Dwight Today | Summer 2018

Summer 2018

DWIGHT TODAY A Magazine for the Global Dwight Community

Volume 13, Number 2

What a Year!

Milestones, Celebrations, and Firsts

ON THE FRONTIER OF TEACHING

CHANCELLOR SPAHN’S 50TH ANNIVERSARY TRIBUTES AND TOASTS

FACULTY TRAIN AS ENTREPRENEURS

NEW FACILITIES AT 21 WEST 88TH STREET EXPANSION IN A NEW ERA OF INNOVATION

BRUCE WARSHAW ’74 LIFELONG DWIGHTONIAN FULFILLS HIS DREAM

Dwight is dedicated to igniting the spark of genius in every child. Kindling their interests, we develop inquisitive, knowledgeable, self-aware, and ethical citizens who will build a better world.

For the second year running, Dwight's Varsity Rugby team had the best record in the MET NY DII league. Go LIONS!

DWIGHT TODAY

FEATURE STORIES

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Our Carnegie Hall Celebration of Chancellor Spahn’s 50th Anniversary Was out of This World!

A New Year Brings Exciting New Facilities: 21 West 88th Street

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Middle Schoolers Put Their Own Stamp on the Play Anon(ymous) Nick Shafir ’11: Quest to Succeed

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Arthur Samuels: Bringing History to Life for Over 25 Years

Dwight Global Student Tina Wu ’18 Shares Appreciation Through Art

Plus Foundation, alumni, and more

Laurie Silbersweig Editorial Director

Audrey Miller Design

Kerry Tkacik Digital Content Manager

Photography: David Dean, Stan Schnier, Mike Sheehan, Dwight staff Printing: SPC PRINT INTEGRATED, North Springfield, VT Copyright © 2018: Dwight School

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Allison Feldman Chief Innovation & Communications Officer

CHANCELLOR’S LETTER | DWIGHT TODAY

Dear Dwight Community, This issue of Dwight Today looks back on an exceptional year in the history of our school, The Dwight School Foundation, and our extended family in celebration of what makes Dwight a truly special place — our shared abiding dedication to igniting the spark of genius in every child.

At the same time, we also look to the future with exciting new developments in New York and in Dubai, where Dwight’s first campus in the Middle East opens this fall.

The School, which has invested in 34,000 square feet of new and renovated spaces at 21 West 88th Street and across campus, will welcome back students to six new state-of-the-art classrooms — the first 88th Street facilities to be ready for use. When the remaining spaces open, we will have a Spark Tank center, art pavilion, lunchroom, and so much more, outfitted with the most innovative technologies, dramatically transforming our learning environment and empowering Dwight to deliver our visionary model of education.

As a frontier IB World School, we are committed to piloting programs for the IB. As a great independent school, we are also committed to always being ahead of the curve. We are taking project-based learning to the next level by integrating Spark Tank methodologies into the established rich IB curriculum so that all students can develop the creative, collaborative problem-solving skills incubator participants do.

We are also beginning year two of an exciting new professional development initiative funded by the Foundation called Frontier Teacher training. This program equips faculty with the skills, tools, and frameworks used by startups, innovators, and entrepreneurs so that they can teach students these very same skills to prepare them for the jobs of the future.

Our vision is to ensure that our students and faculty — in every grade and in every subject — have the experience, technology, and knowledge to pursue their passion projects, follow their dreams, and make our world a better place. We have already begun with an inspired new age of educational enlightenment.

Fondly,

Stephen H. Spahn Chancellor of Dwight School

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DWIGHT TODAY | COMMUNITY

A Taste of Global Eats

Sweets!

Our community gathered for another fabulous International Food Festival, sharing the cuisines and cultural traditions of countries around the world. Adding spice to the evening was a samba performance!

Sending a shout-out of thanks to the Parents Association for planning this delicious gastronomic journey across continents!

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INTERNATIONAL FOOD FESTIVAL | DWIGHT TODAY

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DWIGHT TODAY | IN THE CLASSROOM

SPECIALIZING IN TEACHING LITTLE DWIGHT LIONS

Dwight’s preschool and kindergarten students are enthusiastic learners and our Riverside Campus faculty are equally passionate about providing them with the all-important building blocks that will support their educational journeys from their first days in the classroom through to graduation.

Our team of early education experts includes six specialists whose love of teaching shines through our conversations with them:

Physical Education:

Richard Geiger

I believe in a philosophy of mind, body, spirit. In the gym, children are learning about the body, to eat right, and exercising.

We start the year with teambuilding and a cooperation unit. Then we do more skill-based, gross motor learning, followed by sportspecific skills in soccer, basketball, and tennis. I love working with this age group because it builds the foundation. Being able to see from the beginning of the unit to the end, from the beginning of the year to the end, the progressions students make — that is why you want to teach. You want to see them expand their knowledge and be able to do new things. It’s a great feeling as a teacher to know that they’re being successful and that I’m being successful as a teacher.

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IN THE CLASSROOM | DWIGHT TODAY

Mandarin:

Mini Hu

When you’re speaking different languages, you’re actually activating different parts of your brain.

I love studying languages, and the language I love most is my native language: Mandarin. It is beautiful; it’s not alphabetical and it has pictures.

When you come to my class, you will see students singing and writing in Mandarin — writing Chinese characters. Also, we will be telling stories in Mandarin. The reason I love to teach young children is because there are just so many possibilities for them. They learn languages at so fast a pace, at such an advanced level, you cannot imagine! Children know they’re mastering another language and I would say that is a very memorable experience for them.

Music:

Jill Brown

A parent said to me, “You’re a celebrity in our house!” I was so surprised to hear this because I thought this child was very reserved and shy. Her mother explained, “Every day that you teach my daughter, she comes home, gets her stuffed animals out, lines them up in a circle, gets her guitar (little ukulele), and says, ‘Hello, I’m Miss Jill!’ She then goes through my whole lesson, from start to finish!

In my classroom, there are always instruments and props, and we always start with a hello song. The students do a lot of fingerplays. We’re getting them to experience rhymes and to use their hands and gestures to develop language for the song. What I found that’s so important about music is language — it’s what they’re retaining because of the songs and the enjoyment they’re experiencing. I’m the teacher that gets to do what every kid loves!

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DWIGHT TODAY | IN THE CLASSROOM

Spanish:

Tania Carpio

What I love about teaching Spanish is that it opens up the world to children and it’s great to see that spark in their eyes when you expose them to something new. I’m glad I’m able to see it on a daily basis!

When you come to my classroom, one of the things you will see is that we’re moving around. Language should be fun; language should be kinesthetic, and language should be learned in so many different ways. Not everybody learns the same way.

Studio: Zach Horvet The guiding principle of my teaching is giving students the opportunities to learn about things in as many ways as possible.

Children are capable of so much and they respond accordingly. When you show them how to use a tool, and they learn how to use it independently, that is a huge step in their confidence and they have acquired skills that will be with them for the rest of their lives.

I always have a variety of activities, whether they be sensory, hands-on, abstract, drawing, or painting that will provide a different kind of framework or perspective. I helped in constructing this classroom knowing that it was going to be a major part of what I wanted the kids to take from the studio through hands-on learning.

Library: Kelsey Thomas Reading is important because it shows us things that we wouldn’t normally see in our lives.

That’s where I find the crux of what drives me with students. I really enjoy bringing them something that they wouldn’t encounter. To have someone whose consistent role is to shape what the library program looks like for every step with the two-year-olds through kindergarten is really impactful. Students come in, they sit down, and depending on the age group, we start with a couple of songs. Then we read!

I plug into our units of inquiry so that students are getting another perspective and another vision of the content they’re learning in their classrooms. If there are a few things that I want students to get out of being here in library with me, one of them would definitely be just to love reading, to love the experience of reading; the physicality of a book, and the experience of sharing that with someone else.

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To learn more about our specialists, visit www.dwight.edu/specialists

GLOBAL VISION | DWIGHT TODAY

Our Carnegie Hall Concert Celebrating Chancellor Spahn’s 50th Anniversary

Was out of This World!

The first strum of electric guitars from Dwight’s Bentley House Band sent a glorious and thunderous sound from the Carnegie Hall stage to fill the majestic, 2,804-seat Stern Auditorium all the way to the top of the fifth-level tier! It was the exciting beginning of our annual global concert, which this year stood apart from all others that came before.

This was Dwight’s debut appearance on the most iconic stage in the world, where performances have shaped the course of music history since 1891 — the year Stern was christened under the baton of maestro Tchaikovsky. Dwight students first began their Carnegie Hall journey in 2000 in the 268-seat Weill Recital Hall. In 2012, we expanded into the 599-seat Zankel Hall before landing on Stern’s Perelman Stage this year, where the acoustics are sublime and the view is simply: WOW!

Our sold-out concert was also very special because it gathered 240 Dwight students from around the world with faculty, staff, parents, alumni, and the heads of our global campuses to honor the man — Chancellor Stephen Spahn — whose exceptional career had made this moment, and countless others like it, possible. He has led our school and community for a record-breaking 50 years and we are so fortunate to have this unprecedented continuity of leadership — no other school can say the same.

This concert, which showcased so much student talent and artistry, was the ideal venue in which to celebrate the Chancellor, who encourages all students to reach for the stars. Entitled “A Sky Full of Music,” the event brought all of our campuses in New York, London, Seoul, Shanghai, and in the cloud together under one roof — under the Milky Way! All of the music connected to the celestial theme and

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the experience was augmented by a projection system that told a cinematic story about space. NASA has nothing on Dwight!

THE EVENING’S PROGRAM Students from grades 4-12 collaborated in a range of ensembles across musical genres to share their sparks of genius. Performances included traditional music and dance by students from Seoul and Shanghai, along with ballet by Dwight Global students, who choreographed their own piece. Additionally, 85 members of our adult community choir took to the stage for their special Carnegie Hall moment.

Later in the evening, the music paused for a tribute to Chancellor Spahn. His sons, Kirk ’95 and Blake ’89, each spoke from the heart about their father’s visionary leadership, tireless work ethic, and unique capacity to inspire and leave a lasting impact on the lives of generations of students.

When the Chancellor spoke, he shared, “Fifty years ago, I believed passionately in a new enlightened educational philosophy — to ignite and utilize a student’s interests and

talents to create a unique personalized road map to a meaningful future. It remains my calling and mission to this day. My legacy is the students who are the heroes of their own journey. My story is the collection of all their stories.”

the Chancellor concluded with, “It is to all of you tonight that I also extend my heartfelt appreciation for your trust in a unique family tradition — a school where everyone is a member of my extended family. I am convinced that together we will motivate

This evening is a sampling of the spark of genius credo that has united the heads, hearts, and hands of performers and supporters as they reach for the stars.

He continued, “This evening is a sampling of the spark of genius credo that has united the heads, hearts, and hands of performers and supporters as they reach for the stars.

Dwight’s standard of excellence as the leading International Baccalaureate global school now reverberates across the world.”

Following words of thanks to his wife of 50 years, Connie, children, and grandchildren,

and inspire new generations to grasp life with both hands and build a better world.”

Grasping their instruments once again, students finished the musical journey that took us around the world in 180 minutes.

They ended with a rousing encore by the entire company conducted by alum Andrew Abrahamsen ’14, who was last seen at Carnegie Hall four years ago when he debuted

CARNEGIE HALL | DWIGHT TODAY

his original piano composition. A music major at Carnegie Mellon, Andrew lent his spark of genius, which was nurtured here on campus, to lead our current performers, bringing his Dwight story full circle (see sidebar).

“Watching incredible musical moments unfold with both students and adults epitomizes the wonder of live performance and caps the musical, social, and cultural journey they each take,” says Alistair Hamilton, Head of Performing Arts. “We are honored to have provided our global community with the chance to take to the Stern Auditorium stage where so many famous musicians and conductors before have made history.”

Watching incredible musical moments unfold with both students and adults epitomizes the wonder of live performance and caps the musical, social, and cultural journey they each take.

IT TAKES A GLOBAL VILLAGE This extensive cross-campus collaboration, which looked seamless on the big night, takes months and months of preparation. It begins with an idea, a concept sparked by Mr. Hamilton, who has spearheaded our global concerts for six years. He collaborates with the team of music directors across Dwight Schools to develop the program and highlight the unique talents and cultural traditions of each campus.

Students audition locally and their tapes are shared among the faculty team. As soloists, duettists, and ensembles are selected, they begin several months of rehearsal before coming together in New York the week prior to the concert date. Over an intense fiveday period, they all work together, blending and fine-tuning their individual pieces into one glorious tapestry.

During this immersive experience, students embrace different cultural traditions, connect through the universal language of music, and forge friendships that will last a lifetime.

So, too, will the memory of our magnificent 2018 Carnegie Hall concert last a lifetime!

A Dwight Alum Comes Full Circle

Andrew Abrahamsen ’14 was back on campus in February for the intensive pre-concert rehearsal week, lending his musical spark of genius to help prepare this year’s performers for Carnegie Hall — and he joined them on stage for the concert.

Flashback to four years ago: Andrew, a Dwight senior, debuted his original piano composition entitled “Sanctuary” at Carnegie Hall. That was 2014 and the venue, Zankel Hall, was smaller than this year’s Stern Auditorium, yet the feeling of performing at Carnegie Hall was the same: glorious.

Andrew, who just finished up his last year at Carnegie Mellon as a music composition major, had remained in close contact with his Dwight mentor and teacher, Alistair Hamilton, Head of Performing Arts, and when Mr. Hamilton invited him to help ready this year’s performers, Andrew was all in!

“The memories of performing my own piece and having participated in a number of Dwight Carnegie Hall concerts over the years will remain with me for a lifetime,” Andrew shares. “I was privileged to have been given such incredible music learning and performance opportunities at Dwight and I couldn’t be happier to give back. I was honored that Mr. Hamilton, who had pushed me when I was a student to be the best musician I could be, asked me to assist.”

Not only did Andrew help to lead rehearsals, he also sang in the concert as a member of the Adult Community Choir — and conducted the evening’s rousing encore! We thank him for sharing his time and talents and wish Andrew continued success in his musical career, as he moves on to graduate school and beyond. We know that he’s destined to soar!

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DWIGHT TODAY | GLOBAL VISION

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CARNEGIE HALL | DWIGHT TODAY

Singing Stars While we are accustomed to applauding our students a performances, we put our hands together for a special group of adults during our Carnegie Hall concert. Eighty-five parents, faculty, staff, and alumni — members of the Dwight Schools Community Choir — had their own moment to shine on stage.

The group performed a piece entitled “Stars,” singing their hearts out on what was also their big day!

The choir’s participation marked the first time that members of the larger Dwight community were able to experience the joy of performing at Carnegie Hall alongside students. Words can’t describe how meaningful this was, which is exactly why Alistair Hamilton, Head of Performing Arts, decided to form the choir. News went out about this special opportunity at the beginning of the school year and soon stickers with the hashtag #jointhechoir were appearing on campus!

It didn’t take long for people to sign on. With a range of singers from veteran to first-timers, the Choir brought the word “community” to life.

The dedicated group practiced weekly with Dwight music faculty to ready themselves for their debut, some of whom learned how to read music for the first time. The choir was accompanied by a smaller group of staff members who played quartz crystal “singing” bowls. They, too, practiced how to elicit the dulcet tones over several months leading up to the concert. The result of everyone’s hard work was a beautiful harmony!

“Our adult community had an overwhelmingly positive experience learning to read music, sing, and breathe together,” said Mr. Hamilton. “They also had a behindthe-scenes view into what it takes to perform on the most historic of stages.”

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DWIGHT TODAY | DWIGHT GLOBAL

Dwight Global Students

Shine

in the Classroom and on Stage at Carnegie Hall!

During just one week on campus in New York, Dwight Global students covered a lot of ground — including some that was snow-covered in mid-February! They gathered for the second time this school year to connect with their teachers and each other in a special STEAM (with a twist: Science, Teamwork, English, Arts, Music) session. This in-person program is one of the unique features of Dwight Global, distinguishing our online school from others.

While a Dwight Global education is, of course, top-notch, in-residence experiences that bring together online and blended learning students with their peers around the world through our network of campuses make for an unparalleled school experience.

The recent STEAM program was planned to coincide with the largest Dwight global community gathering in history: the 2018 Carnegie Hall concert celebrating Chancellor Stephen Spahn’s milestone 50th anniversary in education.

The concert, which capped off the week for all Dwight Global students, featured two among them in the spotlight: ballet dancers Alexandra Lawrence ’19 and Caroline Hendrickson ’22. They graced Carnegie Hall’s grand Stern Auditorium stage with their talent, as they accompanied musicians from New York and Shanghai performing a traditional Chinese folk song. The duo, who attend different dance schools, collaborated to choreograph their own piece and dazzled us with their artistry and spark of genius!

Alexandra and Caroline were among the 22 Dwight Global students from around the world who dove head first into the in-depth multidisciplinary STEAM session, which included: • Science lab work and presentations of science projects • Creative writing classes and presentations of student work • A special discussion with Tim White, an executive producer of Steven Spielberg’s “The Post,” followed by a screening of the movie • Meetings with Dwight’s college counselors Following a robust academic program blending science and the arts during the day, students enjoyed downtime in New York City.

They bonded over dinners; bowling at Chelsea Piers; and a party with 240 students from Dwight campuses in New York, London, Seoul, and Shanghai on the eve of the Carnegie Hall concert. They had a blast!

While Dwight Global students were immersed in their program, they were visited by a Columbia University Teachers College grad student, Christopher Ongaro, who is conducting a dissertation study on personalization in a blended learning program. He was duly impressed by what he saw and shared his thoughts:

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DWIGHT GLOBAL | DWIGHT TODAY

As an education researcher, I selected Dwight Global as a uniquely promising combination of digital technology and personalization. Much more than merely a school gone digital, Dwight Global has so far shown me a blend of academic challenge, social connectedness, and programmatic flexibility. That blend allows Dwight Global to not only ignite sparks of genius but also fuel students’ personal passions.

Through my research on Dwight Global, I am learning a new story of school — one in which programmatic flexibility is able to support personal passions without sacrificing curricular

challenge or social connectedness. … I have learned about the affordances of digital technology for academic engagement, I have witnessed the seamless transition from online to face-to-face socialization, and I have heard how program flexibility supports personal excellence. Such a combination is a rare accomplishment for any school regardless of bricks and mortar, and it leaves me dually excited for both the future of education and the future of each Dwight Global student.

We, too, are excited about the bright future of each and every Dwight Global student!

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DWIGHT TODAY | DWIGHT GLOBAL VISION

DWIGHT SCHOOL DUBAI Nears Completion In early spring, Chancellor Stephen Spahn and Vice Chancellor Blake Spahn, visited the Al Barsha South construction site of our first campus in the Middle East: Dwight School Dubai. Since then, the state-of-the-art school has taken shape quickly, with nearly 500,000 square feet of flexible learning and innovation facilities designed to ignite the spark of genius in every child.

When the school opens its doors this fall, it will welcome students in pre-kindergarten–grade 9. Ultimately, Dwight School Dubai will grow to full capacity with 2,000 students through grade 12. Head of School Janecke AarnÌs has watched the facility emerge from the ground up and looks forward to the school taking its place as a leader in the Dubai international educational community.

Stay tuned for more news from Dubai!

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DWIGHT SCHOOL DUBAI | DWIGHT TODAY

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Fifth-graders shared what they learned through in-depth research into how the world works in the Primary Years Program Exhibition, a landmark in their IB educational journey. Next up: Middle School!

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DWIGHT TODAY | INNOVATION

ON THE FRONTIER OF TEACHING At Dwight, the learning never ends for faculty as well as students.

Thanks to professional development grants funded by The Dwight School Foundation, teachers have the opportunity to expand their knowledge and bring the latest thinking back to the classroom to benefit students.

During the 2017-18 academic year, the Foundation awarded a record 174 faculty professional grants, including 41 for teachers to participate in a pilot experiential Dwight program called Frontier Teacher training designed to equip faculty with the same skills and frameworks used by startups, innovators, and entrepreneurs.

This exciting program immerses faculty in a series of workshops with internal and external experts, challenging discussions, and hands-on experiences with tangible classroom applications. Participants take a deep dive into Design Thinking and Lean Start-up methodology, learning how to develop ideas, take risks, build, and measure their innovations. The goal is to equip faculty with the skills, tools, and mindset to become more innovative and effective educators — and to cultivate lasting learning in students in novel and new ways.

During 50 hours of training, faculty launch their own innovation mini-project and collaborate with peers to help them reimagine their teaching. “Going through an entire iteration of the innovation process was invaluable,” reports French teacher Zach Moir, who was among the first cohort of faculty to participate. “In addition, feeling like I was free to make something that could be used in class was a great motivation to be creative, rather than to just ‘get something done.’”

An Empowering Experience

Just as students learn in Spark Tank that they sometimes have to pivot from their original idea and pursue a different path or go through a trial and error phase, so, too, do Frontier teachers. Izzy Leahy, who teaches second grade, shared, “I learned that

“WE NEVER STOP LEARNING” MORE PD REFLECTIONS Two among many faculty who attended professional development conferences this year, thanks to The Dwight School Foundation, are Nathalie Mattheiem, French teacher and Language A Coordinator; and Shelby Levin, Associate Head of Middle School and MYP Coordinator. They reflected on what they gained and how they are putting that knowledge to work:

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FRONTIER TEACHER TRAINING | DWIGHT TODAY

it is okay to fail. I think this helped me to take chances, add my thoughts, and try things out that I was uncertain about."

Bentley Ferraina, English teacher and Dean of Tenth Grade, said, “One of the best lessons I learned was to make ‘small bets.’ That means taking a great idea, like a new way to give feedback or encourage reflection, and asking, What is the smallest, simplest way I can integrate this into my class?’ It’s empowering to learn that it’s okay to try something really small or to present an idea before it’s perfect. Frontier Teacher training makes a compelling argument for approaching work in this way, and it thankfully moves from theory to practice very quickly, providing instruction on what that approach actually looks like and requires.”

game-based learning to help them with a new conjugation in Spanish. During this process, they improved their abilities to become innovators by being empathetic, giving and receiving feedback, and prototyping — just as we had done during Frontier training!”

Upon completion of the program, Frontier Teachers are encouraged to mentor colleagues throughout our community, just as Master Teachers do, to foster ongoing dialogue about learning and the application of new skills in the classroom. Next year, Dwight looks forward to seeing even more participants enroll with the ultimate goal of all faculty becoming Frontier Teachers in the years to come.

As they go through the program, faculty are encouraged to implement their learning into their classrooms right away. Spanish teacher Rachel Bruttig explains how she did that: “Frontier Teacher training was a fantastic experience that helped me understand the skills students will need to become innovators and entrepreneurs.

After learning about design thinking and lean methodology, I was able to be more innovative with my lessons and provide students with the chance to learn in new and exciting ways. For example, students developed games using Design Thinking techniques and

Natalie attended the Sommet du numérique, a francophone world summit and conference in Montreal about innovative technologies in education: The technology aspect, of course, was essential, but crucial to me was the fact that it was in French, with French-speaking policy makers, educators, innovators, developers, and researchers. I have learned about dozens of resources in French, heard about pedagogical research assessing flipped classrooms, e-literacy, participated in workshops about integrating the visual and game dimensions in language learning, and even learned how to create virtual reality tools for the classroom.

This has already impacted my teaching, as I immediately integrated some aspects of my new knowledge and used some of the new resources.

I plan on integrating additional elements and some game strategies next year!

Shelby attended an IB Workshop on Approaches to Learning Skills in Dubai: I gained information that I can now implement to help strengthen our IB continuum — new ways (activities, assessments, visuals, etc.) to explicitly teach thinking, communication, social, self-management, and research skills — essential life skills, which we can’t just assume that students have. The workshop, which provided ways to thoughtfully plan for teaching and assessment, offered new information about how to scaffold these skills for students of different ages.

Additionally, approaches to learning skills are common across all IB programs, so I have shared what I learned with the other IB coordinators to enhance these skills in all of our programs. I really enjoyed collaborating with international teachers and learning about other IB schools. I strongly believe that we never stop learning and this was an unbelievable opportunity to expand my own international-mindedness.

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DWIGHT TODAY | INNOVATION

After Labor Day, we will welcome students back to school with six new state-of-the-art classrooms — the first spaces to open in the brownstone at 21 West 88th Street.

When the School purchased the building next door to Timothy House, it signaled the next generation in Dwight’s expansion paired with a commitment to extending innovative programs into every classroom.

The School invested in 34,000 square feet of new and renovated spaces at 21 West 88th Street and across campus, where the first glimpse in September will give students and faculty an exciting preview of what’s to come.

When the rest of the building is completed, we will have a dramatically transformed flexible learning environment encouraging collaboration, creativity, and innovation.

In addition to the new classrooms, 21 West 88th Street will include a: ■ Spark Tank Center ■ Design Tech Center ■ Art pavilion ■ Lunchroom ■ Expanded outdoor recreation spaces Over the summer, construction crews were hard at work, gutting the space and building it anew.

We can’t wait to see how our community responds and look forward to sharing photos of the completed facilities with our readers. Stay tuned!

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A NEW YEAR BR EXCITING NEW

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NEW FACILITIES | DWIGHT TODAY

RINGS FACILITIES:

88TH STREET

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DWIGHT TODAY | FACULTY Q&A

As Dean of Eleventh Grade and an Upper School IB Visual Arts teacher, Ellen Sayers uses her creative spark to help guide students to reach their goals, connect with one another, and be their best selves. We sat down with Ms. Sayers, who has been at Dwight for 18 years, to learn about her dual roles and her approach to unearthing the greatest potential in each student — artistically, academically, and in life beyond the classroom.

Ellen Sayers: Empowering Students to Be Their Authentic Selves

WHERE DID YOUR LOVE OF ART COME FROM?

It comes from my family! My mother was an interior designer; my father was an industrial designer; and my aunt, who worked at a museum, registered me for art classes as a young child. My family values intelligent design, so we’d play with different materials to make sculpture and furniture — and even do home renovation together. I always spent a lot of time in museums for fun. It felt natural to pursue an artistic career.

When I began to formally study painting, I learned that art is a way to communicate without words. A person can be “moved” by breathtaking architecture or a vivid painting, and this visceral reaction connects the artist with his/her audience. A shared experience can happen without language. The intention to bring people together that drives the creative process is what fuels my passion for art.

WHAT IS YOUR SPARK OF GENUIS?

My creativity and imagination are my sparks of genius! I love to ask, “What if ...?” when making and teaching art, and guiding students and parents through grade 11. My imagination and creativity help me find unexpected opportunities, processes, and solutions.

WHAT WAS YOUR JOURNEY TO BECOMING A TEACHER AND A DEAN?

Teaching has always come naturally to me.

In college, I coached lacrosse (and played field hockey). Upon graduating, I taught

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art in middle and high school and as an artist-in-residence. After receiving my Master of Fine Arts from Pratt, I led a team of monument conservators throughout New York City and taught grad students about outdoor bronze sculpture conservation.

I returned to teaching visual arts full time because I wanted to continue exploring diverse media, investigate the link of art and culture, and share the joy of making art with children. When I started at Dwight, I taught K-9 students and it was a blast!

I had been teaching for several years when a colleague visited a study hall that I was proctoring, observed my rapport with the students, which was casual but clear, and suggested that I become a dean. I was interested in developing a relationship with students beyond the classroom, as they need extra support during these formative and challenging years. I served as Dean of grade 10 from 2005-14 and have been the Dean of grade 11 since 2015.

WHAT IS YOUR EDUCATIONAL PHILOSOPHY?

Students learn best when they can take charge of their own learning process. They need to cultivate research and critical-thinking skills, and they must take risks and reflect on failures, as well as successes. They also need to learn self-management and collaboration with a wide range of people. When students are empowered to direct their own learning, they become lifelong learners.

WHAT MAKES OUR VISUAL ARTS PROGRAM SPECIAL?

It’s incredibly open to allow for each student’s creativity. Our faculty have a wide range of expertise. We rely on close collaboration to foster students’ unique interests. Students come to the studio with a desire to explore a medium, express an idea, or discuss any topic. We make sure they have the resources to grow.

Most importantly, students encourage each other. Upper School students paint alongside Lower School students in Art Spark, our after-school program for passionate student-artists in grades 1-12. Middle School students have explored Harry Potter together, integrating literature with imagination art-making. Middle and Upper School students work together to construct their own fashion lines. These cross-grade collaborations are exciting because older students learn from and teach younger peers.

I recently discovered that some eleventh-grade art students share a single sketchbook to combine ideas and support each other. This is the type of trusting and creative environment that generates incredible artwork!

ELLEN SAYERS | DWIGHT TODAY

WHAT DO YOU LIKE ABOUT BEING AN IB EDUCATOR AT DWIGHT?

IB schools are forward-thinking and teach students to think deeply. The IB education guides them to analyze, synthesize, and produce their own interpretation. As an IB educator, every day is an adventure — I must be open to learning with my students and asking questions that encourage them to ask more questions in turn.

At Dwight, students graciously share their experiences and inquire about the experiences of others. Hearing diverse opinions can be challenging, but nothing worth doing is easy.

I witness our students persisting through hard conversations, sometimes agreeing to disagree, and respecting differences. It’s this level of respect and interest in learning about one another that energizes Dwight.

AFTER RECEIVING A PD GRANT, HOW DID

and toured the local area together. There is significant economic disparity between urban and rural China, so we did not have heat and sometimes didn’t have hot water.

The people were incredibly gracious — they told us about their farming, shared their food, and asked to learn our stories, too.

I gained so much from the transformative trip. I was reminded that “hard work” is culturally defined, and that relationships and people are a priority, not daily tasks. I learned that perceptions — of governance, family, success, beauty, and identity — are fluid. And I was reminded of the importance of silence, listening, and suspending judgment.

As an IB educator, every day is an adventure ...

YOU BRING THAT LEARNING BACK TO THE CLASSROOM?

WHAT CHALLENGES DO JUNIORS FACE AND HOW DO YOU HELP THEM NAVIGATE?

In eleventh grade, expectations change; students have to meet much higher standards and begin to make choices for college and beyond. They must be honest with themselves about goals, past mistakes, and future demands. I speak with students about developing their authentic interests and cultivating skills that empower them to take steps toward meeting their goals. Sometimes this requires tough conversations, but I find those are the most important ones. After all, students want to be prepared for their future.

I also introduce students to different ways of thinking about integrity and respect for others. High school is a time when they’re developing their sense of self and it’s important that they’re exposed to various perspectives and learn the value of inclusivity.

With the support of The Dwight School Foundation, I earned my Master’s in Educational Leadership and Management at the University of Bath. I had the opportunity to connect with more international teachers, learn from their experiences, and develop lasting relationships. I learned more about the nature of a global education and how to navigate constant shifts in educational theory. I also studied different cultures’ influence on the implementation of the IB curriculum in schools. As a visual arts teacher, I researched the changing role of art in society and how to better measure students’ creative growth. As a dean, I learned how to promote a unified mission among faculty and personal integrity and respect for others among students.

YOU JUST WENT ON A SERVICE-LEARNING TRIP TO CHINA — TELL US ABOUT IT!

It was incredible! We visited two public middle schools in the Yunnan Province and taught students different activities, played,

WHAT DO YOU HOPE STUDENTS TOOK AWAY?

As in all Dwight trips and exchanges, we hope that students expand their worldview, just as Chloe Liu ’20, shares in her own words: “On our last day, I walked back from the tea farm with an 11-year-old boy, who asked me all sorts of random questions out of wonderment. … We have such different lives and come from such different worlds, so it was hard to put myself in his shoes. Through this trip, I gained a lot of new perspective, and it’s definitely changed the way I think and made me appreciate the life I have more.

I think that’s the most important takeaway from this trip.”

Another student reflected “Everyone has a story, and we need to learn those stories.”

Students were able to see firsthand that there is no singular way of thinking or living.

We certainly agree — and we’re fortunate to have Ms. Sayers reminding our students of that every day!

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Middle Schoolers

Put Their Own Stamp on the Play Anon(ymous) ne play, two casts, eight weeks, and 38 ensemble members. That’s what it took to create this spring’s awe-inspiring Bentley House production of Anon(ymous).

Written by Naomi Iizuka, this adaptation of Homer’s Odyssey is the tale of a young refugee named Anon. Separated from his mother, he journeys through the U.S. on a ten-year quest searching for his family. While navigating his way, Anon encounters a gamut of people, ranging from kind to cruel, before ultimately reuniting with his mother. Told in part as memory

by Anon, he appears at various ages — played by three different actors — who are sometimes all on stage at the same time. To say this is a complex structure for Middle School students to tackle is an understatement; to say they were up for the challenge is a fact!

IT TAKES A VILLAGE

“The Bentley House Theater Program is a multidisciplinary endeavor that includes every student who wishes to partici- How could we create a project in which all of the eager, talented students could pate as an actor, designer, director, musician, or technician. take on a significant role in creating our They learn and create with the help of several professional performance? mentors, including myself,” explains Kim Guzowski, MYP and DP Theater Teacher. “This year, we had 38 students sign up! With so many enthusiastic students, we faced a wonderful problem: How could we create a project in which all of the eager, talented students could take on a significant role in creating our performance?”

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The ensemble of students in grades 6-8 who participated included 30

Every day, I witnessed their spark who wanted to act, inspiring Ms. Guzowski to form two casts so that of genius, their kindness, their all could take part — and with each student playing different roles collaboration, and creativity. in multiple performances. As if this wasn’t daunting enough, every

student has his/her own schedule, making rehearsal coordination into a jigsaw puzzle! “This challenge inspired some to help direct the production, and one truly amazing student, Sasha Klimentova ’24, offered to co-direct with me and not perform,” explains Ms. Guzowski. “Without the eighth-grade assistant directing core, and Sasha in particular, we could not have had a two-cast production, nor accomplished all we did in such a short amount of time — just nine weeks from first read to performance!”

A STUDENT-DRIVEN PRODUCTION

In addition to performing and directing, students designed and built the sets and props, composed and played the music, sketched and sewed the costumes, and designed and operated the lighting and sound. The deep level of work that the musicians and design team put into this production created a multitude of landscapes — both physical and auditory — needed to orient the audience while Anon wanders different worlds for a decade.

“Each scene in this performance was created by the students in every way to bring Anon’s story to life. I only helped to pull their vision together. Every day, I witnessed their spark of genius, their kindness, their collaboration, and creativity. I count myself lucky to mentor these young artists,” says Ms. Guzowski.

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I like to think Though none of us has been chased that theater is not by opera-loving butchers or guided by about lying, but mysterious goddesses, we all have peoabout telling the ple, sights, food, languages, clothes, truth. Thankful- and music that remind us of home. ly, none of us in the cast has been through the same dangers as our hero, Anon, but we all know what it feels like to love someone so much that “that person becomes like home.” We all know what it feels like to long for someone’s presence, and so many of us in this cast know the bittersweetness of remembering the tastes, smells, and views of our homes, now so far away. Though none of us has been chased by opera-loving butchers or guided by mysterious goddesses, we all have people, sights, food, languages, clothes, and music that remind us of home. That is what I mean by saying that theater is about the truth.

A TIMELY CHOICE

“Anon(ymous) is beautiful and harrowing tale of immigration,” she continues. “I selected it because it allows the ensemble and audiences to explore themes the students are studying in their classrooms: ancient Greece in grade 6; identity and U.S. history in grade 7; and immigration in grade 8. It also allows students to step inside, for a bit, the human conditions of poverty, immigration, identity, war, and family — all of which are especially topical now.”

Ms. Guzowski and the cast consciously addressed the responsibilities of portraying people from different races, cultures, and socioeconomic backgrounds than their own. The process was educational, raising greater awareness of, and empathy for, those living in trying circumstances, being undocumented, and facing deportation. Bernardo Sequiera ’22, on behalf of the entire cast, shared their collective perspective about the process and significance of this play, at this time, so eloquently in the program’s Actors’ Note: “Looking forward to your performance,” they say. “I hope you know all of your lines,” they say. Little do they know how beyond learning one’s lines acting goes. We artists and creators ask ourselves, “Why do we tell stories? Why do we pretend to be people we’re not and why do enact fictitious situations up on a stage? Is it merely to entertain an audience?”

Or do we do it to transmit important messages, raise awareness about realities different from the ones we live through every day? I prefer to think that the latter is the more appropriate answer, especially in the case of Anon(ymous).

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It is not so often that actors get the opportunity to bring to life a piece that is so current, that so ambitiously addresses global issues, such as the dramatic refugee crisis our world is going through. However, and at the same time, it is incredibly important that, as actors, we remind ourselves that stories like Anon(ymous), a modern take on The Odyssey, in fact, are being told constantly and have been since the beginning of our society. Anon(ymous) is a timeless story and nevertheless so well-situated in our present world.

Providing a body, voice, and attitude to these characters that could be seen as ancient heroes, but at the same time, next next-door neighbors searching for a better life was an experience that, on behalf of all in the cast, has been eye-opening.”

REFLECTING AND TAKING ACTION

Following the exhilarating performances, the Anon(ymous) story didn’t end. They were followed by “talk-backs” between the students and the audience. Through questions and answers, ensemble members shared their experiences in creating the work and how it impacted them. Some students explained that prior to working on the show, they had not previously grasped the magnitude of the problems immigrants face nor the-often desperate situations from which they are fleeing.

Most of the eighth graders shared their experiences and theater work in their end-of-year showcase, marking the first time that after-school projects are included in this annual exhibition. Some ensemble members, inspired by their own Anon(ymous) journeys, plan to take action to help refugees however they can.

And so, the story continues.

GLOBAL VISION | DWIGHT TODAY

DWIGHT STUDENTS

EARN THEIR WINGS

AS GLOBAL CITIZENS

JOURNEY TO CHINA:

7,364 Miles and Memories to Last a Lifetime “It’s amazing how much the world can change in just 12 hours ...”

– Alexander Goldenberg ’21

are structured, and the cultural influences on both the learning environment and student interaction.

These transformative hours were spent on a flight from New York City to Shanghai, when Alexander and his classmates visited the historic city and Shanghai Qibao Dwight School High School.

When not on campus, New Yorkers were visiting Old Water Town, Puxi, Pudong, the Former French Concession area known as the Luwan district, and Hangzhou. They toured Yu Garden, the Chenghuang and Ling Yin Temples, and Green Tree Plantation; along with museums, marketplaces, and Disneyland! As if that wasn’t enough, they also had cooking and kung fu lessons.

Upon landing, students jumped into a night-time tour of the city and began a week-long immersive experience into the culture and lives of their Dwight peers in China. Stepping into their shoes is eye-opening for New York students; they return home with a broader world view, which is exactly what we hope for all our students who journey abroad regardless of the destination.

While at school for two days, New York students began their days with early-morning exercises and breakfast with their cohorts, who live in dorms, followed by class visits, assemblies, and activities.

This offered students an in-depth look at what they shared in common, and where they diverged in terms of lifestyle, how their days

As their trip wound down, students reflected on what they experienced. Alexander, for one, described that he was returning home with new insights into those he met and into himself: “I learned so much about the Chinese culture and that you really have to put yourself out there to have the best experience. I enjoyed visiting the school and now know how much pressure there is on students and how much they’re willing to do just to be able to come to the U.S. and learn.

I felt that this experience was one of the coolest I have had and that the lessons I learned would stick with me for my life.”

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DWIGHT TODAY | GLOBAL VISION

Back in New York, Natasha Girshin shared her thoughts at an assembly, excerpted here: “Last month, we were lucky enough to visit Dwight during our visit to Shanghai. We spent two full days there and the memory of this will stay with us forever. …When we first arrived, they assigned us buddies to give us a tour and a perspective into what their day is like beginning at 6:30 am. … They have very different study habits and ways of life than we do. Despite these differences, the similarities between our schools were also astounding. We realized that Chinese kids in so many ways are not that different from us. They enjoy sports, art, music, and connecting with their friends on the Internet. They’re kind, curious, respectful, smart, and open to new things. During our trip to China, we saw so much and had an experience of a lifetime. I hope to visit again!”

JOURNEY TO LONDON:

Celebrating 20 Years of “Crossing the Pond” It’s hard to believe that our fifth graders have been traveling to Dwight School London for two decades! Continuing a proud Dwight tradition, this year's class boarded a plane in early May to embark on their first journey abroad as Dwight global citizens.

Arab Emirates. With Dwight’s campus in the cloud, Dwight Global Online School, there truly is no limit or boundary to learning anywhere in the world.

The history of Dwight in London dates back longer than 20 years; our school was founded in 1972, and with this border-crossing development, Dwight became the first independent school in the U.S. to establish a permanent campus overseas. It was quite forward-thinking in a time when the word “globalization” was not yet part of our everyday parlance.

Prior to their annual trip, fifth graders are matched with buddies in year six at Dwight School London, establishing connections that will last through their years at Dwight and beyond.

Not surprisingly, it was Chancellor Spahn who envisioned a school — and a world — without borders. He had pursued post-graduate studies at Oxford and learned first-hand how invaluable it is to have overseas learning experiences. As Dwight’s global network continued to grow, so did the number of opportunities for students, first in China, followed by South Korea, and most recently, the United

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The Buddy System

After touching down at Heathrow, buddies meet for a family picnic, beginning the first leg of what is now a reciprocal exchange program; shortly after returning home, New York students welcome their London cohorts for the second leg.

So much has changed since Chancellor Spahn first opened the door for New York students to walk in the shoes of their London peers, but the core of the program remains the same: a week-long experience designed to introduce students to a different culture, expand their worldview, and develop international friendships.

JOURNEYS | DWIGHT TODAY

“I don’t know of another independent school that has established such a long-standing tradition of travel for Lower School students, let alone one to a sister school,” says Fiona Imboden, Director of Extra-curricular Programs. “Dwight is truly unique in providing these exceptional opportunities to students beginning in fifth grade. I have accompanied them on this journey for five years, and it is always a pleasure to see how families embrace the program and how our young students grow into global citizens.”

A Royal Good Time This spring was an especially exciting time to be in London, as the entire city was buzzing in preparation for the wedding of Prince Harry and Meghan Markle!

While fifth graders toured London’s fair city, from the Houses of Parliament, the Tower of London, and Big Ben, to the London Dungeon, Covent Garden, the London Eye, and Buckingham Palace, the Royal Family was nowhere in sight. Talk of dress fittings and fascinators overshadowed news of Brexit and budget cuts in the local papers.

When not soaking up the history and taking in the grandeur of the city atop double-decker buses, students spent time on Dwight’s campus in North London, attending classes with their buddies; participating in creative drama, music, and visual arts workshops; and playing golf in P.E. They also took in a West End show together, completing the quintessential London experience.

When the time came to say good-bye, students knew it wasn’t for long. Just two weeks later, they switched roles and greeted their buddies here in New York for a mirror experience.

Taking a Bite Out of The Big Apple Upon their arrival, six-year London students dove into their visit to New York with a buddy family picnic in Central Park. They then took in their first view of Manhattan from the 100th floor of One World Observatory, followed by a whirlwind of visits and tours, including the United Nations, Times Square, Chinatown, South Street Seaport, the Museum of Natural History, the National September 11 Memorial and Museum, the High Line, and a speedboat ride on “the Beast” to see the Statue of Liberty.

During their visit to our classrooms during the week, London students saw what school life was like for their buddies, completing the circle. Before heading back home, buddies knew they would stay in touch, have more opportunities to come together in future Dwight exchanges, and that the distance “across the pond” isn’t that far, after all.

DWIGHT TODAY | GLOBAL VISION

JOURNEY TO COSTA RICA:

Middle Schoolers Lend Helping Hands “During our final day, we took some of the local students to the Children's Discovery Museum of San José. Each of our students was paired with a younger child and responsible for guiding them through the museum. They had a blast, and students from both schools were sad to say goodbye. They thanked us again for the work we had done and assured us that Dwight will always be welcome in La Carpio!”

Reflecting on the Experience "I loved working with the kids in La Carpio and putting smiles on their faces!" – Tristan Fraley ’23 Costa Rica was the destination for 15 seventh and eighth graders who immersed themselves in local culture and the spirit of service, helping families in need. They were based in the historic city of Heredia, located 11 kilometers to the northwest of the capital, San José. Students spent the majority of their time in La Carpio, where Nicaraguan refugees have forged a growing community.

Soon after touching down, they dove into their service week with gusto. One of the chaperones, Heidi Rubenstein-Brethel, Dean of Ninth Grade and Head of Physical and Health Education, kept our community abreast of the group’s activities in real time via an app, beginning with: “We connected with children at a Montessori school today and began painting a mural for them.”

Over the next few days …

“Back in La Carpio this morning. First, we painted some telephone poles with bright, happy designs for people to see as they drive through town and then we helped build a wall for a family. We mixed the cement by hand and carried the blocks to fill the holes.”

“We went to another job site, where we mixed cement by hand and loaded it in buckets for local people to make cinder blocks for the construction of their houses. This was very labor-intensive and meaningful work. We also took a walking tour of the houses by the river, where families live in poor conditions. We were able to see how our efforts were going to be useful in this community.

“We finished our day by watching a play by local women, who told the true story of one woman's journey to Costa Rica and the hardships she faced. We then went on a special walk to the new school that will serve 2,500 kids from La Carpio who would not have received an education otherwise — this is monumental for the city!

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In addition to service work, students enjoyed a visit to a coffee plantation to learn about cultivation, processing, and good practices; took dance lessons; and had a ziplining adventure. However, it’s evident from students’ reflections that their community service impacted them most profoundly of all: “I felt very proud of myself for helping the people of Costa Rica and I loved how kind and thankful they were when we were helping them." – Jack Yoon ’23 “I really enjoyed the community service aspect of the trip. I loved exploring La Carpio and making new friends. Working to improve people’s lives made me proud of Dwight for taking action. It was a rewarding and eye-opening experience." – Isabella Venturini ’23 Middle School math teacher, Brad Meeder, affirms their sentiments.

“This was one of the most meaningful trips I have chaperoned. We were only there for a week, but we developed an incredibly strong bond with the people of La Carpio,” he shares. “It was an eye-opening experience for students, as many of them had never seen such conditions first-hand. They immersed themselves in the community and took pride in knowing that their actions were directly impacting people in a positive way. Many returned with a renewed perspective and appreciation for life at home.”

Indeed they did, as expressed by Josh Cheung ’23: “I feel happy that I had a chance to help Nicaraguan immigrants in Costa Rica. Learning about what they’ve experienced makes me feel grateful for what I have.”

COMMUNITY | DWIGHT TODAY

Reliving Our Spring Benefit – An Evening This Special Deserves to be Savored!

Our community came together in full force this year for the largest and most dazzling Spring Benefit in our history! The setting was a New York landmark — the Ziegfeld Ballroom — which was a fitting venue in which to honor Chancellor Stephen Spahn for his visionary leadership and celebrate his milestone 50th anniversary in education … and celebrate we did!

We raised a glass to the man who has impacted the lives of countless Dwight students and graduates, igniting their sparks of genius and personalizing a roadmap to their success. We toasted him, his inspiring vision for the future of education, and each other as members of the Dwight family — old and new.

Planning an event this big takes a village! Thanks goes to The Dwight School Foundation’s Spring Benefit Chairs Hayley Foster (Jared ’18) and Jessica Lindsey (David ’18, Maggie ’19, JackieRay ’21), and all the volunteers who worked since last fall for their tireless commitment, creativity, and energy.

Following the cocktail reception, a silent auction, and a walk down Dwight memory lane in photos from the last 50 years through our time capsule, the evening’s sit-down program began.

Here’s what was in store:

Students and Alums Honor Chancellor Spahn Igniting the spark of genius in every child has always been, and will always be, Chancellor Spahn’s driving force, so we turned to students and alumni for their tributes in words, song, and art: Bernardo Sequeira ’22 shared his experience meeting Chancellor Spahn upon arriving in a new country and at a new school — and just how far he has come today. Here is an excerpt: “There are students who have been at Dwight for over a decade, and there are students who have been at Dwight for only months. And yet, speaking on behalf of all students, Chancellor Spahn has made such an enormous impact on our lives with his relentless sense of vision. And all that I can say to that is ‘thank you’.”

Jada Morgan ’18 — a member of Dwight’s “13-Year Club,” who began her journey here in Kindergarten — took us back through video to an early collaboration undertaken with Chancellor Spahn and forward to the lasting impact that he will have on her life. Jada’s heartfelt appreciation was evident in her concluding words: “Chancellor Spahn, so many people have thanked you over the years for so many things. Were I to try to do the same, I simply would not know where to begin, however I do know where to end. In seven short weeks, I will leave Dwight, but know that I will never leave you nor the impact that you and Dwight have had on my life, which has not only helped shape me into the student and the woman that I am now, but will continue, I know, to drive me forward with ambition, skill, and the never-ending desire to keep my spark of genius lit for years to come.”

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DWIGHT TODAY | COMMUNITY

Colleen Barry ’99, a gifted and acclaimed professional artist, who painted Chancellor Spahn’s portrait in honor of his 50th anniversary, shared her memories via video of his support during her days at Dwight and what inspired her rendering. Colleen tells us: “I knew right away what the pose was going to be: straight on, eyes linked. This pose represents his philosophy in life, which is looking forward to the future … this optimism of looking ahead.”

Abigail Arader ’18, whose heartfelt and beautiful rendition of the Broadway classic “For Good” reflected the feelings of so many people in the room through these lyrics: I’ve heard it said that people come into our lives for a reason bringing something we must learn. And we are led to those who help us most to grow if we let them.

And we help them in return. Well, I don’t know if I believe that’s true, but I know I’m who I am today because I knew you. … because I knew you, I have been changed for good.

Official Commedations Special guest Helen Rosenthal, New York City Council Member of the 6th District, surprised the Chancellor with a proclamation lauding him for “his incredible and enduring contributions … not merely for the length of his distinguished tenure, but the tremendously positive impact he has had on the lives of countless students, alumni and colleagues throughout our City and beyond …” Following in kind, Susan Kessler, Chair of the Board of The Dwight School Foundation, presented Chancellor Spahn with a proclamation from Gale Brewer, Manhattan Borough President, declaring April 13, 2018, as “Stephen Spahn Appreciation Day.” A Spirited Auction After brisk bidding in a live auction of fabulous items, ranging from trips to one-of-a-kind experiences right here in New York, the time had come to dim the lights.

All eyes were on a video introducing an exciting new initiative to integrate the incubator skills that Spark Tank participants acquire into the IB curriculum, so that ALL students can learn entrepreneurial and life skills to thrive in today’s world.

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SPRING BENEFIT | DWIGHT TODAY

As the lights came back up, generous pledges came in supporting the new ground-breaking program envisioned by Chancellor Spahn, raising more money than any previous Spring Benefit!

Dinner and Dancing Following a delicious meal and lots of good cheer, it was time for the DJ to get everyone up and dancing. With 600 members of the Dwight community in the house, you know the “joint was jumpin’!”

Words to Remember “Ultimately, my greatest legacy will be your children’s stories and all the students who become heroes of their own journey.

My story will be the collection of all of their stories.”

– Chancellor Stephen Spahn

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DWIGHT TODAY | INNOVATION

Lower School Students Show

Early Entrepreneurial Spirit

Five Timothy House students took the plunge into Spark Tank this spring and wowed us with their presentations and their projects! Some are extensions of the work they undertook in fifth grade “genius hour,” a designated time of discovery when students are innovating, pursuing their sparks of genius, trying new things, failing, and trying again. Other projects were initiated anew — over just two months — when students met with Alana Zussman, Technology Teacher, for a mini-Tank experience during lunch period only once or twice a cycle.

Jamie ’25 presented his solution to ease traffic on New York City side streets caused by garbage trucks. (His sister, Ella ’26, served as trusty assistant to advance his slides!) Jamie’s research was in-depth, his suggestion for modifying how cars park well-documented, and his urban design skills impressive.

Isabella ’26 shared her vision for a product called “Covered,” an erasable suitcase cover that kids can draw and paint on, entertaining them during long flights and making bags easy to spot on airport conveyer belts.

Isabella, who designed a logo for her business, plans to add a sweet touch by sending customers a treat with every purchase: a chocolate-covered marshmallow with a drizzle pattern inspired by her logo!

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Josh ’25, introduced his idea for a creamy frozen peanut butter snack to help infants and toddlers develop immunity to peanut allergies, which are common and preventable. Josh, too, conducted in-depth research about the problem and named his product “Let’s Go Nuts,” so that he can grow his business into a line of snacks to curb other nut allergies.

The final presentation was by the team of Michael ’25 and Johannes ’25, who collaborated on a concept for an app called “Look Up.” Their goal is to alert people, including those who are homeless, about surprise and extreme weather situations and to suggest locations where they can take cover. Michael’s passion for weather shone through, while Johannes demonstrated creativity with his logo design.

A team of judges provided students with feedback, suggestions, and encouragement to continue refining their project ideas: Chancellor Stephen Spahn, Chief Innovation and Communications Officer Allison Feldman, and Director of Development for The Dwight School Foundation Susan Beyrle. They agreed unanimously that all students should pass the first stage in the five-stage stage Spark Tank development cycle and return next year to present their progress to the Foundation’s Spark Tank Committee. We can’t wait to see how far they will go!

SPARK TANK | DWIGHT TODAY

A Spark Tank Year in Review Spark Tank is one of the unique programs that distinguishes Dwight from other independent schools in New York and throughout the U.S. Designed to foster entrepreneurial, innovation, and leadership skills beyond the classroom for K-12 students, Spark Tank has been fueling more and more sparks of ingenuity with each passing year.

We’re delighted that a number of Timothy House students are participating during lunchtime and developing mini-Tank projects, demonstrating their early entrepreneurial spirit. Other students across campus work after school in our incubator with Spark Tank faculty mentors. Some entered Spark Tank anew this year and some returned to continue advancing their projects through the five-stage development cycle, from idea to market launch, with feedback, mentorship, and innovation grants from The Dwight School Foundation.

Over the course of the 2017-18 school year, 41 students gave 23 presentations to the Spark Tank Committee at three events. The final event in June had so many student participants, we hosted it in two different locations to facilitate simultaneous presentations!

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DWIGHT TODAY | INNOVATION

We extend kudos to the students who presented this year — some of whom presented at more than one event — including five students who received $2,500 scholarships for reaching the launch stage (indicated with an asterisk): Jared Foster ’18 | Instant Tennis Stephane Hatgis-Kessell ’20 | The Hephaestus Hand Vlad Kolotnikov ’23 | BackCare Maggie Lindsey ’19 | What the F4 Blog Audrey O’Mary ’25 | Ocean Explorers Harry Pomerantz ’20 | Trade7 Jonah Saltzman ’23 | The Good News Kate Schlein ’20 | Harry Potter Magazines Jorge Sanchez-Lara Alonso ’21, George Cho ’18 | Dwight Hooks Holden Bril ’18, Marcus Kapoor ’18 , Jacob Lindahl ’18 , Alexander McKillop ’18 | Business Investment Club Victoria Buendia-Serrano ’23, Amelia Gayle ’23, Vlad Kolotnikov ’23 | Redesigning Dwight’s Performing Arts Center George Cho ’18, Talya Lubit ’18, Malachy O’Hare ’20, Maya Tiwari ’18 | The Green Team Marcus Kapoor ’18, Ilan Pesselev ’18 | Spark Labs Stella Kogan ’24, Emma Regjaj ’24, Isabella Venturini ’23 | Art Spark Michelle Rhee ’19 , Madalena Teles ’19 | TimeBreak Kyra Spahn ’23, Mark Zhou ’20 | Spark Tutors Andie Valles-Fons ’21, Pepe Valles-Fons ’20 | h-haptic We bid farewell to our Spark Tank seniors, who graduated and are bringing their spirit of innovation to college this fall. We look forward to welcoming them back to share how they have taken their entrepreneurism to exciting new levels!

We want to extend a huge thank-you to Dave Lindsey (David ’18, Maggie ’19, JackieRay ’21), who spearheaded the Foundation’s Spark Tank Committee as Founding Chair since we launched the program in 2015. His personal commitment to the concept and to nurturing our students’ entrepreneurial sparks has contributed so much to their success and to making Spark Tank one of Dwight’s unique calling cards. We are fortunate that Dave, who passes the baton to Committee member Nuno Teles (Madalena ’19, Maria ’22, Ines ’25), will stay on as a judge — and we look forward to the next generation of Spark Tank under Nuno’s leadership!

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ALUMNI PROFILE | DWIGHT TODAY

“Quest was a great way for me to be part of a mainstream school.

Josh mapped a program just for me and the rewards came when I worked hard … but my Quest teachers sometimes worked harder than I did to keep me on track!”

Dwight faculty provided differentiation, as they do for all students based on individual learning styles, as no two students learn in exactly the same way.

NICK SHAFIR ’11 QUEST TO SUCCEED “Do this for your 25-year-old self,” Josh Kigel, Director of Quest, implored Nick Shafir, when he was a teenager.

“You’re not doing this for you now, but for Nick at 25!”

What Nick was doing was working hard to succeed in school with dyslexia. When his motivation faltered, Josh encouraged Nick to see the bigger picture, the longer-term — the future. Thanks to Josh and Dwight’s Quest Program, Nick’s 25-year-old self would be reading and writing for a living — in fact, writing award-winning screenplays!

“This would not have been the case without Josh and all the other great Dwight teachers who supported me, pushed me, and gave me the tools to succeed,” Nick shares. “I am very grateful to them.”

A PERSONALIZED PATH THAT ENCOURAGED CREATIVITY In eighth grade, Nick transferred from the nearby Stephen Gaynor School. His family chose Dwight because of the great reputation our Quest Program has in New York City. Quest is designed to bring Dwight’s promise of personalized learning to life for students with specific academic needs and to promote their success. Those needs may be: skill development, enrichment, English as an Alternate Language, or flexible learning to pursue exceptional talents.

“My English teacher, Laurel Aquadro, really helped me succeed at and beyond Dwight. She approached assignments from different creative angles and encouraged ‘out-of-the-box thinking.’ I was able to use my spark of genius in the arts to complete assignments in her classes and others. For example, when we read The Odyssey in Kate Schroeder’s class, I wrote my paper as a rhyming poem rather than in narrative form. If there was a class in which I could make a movie, I did and I also made a video for my tenth grade Personal Project. It was great because the school encouraged ingenuity and helped me to gain confidence in my creative thought process, so that I was able to thrive at Dwight.”

Nick’s artistic spark of genius also included playing the bass in a student band called Montague Terrace, “convinced that it was our rocket ship to stardom!” he says. “We played original music, mostly written by Matt Allan ’11, and the band was definitely a big part of my school life. We played at assemblies and I also played in a Dwight jazz ensemble, but I was more into rock.”

Nick’s classmates were used to seeing him with bass in hand, along with long hair; hence, the 2011 yearbook prediction that saw Nick playing in a Van Halen cover band 30 years down the road!

ENDURING IMPACT Prior to entering Dwight, Nick participated in a summer program with Radomir Kovacevic, the Olympic judo champion and P.E. teacher, whose famous grueling workouts tested the mettle of many a student. “He was a special guy,” Nick says of Radomir. “He had a big personality and he was a big factor in my early Dwight experience. To this day, I still think about him and the lessons I learned regarding how to carry myself. I had duck feet! No coddler, Radomir toughened me up and I began walking with a straight back. He was also full of love and it was a real treat to know him.”

Chancellor Spahn, too, left a lasting impression for his intelligence and understanding, Nick explains. “He is one of those special people who listens to you and figures out what you need to succeed.

He really supported me from the beginning, championing my development and giving me lots of ideas throughout high school.”

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DWIGHT TODAY | NICK SHAFIR ’11

Perhaps the most influential of all mentors was Josh Kigel. “I almost don’t have the words to describe how much he did for me,” Nick says. He doesn’t have to because a picture is worth 1,000 words: There is a photo of the pair, teacher and student, captured during Nick’s graduation that speaks volumes. “Josh is smiling and my own expression is a mix of excitement and disbelief that I made it,” Nick shares. It’s hard to know who was prouder that day — Nick or Josh!

“Nick’s story,” says Josh, “captures the very best of what Dwight and Quest can do for a student who just needs a little more time and encouragement to unlock tremendous potential.”

I almost don’t have the words to describe how much he did for me.

His ninth, called “Saving Grace,” was the one to break through. It was chosen as a semifinalist among 140 others in the 2017 Academy Nicholl Fellowship screenwriting competition, which had 7,000 entries.

A FILM CAREER TAKES SHAPE Nick’s next chapter was written at Skidmore College. When he arrived in Saratoga Springs, NY, he felt a bit of culture shock, but drew on the strong foundation built at Dwight to succeed. Music continued to be a focus and Nick’s major before he pivoted to American Studies, with some film theory courses along the way.

As some solicitations from agents and production companies trickled in, another producer at Assemble Media in New York City was willing to give him a shot. Provided with a skeleton of an idea, Nick was asked to develop and pitch his own version, which was then accepted. He was contracted to write his first motion picture! As is often the case, projects take time to percolate and Nick hopes that the feature film, which he calls his “crowning achievement,” comes to fruition.

As a junior, Nick made a movie called “RIP Off.” While not great cinema, it began a streak during which Nick was always writing — and signaled that he wanted to continue doing so.

During a semester at the Met Film School based in London’s famed Ealing Studios, Nick developed a story for a short film and brought it to the screen. Entitled “Plenty of Fish in the Sea,” the piece is about a teenage boy, based on himself, pursuing his crush with little success. While Nick also describes this film as not Oscar-worthy, together with “RIP Off” it opened the door for conversations with people in the industry.

After college, Nick worked on a small assignment for a successful Hollywood screenwriter named Bill Collage, which he parlayed into a full-time writing and research assistant position for over a year. “I eventually outlived my usefulness and found a summer internship in the writers’ room of the TV series, ‘Blue Bloods.’ I shadowed the executive producer, wrote comprehensive summaries of recent seasons known as the ‘series bible,’ and had a first-hand look at the show’s production. I learned a great deal in a short amount of time.”

Additional work followed, including helping people prepare pitches and make trailers to sell their ideas — sizzle reels — all while Nick was writing his own horror movies and comedies. He had accepted that a magnum opus would not emerge from his first scripts.

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Meanwhile, “Saving Grace” continued to garner attention in 2018 as: the winner of the Best Original Screenplay for a Feature in the London Independent Film Awards; an official selection of the Beverly Hills Film Festival; and one of three finalists for the LA Indie Film Festival & Screenplay Competition. With contest feedback and input from industry professionals, Nick has refined the script and he hopes that the film will soon find a buyer.

“Saving Grace,” as Nick describes it, is “an odd genre movie about facing one’s demons and accepting death in a silly, scary way — a horror movie with some heart.” Horror stories and comedies, he continues, “are set up formulaically. First, you learn all the rules … and then you break them like jazz.”

“Jaws,” the industry-changing thriller that broke the rules in 1975, is Nick’s hands-down favorite film. “It’s a monster movie in which the monster is not truly seen until the end — a concept that we’re familiar with today, but was revolutionary and terrifying in its day,” Nick explains. “‘Jaws’ is inspiration for my own work and I see something new every time I watch it.”

Now that his career has really taken off — at the age of 25 — Nick is writing his own success story. As the protagonist, he declares triumphantly, “I waited a long time to tell my teachers at Dwight that I’m getting paid to write!”

GLOBAL VISION | DWIGHT TODAY

What Do

Chancellor Stephen Spahn and the IB Share in Common?

It is fitting, even symbolic, that the man who has championed a global education for Dwight students around the world celebrated his 50th anniversary during the same year that the International Baccalaureate is celebrating theirs!

Chancellor Stephen Spahn has often cited Alec Peterson, the founder of the IB, as one of his inspiring mentors. As the global footprint of the IB has grown, so too, has Dwight’s — often with its reputation for excellence in IB education preceding it.

In looking back at its roots, the IB has shared its history and spotlighted many of the people who have contributed to its development, including Chancellor Spahn. In addition to spearheading Dwight as a pioneering IB World School — the first to offer the IB Primary Years Program in New York City and the first in the Americas to offer the comprehensive IB curriculum from preschool-grade 12 — Chancellor Spahn has served as a member of the IB Board of Governors and as a founder of the Guild of International Baccalaureate Schools of the Northeast.

On the occasion of their shared five decades of educating students across the globe, IB World Magazine featured Chancellor Spahn as part of #WeAreIB, “a campaign to thank and celebrate the wonderful IB educators who make the world a better place through their innovative educational practices.”

1968: A Seminal Year for New Beginnings Early on, Chancellor Spahn embraced the IB as the ideal academic framework in which to ignite the spark of genius in every child and to educate inquiring, knowledgeable, and caring young people motivated to make a difference in the world. His educational philosophy, which took deep hold at Dwight in New York, has expanded over time to campuses in London, Seoul, Shanghai, Dubai, and into the cloud with Dwight Global Online School.

The same year that Chancellor Spahn took the helm at Dwight, the IB was founded in Geneva with a new

vision for educating post-World War II generations. The IB explains: “In the late 1960s, a group Siva Kumari, Director General of the IB of innovative educators saw a need for an international approach to education which would equip young people with the skills, values and knowledge necessary to build a more peaceful future. Their challenge was to create an education that was academically rigorous, with a [diploma] which was accepted by the best universities around the world. Combining their collective skills, experience and expertise in all areas of education, they created the International Baccalaureate.”

Global Expansion Since 1968, both the IB and Dwight have paved the way for groundbreaking developments in international education. In the previous issue of Dwight Today, we shared several advances our school made under Chancellor Spahn’s 50 years of leadership.

During that time, Dwight, respected around the world as a premier IB educator and for its track record of success, has been sought frequently as a partner in the development of IB schools by educational entities and governments. These include Bloom Education in Dubai, the Shanghai Ministry of Education in China, and the Seoul metropolitan government in South Korea.

The IB has grown dramatically in 50 years, totaling almost 5,000 schools across the Americas, Europe, Asia Pacific, Africa, and the Middle East. In today’s complex and increasingly divisive world, we need more graduates than ever before who embody the characteristics of the IB Learner Profile. We need more open-minded and principled critical thinkers, who are respectful of people whose perspectives differ from their own. We need more leaders committed to uniting people, nations, and cultures for a sustainable future.

Dwight will continue to be on the forefront to help educate these global leaders wherever they call home.

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DWIGHT TODAY | FACULTY Q&A

Arthur Samuels:

BRINGING HISTORY TO LIFE FOR OVER 25 YEARS

Arthur Samuels has taught IB history and inspired a love of learning in Upper School students at Dwight since 1992. During his long tenure, Mr. Samuels held a number of important roles in addition to teaching — he served significant terms as the Head of History Department, Dean of Anglo House, and Head of Upper School, before joining the College Counseling team in 2007.

Mr. Samuels is cited often and fondly by alumni as a particularly memorable teacher both for his ability and his unique style of teaching. We sat down with him to learn more about his dual role at Dwight, his spark for fostering excitement in the classroom, and to congratulate him on a well-deserved honor! We’re proud to report that Mr. Samuels recently received an Education Update 2018 Outstanding Educator of the Year Award at The Harvard Club.

WHAT WAS YOUR JOURNEY TO BECOMING A TEACHER?

I was very lucky that by the time I was 20, I knew exactly what I wanted to do. I had some amazing history and English teachers along the way — in middle school, high school, and a few amazing professors at Vassar College who inspired me.

I wanted to pass the torch and share the knowledge and skills that I had learned. I wanted to make a contribution to young people in the same way that a contribution was made to me.

WHAT IS YOUR EDUCATIONAL PHILOSOPHY?

My philosophy is simple: It is the teacher’s responsibility to do everything he or she can to inspire and excite students. I also believe strongly in discovering and encouraging the spark of genius in every child, which is more than just a motto at Dwight; we all live it every day.

WHAT DO YOU LIKE MOST ABOUT TEACHING AT AN IB SCHOOL AND AT DWIGHT?

I enjoy teaching the IB Diploma Program history curriculum, which is excellent! It focuses on modern world history and gives young people a perspective on the world that they’re entering as young global citizens.

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As for Dwight, I like teaching at a small school with a lot of families. I’m getting to the point where I’m teaching second generations of families in my classroom, and my hope is to one day get to the third generation!

ARTHUR SAMUELS | DWIGHT TODAY

WHAT IS YOUR PERSONAL SPARK OF GENIUS?

My spark is my ability to get young people excited about learning history. That excitement goes beyond getting good grades — it’s about fostering a true love of learning with no other agenda. It’s about a love of learning for learning’s sake.

I’m a very animated teacher. I have a teaching style that mandates that you pay attention — I use the entire classroom as my prop for teaching and I’m very loud! I also insist that during class, students take notes the old-fashioned way. I don’t want to compete with Facebook, Snapchat, etc., so students take handwritten notes in my class and it works!

WHAT DO YOU ENJOY MOST ABOUT GUIDING STUDENTS THROUGH THEIR JOURNEYS BEYOND DWIGHT?

As a college counselor, helping juniors and seniors find their ideal match school is an exciting process. The transition from high school to college is really the transition from childhood to adulthood. It’s the opening of doors to that new experience and to that next chapter in life. Giving students and parents a program and an agenda to follow to make sense of this whole process and breaking it down into steps so they’re not quite so overwhelmed is very gratifying. What I enjoy most is guiding students to find the school that could be home — a home that they will grow into, and eventually, out of.

HOW DOES TEACHING INFORM YOUR APPROACH TO COLLEGE COUNSELING?

My dual role allows me to take a truly personalized approach to college counseling. I’m very fortunate that I’ve already taught most of the kids who I counsel. As their teacher, I get to know each student’s strengths, weaknesses, passions, and interests.

And since our College Counseling Department has a

World War, Frank Woodruff Buckles. He was 110 years old when he died, and well over 100 when I spoke with him. Meeting him was an absolute pleasure. Mr. Buckles embodied living history, not history that only exists in books and movies. Our conversation was a great reminder that living history fades away quickly, and we have to seize it while we can!

My dual role allows me to take a truly personalized approach to college counseling.

Of course, I shared his stories with my students. I discussed how independent he was and how at the age of 16, he forged his birth certificate to make it look like he was two years older in order to join the Army. Mr. Buckles felt compelled to join the war effort out of patriotism. He ended up in France in 1918 driving ambulances. I like to point out to my students that he was the same age during WWI, in uniform, that they are now as juniors and seniors at Dwight. And we discuss how entirely different the world is today.

WHAT IS A LITTLE-KNOWN FACT ABOUT YOU?

In 1999, I had a Fulbright Scholarship in Islamic culture, specifically, Islamic mysticism. I went to Senegal and Morocco to study for over two months. I love to travel — I’ve been to over 40 countries!

AFTER RECEIVING A PD GRANT, HOW DID YOU BRING THAT LEARNING BACK TO THE CLASSROOM?

I earned two master’s degrees in the 1990s while working at Dwight — one in history from Fordham University and a Master in Education Administration from Columbia University — thanks to the generous support of The Dwight School Foundation.

I’m a very animated teacher. I have a teaching style that mandates that you pay attention ... fantastically low ratio of students to counselors, I’m able to provide highly personalized guidance to my students. I make myself readily available, which means working from home and over the summer, but it’s my pleasure. I love being able to provide extra support to families as they navigate the process.

AS A HISTORY TEACHER, WHAT SPECIFIC MOMENT IN TIME INSPIRES YOU?

Additionally, this summer I attended my fourth Gilder Lehrman Institute of American History seminar entitled “Presidents at War,” spanning McKinley to Trump. I can’t wait to introduce the extremely relevant information and analysis that I learned into my IB history classes this year!

No doubt, students will find Mr. Samuels drawing conclusions with the same measure of enthusiasm that he brings to lessons delivered infamously atop a desk!

Ten years ago, I went to Charlestown, WV, where I interviewed the last living American veteran of the first

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DWIGHT TODAY | COMMUNITY

thank you

for Supporting The Dwight School Foundation During 2017-18: • 66 financial aid grants were awarded to students • 155 professional development grants were awarded to faculty, plus an additional 41 for Frontier Teacher training • 41 students gave 23 presentations to Spark Tank judges for feedback, mentorship, and funding through innovation grants; five students passed the launch stage and each received a $2,500 scholarship • Our community gathered for a very special Spring Benefit to honor Chancellor Spahn for his 50th anniversary, setting new records in both attendance and funds raised • We also came together for alumni reunion and volunteer appreciation events • Our volunteers continued to make a difference — the Board of Trustees, Annual Fund Committee, Spring Benefit Committee, Senior Gift Committee, Spark Tank Committee, and Alumni Council

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GLOBAL VISION | DWIGHT TODAY

DWIGHT SCHOOL LONDON

Dedicates Building in Chancellor Spahn’s Honor

establish an Anglo-American partnership. In so doing, Dwight became the first independent school in the U.S. to establish a campus abroad. Our school was housed originally at the Working Men’s College on Crowndale Road.

It was a bright spring day and Dwight School London was abuzz because Chancellor Stephen Spahn was visiting.

Students, faculty, parents — and even local dignitaries, including the Deputy Mayor of Barnet, Caroline Stock — were gathering for a special ceremony: the naming of a building in his honor.

Dwight School London was the first overseas campus to be established in our global network more than four decades ago. Located today in the North London borough of Barnet, the school is one of the UK’s leading IB World Schools.

The man whose prescient vision to bridge boundaries decades before globalization took its deep hold was, of course, Chancellor Spahn. He was inspired to do so while studying at Oxford University, as he shared during the dedication of the building on Friern Barnet Road:

It was an exciting time on both sides of the Atlantic, and it wasn’t long before Dwight in London became one of the first 50 schools in the world to join the International Baccalaureate in 1978-79.

Over the last 46 years, Dwight has blossomed in London and found its home here, deepening our Anglo-American partnership and our shared commitment to a common credo: igniting the spark of genius in every child to build a better world.

Our students have become part of one global Dwight family, crisscrossing the pond in exchange programs, forging friendships, and collaborating in exciting and creative ways through the arts.

Together, we are working on the frontier and sharing innovative programs to transform education for new generations of Dwight graduates. It is a very exciting time, which I call the age of educational enlightenment.

I have a special appreciation for, and owe a debt of gratitude to, two men I met while a graduate student at Oxford. First is Alec Peterson, who was Oxford’s Head of Education and the Founder of

the IB. And second, is Sir Maurice Bowra, Warden of Wadham College.

As the world was becoming more globalized, Alec Peterson taught me the definition of a great education in the new era: A well-educated person, if relocated anywhere in the world, would survive, thrive, and prosper while making a contribution to that community.

Another Englishman, Ralph Townley, who was a project officer with the United Nations Special Fund (UN Development Program), whom I had the privilege of working under prior to Oxford, taught me that collaborative efforts across borders could eradicate poverty and misery.

Under Chancellor Spahn’s leadership, numerous collaborative efforts across borders and across Dwight campuses have been launched, preparing students to become global leaders who can make the world a better place.

During the ceremony, which included musical and dramatic performances by students, Chancellor Spahn unveiled the building plaque commemorating his 50th anniversary in education. He then visited the MYP Personal Project Exhibition and classrooms, speaking with students about their sparks of genius. The day came to a close with an al fresco party and toasts to the next 50 years!

Thank you for being part of this wonderful celebration. It is, indeed, an honor for me.

Not long after I became Headmaster in New York in the late 1960s, I knew the time had come to reach across borders to

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Musical Theater campers wowed us with the world premiere of “The Egg-citing Mystery!� Together, they wrote the script, designed the costumes and scenery, and shared budding talent in the performing arts.

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DWIGHT TODAY | ALUMNI PROFILE

LIFELONG DWIGHTONIAN

BRUCE WARSHAW ’74 FULFILLS HIS DREAM

for high school. At that time, Dwight was located nearby on the East Side — at 402 East 67th Street — and offered what he was seeking, one-on-one teaching, and the opportunity to play on multiple Varsity sports teams.

“I have always had one foot at Dwight,” shares Bruce Warshaw ’74, whose full heart has also been with Dwight for over 45 years. One of the enduring reasons for Bruce’s fondness for his alma mater is the close connection he forged with Chancellor Stephen Spahn from the first moment he stepped on campus.

A NATURAL ATHLETE Growing up on 21st Street and Second Avenue, Bruce was both a scrappy and talented athlete. He took up baseball at the age of four, had a good arm, and was fast. By the age of 12, he had reached the height of 5’10 and dominated Little League and Pony League baseball games as both a pitcher and

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center fielder. The junior high school in his Gramercy Park neighborhood didn’t have a team, so in sixth grade, he turned to softball and took up basketball.

Bruce enjoyed school but found the large class size of 40 plus students at JHS 104 less than conducive to learning, so he sought a smaller and more challenging alternative

AN UNUSUAL MEETING Bruce shares the story of encountering Chancellor Spahn for the first time: “When I came to meet with admissions, I was asked to go to the gym next door and wondered why because I was dressed for an interview.

Lo and behold, Mr. Spahn was there, dressed as he always is — impeccably with a tie, suit jacket, and dress shoes. He asked me to hold his jacket, picked up a basketball, and started shooting. And shooting. And shooting.

Every ball hit net. It was very intimidating and very beautiful to watch. I didn’t know at the time that he was an All-American! After retrieving his jacket, Mr. Spahn threw me the ball and asked me to take some shots.

I started shooting a little bit … shooting a little bit more, and then he said, ‘Okay, we’re done. Let’s go back upstairs.’ It’s something

BRUCE WARSHAW ’74 | DWIGHT TODAY

that I will never forget! The end of the story, of course, is that I came to Dwight and played basketball.”

BUILDING A WINNING TEAM The Varsity Boys Basketball Coach at the time, Hank Cadra ’61, had played for Dwight and returned to lead the next generation on the hard court. “He was old-school and put us through our paces,” Bruce reports. “When I went out for the team and arrived at practice with long hair, he told me that if I wanted to play, I had to cut my hair. I didn’t want to but he took me and some other players to a barber shop. This was the beginning of the hard-core discipline we learned from Coach Cadra. If you want something badly enough, you do what it takes, like cutting your hair and running 1,000 laps to get into shape. At the beginning, I was not a starter, so I worked hard to earn a starting position a third of the way into freshman year.”

Bruce, a point guard, wore numbers 21 away and 22 at “home”— a church basement next

This was the beginning of the hard-core discipline we learned from Coach Cadra.

If you want something badly enough, you do what it takes.

door — where the team practiced two to three hours a day, five days a week. When school was closed for vacation, the players continued to practice without a break.

Through discipline and hard work, Coach Cadra molded them into a gritty, determined squad.

Bruce shares that playing ball for Dwight was one of the greatest times in his life.

“We were a tight-knit bunch as a team and a community. Faculty and students cheered us on and Mr. Spahn came to every game we ever played in four years. That’s also something I will never forget.”

During his first year, the team made it to the finals, but fell to Franklin. “The loss made us want to beat our heads on the floor, eat nails, work harder, and come back next year,” Bruce reports. “But we lost in the semis the next two years before winning the championship for the first time under Coach Cadra and during the Chancellor’s tenure.” The victory was sweet and the memory long-lasting.

Tenacity turned out to be Bruce’s spark of genius. Never giving up was a skill honed at Dwight, which he says, “has gotten me through life. I learned that you can be sick, hurt, bleeding on the court, but you go on because your team needs you and you need to perform. This came from both Coach Cadra and Mr. Spahn, whose own commitment to becoming a great shooter — and a record-holder to this day — was born out of sheer perseverance and practice, practice, practice. He taught me how to be a better shooter and foul shooter through extensive practice. What’s more, he was always a source of support for me in school and when applying to college. His door was always open.”

MOVING BEYOND DWIGHT, YET NEVER FAR AWAY When it came time to graduate, Bruce said good-bye to the school that had helped to shape him. He enrolled in Ohio Wesleyan and after playing basketball for a year, as well as JV Lacrosse and club rugby, he turned the tables to become a coach’s assistant.

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DWIGHT TODAY | ALUMNI PROFILE

Bruce had decided to major in K-12 physical education in pursuit of a teaching and coaching career. It would take some time before his dream came true on a full-time basis.

After college, Bruce discovered an entrepreneurial spirit that landed him in a series of retail, finance, and tech business development and sales positions. He worked for start-ups as well as established companies that were each ahead of the curve in their respective industries. Through business success and failure, he never gave up, thanks to the fighting spirit forged through sports, which continued to be an integral part of life. For decades, Bruce played basketball five days a week and coached Little League, and teams in basketball, baseball and soccer.

Along the way and over the years, Bruce was also never far from Dwight. “I always returned, practiced with the team, stayed connected with players, and wanted to give back. I organized and played in alumni games, served on the Alumni Board, and remained in touch with Chancellor Spahn and his growing family. As time went on, the school moved to the West Side and eventually I wanted my daughter, Olivia, to go to Dwight, too.”

The apple didn’t fall far from the Warshaw tree. Olivia, who watched her father play ball from her earliest days became a basketball star at The Beacon School. She was one of the top five in scoring, assists, and free throws in City leagues. Also a natural athlete, Olivia ’17 came to Dwight in tenth grade and played on the Varsity Girls Basketball team, which Bruce supported proudly as both parent and assistant coach. Seeing his daughter at his beloved alma mater, “as a star on the court and in the classroom was amazing.” The fact that Chancellor Spahn was here to see Olivia play and cheer her team on as he had done in Bruce’s day was even more wonderful.

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There is something special about Dwight that always pulled me back.

DSAC: A HOME COURT 45 YEARS IN THE MAKING When Dwight opened its 40,000-square-foot Athletic Center in 2013, the Dwight Lions finally had a home court advantage and an amazing facility in which to practice and compete. Chancellor Spahn had always wanted to provide his scholar-athletes with the kind of athletic center that we have today. He was able to do so by forging an innovative community partnership with the 1199 Housing Corporation to refurbish their facility, which was shuttered for years because the cost of upkeep was too high for shareholders. After renovations, the Dwight School Athletic Center opened for shared use

by both Dwight and 1199 residents. It boasts a six-lane, 25-yard indoor pool, rooftop tennis courts, a regulation-size high school gym, an exercise room, and a dance studio.

“The first time I walked into the DSAC gym, I was blown away by the state-ofthe-art glass backboards, rubberized floors, bleachers, and view of the court from above on the second floor.” Bruce beams. “I never could have envisioned such a great space in which to play in high school.” But play there he did in alumni and pick-up basketball games over the last few years.

Today, Bruce picks up a ball to play every day at the Dwight School Athletic Center, where he serves as the new Manager. He oversees the facility’s operations in support of everything from aquatics and camp to rentals, 1199 community programs, and more.

“While I was always connected to Dwight as an alum, parent, and coach, my dream was to be working full-time in the community.

There is something special about Dwight that always pulled me back,” Bruce shares.

He credits Chancellor Spahn as one of the guiding lights in his life and Dwight as where he always wanted to be.

Now both of his feet are firmly planted here.

DWIGHT GLOBAL | DWIGHT TODAY

DWIGHT GLOBAL GRAD

Tina Wu ’18

SHARES APPRECIATION THROUGH ART The evening before graduation, Dwight Global students in the Class of 2018 gathered for a special celebratory dinner with administrators and faculty.

They shared good cheer and great memories — and one student, Tina Wu, had something extra special to share: a gift of appreciation for Chancellor Stephen Spahn in celebration of his 50th year in education.

Tina presented the Chancellor with a painting entitled “Jigsaw Puzzle,” a work in poster color paint, which she reports, “serves as a diary of my senior year in high school as a transfer student.”

The bright, colorful painting includes a sunflower. “Sunflowers appear in my artwork very frequently,” she explains. “Because sunflowers always face the sun, they remind me to embrace hope and positivity when I encounter obstacles.”

Changing schools as a senior and relocating from Hawaii to New York would be challenging for anyone; Tina, who was born in Taiwan, explains why it was especially so: It was very difficult for me to transfer in the last year of high school, especially because both of my hands tremble all the time due to neurological damage

triggered six years ago. … Drawing a straight line, which is the simplest thing everyone can do, became an extremely difficult task to accomplish. And yet I still love painting so much. Every single straight line in this painting consists of numerous dots. And each dot is my sincere appreciation to Dwight School and Dwight Global.

My senior year became meaningful and unforgettable because of the exceptional environment and the close-knit community that Chancellor Spahn and every Dwight member built together. Thank you, Chancellor Spahn, for guiding Dwight like a lighthouse. Dwight enabled me to find my own way, empowering and equipping me with confidence so that I can be determined to explore and overcome any challenges that may come in the future.

No doubt, Tina will meet any new challenges head on, with the same perseverance, resilience, and sunniness that she has already demonstrated! She is excited to begin her freshman year at CUNY’s John Jay College of Criminal Justice to study forensics. While she is moving on from Dwight, her beautiful work of art remains on campus, taking its place among our school’s museum-quality collection of over 200 pieces of art.

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DWIGHT TODAY | COMMUNITY

2017-18 SPRIN

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H LI GH TS

Dwight School athletics IG H G

ATHLETICS | DWIGHT TODAY

VARSITY GOLF

THE TEAM WON THEIR SECOND ISAL LEAGUE CHAMPIONSHIP AND COMPETED IN THE NYSAIS STATE CHAMPIONSHIP

BOYS VARSITY TRACK & FIELD

THEY COMPETED IN THE NYSAIS STATE CHAMPIONSHIP AND LUCA TORNAMBE ’22 MADE STRONG CONTRIBUTIONS AS AN EIGHTH GRADER

GIRLS VARSITY TRACK & FIELD

THEY STROVE FOR EXCELLENCE AND LOOK FORWARD TO ANOTHER SUCCESSFUL SEASON NEXT YEAR

BOYS VARSITY TENNIS

WENT UNDEFEATED IN THE ISAL LEAGUE REGULAR SEASON AND WON THE ACIS LEAGUE CHAMPIONSHIP SEMI-FINAL

GIRLS VARSITY TENNIS

THE TEAM PLACED FOURTH IN THE ISAL LEAGUE CHAMPIONSHIP

VARSITY RUGBY

HAD THE BEST RECORD IN THE MET NY DII LEAGUE FOR THE SECOND YEAR RUNNING

VARSITY BASEBALL

GEORGE CHO’S ’18 TENACITY INSPIRED THE TEAM’S EFFORTS THROUGHOUT THE SEASON

MIDDLE SCHOOL TRACK & FIELD

THE TEAM COLLABORATED OVER THE SEASON MARKED BY HARD WORK, DEDICATION, AND PERSONAL BESTS

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DWIGHT TODAY | COMMUNITY

Alumni from the Classes of 1996-2005 cooled off on a warm evening at the Rare View Rooftop. We shared lots of great memories and good cheer, and want to thank Doug Boxer ’91 for making this event possible.

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YOUNG ALUMNI COCKTAIL PARTY | DWIGHT TODAY

Thank You for Joining Us at the Young Alumni Cocktail Party!

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DWIGHT TODAY | PERSONALIZED LEARNING

Mainstage Theater production of Chicago

ARTS ROUND-UP Our students shared their talents and creativity in spades this spring!

Conservatory Concert

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ARTS | DWIGHT TODAY

Spring Art Exhibit

Spring Art Exhibit Conservatory Concert

Conservatory Concert

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CELEBRAT

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COMMENCEMENT HEADING | DWIGHT TODAY

TING GRADUATION WITH GUSTO!

The beautiful Metropolitan Museum was the setting and the occasion was Commencement — the last time that the Class of 2018 would gather as one before embarking on the exciting next leg of their educational journeys. Their big day had arrived and it was time to don caps and gowns!

It was also a special moment for proud family members, friends, administrators, faculty, and staff — all of whom helped graduates to fulfill their potential, providing support and championing their successes along the way.

In keeping with a proud Dwight tradition, students whose outstanding achievements and contributions to our school and community were recognized with awards — and all 81 Dwight and Dwight Global seniors received their well-earned diplomas.

During the ceremony, Abigail Arader shared her musical spark of genius with a moving rendition of Christina Aguilera’s “I Turn to You.” Both Valedictorian, Jada Morgan, and Salutatorian, Maggie O’Hare, delivered moving speeches, recounting challenges, triumphs, funny moments, and experiences they shared as one.

Head of School Dianne Drew and Chancellor Stephen Spahn also took to the podium to impart some final words of wisdom. Here is an excerpt from the Chancellor’s remarks: When I became a young headmaster in the late 1960s, I felt strongly that the purpose of education was to ignite and utilize a student’s passion — spark of genius — to create a personalized roadmap to a meaningful future for that child and to build a better world for all.

Your class has certainly demonstrated that in so many arenas — from your leadership at the GIN Conference in Luxembourg and performing at Carnegie Hall, to learning online and through our Spark Tank incubator, and winning more sports championships than any other class in the school’s history — you have made your parents, teachers, and me extremely proud.

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DWIGHT TODAY | COMMUNITY

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Ultimately, nurturing a spark of genius begins with inspiration, the spirit behind the first of five “Hs” that I believe are essential to achieving success in school and in life: • Heart: Inspiration kindles the imagination and creativity • Head: Think deeply and apply learning • Hard Work: Single-minded efforts can overcome obstacles; there is no substitute for hard work • Honesty: Integrity, like a shadow, follows you wherever you go • Heroic Spirit: Never give up — perseverance and grit are built through trial and error As you move on from Dwight, I encourage you to always remember these 5 Hs: Heart, Head, Hard Work, Honesty, and Heroic Spirit.

The world that awaits needs your talents, knowledge, and creativity. And the fine colleges and universities that will welcome you this fall are expecting you to be leaders and innovators, just as you have been at Dwight.

Never stop challenging yourself. Take risks. And always keep your spark of genius alive. Good luck and remember that my door and my heart will always be open to you.

Once every name had been called and the last diploma was in hand, the time had come for Senior Class Co-presidents Ilan Pesselev and Jada Morgan to lead their peers in turning their tassels from right to left, symbolizing the crossing from high school to the next exciting stage in their lives. With tassels turned, mortarboards flew, and the Class of 2018 became our newest alumni. Congratulations one and all!

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DWIGHT TODAY | COMMUNITY

OUR 2018

Among many time-honored Dwight traditions is the final one of the school year when we spotlight graduates who share a history that goes back to their first days together in Kindergarten — those we call members of Dwight’s 13-Year Club.

The newest to join are Jada Morgan, Stefano Pizzo, and Daniel Elahi. When they graduated, alongside their Class of 2018 peers, the trio took their last Dwight steps in parallel.

While impossible to chart the full course of each of their journeys, we asked the trio a few questions to gain a glimpse and here’s what they had to say: What is your spark of genius?

Jada*: My spark of genius is communication!

Stefano: I would say that my spark of genius is clothing and design. From a young age, I’ve always wanted to create a clothing line and create a company out of it.

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Daniel: My passions are soccer and my film company, Auctus Productions, which I started in 2014 with two friends outside of school.

While I did not take IB film, I chose business, which has helped me with running the company as CEO. We host events to showcase our films and have created documentaries, most notably a co-production with Major League Soccer on the former NYCFC player Jack Harrison.

I am also a producer and help to script and develop our films. We sell merchandise, which helps raise funds to purchase new equipment to further improve the quality of our productions.

Stefano: At Dwight, I was able to plan out

How has Dwight fostered your spark?

Jada: My best Dwight memory would have to

Jada: Dwight has fostered my love of communications by providing me with the opportunity to join the yearbook, which I enjoyed immensely. I began working on it in seventh grade and assumed the role of Editor-in-Chief in eighth grade, which I carried throughout high school.

be during fifth grade. Some classmates went on

the steps it would take to create a clothing line and run a company. I have since begun designing different pieces and I'm beginning to make them.

Daniel: I was fortunate to participate in Dwight soccer starting in Middle School and continued through Varsity. I enjoyed highs and lows that helped me grow and excel not only as a player, but also as a person.

What is your best Dwight memory or what have you enjoyed most?

the London trip, while I and other students who chose to stay behind took fun and unique trips around New York City every day. These included visiting the Bronx Zoo, Little Italy, and parts of Brooklyn, which also allowed us to try amazing new foods!

13-YEAR CLUB | DWIGHT TODAY

GOOD THINGS COME IN THREES!

Stefano: I enjoyed Quest, which I view as one of the most helpful programs a student can have. I joined Quest in ninth grade and worked with Mr. Hansen. Throughout the years, we have created a lasting relationship, which will be one of the reasons I will come back to visit Dwight in the future.

upper schoolers get their own laptops — I could barely type when I was in fourth grade!

What do you hope to major in and what might you want to do as a career?

Stefano: Meeting different people from all around the world has changed my views on the world and has made me inquire about places that I’ve never been to.

Jada: I plan to major in Communications, which I hope will lead me to a career in public relations, or I may pursue a law degree.

Daniel: It’s hard to choose one thing that I enjoyed most but it probably has to be the amazing friends and teachers. It was hard seeing some friends leave over the years, but I was fortunate to graduate with some very close friends. In terms of teachers, I have thoroughly enjoyed being in classes with Ms. Hecker, Mr. Theisen, Ms. Katagiri, Ms. Chernoff, Mr. Lodespoto, Mr. Samuels, Ms. Webb, Ms. Waldron, Mr. Hamilton, and Ms. Hutton.

Daniel: The most obvious thing that comes to mind is space — how Dwight has expanded over the years with the Athletic Center and new building (21 West 88th Street).

What has changed the most over your years here?

Jada: It is definitely the use of technology in the classroom. It’s so cool that fourth graders now have iPads and middle and

What college will you attend next year?

Jada: Northwestern University Stefano: George Washington University Daniel: Northeastern University, but I will start my first semester at John Cabot University in Rome. I was selected to be part of a the NU.in Program, in which one-third of the Northeastern freshman class begins their college experience abroad, choosing from ten different locations worldwide.

Stefano: I was accepted into the business school at GW and hope to major in entrepreneurship, which will help me further my aspiration of creating a successful clothing line.

Daniel: I am planning to be a business management major. However, I am open to trying new things and exploring different majors within business to see what’s the best fit. I am also open to minoring in something that can go hand-in-hand with a business major.

No matter what they study or which career path they pursue, we have no doubt that Jada, Stefano, and Daniel will share their sparks of genius and we will be hearing about their successes in the years to come! *Jada is Dwight’s 2018 Valedictorian

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DWIGHT TODAY | ALUMNI

VARSITY SOCCER TEAM ’83 Row L - Coach Goodin, Heidi Untener (co-manager), Brian Barnkow, Jay Cavalliere, Eric Poulson, Rob Patterson, Rob Falcone, Greg Nespole, Jimmy Altman, Calvin Hastings, Alison Meyer (co-manager), Row 2 - Phillipe Bertrand, Paul Pappas, Eric Chernik, Andrew Finkel, Kyrk Pappas, Paul Levine.

Djelloul Marbrook ’51, a prize-winning poet and novelist, has four new books being published by Leaky Boot Press (UK) this fall: The Seas Are Dolphins’ Tears, his ninth book of poems, coming out on October 15; and the Light Piercing Water fiction trilogy coming out on November 15. The trilogy, which includes Guest Boy, Crowds of One, and The Gold Factory, follows the adventures of Bo Cavalieri, a laconic New Yorker who earned a Silver Star from the Navy as a frogman and now sails the world as a Merchant Marine officer. His adventures in Hamburg, Morocco, Italy, Oman, Somalia, Scotland, Portugal, England, and New York echo The Odyssey and The Seven Voyages of Sindbad.

Lois Elfman ’76, Franklin, writes: “My update is that I continue to be a busy writer and editor. A significant amount of my work centers on issues in higher education. While there have been so many technological innovations in the years since I attended college, in fact, the classroom experience remains hugely relevant. Students are still inspired by great teachers. That goes for K-12 as well. I am always intrigued by stories about the educational process. If any of Dwight, Franklin, and Anglo-American alumni work in higher education, by all means reach out and maybe there is a story to tell: elfmaned1@aol.com.”

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Eric Chernik ’83 says, “I’m excited for the Dwight Class of 1983 35-year reunion on October 20, 2018. Living in Dallas, TX, now, working as GM for Lennox International.

Just back from a great trip to Rwanda with my 16-year old son. The philanthropy from our children’s generation is fantastic. My daughter just finished her freshman year at Belmont University, studying nursing. Great to see ongoing Facebook posts from Spencer Kobren, Philippe Bertrand, Julie Ancis, Adrian Ball, Roy Judelson, Ron Pledge, George Fisher, Julie Hirsch, Michael Robin, Shari Traister, Melissa Cohen, Paige Laiken, Robin Murphy, Melinda Miller, Jason Howard, Craig Lubin, Dan Weiskopf, etc.”

Salwa Emerson (Abdullah) ’92 is launching an illustrated book series, Chance Striker,

about a New York City boy, his soccer ball, and the hilarious hijinks that come with starting Middle School! Salwa shares, “Most of the characters in the Chance Striker series are reincarnations of the people I knew growing up and raising kids in New York City.

The character Chance was inspired by my nine-year-old son, whose love for soccer and practical jokes begged to be written about.”

The first book, Chance Striker: One in a Million, is due out in January 2019. Learn more at www.chancestriker.com.

Keith Hyatt ’97 writes, “I adore the transformative power of travel, which is why I remain a luxury travel agent after over a decade in the business. I have a background in graphic design, a natural capacity with technology, a love of photography, and I’m currently on an odyssey from obesity to health with 95+ pounds lost thus far. I serve as the Chief of Staff for Operation FatDag, an organization focused on helping members of our armed services at acute risk of losing a career to obesity find a community and the tools to save themselves. I’m a proud fourth generation member of the Badminton Club of the City of New York and welcome a friendly game of badminton in 2019. I also serve on the board of SKAL International NY, which is the New York chapter of a global travel industry organization. I would love to catch up with classmates or send you on a vacation! Please connect with me at keith@hamiltonhyatt.com.”

Share your latest news with your classmates for the next issue of Dwight Today. Send news and a photo to Shannon Cassell, Director of Alumni Relations and Events, 291 Central Park West, New York, NY, 10024; or via email to scassell@dwight.edu.

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ALL-ALUMNI REUNION Join Dwight, Franklin, and Anglo-American classmates and faculty for drinks and hors d’oeuvres, courtesy of The Dwight School Foundation.

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For more information about Reunion, the Alumni Council, and other ways to get involved, please contact Shannon Cassell, Director of Alumni Relations and Events at scassell@dwight.edu.

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*The Large Gym will be open for pick-up games during the cocktail party.

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Dwight School 18 West 89th Street, New York, NY 10024

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Saturday, October 20 4-7:00 pm Cocktail Party*

Dwight is an IB World School

Phone: 212.724.6360 Website: www.dwight.edu

The Class of 2030 prepares to meet parents for their very own student-run conferences. We learned so much this year!