Philanthropy at Pine Crest is more than generosity. It is a catalyst for transformation. Guided by Dr. Markham’s forward-thinking vision and deeply committed faculty and staff, your support fuels the experiences that shape our students’ journeys, empowering them to dream boldly, explore new interests and passions and reach their full potential. Every gift, regardless of amount, contributes significantly to our collective efforts.
Thanks to you, this year’s impact is profound. Among many other initiatives, you have helped launch two groundbreaking programs that expand opportunities for our students, brought the magic of Fine Arts to life through the often-unseen brilliance of technical theater and provided our faculty with professional learning that elevates the caliber of instruction in every classroom. Through financial assistance, you have also opened doors for students and families to fully embrace the Pine Crest experience.
As you turn these pages, you will see the direct impact of your generosity on the people, places and programs that make Pine Crest extraordinary. I invite you to read these stories, celebrate the difference you have made this year and take pride in the enduring legacy you are helping to create.
Alisa Karten P ’17, P ’19 Vice President of Philanthropic Engagement
Beyond the Game Performance Training Elevates Pine Crest Athletics
A new offering in Pine Crest Athletics is making waves—brainwaves! This year, Dr. Hilary Cornelius, Mental Performance Coach and Associate Tennis Director on the Boca Raton campus, has brought her expertise in sports psychology to Middle and Upper School student-athletes.
“What I like to say is that my job is to help students perform better in the many different types of circumstances that are thrown at them,” said Dr. Cornelius. “We call it performance psychology because it’s not limited to the sports field.”
“When performing—whether on the field, stage or elsewhere—it’s essential to focus on continuous improvement. Professionals in this field teach specific skills tailored to individual needs, assessing whether someone is struggling with performance or simply aiming to get better,” she explained. “A
common misconception about sports psychology is that it’s only for fixing problems, but it’s used by many people in different fields and industries—from athletes to surgeons and firefighters—to enhance performance.”
Dr. Cornelius’ work is centered on developing key mental skills including mindfulness, recognizing when focus is lost and managing cognitive overload. “We use techniques like breathing exercises, mindfulness practices and biofeedback to regulate the nervous system, helping individuals regain clarity and focus under pressure,” she said.
Dr. Jeff Johnson, Athletic Director, expanded on the idea that while many sports programs have always relied on the athletic ability
of their athletes to bring them success, the mental approach has now become an integral part of their training too.
“In the industry of interscholastic and intercollegiate athletics, sports psychology is a growing field because of the emphasis on mental well-being and the mental elements of performance,” said Dr. Johnson.
“When performing—whether on the field, stage or elsewhere—it's essential to focus on continuous improvement.”
Dr. Hilary Cornelius
“The mental side of sports has been underrated for years,”
Dr. Johnson continued. “Athletic talent at the interscholastic level is fairly equal, but the mental piece is what separates your average athlete from those that go on to become great. What we’re doing now at Pine Crest is adapting the model that has been implemented at the professional and collegiate level for the last 20 years, which allows us to give our student-athletes the mental edge needed to be successful not just in the pool, on the fields and the courts, but in the classroom, on the stage or wherever they may be.”
Through mental performance training, Pine Crest is looking to stay at the forefront of high school athletics by enhancing student-athletes’ focus, resilience and overall execution through specific techniques. The early implementation of mental performance training at Pine Crest places our school as one of the first high school programs to incorporate the practice into its athletic programming.
Focusing more on performance enhancement rather than clinical sports psychology, Dr. Cornelius reinforces techniques such as mindfulness and uses sophisticated biomedical hardware and software. For example, using VR headsets to simulate an environment similar to an in-game situation, she is able to coach athletes through difficult situations. “VR offers an intensity that can
feel overwhelming,” said Dr. Cornelius. “Then we talk about how to slow things down and only focus on the relevant things.”
Dr. Cornelius is using the VR headsets purchased in the summer of 2024 and have been implemented across all three Divisions on both campuses in all disciplines. When asked why VR training works so well in this setting Dr. Cornelius said “It allows athletes to experience high-pressure situations that push their physical and mental limits— something they wouldn’t get from simply practicing alone. The immersive intensity, like a game-winning shot with seconds on the clock and a roaring crowd, helps simulate real stress.”
“We then work on techniques to manage that pressure; training them to block out distractions and focus only on what matters; taking the shot with confidence instead of overthinking the outcomes. It’s all about sharpening their ability to stay present and execute under pressure,” continued Dr. Cornelius.
Another part of her performance training tools includes the ability to measure brainwave activity to determine when an athlete is in a “flow state” or “in the zone.”
A black piece of plastic with sensors that resemble a sunglass frame is worn by the student. Sensors are then placed on the student’s forehead where they will track brain activity and signals, noting when the student loses focus. “These sensors read brainwaves,” said Dr. Cornelius, “and we know through research what type of brain waves occur when you’re in a flow state. Every time you lose focus, the waves drop, and the sensors will give you feedback saying, ‘Okay, you’ve lost focus. How do we bring it back?’”
Students and coaches have been pleased with their improvement, even after working with Dr. Cornelius for only a few months. “Students I’ve worked with consistently report that their coaches notice improvements— they’re faster, quicker and stronger,” she said. “Confidence is key, and it comes from trusting your training and intuition. This
approach is both educational and practical. When students commit to consistent mental training, they see real results. I remind them that the brain is like a muscle—just as they train their bodies, they must train their minds. With practice, the benefits become clear.”
Dr. Johnson has also been moved by how quickly students and coaches are buying into mental performance training.
“The coaches’ buy-in has exceeded my expectations. Our coaches are really implementing Dr. Cornelius’s teachings into our programs. In some cases, they’re swapping a day of practice for a day with her. Giving up traditional practice time speaks volumes to what we think of this program and what this kind of support is doing for our student-athletes.”
Dr. Johnson explains that even though the program is still in its early stages, the impact and the benefits have become increasingly clear. “Sports psychology is growing so fast that there are going to be whole departments designated just to assist the student-athlete.
That is already the case in many collegiate programs. I can see this growing to the point where we’re going to need two or three professionals like Dr. Cornelius because we’ve got so many student-athletes here at Pine Crest—1,200 to be exact! Certainly, Dr. Cornelius can’t get to all 1,200 students on her own. So as we expand this department and then branch out into sports nutrition, which we have already started. We continue to look at the student-athlete as a whole, working to tend to every single need they have to maximize their potential.”
Your Impact in:
Professional Learning
Fueling the Future
How Global Learning is Transforming Pine Crest Classrooms
After a transformative summer connecting with educators and professors across the world, Mr. Ryan Keser, Ms. Patricia Knight and Ms. Vicki Spitalnick shared their experiences and insights gained from the University of Sheffield’s International Symposium of Academic Makerspaces (ISAM) with the Pine Crest community. These Pine Crest teachers expanded their knowledge on classroom technology implementation and innovation while learning from other educators in this three-day immersive conference in Sheffield, England.
“Building a global brand for Pine Crest and marketing ourselves internationally means seeking the best professional development opportunities for our educators,” said Dr. Lisa Ockerman, Pine Crest Vice President of Academics and Strategic Initiatives. “As a school, we have outgrown many traditional
development programs in engineering, design thinking and maker spaces. To continue elevating instruction, it has become necessary to expand into the international community and collaborate with universities. Unlike K-12 institutions, universities possess vast resources and offer unparalleled opportunities for technological advancement. As London is known as a global tech hub, we prioritize sending our educators to professional development experiences linked to emerging technology, making ISAM an invaluable opportunity.”
Ms. Spitalnick has been an Innovation Specialist on the Boca Raton campus for the past eight years. She works with pre-kindergarten through eighth grade
Asha Gandreti ’25
students while coaching Lower School robotics and Middle School competitive engineering. Upon attending ISAM, Ms. Spitalnick noted, “ISAM is predominantly geared toward the university level, but because of the program we’ve developed for pre-kindergarten through grade 12 students, we are always looking toward improvement and making sure we are aligned with the future. Most importantly, we want to best
“Building a global brand for Pine Crest and marketing ourselves internationally means seeking the best professional development opportunities for our educators.”
Dr. Lisa Ockerman
incubator stage take their ideas and immediately begin creating tangible representations using our iLabs.”
She continued, “At LSE, students learn the theory behind entrepreneurial development and the phases of bringing an idea to market. A major part of that process is creating a physical representation of their concept. At Pine Crest, our students move from ideation straight to laser cutters, 3D printers and other prototyping tools in our iLabs. Everything the iLab Specialists saw at ISAM was based on research into how maker education enhances student engagement and learning—aligning perfectly with our curriculum’s emphasis on critical thinking and problem-solving. The knowledge and network at ISAM provide our innovation specialists with connections that will help create even more innovative programs and collaborations, ensuring our students are prepared to leverage their skills in the future.”
Dr. Ockerman also highlighted the connection between university-level maker
education and Pine Crest’s curriculum, stating, “Our faculty returned with ideas on how university professors are using these tools to drive student learning. It was reaffirming to know that Pine Crest is already implementing many of the same experiences. However, ISAM provided insights into how we can deepen that learning. At Pine Crest, we believe in backward design—starting with the portrait of a graduate and preparing students to meet that vision. The conference reinforced how universities value maker education, engineering and humancentered design thinking, and we are continuously looking at how to integrate those instructional methodologies into our program.”
Ms. Knight, who teaches in the Upper School iLab with Mr. Keser, also started at Pine Crest in another department before moving into her current role. As an artist, Ms. Knight teaches students about 3D modeling and product
design to best utilize the technology and tools found within makerspaces. Reflecting upon her experiences at the University of Sheffield, she valued the opportunities to collaborate with like-minded professors. “Hearing from professors on what they value in students at the college level in these makerspaces was insightful. We want to ensure that we equip our students with the knowledge, skills and curiosity necessary to succeed in makerspaces and beyond.”
Your Impact in:
Fine Arts
“Philanthropic support has been instrumental in building these incredible opportunities for students.”
Mr. Larry Mellone
One of the most rewarding aspects of the job is working with students. Technical theater plays a crucial role in every production. From lighting and sound design to stage management, students get to explore every aspect of what makes a show come to life.
Students have the opportunity to experience this work beginning in fourth grade and may continue through Upper School. “Once students express interest, we train them in different positions,” Mr. Ronner explains. “Some stick with it through multiple productions, and I love seeing them develop their skills.”
Fifth grade student Sienna Tauber ’32, a dedicated student stage manager, shared her experience: “I have always loved managing things, and being behind the scenes showed me how everything comes together. During rehearsals, I kept track of actor positions, lines and formations. During the show, I called the cues for lighting changes, music and microphone adjustments. It was so cool to see how all the tech came together. I felt really accomplished when the show went well.”
Fellow fifth grade student Rowan Kalis ’32, who worked behind the scenes changing the background projections, added, “I was really impressed with all the jobs that take place in the booth. I thought it was just a couple of people pushing buttons, but there’s so much more involved. I loved being able to jump in and help during technical difficulties—it was hands-on and exciting.”
Alex Kim ’33 and Henry Fox ’33, fourth grade students who both operated the spotlights, had unique insights as well. Alex explained, “I don’t like being on stage much, so working behind the scenes was perfect for me. Controlling the spotlight was fun—I learned how to adjust the light’s color, speed and positioning to keep the focus on the actors.” Henry added, “I loved discovering how changing the hue or shape of the light could enhance the show. It was amazing to see how much control we had to shape the audience’s experience.”
In every Fine Arts production, students take on many of the technical roles—operating lighting, managing the stage and handling backdrops—while Mr. Ronner and his team provide guidance. Collaborations with PCTV and faculty members like Mr. Dave Burgess further enhance the experience, exposing students to professional recording and broadcasting techniques.
Many students who start in our program go on to pursue careers in theater and
production. Alumnus Nate Pritzker ’23, for example, now works with professional productions in Boston and collaborates with Disney while studying at Emerson College. Students who participate in the Florida or International levels of Thespian Festivals now have the opportunity to compete in a newly added stage management category. Students showcase their work by submitting their marked-up scripts as part of their competition portfolios. What makes our school’s performing arts facilities unique? The investment in top-tier technology and the emphasis on hands-on learning provide students with real-world experience that prepares students to step seamlessly into the world of professional theater. And none of it would be possible without the generosity of our philanthropic community. “When I attend shows, I talk to other technicians and compare gear,” Mr. Ronner shares. “Even at Broadway productions in New York, I’ve spoken to stage managers and realized we’re using the
same software and tools. It’s exciting to see that level of capability reflected in our program,” Mr. Ronner notes. “By working with it in every Division of our school, our students gain a level of familiarity that makes transitioning to professional environments much easier.”
Additionally, the unwavering support from the school and philanthropic community ensures that our performing arts are not just keeping up, they are pushing forward, providing an experience that sets our students apart from day one. “People see the quality of our performances and recognize the care and expertise that go into making them happen,” said Mr. Ronner.
“Philanthropic support has been instrumental in building these incredible opportunities for students,” Mr. Mellone explains. “It has allowed us to invest in cutting-edge equipment and provide extensive training for our students. As a result, they leave
our program confident and ready for professional opportunities.”
Looking ahead, Mr. Mellone envisions an even stronger future for technical theater at our school. “With continued philanthropic support, we can expand our offerings, bring in guest artists for masterclasses, and further integrate technical theater skills into our curriculum,” he says. “The potential for our students to develop realworld expertise is limitless.”
“Our goal is to not only produce high-quality performances but also to foster a love for technical theater.”
Mr. Jeffrey Ronner
Your Impact in:
Schoolwide Priorities
From Curiosity to Discovery Inspiring Young Scientists Through Research
Dr. Katherine Ganden stood in her classroom one morning, feeling overwhelmed. With 10 eager Middle School students bustling around the lab, she worried about managing their diverse research projects. But before the bell even rang, something remarkable happened. One student was already slicing fruit samples to test for pesticides. Another was carefully tending to a mushroom experiment, part of his effort to create sustainable materials.
“In that moment,” Dr. Ganden recalls, “I realized I could take a step back because it wasn’t about what I could give these students anymore—it was about what they were doing. They were excited, prepared and ready to take charge of their projects.”
Moments like this are what make Pine Crest’s Science Research Program so impactful.
Since 2001, Upper School students have been exploring authentic scientific questions of their own design. The Upper School
by Anya Gandreti ’26
Science Research Program offers students the flexibility to pursue research in a variety of ways—whether through summer internships, university lab partnerships or conducting experiments right on campus. “It’s really independent in terms of the topic a student selects,” Dr. Ganden explains. “Some students come in with a clear focus, while others explore different fields until they find what excites them most.”
Now, with the program’s recent expansion, Middle School students are experiencing that same excitement for discovery. On the Boca Raton campus, rising seventh and eighth grade students are eligible to apply, while on the Fort Lauderdale campus, rising eighth graders may participate. Middle School students follow a scaled-down version of the Upper School program, designed to match their skill level while still challenging them
to ask meaningful questions and explore scientific methods.
“I wanted to introduce students to the research process early,” Dr. Ganden explains. “By starting in Middle School, they gain experience with identifying a question, designing an experiment and presenting their results. Those skills make their transition to Upper School research much smoother.”
While Upper School students may conduct research in university labs or during summer internships, Middle School students focus their efforts on campus. “We have the resources and faculty expertise right here,” says Dr. Ganden. “Even though they’re not working in outside labs yet, they’re still connecting with faculty mentors and exploring advanced ideas.”
“I want my students to see that science isn’t just about becoming a doctor or an astronaut. There are so many ways science can shape their futures and make an impact.”
Dr. Katherine Ganden
Your Impact in:
Financial Assistance
The Impact of Financial Assistance on the Pine Crest Experience
To support Dr. Markham’s commitment to sustaining a socioeconomically diverse school community, Pine Crest offers need-based financial and inclusion aid. A longstanding tradition, the School continues to expand and maximize the Pine Crest educational experience for students who may not otherwise have an opportunity to take advantage of the myriad of possibilities here.
Financial aid assists with base tuition and fees, and inclusion aid ensures access to essential services such as bus transportation and extended day programs. Students have received additional support for extracurricular activities and have been included in class trips, arts, athletics and academic competitions.
Philanthropic support helps create a vibrant academic community that encourages bold ideas and innovative solutions, shaping the future of both the school and its students.
As often shared by Dr. Markham, together, we are educating for quality of life. Thank you for partnering with us as we all work to raise the next generation of leaders.
In 2024-25 financial assistance:
• was awarded to approximately 14% of Pine Crest School families and
• bolstered inclusion aid to cover transportation and Extended Day services for all families receiving financial assistance, as well as ancillary charges like Learning Network services, class trips, laptops and AP exam fees for certain high-need families.
Margarita Kruyff ’06, Pine Crest School
alumna and donor, said, “I continue investing in the success of Pine Crest because when
I was a student here, there were moments that I was not sure I was going to be able
to continue my education because of my financial circumstances. So it is very important to me to continue creating those opportunities for other students who may face the same circumstances.”
“The Pine Crest education sets up students to be the leaders of tomorrow. Success in that comes through the collective contributions of our community, not through the work of one.”
Scan to view Margarita’s Interview
Annual giving is the cornerstone of philanthropy at Pine Crest. It is the most meaningful way our community of parents, alumni, grandparents, parents of alumni and friends can support Pine Crest’s people, programs and spaces.
It is what allows our faculty and staff to dream. It is what ensures the full Pine Crest experience for each of our students. It enables us to expand opportunities beyond what tuition can provide. It is flexible enough to touch each year’s highest priorities—whatever they may become.
Those who support annual giving can direct their gift to the area of Pine Crest that is most meaningful to them, including:
• Schoolwide priorities
• Athletics
• Fine Arts
• Professional Learning
• Financial Assistance
If you would like to learn more about the ways annual giving supports the people, places and programs at Pine Crest, visit www.pinecrest.edu/giving or contact us:
Brandy Miller Director of Annual Giving brandy.miller@pinecrest.edu
561-852-2814
Josephine Halsor Assistant Director of Annual Giving josephine.halsor@pinecrest.edu
