*Samantha Regan - Parents' Association Co-President
Josh Resnick
Keech Combe Shetty
Kathy Sutherland
Katy Williamson
*Ex officio member
TRUSTEES EMERITI
Dr. Mary Fitzpatrick
Jo Ann Gaynor
Gordon Gaynor
GAYNOR ADVISORY COUNCIL
Bill Caleo
Chris Canavan
Linda Hsu
Elise Mordos '04
Beth Pristaw
Javier Rodriguez
Seth Rosen – Parents' Association Co-President
Josh Wiener
Editor: Deanna Ferrante
Executive Editor: Megan Bostaph
Photography: Gaynor staff, Da Ping Luo, and Brett Deutsch Photography
Editorial Design: We Can Design That Printing: 44interactive
GAYNOR ON GAYNOR
Earlier this year, we said goodbye to one of our beloved founders, Yvette Siegel-Herzog, at 100 years old. Yvette’s remarkable life was a testament to her vision, passion, and unwavering dedication. Since founding Stephen Gaynor School in 1962, she worked tirelessly for over six decades to fulfill our mission, leaving an indelible mark on our community. While we deeply miss her presence, we honor the countless lives she touched and the enduring legacy of her vision, which continues to inspire us all.
Yvette formed countless meaningful friendships during her six decades at Stephen Gaynor School, but none was more powerful or significant than her bond with my grandmother, Dr. Miriam Michael. Their chance meeting in an NYU graduate school classroom sparked a partnership that gave life to the school we cherish today. Though they were very different in personality and skill, it was precisely this combination that created the unique magic that continues to guide our school’s mission and values. How fortunate we are that these two extraordinary pioneers crossed paths and began this incredible journey together.
Yvette changed my life in countless ways, but most profoundly by making me a lifelong learner. Every morning, Yvette would burst into my office with great urgency, her entrance always a theatrical masterpiece. Dressed impeccably in her signature dark sunglasses, mink coat, and a designer handbag, she was accompanied by her devoted friend and confidant, Gaynor’s Building Manager Carlvin Delfish. Their walks to and from her apartment on West End Avenue were filled with animated discussions about politics, literature, movies, and their shared fascination with etymology. Their laughter—her lyrical, birdlike chuckle and his boisterous, rolling giggles—was a daily symphony of friendship and mutual respect.
These “impromptu” morning meetings in my office always had a purpose. Sometimes, Yvette would recount an encounter with an alumni family she’d met at one of her favorite restaurants; other times, she would gently reprimand me for a meeting that wasn’t entirely student-focused. No matter the topic, there was always a lesson embedded in her words.
Looking back, I realize those daily conversations were part of an unparalleled, decades-long mentorship. Yvette’s approach to teaching me—or anyone—was never direct. Instead, she employed the Socratic method, asking just the right series of
questions until I arrived at the conclusion she wanted me to reach. And she was always right.
One of Yvette’s unique gifts was her "X-ray vision." She had the uncanny ability to see through defenses and distractions to uncover a person’s true essence. She wielded this skill when evaluating children, guiding teachers, and even during interviews with potential faculty. While I might focus on a candidate’s experience or technical skills, Yvette saw deeper. She analyzed their character, passion, creativity, and compassion—qualities she knew would ignite a love of learning in our students. Her vision filled our school with teachers who embodied her values and could truly connect with our young learners.
Her office, whether on West 74th Street or in our new building, was like a beatnik coffeehouse in the 1960s— equal parts inspiration and revolution. Yvette, a blend of Bob Dylan, Lenny Bruce, and Dr. Ruth, captivated those gathered in her office. Teachers would sit on every available surface, hanging on her every word. Laughter was always the dominant sound, as Yvette’s humor modeled the joy that lies at the heart of great teaching.
Our Education Leaders: Donna Logue, Rebecca Jurow, Christine Karamanoglou, Rebecca Felt, Jill Thompson, and faculty past and present were shaped by Yvette’s wisdom. She never gave you the answers but instead taught you how to look at the child and find the path forward.
People often ask why it took me 30 years to “graduate” from the Yvette Siegel-Herzog School of Life and Pedagogy. The truth is, none of us ever graduate. If Yvette taught us well, we are now part of a never-ending mission to ask the right questions, seek new perspectives, and always keep the child at the center of our work.
Yvette was a trailblazer, a mentor, and a friend who left an indelible mark on everyone she touched. We must carry forward the lessons she so generously shared, ensuring her vision continues to shine brightly in the lives of every student, teacher, and family at Stephen Gaynor School.
DR. SCOTT GAYNOR Head of School
REMEMBERING YVETTE SIEGEL-HERZOG
1924 - 2024
Yvette Siegel-Herzog was a trailblazer in the field of education, whose vision and passion for helping children with learning differences forever shaped the mission of Stephen Gaynor School and changed the lives of thousands of children and their families. Alongside her lifelong friend and colleague, Dr. Miriam Michael, Yvette cofounded the school in 1962 with the belief that bright students who learned differently deserved a nurturing and individualized educational experience.
Yvette was known for her unwavering commitment to ensuring that every student received the personalized support they needed to thrive. Though the school has grown far beyond its humble beginnings in
an East Side apartment, her influence has remained deeply ingrained in every aspect of Gaynor’s educational approach.
As the school expanded from a few dozen students in a brownstone on West 74th Street to the nearly 400 students who come through the doors of the North and South Buildings today, Yvette ensured that the values and practices she instilled were carried forward by an extraordinary team of educators.
She often said, “The foundation is rock,” describing the school’s solid grounding in its mission while remaining open to innovation and growth. Today, more than 1,800 alumni have benefited from Yvette’s legacy, and her impact will be felt for generations to come.
Head of School Dr. Scott Gaynor opens the night’s program
GATHERING IN GRATITUDE TO CELEBRATE YVETTE SIEGEL-HERZOG’S LIFE AND LEGACY
On a chilly January evening, nearly 400 members of the Stephen Gaynor School community streamed through the doors of the New York Historical to honor Gaynor Co-Founder Yvette Siegel-Herzog’s life and legacy. Yvette died at the age of 100 on October 1, 2024.
The attendees mingling in the venue’s Robert H. and Clarice Smith New York Gallery of American History represented decades of the school’s history and longstanding personal relationships with Yvette. From the moment they arrived in the gallery, attendees were greeted with a montage of photos highlighting Yvette’s impact on the school and the students she loved. Quotes from Yvette, who was eminently quotable, graced the columns ringing the gallery. Alumni and alumni parents from as far back as the 1970s and 80s reminisced about her with current and past trustees, parents, and friends of the school. Whether someone had known Yvette for 50 years or 5 years, her singular personality shone through. In modern parlance, it was Yvette’s “Eras Tour.”
Yvette’s daughter Wendy Leavin
The formal program took place in the Robert H. Smith Auditorium, where a packed audience laughed, cried, and nodded along to those invited to share their memories of Yvette. The speeches were heartfelt (and often hilarious) tributes highlighting Yvette’s profound impact as an educator, mentor, and friend. Speakers shared stories of her remarkable intuition, humor, and love for children, as well as her dedication to Stephen Gaynor School’s mission. Yvette’s legacy as a trailblazer in education for children with learning differences was palpable to all in the room.
After Head of School Dr. Scott Gaynor welcomed everyone, he introduced Wendy Leavin, Yvette’s daughter, and Avi Goch, Yvette’s grandson. Wendy spoke of the love shared among many of those in the room, saying, “That you are all here now is a testament to how much my mom could love. If you are in this audience, if you have loved my mother, you can be sure that she loved you, too, in at least equal measure and depth.”
"Differences are only made negative by the rest of the world... [but Yvette] spent decades, years, hours toiling over celebrating difference and turning the gift of difference into self-empowerment." —BD Wong
Wendy then read the speech that her mother had initially prepared for the 2020 Gaynor Gala that was to be held in her honor, before it was canceled due to the COVID-19 pandemic lockdown. True to Yvette’s personality, it held warmth and humor, but also incredible wisdom.
Yvette’s speech concluded with, “Our mission is never completed, but this family that we created together has brought us to this point, a moment filled with power and a vision for a future that lives on beyond us. I pray that our school will share in the eternity of the universe, [and] that we come to understand that our individual uniqueness is also the most precious gift we can leave the world. Thank you for listening to me.” And Wendy added, “To both of us.”
Yvette’s grandson Avi spoke of his grandmother, saying, “Omi was an intellect, a poet, a teacher, a leader, a role model, an advocate, a philosopher, and a heroine. Remarkable doesn't quite do her justice. She was just so much more.”
Gaynor Faculty Remember Yvette
Yvette’s family was succeeded by veteran Gaynor faculty members, who spoke of Yvette’s mentorship, her sharp wit, her vibrant personality, and her love for dinners out, often involving a glass of wine and a lot of laughs. In their recollections of what they learned from her, each speaker pointed out her ability to see the “real you” and help guide you toward what you needed before you even knew you needed it. Jackie Glazer, Writing Chair and Middle School Literacy Chair, said, “Through her, I learned that sometimes the most important things you can learn about a person, particularly a child, are hidden in plain sight, revealed only to those who take the time to truly see… To be seen by Yvette was a gift. She didn't just see the surface. She saw your essence, your potential, your truth.”
Somewhere Over the Rainbow
Dr. Gaynor then introduced Gaynor alum Zia Uehling, Class of 2019, who is now pursuing a professional music career. While a student at Gaynor, she played Dorothy in the middle school production of “The Wizard of Oz.” She reprised Dorothy’s signature song, “Somewhere Over the Rainbow,” with a beautiful and emotional acoustic version that had the audience wiping away tears.
The Gift of Difference
Gaynor alum Zia Uehling ’19 sings “Somewhere Over the Rainbow”
Gaynor alumni parents Richie Jackson, Jordan Roth, and BD Wong, parents of Jackson Wong, Class of 2014, followed Zia’s performance. They each lauded Yvette’s talent for seeing the distinctive qualities within each child, and particularly how she had guided their son during his time at Gaynor. Jordan described the family’s first meeting with Yvette, saying, “From that first moment, Yvette whisked us up in her wise and wonderful embrace as she guided Jackson to a million victories of his own design. He was special. Just as she knew every student at Gaynor was special.”
BD described how welcomed they felt at Gaynor, despite their unique family makeup. “That this is a huge part of our son’s success, not just his incredible ability to overcome his differences, but the fact that our differences as a family were part of the Code of
Yvette, the idea that differences are actually positive. Differences are only made negative by the rest of the world… [but Yvette] spent decades, years, hours toiling over celebrating difference and turning the gift of difference into self-empowerment.”
Richie echoed Jordan’s sentiments, saying, “While we are honored to be here today, there are thousands of parents who could be here and they would have told you the same story. And isn’t that remarkable that our special experience with Yvette was not extraordinary but the norm?”
Dr. Gaynor concluded the evening by saying, “Thank you all for joining us tonight to celebrate Yvette. We all carry a piece of Yvette with us. Let us honor her by continuing the journey she began and keeping her spirit alive in all we do. Yvette, we love you.”
Celebrating Employee Milestones
During the Summer Institute, Gaynor held a celebration to honor faculty and staff members who reached key milestones in their years of service. Head of School Dr. Scott Gaynor and Assistant Head of School Jill Thompson honored those who reached the milestones of 15, 25, or 30 years at Gaynor, celebrating their accomplishments and their dedication to unlocking each Gaynor student’s potential.
To celebrate Speech and Language Pathologist Jennifer Cohen reaching 15 years, Ms. Thompson praised her resolve, her connections with students during their lessons, and how she has developed into a strong leader of the speech and language department.
Reaching 25 years at Gaynor are Chair of Occupational Therapy Anna Friedman and Director of Lower Division Donna Logue. Ms. Thompson described Ms. Friedman's oversight of the expansion of the OT department, and her work with executive functioning bootcamps and expanding the sensory hallways. Dr. Gaynor then took the mic to offer praise for Ms. Logue, adding some words from Gaynor’s CoFounder Yvette Siegel-Herzog, who called Ms. Logue “a pillar of our school both organizationally and intellectually.”
This year there were three staff members with 30 or more years of dedication to Gaynor. Speech and Language Pathologist Yosefa Kizelnik’s work at the school has transformed the speech and language department, and helped it blossom into the keystone of the Gaynor curriculum that it is today. Director of Educational Evaluations for Admissions Mindy Stern began her tenure at Gaynor as an assistant teacher. In the years leading up to her current role, Ms. Stern has gotten to know Gaynor inside and out, and uses that knowledge to find the children who will be most helped by the school.
Ms. Thompson then celebrated the third employee to reach 30 years, Dr. Gaynor. In reflecting on all that Dr. Gaynor has done in his time at the school, she said, “Thank you for guiding us to stay true to our mission, for being an incredible mentor and visionary, for pulling us out of the weeds to see the big picture, and for being a pioneer and taking the school from less than 120 students to almost 400 students.”
Gaynor is fortunate to have such wonderful employees, from those who have just joined us, to those who have spent 30 or more years with us. Congratulations to all!
Josefa Kizelnik with Dr. Scott Gaynor
Jennifer Cohen with Jill Thompson
Jill Thompson, Donna Logue, and Dr. Scott Gaynor
Anna Friedman and Jill Thompson
Hunting for Gaynor History
While members of the Gaynor community were volunteering for Day of Service in November, Gaynor faculty and staff were at the school for a professional development day. Employees took a movement break in between the morning session on diversity, equity, and inclusion and the afternoon’s work on the NYSAIS Decennial Review* for a special scavenger hunt centered around our school’s history and the legacy of Gaynor Co-Founder Yvette Siegel-Herzog. On each stop in the scavenger hunt, teams had to submit photos to show they’d completed an action, or found a specific historic object. Our faculty and staff know how to work hard, but they have plenty of fun too!
*Gaynor is currently working on our NYSAIS Decennial Review — the once-every-ten-years comprehensive accreditation process that member schools of the New York State Association of Independent Schools (NYSAIS) must undergo to maintain their accreditation status. The employee scavenger hunt was one of the community-building exercises we conducted as part of the review process. You will hear more about the accreditation process in our Summer 2025 issue!
Q: Have you always had an interest in child psychology?
A: Yes! I started working with kids at a day camp when I was a young teenager, I was babysitting for years after that, and in high school I took AP Psychology. So from my love for kids plus starting to learn about [psychology], I went to college like, “Yep. This is what I'm doing.”
My path in psychology has changed a lot, but I studied developmental and intellectual disabilities all of college, and then got my doctorate in school psychology with a master's in therapeutic interventions.
I was in a ton of placements in grad school, but I did my postdoc [at Gaynor], and then I was hired. So this is it! Which is interesting because my career path kind of changed. All the schools I worked in [during graduate school] were day treatment centers or therapeutic centers. I thought I was going to work with a developmental disability population, and then I fell in love with Gaynor.
Dr. Lauren Levenson Five Questions With...
As the Coordinator of Psychological Services, you may recognize Dr. Lauren Levenson from her parent talks at Gaynor, or her one-on-one work with students in the EC and Lower Division. But you may not have known that, aside from helping students navigate their early school years, Dr. Levenson’s biggest passion project at Gaynor is the social and emotional learning curriculum implemented throughout the school.
As part of our “Five Questions With…” series, we sat down with Dr. Levenson to learn more about her work as a psychologist and what her journey at Gaynor has meant to her.
Q: We were going to ask how you found yourself here, but you were already here!
A: I was here! I did my internship at [another school] and I loved it, but it was very, very hands on. The psychologist did everything. [At Gaynor,] we have the privilege of having someone who is a liaison with the Committee on Special Education, but there the psychologist did everything. I did every “turning five” meeting, I did every IEP meeting, I did every behavior plan. It was just such a different format in a very clinical way, and Gaynor is very unique in the fact that we’re a school for kids with language-based learning differences, but it means so much more. There's such a different spectrum to what that looks like. So I was here for a year and I realized this is much more of what I thought I would be doing in terms of implementing skills in my career. I took a very specific pivot. And then my role here has changed and grown so much, but that's kind of what I love about it.
Evidence of Dr. Levenson's passion for Diet Coke!
Q: What do you enjoy the most about your role here at Gaynor?
A: The answer is the kids. They're why I do this job. I love the fact that not every kid is the same. I love that I have the opportunity to meet them when they're very young and grow with them because I think that that makes the community and the connection. That makes the job. Knowing a kid for six years, [seeing] the amount of growth they have from Early Childhood to the end of the Lower Division is remarkable. And so my favorite part is the kids. Also just watching their journey throughout the school and then being able to see what they look like another few years down the line and know that you were a part of that is very, very special.
Q: What initiative at Gaynor brings you the most fulfillment?
A: This is a big one for me. When I started eight years ago, we were maybe one or two years into RULER [a social-emotional learning initiative from Yale’s Center for Emotional Intelligence]. I was on the beginning end of the implementation team, and we were still trying to figure out what RULER even meant for our school and how to embed it. It’s a very language-heavy program. How do we turn it into something that can work for our students? [Answering that question] is where I have spent so much of my time and energy. One of my favorite parts of my job is pushing into the classroom. I do weekly social and emotional learning lessons that parallel what I do for RULER. So basically with my team we've developed our own curriculum, which was kind of unexpected and unheard of, but every year we've done a different initiative, a different tool, figured out a different way to implement things. I feel lucky because I build the foundation for what I am hoping the kids will learn and bring up. But social-emotional learning has been a very large part of my role here and it's come very far in the last few years in particular.
We always say we "Gaynorized” RULER, but we use the anchor tools like the Mood Meter, Class Charters, and Blueprint. It’s just the way in which we teach the actual curriculum has completely been adapted to what our kids need, which has been kind of incredible. Taking an existing program that we have a lot of investment in, but really making it work for our school has been amazing.
Q: What do you do outside of
A: I have a full-time private practice which is a very big part of my life. So after school hours I see kids all over the city, which I love. So that is a very big part of my identity and my life and I love it. But I'm a very big friends-and-family-quality-time person. So anytime I can do something social and see my people is very big for me. I grew up in New York City, so some of my high school friends are still here, my college friends are nearby... My world is here.
I also try to make the most of the city. I love going to the park, I love going to museums, restaurants, doing whatever I can to close my brain off and enjoy free time. I love puzzles, Harry Potter, Disney, Diet Coke... Oh, how could I forget? I’m very big on getting my nails done. That is my self-care. The kids all know, and they’ll look for when I get something new. They really pay attention. So we can add that to the list.
Gaynor?
BLUE CLUSTER ADVICE
MR. SAINATO:
“The blond tips were a bad idea.”
As our Blue Cluster students close out their years at Gaynor, they begin a time of transition and looking forward to new experiences. To help them, Blue Cluster teachers worked together on a presentation for their students with their own childhood photos and the advice they wish they could have given their younger selves. Some is practical, some is heartfelt, and some is just plain funny—but all of it is meant to remind students that they’ve got this. Because whether you’re an eighth grader or a grown-up, we all could use a little guidance now and then.
MS. BOOK:
“You don’t have to worry so much about making everyone else happy all the time and you can confidently voice your own opinions.”
MS. STEVENS:
“Sleep on it before you send that angry email to your friend.”
MS. MILLER:
“Wish someone warned me about my digital footprint! And also about wearing scarves as an allday apparel item.”
“Wear a helmet!”
MS. ADAMS:
“1. You got this, even when you think you don’t.
2. Say hello to everyone.
3. Look out for the student who sits alone.
4. Keep an extra deodorant in your locker.”
MS. BARNWELL:
“It’s ok not to know what you’re doing and to ask for help. And when you’re climbing a tree, take your time and hold on tightly!”
MS. AKINS:
“Surround yourself with people who want the best for you and want to see you do well.”
MS. SHAW:
“There’s one thing that never stops and that’s time, so take in all the small moments and don’t wish for time to pass.”
MR. COLOCOTRONIS:
“Find a new barber soon.”
Empowering Educators to Support All Learners Through Educator Workshops
By Emily Barnes, Director of Outreach and Innovation
One of the goals of Gaynor’s strategic plan is to share our expertise with educators outside of the Gaynor community.
In an effort to achieve this goal, Gaynor launched its educator workshops in the spring of 2024.
To kick off this initiative, Jill Thompson, Assistant Head of School, presented on Best Practices to Support Students with Learning Differences to a group of more than 70 educators as part of a NYSAIS-hosted event in Gaynor’s Yvette Siegel-Herzog Performing Arts Center. In this workshop, Ms. Thompson shared evidencebased strategies, supports, and teaching approaches to help students with learning differences find the path to academic success. Participants learned how to integrate interventions into their classrooms to help students who need additional learning support. Strategies that were shared included: multisensory instructional methods, differentiated instruction, scaffolding, building executive function strategies across the academic environment, and student advocacy.
Based on the success of this workshop, Gaynor held a second session in October 2024 for educators from eight different independent and public schools. This workshop was followed by a tour of select Gaynor classrooms so that the participants could see the strategies they learned in
action. A separate workshop on the same topic was held at the Caedmon School in October for their preschool through 5th grade faculty.
In order to dive deeper into how to support students with executive function (EF) challenges, Ms. Thompson led a workshop for the learning resource team from The Chapin School. In this workshop, participants learned how to identify common signs of learning differences as well as executive function skill development strategies. Ms. Thompson shared how to embed executive functions skill development into the classroom to support students with ADHD and EF challenges. This workshop also gave examples of how students can receive scaffolded support to navigate their academic responsibilities and develop their executive skills through seamless integration across the academic environment. A tour of Gaynor classrooms was integrated into this workshop as well.
In late January, Ms. Thompson returned to the Caedmon School to provide training to their full faculty on how to embed executive function strategies into the classroom. She also worked with PS 87 to provide an executive function workshop to their faculty in February. Also in February, Gaynor hosted educators from a variety of independent and public schools for the workshop: Sentence and Paragraph Strategies to Enhance Student Writing led by Writing Chair, Jackie Glazer.
One of the things that makes Gaynor’s workshops unique is how we individualize the content for each workshop to fit the needs of the audience, just as we individualize our curriculum for each of our students. As more and more mainstream schools look to support students with learning differences, we are excited to grow and reach more educators in the months to come.
Learning the Importance of Advocacy with Assemblymember Jo Anne Simon
On October 16, New York State Assemblymember Jo Anne Simon, along with Gaynor alum and Communication Coordinator and Community Liaison for Asm. Simon, Stephanie Brown ’13, visited Gaynor to speak at an assembly for the Silver, Green, and Blue Clusters as part of Learning Difference Awareness Month. LD Awareness Month is a time to recognize and support those who have learning or attentional challenges. The duo came to speak about advocacy at the state and local level, and the importance of students learning to advocate for themselves and their learning differences.
Asm. Simon began her work with learning differences as a teacher of the deaf and sign language interpreter, before becoming a disability civil rights attorney for a number of years. She was elected to represent the 52nd District of the New York State Assembly (Brooklyn) in 2014. She is the Chair of the Committee on Ethics and Guidance and the Commission on Legislative Ethics. Asm. Simon hosts an annual Dyslexia Awareness Day in Albany, and passed legislation so that children can learn to read by identifying their learning differences and ensuring appropriate educational interviews.
from teachers, to parents, to legislators, who either have students, or children, or family members who have dyslexia, and they want to learn more about it. Gaynor’s Director of Outreach and Innovation Emily Barnes has also attended Dyslexia Awareness Day, and saw firsthand how Asm. Simon works to advocate for those with dyslexia.
At the assembly, Asm. Simon spoke about how she got involved in legislation, and how she started working with legislation focused on learning differences. Asm. Simon shared that after her election to the state assembly she wanted to raise awareness about learning differences, so she started Dyslexia Awareness Day. She said that each year, there are more and more people who come, ranging
For the rest of the assembly, Asm. Simon and Stephanie took questions from the audience. Answering the question “How have you handled having dyslexia?”
Stephanie said, “I think patience, and being patient with yourself is important. And so is wanting to work hard. I didn’t start reading out of nowhere, it took a lot of work, which I know that you guys are also doing every single day.”
The students also asked about Asm. Simon’s work in law, with one question being, “When you started doing law and helping people with dyslexia, how did it feel listening to their cases?” Simon answered, “Usually when we talk about lawyers, they talk about having a ‘big win’ or something. But what actually helped me in continuing to do that work is that you really make a profound change in the life of the person you’re representing. Sometimes just having a person who believes in you, and who fights that battle for you, is worth everything.”
We are so thankful to Assemblymember Jo Anne Simon and Stephanie Brown ’13 for stopping by Gaynor and speaking to our students. We hope every student feels confident in advocating for themselves and their needs.
CLASSROOM PROJECTS
Piecing Together Identity
Red Cluster students brought their study of identity to life in November with an engaging Identity Showcase. Each student created a puzzle made of six pieces, with each piece representing an important aspect of who they are. The completed puzzles were displayed in the North Cafeteria so other students could compare what they have in common, and what they could learn about each other.
The Festival of Lights
In November, Silver Cluster students in Room 700 were treated to a visit from Rohan M. and Nainika Y.’s moms! Their moms visited to teach the class about Diwali, also known as the Festival of Lights. The students painted their own diyas, or oil lamps, and created a rangoli pattern using puzzle pieces.
Celebrating Hispanic Heritage Month
In October, the Willow Room welcomed Luna G.’s parents to celebrate Hispanic Heritage Month! Luna’s father is from Colombia, and her mother is from Chile. They shared some of the history and culture of their home countries, and read “I Am La Chiva!” written by Karol Hernández and illustrated by Lorena Alvarez Gómez.
Sharing Inside and Outside Characteristics
The Great Orange Bill Project
All fall semester, Orange Cluster Room 303 worked on the Bill Project. As they learned about the branches of government, the class voted on and created a bill they wanted turned into law. Then, they presented it to the “executive branch” (Director of Lower Division Donna Logue) where it was initially vetoed. After some revisions, the bill was passed by the executive branch and brought before the “Supreme Court” (all division directors) where it was officially passed into Room 303 Law!
In December, the Hudson and Lexington Rooms had their first ever Inside/Outside Characteristics Gallery Walk. The Purple Cluster students sat ready to share as their peers and teachers came to explore the gallery and see the representations of their inside and outside characteristics.
How Our Curricular “DEI Lens” Fosters Respect and Belonging at Gaynor
By Stella Heyliger-Mulatu, Director of Diversity, Equity, and Inclusion
One of the greatest privileges that I have experienced in my short time at Gaynor has been working closely with educators to build a more inclusive, equitable, and diverse curriculum. Gaynor faculty are passionate about developing their “DEI lens,” meaning that they aspire to provide students with diverse and inclusive experiences that allow them to explore different perspectives while reflecting on their own identities. In addition, our faculty believes that the curriculum should inspire students to advocate for themselves and others. The impact of this work on our students is revealed in their overall engagement, pride in themselves and their identities, caring and consideration of others, and understanding of and appreciation for all forms of diversity. Applying a “DEI lens” to the curriculum is one of the ways that we are able to unlock the potential of every child, for when a child feels seen, heard, and valued, they are available to learn, take risks, and grow.
meaningful impact on future curriculum development and revision work. The first, a DEI rubric developed with a cross-divisional team of educators over the summer, will support faculty in reviewing all curricula through a DEI lens. The second was a project done as part of our Senior Educator program, an intensive training program taught by Gaynor staff members to support the development of seasoned teachers who are ready to be leaders and mentors in the community.
Two recent examples of these curricular themes in action are the Purple Cluster’s Inside/Outside Characteristics Gallery Walk and the Red Cluster’s Identity Showcase. At both presentations, I was blown away by the depth of learning students had done about their own identities and those of their classmates. Students beamed with pride as they shared what characteristics and identities they hold dear and spoke with such kindness and respect about each other’s similarities and differences. I applaud the teachers of both clusters for having these important age-appropriate conversations and celebrations of diversity with our students.
I am proud to share that in collaboration with Gaynor teachers we have recently completed two DEI-focused curriculum projects that will have a
Catherine Thomas (Blue Cluster Head Teacher) and Joyce Macedo (Red Cluster Head Teacher) spent a semester developing the pillars, standards, and goals of a standalone cross-divisional DEI curriculum that will support teachers in developing ageappropriate lessons in the themes of identity, activism, respect, and social justice. The overarching goal of such curriculum development is to support the social-emotional, moral, and cultural competence of our students, providing them with the skills and understanding to build a kinder, more inclusive, and respectful world.
Pollyanna, an educational organization dedicated to making schools kinder, more inclusive communities, has a quote about curriculum that I love. They state that, “A truly great curriculum is never finished, but grows alongside the people it serves.” As Gaynor works to become a more diverse, inclusive, and equitable community of belonging, it has been inspiring to witness the commitment of our teachers to ensuring that our curriculum reflects the needs of our community now and in the future. It is not a perfect science, nor a longitudinal path to a predetermined outcome. Curriculum development is a never-ending journey of learning, listening, and responding; a process whose benefits extend far beyond the classroom.
ATHLETICS UPDATE
This year, we kicked our fall interscholastic athletic season into action with girls volleyball, co-ed soccer, and cross-country.
The Gaynor soccer teams were coached by Scott Rodriguez, David Muchnick, Andrew Prasarn, Brittany Rosenberg, and Riley Kelfer. The team showed a variety of soccer abilities, skills, and strategies, as our studentathletes advanced and improved both individually and collectively. Our squad was able to participate in nonleague/futsal games for the Green Cluster/Flex team and the AIPSL for the Blue Cluster team.
Our girls volleyball team had a great turnout of studentathletes. Coaches David Muchnick, Stefano Sainato, Kat Pearl, and Kathleen Nower helped guide the team in the season's AIPSL games, non-league games, and practices. The students put forth a lot of effort and played to the best of their abilities, and the team had noticeable progress throughout the season.
The cross-country team participated in meets throughout the season at Van Cortlandt Park, competing against multiple independent schools in the city. The team was led by coaches Gilian Foley, Jakob ShonbrunSiege, Jason Martinez, and Vaughn Williams. The group pushed each other in practice and continued to improve throughout the season.
We are very proud of Gaynor's interscholastic athletes. They represented Gaynor with class, integrity, and high character during games and practices and continue to push themselves and support one another as a strong community! We would like to thank each team member for their commitment and dedication to all of the teams this fall.
Go Gators!
Pat Fitzgerald Director of Athletics
Apple Picking
This year’s Apple Picking trip was all about making "core" memories! Students loaded up onto buses to make the trek to Demarest Farms, with bags in hand to carry all of the apples they would soon pick. There were many different types of apples to choose from, in all different shades of red (plus some green!). The day also included a hayride, visiting the farm animals at the orchard, and finishing the trip by enjoying apple cider donuts and apple cider at the orchard’s store. This annual trip is always a great experience, and the students can’t wait to show off their apples to their family and friends once they get home. That is, if the apples last long enough!
EXPLORING BLUE CLUSTER ELECTIVES
Did you know that at Gaynor, in addition to learning reading, math, history, and science, our students also have classes on robotics, screenprinting, podcasting, and sports ethics? In the Blue Cluster, students have cocurricular opportunities through electives, which meet once a week. Electives give the students an opportunity to branch out from their usual academic subjects and explore their passions or learn new skills, while also offering teachers the chance to share their hobbies with students.
Electives do not have to be taught by Blue Cluster teachers, but anyone who is interested in teaching the students something new can volunteer. For example, the Podcasting elective taught by Director of Communications Deanna Ferrante and Communications Coordinator Megan Bostaph, gives students an inside look into the creation of the Gator Gab podcast, the official podcast of Stephen Gaynor School. Students contribute to the podcast with interviews or reporting on various topics, and their work is broadcast to all of the show’s listeners!
multiple things at once, and then when you finish you have something fun.”
Electives can offer students a chance to explore different art forms not covered in their usual art classes. In Mosaic Madness, students explore the art of mosaics through design and creation. Students said they enjoy putting the mosaics together and working with their teacher, Art Specialist Lucy Villeneuve. “It lets me be creative,” added Ella F.
Elective topics can vary across subjects, from technology to art and beyond. Technology Integrators Brian Russ and William Speedling teach the Coding & Robotics elective, where students learn the basics of coding and creating video games, and even learn how to build basic robots and drones. Talking about why he joined the class, Will F. said, “I really enjoy coding and playing with technology and building stuff from scratch.”
Similarly, in the Crochet elective taught by Gilian Foley, students learn how to create something from scratch using yarn. When asked what they enjoy about their elective, Britt P. said, “It’s really calming. You can do
Next door to the art room is Screenprinting: Ink Your Imagination! with Photography Teacher Tim Jalbert. Students in this elective create a design, and then go through the process of screenprinting to print it on items such as a t-shirt or hoodie, or make patches. Mr. Jalbert explained, “It’s a process I enjoy doing in my free time, so it’s fun to have time during the elective period to share an interest of mine that isn’t photography.”
However, not all electives are about making something. Head of School Dr. Scott Gaynor teaches his elective on Business and Ethics of Sports, where the classes focus on discussing various topics that display the relationship between sports and ethics. An example of a topic students discussed is gambling that occurs among sports fans. When prompted by Dr. Gaynor to explain why they shouldn’t gamble, JP C. jokingly said, “Because apparently you lose money?”
Electives in the Blue Cluster are a great way for students to have a brain break, while exploring other interests that they might have outside of school with a teacher to help guide them. Electives can offer a creative outlet, a time to relax, or a new learning opportunity.
If you were in a room full of books, which one would you choose? That’s the question our students aimed to answer at the annual Stephen Gaynor School Book Fair held on November 21, in the Yvette Siegel-Herzog Performing Arts Center. This year we partnered again with McNally Jackson Books, a local NYC bookstore with an incredibly extensive and diverse collection of titles, authors, and genres. The fair had books ranging from picture books and early readers, all the way to books for young adults. Everyone found something special!
After they made their purchases, students received a McNally Jackson canvas tote bag, and used it to carry their books up the stairs to the “Book Nook” in the mezzanine. Thank you to the Parents’ Association Book Fair Committee led by Katy Williamson and Samantha Regan, and thank you to our parent volunteers for all of their hard work stocking the shelves and ringing up totals. Another success for the books!
FINDING THE ANSWER IN WRITING WITH AUTHOR JACQUELINE WOODSON
Each year, the Parents’ Association is proud to welcome featured authors for student assemblies in conjunction with the Book Fair. This year, Gaynor was delighted to welcome renowned author Jacqueline Woodson. Woodson is a National Book Award winner, a MacArthur “Genius Grant” Fellow, previously served as the Young People’s Poet Laureate from 2015 to 2017, and was named the National Ambassador for Young People’s Literature by the Library of Congress for 2018-19. With an expansive catalog of over 40 books, Woodson writes for children, adolescents, and adults. Gaynor welcomed Woodson for two assemblies; one for the Purple, Pink, Red, Orange, and Yellow Clusters, and a second for the Silver, Green, and Blue Clusters.
For the younger clusters, Woodson recited some passages from The Other Side, a picture book about two girls fighting against segregation in their town by becoming friends despite the fence that separated them. She spoke about the process of working with an illustrator, and how that collaboration can change the book’s final outcome. When she first got the illustrations for The Other Side, Woodson was surprised to see that the illustrator had drawn the story in the past, when she had pictured it in a contemporary setting. Though she initially had a negative reaction to the change in time and place, she later realized that the illustrator’s take on the story made
it more universal for readers. It was an example of how collaboration can make the final product even better than she originally imagined!
For the Silver through Blue Clusters, Woodson read from her books Brown Girl Dreaming, a memoir written in verse, and Harbor Me, about six middle school students going through tumultuous events in their lives. When explaining what inspired her to write Harbor Me, Woodson said, “I don’t write because I’m trying to teach people something. I write because I have all these questions, and when you write it helps you answer the questions.” Woodson then went on to talk about Brown Girl Dreaming, which she said she wrote to help her find out what made her the Jacqueline Woodson she is today. She spoke about the research she had to do into her family, and all of the history she learned in order to better understand the people she’d known her entire life.
At the end of each assembly, students had the opportunity to ask Woodson questions, and to learn more about her life and her career as a writer. In response to a question about her experience as a reader growing up, Woodson explained that despite struggling with challenges reading as a child, she still wanted to be a writer. She added, “To be a writer, you don’t have to be a big reader. You don’t have to be a fast reader. You just have to love stories, and to love writing stories.”
BEST-SELLING AUTHOR BRENDAN KIELY VISITS THE BLUE CLUSTER
Over the past semester, select Blue Cluster reading groups have been reading the novel All American Boys, written by Brendan Kiely and Jason Reynolds. On November 22, they were treated to a visit from co-author Brendan Kiely, who was enthusiastic about sharing the message of the novel and answering the students’ questions. Kiely is a New York Times-bestselling author, and has written four books in addition to All American Boys. He has received the Coretta Scott King Author Honor Award, the Walter Dean Meyers award, and ALA’s Top Ten Best Fiction for Young Adults. A former high school teacher, he is now on the faculty of the Solstice MFA Program at Lasell University in Massachusetts.
Kiely began his discussion with the students by giving them an overview of how All American Boys came to be, and how he and his co-author, Jason Reynolds, decided to write this book together. All American Boys is a novel from the perspective of two young boys, one Black and one white, and how an act of police brutality changed their lives. Kiely explained that he and Reynolds had initially met in 2014 while on tour together for their individual books. They ended up having quite a few discussions together surrounding race and racial profiling, and, realizing they were on the same page about these issues, the two authors decided to team up together to write one book with two perspectives, which would tackle the
issues of race and police brutality. Kiely said they wished to inspire others to be as passionate about these topics as they are, and for books like this one to give readers the ability to express their feelings about these topics.
After Kiely’s explanation of how the book came to be, he took questions from students. Students asked about the inspiration behind some of the characters in the book, who wrote which boy’s perspective, and how the cover was designed. When one student asked why they chose the title “All American Boys,” Kiely turned the question around to ask what they thought was the meaning. He was interested in learning about what their class discussions had been like, and what the students had thought of while reading. The students even connected the book to reallife events, such as the Black Lives Matter movement, and questioned why books like this one would be banned. Kiely was an impassioned speaker, and the students took in every word.
After they had finished with their questions, students had the chance to get their books signed by Kiely. This visit was a great opportunity for the students to learn more about and understand the context of the book’s events, and the authors’ decision to write it. Thank you to Brendan Kiely for coming in to visit our students, and thank you to Blue Cluster Teacher Madeline Stevens for organizing this visit!
Crossing the Bridge with Pink Cluster
In the rainbow of clusters at Stephen Gaynor School, the Pink Cluster holds a unique position. As the first cluster in the Lower School, Pink works as a bridge between Gaynor’s Early Childhood Program/Purple Cluster and the rest of the school.
This bridge can be seen both organizationally and geographically. To ensure a seamless transition and progression from the Early Childhood Program/Purple Cluster to the Lower Division, Director of Early Childhood Rebecca Jurow is the Division Director for both Purple and Pink Clusters. Director of Lower Division Donna Logue oversees the rest of the Lower School, as the students have now adapted to the change in program.
To understand the program in Pink Cluster is to first understand the program in Purple Cluster. The Purple Cluster features a therapeutic approach—students in Purple have Speech Language Pathologists and Occupational Therapists that are dedicated to their classroom for 50% of the week. Every time of the day is an opportunity for the SLPs and OTs to support the students, and to work with them on their motor skills, language skills, and behavioral regulation. Early Childhood also has highly scaffolded support appropriate for that age group, but as students progress, the teachers in the EC work to see what they can allow students to do themselves while still keeping the core of the scaffold. “We are always thinking about promoting independence and how we can have students thinking on their own. It’s about independence but also managing responsibility,” said Ms. Jurow.
This goal of growing independence continues in the Pink Cluster. Now that the students have developed the foundation for reading and language in the Purple Cluster,
their program moves from a therapeutic approach to an academic approach, much like the rest of the Lower School. SLPs and OTs are no longer in classes 50% of the week, but are still dedicated to each classroom. Reading coaches and math coaches are added, and offer support for the entire cluster.
Ms. Logue stresses the importance of this shift to academics, saying, “It can feel like an abrupt change. But there is continuity, and this is a crucial time to lay the strong academic foundation that they will need in the Lower Division.” An example of this can also be seen in the handwriting classes in Pink Cluster. Handwriting is purposefully part of their Writing and Social Studies classes each week, and they use what they learn during reading instruction, rather than solely focusing on graphomotor skills.
In addition to the unique curricular and organizational structures of the Pink Cluster, the cluster also occupies a special physical space on Gaynor’s campus. On the second floor of the South Building, classrooms for the Early Childhood Division occupy one side of the floor, while the classrooms for the Pink Cluster are on the other. If you were to walk out of the South Building door to cross the playdeck (a literal bridge between the buildings), and go through the North Building Cafeteria, you would end up where the Red Cluster classrooms are. Pink’s location away from the rest of the Lower School may seem to set it apart, but it actually reinforces its
EARLY CHILDHOOD
REBECCA JUROW
The Pink Cluster's position as a bridge aids students in their transition into the Lower Division, so the shift in program is a steady, continuous one.
position as a bridge from Early Childhood to the rest of the Lower School. It demonstrates that, while Pink Cluster and Purple Cluster are in conversation with each other, Pink still connects to the next cluster.
Projects and themes begun in the Pink Cluster will become a throughline for students as they move through the Lower School. One of the projects that the Pink Cluster works on throughout the year is their exploration of community helpers. They explore the different roles that a community helper may have, such as a firefighter, police officer, or emergency responder, with various field trips and visitors who come to the classrooms. The teachers are building the idea that community is about relying on each other in different ways, for different things, and understanding how we all connect.
This demonstration of community is expanded in the Red Cluster. Every year, Red Cluster students take field trips to each of the five boroughs of New York City. They explore the unique areas inside each borough and visit famous landmarks and restaurants in that borough’s history, all toward the goal of understanding the entirety of the metropolis that Gaynor students live in. Reflecting on how projects can be connected across clusters, Ms. Jurow said, “It is intentional. We are very thoughtful when we are putting together the sequence—nothing is random. It is all supposed to be connected so it can all build on the very solid foundation that we are starting in the Purple Cluster.”
LOWER SCHOOL
Students in the Purple, Pink, and Red Clusters are in a critical age group. If reached early, learning challenges are mitigated and they can make great strides in their educational, social, physical, and emotional development, putting them on the path to sustained academic success. This is also why it is so important that these clusters’ curricula speak to each other and mirror each other the way that they do at Gaynor. The Pink Cluster’s position as a bridge aids students in their transition into the Lower Division, so the shift in program is a steady, continuous one, in which students are ready to tackle the next cluster with confidence.
DONNA LOGUE
Creating Community in Lower Division Art
In Visual Art classes, taught by Art Specialist Layce Boswell, the Yellow Cluster explored themes of collaboration, culture, and identity through collage and sculpture. To start the year, students learned about geometric and organic shapes. They studied how collage is sometimes used for installation art by examining artwork by Michael Velliquette, an American artist and paper sculptor. The students then got to work on their mixed media collages by using construction paper, gems, pom-poms, and googly eyes to create whimsical artwork. Once finished, the students helped arrange their creations into a collaborative installation outside the classroom to give the art room a feeling of community and creativity.
Yellow Cluster students also explored 3D art through ceramic sculpture. After examining the artwork of Stephanie H. Shih, a Taiwanese-American ceramic artist based in Brooklyn, students discussed the connections between food, culture, and identity. They explored where their favorite foods and drinks originated from before deciding which food or drink they wanted to sculpt. While using ceramic hand-building techniques, such as coils, slabs, and pinch pots, the students were encouraged to sculpt the textures of the food and drinks with various clay tools.
Showcasing Unique Perspectives in Upper Division Art
Over the past few months, Upper Division art classes, taught by Art Specialist Lucy Villeneuve, have been exploring perspective in art, in both 2D and 3D mediums.
Students in the Blue Cluster explored perspective by drawing rooms and objects in 3D. While some embraced realistic depictions and drew their bedrooms, others practiced surrealism by drawing floating furniture or collaging elements coming in from the windows.
Blue Cluster students also explored the craft of Artist Trading Cards, in which they decorated card-sized pieces of paper to eventually trade at the end of the school year. Their cards reflected different parts of who they are and what they like, and are unique to each student.
Students in the Silver Cluster learned about the artist Louise Nevelson through a unit titled Cardboard Chaos. After Ms. V noticed their gravitation towards cardboard creations, it was clear they needed to do an entire unit with this medium! The students learned how Nevelson catches the viewer's eye by assembling many pieces to create interesting compositions. They also learned about the power of monochromatism to draw attention to the texture created by the cardboard creations.
Artist Trading Cards
Day of Service 2024
Day of Service 2024
November 11 marked Stephen Gaynor School’s annual Day of Service! This was Gaynor’s third year collaborating with God’s Love We Deliver, a nonsectarian, non-profit organization in New York City that prepares and delivers nutritious, high-quality meals to people who, because of their illness, are unable to provide or prepare meals for themselves. This year, Gaynor students, families, and friends came together at the God’s Love We Deliver headquarters to pack thousands of shampoos and conditioners into care packages to be delivered with each God’s Love client’s Thanksgiving meal. “This extra-special touch is the cherry-on-top of our 18,000 turkey dinner deliveries we will make that morning,” a representative from God’s Love said of the event. Our Gaynor community made this year’s Day of Service a great success!
Skate Night
In December, over 500 members of the Gaynor community skated their way to fun, laughter, and great memories at our annual Skate Night at the Sky Rink at Chelsea Piers. The night of skating featured food, drink, a Gaynor Gear shop, and of course, our Gaynor Gator! It was so “cool” to see first-time skaters join Skate Night veterans on the ice, and everyone had a “brrr-illiantly” good time.
Winter Concerts
During this year’s Winter Concerts, students from the Pink through Silver Clusters put on two wonderful shows centered around the theme of community. They sang, performed skits, and showed the audience what being part of a loving community is all about. The Gaynor community was uplifted in song as the Pink, Red, and Yellow clusters banded together to sing “Give A Little Love,” to end their performance. The Orange and Silver clusters then finished out their concert with the cheerful “Keep Your Head Up.” The EC danced around the world for their Winter Showcase, performing songs and dances from Brazil, Italy, and South Korea. They ended the show by singing “It’s a Small World.” It is a small world after all!
Breakfast My Way
The Parents’ Association sponsored two Breakfast My Way events this fall. The first breakfast held in October celebrated Greek culture, and the second was a celebration of Southern cuisine. Breakfast My Way is a wonderful opportunity for the parent community to come together and learn about their fellow parents’ cultures and traditional breakfast foods.
The breakfast in October was hosted by Christine and Stavros Tsibiridis, parents of Penelope in the Blue Cluster, as they shared their Greek culture and dishes with the Gaynor community.
During the family’s speech to kick off the event, Penelope let attendees in on a secret as she declared, “Greeks don’t eat breakfast!” Christine explained that the Greek people they know, and those in their family, generally have one large meal during the day, usually in the afternoon. But they do have something in the morning to hold them over until that large meal, and those snacks are what was on the menu for the event’s breakfast. The breakfast featured Greek yogurt with honey and fresh fruit for toppings, an array of baked goods including homemade pasta flora or “jam cake;” koulouri, which are Greek bagels; koulouraki or special celebration cookies; tiropita, which is a cheese pie; and elipsomo, an olive bread.
The family not only shared their culture with attendees via food, but also jewelry! There was a bowl of bracelets available for everyone to take, which featured charms that represent protection against what is known as “the evil eye.” The bracelets are worn to ward off negative energy caused by another’s jealousy. Attendees chose their preferred bracelet, ensuring everyone was fully protected!
October hosts Stavros and Christine with their daughter Penelope
In December, the second Breakfast My Way was hosted by LaShaun and Tre Hathaway, parents of Tre in the Red Cluster, as they shared some of the favorite Southern dishes they enjoy during Sunday dinners with their family.
LaShaun introduced the breakfast by explaining that she and her husband Tre were both raised in Nashville, Tennessee, and that after they were married and still living in Nashville, the whole family would travel to her mother’s in Memphis and spend Sunday dinners together. “We all gather to talk and eat, and all the kids play together, and that’s how we stay united as a family,” she said. LaShaun went on to say that now that they live in New York City they have Sunday dinners with her husband Tre’s family, but still visit Tennessee to see her family as often as they can.
The breakfast featured a spread of fried chicken, waffles with maple syrup, shrimp and grits, cornbread, fruit salad, and of course, sweet tea. Guests dug into the breakfast offerings with fervor, and the chicken and waffles were the biggest hit! The spread was warm and delicious, and the North Cafeteria was filled with the feeling (and smell) of Southern comfort.
Thank you to both those who have hosted and those who have attended Breakfast My Way. We look forward to more events to come!
December hosts Tre and LaShaun with their son Tre
PHOTOGRAPHY IS
“Popping”!
For their recent unit on Pop Art, Green Cluster students in Photography Teacher Tim Jalbert’s class learned about key contemporary artists associated with the Pop Art movement, including Jean-Michel Basquiat, Yayoi Kusama, and Andy Warhol. They then learned the basic tools of Adobe Photoshop that would help them make adjustments to their photographs using the software. Students then combined photos, drawings, and digital artwork to create their own interpretations of Pop Art!
We are always excited to welcome our alumni back to Gaynor, no matter their graduation date. This fall, several of our alumni visited to see their past teachers, walk the halls, and reminisce on their time at Gaynor. They took the time to catch up with our Director of Alumni and Parent Engagement, Tia Murkison, to tell her about all of the great things they have been doing since leaving Gaynor. Check out Tia’s updates below!
Tigist '15 and Mihret Smith '16
Talk about a dynamic duo! We had the pleasure of receiving a visit from the Smith sisters, Tigist and Mihret, in November. Tigist graduated from the University of Mount Saint Vincent in 2023 and is currently working for Right at Home, where she recently received a promotion to a coordinator position, helping with orientations for home aides. Mihret is a Junior at Hunter College and is a very skilled artist! She is working with artist Alteronce Gumby, and joined him at Art Basel in Miami in December. It was great to catch up with these two and we can't wait to see what they accomplish in the years to come!
Jordan Levi '12
It was a delight having Jordan Levi visit us at Gaynor in October! Jordan is an alum of Churchill '16 and Hobart College '20 and is currently a real estate agent at Douglas Elliman Real Estate Agency. She loves working in real estate in NYC and is finding great success in it, and she was even awarded the #1 sales associate in 2021. It sounds like there’s nothing Jordan can’t do!
PJ Duers '19
What fun having PJ Duers visit us in October! PJ was home for fall break from Carnegie Mellon University, where he is a freshman majoring in Applied Mathematics. He is enjoying his first year away at college and is a part of seven different extracurricular groups. One of his favorite student groups is his improv troupe, the No Parking Players. PJ has been doing standup since his Gaynor days and in September he performed at the ReelAbilities Film Festival in Pittsburgh. Maybe one of these days, we'll be seeing PJ headlining on stage in NYC!
Jordan with Blue Cluster Head Teacher Chris Meyer (left) and Dr. Gaynor (right)
The Smith sisters: Mihret (left) and Tigist (right) with Head of School Dr. Scott Gaynor
