85th Beacon

JOY STARTS HERE

how will we share Spartan Pride this year? identity

Modern Manifestation of the Country Day Movement

Country Day schools provide strong academics within the whole child philosophy. The Country Day Movement began as a progressive educational movement in the late 19th century in the Northeast.

Children did not sit in their seats as receptacles for knowledge; they learned in and out of the classroom, exploring their full potential.

The schools were built in the country, areas now known as the suburbs.

Our vision is to be a global PreK3-12 school community where excellence is valuesbased, purposeful, and experiential learning happens for every student, every day, everywhere; at home, in the classroom, in Miami, and around the globe.

Miami Country Day School empowers every student, every day, everywhere to learn with vigor, explore with purpose, strive for excellence, and serve with honor, respect, and compassion as global citizens.

We do this in a community where every student is known and included by engaging the whole child, in and out of the classroom, as they discover their full potential.

mission values vision

MCDS lives its mission by faithfully guarding its values of PURPOSE, HONOR, RESPECT, COMPASSION, WISDOM

We ensure they are evident in our policies, programs, and practices. Our values are the shared commitments we make to each other, and as a community, in honor of our past, present, and future.

MARIANDL HUFFORD

President & Head of School

Message From

AWelcome to the Miami Country Day School 85th anniversary Beacon magazine, celebrating our year of Spartan Pride. This year, we have celebrated 85 years of excellence, of community, and of entrepreneurial spirit. We have reflected on the past and honor it. This has been the year to think boldly about the future and the plans that will ensure this treasured School remains on the leading edge of education, as it has done for the last eightand-a-half decades.

In this special issue of the Beacon, you will find stories written by teachers and students, administrators and trustees. You will celebrate with us the distance we have traveled, and feel anticipatory excitement for the journey that lies ahead. Stories about Country Day families, alumni, and students will delight and inspire. Stories about our programs and the tremendous impact our people have made bringing those programs to life, will instill a sense of pride in the Institution that was founded, 85 years ago, by two intrepid entrepreneurs, L. B. Sommers and Doc Abele.

The most vivid descriptions of L.B. and Doc I have learned through our beloved alumni who knew them and who return to our campus, often amazed at how much the school has changed over the years. It is one of the great pleasures of my role to be able to listen to these stories from gentlemen whose reminiscences evoke a simpler past filled with boys rowing on the canal, an annual trip to the opera, and the community fish-fry after field day.

Filling in the blanks of history for me is the Hibiscus Hedge, the “official” account of the school’s history, written by William Ellis, who worked at MCDS from its early days in 1940 till his retirement in 1971.

I have perused the Hibiscus Hedge more than once this year, and it is only fitting that I end this note to you with his reflection on what the Beacon, then the school newspaper he had started in 1958, meant to him in his retirement:

“All of these visits, plus the usual correspondence and telephone calls, kept us well informed on the MCDS scene, but I must say that the BEACON was our most constant link with events at the school, L.B. and Ken [Harris, second headmaster] never failed to send the school paper to me, the paper that I started and sponsored for so many years. Its present status is a joy to me, and we love getting it.”

To all of you, whether near or far, whether student, parent, teacher, or member of our extended alumni family, I hope that this particular edition of the Beacon provides for you, not just an update of news, but also a sense of joy and, of course, pride, in the school we all love.

With eternal Spartan Pride,

Mariandl Hufford President & Head of School

JAMES W. MOORE ‘65

Chairman of the Board

Trustee Reflections

On the occasion of Miami Country Day’s 85th anniversary, I reflect on the Garner/Moore Family’s long history with the school.

Beginning with my uncle, John Michael Garner in the 1940s, our family has enrolled three generations of students. The philanthropy established by James G. and Alberta W. Garner has contributed to the construction of buildings, involvement in every capital campaign undertaken by the school, and the establishment of student scholarships. We have served the school in varying capacities across the past 75 plus years, primarily as alumni leaders and trustees:

John Michael Gamer, Trustee Emeritus

Anne Moore Paulk, President of the Board of Trustees, Trustee Emeritus

James W. Moore ‘65, Chairman of the Board of Trustees, President of the Alumni Board

Janice Moore Topping, Trustee

Gerald W. Moore ‘68, Trustee; President of the Alumni Board; Co-Chair of the Campaign for the Arts

Our family has shepherded the school through accomplishments and adversities, all with the thought of seeing Miami Country Day School reach its full potential.

On a personal note, I began as a camper in 1955. I attended first through ninth grades, which at that time was the highest grade level at Country Day. The education that I received prepared me for success through higher education and professional life.

Our teachers, same as those today, challenged us, and guided us through academics, sports, social and emotional needs, and cultural exposure.

From my time at MCDS, sitting in open air classrooms to today seeing the Franco Center and the Center for the Arts, I ponder the future for our School. Our family’s active service is maturing, but I am comforted by the younger people whose enthusiasm and intelligence bode well for our School’s continued success.

“Miami Country Day School………………….. in everything you stand for we’ll try to ever be true!”

Sincerely, James W. Moore ‘65

MATTHEW WHITMAN LAZENBY

President of the Board

In the last 5 years, under the direction of our President and Head of School, Mariandl Hufford, Miami Country Day School has made a powerful commitment to knowing and living its identity. All three divisions, administration, faculty, staff and students all support the strategic plan through a One School approach where colors, fonts, logos and communication styles all are coordinated and purposeful. Through our new branding, MCDS proudly proclaims its identity and its commitment to its core values with a modern visage that pays homage to our past while looking forward to our future.

The Board of Trustees, as the guardian of the School’s mission, recently adopted and codified into that mission the additional core value of Purpose, reinforcing that in every decision we make, in every action we take, we start with the end in mind, putting the student at the center of all we do. As we embark on the creation and effectuation of this new Master Plan, we will transform our campus to be responsive to the needs of the current and future student and to be purposeful in our pursuit that every child, everyday, everywhere reaches his or her full potential.

Under Mariandl’s leadership, MCDS has begun an important journey of exploration and evaluation as we chart the course ahead. She recently worked with a steering committee made up of members of the Board of Trustees and independent school experts from Greenwich Leadership Partners to refine the school’s strategic plan to ensure that our students have relevant academic experiences, innovative programming and are prepared for a fulfilling life beyond the classroom.

And what is the result of all of this? Academic excellence is the top reason cited by prospective parents for their interest in Miami Country Day School and the school has waiting pools for entry into each and every grade level, creating an ultra-competitive admissions process and allowing the school to select only the most mission-appropriate candidates. The word on the street about Miami Country Day – whether that’s Biscayne Boulevard or Madison Avenue, whether that’s Collins Avenue or the Pacific Coast Highway – is that something special is happening here each and every day and that we just keep getting better and better.

Miami Country Day School stands at the precipice of greatness and on behalf of the Board of Trustees, I’d like to first express my profound gratitude to our President and Head of School, Mariandl Hufford. For her tireless dedication to this school, to its faculty and staff, and to our students and their families, we owe Mariandl much thanks. I have the enviable distinction of having co-chaired the search committee that brought Mariandl to us and I write with resounding confidence that the decision to hire Mariandl was easily the best decision your Board of Trustees has ever made.

Last but certainly not least, on behalf of the Board, I’d also like to express my gratitude to you, our Spartan Community, for your generous support of Miami Country Day School generally, of the Spartan Impact Fund specifically, and what I know will be your generous support of the forthcoming Master Plan as we build a better and brighter future for our students.

Sincerely yours,

Matthew Whitman

Lazenby

STUDENT EXPERIENCES

EMPOWERING the LEADERS of TOMORROW

by Jill Robert, Chief Student Experience Officer

At Miami Country Day School, our mission isn’t just a set of words on our website. Our mission is a guiding beacon charging us to empower every student who sets foot on our campus. The choice of the word “empowers” wasn’t arbitrary when we developed our mission. The choice embodies our commitment to nurturing students who are not merely passive recipients of education but active architects of their own futures.

In January, we unveiled a groundbreaking initiative for Upper School students: The

Impact Studio Internship. This course was born from a deep understanding of our students’ needs and aspirations. By listening attentively to the student voice, we discerned an eagerness for a transformative learning experience that they would drive, one designed to unleash their passions and allow them to act on their sense of responsibility towards their community.

Central to the success of creating the Impact Studio Internship was our investment in professional development for our educators in Impact Studio. Equipped with cutting-edge educational theory and unwavering support, our teachers were empowered to challenge conventional educational paradigms and cultivate a culture of innovation driven by students.

Yet, the journey towards student success doesn’t begin in the Upper School. It starts much earlier at Miami Country Day School. The seeds of empowerment and agency

are sown in the Lower and Middle School years, where pivotal experiences pave the way for students to dream big, discover their purpose, and forge meaningful connections. From the innovative initiatives in Lower School, such as robotics and coding for students as young as three to competitive LegoRobotics teams, to the focus on sparking interests and passions through the 38 elective options in the Middle School, every step of our student’s educational journey is carefully crafted to instill confidence, resilience, and a thirst for learning.

As students transition to the Upper School and embark on

the Impact Studio Internship, it may seem like the start of a new chapter. But for us, it’s the culmination of years of dedication and nurturing. When our students confidently articulate their passions, leverage their talents for positive change, and embrace challenges as opportunities for growth, we know that we’ve succeeded in shaping leaders of the next generation.

At Miami Country Day School, we don’t just prepare students for the futurewe empower them to create it.

ACADEMIC STORIES

A ONE SCHOOL APPROACH to Math Program

by Joanne F. Aronson, Department Chair Math, Science and Technology

A journey has a beginning, a middle, and an end where the path and the stops along the way are as important as the ultimate destination. Consistent with the MCDS mission, the student math journey follows a similar trajectory where each student is viewed uniquely and holistically with their individual needs met every day both in and out of the classroom.

Driven by purpose, the math curriculum follows a thoughtful and consistent one-school trajectory. Guided by the crossdivisional math belief statement, “... students discover and explore theoretical concepts and apply them to novel situations and [are] empowered to ultimately create relevant questions, be intelligent consumers of data, and find meaningful answers.” The oneschool approach recognizes each student’s distinct needs

and represents a commitment to the credence that math is a learning community where long-term goals ask students to independently use their learning and apply their knowledge through sense-making, flexible strategies, perseverance, and communication of viable arguments.

Productive math communities begin in the lower school where Math Learning Teams, comprised of cross-divisional representatives, ensure vertical alignment, discuss best practices, and explore professional development needs and opportunities. As a precursor to math learning in middle and upper school programs, the lower school develops a sense of belonging for each student where learning is supported, and trust is established.

Gone are the rows of desks and, instead, students sit on the floor or cluster in small table groups working alone or with guidance. Ideas, questions, and strategies are posed and shared by teachers and students alike. What may present as a cacophony of math in action is truly a respectful and effective community where learning and understanding are fostered, and a growth mindset is developed. Instructional tools run the gamut from iPads to videos or manipula-

tives each chosen by students to better comprehend the task at hand and build their math efficacy.

The journey continues as students progress to the middle school math series entering at the point most suitable to their mathematical thinking and independence level. The courses use instructional strategies and tools similar to those introduced in the lower school and pave the way toward algebraic thinking. Learning is centered on mastering skills and concepts, inquisitive thinking, accuracy, and real-life application. Students continue to work on developing and expressing mathematical ideas and connections in both verbal and written form.

Students progress through the middle school math series at their individual pace with most students working on a trajectory that leads to at least one level of calculus by the senior year. In addition to the core math class, student electives afford the opportunity to transfer math skills to novel situations. Underwater Robotics, Game Development 101, and Math Cubed each present unique situations for middle school students to engage with math regardless of where they fall mathematically.

The upper school math program begins with a three-year sequence that thoughtfully

and comprehensively integrates algebra, geometry, and probability/statistics concepts. Intentional repetition is integral to the curricular design where students are reintroduced to concepts previously learned, then go into more depth, and ultimately extend to new applications or connections. Following the integrated series, students continue their math journey at multiple, appropriate levels of challenge in precalculus, calculus, and statistics.

A key component of the student math journey is the support structures in place meeting the needs of students regardless of ability level.

Math specialists in both lower and middle school work with students individually and in small group settings to build skills and to offer enrichment. Upper school students, with increased independence, have access to an all-day math lab with a dedicated teacher and math honor society students providing additional assistance and practice. Online preparation and diagnostic programs are seamlessly incorporated into all divisions providing teachers, students, and families with real-time checkpoints regarding individual math progress.

Understanding the “how” and “what” of the math journey is only one element in the student experience. The application of math content is integral for students to deeply appreciate how math is not merely a tool or skill but rather a means to deeply comprehend the world in which they live. Creative and thought-provoking lessons led students to recognize geometry concepts in each division beginning with a 5th-grade Volume Zoo. A visit to the classroom yielded students speaking as mathematicians, and collaborating with their peers, as they created their unique animals based on standard geometric prisms. Student choice led the design and build of creatures both large and small, some with moveable parts and others with one-of-a-kind accessories. Look out for bun-bun bunny a magical vision and representation of mathematical understanding.

Following this geometry thread, 6th-grade students explored how they could use mathematics to develop solutions to real-world problems. Designing accessible playgrounds allowed students to examine social injustices through a mathematical lens. Students engaged in effusive conversation researching existing playgrounds and the apparent facility shortfalls. This led to students drawing their 2D plans and then constructing 3D models with a vision of inclusion and belong-

ing. Not only did the project reinforce geometry skills and concepts but also fostered empathy for others.

Upper school students had multiple opportunities to apply both plane geometry concepts in units focused on designing and fabricating tiny houses and redesigning an Upper School campus to meet the current and predicted future student needs while maintaining a focus on increased sustainability and the MCDS mission. In both courses, students drew detailed blueprints adding their personal flair to standard and advanced geometric shapes. Multiple mathematical concepts were introduced to ensure the percentage of campus greenspace was maintained and that the unique structures were constructed to the stated scale. Additionally, in more advanced courses, students applied their understanding of analytical geometry to model and build solar ovens and make s’mores. Restricted by specific design parameters, students used their knowledge of conic sections to determine where the focus should be to best roast the marshmallow and melt the chocolate. Not only were math skills employed but also soft skills such as communication, collaboration, and problem-solving were critical to the students’ success.

The result of a oneschool approach to math learning is evident and one which moves math learning from procedural to communal. Grounded in the instructional core of teacher, student, and content/skills, each student’s math journey is unique and purposeful. By embracing the mission, the vision that all students can and will be successful is palpable.

TEACHER TIPS FOR MATH SUCCESS

• Always seek to understand the “why”

• Never shy away from asking “how”

• Summarize the lesson’s purpose in one or two sentences before moving on

• Teach a problem to a parent or friend

• Process homework in small chunks

• Complete daily, brief doses of practice

• Find a study buddy who is at the same skill level

• Persist and don’t give up, even when it’s hard. Like a musical instrument or a sport, math takes practice!

CAPSTONE HONOR SOCIETY

When students shuffle into their American Literature classroom each day they are greeted with poet Mary Oliver’s urgent question, “Tell me, what is it you plan to do / with your one wild and precious life?”

On February 8th, 2024, nine members of the Class of 2024 and 2025 got a little closer to answering that question when they each stepped onto the stage for a school first: TEDxMiami Country Day.

This TEDx Youth Event featured students who had designed and implemented meaningful projects over several years. Ella Gilderman, Danielle Apfelbaum, Bella Brod, Scout Hudson, Caroline Jiang, Zoe Terry, Angelina Del Guercio-Moran, Amanda Nunez Bastos, and Miguel Escobar took the mic to share their stories of impact.

“We’ve been dreaming about the possibility of TEDx for years,”

beams Michele Thibodeau, Upper School Teacher and Capstone Coordinator, who, along with Kristina Martinez, Jessica Furth, and Michelle Knapp, lead the Capstone experience. “This is surreal.”

These stories ranged from the promise of kinetic tiles to joy of reading, the importance of social emotional learning (SEL) to advocacy in the face of injustice. Stories of community outreach and cultural bridge-building. Stories that showcased how Miami Country Day students are making a difference in their local and global communities.

“When we first came up with this idea, it was simply just an idea,” remembers Angie. For Angie, Amanda, and Miguel, an essential question helped clarify focus and purpose. This gave the project meaning: How do we highlight the members of our community and honor their stories in order to foster a real connection? This is

how Retelling American Stories was born. And this kind of thinking is what Capstone encourages.

Upper School Humanities Teacher and Capstone Coordinator Kristina Martinez explains,

Capstone

is all about helping students identify purpose through impact. The idea of a Capstone project is not unique to the independent high school experience, and yet our approach to crafting this program has been deliberate. Our multi-year program allows students to bring projects to life. Projects that embody our mission and really speak to our core values.

“ ”

The Country Day philosophy is rooted in the Whole Child. We ask that students remain authentic to who they are as learners, and, on a larger scale, active participants in the world we are charged with nurturing.

“I think there are a lot of college prep schools that focus on getting you to the college you want to go to,” explains current Georgetown student Audrey He, Capstone Society Member Class of 2023, “but not a lot teach you to be a good person.”

Miami Country Day School is in the business of dreams. In our classes, we cultivate nuanced understandings and foster curiosity about the human experience. Students are encouraged to think big, blueprint ideas, and explore ways to make a difference in the world. The Capstone program offers a roadmap that leads to action, a carefully scaffolded journey that encourages student agency and impact.

So, what is Capstone? Capstone is an invitation to develop a project that stems from student interest and community need. The early foundations of the Capstone journey, Spartans Write and Spartans Care, take place in the 9th and 10th grade English classrooms. Facilitated by our English teachers, these tasks allow students to see a clear intersection between their interests, academic work, service efforts, and the ultimate story they wish to tell about who they

Kristina Martinez, Upper School Humanities teacher

Michele Thibodeau , Upper School Humanities teacher

are and their place in the world. Following this foundational work, all students formally pitch a proposal of a project: Spartans Dream.

Associate Director of College Counseling, Marisol Sardina explains, “In an increasingly competitive college admissions landscape, the Capstone Project is an excellent opportunity that will allow MCDS students to differentiate themselves in the application process.”

For Bella Brod, Class of 2024, Capstone helped the college application process immensely. Capstone helped her identify the thread that connected all of her interests, leadership roles, and extracurricular activities. “It helped me tell my story.”

For those who exceed Capstone expectations, there is the Capstone Society. These students have designed and implemented meaningful projects over the course of their Upper School career and woven their advocacy into the day-to-day fabric of our school.

TEDxMiami Country Day offered these nine students a global platform, as their talks have been published to the TEDx Youtube channel and its 40.3 million subscribers.

These students are activists, allies, advocates, change-makers, pioneers who recognize their potential to contribute to the world we share.

“Through Capstone,” Ms. Sardina adds, “students can showcase their creativity, initiative, and critical thinking skills, qualities that are highly valued in the college process. Undoubtedly, the Capstone Project gives our students a unique opportunity to pursue a passion, highlighting their dedication, enthusiasm, and sense of purpose.”

“We are always trying to find ways to help students tell their stories,” Kristina elaborates. Capstone is meant to support the good work our students are already doing and inspire the great work they wish to do.

This dynamic approach to education directly speaks to our Miami Country Day School mission to learn with vigor, explore with purpose, strive for excellence, and serve with honor, respect, and compassion as global citizens.

So what do we do with our one wild and precious life? All of us at Miami Country Day are charged with courageously wrestling with that question and boldly dreaming up an answer.

Angelina Del Guercio-Moran, Amanda Nunez Bastos, Miguel Escobar grappled with ideas of translation, linguistics, and storytelling when they interviewed Service Keepers with the purpose of honoring their journeys and work.

At TEDxMiami Country Day, Bella Brod discussed her exploration into child psychology. Her essential question: How can we cultivate the most authentic, productive, and positive learning environment for kids?

Caroline Jiang shared how a casual conversation about a soccer ball led to her exploration of piezoelectricity and the development of kinetic tiles, which could benefit communities where energy is scarce.

In today’s divisive social climate, Zoe Terry is finding ways to bring together members of our local and global communities. Through far-reaching initiatives, including the widely successful Zoe’s Dolls, her aim is to uplight voices and amplify a message of acceptance and pride.

“How does the establishment of various social skills at such a young age help students to better navigate challenging social situations they will face in their future?” posed Ella Gilderman, who shared her conclusions about the way belonging and social skills are connected to learning.

In “Creating Tomorrow’s Innovators: The Immeasurable Power of Robotics, Programming, and Maker Skills,” Scout Hudson shared the power of integrating innovative technologies, critical thinking, and problem solving to create impact on our wider local and global communities.

Danielle Apfelbaum explores the power of storytelling as a creative outlet. Through her Education Internship and fieldwork, including interviews with faculty across subject areas, she documented observations about how students’ relationships with literature morph across the divisions.

NATIONAL MERIT AWARDEES

Harry Florin

STUDENT LIMELIGHTS

LOWER SCHOOL

Noa Barberi ‘31

In the palm shaded pathways and bustling classrooms of Miami Country Day’s Lower School, character isn’t just taught; it’s nurtured, celebrated, and honored. Each student is provided with the opportunity to embody our Core Values of Purpose, Honor, Respect, Compassion, and Wisdom, laying the foundation for a life of integrity and leadership.

Among the myriad opportunities for recognition, one stands out as particularly prestigious - the Independent Schools of South Florida (ISSF) STAR Student award, awarded to a student who exemplifies exceptional character and achievement, both within and beyond our school community.

This year, we proudly announce Noa Barberi, a bright and compassionate fifth-grade student, as the recipient of the STAR Student award. Noa’s journey at Miami Country Day began years ago as a JK4 student. Even then, her kindness, character, and creativity were evident. Her teachers describe her love of creating art. Her JK4 teachers shared “Throughout the year, you have consistently devoted yourself to creating original works of art with markers, pencils, scissors, tape, and every other material you could lay your hands on.” The books and stories she created event then were a perfect example of her artistic eye and the creativity that Noa is well known for six years later.

Noa (Class of 2031) is more than just an excellent and talented student; she is a leader and a beacon of kindness in her fifth-grade community. Her teachers have watched her evolve into a resilient, honest, and creative individual who inspires those around her. These qualities emerged when Noa was quite young. Her first grade teacher, Ms. Leal wrote in her report card, “Noa, this year you always strived to do your best every day. You have an “I can do” attitude and you choose to make good choices. You are a good listener and you always do what is right, even when other people are not looking.” Whether in the classroom during literacy, on the soccer field, or during her summer camp adventures in Colombia, Noa’s calm demeanor and keen observation skills have made her a natural connector and friend to all.

Reflecting on her time at Miami Country Day, Noa recalls defining moments that shaped her character and values. She shares that she was particularly inspired by the Lower School Assemblies. “I have learned so much in our assemblies. Mrs. Lindsey and Ms. Bender teach us lots of things like “bug and a wish” and how to live our core values. I also love the books we read in class about kindness. One of my favorite authors is Peter H. Reynolds. My favorite book of his is, “Say Something.” Throughout her time here, she has consistently demonstrated qualities of compassion and leadership that have earned her the respect of her teachers and peers. She shares this knowledge with her little two-year-old brother. “When he turned two, I made him a birthday sign that said, TWO reach for the stars. I have learned that you can only do that by being yourself.”

One of Noa’s defining experiences in fifth grade was her role in Finding Nemo-Kids. Her dedication to the process, combined with

her willingness to take risks and step outside her comfort zone highlighted her leadership, creativity, and support of others. From leading her classmates with grace and confidence to showcasing her talents on stage, Noa leaves everyone she encounters with a feeling of positivity.

When asked about her school life, Noa expresses a particular love for the arts and literacy, stating, “I love how literacy gives me a chance to express all my feelings and write them down.” Ms. Wolgast shares, “Noa is a student that thinks outside the box. Her style of writing contains emotion, character reactions, and a willingness to experiment with sentence structures and practice what we’re learning in class. She is open to new ideas and new ways of thinking and this shows during our novel studies. She considers characters’ actions and what motivates them and has a strong sense of empathy. I must say that I always look forward to our literacy block because I know that Noa will be engaged, present, and positively contribute to our discussions.”

As we celebrate Noa’s achievements, we are reminded of the incredible potential within each of our students. Through their perseverance, kindness, and unwavering commitment to excellence, they inspire each other to reach for the stars and make a difference in our Miami Country Day Community. Mrs. Lindsey, Lower School Director, describes Noa as, “A shining example of our school’s mission. She embodies compassion, dedication, and excellence in everything she does. I am so excited to see how she will continue to challenge herself and enrich our school community next year in Middle School. Noa Barberi is not just a STAR Student; she is a shining example of the values we hold dear at Miami Country Day. Congratulations, Noa! We cannot wait to see where your journey takes you next!”

MIDDLE SCHOOL

Lalique Lavelle Waterfield ‘28

In the realm of selflessness and service, few individuals shine as brightly as Alyson Greenfield did. It is a rarity to encounter someone who embodies her spirit of altruism and unwavering dedication to assisting others. In 2023, Lalique Waterfield emerged as the inaugural recipient of the Alyson Greenfield Award, marking a milestone in the annals of compassionate leadership. Lalique stands as a beacon of kindness and empathy, a true exemplar of virtue.

With an inherent grace, Lalique epitomizes the fundamental principles of learning, resilience, self-motivation, adaptability, introspection, collaboration, and creativity. She not only cultivates a conducive environment for her own educational journey but also serves as an inspiration to those around her. Much like Ms. Greenfield, Lalique radiates warmth and intellectual vitality, illuminating the path for others to follow.

In her sixth-grade year, Lalique demonstrated extraordinary commitment by sacrificing her lunch breaks to craft jewelry alongside classmates, all in pursuit of raising funds for various environmental causes. Transitioning into seventh grade, she undertook the initiative to organize candy sales, aiming to gather resources for school supplies destined for “Kids in Distress.” These student-led endeavors not only served as acts of benevolence but also fostered camaraderie among peers, nurturing a culture of service and solidarity.

Though a natural leader, Lalique’s leadership style is characterized by humility and subtlety, reminiscent of the wisdom imparted by the Chinese philosopher Lao Tzu: “To lead people, walk beside them... When the best leader’s work is done, the people say, ‘We did it ourselves!’” Lalique’s approach empowers those around her, guiding them through gentle nudges and thoughtful insights, ensuring collective success.

As Lalique embarks on her journey through eighth grade, her passion, compassion, and unwavering commitment to the Spartan Spirit continue to shine brightly. Revered by both peers and faculty, she is hailed as a trusted leader, driven by a profound sense of purpose and effectiveness. Spearheading the Honors 8th Grade Community Service project, Lalique assumed the mantle of liaison between her class and Lotus House, the chosen project partner. Collaborating closely with the organization, she meticulously orchestrated a supply drive, orchestrated bake sales to raise funds, and coordinated the packing of 100 backpacks with the assistance of the Model UN class, destined for donation to Lotus House.

In addition to her academic pursuits and community service endeavors, Lalique’s dedication extends to the realm of ballet, where she exhibits an unparalleled work ethic and unyielding determination. Both within and beyond the confines of the classroom, Lalique epitomizes the essence of Spartan values, leaving an indelible mark on all who have the privilege of crossing paths with her.

Carrie Messner

“Lalique has been an exceptional student. She works hard to understand the material, she organizes her time and materials proactively, and she respectfully interacts with each of her classmates.”

Michelle Holcman, MS Social Science Teacher

“Lalique is very driven and conscientious both about her work and the community in which she lives. She has always met her academic goals with the utmost academic integrity and resolve. She is the type of student who rises to each task and assignment, not just trying to complete it for the grade, but to fully understand the skills to be learned and the material to be covered.”

Kelley Brill, MS Teacher

“Lalique demonstrates remarkable dedication to science. Her genuine love for learning shines through in the insightful questions she poses in class. She consistently helps her classmates, submits assignments punctually, and exhibits kindness towards others.”

Melody Riviera, MS Spanish Teacher

“Lalique is an absolute pleasure to have in class. Her passion and willingness to learn the Spanish language are admirable. She exhibits a quiet sort of tenacity which allows the space for her to challenge herself while accepting mistakes as learning opportunities.”

Terri Pasqualin, MS English Teacher

“Lalique is a mature, thoughtful, and creative student. She is a great class member who works well alone, but she is also happy and comfortable working in a group. She is a leader in the classroom. She is kind to others, she offers ideas, and she listens well. She is a star during a Socratic Seminar; she can summarize what others have said, and she can add significantly to the discussion. She is globally aware and thinks about others outside her immediate circle. She is not a pushover, though. She is steadfast but gentle in her conversations and demeanor. She is open to listening and learning from others.”

Like many teenagers, life at times can feel unpredictable, unfair, and most-definitely a whirl-wind of emotions; yet, in my life, no matter how chaotic I’ve felt there has always been two consistencies: family and Miami Country Day School.

While many students go to at least 3 different schools in their developmental years, I went to one, MCDS. I’ve spent just as much time at school, if not more, than I have at home, and being in a place for that long eventually means that you grow a second family.

As my reflection of the past 15 years begins since I now enter my senior year, I realize that just as much as my family unit at home has created a loving, nurturing, empowering environment, MCDS has mirrored that same feeling.

I remember being dropped off in the lower-school turn around, sitting on the bleachers watching the fifth graders do the morning announcements thinking to myself “I can’t wait till I get to do that.” My time soon came, and before I knew it, not only was I doing the morning announcements but I was getting ready to move upstairs to middle school with intimidating Mr. Finny.

What I would soon come to realize is how much of a community the middle school truly was. Even more shocking was that I actually loved Mr. Finny. As my friends and I say, “maturing is realizing Mr. Finny truly is the best.” Every corner I turned, step forward I took, Country Day faculty, staff, and students have been there to aid me in my journey.

As I sit here writing on one of my first days of summer, while simultaneously writing college applications, I know most kids are probably already switched into summer-mode, unbothered; however, when asked to write about how Country Day has shaped me into the person I am, I couldn’t turn this opportunity down. It is impossible to mention my accomplishments as a person without the community that literally helped raise me. What most MCDS teachers will probably say is something along the lines of “Oh but that’s just Bella, a go-getter,” in their selfless nature; and while that might be true, there is no Me without MCDS.

I’ve watched my older sister, family, and friends all pass through the halls, high-fiving Mr. Slotnick after crushing a calculus test, waving to James (our security guard) about the heat-game the previous night, heard never-ending laughter from Mr. Konen’s room, seen kids rush to Mrs. Stanton’s room to share amazing news, share exciting information about college with Mr. Spatig, and watch Mrs. Hufford’s never-ending love for the school she continues to make better every day. While MCDS is an amazing academic institution, at our core, we are a family.

As a student, I can vouch for the motto “every student, every day,” because that is what Country Day embodies. We are an institution

UPPER SCHOOL

Isabella Brod ‘24

of the arts, state champions, national champions, intellects, kindness, loyalty, honor, respect, wisdom, and compassion, but above all, and most importantly, we are a family.

There is no amount of gratitude I could express for the gifts, life-lessons, relationships, and networking MCDS has given me. I walked into Country Day as a sassy three year old, and I am walking out as a member of a family that taught me to always stand for what I believe in, never settle, and to be me: a strong, determined, independent woman.

FACULTY INQUIRY

Inspiring Conversations

Having dedicated her career to student engagement and community building, Carroll Kelly’s transition from passionate Spanish teacher to esteemed Upper School Dean of Student Activities was always in the cards. Through this interview, led by Jill Robert, Chief Student Experience Officer, we glean invaluable insights from Carroll as both an educator and mentor, deeply committed to nurturing student potential and fostering leadership.

Jill: What inspired your transition from Spanish teacher to Dean of Student Activities?

Carroll: I have always been interested in and focused on people. More than Spanish, music, or any other subject or program, it has always been the students that I love the most about teaching. After people, it is the process, in terms of journey, that I love. The end result of something is important, but the process of getting there is my favorite part. So, when the Dean of Student Activities position was created, it was a fantastic fit for me as I combined my love of working with students with partnering with them on their journey throughout Upper School.

J: How do you encourage students to take on various leadership roles and hold them accountable for completing their responsibilities?

C: I have adopted a saying when working with students, “Head in the clouds, feet on the ground.” I don’t remember where I first heard it, but it applies to my job because students have lots of ideas and bring lots of passion to their work, but they need someone to help them think through their ideas and make tangible plans to get things done. That’s what I get to do. I provide the scaffolding for bringing their ideas to life and to make things happen.

J: What drives you to persevere when faced with challenging moments, and how do you maintain your enthusiasm for supporting teenagers through their personal and academic journeys?

C: That’s an easy question to answer. I love watching teenagers learn. Getting to be a part of such an essential stage in their lives and seeing how they figure things out - I love those moments. And I get to watch this all the time: kids living their way into answering their own questions. No matter how busy or tired I may be, I never get tired of seeing this happen. It gives me faith in the future. It’s like watching baby sea turtles hatch every spring. So many people think, “Teenagers, ugg...” But if you look at this stage through the lens of the whole process of growing up, it is such a funny, interesting, and heartfelt part of their lives. I get to know them when they are full of opinions and ideas, but they aren’t yet fully formed or refined. It is such a privilege to work with them.

J: Reflecting on your experiences, could you share a particularly memorable moment or interaction with a student that encapsulates the essence of your role as an educator and mentor?

C: That’s a hard question to answer because there have been so many. It’s cliche, but the more you get to know people, the more you recognize everyone has a superpower, and this applies to teenagers. The most memorable moments for me are when students recognize their superpower and lean into it. Sure, public recognition is fun, such as when a student receives a special award or becomes a team captain. However, it is most memorable and I am most proud when students get to know themselves and embrace their uniqueness. And it happens a lot. They lean into what they are good at - not for external validation - and begin to live a purposeful life. That is far more important than any public recognition.

J: In your opinion, what is a significant challenge that high school students face today that may not be fully understood by parents or other adults in their lives?

C: Kids are never not being watched. Someone always knows where they are, what they are doing, what they are not doing, etc. They constantly have people in their business, they are always online or on camera, and it is exhausting. Even when kids purposefully disconnect, there is someone who will have an opinion about that. I think all of the adults in kids’ lives need to understand the pressure this puts kids under.

J: As I walked in today, you had to ask a dozen students to leave so we could chat. There are always kids in your office, even when they don’t have to be. Why do you think that is?

C: No one comes into my office with their reputation, accolades, or teenage attitude. In my office, students know that they are just humans. And this means that the most interesting mix of kids shows up every day - ones that know each other well, ones that are just acquaintances, ones who need a thought partner, and ones who just want to observe what is going on. However, they all know they are all my kids - I love them, and I am here to support them as they discover who they are.

J: If you could sum up your job in a sentence or two, what would it be?

C: My job is not about me. My job is about helping students find their own thing and then letting it shine!

ARTS DIPLOMA ENDORSEMENT Program

by Terry Alfonso, Director of Arts Education and Program

“There’s a power in what we hold as artists, and part of that comes with responsibility... to share the human experience and really allow that to be seen.”

- Tracee Ellis Ross

If you had the opportunity to attend Miami Country Day School’s Class of 2023 graduation, in addition to the proud parents, ecstatic students and exuberant faculty, you might also have noticed that several Seniors wore stunning, redtrimmed, white stoles on their graduation robes. These stoles represent students who have completed the Arts Diploma Endorsement.

The Center for the Arts (CFA) has enabled us to support and highlight the work of our MCDS visual and performing artists.

As our program evolves, so too has the student artists’ need for an outlet to study their arts discipline in depth and share their art with the world.

Enter: the inaugural year (2022-23) of the Arts Diploma Endorsement program.

The endorsement program encompasses three years of Upper School, and eligibility for the program starts at the end of the ninth grade year. There are five components required for completion of the endorsement: Curriculum, Portfolio, Service Learning, Jury and “The Show.” Students meet regularly with the Arts faculty to ensure they are on target for success and to get any additional support. Enrollment in Arts courses for all three years is required to complete the endorsement. We are constantly reviewing, expanding and refining our course offerings. A few of our newer courses include Audio Production, Generative Art:

Explorations in Art and Technology, and Beats and Tracks. The endorsement appears on the students’ transcript, so colleges/universities will see the specialized effort and accomplishment.

The

Arts

Diploma Endorsement

is for students who are passionate about Music, Visual Art or Theatre and want to make a commitment and a reach for more.

Some of our endorsement participants are planning on being an arts major, most are not. All are looking for ways to expand their means of expression, contribution and perspective through their own individual artistic lens. In alignment with our Mission, the arts uniquely integrate the six potentials: intellectual, physical, aesthetic,

social, emotional and spiritual, and the endorsement program creates a framework for building an educational experience with student-selected purpose.

Currently, our Arts Diploma Endorsement Program has over 40 Arts students! This year we had the most amazing student art exhibit in the Taplin Gallery, a fantastic Culminating OnePerson Show Festival and an incredibly professional music recital with music from Bach to Strayhorn!

The future of the Arts at MCDS looks dynamic with opportunities for growing in connections to the community, professional artists, and more.

Our students are aspiring, our Arts faculty are inspiring and the MCDS community is elevated by this new program.

ARTS ENDORSEMENT PURPOSE STATEMENT

Miami Country Day School seeks to inspire a lifelong involvement in the arts for each of our students.

The Arts Endorsement allows students who have a particular passion in Music, Theater or Visual Art, the opportunity to have an in-depth, personal learning experience with their craft. Finding one’s artistic voice whether on a canvas, the stage or beyond, requires deep learning, discipline and commitment. The Arts Endorsement program provides space and coursework for this artistic voice to develop and cultivate students to share their art with the world.

“I think the more important task for a young person than developing a personal brand is figuring out what she’s great at, what she loves to do, and how she can use that to leave an imprint in the world. Those are tough questions, but essential ones. Answer those - and the personal brand follows.”

- Daniel H. Pink

ARTS AWARDS

2023 – 2024

MUSIC AWARDS

In February, MCDS student musicians attended Florida Bandmasters Association Festival and Florida Orchestra Association Districts. In addition, US Music received the great news that we have three music students going to the Florida Music Educators Association All-State Festival. Congratulations to our students and their teachers on stellar performances!

Florida Bandmaster Association results:

BAND -

R. Mofsky & M. Kasha’s students

SUPERIOR RATING

Gabriel Robert

Alex Mandel

Jack King

Teo Hoffman

Julio Aguirre

EXCELLENT RATING

Jack Mandel

Ari Kleiner

Florida Orchestra Association results:

BEGINNING EBO -

K. Pelletier’s students

SUPERIOR RATING

Anarria Pinchanat

Matthew Green

Valentina Genao

Anule Puro

Pedro Jaramillo

INTERMEDIATE EBOT. Alfonso’s students

SUPERIOR WITH DISTINCTION

Arthur Quintaine

SUPERIOR RATING

Abigail Fernandez de Castro

Catherine Jiang

Chantal Gomez-Ortega

Adriana Lushnikov

Emma Romanik

Emma Falconi

Agus Jaramillo

Will Kebrdle

Micah Ressler

EXCELLENT RATING

Luna Castellon

Justin Vaughn Bittner

ADVANCED EBOM. Kasha’s students

SUPERIOR RATING

Mikayla Washington

Laila Ishaq

Audrina Dimmer

Cameron Behr

Arianna Castellon

Madelyn Pelletier

Caroline Jiang

Trinity Stanislas

Olivia Pelletier

Simone Levy

Sabrina Valdivia

Nick Korff

Drake Baldwin

Alex Spiegel

EXCELLENT RATING

Aiden Henderson

Renan Mond-Ramos

Cameron Schoch

US Music received the great news that we have three music students going to the Florida Music Educators Association All-State Festival!

Florida Music Educators Association All-State Festival attendees:

MIDDLE SCHOOL HONORS

ORCHESTRA

Alex Spiegel

Aiden Henderson

HIGH SCHOOL HONORS

ORCHESTRA

Madelyn Pelletier

THEATRE AWARDS

Congratulations to Karlie Kohler and our MS Junior Thespians Troupe 88062 who competed at the District Festival alongside 35 schools in Miami-Dade County (the largest District Festival in the State of Florida).

We returned with 9 Excellent Ratings, 8 Superior Ratings, and 1 Top Honors and Critics Choice!

Junior Thespians District Festival results:

TOP HONORS & CRITICS CHOICE

Lucas Storch and Hallie Kassewitz received a Top Honors & Critics Choice for their Duet Song, “Partner in Crime”! Critics Choice is awarded to the Top Scoring performance piece in their event category. Lucas and Hallie had the opportunity to perform their piece in the “Closing Ceremonies” in front of the entire festival on Saturday night!

SUPERIOR RATING

Solo Song

Lucas Storch

Z Loverde

Victoria Chaparro

Solo Monologue

Domira Corigliano

Valeria Alvarez

Zoey Campos

Duet Acting Scene

Alex Goense

Domira Corigliano

Duet Song

Anastasia Knyshova

Victoria Chaparro

EXCELLENT RATING

Large Group Song

Chloe Ohana

Ava Alonso

Lucas Storch

Hallie Kassewitz

Zoey Campos

Madison Telemaque

Sofia Gonzalez-Vega

Valeria Alvarez

Dillinger Kaushansky

Daniel Rozensztroch

Emma Falconi

Ensemble Acting Scene

Chloe Ohana

Alex Goense

Madison Telemaque

Zoey Campos

Victoria Chaparro, Anastasia Knyshova

Small Group Song

Ava Alonso

Anastasia Knyshova

Emma Falconi

Duet Scene

Ava Alonso

Emma Falconi

Solo Song

Chloe Ohana

Hallie Kassewitz

Solo Monologue

Alex Goense

Madison Telemaque

Costume Design

Z Loverde

GOOD RATING

Small Group Song

Ashton Michaels

Dillinger Kaushansky

Daniel Rozensztroch

MCDS Junior Thespians Troupe 88062 also traveled to Orlando to compete in the Junior Thespians State Festival. Our troupe, once again, broke our own records!

Junior Thespians State Festival results:

TOP HONORS & JUDGE’S

CHOICE (formerly known as Critics Choice)

A FIRST in MCDS Middle School

Drama history, Alex Goense and Domira Corigliano were selected by their judges as the Best Overall in the State of Florida for their Duet Acting Scene!

SUPERIOR RATING

Duet Song

Anastasia Knyshova

Victoria Chaparro

Solo Song

Z Loverde

Large Group Song

Ava Alonso

Chloe Ohana

Zoey Campos

Madison Telemaque

Dillinger Kaushansky

Daniel Rozensztroch

Hallie Kassewitz

Lucas Storch

Sofia Gonzalez-Vega

Valeria Alvarez

Emma Falconi

EXCELLENT RATING

Solo Monologue

Valeria Alvarez

Zoey Campos

Solo Song

Victoria Chaparro

Duet Song

Lucas Storch

Hallie Kassewitz

Congratulations to Cristina Pla-Guzman and our Upper School Thespians Troupe who competed at the District 8 Florida Thespian Conference.

District 8 Florida Thespian Conference results:

TOP HONORS

Student Directing

Erin Ruebens (Directing working with actresses

Mackenzie Behlman and Juana Verdiquio)

Costume Design

Sabrina Valdiva

Tyler Sastre

Ensemble Acting

Cameron Behr

Josh Morris

Felipe Verdiquio

Lucas Miller

Sophia Leonard

Bianca Maria Bonetti Set Design

Rae Bravo-Contreras

Makeup Design

Caera Charles

SUPERIOR RATING

Duet Musical

Miguel Escobar

Leyla Fernandez

Playwrighting

Madelyn Pelletier

Solo Musical

Isabela Gabrielli Tangioni

Costume Design

Dagny Jerles

Tyler Sastre

Sabrina Valdivia

Makeup Design

Caera Charles Monologue

Avery Morgan Pantomime

Trinity Stanislas

Alba Haw

Avery Morgan Set Design

Rae Bravo-Contreras

Large Group

Cameron Behr

Salome Benitah

Madeline Elise Buttacavoli

Lucia Cartolano

Lea Denain

Isabela Gabrielli Tangioni

Alba Haw

Gabriella Judge

Santino Kohen

Maia Mandel

Riley Mandel

Joshua Morris

Jordana Mutchnik

Ava Pumo

Emmy Shoaf

Trinity Stanislas

Alessio Beltran

Bianca Maria Bonetti

Caera Charles

Miguel Escobar

Stella Mary Espenkotter

Leyla Fernandez

Laila Ishaq

Dagny Jerles

Carina Kreuter

Orli Ressler

Caterina Serrano-Bigles

Victoria Strauch

Juana Verdiquio

Felipe Verdiquio

Duet Acting

Mackenzie Behlman

Renan Dreyfuss Mond Ramos

Group Acting

Cameron Behr

Bianca Maria Bonetti

Sophia Leonard

Lucas Miller

Joshua Morris

Felipe Verdiquio

Student Directing

Erin Rueben

Small Group

Eva Jean-Londono

Salome Benitah

Lucia Cartolano

Alba Haw

Gabriella Judge

Jordana Mutchnik

Trinity Stanislas

EXCELLENT RATING

Playwrighting

Lea Denain

Maia Mandel

Small Group Musical

Leyla Fernandez

Ava Pumo

Caterina Serrano-Bigles

Victoria Strauch

Duet Acting

Felipe Bautista

Alan Vayn

Josh Morris

Juana Verdiquio Makeup Design

Ava Pumo

Solo Musical

Miguel Escobar

Caera Charles Monologue

Mackenzie Behlman

Isabela Gabrielli Tangioni

Duet Musical

Caterina Serrano-Biggles

Eva Jean-Londono

Avery Morgan

Group Acting Felipe Bautista

Alessio Beltran

Lucia Cartolano

Santino Kohen

Leilani Lorenze

Victoria Strauch

YOUNG ARTS AWARD

A student in Miami Country Day School’s Arts Program has had the honor of being a YoungArts Award winner! Congratulations to Tyler Sastre for his award in Design! Founded in 1981, YoungArts identifies (from across the nation) exceptional young artists, amplifies their potential, and invests in their lifelong creative freedom. We are so proud of Tyler’s achievement and celebrate his teacher, Mark Runge!

SCHOLASTIC ART AWARD

Congratulations go out to our US art students and all their teachers, Mark Runge (Art) and John Gatti (Impact Studio)! All Gold and Silver Key Winners will be on exhibition at the Rubell Museum.

GOLD KEY

Ariana Clarke, Painting Time Is Burning Out Isabella Possin, Photography Voices

Isabella Possin, Sculpture My Butterflies

SILVER KEY

Alessia Badia, Mixed Media

Silver Spoon

Isabella Possin, Painting Bath Time

Jacqueline Fischer, Digital Art Miami’s Circus

Dominik Karai, Digital Art

Karting Chronicles: Team Trails

HONORABLE MENTION

Isabella Possin, Mixed Media

Pretty Girls

Lana Zeini, Photography Painting with Light

MS Junior Thespian

Sabrina Valdivia, Costume Design

Charley’s Aunt Group Acting

MS Junior Thespian

Caera Charles District 8 Top Honors Award

Caera Charles, Makeup Design

US Thespian Award

MEAN GIRLS: MORE THAN JUST A MUSICAL – And So Fetch!

by Cristina Pla-Guzman, Upper School Theatre Teacher

Theatre

In April, Miami Country Day’s Upper School produced ‘Mean Girls the Musical: High School Edition’ and it was not your average high school musical. It was a catalyst for sparking real conversations, challenging social norms, and served as a beacon empowering our youth to be forces for good in an increasingly complicated world. The theater education program wasn’t just putting on a show but more so flipping the script and bringing the power of empathy center stage. Theater has always been more than just entertainment – this time it’s a mirror reflecting the highs, lows, and oh-so-relatable struggles of teenage life.

We live in a society where screens dominate. Social

Welcome to the Plastics’ world – where social media dominates, cliques rule, pink reigns supreme and Burn Books hold the key to popularity. But before you roll your eyes at the drama of just another high school musical, let’s take a closer look. Grab your pink shirts and your Burn Book (figuratively, of course), because we’re about to spill the tea and all the secrets behind the scenes of Miami Country Day School’s recent production of ‘Mean Girls the Musical: High School Edition’- where every line, lyric, and dance move was a call to action. Adapted from Tina Fey’s hit 2004 film, ‘Mean Girls’ took Broadway by storm. It’s fetch, it’s fabulous, and it’s about to make you think twice about the power of kindness in a world full of plastics.

media has blurred the lines between reality and fiction, where words typed on a screen can cut deeper than any physical wound. It’s easy to forget that behind the avatars and usernames are real people with real feelings.

This is where ‘Mean Girls’ stepped in – not just as a musical, but as a vehicle for change. The profound impact of theater education is shaping young minds and fostering positive change in our world. Those young minds become advocates for justice and equality, using their platform to spark dialogue and drive meaningful action.

“Sometimes mean is what you are. Mean is easier than nice. And though mean can take you far, maybe this will make you think twice.” These words, excerpted from the song “A Cautionary Tale” from ‘Mean Girls’ on Broadway, capture the heart of the story: Choices - the ones we make, the ones we face, and the ones that

define us. Being mean, like being kind, is a choice.

After leaving her home in the African savannah, nothing prepare Cady from the vicious hallways of her new school in Illinois. Cady takes on The Plastics, a trio of popular girls who quickly become her frenemies. Cady decides to take on the leader of the pack, Regina George, when her new friends devise a “revenge party” to end Regina’s reign. At the end, the entire school learns the hard way “calling someone ugly doesn’t make you better looking, calling someone stupid won’t make you any smarter. People, even the ones you don’t like at all, are still people.”

Creating Safe Spaces for Dialogue

Theater has always reflected the human experience, and ‘Mean Girls’ is no exception. Through its portrayal of the complexities of social dynamics and the consequences of meanness, the musical offers valuable insights into the challenges faced by today’s youth. By engaging with these themes

on stage, students not only entertain but also educate, sparking important conversations about empathy, kindness, and the impact of our actions on others. Through storytelling, and representation, students learn to appreciate and celebrate the richness of human experience while fostering a culture of belonging and acceptance.

‘Mean Girls’ was Miami Country Day Upper School theatre program’s ‘Theatre of Social Change piece’ this year and a deliberate choice to tackle difficult topics and foster meaningful dialogue. We joined forces with the counseling department in both Middle and Upper school in preparation for the performance. By partnering with our different programs, like peer counseling, we are addressing difficult topics such as bullying, social media, and friendships, for students to not only gain a deeper understanding of these issues but also develop empathy and resilience through our pre and post-show conversations.

As a Catalyst for Change

Empowering Empathy and Kindness through Positive Messaging

By shining a spotlight on the perils of social media and the importance of empathy and kindness, ‘Mean Girls’ encouraged audiences to make a difference in their own communities. While portraying the consequences of meanness and the impact of our words and actions on others, the musical inspired audiences to reflect on their own behavior and choices. Students learned valuable lessons about compassion, resilience, and the power of standing up for what is right.

So as the curtain fell on closing night and the Plastics strut onto the stage one last time, it served as a reminder to think twice before you speak, to choose kindness over cruelty, and to be the change you wish to see in the world. We know that this is just the beginning to helping students navigate the halls of high school and discover the true meaning of friendship, choose kindness, embrace forgiveness, and find their own voices.

Our community celebrates the transformative power of theater education and the students who dare to use their voices to make a difference. Together we all embrace the message of Miami Country Day’s Upper School Theatre program ‘Mean Girls the musical: High School Edition’ and work towards a future where empathy, kindness, and understanding prevail.

‘Mean Girls’ stepped in not just as a musical but as a vehicle for change, empowering our students to be forces of good.

Scan QR code to view more photos from the show!

athletics

THE JOURNEY OF MCDS’ GIRLS VARSITY BASKETBALL

PROGRAM – From Its 1 st Win To Its 9 th State Championship

by Jenna Kochen’ 05, Assistant Girls Varsity Basketball Coach

The Miami Country Day School Girls Basketball program was started in 1988 and has been a staple within the Athletic Department since. While there was an assortment of coaches with one-year stints during its first few years, Sandra Kenna began coaching in the 1994-1995 season. In the 1995-1996 season, the yearbook called the team the “most talented team ever in the history of MCDS girls basketball.” Coach Kenna coached for five years, built a winning record, and kept it consistent and hard-nosed, for those times. Historically, girls basketball was not given the same level of attention that boys basketball was; not at MCDS, but nationally. There was not a big push for girls to participate in travel basketball, or to play year around, as there is nowadays. Throughout the years, there were a handful of very successful females that had risen through the program, earned accolades, and continued to play at the next level.

After Coach Kenna stepped down in 2000, there were once again another couple of years of coaching changes. Coach John Fencik, who was a long-term assistant coach for Coach Kenna, took over the team during the 2000-2001 season. While this was seen as a long-term hire, after just two seasons, Coach Fencik moved away. Then, a high school math teacher, Roger Jaffe, took over as head coach. Again, after only two quick years, he was promoted to department head and decided he did not have the time to allocate. However, during the 2003-2004 season, there was an assistant coach by the name of Ochiel Swaby. He seemed very knowledgeable in the game, and always referred to his extensive success during his playing career. He clearly only needed one year to convince Athletic Director, Chuck Sennett, that he was capable of taking over. Just a few short weeks before the 2004-2005 season started, Coach O as he is known, took the reins of a program that had won two district championships in its history, and has not looked back since.

While the initial years were a slow culture change, Coach O was eventually able to mold the program to focus on the discipline, attention-to-detail, and the hard work that he envisioned.

The program started stacking winning seasons, and longer postseason runs. Eventually, in the summer of 2012, the potential of the

program seemed to shift overnight. With a local school shutting down, a franchise-changing player enrolled at Miami Country Day School, as well as a savvy eighth grade point guard, and overnight, the program was elevated to a new height. The season proved to raise the mindset of the program and the community instantly rallied around what was (at that point) the best season of the girls’ varsity program. After a regional semifinal win, the girls were able to host the regional finals. In a standing room only gym, the team won their first regional championship. The energy was electric. Unfortunately, the team lost in the state finals and ended as the state runner-up. On the bright side, many credited this loss as the key reason for the way the team returned the following season – with one goal in mind. With less than a week off, the team found themselves right back in the gym to retool and figure out how to reach the pinnacle. The team came back with vengeance and won the school’s first ever team State Championship in its 75-year history by defeating Seffner Christian 65-51 on February 19, 2014, after a grueling regular season schedule.

One of the best parts of winning the state championship was the support of all the alumnae that had come through the program for the prior 10 years of Coach O’s tenure. Coach O made sure to let everyone know that this was a culmination of what he had started from day one in October 2004 and finally leading to the school’s first ever state championship. The camaraderie felt that day, and for days and weeks following, was the epitome of what Miami Country Day is all about, and further reflected the sense of community that Coach O had created.

What many of the current girls do not realize, is that the more changes a team has to endure, the more difficult it becomes to remain competitive. Prior to 2004, being a player on this team meant having to learn an entirely new offense several times during one high school career, and the need to adjust to new styles and coaching. However, the dependability and consistency that the recent players have had and current players continue to have with Coach O at the helm for 20 seasons, has definitely helped maintain the program at the top of its game.

Coach O’s vision, dedication, and focus on discipline, has helped transform an average program into a perennial contender and beyond. His ability to develop players and get the most out of them is a strength that has set the foundation for the program’s ascension. Additionally, the type of student-athlete that can play for this program is a special one; she has to be the right fit, with the right mentality, and the ability to manage being a student at a rigorous college-preparatory high school, while being a player in an even more rigorous collegiate-like basketball program. Like Miami Heat Coach Erik Spoelstra always says, “we are not for everybody” and that is a very fitting thought process for the Miami Country Day girl varsity program.

While he faced his challenges in the early years, Coach O remained steadfast in his belief in the team’s potential, and continued to foster a culture of perseverance, determination, and excellence. Once the goal of bringing home the school’s first championship was accomplished, the goals continued to grow. The program’s sights were then set on a National Championship. In 2017, under the bright lights of Madison Square Garden in New York City, Miami

Country Day School – a small, independent school in Miami Shores, Florida – was live on ESPN2 and won the DICK’S National Championship; something that nobody could ever have imagined. This pivotal moment was the beginning of an era of dominance that the state had never seen before. The team’s success not only put the program on the map, but also continued to attract talented players to the school, further enhancing the team’s strength.

The main cornerstone of the program’s transformation, besides the athletics department’s unwavering support, has been the solid presence of Coach O. His remarkable tenure is a testament to his ability to adapt, motivate, and develop players year after year. After 20 seasons as head coach, Coach O has changed the mindset of not only the girls’ basketball team, but athletics as a whole at Miami Country Day. More and more teams are practicing during the offseason, the expectations have been elevated, and the culture year in and year out continues to focus on winning. The culture of success transcends individual seasons, and through his leadership, Coach O has not only fostered a winning mentality, but also instilled values that extend beyond the basketball court.

There are an incredible number of former players that admire and respect Coach O and credit and attribute their success in college, in the workplace, and beyond, to their time with the program.

The evolution of the Girls Varsity Basketball program from its modest beginnings to its current status as a powerhouse in the State, and the program’s remarkable consistency reflected by its recent ninth state championship, is a testament to the dedication from the school, the athletic department, Coach O, and every single player that has come through the program since 1988.

ATHLETIC ACCOLADES

2023 – 2024

SPARTAN ATHLETIC HALL OF FAME

It is our pleasure to announce the Spartan Athletic Hall of Fame “Class of 2024”. This year’s Spartan Athletic Hall of Fame Ceremony will take place on Saturday, May 11th, at 6pm. Please help us congratulate these six very special Spartans!

Class of 2024:

Christine Clermont ’06

Alan Greenfield ’97

Chris Hayes

Laurel Ivory ‘17

Colleen Kossally ’98

Channise Lewis ‘17

SENIOR SIGNING CEREMONY

The Athletic Department held its 1st Senior Signing Ceremony of the 2023-2024 school year on Friday, November 19th. The second Senior Signing Ceremony was held on Thursday, November 30th.

Congratulations to the students who officially signed their National Letters of Intent.

Kayla Nelms, Baylor University

Basketball

Avery Sinnes, Colorado School of Mines

Baseball

Trey Wilson, Mt. St. Mary’s University

Basketball

STATE COMPETITIONS

Congratulations to the Girls Varsity Basketball team as they beat Cardinal Mooney to win their 9th State Championship in 11 years. A special thanks to our 3 seniors: Kayla Nelms, Sofia Mendez, and Kaliyah Morales, and our coaches: Ochiel Swaby, Jackie Smith, Jenna Kochen, Christine Chancy, and Carlyle Lewis. We will be celebrating their accomplishments at our Ring Ceremony planned for Tuesday, June 4 at 6:30pm.

An additional congratulations to the following fall studentathletes and teams, who have qualified for state competition in their respective sports.

GOLF

Alexandra Pool

Grayson Richards

CROSS COUNTRY

Hannah Webb

GIRLS CROSS COUNTRY TEAM

Paloma Deen

Stella Espenkotter

Mia Fernandez

Isabella Galofre

Daniela Gonzalez

Dagny Jerles

Leilani Lorenze

Erika Ramirez

Sienna Rosenberg

BOYS CROSS COUNTRY TEAM

Aven Bergman

Brady Lubetsky

Boys and Girls Cross Country teams

Boys Cross Country

Alexandra Pool

Avery Sinnes

Grayson Richards

Hannah Webb

Trey Wilson

FHSAA Announces 2024 Florida Dairy Farmers Academic All-State Team

The Florida High School Athletic Association (FHSAA) announced on Wednesday the 30th Annual Florida Dairy Farmers Academic All-State Team, a recognition program that honors 24 graduating student-athletes who excel in both athletics and academics. With this being one of the most important special recognition programs the FHSAA sponsors, 12 girls and 12 boys from all over the state will be awarded a total of $50,000 in scholarships. “The hardworking men and women of Florida’s dairy industry are honored to recognize the significant accomplishments of these amazing student-athletes,” says Florida Dairy Farmers CEO, Michele Cooper. “We’re excited to support a program that has a great tradition of encouraging excellence on the field and in the classroom and we’re proud to support students that have the special mix of work ethic

and determination required to succeed at both.” The 2024 Florida Dairy Farmers Academic All-State Team selection committee evaluated scholarship nominees based on their athletic participation, academic record, extracurricular activities, community service and essay. Each Florida Dairy Famers Academic All-State Team member will be recognized at a banquet on Monday, June 3 where they will receive a $1,700 scholarship and a commemorative medallion. Out of the 24 All-State Team members, one male and one female will be named the Ronald N. Davis Scholar-Athletes of the Year, the FHSAA’s most prestigious honor bestowed on any active student-athlete. The winners of this award will earn a commemorative trophy and an additional $4,600 in scholarship funds – $6,300 in total.

Congratulations to Evan Hurwitz

A 2024 member of Florida Dairy Farmers Academic All-State Team: Evan Hurwitz holds a 3.98 GPA, is a National Merit Scholar Semifinalist, and in the top 5% of his graduating class. Hurwitz was a member of the swimming, basketball, and lacrosse teams during his high school athletics career. He was a swimming state finalist and earned an Honorable Mention from the Miami Herald for lacrosse in his sophomore year. Outside of the classroom and school athletics, Hurwitz participated in Mock Trial and Debate Club, the Jewish Student Union, and Club Lacrosse. He earned over 200 community service hours and worked as a lacrosse coach and counselor throughout high school. He is the son to Steven and Amy Hurwitz and is planning to major in engineering in college.

Congratulations to Kayla Nelms

Miami Country Day’s Nelms is the Miami-Dade 4A-2A Girls Basketball Player of the Year. In the eighth grade, Kayla Nelms had to learn quickly that a lot more was expected from players on the Miami Country Day girls basketball team. It’s the reason the Spartans have nine state champions and are the most decorated program in Miami-Dade County history. And if you ask Nelms, a senior forward who is headed to Baylor University, the demanding work she put in over the past five seasons was all worth it. “It was a journey and a tough road since the eighth grade,” Nelms said. “Learning everything, the conditioning, working six days a week, school and the work on and off the court. After winning the first state title back then, and knowing I’d have to take on a bigger role. They knew my potential.” Nelms took on the challenge and lived up to the expectations her coaches and teammates had in her, becoming the focal point of a two-year run that restored Miami Country Day to the status of state champion. This year, in her final high school season, Nelms anchored the Spartans’ effort to repeat as Class 3A state champions and led them to their ninth overall in the past 11 years. For her efforts, Nelms is the Miami Herald’s Class 4A2A Girls Basketball Player of the Year for Miami-Dade County. Although Nelms is excited about what comes next, she

clearly will miss her time with Miami Country Day. Shortly following their 75-51 win over Sarasota Cardinal Mooney in the 3A final, she hugged the championship trophy tight and didn’t want to let it go. “It feels good to win, but I’m also gonna miss it,” Nelms said after that game. “This is my fifth year. All of the emotions are coming out.” Nelms averaged a double-double with 14 points and 10 rebounds while also averaging two blocks per game. Her efforts at both

ends of the floor helped the Spartans overcome a slow start to the season and navigate through one of the toughest schedules in the country. “Kayla stayed loyal and grinded and won three championships when she could have taken off and gone to some other program,” Miami Country Day coach Ochiel Swaby said. “I do appreciate the seniors, and the fact that they maximized, grinded their butts off and have been committed and done things the right way.”

Kayla Nelms

MCDS PARTNERSHIPS

by Dr. Nima Rouhanifard, Director, Middle School & External Partnerships

Miami Country Day School (MCDS) is in a unique position to shine bright given the tremendous number of enriching opportunities in the greater Miami area. One recent opportunity that has emerged is a partnership with the University of Miami’s School of Education and Human Development. We are currently host to University of Miami (UM) student teachers who need to complete their field work, and MCDS enrolls

three members of our faculty to UM’s master’s program (M.Ed.) for Education and Social Change. MCDS is also proud to have one fully funded Ph.D. candidate – this is our middle school math teacher, Kate Arnold. This partnership was initiated in conversation with Dr. Bruce Baker as an idea, and it quickly became a reality by the end of the same school year with the support of our head of school, Mariandl Hufford.

In an ever changing world, MCDS needs additional pipeline programs for bringing tremendous talent to the community.

Furthermore, MCDS has incredible faculty eager to learn, grow, and apply the most up-to-date research to their instructional approaches, and

we believe that University of Miami is the right partnership that will be able to bring all of this to life. We are planning to add at least three more faculty members to this program for the 24/25 school year to have a total of at least six faculty members in degree programs annually.

Additionally, we have a dynamic partnership with Faena Rose, an exclusive membership program which curates culture, art, and intellectual showcases through a variety of mediums. This partnership was initiated with an event that interviewed social media and marketing expert, Gary Vaynerchuk, in our John Davies Theater with 400+ in attendance to learn more about the ever evolving digital landscape that has taken over all facets of our life. Subsequently, we have welcomed author and professor, Dr. Aliza Pressman, to share her

Kate Arnold, Middle School Mathematics Teacher

My PhD studies have helped me become a more informed and confident teacher and student advocate. The University of Miami has wecomed me into a supportive community of professors and classmates that continually inspire me and remind me of the importance of our work as educators. I am grateful to MCDS for facilitating the opportunity for me to continue my professional development while working.

The much anticipated 85th Anniversary Gala and Auction at the Faena Forum on March 2, had almost 500 attendees enjoying a Casino Royale-themed extravaganza. The evening sparkled with glamour and camaraderie, encapsulating the spirit of the milestone year. Hosted by Nick and Jocelyne Woodhouse and James and Alexandra Bergman, with celebrity auctioneer Shaquille O’Neal, Country Day raised more than $1.1 million through live and silent auctions, sponsorships, and individual tickets. The funds raised support the school’s investment in our faculty and academic programming.

Additionally, the John Davies Cultural Art Series resumed, featuring MCDS graduates Kate Creeden Neckel ‘94 and Tiffany Kontoyiannis Guilien ‘12. These accomplished individuals shared their professional journeys, enriching the school community with their expertise and creative endeavors.

In January, Kate Creeden Neckel ’94, professional artist and musician, with partner Eric Lilavois, shared their professional journey and talked with students in the art and music classes. In the evening, guests enjoyed listening to their music, The Copper Trees. Senior, Olivia Brennan, opened the evening sharing her own music with the audience.

On April 4, Tiffany Kontoyiannis Guilien’12 was on campus sharing her expertise with the students in the film class who were a part of the school’s Second Annual Film Festival. In the evening there was a two-part event that started with student produced work, Mean Girls Student Film produced by C14Films, and followed by Tiffany’s HBOMax short film, “Welcome Back.” There was a Q and A session led by students.

To commemorate the anniversary, a unique book is being written and will highlight 85 stories that reflect the past, present and future of Country Day. It is being written and produced by faculty members, Kristina Martinez, Michele Thibodeau, and Sam Brown, and it is a labor of love encapsulating the essence of what makes Country Day truly special. More information on how to order your copy will be shared.

As the school year draws to a close, the echoes of Spartan Pride resonate, leaving an indelible mark on the hearts and minds of all who had the privilege of being part of Miami Country Day School’s 85-year legacy.

Once a Spartan, Always a Spartan

After her amazing work ten years ago in planning the school’s 75th Anniversary Celebrations, the school was so fortunate that alumni parent, Tamara Feola (Nick ’16; Nina ’18) returned to coordinate, plan, and help execute the many celebrations for the 85th year. Your dedication and commitment have truly made this milestone unforgettable. Thank you, Tamara, for your unwavering support and tireless efforts in making our school community stronger than ever. Once again, you’ve shown us that once a Spartan, always a Spartan. Your contribution is deeply appreciated.

BIRTHDAY

AUGUST 26, 2023

OCTOBER 14, 2023

DECEMBER 19, 2023

JOHN DAVIES CULTURAL

SERIES

JANUARY 17, 2024 / APRIL 4, 2024

FEBRUARY 3, 2024

EMPLOYEE ENGAGEMENT

MARCH 2, 2024

Finding My SPARTAN PRIDE

by Caryn Lubetsky, Director of Community & Culture

The phrase Spartan Pride has become a part of the fabric of Miami Country Day School. It is written on the back of t-shirts, trends on our social media channels and is often used as a salutation on letters. While it is a part of our collective vernacular, Spartan Pride means something different to each of us. For some, Spartan Pride is just a shared greeting, for others it is a nod to the excellence that is Miami Country Day School, but to me, it is deeply personal.

I began my MCDS journey in August of 2008 when my youngest son was just three months old, my middle son was two and my oldest four. Today my sons are 15, 17 and 19 and as I am watching my years as a MCDS parent quickly pass and knowing they will soon come to a close, I can not help but become reflective. I look back on their lower, middle and upper school years and realize that nearly all of their lives’ major milestones occurred on this campus. My son’s made their first true friendships at MCDS and I too built lifelong friendships that

have enriched my life beyond measure. At MCDS my children learned to read and write, each at their own pace, in a supportive environment. They found their voice, developed a lifelong passion for learning, developed the skills to work through adversity and grew into young men. My youngest, who is now a sophomore took his first steps on campus, my middle son, a senior, broke his first (second and third) bone(s) on the MCDS campus and my oldest, a sophomore at the University of California, Berkeley, he learned the skills he needed to get through it all without me. And while that is what we all strive for, why we partner with an independent school, I must admit, I still mourned over it when it happened.

I too have lived many milestones throughout the MCDS experience. From births to deaths and everything in between, MCDS became my center as well. As a young mother trying to navigate parenthood I found my tribe here. At Parents’ Association events those with older children provided insight and guidance that alleviated the inevitable fears of raising children. Through community events I made friends who became family who celebrated every landmark and success with me and who were steadfastly there with unconditional love and support to pick me up when I fell. As I think back on my MCDS years it is these experiences that fill my heart with pride.

The piece of MCDS that quickly rooted me was the way in which my family was immediately known in the community. I remember attending an event during that first month in 2008 where I was struck by the fact that wherever we went, my child, who had been at the school for less than a month, was addressed by name, everyone knew his brothers names, our names, it quickly, simply, felt like home. This belonging was not limited to my child, it was a family connection. MCDS provided opportunities and experiences that have shaped my life. The athletic department noticed that I was a competitive runner and offered me a position as a cross country coach, the philanthropy department provided opportunities for me to participate in school-wide programming and the Parents’ Association, well, they completely took me in.

I

threw myself whole-

heartedly

into these opportunities and my life was transformed. I found a home on campus filled with intellectual stimulation, purposeful experiences and valuable life lessons.

At every turn there was a parent, an administrator, faculty or staff member to lend an ear, a resource and guide me. Working with others on these opportunities bonded me with fellow MCDS community members for life. We worked endless hours together to ensure these opportunities were also open to every family, attended parenting sessions together on everything from how to discuss puberty with your child to managing social media.

We sat together after commiserating, supporting and working through it all together. We explored our community by visiting landmarks like the Historic Black Police Precinct Courthouse and Museum and the Jewish Museum of Florida. As I reflect back on these experiences I realize that for me, this is what Spartan Pride means, a place that sees each member, that celebrates their strengths, that supports each other through the tough times and connects diverse groups through shared experiences.

As I now face the prospect of the other two readying to leave not only my, but the MCDS nest, I long for the hours and days I spent helping with homework, in parent teacher conferences, watching performances and sporting events and yes, even those precious hours in the drop off line where we sat, stopped in traffic, talking about the day to come, singing songs and simply being together. When I think back on those moments I am filled with Spartan Pride. Proud of the educational experiences my children had that taught them how to be successful inside and outside of the classroom. Proud that my family is a part of a school that values experiential learning that truly goes beyond the walls of the classroom. Proud that my children grew up at a school that lives their mission to educate the whole child and therefore gave my kids the chance to explore the world through travel with classmates and to take part in service missions. I am so very proud that my sons, who are so very different, were each given the support and resources to follow, cultivate and live their passion. I am filled with Spartan Pride because

my children not only received an academically rigorous education that provided a foundation for future endeavors, they did so surrounded by the magic that is the MCDS experience, which shaped who they are. From aces to the arts, athletics and everything in between I am filled with Spartan Pride because my children were given opportunities that are unique to the MCDS experience; X-term travel, the ability to develop critical life skills because they were included in new hire interview experiences, learning to advocate for themselves by attending the afternoon sessions that are offered each and every day with faculty, the ability to navigate tough situations because our counselors were always there in a time of need, and simply always knowing that at MCDS there was a space for them to be heard, that their voice mattered and they belonged. For me, Spartan Pride is rooted in the feeling I get when I reminisce about their years spent on campus, the excitement I feel when I can share these memories with others and the sense of community I feel every time I step on the campus.

MCDS gave each of us, my husband and I included, the space to grow and learn, a place to find comfort in difficult times and endless celebrations. While I am grateful for all this school has provided, it is a feeling, a connection beyond gratitude. It is a sense of belonging, a collective experience that forever is a part of each of us. For just as the phrase Spartan Pride is a part of the fabric of Miami Country Day School, Spartan Pride is part of the fabric of my family.

OUR GLOBAL FOOTPRINT

A GLOBAL JOURNEY For All

by Glen Turf, Chief Officer for Global Initiatives, Equity & Belonging

Last summer, I returned to my office with the anticipation that characterizes the start of any new school year. Fully prepared to look toward the future and all I would accomplish with our students, I was quickly pulled back in time. On my desk sat a postcard, written in near-perfect Spanish, from Pascal. Pascal was pursuing a postgraduate program in Chile and wanted to reach out to not only share the marvels of what he was discovering, but to also give thanks to the program that had ignited the spark of global travel and, literally, opened a world of new possibilities. You

see, back in 2014, Pascal had never been on a plane. He did not possess a passport. Spain was as foreign a land as any to him. But Pascal possessed two of the most important qualities of a global citizen – curiosity and fearlessness. So, Pascal became one of Miami Country Day School’s first “GATEmates,” an illustrious club of world travelers that has traversed the globe via personalized programs created and run solely by MCDS faculty and staff that truly speak to the school’s mission. In Pascal, as in hundreds of other Spartans, the spark for global discovery was ignited.

An X-Perience Like No Other

Learning happens everywhere. It is not confined to the four walls of the classroom, and Miami Country Day School has made this an essential component of its program for well over a decade, always pushing the boundaries and creating authentic programs for the global development of our students. Since 2011, X-Term, a curricular and ex-

periential program during the school year has been leading this philosophy and helping our Upper School students to see education re-imagined, to extend the reach of learning, and to promote passions – both known and those yet to be discovered.

The Lower School soon followed with the “Week of Possibilities,” during which every Lower School student ventured into unknown lands of discovery right here in our own backyard. On or off campus, domestic or abroad, the outcomes are always the same – an appreciation for what the world has to offer and how we, as global citizens, are a part of something greater.

A GATEway to the World

In the fall of 2013 and not satisfied with the status quo, I went to Madrid with the goal of designing a program from

scratch that would offer our students the chance to receive academic credit through unique courses designed and executed by our own stellar faculty. It’s very easy to contact a third-party provider, collect money, pay the company, fill out a few forms, and show up the day of the trip. Those cookie cutter programs are not the experience we wanted for our students. Thus, GATEway, or Global Access to Education, was born. We created a program that used majestic Madrid as our textbook and one that, through the personalized connections we made with locals, offered authentic and off-the-beaten path experiences not found in your typical teen tour offerings. In the years since the creation of X-Term and GATEway, hundreds of students like Pascal in our Upper and Middle schools have participated academic and culturally immersive programs in Madrid, Nice, Geneva, Milan, Dublin, London, Athens, Montréal, Québec, Panama City, San Juan, Buenos Aires, the Bahamas, Bermuda, the Galápagos,

Machu Picchu, Cartagena, South Africa, Honduras, Paris, Helsinki, Baja California, Lisbon, and Beijing. Blank pages on a passport have been filled with more than just a stamp. Wonder. Excitement. Cultural connections. Personal Growth. Independence. Our Spartan passport has literally changed lives – just like it did for Pascal, and countless others.

More than a trip. It’s an experience.

On the bus. Off the bus. 30 minutes in the Louvre. Chicken and French Fries in Paris. Toting a never unpacked suitcase from hotel to hotel. This is not Pascal’s experience, nor is it characteristic of any of our global programs. Instead, a GATEmate lives, unpacks, and experiences life from the eyes of a local. Because we design all our programs in-house, we are able to make connections and engage with the local community, to look for unique offerings not found in a catalog, to properly vet sites in advance for safety, and to ensure that we are

positive ambassadors of global citizenship. As a rising senior, Pascal lived in a university dorm in Madrid with his fellow GATEmates and chaperones, unpacked his suitcase for a month, was given the freedom to navigate the Madrid metro, learned how to do laundry, became an expert paella chef, interviewed the owner of the oldest restaurant in Spain, journaled and reflected on Spanish customs in the Retiro Park, and took courses taught by MCDS master teachers while using Madrid as his learning laboratory. Pascal received an introduction to college life on GATEway, so when he set off for Hamilton College a year later, he was already lightyears ahead of many of his peers in terms of independence. That is what GATEway does. It gives a student the wings to explore and the confidence to take risks. While under the watchful guidance of trained MCDS mentors and chaperones, our GATEmates learn what is like to live a culturally respectful and engaging life, not be told how to live while peering from afar.

Priceless Moments

Everything in life has a price tag, and travel is no exception. However, because programs like GATEway or X-Term are planned in-house by our trained faculty and staff, we are able to bring these life-changing experiences to our students at a fraction of the cost of those of most tour companies, and typically with more personalized and mission-driven experiences.

Through generous and visionary benefactors, we have been able to support students who may never have been able to consider such opportunities.

Through the dedication of our staff, memories and learning experiences are created that live long beyond the flight back home or even once they walk across the stage at graduation. In the summer of 2021, we created a “Portrait of a Global Citizen” to guide our

work. Among the many ideals that we value, we state that “A Global Citizen works to understand their role and responsibility in the world, accepts that their actions have an impact on the interconnected global community, and strives to embrace cultural norms by demonstrating resilience through discomfort.”

As X-Term enters its 15th year and GATEway turns 10, we are humbled by the collective journey that we have been on together, whether at home or abroad, and even through a global pandemic. Our commitment to global citizenship is real, ever evolving, and at the core of all we say and do.

A HOME FOR ALL: Belonging

In A Global Community

A mission is only a mission if you live it. Without action, a mission statement is just a collection of words with no meaning. When the leadership of Miami Country Day School gathered to update the school’s mission statement back in the fall of 2019, nobody could have predicted the global events that were about to come our way – a pandemic, deep political polarization, and increased cultural intolerance to name just a few. At the core of the new Miami Country Day School mission is the principle that we are educating our students to be the global citizens of tomorrow and, as such, it was incumbent on us to create a structure that would not only support the mission, but to be a model for others to follow. Meet Miami Country Day School’s Office for Global Initiatives, Equity & Belonging, or GIEB.

A trend among schools nowadays has been to bring programs related to global studies and diversity, equity, and inclusion (DEI) work under

one umbrella. The two are inextricably linked, for at their core is the notion that we are all part of one world, dependent upon each other, and better when we acknowledge “the other.” At no time was that more visible than during the global pandemic. Prior to 2019, MCDS’ work in the field of global studies and that of DEI was strong, but separate. The President and Head of School sought to bring the two under one umbrella and, thus, create the Office of GIEB in order to forward the overall mission of the school. At the same time, the school made the intentional decision of pivoting from inclusion to belonging. For us, belonging is the key to success in all areas. If someone does not feel that they belong, the chances of achieving one’s full potential are slim to none. Anyone can be included, but belonging is the goal for which we constantly strive. Our work toward developing the global citizens of tomorrow is paramount to the understanding that we belong only when we understand, uphold, and cele-

brate our global and multicultural community.

Miami Country Day School has become a leader in the field of GIEB work. As one of just under ten worldwide to be endorsed by the Global Education Benchmark Group for its commitment to developing high standards in global education and equity work, MCDS’ programs have served as a model for others to emulate. Whether through its unique and personalized study abroad programs or its advocacy for identity and cultural celebration, MCDS has proven that it is a leader in work that has become increasingly more difficult over the years. In the Upper School, the work is driven by eleven student-led advocacy groups whose mission is to educate on topics such as race, gender, sexual orientation, religion, cognitive and socioeconomic differences, and cultural identity.

CAUSE (Creating Awareness, Understanding, and Social Equity) is composed of student leaders who tirelessly dedi-

cate themselves to creating programming that is both age appropriate and engaging, never shying away from topics that ask us all to think critically – the goal that any school should have at its forefront. In the Middle School, students are introduced to advocacy in a myriad of ways as they begin to see themselves as young adults with a complex world at their doorstep. A newly formed group, MPOWER, continues to evolve to be the student leadership in this work, much like their counterpart in the Upper School. And in the Lower School, diversity and cultural uniqueness are woven into every aspect of the curriculum in ways that make sense to every age group. Every grade level, from PK3-12, is guided by a different theme that, together, make up what we call our “DNA of Global Citizenship.” It is in our DNA. It is who we are. Under the umbrella of GIEB, we are empowering our students to be their authentic selves, to celebrate the differences that make us unique, and to honor the bonds that make us one

community, every day, everywhere, as developing Global Citizens.

The work is difficult. It is messy. It requires thick skin and vulnerability. While our student leaders are strong and have loud and brave voices, they need faculty and staff mentors to help them navigate these tough issues. MCDS has not only committed to creating the organizational structure to forward this work, but also the resources to help us get there. MCDS is one of only two schools in South Florida to be certified a SEED (Seeking Educational Equity and Diversity) School and has a handful of trainers on staff who have been trained as facilitators for yearlong workshops. Every December, members of our student body attend the Student Diversity Leadership Conference alongside their teachers and staff who simultaneously attend the People of Color Conference, both sponsored by the National Association of Independent Schools. Recognizing that not one size fits all

when it comes to professional development, all faculty and staff members take a series of microcourses on topics of their choosing in the area of diversity, equity, and belonging in order to grow in ways that they see most appropriate for their field and knowledge. Opportunities exist for board members and parents, as well, through a variety of committees and adhoc work, as MCDS continually values the power of partnership with all members of our community, big and small, old and young.

At the end of the day, it is crucial that work is supported –philosophically, structurally, and financially – so that the mission of Miami Country Day School is a living and breathing entity that becomes part of every member of our community in a way that makes sense and meets them where they are. Through this philosophy and common understanding, we all strive to live the 5 core values of a Miami Country Day School education: honor, respect, wisdom, compassion, and purpose.

The GLOBAL STUDIES DIPLOMA ENDORSEMENT

A Personalized Education Journey

One day, Isabel walked into my office and said, “I’d like to pursue the Global Studies Diploma Endorsement.” As I do with every potential GSDE candidate, I responded, “OK, tell me more. Tell me about your passions, who you are, and why you’re interested in taking on an academic journey filled with independent research and critical thinking.” Isa responded, “I think it fits in with who I am, being a Venezuelan-American with Italian roots, growing up in Miami, and a budding architect.” When I invited Isa to expand, I never imagined the academic journey and culminating project she would defend in front of a panel of educators one year later.

We developed the Global Studies Diploma Endorsement in the spring of 2019 as a way of creating a pathway for our most driven students who were seeking a way to, essentially, major in global studies and go above and beyond traditional graduation requirements. Students choose to be a part of the program not to enhance their GPA or gain academic recognition. Instead, they seek to find a way to explore in depth a global passion, to make cultural connections, and to make hypotheses and reflections based upon several years’ worth of globally-focused pursuits. When they present their Mastery Exhibition at the end of their journey, we only see the proverbial tip of the iceberg. However, the journey that they have gone through to get there lies beneath the surface and that evolution is what, in my mind, creates a scholar ready to tackle the challenges of life beyond Miami Country Day School. Topics have touched on everything from global fisheries and their contribution to local economies to an art exhibition on the global marketing of tobacco products, and everything in between. Most importantly, the students take any passion they have and find ways to think outside the box in order to find a global connection. It’s personalized and relevant learning at its best.

Isa’s passion was architecture, but she was also a fierce advocate for human rights. She recognized her privilege and, more importantly, her responsibility to do something with it. Therefore, when I asked her how she envisioned combining her two passions into her global project, she had a clear mission. While participating in MCDS’ GATEway summer program in Milan during the summer of 2019, Isa noticed the pride the city felt about its newly developed neighborhoods. Unlike the rest of Italy, Milan is a juxtaposition of the old and the new, of centuries-old construction standing side-byside shiny new skyscrapers. Architects have won environmental and design awards and the city of Milan will undoubtedly be highlighting this forward-thinking approach as they prepare to host the 2026 Winter Olympics. But Isa had a different perspective. For her, all the glitz and shine surely displaced those who could previously afford to live in this area not too far from the city center. As a child, with family connections in the region, Isa had visited the city often, but now she was looking at it with a new and more discerning eye. At that moment, her essential question was born: “Who defines progress? If so many people have been displaced in favor of this gentrified area, can we truly call that progress?” Isa then made more connections with Miami’s own neighborhoods of Wynwood, Overtown, and the Design District, while also making comparisons with New York City’s High Line. In her analysis of the development of three different global cities, Isa saw how “advancement” outweighed the human side and housing affordability. She wondered if the two had to be mutually exclusive and, more importantly, how she could make a greater impact in her future career. For Isa, it became a way to marry her love of architecture with her passion for helping others, and her ultimate presentation of the topic, entitled “Who defines progress? Architecture and Community Development in Milan, Miami, and Manhattan” rivaled any post-graduate thesis defense. Today, Isa is studying architecture at Barnard College in New York, and we look forward to the day when she uses her many talents and compassion for others to, literally, build a better tomorrow.

FUTURE FORWARD

Design and Implement the MCDS “Student Journey” to Align to Core Values and Vision, with a Scope and Sequence PK3-12

Strengthen the Spartan Community for Students and Adults 1 2 3

Create the “MCDS Hub” to Focus on Innovation, Leadership, and Entrepreneurship

STRATEGIC PLAN UPDATE

by Shana Lindsey, Director, Lower School & Strategic Initiatives

In December 2020, the Board of Trustees of Miami Country Day School approved the Spartan Strategic Plan comprising five strategic commitments. These commitments serve as guiding principles aimed at fortifying our school community and supporting our faculty and staff. The journey outlined in our Spartan Strategic Plan reflects our commitment to educational excellence and unwavering dedication to nurturing an innovative community at Miami Country Day School. Through strategic partnerships, investments in professional development, a steadfast focus on student well-being, and innovative academic pathways, we have embarked on a path of continuous growth and transformation.

The success of every student’s daily educational experience depends on the dedication of fantastic faculty. The Strategic Plan has been instrumental in strengthening talent and leadership support for our faculty members; with the goal of ensuring both retention and support for the career and leadership goals of our faculty and staff. Recognizing their pivotal role in designing the student learning journey, we have allocated significant resources to comprehensive and ongoing professional development, focusing on cutting-edge pedagogy, interdisciplinary programming, and global citizenship.

4

Strengthen Leadership and Talent as the Most Important Assets for Successful Culture

Advance the Profile and Value Proposition of MCDS as a “Country Day School” through Effective Institutional Engagement, Communications, and Marketing 5

In 2023, Miami Country Day initiated a partnership with The Center for Transformational Teaching and Learning (CTTL), thereby becoming South Florida’s only partner school. CTTL’s mission resonates with our commitment to implementing research-based neurodevelopmental instruction that leads to increased student achievement and engagement. In our first year, we had over 20 MCDS faculty and administration participate in the summer workshop series hosted on MCDS campus. Students are using metacognitive language and are feeling more empowered to take ownership for their learning process. This can be most easily seen in the newly launched in “Habits for Academic Success”- a required course for all Middle School students.

Students’ success and well-being are at the heart of all our strategic initiatives. Two years ago, MCDS launched the Center for Success and Well-Being (CASW), led by Director Marra Smith. This initiative brought together the collective expertise of our counseling and learning specialists. We have since added seven learning specialists to the team. The collaboration between learning specialists and faculty has resulted in increased student achievement, engagement across the curriculum, and overall well-being.

Educational research continues to underscore the importance of students having a strong sense of belonging in their community. We continue to strengthen the Spartan community for students

and adults by developing teacher leaders through the nationally recognized SEED program, the Multicultural Leadership Institute, and the NAIS Diversity Leadership Institute. Faculty work together to enrich advisory, community time, and Responsive Classroom programming for social-emotional learning, belonging, and character development.

As we have grown more connected as a Spartan community, we also have expanded our connections across the globe through our signature Gateway, X-Term, and Mission experiences. Miami Country Day is one of only ten schools accredited with the prestigious Global Standards Endorsement by the Global Educators Benchmark Group. As the Officer of GIEB, Glen Turf shared, “This accreditation sets Miami Country Day School apart from its peers in the field of global education and demonstrates the commitment we have toward helping our students to become global citizens, as well as to ensuring access and equity to a variety of globally minded programs.”

Miami Country Day continues to be known for its focus on innovation, leadership, and entrepreneurship, with ample opportunities for partnerships within the vibrant city of Miami. Over the past two years, Nima Rouhanifard, Director of Middle School and External Partnerships, has forged two significant partnerships. The first involves launching a shared speaker series with Faena Rose exemplified by inspiring topics that range from the entrepreneurial spirit of Gary Vaynerchuk to the parenting wisdom of Dr. Aliza Pressman.

Our second partnership, with the University of Miami, School of Education and Human Development, offers pathways to Masters and Doctoral Degrees for current MCDS faculty. This faculty-focused initiative provides substantial financial support for teachers committed to remaining a part of our teaching community for three years following the completion of their degree program. Supporting our faculty in their higher education and career goals is a commitment that truly strengthens our leadership and talent now and into the future. This investment in faculty has already led to significant career advancements for eight faculty members across the school in strategic leadership positions.

Our future-forward approach to education has resulted in the development of new STEM programming from lower school to upper school. Over the past four years, we have witnessed the launch of the Impact Studio, which is elevating project-based learning for Upper School students and teaches students to see the city of

Miami as an extension of our campus. The expansion of the Garner Center for Innovation programming, led by Director Tracey Haswell, has introduced competitive Lego Robotics in both Lower School and Middle School, expanded after school coding, 3-D printing, and robotics workshops, all while providing opportunities for students to explore and lead in innovative ways as they grow through the Upper School.

Our strategic commitment to deepen the student learning journey has provided students with opportunities to specialize in areas of academic strength, talent, and interest. Since the launch of the Strategic Plan, Miami Country Day has graduated its inaugural class of students who have received a special diploma endorsement in the areas of Arts, Impact Studio, and Global Studies. These endorsements recognize the exceptional efforts of students who go above and beyond in their academic pursuits.

As we look ahead to the future of Miami Country Day School, we will continue our commitment to putting students at the center of all we do and say. Reflection on the achievements of the Strategic Plan remind us of the profound impact that our collective efforts can have on our Spartan community. Each achievement paves the way for us to reach even higher in the realization of our mission promise. Together, we will continue to cultivate a culture where every individual feels valued and inspired to reach their fullest potential. Together, we will continue to lead the way in shaping the future of education and empowering generations of learners to make a difference in our global community by embracing innovation, fostering leadership, and championing entrepreneurship. The Spartan Strategic Plan is built around giving our students the skills and mindset needed to thrive in an ever-changing world with integrity, compassion, and wisdom.

MASTER PLAN CAMPUS UPDATE

by Timothy S. Walsh, Chief Operating Officer

The core of the school’s strategic plan are the commitments to meeting our vision and mission. It is our vision to be a global PreK to 12 school community where excellence in values-based, purposeful, and experiential learning happens for every student, every day, everywhere. To meet this lofty vision, we need to ensure our facilities enhance the curriculum by redefining classrooms and study space. Our current facilities, while beautiful, will not allow us to meet this vision. As the school celebrates its 85th anniversary, plans have begun on the next phase of buildings. The first 85 years have been marked by visionaries who were able to develop a plan to take the school to the next level. Today is no different. The process is exhaustive but the rewards are significant. These facilities will not only enable faculty and students to engage in collaborative learning, they will continue to attract the finest students in southeast Florida and beyond.

The process was governed by a Steering Committee of the Board of Trustees along with several presentations to the Trustees to keep them apprised of the progress. In January of 2023, Mariandl Hufford, our President and Head of School, presented the plan at her State of the School Address. Excitement by all was high and we all knew that we were on the right track. The next several months fine tuned the plan. This was done with an eye on keeping the separation of the three divisions and maximizing open space throughout the campus.

In order to put new buildings on our campus, we have to start with a concept. During the summer of 2022, the school engaged in a request for proposal process (RFP) with six well-known and respected architectural firms to generate their vision of a new campus on our 21 acres. In the end, we awarded Philadelphia based WRT Design (WRT), the opportunity to create the campus of the future. The creation of this process is called a campus master plan. WRT was chosen for their work at other schools throughout the country, their unique designs, and ability to take input from school constituents and put them on paper. We also wanted them to look at the campus from a fresh perspective. All these objectives were met.

The previous campus master plan was completed in 2014 when the Center for the Performing Arts was constructed. The campus master plan is the culmination of hundreds of hours of interviews, discussions, review of codes and approvals. Students of all ages, faculty and staff had input throughout the school year to their individual and collective vision of the plan. Though creative, the installation of a roller coaster didn’t make the final design!

With the approval of the campus master plan by the Board of Trustees in May, the school is able to move forward in preparing construction documents for the Upper School, Athletic Center and the Abess Environmental Center. Drawings will be developed; zoning issues addressed; classroom design finalized and the county approvals begun. Construction of the Athletic Center will begin this summer as the core design was approved with the school’s last entitlement in 2014. We hope to start construction of the new Upper School in 2025. We are currently working on increasing the school’s enrollment capacity to 1,502 through our current entitlement request.

We are excited about this plan and all it will do for the campus. Within the next four years, we hope to have a new Upper School, Athletic Center, new cafeteria, new environmental center along with other renovations throughout campus. It is an exciting time to be a Spartan!

ALUMNI

The Clancys

Miami Country Day School has been home to the Clancy family for over three decades. The names, Conor, Cole and Columbia Clancy, their father Sean, and mother Dina Cellini, are synonymous with Spartan Pride. They are a part of the fabric of Country Day and a part of the school’s history. As scholars, athletes and musicians, Conor ’04 and Columbia ‘11, and their brother Cole, a staff member since 2011, have each made an indelible mark on the school community. At the same time, Country Day has played an important role in each of their lives.

Conor and Columbia are “lifers” starting their 13-year Country Day journey in Kindergarten. Conor spent many long hours fine tuning his passion for music under the tutelage of Mr. Wicker, from Early Bird Orchestra to jazz band, advanced strings, and Advanced Placement Music Theory. Mr. Wicker’s music room provided a place of solace during the intense moments of Conor’s junior and senior years. “It was a fun place to relax and relieve stress.”

To this day Conor reflects on his special relationship with Mr. Wicker, “He looked out for us and many fond memories were created in his music room; the opportunity to compete and receive Superior ratings at States with advanced strings and the orchestra is an experience that I will always cherish. It helped reinforce what results can be achieved with hard work and cooperation”.

True to the school’s mission, Conor explored all aspects of programming provided by the school and lived the whole child philosophy as a scholar, musician and athlete. Conor also showed his Spartan Pride on the field as captain of the baseball, basketball and football teams, and with a short running stint on the cross country team. Balancing these extracurricular activities with a rigorous academic schedule laid the foundation that served Conor well throughout his collegiate and professional careers.

The Clancys

The opportunity to engage in advanced academic programs while also being a part of music groups and athletic teams helped me learn how to handle complex issues all at once, to learn and understand the need to work efficiently and prioritize workload. These are invaluable skills I learned at Miami Country Day and it made my transition to college and beyond much smoother.

“ ”

After Country Day, Conor studied at Amherst College where he was a member of the baseball team and the orchestra. After graduation, he entered the world of finance and is now a Vice President at Morgan Stanley. Conor credits his professional success to the skill sets he developed at Country Day. “I had the opportunity to work closely with faculty members and students and we had a voice. This taught me how to work with other stakeholders to build relationships and be my own advocate. Through the music program I learned how every piece of music has multiple parts and only when those members work together in harmony does the music come alive.

Collaboration remains foundational in my life and continues to support my professional work. The breadth of opportunities I had at the school gave me the desire to be well-rounded in life, which manifests through the whole child philosophy.”

As a busy professional, Conor still finds time to give back to his alma mater as a member of the Alumni Board. “Miami Country Day taught me about the power of a few. I did not have a huge graduating class, but when you see someone who graduated from MCDS you have an instant connection, when you reminisce about a teacher no explanation is necessary, that person knows and understands the magic that is the MCDS experience. In addition, professional networking has been absolutely top flight.”

Conor enjoys seeing the evolution of the campus. “The state-ofthe-art facilities highlighted by the ‘crown jewel,’ the Center for the Arts, provides students with opportunities that I am eager to participate in and support as an alumnus,” he said. “My family and I had the opportunity to attend the opening night of the Center for the Arts where we marveled at the evolution of the school, and we were filled with great pride and excitement about the future. Conor remarked, “The excellence of the last decade of the Spartans is exciting, the trajectory of academics and athletics and our rise to national prominence is certainly not surprising, and very gratifying.”

Columbia feels the same Spartan Pride as an alumna and talks about how exciting it has been to watch the exponential growth at Country Day. She shared, “I never thought I would be at Madison Square Garden in NYC watching the Lady Spartans compete and win a National basketball Championship or perform with the orchestra at Carnegie Hall, and in the last few years I did both!”

While reflecting on her own time at Country Day, Columbia said when she thinks of MCDS she always thinks of Carolyn Dorn, a teacher for the ages who shaped the lives of generations of students. Columbia shared, “Mrs. Dorn’s 9th grade English class was a rite of passage. Her energy and enthusiasm developed within me a lifelong love for the literary classics and learning. Mrs. Dorn was also my Silver Knight coordinator, so every time we see each other I’m reminded of wonderful memories.”

As a student, Columbia also wholeheartedly embraced the whole child philosophy. Columbia began her leadership path while serving on the Student Council, which was no easy feat for a three sport athlete who ran cross country, played softball and basketball. From Kindergarten through graduation, she was also involved in the Early Bird Orchestra where she played the cello. All the while Columbia maintained a stellar and diverse academic profile as evidenced by her being named the 2011 Silver Knight in Mathematics, which recognized her exemplary academics and service, and it is the highest award a student in South Florida can receive.

Columbia’s diverse high school portfolio has served her well throughout the years. “The class sizes at MCDS allowed me to develop long standing relationships with both students and faculty. This, along with the breadth of philanthropic opportunities the school offered, instilled in me a desire to get involved in my community.” Throughout college and beyond Columbia was drawn to organizations that felt like family and where she could get to know her colleagues and administration the way in which she had at MCDS. She felt more than prepared for college, and like her brother Conor, earned a spot at Amherst College.

After working in New York City for five years, Columbia returned to Miami in 2020. She visits campus frequently and notes, “Being on campus always feels like coming home –MCDS was and is my home away from home. I spent 13 years here, and while the campus looks different and the physical plant has improved in dramatic ways, that sentiment will never change.”

In fact, Columbia shared that one of her favorite moments on campus as a graduate happened recently when Maria from Sage Dining Services, who prepared her lunch over a decade ago and is still a fixture in our cafeteria, rushed over to hug her at an alumni event. For Columbia, this extraordinary moment was another reminder that other than the house she grew up in, “Country Day is the place that feels most like home.”

The foundation Columbia built at MCDS still supports her through her professional career as a communications consultant with FGS Global. She relies on the writing skills Mrs. Dorn taught her to provide counsel to companies dealing with a crisis or another significant transition. Columbia continues to use her talents to make a difference on our campus and throughout the world.

Columbia and Conor are MCDS graduates, but the family affair does not end there. Their brother Cole, who has autism, graduated from Michael Krop High School and joined the MCDS staff in 2011. Cole’s love for and mastery of organization brought him first to the MCDS mailroom where he enjoyed helping to ensure every department at the school received pertinent information and ran smoothly. Cole quickly mastered the skill set necessary to perform his job with ease and has ventured into many aspects of the MCDS organizational structure. From helping with the physical plant to acting as an unofficial greeter to all who visit campus, Cole is a true ray of sunshine and a beloved member of the MCDS family. His infectious smile brightens the day for everyone on campus and his friend and colleague, Sean Hill, shared that,

“Cole

has the unique ability to always smile and laugh and bring a smile and laughter to everyone who he comes in contact with, no matter what is going on in the world. It is an honor and pleasure to have Cole in our community and for me, personally, to spend every morning with him.

”

Cole’s energy and enthusiasm are on display five days a week and MCDS has become a place of comfort and familiarity for Cole, much in the same way it has for his brother and sister. Conor and Columbia shared that, consistently for more than a decade, every two weeks when Cole receives his paycheck there is a celebration of Spartan Pride, a sense of satisfaction for a job well done and a sense of belonging and family.

The three Clancy children are a part of the school’s past, present, and future, and again, the family ties do not end there. Their father, Sean, and mother, Dina, were influenced by the role MCDS played in their children’s lives, and true to the Spartan spirit, they too were called to action.

Dina and Sean were ever present for decades at classroom activities, athletic competitions, and music recitals.

The MCDS mission inspired the entire family and Sean became very involved with and led the school’s development and fundraising. It is because of his leadership that Country Day’s largest campaign efforts to date resulted in the Franco Center for Learning Resources, the Koch Family Athletic Complex, and the Center for the Arts. The results of those campaigns include the special astroturf field and improved athletic facilities complete with lighting that allows for evening use and night games. Dina and Sean cared deeply about the school because their children were enrolled there but they quickly developed their own relationships with the faculty and coaches. Sean became a member of the Board of Trustees in 2011 where his colleagues have shared that “friendraising is his superpower.” Those who have worked with him have commented that,

The Clancys

Sean has a phenomenal ability to connect with people, to understand what motivates them and connect them with stakeholders at the school. Sean has been the shepherd of countless ideas and turned them into completed tasks and has been a moving force in the transformation of the Miami Country Day campus.

“ ”

For the Clancy Family, Miami Country Day continues to be a home, a respite, a source of pride and belonging. They personify the Spartans through and through and our school is better because they are a part of the school community. Thank you for your never-ending commitment to ensure that Country Day thrives as a leader in the independent school world.

Isaac Brown ‘23

Applying for College

One of the first things I learned about the college process was not to put all of my eggs in one basket, in other words, applying for different kinds of schools. Applying only to elite colleges might result in not getting in anywhere; applying only to schools where students with my profile tended to be accepted might result in expensive acceptances. I chose the middle course and applied to several of each (even when my college counselor said the amount was ridiculous; thank you for your patience, Mr. Spatig!).

I did not begin the admissions process as a senior or even second-semester junior. Instead, I started with applications to programs and extracurricular involvements throughout my earlier years. I have my parents to thank for encouraging me to seek further challenges in education; they sparked my hunger to learn new things and think outside the box early on in my life. When they signed me up for the IMACS program, I was in elementary school and initially saw it as a chore. However, as Terry Kaufman (founder of IMACS) intended, I began to associate learning with fun. The better I did in my classes, the more puzzles and toys I could ‘buy’ from the classroom. I came to enjoy learning, especially when the going was tough. That’s why one of the best things about going further into STEM was the thrill of it!

I enjoyed taking new classes, asking questions, investigating further into concepts I learned each week, and going down the rabbit holes of academia. Yes, I was tricked into enjoying school; it was the best thing that ever happened

to me.

Throughout these experiences, my independence and various interests grew, especially around logic and mathematics. The summer before 9th grade, I took the SAT, went to a Johns Hopkins CTY summer program in Pennsylvania, and continued taking courses through CTY and Stanford OHS during high school for placement or

enrichment. I stayed involved in math and robotics competitions, along with Model UN, through middle school and high school. I also completed two online STEM programs in the second half of 2022, one through MIT’s MITES program and the other through Stanford iGEM. Applying to honor societies at school was another way to practice the self-presentation skills I had to use on the Common Application too.

All of these experiences led to an application that told colleges, “Here is a student who enjoys STEM fields!” As early as middle school, I met kids like me who loved to learn at MCDS and beyond; when taking a writing course in CTY, I was moved by the creativity and inspiration my peers brought to class. Imagine my surprise when I met one of them at Harvard during visit day for admitted students!

I also joined Joshua’s Heart, a youth-led anti-hunger organization based in Miami-Dade County for which I joined the junior board. I got involved with YPOD, SOCA, and CAUSE as a student leader on issues of diversity and belonging, and was able to help lead community time events on Black History Month and Haitian Flag Day.

All of these were activities listed in CommonApp, some of which I also wrote short essays about. For the personal statement, I used a favorite TV show (Dragon Ball Grand Tour) to tell my story as a student. I shared that essay with several trusted readers, including Mr. Spatig, my parents, and, thankfully, some of the students and leaders from my summer program. Their feedback helped me figure out best to showcase what I wanted colleges to understand about me. There were many college-specific essays to write, although sometimes I could repurpose related pieces from other applications if they fit well enough. Researching different programs was a meaningful and enjoyable way to learn more about opportunities at each college as well.

Around January and February, some interview invitations came my way, and I met with alumni from various colleges online or by phone. This process was a lot of fun once I got used to it, since the various alumni had incredible stories and advice to share, and there were some amusing tangents that we went on. Some were young professionals, while others were older adults who experienced the tumult of college in the 1960s. This process also helped prepare me for the scholarship interviews I would later do.

Along the way, my parents reassured me that they would be proud of me no matter where I went. Just getting through the college application process while keeping up with classes is a victory, and a person’s self-worth is always more important than a polite rejection email. Both uncertainty and rejection are part of the college process, but celebration is too!

Now that I have been at Harvard for a little over a semester, I have found it to be everything I had hoped for (except maybe weather-wise!). I am taking an interdisciplinary STEM course called Life Sciences 50 all year long, which meets every weekday, in addition to meetings for sections and labs, and it has been an amazing introduction to Harvard’s scientific resources, providing deeper dives into concepts I began learning about at Country Day in classes like AP Bio with Mr. Konen, and opportunities for research like the yeast genetics experiments I collaborated on and wrote about with my small group this past semester. My other coursework has included engaging humanities seminars on student activism and the history of Nazi anatomists, as well as challenging computer science and linear algebra classes. While it’s been a busy year so far, I love the ability college is giving me to learn and explore new topics, and look forward to my internship this summer with Amazon.

Kenneth Barrett ‘23

Had someone told me at the beginning of my Freshman year that I would be applying to 25 Universities and writing well over 100 essays, I sure I would have laughed heartily-but during sophomore and junior years as I became more focused on pursuing medicine-and specifically joint University and Medical School BS/MD Programs, I realized that I had my work cut out for me, and would have to develop, and follow a plan to achieve my goal of getting into one of these highly selective programs.

Miami Country Day School prepares its students to excel in college beginning with the strong relationships formed with the College counselors and Professors, the Academic offerings, and the various athletic, arts and club activities available. Maintaining high academic performance was always my main focus; having great teachers who brought the courses to life in the classroom, and were available when needed after class to clarify any questions, made learning interesting and fun, which contributed to my study habits and academic success.

When it came time to apply to colleges, I felt confident in knowing that I had done everything in my power to be prepared for the application process. One of the most important learnings for me, and one that I have tried to convey to my underclassmen friends, is the importance of long-term thinking and planning to ensure you achieve your goals!

In addition to academics, extracurriculars played an important role as well. After coming in from middle school, I continued with many of my extracurriculars, becoming involved in varsity swimming, and varsity water polo, and continuing my involvement in the contemporary music ensemble, as well as the student government. I came to understand the importance of narrowing down my involvement in additional clubs to better focus on being fully committed and to seek leadership positions, rather than just being in a club where I could not be as involved. I’ve been fortunate to have been elect-

ed each year to the student government, serving as student body vice president in my junior year and student body president in my senior year. In athletics, I served as Captain for both the Water Polo and Swimming Teams. This focus is prevalent in all my activities; everything that I’m involved in is something that I am genuinely passionate about. It is that passion and drive that has allowed me to have such great experiences in these activities, which I was then able to reflect upon when writing application essays.

One of the things I have appreciated about MCDS is the ability to propose new clubs and have them be reviewed for acceptance and implementation for the student body. Since my interest was to enter the medical field and knowing that there were other students also interested in health care, but no clubs which focused on such, I worked with Administration, and Mr. Konen who became our sponsor, to co-found a chapter of HOSA (Future Health Professionals) on campus.

I knew going into that summer that a big focus was going to be preparing for the college application process. I was particularly interested in combined medical programs, commonly known as BSMD programs. In these programs, you are accepted to the university and guaranteed a spot in that university’s medical schoolsome contingent upon certain MCAT score requirements, and the most highly selective programs grant the spot solely based on maintaining good academic standing. These programs are highly competitive and offer between 5 and 20 spots per freshman class. This is why I had to apply to so many institutions, as the likelihood of getting into one of these programs was very slim.

As such, I knew I had my work cut out for me to be a competitive candidate. I started shadowing physicians each summer and took a two week sports medicine course with Wake Forest University and a two week Neuroscience course with Tulane. As I had already earned the Eagle Scout Rank during my Freshman year, I looked to become involved in other civic activities as well. I was nominated, and selected as a Junior to be a Delegate to the Florida Boys State Program held annually in Tallahassee which gave me great insight to how our state and local government works.

While the test-optional policy for colleges was mostly still in effect, the programs to which I was applying did not offer this option and required strong results to be a competitive candidate. As such, I put a lot of effort into studying for this, as it could serve as a great scholarship opportunity and a notable distinction on my application. Fast-forwarding to a year later, when the results came out, I was fortunate to have been selected as a National Merit Semifinalist, then as a Finalist, and finally as a Scholar. I have received scholarship money for those efforts.

One of the differentiating factors of applying to the BS/MD programs vs the regular University programs is that these programs do not have an Early Decision (ED) option—as such, the process is much longer. Final decisions and interviews didn’t come out until mid to late April of this year. One crucial aspect for me was maintaining motivation. While many of my friends submitted their ED applications and were accepted, and the rest of my friends mostly

finished their applications by January or February, I was still deeply immersed in the application process well into March and April. Interviews and college visits became major parts of my senior year.

I found the college application process relies on forward thinking and planning. Many of the efforts put into the process may not provide results until much later. When I was applying to many of the universities, I was initially hesitant to also take the time to apply for their dedicated scholarships (more essays!), as I wasn’t sure if I would be accepted to the program. However, I am now happy that I applied for those scholarships as I did receive many awards, including full tuition scholarship offers.

I had to sacrifice some of my quality of life and the enjoyment of my senior year. While my friends were savoring their remaining time in senior year, I was still consumed by the application process. However, it’s a decision I don’t regret. I was fortunate to be accepted into one of the most highly selective BSMD programs at Case Western Reserve University in Cleveland, Ohio. In this program, I have a guaranteed spot in their medical school, which ranks among the top 25 in the country, without needing to take the MCAT (the medical school entrance exam). I chose this program over other amazing undergraduate institutions, turning down spots at Duke, Rice, Brown, Tulane and UM, but have a guaranteed spot in Medical School without having to go through the arduous application and interview process, or having to take the MCAT. Although many of my friends, even now, think I’m crazy, I stand by my decision, and since completing all of the application process, have been able to fully enjoy the latter half of my senior year! The sacrifices and results were all worth the effort!

At the end of the day, the college application process is akin to marketing a product. However, instead of marketing a product, you are marketing yourself. For those aiming to market themselves to highly selective institutions and programs, the process must begin right from the start of high school. Planning is what allowed me to progress as far as I did. If I hadn’t focused on my grades and extracurriculars from the beginning of high school, I wouldn’t have

achieved what I have. If I hadn’t taken the ACT and excelled in it during my junior year, I would have had to sacrifice time dedicated to studying for other subjects, which likely played a role in pushing me across the finish line. If I hadn’t planned my summers strategically, shadowed physicians, and engaged in activities that I could write essays about and discuss in interviews, I might not have reached the position I find myself in today.

It’s difficult to pinpoint exactly why I was chosen for one of the 20 spots at Case Western. That’s the reality of the college application process—much of it is unpredictable. Out of thousands of applicants, I was selected as one of 20 students across the country for this program. While I’ll never know for certain what set me apart from the others, I do know that through planning and hard work, and the support I received throughout my MCDS career, set me up to position myself for success.

SPARTAN CLASS NOTES

Celebrating Our Alums!

Kashif Fulton ‘11

Congratulations to Kashif who was recently named Vice President at Orchestra. Kashif focuses on data and solutions-driven business strategy and operations and has experience with leading cross-functional initiatives and executive teams to business and operational success.

Ilana Savdie ‘04

Congratulations to Ilana on having her own art exhibit

“Radical Contractions” featured at the Whitney Museum in New York in July 2023. The Whitney is one of the most-visited art museums in the world and the 10th most-visited art museum in the United States. Ilana is a graduate of Rhode Island School of Design (RISD).

Stephanie Ragheb ‘07 and David Batcheller ‘07

Logan Agustin Batcheller was born weighing 6 lbs. 9 oz. at 9:35pm on April 26th. Everyone is doing well! David is a MCDS Middle School STEM teacher and Cross Country Coach and Stephanie is the Head Coach of the Girls Water Polo team.

Rebekah Shoaf ‘96

Rebekah released her first book, “Educating with Passion and Purpose: Keep the Fire Going without Burning Out.” It was co-written by her friend and colleague Meredith Matson and is a book for Educators & Leaders alike.

Vaughn Edelson ‘03 Vaughn received two Master’s degrees; Master of Public Health and Master of Public Administration from the University of Miami on May 11, 2023.

Ellie’s Army Walk

Country Day is a proud sponsor for the @elliesarmyfoundation and participates in their annual 5k walk. This year it took place on Sunday, February 27 in Aventura. Ellie’s Army Foundation was created in memory of alumna, Ellie Levy ’09, and assists children and young adults battling critical illnesses. Thank you to Matthew Giovannucci ’27, Bill Giovannucci, John Davies, Frank, Roxanne Davies, Georgee Kluck, Sheryl Piper, Stacey Levy, Christine Chancy ’08, Marilyn Greenfield, Nora Pardave, Harrison C. Davies ’09, Everett Levy ’16, Brian Levy and other members of the MCDS community for supporting such a great cause!

Zero Bond Event

Miami Country Day School alumni and incoming MCDS parents gathered in New York City at Zero Bond on May 3, 2023. Faculty, staff, and special guests included Mariandl Hufford, Carolyn Dorn, Carroll Kelly, Ingrid Palmisano, Scott Tomlinson, and Christine Chancy ‘08 were in attendance reconnecting with alumns and welcoming our newest Spartan families. Here are a few picture from this fun event!

CAMPUS VISITS

Here are a few snapshots of some Spartan Alumni who stopped by campus!

Robert (Bob) Quimby ‘58

Ibrahim Famouke Doumbia ‘17

LeLe Pons ‘15

Kate Creeden Neckel ‘94

Jed Fluxman ‘07

The Chaplins: Mark ‘12, Jennifer ‘09, and David ‘06

Tiffany Kontoyiannis Guillen ‘12

L. Robert Kay ‘60

What do these 5 Alumni have in common?

All five MCDS alumni are furthering their education by pursuing portgraduate studies at Harvard University. These Spartans are continuing to nurture and expand their learning journey beyond their experiences at MCDS.

Bradley Jean Baptiste ‘11

Harvard Business School Program, MBA Class of 2020

Larissa Liburd ‘10

Harvard Business School Program, MBA Class of 2023

Moshe Libbin ‘11

Harvard Business School Program, MBA Class of 2021

Craig Green ‘93 Program for Leadership Development, Class of XX

Cam Murphy ‘06

Harvard University Owner/ President Management Program. This professional development program is designed for business owners and leaders who are seeking to take their organizations to the next level. Upon graduation he will receive his Executive MBA.

the DATE

HOMECOMING

&

OCTOBER 18–19, 2024

REUNION WEEKEND

The Homecoming Footbal Game & Toast to Friendship Tailgate will take place on Friday, October 18 at MCDS for all alumni.

MCDS is excited to be honoring the following Classes on Saturday, October 19: 1984, 1994, 2004, and 2014.

Note

We’re aware that many MCDS alumni pursue further education at various institutions. If you or someone you know is continuing their journey and would like to share their story, please scan QR code or email us at: alumni@miamicountryday.org

CELEBRATION OF LIFE

In Memoriam

Alyson was a lifelong devoted Miami Hurricanes fan, after earning both her undergraduate and law degrees from the University of Miami. Alyson’s career began as a lawyer, however she found her true passion ten years ago when she began teaching Middle School at Miami Country Day School. Alyson truly cherished the opportunity to connect with her students every day and not just teach them about American history, but also help them along their journey into becoming young adults. Future leaders. Alyson infused her passion for community service into her classroom lessons and every child that passed through her doors left with an understanding of what it means to be a global citizen and the responsibility we all carry to leave our community stronger and better than how we found it. Alyson’s infectious smile, tender heart and devotion to community service made the world a better place.

Charly, lovingly known by alumni as “Bear” created and founded Miami Country Day School’s Comprehensive Outdoor Education Program (COEP) that has been a part of the educational journey for hundreds of students over the years. Charly started his career at Country Day as a Middle School Social Studies teacher. He created COEP, the experiential outdoor adventure based program in 2000.

Charly grew up in St. Louis, and served with distinction in the US Army in Vietnam and Germany as a scout-dog handler, being honorably discharged in 1970. Charly’s passion for history, politics, sports (MSU Bulldogs, St Louis Cardinals) and the outdoors was only eclipsed by devotion to family. Traveling with Peggy, his wife of 50 years, camping with his children and grandchildren, or visiting with his large extended family were great joys. Open-hearted, gregarious, kind and friendly, Charly impacted everyone around him. He will remain unforgettable.

Alyson Greenfield ‘93 (1975 – 2022)

Charlie (Charly) Bates (1948 – 2023)

Dr. Lawrence (Larry) Stanfill (1936 – 2023)

Larry Stanfill was born in Valdosta, Georgia. He moved with his family to Miami, Florida in the summer of 1946. In September, he entered fifth grade at Citrus Grove Elementary/Junior High School where he met Carol Keels, who would later become his devoted and loving wife of 65 years. He attended Miami Senior High School, graduating in 1954. Larry went on to attend the University of Florida where he graduated in 1958 with a Bachelor of Science. Larry studied dentistry and received his Doctorate of Dental Surgery in 1962 from Emory University. Following dental school, he joined the United States Air Force and served as a dentist at Keesler Air Force Base in Biloxi, Mississippi. Larry opened his dental practice in Miami Shores, Florida in 1964 and retired in 2014. In addition to being involved in numerous civic and service organizations, Larry served on Miami Country Day School’s Board of Trustees for 33 years and in 2017 was granted the honorary title of Trustee Emeritus. Larry was both a devoted husband to Carol and a proud father to his two daughters, Susan Carlson ‘82, and Lauri Bledsoe ‘87, and his 6 grandchildren, two who are also MCDS graduates, Kurt Carlson ‘18 and Kate Carlson ‘21.

Ilene Premer (1954 – 2023)

Ilene passed away September 9, 2023 surrounded by family members and friends, following a year-long brave battle with cancer. Nearly a lifelong resident of North Miami, (Ilene’s parents moved from Cincinnati when she was age 2), Ilene enjoyed and excelled in several careers ranging from public school art teacher to highly acclaimed travel agency owner. Ilene was very involved in her children’s education at Miami Country Day School (Blake Premer ‘04, Courtney Premer Barragan ‘06), where she assisted in the classroom with art projects and served as President of the school’s Parents’ Association. Ilene’s warm and caring nature was highlighted by her infectious laugh.

John Wicker (1954 – 2023)

John retired in 2021 from Country Day after 36 years of dedicated and generous service. John had an amazing career of teaching music starting at St. Rose of Lima in Miami Shores, on to Archbishop Curley Notre Dame, and finally at MCDS. He taught for 46 years in total. John was named Teacher of the Year at both Archbishop Curley and Country Day. Mr. Wicker was a passionate advocate for his students and the music program. A talented pianist and guitar player, his principal instrument was the trumpet, which he studied under notable musicians over the years. Mr. Wicker was also the Orchestra District Chair and a certified orchestra judge for the Florida Orchestra Association. He brought the tradition of the Spring musical which is now a highlight of our school year. He took the MCDS Orchestra to new heights as they performed at Carnegie Hall, and he founded our Contemporary Music Ensemble: 21 Hearts, 1 Beat. There are many superlatives, too many to list, to share about John. He inspired countless students and colleagues to live their aspirations and passions in music and beyond and his lifetime of teaching literally changed our world.

Ty Bassett (1966 – 2023)

Ty was the first Dad to serve on the Parents’ Association’s Executive Board. He was always available to help with the set up of events, grilling at the PA BBQ athletic events, donating his time and energy to assist the school with special events. He shared his journey with cancer and the use of his prosthetic leg with children so it wasn’t so scary. Ty was a dedicated Spartan and most proud of his son, Joseph. Knowing Joseph Bassett ‘23, would be going to college and playing soccer, his passion, gave Ty peace of mind.

#SPARTANPRIDE

SPARTAN PLEDGE

As a member of the Spartan community, I put children at the center of all I do and say by modeling our values of purpose, respect, compassion, honor, and wisdom.

I value diverse perspectives, shared experiences, and uphold the dignity of each member of our global community.

The ALMA MATER

arranged by ROBERT RENFRO

words & music

by

GERTRUDE PETERS

Mi - am - i Coun - try Day School We love you, Yes, We do.

In ev - ry thing you stand for We’ll try to ev - er be true. For

tea-chers and friends and class mates We’ll ev - er thank - ful be.

Mi - am - i Coun - try Day School We love and hon - or Thee.