ninth grade peer advisees. They meet two times per cycle and together engage in fun bonding activities; discussions around academics, including how to utilize resources on campus and how to prepare and organize themselves; and, with adult support, conversations around belonging and inclusivity, as well as how to be an upstander, someone who speaks up or takes action when they see injustice.

“The idea that ‘united, we help one another’ is what our ninth grade peer advisory program is based on,” Ms. Pabst says. The program also addresses drug and alcohol abuse and resistance skills, with Ms. Pabst teaching the ninth graders about the science behind addiction and the eleventh grade peer advisors helping to guide conversations around resistance skills. “With peers telling them, it lands differently,” adds Ms. Pabst.

Supporting Stress Management and Holistic Health

Throughout their Hackley journey, students are supported with managing stress and taking care of their mental health. In the Lower School, they have access to “Calm Carts,” which contain different tools— breathing balls, timers, paper to write and draw, fidgets—for students to use to develop their emotion management and regulation skills. “The Calm Carts have on them things to help students take a break from where they are and to practice those emotional regulation skills we want them to learn,” explains Dr. LeTard. “They give the teachers some tools easily at their disposal to help support the students.”

While a designated “health” class is part of the curriculum in seventh, eighth, and tenth grades, health and wellness discussions are woven throughout advisory periods in the Middle and Upper Schools. To address wellness topics in a holistic way, students hear from various members of the community.

Athletic Trainer Kayla Simpson, who is also a dietitian, meets with the seventh grade students to discuss intuitive eating and how to build a healthier relationship with food. “It’s about helping students understand how to listen to their bodies and understand that we shouldn’t group foods into ‘good’ and ‘bad’; rather, it’s more about how we energize our body and having nutrient-dense versus nutrient-void foods,” explains Ms. Pabst.

With this in mind, the curriculum moves on to discussing body image and eating disorders, including a new addition about apps and how social media influences body image, with the support of Middle School psychologist and Support Services Chair Dr. Anne Weissenberger. The focus is on supporting students with reaching out for help for themselves or a friend and reinforcing the supports that are available within and outside Hackley.

Conversations around stress management center around what is typical versus atypical stress and what happens to our bodies when stress becomes unhealthy. The key, again, is helping students to recognize signs of anxiety and depression in themselves and in others, and to support them with reaching out for help. “We want to promote this idea that it’s OK to ask for help,” adds Dr. Weissenberger. “Whether it’s a teacher for a math problem, the learning specialist for how to best study, or if something’s not going well emotionally or for your friends—who to go to. By the time they get to the Upper School, my wish for all of them is to know how to self-advocate and to be comfortable doing so.”

To help with this effort, Dr. Weissenberger also started a monthly video series called “The Counselor’s Corner,” where she offers a tip for the month and gives students actionable steps to take— for example daily stress-reducing practices or different ways to express gratitude.

Inviting Experts in the Field

Much of the education around health and wellness is provided by Hackley faculty, though, at times, outside experts are invited to enhance the program and share their work with students. One such visit is the JCK Foundation, which speaks with the eighth graders

Lower School teachers play “Name That Virtue” during a Character Ed Assembly (left); Food and Power students enjoy peeling apples in the teaching kitchen after a field trip to Stuart's Farm (top right); seventh graders visit first graders to teach them MyPlate concepts (bottom right).

about suicide prevention, mental health, and how to recognize signs when students are feeling overly anxious or depressed. Hope’s Door leads discussions with eighth and tenth graders around healthy and unhealthy, or abusive, relationships. The organization uses different scenarios to help students recognize and have conversations around what makes a relationship an unhealthy one and how to prevent abuse.

Substance Abuse Prevention and Education consultant

Michael Nerney met with Hackley’s Health and Biology faculty and Support Services team in November 2021 to discuss the adolescent brain and marijuana. He also presented to Hackley families a session on “De-stressing the Brain and Helping Students Find Balance” as part of the HPA’s Hilltop Series, and he met with peer advisors to answer questions about the adolescent brain, mental health, stress, social media, and addiction.

The feedback for the visits has been overwhelmingly positive. According to Ms. Pabst, students enjoyed the JCK Foundation presentation and said they learned a lot, felt engaged, were more motivated to help a friend, and felt that the presenters connected with them. Regarding Hope’s Door, an eighth grade student had the following to say: “I thought that the presentation by Hope’s Door was extremely informative, and it helped me gain a better understanding of what an unhealthy relationship [or] friendship might look like. I now know how to handle it if I ever find myself in a situation like that.” Both faculty and peer advisors enjoyed the presentations by Mr. Nerney, with peer advisors stating that it helped them think about how to present the information regarding substance abuse to their peers.

Making It Possible

Much of the health and wellness programming at Hackley has been made possible in part by The Michael and Diane Lowry Endowment for Health and Wellness. Mr. and Mrs. Lowry P ’93, ’95, GP ’29 have been committed to health and wellness at Hackley throughout Mr. Lowry’s years as a Trustee and dating back to Mrs. Lowry’s service as a president of the Hackley Parents’ Association. After nearly 40 years of volunteer and philanthropic leadership, in 2021, they established this endowment, which helps to ensure Hackley’s ability to educate students around issues of health and wellness in perpetuity, providing generations with the skills and mindset to lead a healthy, well life.

As Ms. Pabst notes, the goal of the health and wellness education programming at Hackley is to provide students with “the empowerment to make the best decisions” and to help them know that there are people in their lives—both at Hackley and beyond the Hilltop—who will support them and who care about them. Ultimately, we want our students to feel included and accepted, to uplift and support one another, and to have the tools and understanding to lead safe, healthy, and balanced lives.

About the Author

Rozanne Rosenberg joined Hackley as Assistant Director of Communications in August 2022. Previously, she worked as an elementary educator for 10 years in New York and New Jersey independent schools, and in the publishing industry for five years prior to that.

By Andy King Director of the Upper School

Humanities Research at Hackley

What do Vladimir Nabokov, the Hackley School archives, the filibuster in the United States Senate, U.S. history textbooks, and ancient Greek philosophy have in common? On the face of it, nothing. However, what binds these topics together in the presentday Hackley School context is clear: these were the topics selected by last year’s students in Independent Research in English and History.

The Independent Research in English and History (IREH) course launched during the 2019-2020 school year, emanating from the fruitful conversations and thoughtful programming characteristic of Redefining Excellence: Learning Beyond Boundaries, Hackley’s strategic plan.

One pillar within Redefining Excellence is the aspiration that Hackley will “redefine a liberal arts education.” A more specific thread of this broader focus is that Hackley would “develop research centers within and across disciplinary boundaries.” Hackley has had a heralded Independent Research Program in Science for nearly a decade. But research is also at the heart of humanities scholarship. In fact, research methods and essays have long been embedded within history and English curricula. The impetus of the strategic plan bolstered the History and English departments to create a separate offering focused on research and writing in the humanities to mirror what has been offered by the Science department. Thus, Independent Research in English and History was born.

For its first two years, the IREH course was teamtaught by Bill Davies, chair of the History department and Upper School history teacher, and James Flanigan, Upper School English teacher. When Bill

retired in 2021, I joined James as a co-teacher of IREH. The group that brought you that wonderful medley of topics introduced above were our students last year. Last year’s IREH cohort delivered distinguished individual work and made a significant contribution to broader efforts to promote and expand student research at Hackley.

Together with the students from the Independent Science Research Program, they presented at Hackley’s First Annual Research Symposium, an evening where our researchers shared their methods and findings with an appreciative audience of students, teachers, administrators, and family members.

The chance to present to a diverse audience is a critical skill for our young scholars. Molly Reinmann ’22, a student in last year’s section of IREH, reflected on her experience at the symposium: “It was amazing to discuss my work with interested members of the Hackley community, and I had an awesome time putting together an interactive presentation. The energy throughout the building during the Research Symposium was electric and just so quintessentially Hackley—all of us genuinely excited by our research, the opportunity to share it with friends and family, and the chance to learn from our peers.” This year’s

research scholars will present their work at the Second Annual Research Symposium taking place in May 2023.

During the course selection process for the 2022-23 school year, there was a significant increase in interest in IREH. After James and I consulted with each other and our respective department chairs, Richard Robinson and Chris Loomis, we decided to split IREH by discipline, giving rise to Independent Research in English and Independent Research in History. This segmentation has allowed us to offer greater specialization of these research courses and to provide more tailored, discipline-specific instruction to our young literary and historical scholars.

This year’s research questions reflect our students’ expansive curiosity and impressive scholarship. In Independent Research in English, students are exploring questions about the work of Junot Diaz, Gustave Flaubert, Henry David Thoreau, and Carmen Maria Machado. Students in Independent Research in History are examining research questions focused on a wide

range of topics, including the oil crisis of the 1970s, the FBI’s COINTELPRO program, free speech standards and the First Amendment, the Stock Market Crash of 1929, and the role of American music and dance as soft power during the Cold War, to name a few.

Additionally, some of the history students are focused on oral history and are tapping into personal family histories to do broader historical research. One student will explore the stories of Jews living in a small town in Greece, while another will examine the role of a prominent newspaper in the Dominican Republic during the Trujillo years. Our English and history researchers are still in the early stages of their research and writing, but their progress thus far is impressive.

So, why are these humanities research courses important additions to the Upper School curriculum? They afford a unique and powerful opportunity for Hackley Upper School students. By design, the classes are teacher-facilitated and yet overwhelmingly student-led. One of our researchers this year described the course as providing students with “structured independence.”

Last year’s IREH students gather under Kroeger Arch (left); Thomas DeGirolami ’22 presents (right) during the First Annual Research Symposium.

CAMPUS AS CLASSROOM

By the students’ own admission, the classes also serve as engaging cohorts, spaces where students share common academic interests. A student in Independent Research in English recently shared, “The discourse in this room makes me smarter. I saw another student reading Toni Morrison’s Beloved, so I started reading God Help the Children. I am not a reader, but this class makes me want to be a better reader.”

As teachers, James and I instruct our students in research methods, assist them in source identification and analysis, challenge them to consider a range of perspectives on their research questions, and coach them as writers. In short, we focus largely on the skills necessary to perform sound research. The content of the classes, meaning what literary or historical topics will be the focal point of their research, is chosen by the students. This represents a notable departure from most other Hackley classes, where teachers and department chairs determine both the content taught and the skills honed. The opportunity for self-directed study within a supportive classroom presents a powerful learning opportunity for students, especially those nearing the finish line of high school.

These courses are timely additions to the Upper School curriculum for another notable reason: their civic value. In fact, another element of Redefining Excellence focuses on civic engagement and the School’s ambition to “teach and cultivate a sense of civic responsibility independent of political views.”

Our students are coming of age at a time when there is considerable, albeit questionable, debate about what

constitutes a fact. “Fake news” is a part of their vernacular. Googling has become a reflex for our students and yet how often do they interrogate the sources that are optimized to reach the top of the feed? Our social media accounts overwhelm them with information and, in some instances, steer them into echo chambers. Clickbait draws many more readers than critical analyses. This is the context for our students. They have never had access to more information, and yet the volume and quality of information have the potential to overwhelm or, worse, mislead them. These humanities research classes aspire to help our students become more effective and analytical readers, filters, and critics of a range of sources. In building these skills for our students, we hope to serve the broader public purpose of building their civic capacity.

Catherine Lapey ’22, a student in last year’s IREH section, offers a powerful perspective on the course’s place and value to students in the Upper School: “If a student wants to explore a passion, they not only have that opportunity through Hackley’s various independent research opportunities, but they have a genuine audience within Hackley’s community, which often proves equally important.”

About the Author:

Andy King has been a member of the Hackley faculty since 1998. Since 2008, he has served as Hackley’s Director of the Upper School. Prior to taking on this administrative role, Andy was an Upper School history teacher, advisor, dean, and coach. He is also the proud parent of Henry, a member of Hackley’s Class of 2030.

By Charlie Lee ’22 and John Esposito III ’22

Giving Back: A Hudson Scholars Reflection

In some ways, we initially joined the Hudson Scholars program in 2021 for the wrong reasons. Although we thoroughly believed in the importance of creating and teaching a financial literacy course for the Scholars, we also saw the benefit of adding such an activity to our college applications. That changed when we started the program. By the time it ended, we built lifelong connections with the Scholars and had the most meaningful four weeks of our lives. The impact Hudson Scholars had on us was a newly found feeling of fulfillment, and, even after we both got into our colleges in December 2021, we yearned to find meaningful ways to further enhance the program.

As both our final senior project and part of Mr. Sykes’ Advanced Topics in Economics yearlong project, we decided to spend our time improving our Hudson Scholars financial literacy program. Two years ago, during our first summer, our class primarily revolved around our self-made real-life simulation, where the students got jobs, paid taxes, invested, and learned such key concepts as compound interest and dollar cost averaging.

We also created a mock currency, “Sykes Bucks,” that students had to manage and work for, pay taxes with, invest, and budget. The currency could be used on a prize table that included gift cards, toys, and candy, which further incentivized the Scholars. The students loved the simulation, but we believed that the

class needed more structure, and so we created a full curriculum that included packets, worksheets, and PowerPoints to complement the interactive portion of the class. We also met with people within the finance industry to further guide us in the creation of the program.

Tangentially, we wondered what we should do with the funds we raised in the Hackley Finance Club, which we founded alongside our peers Luke Best, Catherine Lapey, Mac Wyman, and Jack Meyer. The Finance Club raised $3,000 to invest in equities and vowed to donate the fund by the time we went to college, although we had not identified the recipient of the donation. We grew the fund to nearly $9,000 in two and a half years. The club was desperate to get to

$10,000 by the end of senior year and, in the process, the portfolio plummeted. Still, we managed to accumulate 36.6% returns, leaving us with approximately $4,100 and a big decision to make. By the end of the year, we selected Hudson Scholars as the donation recipient. Choosing Hudson Scholars ended up being an easy decision. We wanted to do everything we could to support a program for which we had a profound amount of passion and appreciation.

We hope that the Finance Club’s donation has a meaningful impact on Hudson Scholars, and we are grateful for the opportunity to give back. As we look forward to maintaining a close relationship with Mr. Sykes, the Hudson Scholars program, and the Scholars, we also look optimistically toward applying our newfound business school knowledge to the improvement of the financial literacy program, ultimately helping the Scholars who changed our lives for the better.

“Charlie and Johnny were absolutely incredible mentors whose energy and fun personalities left an indelible mark on the Hudson Scholars program. It was incredible to watch the Scholars’ faces light up as Charlie and Johnny connected with them and laughed with them, all while teaching them important lessons in and out of the classroom. Charlie and Johnny were the catalysts behind what will eventually grow into a permanent feature of Hudson Scholars: financial literacy. Through the financial literacy club they ran and the curriculum they helped to develop, Charlie and Johnny planted the seed for financial literacy education moving forward. Their giving and caring spirit, and their desire to give back to Hudson Scholars, speaks volumes about these two incredible young men. I am so proud of the work they did with the Scholars, and I will never forget the two of them and the impact they made. Their gift to the program truly left me speechless.”

—David Sykes, Director of the Hudson Scholars program

Charlie Lee ’22 and John Esposito ’22 enjoy apple picking with the Scholars (left); a mentor cheers on two ninth grade Scholars during Color Wars (right).

Alumni Day 2022

The bonds between Hackley alumni are strong, spanning generations and decades. Every year, alumni mention how special it is to return to campus, remembering a place where lifelong friendships were formed. That special bond is most visible on Alumni Day. Year after year, alumni return to the Hilltop like hornets to a hive for this Hackley tradition.

On Oct. 15, more than 350 alumni and friends attended Alumni Day 2022. We celebrated milestone reunions, reconnected with one another, and remembered what it means to be part of the Hackley family. During the Annual Meeting of the Alumni Association, we honored beloved members of the community posthumously at the award ceremony, and we paid tribute to recent retirees, recounting the impact each had during their time on the Hilltop.

Head of School Michael C. Wirtz P ’29, ’31 gave the State of the School Address together with H. Rodgin Cohen P ’08, President of the Board of Trustees. You can watch the recording by scanning the QR code below. Alumni enjoyed the nature hike with science teacher Tessa Johnson, a tour of the apiary with James Pratt ’97 of Fly Honey Farms, and an exploration of the new orchard. An enthusiastic

group joined Anne Siviglia’s Creative Writing Workshop, and Middle School science teacher Oshon Temple taught alumni and their families how to build bottle rockets, which were launched on Akin Common amidst great fanfare. Classmates and friends gathered to cheer on our Hornets at the varsity games, ending the day with a toast at the Alumni Cocktail Reception and the 50+ Club Reception and Dinner.

Though Hackley’s campus has grown and changed, what remains the same is the love and admiration we have for the teachers and coaches who guided and inspired us, and the affection we have for each other and our School. Returning to the Hilltop is like coming home. Thank you to those who joined us this year. We hope to see many more of you next year!

www.hackleyschool.org/alumni/alumni-day

Scan the QR code to watch videos of the Annual Meeting of the Alumni Association, which includes the State of the School Address, Retiree Tributes, and the Award Ceremony, and to view the Alumni Day photo gallery.

50 By Margie McNaughton Ford ’85

Margie McNaughton Ford, a member of the Class of 1985, is Director of Alumni Engagement, parent of a Hackley graduate, and daughter of Hackley legends Randy and Mary Anne McNaughton.

Mainigi,

The Class of 1992 reconnects on Alumni Day. Pictured from left to right – first row: Andrea Sessa-Sayago, Carrie Simon Berg, Tina Fiore Sozen, and Emily Shalant; second row: Astrid Kruse, Monica Ailawadi

Freddy Dumlao Jr., Samantha Ryan, and Karyn Silverman; third row: Dianne Sullivan Fahy, Dan Finger, Ted Diamond, Meredith McGraime Scully, Jim Levine, and Chitra Krishnamurthy Kowalski; fourth row: Scott Wolfgang, Nik Anderson, Farooq Sheikh, Spencer Hempleman, and Craig Beni.

“I love this photo because it tells a wonderful story about how our classmates really enjoy being around one another.”

—Scott Wolfgang ’92

ALUMNI ASSOCIATION AWARDS

ALUMNI SERVICE AWARD

James “Jim” Holden Jr. ’66 was awarded the Alumni Service Award posthumously for his outstanding contributions to the Hackley Alumni Association Board, the School, and its students. Jim was a Board member for more than two decades, a champion of financial aid, and a steward of the HAA Endowment Fund. His friends and former teammates Michael Thomas ’65 and Don Jackson ’66 presented the award to Jim’s family.

HONORARY ALUMNUS INDUCTION

Eric Landman ’66 inducted former history teacher and varsity tennis coach Thomas Braine as an Honorary Alumnus, the highest honor bestowed on a faculty member by the HAA. Former professional tennis player Dick Stockton ’69 also paid tribute to his former coach via video, and numerous tributes from former students were read during the induction. Paul Petterson ’66 said, “Thomas Braine was a World War II veteran of the Pacific Theater. Significantly injured through serving his country, he carried the visible evidence of this sacrifice in all he did, never letting it get in the way of his mission of scholarship, teaching, coaching, and advising. He was a solid and lasting influence on the future of us all, and we were fortunate to have him in our lives.”

IMPACT AWARD

The HAA Board presented the newly created Impact Award during the HAA meeting. This award is given to Hackley employees who inspired and impacted the lives of alumni while they were students on the Hilltop. The HAA was proud to give this award to the late Marlene Bellamy, Hackley employee and FLIK Associate for 30 years. HAA President Christie Philbrick-Wheaton ’00 spoke about Marlene’s warmth and how she held students to high expectations for their behavior and treatment of one another. She went on to say, “You did not get into Marlene’s line to be served quickly; you got in her line to see her, to share a moment, and to be uplifted.” Kenda L. Kittrell Chavis ’91 also paid tribute to Marlene virtually. Marlene’s daughter Rhonda Simpson accepted the award on behalf of Marlene’s family.

Eric Landman ’66 inducted former history teacher and Varsity Tennis coach Thomas Braine as an Honorary Alumnus.

The family of James “Jim” Holden ’66 accepted the Alumni Service Award posthumously on his behalf. Pictured from left to right: HAA President Christie Philbrick-Wheaton ’00, Jim’s son Sean Holden, Michael Thomas ’65, Jim’s wife Suzanne Holden, Don Jackson ’66, Jim’s son Erik, and Jim’s grandchildren Hunter and Savannah Holden.

Accepting the Impact Award on behalf of Marlene Bellamy’s family was Rhonda Simpson, pictured here with HAA President Christie PhilbrickWheaton ’00.

THE DAVE ALLISON MEMORIAL SOCCER GAME AND

BBQ

Every year, the Hackley community honors coach Dave Allison at the Dave Allison Memorial Soccer Game and BBQ the night before Alumni Day. Former players and friends attend to remember Mr. A. and his contributions to women’s sports. Here, the Hackley Girls' Varsity Soccer team gets ready for their game against Fieldston. The team won 2 to 0.

NATURE HIKE

At the Dave Allison Memorial Soccer Game, HAA President Christie Philbrick-Wheaton ’00 spoke about her former coach. “Every year, Mr. A. miraculously turned a random group of teenage girls into a family in a matter of weeks. Each year, that group had a slightly different dynamic, but we all have a hell of a handshake and share a common bond.” Christie is pictured at the game with Dick Hodgson ’51, former HAA President Bill Roberts ’75, and Head of School Michael Wirtz.

A highlight of the day was the annual Nature Hike with biology teacher Tessa Johnson (left), which included a tour of the new orchard and apiary. James Pratt ’97 (right) joined to talk about the apiary. James and Carlo Essanason ’97, of Fly Honey Farms, have been working with Hackley on the hives. The orchard tour included time in the active Pollinator Garden and under the grape arbor built by Brendan DiStefano ’22. Tessa hopes to harvest our first apples in three to four years.

More than 50 alumni from the classes of 1972 - 2017 and friends joined the Nature Hike on the Buessow Trails. Biology teacher Tessa Johnson took hikers through the Deer Exclusion Zone and around Deer Pond. They stopped at the bird feeders to talk about bird watching, as many members of the tour were AFER (Advanced Forest Ecology Research) alumni. On the way to the Deer Exclusion Zone, they found ten redback salamanders and a young spotted salamander.

Alumni and their families enjoyed building bottle rockets during the “Rocket Science is Easy” masterclass hosted by Middle School math teacher Oshon Temple and assisted by members of the Middle School Alumni Connect Club.

before launching their rockets.

Common as their launchpad, alumni and their families send their newly created rockets into the air!

CREATIVE WRITING WORKSHOP

A highlight for many alumni was Anne Siviglia’s Creative Writing Workshop. Here, alumni work diligently on their compositions. The prompt was “14 Ways to Look at a Mallomar.”

The Creative Writing Workshop group poses for a picture in the Sternberg Library. Pictured from left to right – back row: John McGarr ’63, Paul Mignone ’97 with his daughter, Lily Seidler ’02 and her husband Tim Sohn ’97, Mike Torres ’97, James Pratt ’97, Elizabeth Aranow ’97, Greg Pedulo ’92, Karyn Silverman ’92, Samatha Ryan ’92, Steven Tannenbaum ’17, and Akash Samad ’17; middle row: Anne Siviglia; front row: Carlo Esannason ’97, Andy Tepper ’97, and David Frankel ’97.

Left: The group poses

Right: Using Akin

Above, clockwise from top left: Alumni Day is Anne Siviglia’s favorite Hackley event, as she loves seeing her former students from the last 36 years. Here, she catches up with Meghan Cunningham ’17.

Dick Hodgson ’51, HAA Director, with Head of School Michael Wirtz at the 50+ Club Reception.

On Alumni Day, for the first time in the history of the School, women were inducted into the 50+ Club. Here, Deborah Dyett Desir ’72 receives her 50+ Club pin from HAA Director Raleigh D’Adamo ’49 during the induction ceremony.

Members of the Class of 2012 celebrate their 10th reunion.

Pictured from left to right: Maria de la Piedra, Kathleen Sullivan, Angela Link, Carolyn King and her boyfriend Eric Nieminen, Jackie Gomberg, and Tani Greenspan and her husband Jack Koch.

High-fives with the Hornet!

Below, clockwise from top left: Alec Keith ’71, Bruce Wilson ’71, and his wife Liz Wilson ’72 in the Alumni Archives Room enjoying the archives display featuring Hackley memorabilia from their years on the Hilltop.

Hackley Trustee John Canoni ’86 and HAA Director Marc Brodsky ’86 at the football game.

We were honored to have former Octet members Jim Biehle ’62, Peary Spaght ’62, Ken Green ’62, Cabanne Howard ’60, and Roger Garrison ’62 lead the singing of the Hackley Alma Mater at the Memorial Service. Also pictured is accompanist May Steinberg, Lower School music teacher.

Members of the Class of 1997 back together again for their 25th reunion! Pictured from left to right: Paul Mignone, his wife Celeste Mignone, a guest, Carlo Esannason, Janaki Meyappan Degen's husband Michael Degen, Janaki Meyappan Degen, and Carlo’s wife Corey Esannason.

Above:

In honor of Hispanic Heritage Month, a salsa band played on the Quad during lunch. The band was led by Grammy Award-winning musician and Hackley music teacher Rafi Malkiel on trombone and featured David Frankel ’97, lead singer of Avenida B. The music created a festive atmosphere and inspired many to dance.

Left:

Old friends reunite – Mary McConnachie O’Hara ’97, the Hornet, and Betsy Cleveland Fenzel ’97.

Right:

Legendary coach Rob Pickert with former varsity player Tom Crispi ’86.

“The community, the love, and the home I found at Hackley has stayed with me since I graduated. It’s a place I always want to return to. Today was really special for me; I got to perform at Hackley, the place I grew up. We’ve had an opportunity at our 25th anniversary to gather again on what I think is an important milestone. We have an amazing turnout. So many people came, and it’s a beautiful opportunity for us to reconnect and share great memories. We love Hackley, and we will always come back.”

—David Frankel ’97

Right, from top:

Fourteen members of the Class of 1962 returned to the Hilltop to celebrate their 60th reunion. Their celebration spanned the weekend and included a special dinner in the Lindsay Room on Friday evening, presentations by classmates, and a performance by members of the Class of 1962 Octet singing their signature song, My Comrades, When I’m No More Drinking. Pictured from left to right – back row: Ken Bernhard, Jim Biehle, Howard Dean, Tim Lewis, Bill Ruth, and Hall Hanson; front row: Ken Green, Bill Rice, Rick Marshall, Fred Berliner, Mac Bradford, Peary Spaght, and Bill Allen. Not pictured but in attendance: former Hackley faculty member Roger Garrison.

Members of the Classes of 1971 and 1972 pose for a reunion photo. From left to right – front row: Bruce Wilson ’71, Liz Wilson ’72, Mark Arnold ’72, Ed Mann ’71, and Tom Neuendorffer ’72; back row: Alec Keith ’72, Joe Brooking ’72, Michael Katz ’72, Steve Ciampi ’72, and Eric Schless ’72.

Lower left:

Retired faculty member Thomas Chin (right) with his former student Chelsea Meskunas ’02 (left) catch up at the Alumni Reception.

Lower right: Former Class of 2002 Dean Adrianne Pierce (right) with Sarah Cassar Haddad ’02 (left) and Amy Newhouse ’02 (middle).

Top: Alumni love catching up with their favorite teachers on Alumni Day! Here, HAA Directors Jackie Leitzes ’93 (left) and Zan Variano ’09 (right) reminisce with former history teacher John Van Leer ’65 (middle).

Center: 2017 classmates attended the Varsity Tennis match to cheer on their Hornets and their former dean and the Girls’ Varsity Tennis coach David Sykes. The team won their match against Fieldston.

Bottom

Bottom

Members of the Class of 1987 at a memorial gathering for Peter Lees ’87 and ThanhLam Dang ’87 in King Chapel.

Pictured

left

right: Catherine Meyer, Tucker van Eck, Alex Meyer, Justin Forstmann, Hope Weisman, Christian Riegler, Claire Sukhman, Luisa Stalman, Michaela Riegler, Marisa Nakagama, Amin Mustefa, Hannah Urken, Lucy Barse, Teddy van Eck, and David Sykes.

Koichi Itoh ’59, Cabanne Howard ’60, and Ed Merlis ’61 catch up at the 50+ Club Reception.

Michael Blonsky, Ari Straus, Bruce Ikelheimer, Dana Thomas, Peter Fernholz, Erik Cohen, and Brewster Thackeray.

“Hackley creates lasting friendships, memories, and things you can be passionate about for a lifetime.”

—Sarah Lucente ’17

from

to

left:

right:

Pictured from left to right:

Above, clockwise from top:

Wendy Stewart Leary ’87, Lauren Kaskel Sorrel ’87, Allison Kaskel Spitalny ’87, and Allison ThompsonBrown ’87 returned to the Hilltop to celebrate their 35th reunion with classmates and friends!

Liz Hirsch Cherner ’07 and her husband Alexander Cherner touring the campus with Hackley Student Ambassadors.

Members of the Class of 1982 are pictured hanging in the halls by the windows the way they did 40+ years ago. From left to right: Chris Cusack, Jacqueline Merl Bamman, John Falco, Sarah Williams, Doug Bridges, Ghislaine Chavez de Arnavat, Pamela Carlos Noti, Rachel Stern Laxer, and Mark Isom.

Nikki Miller ’12, Tani’s husband Jack Koch, Tani Greenspan ’12, and Victoria Tarantino ’12 at the Alumni Reception.

“Hackley is just a special and unique place that reigns strong in my heart after 40 years.”

—Jacqueline Merl Bamman ’82

Left,

Alumni Day would not be complete without a visit from the Roberts Brothers.

Pictured from left to right: HAA Director Conrad Roberts ’68, Brett Roberts ’67, former HAA President Bill Roberts ’75, and Rick Roberts ’70.

Biology and math teacher Kerry Clingen (middle) with former students Elizabeth Aranow ’97 (left) and Adam Rosen ’97 (right). They are holding their ninth grade biology notebooks, which Kerry brought from her classroom. She uses these notebooks to inspire current students to improve their diagram work and fine-tune their observational skills.

Andrew Chung ’17, Kevin Kim ’17, Will Lenihan ’17, Jackson Corrigan ’17, Chris Wahrhaftig ’17, and Tyler Sexton-Holtmeier ’17 mingle at the Alumni Cocktail Reception.

Members of the Class of 2007 enjoy the picnic on the Quad.

Pictured from left to right: Sylvia de la Piedra’s husband Kevin Levin, Sylvia de la Piedra, Giuliani Lopez, Laura Davis, Meg Johnson, Becky Kestenbaum Rosenthal with her son George, and Paul Seebacher.

clockwise from top left: Children of our alumni enjoyed meeting the Hornet on Alumni Day. Allison Thompson-Brown ’87’s daughter Natasha, Hackley Class of 2035, poses with her favorite mascot.

Clockwise from top: Members of the Class of 2002 at the Alumni Reception under the tent on Akin Common. Pictured from left to right: Patricia Raciti DeCenzo, Fareeda Ahmed, Lily Seidler, Chelsea Meskunas, Taylor Gettinger, Emily Scaros Altman, Kevin Plunkett, Allison Gott, and Samantha Freilich Polkow.

HAA Director Sunju Park ’02 shows her graduation plaque to her husband Kevin Hsu and daughter Ava during a tour of the Upper School.

Members of the Class of 1967 celebrate their 55th reunion at the 50+ Club Reception.

Pictured from left to right: Mat Gluckson, Jeffrey Sulenski and his wife Nancy Hilker, Jeffrey Guiler and his wife Gerry Guiler, John Sutter, and Peter Roslow.

Former Varsity Football players Sean Ford ’20 and Conor McMahon ’20 with his brother Andrei attend the football game to lend their support to the team.

Classmates Samantha Ryan ’92 and Karyn Silverman ’92 take a nostalgic stroll across the Quad.

ROBERT J. ALDRICH, DIRECTOR OF OPERATIONS & CAMPUS PLANNING

ON THE WAYS IN WHICH LEARNING

TO LIFE THROUGHOUT HACKLEY’S

Hackley is fortunate to have the sprawling, green campus we do. Our strategic plan, Redefining Excellence: Learning Beyond Boundaries, recognized the Hilltop’s value by incorporating its use as a priority in the Hackley experience. However, it’s not just about the 285 acres and all that they make possible, it is also about the way the campus has been developed to engage the Hackley community in ways small and large.

Certainly, the size of the campus and its design were key factors to our success during the pandemic. The

myriad of tents that dotted the Hilltop allowed classes to meet outside and signature Coffeehouses and performing arts programming to resume earlier than anticipated, and gave us the space we needed for physical distancing during meals. Beyond the benefits of our campus during the pandemic, it is the everyday use that complements the educational mission and creates opportunities for other activities and connections, as well.

Of course, we have miles of trails and outdoor classrooms in the Hackley Forest, but we also have a largescale outdoor chess board, an expansive Lower School playground, basketball courts tucked into the hillside, and Akin Common, where the entire community can gather outdoors for events and programming. The ever-growing orchard and apiary have been engaging classes from science to physical education, and the location has been a retreat for employees who are looking to have outdoor meetings.

COMES

CAMPUS GROUNDS

From early mornings on the playground at the Lower School to recess on the basketball court and Akin Common, lunch on the Quad, and afternoon athletics on the fields, the outdoor components of our campus are in use from sunrise to sunset.

The significance of outdoor education and the importance of utilizing outdoor spaces to connect with one another is represented in the design of the new Center for the Creative Arts and Technology. The new building will include a green roof as part of our institutional commitment to sustainability. And an outdoor amphitheater—built into the sloping hillside from Akin Common down to the new building—will be home to outdoor performances, lectures, class meetings, and large gatherings.

As you have read throughout this edition of Hackley Review, faculty, staff, and students make use of every aspect of our outdoor environs, often using the campus as their very own natural laboratory, stage, and contemplative retreat space. This ability to interact with the natural world around us—to incorporate it into our everyday Hackley lives—enriches the educational experience, as well as the health and wellness of all who live and work on the Hilltop.

Studies have long shown the benefits of fresh air and sunshine in improving clarity, strengthening our immune systems, and raising serotonin levels. Our location, removed from traffic and surrounded by trees, provides the perfect respite to both learn and recharge.

SEE YOUR GIFT IN ACTION

50% of every Hackley Fund dollar is allocated to our $5.95 million financial aid budget and assists 21% of students.

All 850+ enrolled students have access to exciting academic experiences, such as our Middle School Casten trip to Japan in Spring 2023.

Student-athletes compete in a variety of sports, guided by dedicated faculty-coaches and mentors both on and off the field

100+ professional development opportunities for facutly and staff.

Upper School students help chaperone grade-wide campouts in the Hackley Forest and teach the Leave-No-Trace principles.

293 Benedict Avenue Tarrytown, NY 10591

Save the Date

Summer Programs

Registration opens Feb. 18! Programs begin June 12.

Alumni Hilltop Picnic

Thursday, May 13 from 12 to 3 p.m. Visit https://bit.ly/hackleyalumevents for the alumni events schedule.

Save the Date for the Spring Interlude

Friday, Apr. 14, 2023 7–11 p.m.

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HACKLEY REVIEW