REVEALING
THREADS CREATING
CONNECTIONS
Annual Report | 2022-2023
A MESSAGE FROM NICOLE FURLONGE PROFESSOR & DIRECTOR, THE KLINGENSTEIN CENTER
I always enjoy welcoming a new cohort to the Klingenstein Center. As our alumni know, the cohort is your immediate learning community, a micronetwork within our larger network. No matter the program – Full-Year Private School Leadership (PSL), Two-Summers Leadership Academy (LA), Summer Institute for Early-Career Teachers (KSI), Heads of Schools Fellows program, or FORGE – each time we invite a new cohort of educators to learn with us, we have a unique opportunity to build connections that flourish long after cohort members complete their time with us. I like to think of “cohort,” too, as a verb: To cohort. Cohorting. When we welcome a cohort – and when you are a part of a cohort – we all take on the responsibility of intentionally connecting in order to learn and act with impact.
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At the Klingenstein Center, we’ve been thinking about connections. Cultivating connections that are enduring and transformative is no simple task – especially in a world fraught with violence, hate, polarization, and fear. Especially in a world that defies connection between groups and across differences. Yet fostering connections is vital and vibrant work. In independent and international schools, connection allows our values to come alive. It allows us, as Annie Murphy Paul explains, to activate our “extended mind,” to tap into intelligence that sits beyond any one person’s – or school’s – capacity so that we can tune in and respond more creatively and effectively to the challenges and opportunities we face. How do we go about creating an environment prone to developing authentic connections that gird us in the face of challenge? Listening is one answer. At his labs at Princeton University, neuroscientist Uri Hasson studies what happens in the brain when we are communicating with each other. Measuring and mapping the brain patterns of speakers and listeners, Hasson’s research teams have found in repeated studies that the brain patterns of a listener begin to mirror those of the speaker. With further attention, the listener’s brain patterns begin to anticipate those of the speaker. In short, listening allows for connection. At the Center, we engage in listening as a radical connecting practice. This past year, we connected with people and organizations across the United States and globally to ask this question: How might we more fully amplify the work we do in teacher and leadership development at the intersection of diversity, equity, inclusion, justice, and belonging; social-emotional learning and well-being; and, mind brain education? How might we support leaders in their efforts to deliver on their mission in today’s world and for a sustainable, ethical, equitable future?
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We intentionally listened to your thoughts on leadership capacities that you shared through a comprehensive survey that was a part of the Klingenstein Leadership Competency Project. The project aimed to clarify the nature of the Center’s master’s degree programs and the specific and unique competencies they promote. The resulting report highlights new, inspired language and findings that will inform the Center’s emerging and dynamic Leading and Learning Framework for Independent School Educators, in design this year. With Montclair Kimberley Academy, we are collaborating with the Equal Justice Initiative to create professional learning opportunities focused on ethical leadership development for school educators, leaders, and board members. We hosted a Women’s Leadership Institute with The Hewitt School, highlighting research-informed understandings, frameworks, and practices at the intersection of gender identity and leadership. We edited a special issue of Teachers College Record, a leading journal of research, analysis, and commentary in the field of education, focused on equity and inclusion in independent and international schools. The issue features established and emerging voices in education research and practice from across the globe. We welcomed our first post-doctoral fellow, Clare Sisisky, whose research is amplifying the work teachers are doing in schools on climate action – work that we will highlight at our annual Klingenstein Seminar at NAIS and during a Climate Summit in January 2024 at Teachers College. We welcomed our first Creative-in-Residence, Eder J. Williams McKnight, an educator, poet, and valuable thought partner who already has helped us infuse the Klingenstein Summer Institute for Early Career Teachers with new and dynamic opportunities for experiential and cross-disciplinary adult learning. We are grateful for each of the additional educators and schools who collaborated with us this year in ways that helped the rich connections throughout our network to flourish.
22 articles from scholars and practitioners focused on independent and international private schools through the lenses of equity, inclusion, and belonging. klingensteincenter.org/research
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Because of activated connections like these and more, we are a forwardlooking, forward-listening, forward-acting Center. Our schools, though independent, are part of educational ecosystems that engage in the work of raising the next generation of citizens. The learning children do in our schools is foundational to an informed citizenry and robust civic discourse. We remain grounded in our mission to help schools and educators meet the challenges and opportunities of the moment and to stretch towards the demands of an emergent future. We remain determined to deliver on our mission to build the capacity of individuals, teams, and schools to design for learning, change, and a better future. Recently I learned of the idea of “scenius,” or what writer Austin Kleon describes as an “ecology of talent”: “Scenius…acknowledges that good work isn’t created in a vacuum, and that creativity is always, in some sense, a collaboration, the result of a mind connected to other minds.” We could think of our deeply connected and interconnected cohorts, our network, as a scenius. We know well the transformational power of a Klingenstein Center experience. Exploring and piloting possibilities, strengthening our connections as we do so—that is our charge, as the Klingenstein Center deepens our reach and continues to engage in impactful work. As always, we thank you for connecting with us and for cultivating and regenerating connections where you are.
All the best,
Nicole Brittingham Furlonge, PhD
Scenius…acknowledges that good work isn’t created in a vacuum, and that creativity is always, in some sense, a collaboration, the result of a mind connected to other minds.
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BEST SCHOLAR TIANYI “ANGELA” XU
Tianyi “Angela” Xu, KSI ‘22, MA/MBA ‘25, is the 2023-2024 recipient of the James and Landis Best Scholarship. This endowed scholarship was created by Jim Best, a member of the Klingenstein Center Advisory Board, and his wife Landis, who believe strongly in the importance of developing and strengthening the leadership skills of teachers and administrators throughout their careers. “The Best Scholarship underscores for me the remarkable impact of giving back to the educational community and the empowerment it can bring to those who receive such support,” Angela writes. “As an individual who derives immense fulfillment from volunteering and creating educational content, giving back to my educational community has become an integral part of my passion for education. I am deeply appreciative of receiving the Best Scholarship; I feel recognised and empowered by the broader educational community, where my passion and mission to make education better are shared and valued. It encourages me to keep moving forward in my educational journey to drive meaningful changes.” 6
The Best Scholarship underscores for me the remarkable impact of giving back to the educational community and the empowerment it can bring to those who receive such support.
Best Scholars are educators who demonstrate dedication to equity in independent schools and seek creative solutions to the challenges schools face. Dedicated and creative are two words that undoubtedly describe Angela Xu. Angela spent her early years in China before moving to Melbourne, Australia, where she attended high school, earned her Bachelor of Industrial Design and Master of Teaching, and taught design, art, math, and technology. Attending KSI ‘22, Angela shares that she “witnessed the profound influence of diversity, reflective practice, genuine collaboration and critical thinking, and was inspired by numerous educational leaders each characterized by their unique leadership style, philosophy and practice.” Now, a few weeks into her graduate studies, Angela writes, “I have been greatly nurtured professionally and personally by this closeknit community. Every member in my cohort embodies the principles of collaboration, respect, critical thinking, and openness. Coming from diverse backgrounds and educational contexts, we collectively reflect on our respective paths to uncover our leadership strength and potential, and to discuss deeply and critically around pressing challenges confronting the educational landscape. The empowerment and growth resulting from this community has been the most meaningful part of my PSL experience so far.” Outside of her full-time teaching job, Angela is deeply engaged in projects that support teachers and learners. She is an education lead at Westgate Refugee Support, a non-profit that provides teaching, resources, and financial support for refugee children from Myanmar, where she coaches teachers in the refugee community on digital literacy. Angela also maintains a YouTube channel called “Visual Literacy Hub” and a website called “100 Designers Say” as resources for educators and students. 7
KANE SCHOLAR JEFF BAIRD
Jeff Baird, PSL ‘24, has been named as the 2023-2024 Kane Scholar. The prestigious Pearl Rock Kane Endowed Scholarship honors its namesake, the first director of the Klingenstein Center. Pearl served the Center for nearly 40 years, during which it expanded from a single program to the preeminent destination for leadership development for independent school professionals. Kane Scholars demonstrate a commitment to diversity, equity, and inclusion, and to continuous deep and reflective learning—two areas of focus in Pearl’s research, writing, and teaching. “To be considered as part of Pearl Kane’s lineage and legacy here at the Center in any capacity is such a tremendous honor,” said Jeff, of his selection. “She had a profound and indelible impact on so many cherished people in my life, including principals, teachers, my school’s founder, and even my own father. I’m incredibly touched by this and appreciative of the Center’s support in the program.”
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Jeff holds a Bachelor of Arts degree in English and American Studies from Connecticut College and a master’s degree from Relay Graduate School of Education. Before moving into school leadership, he spent a decade teaching middle school English in New York City, including his first two years as part of Teach For America. Since 2015, Jeff has taught and led at Brooklyn Prospect, a diverse-bydesign IB school in Downtown Brooklyn, where he currently serves as the Director of Instruction and Principal in Residence. Brooklyn Prospect was co-founded in 2009 by Luyen Chou, LA ‘07, and Daniel Kikuji Rubenstein, LA ‘07, who served as the school’s director until 2021. Pearl Kane served as a founding trustee on the school’s board and often visited the school with groups of Klingenstein graduate students. “My time in PSL thus far has more opportunities for reflection on my leadership, inner development, and transformation than I could have fathomed, and I can’t wait to dig deeper into this important work throughout this year,” Jeff writes of his Klingenstein experience. “A Klingenstein alum referred to this program as ‘an incredible seedbed,’ which has stuck with me ever since. I feel incredibly fortunate to have the opportunity to cultivate this seedbed in the wake of these past three years. Each class meeting increases our cohort’s capacity to be reflective, listening leaders, and asks us to consider our responsibility and capacity to be—as Dr. Furlonge puts it—‘incubators of change.’” In looking toward the future, Jeff writes, “Pearl was deeply invested in ensuring that independent schools allow all students and adults within them to thrive and see themselves as leaders. As I look toward the next stage of my career I will carry her values with me, as I will the Center’s charge to consider how our leadership needs to show up in this particular moment, and how as a coalition of leaders we can nurture transformational change within the larger educational ecosystem for the benefit of all students.”
To be considered as part of Pearl Kane’s lineage and legacy here at the Center in any capacity is such a tremendous honor.
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FORGE PROGRAM BUILDING SKILLS TO CREATE AND SUSTAIN MEANINGFUL CHANGE
FORGE completely surpassed my expectations and was highly impactful in helping me form a leadership community and build relationships with others undertaking challenging work at their schools. The cohort model not only helped with these relationships but allowed for authentic peer and mentor collaboration. The programming allowed me to be deeply reflective about my own capacities and growth edges, and how I can work to build capacity in others. Equity was at the forefront of all of our work and I walked away with practices that will allow me to keep centering this at my own school. This is without a doubt the most profound professional development experience I’ve ever had! Kalli Ey, FORGE ’23, Trinity Episcopal School, Charlotte, NC
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FORGE, the Klingenstein Center’s newest program, is designed to help school leaders build the skills to create and sustain meaningful change. The name “FORGE” recognizes that transformation is not effortless. It takes strength, vision, determination, reflection, and iterations of shaping, reshaping and refining. Like the blacksmith shaping iron, educators stand in a forge of ideas about and practices of teaching, learning, and leading. By refining our vision, honing our practices, and reflecting on and adjusting our actions, we can shape ourselves and our schools in remarkable ways. Like all Klingenstein programs, FORGE brings together educators from different schools around the country and the world to learn with and from each other as a cohort. FORGE engages theoretical frameworks and everyday practice to support successful change leadership. FORGE begins with a week-long, immersive summer workshop in July to create community as a cohort and to build change leadership capacities. Workshop sessions are designed to introduce concepts, frameworks, and mindsets that build participants’ capacity to lead change. Reflective practice, systems thinking, equity-focused practices, data-informed decision making, and effective feedback and communication are addressed by expert facilitators—both seasoned independent school leaders and professors from Teachers College and other universities. These concepts are then applied to participants’ individual problems of practice during extended meeting times in small groups called guilds – in keeping with the metaphor of the blacksmith’s forge. Guilds are led by coaches who remain with the group through the following academic year, meeting at least twice each semester to guide participants as they implement change in their schools. FORGE applicants share a change initiative that they’ll focus on through the year-long engagement. Some recent examples include completing a study of feasibility for a new school division, creating a training program for new advisors, overhauling an existing faculty evaluation system, improving support for students of color, and developing vertical alignment in the curriculum.
If your school is engaged in a change initiative, consider applying or recommending FORGE to an involved colleague. You can learn more on our website at klingensteincenter.org/FORGE.
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LEADERSHIP What does it mean to be a Klingenstein alum? Most universally, regardless of which program alumni attended, we hear that it means transformation. It means forming deep connections with a cohort of fellow educators who impacted you personally and professionally. It means gaining new perspectives on yourself as a learner, educator, and leader. We wanted to systematically delve beyond knowing the broad commonalities of experience and the formal curriculum in order to gain new insight into the leadership competencies our master’s program alumni gain through their Klingenstein experience. Eder J. Williams McKnight and Dr. Jessica Flaxman, whose doctoral research focused on the leadership competencies of independent school heads, led the research. Archival research of Center artifacts, such as syllabi, program brochures, and publications, was combined with survey responses from alumni that explored what learning they found most useful and enduring, as well as what they wished they had learned. Distilling these ideas into a set of high-level competencies, they determined that a Klingenstein graduate should know how to lead change; bridge theory, research, and data to practice; place an ethic of care at the center of leadership and decision making; employ systems thinking; delve into difference and build capacity and resilience for multiplicity; and employ adaptive thinking. Within each of these competencies are individual skills, mindsets, and practices that build that competency. During the course of this school year, we will continue to explore and refine this set of competencies to create the Center’s emerging Leading and Learning Framework for Independent and International School Educators. 12
COMPETENCIES The theme of this annual report—threads and connections—recognizes how ideas weave through each program, adjusted to the learning goals of that program. For example, teachers in KSI learn to make data-informed decisions about their pedagogical practices. Graduate students in our Private School Leadership and Leadership Academy programs explore action research through both formal coursework and their practicum projects, conducting research for partner schools. FORGE participants consider what data they need to implement their chosen change initiative and how to collect that data in an equitable way. Heads practice collecting data through listening and sensory-informed practices. Each program engages this essential competency in ways that meet the needs of the learner in their current role and lay foundations for their future leadership. This research into our master’s degree programs is a part of ongoing work to examine and articulate the outcomes of Klingenstein programs. This work will inform the ways we iteratively plan our programs each year, the ways we describe our programs, and will help to create even more alignment across programs. We thank Eder and Jessica for their impactful work, designing cogent survey questions and analyzing qualitative data, synthesizing findings from hundreds of pages of documents, and crafting the results into an eloquent description of our programs’ impact. We are also grateful to the alumni who participated in the survey, lending their wisdom and experience to the project. We anticipate that there will be future opportunities to serve on focus groups, provide feedback, and participate in shaping the future of the Center’s programs. 13
KSI KLINGENSTEIN SUMMER INSTITUTE
The Klingenstein Summer Institute for Early-Career Teachers (KSI) was founded in 1982 and has served over 2600 educators over the last 40 years. In those four decades, many of the details of the program have changed to meet the evolving needs of teachers. There, however, has been unwavering consistency in the dual mission of KSI: (1) to help early-career educators hone their teaching practices so that their students thrive, and (2) through increasing skills, confidence, and community, to encourage them to remain in the profession during these challenging years when they are statistically most likely to stop teaching. But what are those skills and habits for teacher and student success? As part of our ongoing work to connect learning across programs, we’re pleased to answer that question with the KSI Competencies. KSI participants will grow in their capacities to: • LEVERAGE subject-specific knowledge to craft learning experiences • REFLECT and grow as an educator and learner • CREATE an intentional and positive learning environment for all • COLLABORATE with a cohort of fellow learners to build capacity and interrogate systems The KSI Competencies also include essential learning outcomes for each capacity and incorporate the pillars of cognitive science, social-emotional learning and DEIB work. Visit klingensteincenter.org/ksi to learn more. Thank you to Andy Housiaux, KSI ’10, and Michael Chapman, KSI ’14, LA ’19, for spearheading the KSI Competencies project, and to the KSI faculty and alumni who collaborated with Andy and Michael in this work.
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KSI is now open to teachers with one to five years of experience. Please encourage promising early-career teachers in your school to apply.
UPCOMING EVENTS SAVE THE DATES
Thank you to all who joined us for our SAIS + Atlanta Alumni gathering in October! Klingenstein at PoCC Thursday evening, November 30 Visit the Klingenstein Center at our booth in the Expo and plan to join us for our POCC Alumni Gathering.
Global Summit on Climate Education Friday, Jan. 26 - Saturday, Jan. 27 at Teachers College, Columbia University A partnership between the Global Education Benchmark Group and the Klingenstein Center, the Summit will explore education in the era of climate change, as schools seek to develop and empower students as active and engaged global citizens. Visit klingensteincenter.org/climate-summit-2024.
Klingenstein Seminar at NAIS Annual Conference Wednesday, February 28, 1:00-4:00pm “Educating in the Era of Climate Change” presented by Dr. Clare Sisisky, Klingenstein post-doctoral researcher and director of the Global Education Benchmark Group. Visit klingensteincenter.org/nais-seminar-2024.
Klingenstein Alumni Reception at NAIS Annual Conference Thursday, February 29, 7:00-9:00pm
Application Deadlines January 15, 2024: PSL 2025 and MA/MBA 2026 Priority Deadline February 1, 2024: KSI 2024 Final Deadline April 1, 2024: Heads 2025 Final Deadline April 1, 2024: PSL 2025 and MA/MBA 2026 Final Deadline April 1, 2024: FORGE 2024 Deadline 15
VOLUNTEERS WE APPRECIATE YOU!
Reem Abu Rahmeh, LA ‘15
Carolyn Louden, Heads ‘10
Mark Anderson, Heads ‘08
Ashley Marshall, PSL ‘14
Jim Best
Marshall McCurties, KSI ‘17, LA ‘21
Mark Boswell, LA ‘17
Paris McLean, LA ‘15
Jefferson Burnett
Santiago Morgan, PSL ‘22
Gabe Burnstein, LA ‘19
Elizabeth Morley, Heads ‘07
Natasha Chadha, KSI ‘19, LA ‘23
Thu-Nga Ho Morris, KSI ‘12, PSL ‘15
Melissa D.Adamo, FORGE ‘23
Megan Nuxoll, PSL ‘21
Hatim Eltayeb, LA ‘21
Renée Price, LA ‘15
Meg Fahrenbrook, LA ‘23
Andrew Prince, KSI ‘13; PSL ‘17
Megan Farrell, KSI ‘21, PSL ‘23
Rekha Puri, LA ‘09
Liz Fernández, PSL ‘14
Mark Reed, PSL ‘04
Jessica Flaxman, LA ‘15
Reshan Richards
Yom Fox, KSI ‘07, PSL ‘09
Jim Scott, Heads ‘06
Barry Fulton, PSL ‘15
Zakaria Sherbiny, LA ‘21
Giselle Furlonge, KSI ‘11, PSL ‘13
Deep Sidhu, PSL ‘19
Nigel Furlonge, KSI ‘00, JKF ‘06
Nancy Simpkins
Johnathan Gold, KSI ‘08, LA ‘13
Donnie Smith, LA ‘23
Sean Hamer, LA ‘09
Bee Stribling, PSL ‘19
Rebecca Hammerman, KSI ‘05; PSL ‘20
Meghan Tally, KSI ‘08, LA ‘15
Nina Hanlon, LA ‘23
Eric Taylor, PSL ‘22
Nasreen Hussain, PSL ‘20
John Thorsen, Heads ‘18
Zaineb Hussain, PSL ‘22
Curtis Turner, KSI ‘94, Heads ‘22
Erica Jones, KSI ‘12, LA ‘17
Michael Ulku-Steiner, KSI ‘94, JKF ‘98
Ole Jorgenson, Heads ‘10
Stephen Valentine, KSI ‘02
Julie Kalmus, LA ‘17
Sylvia Rodriguez Vargas, JKF ‘03
Chris Lauricella, PSL ‘00
Christina Young
José Leonor, KSI ‘11, LA ‘15
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NEW ADVISORY BOARD MEMBER WELCOME LIZ DUFFY!
The Klingenstein Center welcomes Liz Duffy, Heads ‘11, to the Center’s Advisory Board. Liz has served as the President of International School Services (ISS) since 2015. Before joining ISS, she served for twelve years as head of The Lawrenceville School in New Jersey, during which she was a fellow in the Klingenstein Center’s Heads of Schools Program. About this experience, Liz says, “The Klingenstein Center has been a guiding force for independent schools around the globe for many years. It provided essential professional development for me when I was a head of school, so I am pleased to give back and to be part of the Center’s continuing evolution.” Advisory Board members are volunteers who support the work of the Center by serving as a think-tank on issues of importance to the field. “The Advisory Board and the Klingenstein team are excited to welcome Liz,” says Center director Nicole Furlonge. “I’m excited to work with and learn from her again – my first occasion to do so was as a faculty member when she was Head of School at Lawrenceville. Liz brings a wealth of experience in U.S. and international education that will benefit our work and strengthen our programs.” “I look forward to learning from both the leadership of the Center and from other members of the advisory board,” Liz says of her upcoming term. “I’m particularly excited by the work that Nicole and the Center staff have done in recent years to build on Pearl Kane’s legacy by focusing on DEIJB initiatives and by expanding the reach of the Center to engage more international schools. As someone who has worked on DEIJB efforts in both the US independent school and international school sectors, I know that everyone will benefit from sharing our successes and struggles. The Klingenstein Center is perfectly poised to serve as a convener and connector and to help all of us deepen our commitment to equity and justice.” 17
DONORS THANK YOU FOR YOUR SUPPORT
Anonymous
Bill Fleischmann, JKF ‘93
Peter Abuisi, Heads ‘99*
Rob Follansbee, PSL ‘09
John Beall, JKF ‘94*
Nigel Furlonge, KSI ‘00, JKF ‘06, and Nicole Furlonge* In honor of Donald Morrison
Monica Benton Palmer, KSI ‘06, LA ‘11 James and Landis Best In honor of Nicole Furlonge
Dean Fusto, Heads ‘20
Andrew Bishop, KSI ‘09, PSL ‘11
Jenel Giles, LA ‘19
Mary Kate Blaine, LA ‘11
Tracey Goodson Barrett, LA ‘23
Sue Bosland, PSL ‘00, Heads ‘09
Debi Gordon-Goodrich, LA ‘09
Lindsay Bowman, LA ‘21
Rachel Griffin, PSL ‘08*
Danielle Boyd Heard, KSI ‘93
Sue Groesbeck, Heads ‘08, and Mark Groesbeck
John Bracker, KSI ‘88 Kerry Brennan, JKF ‘83*
John Gulla, Heads ‘10*
Jenny Clark Rao, PSL ‘05
Jack Hall, JKF ‘92, Heads ‘05, and Catherine Hall*
Josh Cobb, LA ‘13
Richard Hardej, JKF ‘85*
Courtney Cronin, LA ‘17*
Sarah Heard, JKF ‘07*
Debra Curry Koppelberger, PSL ‘01
Richard Heflich*
Elie Déu, Heads ‘19
James Hejduk, JKF ‘82*
Tom Doar, PSL ‘96 Jaime Dominguez, Heads ‘12
Will Holmes, PSL ‘01, and Lisa Holmes, KSI ‘94, PSL ‘01
Jessica Donovan, LA ‘11
Matthew Horvat, KSI ‘98
Stewart Dorsey, PSL ‘11
Joy Hurd, PSL ‘13*
Terry Eagle, JKF ‘85, and Sally Eagle*
William Jablon, Heads ‘00*
Isabel Ezrati, PSL ‘07*
Maiya Jackson, PSL ‘05
Kathleen Fernald, JKF ‘86*
JP Jacquet, KSI ‘09, PSL ‘12
Liz Fernández, PSL ‘14 In honor of Nicole Furlonge
Jill Johnson, KSI ‘11
Doug Fishman, PSL ‘06
Jean-Marc Juhel, KSI ‘92, JKF, ‘96, HDS ‘10 and Barbara Juhel, JKF ‘92
Jessica Flaxman, LA ‘15*
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Ole Jorgenson, Heads ‘10*
Jim Justice, LA ‘07 Philip Kassen, PSL ‘98
Emily Pressman, KSI ‘04 In honor of Nicole Furlonge
Brian Kennerly, PSL ‘92
Mark Reed, PSL ‘04*
Edward Kim, JKF ‘94
Madeline Richards, PSL ‘16*
Joel Konzen, Heads ‘06*
Kai Robinson, LA ‘11*
Peter Kraft, KSI ‘96, JKF ‘01*
Jeannie Rumsey, KSI ‘10, LA ‘15, MA/MBA ‘17, and Ian Rumsey, LA ‘23*
Jeremy LaCasse, KSI ‘98, PSL ‘01* Judd Levingston, KSI ‘87* John Lewis, PSL ‘03, Heads ‘22
Jeremy Sandler, PSL ‘18 Matthew Sawyer, LA ‘07
Polly Linden, LA ‘09*
Deep Sidhu, PSL ‘19 In Honor of Nicole Furlonge
Stephanie Lipkowitz, KSI ‘89*
Rebecca Skinner, Heads ‘17*
Jeffrey Lippman, LA ‘09*
David Smith, KSI ‘05
Ray Long, KSI ‘09
Jason Smith, Heads ‘23
Margaret Magee Paul, KSI ‘04, PSL ‘08
Steve Solberg, LA ‘09
Eileen Marceau, PSL ‘08* Ashley Marshall, PSL ‘14*
Jalene Spain Thomas, KSI ‘03, LA ‘11* In honor of Lovis Thompson Thomas
Jessica May, PSL ‘13
Nancy Spencer, KSI ‘89
Ronni McCaffrey, JKF ‘90
Prentice Stabler, KSI ‘10, PSL ‘13
Michael McCord, Heads ‘09*
Shelby Stokes, KSI ‘99
Peter Miller, PSL ‘18
Bee Stribling, PSL ‘19* In honor of PSL 2019
Kathleen Minahan, LA ‘23 Sally Mixsell, JKF ‘01, and Henry Mixsell Lebogang Montjane Donald Morrison, KSI ‘96, JKF ‘01 Lester and Dinny Morse Peter Mott, Heads ‘01 Monsie Muñoz, KSI ‘15, LA ‘23 Will Nisbet, KSI ‘12 Steve Noga, KSI ‘06, LA ‘13* Tom Owen, PSL ‘19 David Padilla, LA ‘13* Danielle Passno, PSL ‘08 Phil Peck, JKF ‘92, Heads ‘23 In honor of Nicole Furlonge
Roger Strong Jay Stroud, JKF ‘82 Matthew Stuart, JKF ‘99* Ann Sullivan, Heads ‘08* Matt Suzuki, JKF ‘99* Avani Tandon, KSI ‘22 Tom Taylor, LA ‘13 Ann Teaff, JKF ‘85 Noni Thomas López, JKF ‘06 Christopher Tompkins, Heads ‘13 Stephen Valentine, KSI ‘02 Maureen Walsh, JKF ‘94, Heads ‘11 Russell Werkman, LA ‘09*
Sarah Peeden, KSI ‘14, LA ‘19*
Timothy Weymouth, PSL ‘06
Marisha Plotnik, JKF ‘09
Bob Whelan, Heads ‘17
Louisa Polos Condon, KSI ‘13, PSL ‘17*
Larry Woodbridge, JKF ‘86* Jeff Wyshner, KSI ‘95, PSL ‘96
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SUPPORTING THE CENTER SUPPORT CURRENT AND FUTURE STUDENTS Donate online: klingensteincenter.org/give Donate via check: make payable to “Klingenstein Center, Teachers College” and mail with enclosed card to: Klingenstein Center, Teachers College 525 W 120th Street, Box 125, New York NY 10027
RECOMMEND KLINGENSTEIN TO COLLEAGUES As a mentor, role model, and through partner, sharing your Klingenstein experience and connecting colleagues with the Center are powerful ways to build the leadership capacity of your school. Thank you for spreading the word and nurturing the future of independent school leadership!