43 minute read
‘Prep’ping for the future
‘PREP’PING THE FUTURE
BY JENNIFER MOORE STAHLKRANTZ
As they prepare for a new, post-pandemic academic year, select prep school heads in Westchester and Fairfield counties speak to us about lessons learned, inspiration, superpowers, what makes them smile and, in one case, the benefits of four-legged friends on campus. These educators’ enduring dedication to their calling is aptly described by Iona Prep’s Bro. Thomas Leto who observes, ‘What better way to spend one’s life than contributing to the formation of a young person’s mind, heart and soul”:
Thomas W. Philip (left). Courtesy Brunswick School.
Founded in 1902, Brunswick School is an independent, college preparatory day school in Greenwich, providing character-based education for boys in prekindergarten through grade 12.
Tom Philip has been head of school at Brunswick for more than two decades. A graduate of Hotchkiss School as well as Bucknell and Wesleyan Universities, Philip is the father of three grown children and worked in finance before finding his calling in education.
Tell us something surprising about your school.
“Brunswick has a Vermont campus — 650 acres of wilderness offering applied classroom and experiential learning for sophomores.”
How did your school cope during the pandemic?
“At Brunswick, we are always practicing for challenges — how to face them when they inevitably come and how to overcome them and grow stronger still in doing so. And to prepare for those challenges, we regularly practice building up our strong character.”
“Being a force for good.”
What recent experience at school put a smile on your face?
“Teaching and learning through the pandemic of 2020-21, with students coming to school each morning, eager to learn and to grow.”
What superpower do you bring to school each day?
“Optimism.”
What led you to choose a career in education?
“Inspiring teachers.”
How do you recharge in your free time? BRUNSWICK SCHOOL AT A GLANCE
HEAD OF SCHOOL: Thomas W. Philip
NUMBER OF FACULTY
For more, visit brunswickschool.org.
Michael Schultz, principal, The Chapel School
The Chapel School (TCS), an arm of the ministry of Village Lutheran Church in Bronxville, has been serving a diverse community of families in Westchester and the Bronx since 1947. TCS provides academic challenge and excellence as well as character education and opportunities for social, emotional and spiritual growth to children in preschool through eighth grade.
Having just completed his fifth year as principal, Michael Schultz will kick off his 26th year at The Chapel School in Bronxville this fall. He previously served as athletic director and assistant principal/middle school principal. A former professional baseball player and graphic designer, Schultz earned degrees in business administration, teaching and colloquy from Concordia and Iona colleges as well as a coaching certification in baseball.
Tell us something surprising about your school.
“Parents have told me that we have a sense of family here that should be bottled and sold. Our reliance upon each other and our ability to function as cooperative partners is like no other school or work environment I have known.”
How did your school cope during the pandemic?
“We coped because of the dedication of our faculty and staff. They were coming to work every day for those who needed in-person learning and livestreaming their classes for those who needed to stay home and learn remotely. The additional (Department of Health)-recommended hygiene practices helped us to make this the healthiest year I can recall in all of my years here at the school. We were minimally impacted by Covid and other common ailments that usually make their way through a school during a school year.”
Michael Schultz (far right). Courtesy The Chapel School.
THE CHAPEL SCHOOL AT A GLANCE
HEAD OF SCHOOL: Michael Schultz
NUMBER OF FACULTY
For more, visit thechapelschool.org
“I get to help teachers hone their craft and embrace their creativity and dedication so that more and more students are positively impacted by their efforts.”
What superpower do you bring to the school?
“Faith and trust. I am surrounded by great people — our pastors, school secretary, team leaders, teachers, teacher aides — and I trust them to do what is best for the children entrusted to their care.”
What led you to choose education as a career?
“I had coached baseball (McClintock Chargers, Tempe, Arizona,) and then taught an illustration course to gifted and talented students at Concordia, when I finally realized that education was my calling. I even turned down a few offers to be a “scab” during the MLB strike while I was in grad school, which was an indication that I had found a new passion.”
What reaffirms your career choice?
“Since we were back in person in September, the laughter on the playground makes me smile every day. But very recently, I got messages from two former students who are now 30 and 29, thanking me for being a positive influence in their lives some 15 plus years ago. Sometimes the best gratification is far from instant.”
“Phil Kuczma was my ninth-grade earth science teacher at Bronxville (High School) and my varsity baseball coach. My eldest brother passed from cancer in October of my senior year and Coach Kuczma was there for me — opening the gym early, staying late, throwing my (batting practice) on Sundays, helping me with college coaches. I experienced the positive impact that a teacher/ coach can have at what was the lowest point of my life and decided that I wanted to pay it forward.”
How do you recharge in your free time?
“I am hitting coach/assistant varsity baseball coach at Bronxville High School, and I love to golf and spend time with my three children.”
Michael C. Wirtz, head of school, Hackley School
Hackley School is an independent, nonsectarian, college-preparatory day and boarding school in Tarrytown for students in kindergarten through 12th grade. Founded in 1899 as a school for boys, Hackley became coeducational in 1970.
Michael Wirtz became Hackley’s 12th head of school in 2016 after serving as assistant head of school and dean of faculty at St. Mark’s School in Southborough, Massachusetts. He earned a B.S. in chemistry from Ohio University, followed by an Ed.M. in policy, planning and administration from Boston University. Prior to shifting to a career in education, he served as a research chemist for a large pharmaceutical company. He is the father of two children, ages 8 and 10.
Tell us something surprising about your school.
“Most people think of Hackley as a day school, but we have a small, yet impactful five-day boarding program. I think these students have the best of both worlds, enjoying a unique community throughout the week and spending weekends at home with their families.”
How did your school cope during the pandemic?
“Overall, Hackley managed well and kept our students in school five days per week throughout the year. We were able to make ample use of the outdoor space on our 285-acre campus — something we intend to do more of moving forward.”
“I absolutely have the best job on campus. Each day has such variety, presenting fresh opportunities to positively impact the school community.”
What superpower do you bring to the school?
“I am known for my love of bow ties and ‘dad jokes’ — a powerful combination of fashion and humor.”
What led you to choose education as a career?
“I had great teachers growing up, people whom I greatly admired. They had a significant impact on me and I wanted to do the same for others.”
Can you give us an example of how they influenced your career choice?
“I had several amazing teachers, but one of the most memorable was Mr. Goebel, who was my eighth-grade science teacher. Not only was he an effective teacher, but he also got to know his students as individuals and he demonstrated that he cared for each of us. I went on to do a senior project with him where he effectively set up a teaching practicum for me in the last six weeks of my high school career. That experience informed my desire to teach.”
Tell us about an encounter at school that put
a smile on your face.
“It is difficult to pick just one, but I enjoy being around our students and getting to know them. I most cherish the day-to-day interactions that build over time and help me develop relationships with them.”
What do you do to recharge in your free time?
“I love to play golf and spend time with my family...ideally at the same time.”
HACKLEY SCHOOL AT A GLANCE
HEAD OF SCHOOL: Michael C. Wirtz
NUMBER OF FACULTY
AND STAFF: 205
For more, visit hackleyschool.org.
William J. Knauer (center). Courtesy The Harvey School.
Located on a 125-acre campus in Katonah, The Harvey School is a coeducational, college-preparatory, private school for students in grades six through 12 with an optional five-day residential program for students in grades nine through 12.
William Knauer has worked in independent and international schools for 30 years. Armed with a B.A. in linguistics from the University of Michigan, an M.A.T. in English and E.A.L. from Trenton State College, an M.A. from Middlebury College in English, and a certificate in systems analysis from Columbia University, he served in teaching and leadership roles at the American School of Khartoum in Sudan, Munich International School, Riverdale Country School and Packer Collegiate Institute before heading to Barcelona, Spain, to accept the position of head of the Benjamin Franklin International School. In 2016, he returned to the United States to become head of The Harvey School. His daughter, Emiliana, is a rising junior at Harvey.
Tell us something surprising about your school.
“The Harvey School offers a unique educational opportunity for students to not only be challenged academically but also have the space to try new things, discover and pursue their passions and learn to become innovative, independent and creative thinkers. Our students thrive academically, athletically, artistically and socially, because they are happy at Harvey. We believe that joy matters. When students enjoy coming to school each day, they are focused and engaged as learners.”
How did your school cope during the pandemic?
“We set one goal as our North Star and stuck with it: Keep students in school to the extent that it was safe and legal to do so. Everything else followed from that. Apart from the obvious advances most schools realized with regard to technology, we found other unexpected benefits that will affect the way we operate moving forward. For example, as a school with students from over 100 zip codes and various countries around the world, the shift to more remote interactions allowed us to include more of our families in community events in a way we had not successfully done in the past. Additionally, the changes we had to make to our schedule to comply with required cleaning protocols created mini “breaks” between classes, which had a very positive effect on student engagement and concentration, particularly in the middle school.”
HEAD OF SCHOOL:
William J Knauer
NUMBER OF FACULTY
For more, visit harveyschool.org.
“I am grateful to be able to work with children every day and to collaborate with talented, dedicated, creative, caring colleagues.”
What superpower do you bring to the school?
“Patience.”
What led you to choose education as a career?
“My mother and older sister were both teachers. I originally started teaching as a way to live overseas, but I quickly realized I had found my calling. Each day is different — interesting, challenging, fulfilling — and I am grateful to be able to spend my professional life working with students.”
Tell us about an encounter at school that put a smile on your face.
“One of the highlights of the day for me is to greet students when they arrive on campus each morning. During the pandemic, we managed to keep the campus open for all students and avoid any on-campus spread of the virus, but occasionally the state’s contact tracing protocols would send significant numbers of students into quarantine. One morning, one of our students returned to campus after being isolated for 14 days. As I greeted him, he paused and exclaimed with complete sincerity, ‘I will never take this place for granted again.’”
“My high school English teacher taught me the power of language, the importance of precision and clarity and the wonder of imagination.”
What do you do to recharge in your free time?
“Read, run, play hockey and spend time with family and friends.”
Brother Thomas R. Leto (left). Courtesy Iona Preparatory School. Brother Thomas R. Leto, president, Iona Preparatory School
Iona Preparatory School is an independent, Roman Catholic, college preparatory school located on two campuses in New Rochelle, serving boys in kindergarten through grade 12. It is the brother school of The Ursuline School.
Leto has served as president of the school since 2010. He has earned both an Ed.S. and an Ed.D. in educational leadership from Seton Hall University, where he has been an adjunct faculty member since 2015, an M.S.Ed. in educational leadership from the University of Dayton, an M.A. in history from New York University and a bachelor’s degree in religious studies and political science from Iona College.
Tell us something surprising about your school.
“Three things immediately come to mind. The first is advocacy and service. Our boys serve the poor and marginalized locally and abroad so they are aware of and can advocate for solutions to the economic and social justice issues plaguing our world. The second is our growing science research program, where students spend three years researching a topic and working with a professional mentor in their chosen fields, often resulting in published works. The third is our house system that brings together students from different grades for a greater sense of brotherhood.”
How did your school cope during the pandemic?
“We are fortunate to have 37 acres of suburban green here in New Rochelle between our two campuses, which meant we had space to accommodate more students in-seat than most. Our goal was to be safe, seamless and synchronous so that both students and their parents knew exactly what to expect each day.
“The more than $150,000 we invested in cameras, testing software and other instructional technology will not go to waste. While not immediate — as students and teachers alike have probably had their fill of virtual meetings for a while — the option for virtual classes and greater blended learning will be incorporated more into our regular curriculum. Moreover, the enhanced collaboration afforded to us by some of these new instructional tools is now steering our academic focus toward project-based learning.”
“I’d like to say the governance and finance, the facilities and policy, the strategic planning and evaluations, but that is not the case. Daily interactions with students, participating in retreats and other spiritual life formation programs and helping lead service trips to the poorest sections of Peru — all of those things energize my day and allow me to tend to the things above.”
What superpower do you bring to the school?
“I believe my ‘superpower’ is the charism of Blessed Edmund Rice, founder of the Congregation of Christian Brothers, who recognized that the poor boys of Ireland needed not only writing and arithmetic but also a business acumen, clothes and faith formation. What I try to bring to our educational community is that same realization that a true, holistic education is not just intellectual development but catering to the physical, social and spiritual needs of today’s youth, as well.”
What led you to choose education as a career?
“As an undergraduate student at Iona College, I met a number of Christian Brothers who were teachers and administrators there. I (later) felt the call to enter the Congregation of the Edmund Rice Christian Brothers. (The congregation’s) focus is education and I knew then that was my calling.”
“Actually, there were a few. I was fortunate enough to have Frank Cooper as a teacher in high school. He taught us the importance of prayer in our lives. Both Sister Peggy O’Neill and Brother Mike Bradley taught undergraduate courses at Iona College in the religious studies department. Their impact on my formation continues. Bottom line, always continue becoming the person God wants you to be.”
What do you do to recharge in your free time?
“I like to stay active. Long walks are always a way to relax. I’m not averse to a round of golf, and I do enjoy a good book.”
IONA PREPARATORY SCHOOL AT A GLANCE
HEAD OF SCHOOL:
Brother Thomas R. Leto
NUMBER OF FACULTY
AND STAFF: 150
For more, visit ionaprep.org.
Carol Maoz, head of school, King School
Formerly known as King Low Heywood Thomas — a confluence of three 19th-century founding schools — King School is a private, coeducational day school for prekindergarten through grade 12 in Stamford.
Carol Maoz recently joined King School as interim head of school, having completed an 11-year term as head of school at The Foote School in New Haven. The mother of three grown children, she has an undergraduate degree in kindergarten through eighth grade education and a master’s degree in administration, planning and social policy from Harvard Graduate School of Education. Maoz also has work experience in counseling as well as organizational development, management training, communication and team building in the high-tech sector.
Tell us something surprising about your school.
“Many may know that King draws from over 30 local towns, but you might be surprised to learn that our faculty and student body boast 65 different countries of origin. It is not surprising we have such a rich global studies program.”
How did your school cope during the pandemic?
“King remained open for in-person learning all year round, with the option of virtual learning when needed. We made decisions based on our expertise as educators, and we were committed to relying on the strongest available scientific evidence and other data when making decisions about the health and safety of the school community. Most of all, we remained committed to making decisions that clearly align with King's mission, values, virtues and strategic plan.”
“The opportunity to learn from and with students every day, the great honor of supporting the professional development of teachers and the role as a resource to parents as they navigate the challenges of parenting.”
King School student. Courtesy King School.
What recent experience at school made you smile?
“Every day, I interact with the youngest children on campus and that can't help but raise a smile. At all grade levels, our students ask deep and important questions. Engaging with them centers me every day on the importance and joy of our work and the privilege to do it.”
What superpower do you bring to the school?
“I was brought up to be humble, so this is a tough question. The most meaningful feedback I have received is that I listen with an open heart and an open mind, that I am always present when I speak with people and that both students and families feel heard and seen by me.”
What led you to choose education as a career?
“Picture a young girl in the first grade whose greatest pleasure is to go home after school and stand in front of her blackboard with her white chalk and teach her dolls what she had learned that day in school. That child was me. I knew from a young age that I wanted to teach. For me, teaching is more of a calling than an occupation. As educators, we truly play an important part in building a more just, kind and empathetic world.”
“Looking back, my second-grade teacher was one of my favorite teachers. She created a safe environment — safe to learn, to ask questions, to make mistakes and safe to be ourselves. I certainly remember her homemade brownies that she baked for the class, but it was that air of certainty that we were in a good place that remains with me. “Years later, my 12th grade criminology teacher impacted my life forever. Not only did he treat his students with respect, but he also made us feel that it was his honor to be teaching us. Long before the U.S. prison system was a topic of national concern, our teacher encouraged us to think about prison reform and to ask important questions. He valued our questions more than he valued having the correct answer.”
Carol Maoz
KING SCHOOL SCHOOL AT A GLANCE
HEAD OF SCHOOL:
Carol Maoz
NUMBER OF FACULTY
AND STAFF: 207
For more, visit kingschoolct.org.
What do you do to recharge in your free time?
“I read books, take late afternoon walks and spend time with my family — at least on FaceTime. And when I have the time, I indulge in binge-watching Netflix shows.”
Founded in 1957 as the first New York archdiocesan girls’ high school in Westchester County, Maria Regina is an independent Roman Catholic school in Hartsdale, dedicated to educating young women in grades nine through 12.
Anna E. Parra has just completed her second year as president of Maria Regina. A graduate of both Fordham University (B.S.) and The College of New Rochelle (M.S.), she has dedicated the majority of her career to working in schools for the archdiocese, most recently as president of Aquinas High School and earlier as executive director of development for the Academy of Mount St. Ursula, both in the Bronx. She is the mother of two children.
Tell us something surprising about your school.
“Maria Regina will be celebrating 65 years of educating young women in 2022. We have graduated over 10,000 students who have been inspired with the charism of the Sisters of the Resurrection, our foundresses and who have been instilled with our pillars of scholarship, service and spirit. We look forward to celebrating the school's rich history, our current community and the future with much promise.”
How did your school cope during the pandemic?
“Although a very difficult year for everyone, especially faculty and students, we followed our reopening plan and all guidance and protocols. Our school principal, (Maria) Carozza-McCaffrey, and I worked together and did our best to have a successful school year. Although we look forward to being fully in-person in September and holding in-school events, we plan to utilize remote learning and meetings when convenient or needed. It is a Plan B we now have in place.”
Anna E. Parra (left). Courtesy Maria Regina High School.
MARIA REGINA HIGH SCHOOL AT A GLANCE
HEAD OF SCHOOL: Anna E. Parra
NUMBER OF FACULTY
AND STAFF: 65 STUDENT ENROLLMENT: 500 girls ANNUAL TUITION: $12,850 For more, visit thechapelschool.org.
“Being involved in projects to provide new resources for our students and implement enhancements to better serve our community.”
What superpower do you bring to the school?
“I feel that my joy permeates all that I do. I truly enjoy the work I am doing and I am grateful for the talented and dedicated administration, faculty and staff I have here. I am proud and blessed to be part of this wonderful community, which is really my second family.”
What led you to choose education as a career?
“I cherish the value Catholic school education has brought to my life. I am and will always be committed to seeing a spiritually devoted and academically rigorous curriculum continue to be an option for families.”
“My favorite teacher is Professor Teri Gamble whom I met during my master’s studies at The College of New Rochelle. She brought so much to the communications program that it inspired me to do more than just fundraise. I made the decision that I wanted to be part of a Catholic school community where I could make a difference and positively impact students, alumnae, parents and the greater community. In addition, I wanted to mentor others to help continue the work we are doing to keep our schools viable for many years to come.”
Tell us about an encounter that reaffirmed your career choice.
“A student was having difficulty in her sophomore year and her mother contemplated withdrawing her — although the young woman wanted to continue her education through graduation. After assuring both that the student would have every resource available to her to complete her education, they decided to stay. At graduation when I conferred her diploma, the student hugged and thanked me. She wrote me a beautiful note explaining how grateful she was and how much my support meant to her. Being able to make an impact in someone's life, especially to obtain her dream of completing her education in a Catholic school, is what brings so much fulfillment to my life.”
What do you do to recharge in your free time?
“I work out when I can, play the guitar on occasion and spend time with my family.”
Laura Danforth. Courtesy The Masters School.
Founded as an all-girls school in 1877, The Masters School is a coeducational, private school on a 96-acre campus in Dobbs Ferry, with boarding and day school programs for middle and high school.
Laura Danforth has served as head of school for six years. Having earned an M.A. in counseling psychology from Lesley University and a B.A. in psychology and anthropology from Colby-Sawyer College, she held various administrative, leadership roles at Ethical Culture Fieldston School, Miss Porter’s School, Suffield Academy, Ethel Walker School and St. Paul’s School. She and her wife have three grown children and two granddaughters.
Tell us something surprising about your school.
“As an independent day school and a boarding school, we are fortunate to have students on our campus from 26 different countries and 10 states. In the world that our students will be shaping, having meaningful, relational experiences with a wide variety of perspectives and cultures is essential. In light of our emphasis on a global perspective in much of our curriculum, having representatives from all over the world brings depth and integrity to our program. Our campus is a hub of activity seven days a week, and the interaction among our students — whether it’s in the classroom, in the dorms, on the athletic fields or on the stage — reinforces our school’s strong sense of community.
How did your school cope during the pandemic?
“Our students, faculty, administrators and parents summoned their collective might to weather the challenges of a most unconventional year. We have emerged stronger and filled with a renewed sense of purpose. We were able to bring our students safely back to campus in October, while also accommodating those students who were unable to return with a robust virtual learning option. “In addition to the many health protocols in place, weekly Covid-19 testing for our entire community ensured that we maintained a safe learning environment. Our 96-acre campus provided wonderful opportunities for us to safely explore new and innovative ways of teaching, learning, performing and engaging our community. Our teachers inspired, challenged and developed new ways to teach. We held fast to our mission. We pivoted, repeatedly and, in so doing, developed greater resilience, better communication, more resolve.”
“I have the good fortune to live on The Masters School campus, which allows me to be present in the lives of our students at all times. I have lived on boarding school campuses for nearly my entire academic career. It’s often during these ‘off hours,’ when I’m taking an early evening walk on the track, that students approach me and ask me to join them in their discussions or activities. I love walking around campus and seeing students enjoy each other’s company. As the head of school, I take pride in our close-knit community that is caring, compassionate and replete with high intellectual standards.”
THE MASTERS SCHOOL AT A GLANCE
HEAD OF SCHOOL: Laura Danforth
FACULTY/STUDENT RATIO: 1:8 STUDENT ENROLLMENT: 674 ANNUAL TUITION: $51,500 For more, visit ionaprep.org.
Scott Alan Nelson. Courtesy Rye Country Day School.
Scott Alan Nelson, Rye Country Day School
Located in Rye on a 26-acre campus, Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from prekindergarten through grade 12 with an excellent education using both traditional and innovative approaches.
With a bachelor’s degree from Brown University, Scott Nelson kicked off his educational career as a history teacher and coach at his alma mater, Hackley School in Tarrytown. He later earned a master’s degree in educational administration from Fordham University and served as the head of Upper School at Hackley and Marlborough School (in California) before coming to Rye Country Day School 28 years ago to accept the role of head of school. Nelson and his wife have twin adult daughters.
Tell us something surprising about your school.
“RCDS was founded as a girls’ school in 1869, became coed through grade nine in the 1920s and then went fully coed in the mid1960s.”
How did your school cope during the pandemic?
“We had a combination of 100% in-person (grades pre-K to five), and hybrid-flex (grades six through 12) for two-thirds of the year and then moved to 100% in-person in early April. We also conducted weekly Covid pool testing of 1,200 students and employees. We found a number of virtual events such as parent/guardian meetings, community-wide conversations and admissions programs were well-attended and effective on Zoom.”
“I get to attend student presentations, performances, concerts, art shows, athletic contests. I have a ‘season pass’ to everything that happens at school involving students from pre-K to grade 12.”
Tell us about an encounter at school that put a smile on your face.
“Just seeing students' excitement about returning to school this past year after being fully remote in the spring of 2020.”
What superpower do you bring to the school?
“Retention of details resulting in strong institutional memory.”
What led you to choose education as a career?
“As a scholarship student, I found teachers and coaches had an incredibly positive impact on my life.”
“One of my high school English teachers explained how he often reread books to find new ideas and develop new approaches to his teaching.”
What do you do to recharge in your free time?
“I take a daily 45-minute walk, starting at 6 a.m.”
RYE COUNTRY DAY SCHOOL AT A GLANCE
HEAD OF SCHOOL: Scott A. Nelson
NUMBER OF FACULTY
For more, visit ryecountryday.org.
Margaret C. Frazier (far right). Courtesy Sacred Heart Greenwich.
Margaret C. Frazier, Sacred Heart Greenwich
One of 200 network schools in 44 countries, Sacred Heart Greenwich provides a learning environment for girls and young women from kindergarten through 12th grade to prepare them to become confident, intelligent and compassionate global leaders. The school is located on a 110-acre campus.
A graduate of Dartmouth College who later studied at the John F. Kennedy School of Government at Harvard University, Frazier arrived from London in July 2020 to accept the role of head of school at Sacred Heart Greenwich. She was an Edward E. Ford Foundation fellow and worked briefly for Arnold & Porter, a corporate law firm in Washington, D.C., before shifting to a career in education. She has three grown children.
Tell us something surprising about your school.
“We have an observatory and are recently an Audubon-certified sanctuary property (110 acres with a garden and now natural meadows).”
How did your school cope during the pandemic?
“Our school planned well from April 2020 in order to bring back everyone to campus in September. We created a vision of ‘every girl, every day,’ with the buy-in of our board of trustees, school leadership team, faculty and parents. We let go of some of the worry about coverage in classes and focused more on skills, interdisciplinary projects and alternative assessments. Our faculty spent several days after school ending in professional growth workshops around the questions of ‘what to let go of to build back stronger.’ We will continue to assess the ‘silver linings’ of Covid as they relate to time, joyful learning, wellness and redefining success and school/ life balance.”
“The students are the heart of any school. I love the idea of learning every day. Schools are the best place to feel vital, energized, infused with creativity. No day is ever the same.”
What superpower do you bring to the school?
“I do not believe the art of a handwritten note is yet dead. Connecting across snail mail with students, parents, alumnae and friends of the school is a passion and a superpower. It builds a trust, a sense of caring and lets others know how important they are to me and the school community.”
SACRED HEART GREENWICH AT A GLANCE
HEAD OF SCHOOL: Margaret Frazier
NUMBER OF FACULTY
AND STAFF: nearly 200
For more, visit shgreenwich.org.
What led you to choose education as a career?
“During my time at Arnold & Porter, I was a tutor in the D.C. public schools and also a translator in their pro-bono advocacy program. I loved my third graders at Thaddeus Stevens Elementary School and the progress we made in reading, writing and learning about life. Their classroom teacher encouraged me to see teaching as the rewarding vocation it is.”
“My favorite teacher, hands down, was my mother. She taught first grade and kindergarten for nearly 50 years. Firm and fair, she taught three generations of families in the town in which she grew up. She was generous, demanding, encouraging and always talked about how attitude is a choice. I saw in her how much impact teachers have, how hard they work for the benefit of their students and how much love one receives in this profession.”
What do you do to recharge in your free time?
“My garden is my refuge and my teacher. It is humbling to plan, observe, succeed and many times fail in the garden. I have come to love heirloom seed and plants — trying to find native varieties to attract butterflies, bees and also keep the deer at bay.”
School of the Holy Child (SHC), established in 1904, is a member of the Roman Catholic network of Holy Child Schools, located across the United States, Africa and Europe. Based in Rye, SHC is an independent, college-preparatory school for girls grades five through 12.
Named head of School of the Holy Child this past March, Colleen Pettus has been an administrator on campus since 2012 when she joined SHC as head of the middle school and eight years later was named interim head of school. A graduate of the University at Albany and Teachers College, Columbia University, Pettus, who is a mother of four, has known since her teenage years that teaching was her destiny.
Tell us something surprising about your school.
“Despite our intentionally small size, we are dedicated to student choice when it comes to curriculum. Our curriculum also adapts to “meeting the wants of the age,” as our founder of the Society of the Holy Child Jesus, Cornelia Connelly, wanted for the network of schools. For next year, we have created a new public health elective for seniors in light of the learning opportunities that the pandemic has challenged us to address. This course, along with our new Advanced Humanities Institute, shows our dedication to a full breadth of academic experiences that can inspire true joy in teaching and joy in learning.”
How did your school cope during the pandemic?
“We were blessed to be able to be together in school four days a week during the 2020-21 school year. Our entire school community worked very hard to foster connections and offer meaningful experiences for our students both inside and outside the classroom.
“An added bonus of this year was the increased use of our beautiful campus. Some classes were held outside and our girls engaged with both the campus and curriculum in new and different ways. There is no doubt that we will continue to take our learning outside to encourage more experiential learning and positively impact our community’s overall wellness.”
Colleen Pettus (right). Courtesy School of the Holy Child.
SCHOOL OF THE HOLY CHILD AT A GLANCE
HEAD OF SCHOOL: Colleen Pettus
NUMBER OF FACULTY
AND STAFF: 81
For more, visit holychildrye.org.
“I love how each day is different — meeting and planning with different constituents while always keeping our students at the heart of what we do. The role demands a deep and wide skill set and you are given many opportunities for growth each day by listening, learning and collaborating.”
What superpower do you bring to the school?
care about the people who are Holy Child. While that sounds simple, when you lean into difficult conversations, from a place of genuine care and trust, that is when the real work gets done. When presented with any situation, I aim to see the widest perspective possible to fully understand and then make intentional, empathic decisions. Relationships are essential to all we do at Holy Child.”
What led you to choose a career in education?
“My mother went back to college to get her teaching degree when I was in middle school. Often when I woke up for school, she would already be at the kitchen table — working. That image and her dedication to quality education had a great impact on me. Later in high school, after giving a presentation on John Steinbeck’s “Of Mice and Men,” my teacher paused and looked straight at me and said, “I’m going to make an English teacher out of you.” These experiences, coupled with my love for working with children, led me down the path of an educator.
“My fifth-grade teacher, Mrs. Coluccio, took a great interest in me as a writer and as a reader. That interest both in me and my work developed the love I have for the humanities and the transformative middle school years.”
How do you recharge in your free time?
“I love to be outdoors, watch really good TV and spend quality time with my family and friends. As a big sports fan, I am also sure to get to a few Mets games each summer.”
William W. Taylor. Courtesy Trinity-Pawling School.
William W. Taylor, Trinity-Pawling School
Founded in 1907, Trinity-Pawling School is a college preparatory boarding and day school located on a 230-acre campus in Pawling, where the school serves boys in grades seven through 12 and offers a postgraduate program as well.
Taylor earned a bachelor’s degree at Kenyon College in 1985, and while subsequently working in advertising, he had an epiphany that he wanted to pursue a career that emanated from a commitment to service — which led him to earn a master’s degree in religion at Yale University. Taylor later served as president of St. George’s Independent School for 14 years. In 2015, he accepted the position of headmaster at Trinity Pawling School, where he had served as associate headmaster in the 1990s. He and his wife, Jennifer Luce Taylor, are parents to two adult children.
Tell us something surprising about your school.
“Among the many successful alumni of the school is Frank Morgan, who played Oz in ‘The Wizard of Oz’. His legacy is a reminder to have a bold vision but to not let such boldness obscure the fundamental value of humility.”
How did your school cope during the pandemic?
“We placed a significant amount of focus on emphasizing our collective responsibilities to serve and protect the health of the common good of the community. It was a very successful navigational objective and we made it through the year with minimal exposure to Covid.
“Like most boarding schools, we did not bring students back to campus for the short period of time in between Thanksgiving and Christmas vacations. Instead, we focused on project-based learning while being remote. This was highly successful. When we return to school (this fall), we will be on campus for this period between the two vacations, but we will use this time for experiential, project-oriented teaching and learning rather than traditional classes.”
“I enjoy being a part of the transformational process of growth in the lives of young people by providing foundations of timeless values that are bolstered by the introduction of skills and learning motifs that will be expected of them in an ever-changing world.” “Vision. Prior to beginning my tenure as headmaster at Trinity-Pawling, I led the venture of creating and leading an independent day school. It was in this process that I discovered that I had strengths that combined having a vision of what did not yet exist with an ability to build the foundation and supporting structures to support this vision so that it reaches fruition. I have used these skills toward creating an innovative curriculum for Trinity-Pawling, as well as other forward-thinking initiatives at the school.”
What led you to choose education as a career?
“I wanted to have a career where I could help young people discover the joys of learning and help them reach toward their potential as human beings.”
What reaffirms your career choice?
“I am reaffirmed whenever a young person begins to realize that they possess distinctive gifts and talents — and that these gifts and talents are qualities about themselves that they can begin to access, through the assistance of talented teachers, to find the joys of learning and the passions of life.”
“I credit Mr. Sam Hougas of Darien High School, who had the most profound impact on my career choice. Not only did he help introduce me to the joys of studying history, but he also challenged me to become a more complete and thorough student. He was a mentor who saw strengths in me that I could not see at that age.”
How do you recharge in your free time?
“I like to recharge by finding time to reflect on walks, playing golf, riding my bike or listening to music. I also enjoy reading as a means to introduce new insights and revelations.”
TRINITY-PAWLING SCHOOL AT A GLANCE
HEAD OF SCHOOL:
William W. Taylor
NUMBER OF FACULTY
AND STAFF: 60
For more, visit trinitypawling.org.
Colleen Melnyk. Courtesy The Ursuline School.
Colleen Melnyk, president, The Ursuline School
take great pride in their service to the school and greater community.”
“I love being the decision-maker in the building who directly and positively impacts students.”
THE URSULINE SCHOOL AT A GLANCE
HEAD OF SCHOOL: Colleen Melnyk
The Ursuline School is an independent, Roman Catholic college preparatory school for girls on a 13-acre campus in New Rochelle. Founded in 1897, the school is part of a network of 15 Ursuline schools around the world. It is the sister school to Iona Preparatory School.
Melnyk is its new president. After receiving her bachelor’s degree from Fordham University, she worked as a paralegal in New York City before returning to her alma mater to earn both a master’s and doctorate in education. She is the parent of a 25-year-old son as well as a 20-year-old daughter who is a proud alumna of The Ursuline School.
Tell us something surprising about your school.
“Students at The Ursuline School possess an esprit de corps around serviam. The students
What superpower do you bring to the school?
“I am a thoughtful listener and true team player. I have the ability to bring groups of people together and work in consensus towards a common goal.”
What led you to choose education as a career?
“I never forgot the thrilling experience of teaching a child to tie his shoes and, later, to float and swim in a pool during one summer when I was a teenager. I began to wonder how thrilling it would be to teach children to read. I spent 19 years as a classroom teacher and have been enriched by my experiences working with students and their families.”
Tell us about an encounter that reaffirmed your career choice.
“I had a conversation with a student recently who told me she wanted to become an educator because ‘the people who work in schools really do change students’ lives.’”
NUMBER OF FACULTY
AND STAFF: nearly 132
My fourth-grade teacher, Ms. Yarmas, always reminded me to ‘reach forward’ and ‘do more.’ She told me she had great faith in my ability to accomplish any goal I set for myself. To this day, I remind myself to keep moving forward, especially when I encounter setbacks or difficult circumstances.”
What do you do to recharge in your free time?
Beth Sugerman, Norwalk head of school, Winston Preparatory School
Winston Preparatory School is an innovative private day school for students through 12th grade with a variety of learning differences, including dyslexia and executive functioning difficulties such as attention deficit hyperactivity disorder. Winston has seven campuses, including the newly designed one in Norwalk.
After completing an undergraduate degree in speech and language pathology, Sugerman earned a Master of Science degree at Teachers College, Columbia University and was sent to Winston Preparatory School in Manhattan for her placement experience. Twenty-four years later, Sugerman is the head of the school’s Norwalk campus, a position she has held for 14 years.
What is something surprising about your school that others may not know about?
“How happy kids are to be here. How welcoming a community Winston is. I think that one of the highest compliments we've received is how quickly students who perhaps felt unsuccessful and did not like school before, get up and come to school. We also hear that from new faculty members as well — how welcoming the teachers are and supportive and helpful. And there's a true sense of community versus ‘this is a school for kids with learning challenges.’ This is a school where kids learn in a manner in which they can become successful. When kids feel safe and understood, anything's possible.”
“I love the collaboration. I love working with smart professionals and people who understand what we do. It's a bit outside the box — grouping students with similar learning profiles, teaching to that profile, providing the oneto-one program, targeting students' greatest areas of needs academically and, sometimes, socially-emotionally. I think that we see our kids as puzzles and we like to work together and figure out that puzzle so we can provide the best and the most optimal experience. Ultimately, we want the kids to feel successful and feel good about themselves and feel that they are capable. And a lot of our kids come to us without those abilities or feelings.”
Beth Sugerman (left). Courtesy Winston Preparatory School.
WINSTON PREPARATORY SCHOOL AT A GLANCE
HEAD OF SCHOOL: Beth Sugerman
NUMBER OF FACULTY
AND STAFF: 54 STUDENT ENROLLMENT: 125 ANNUAL TUITION: $73,300 For more, visit winstonprep.edu.
What is your superpower?
“I think my superpower is supporting students, families and faculty — kind of maintaining positivity, problem solving and thinking ahead.”
Did you have another career before going into education?
“Actually, I did. I had a few careers. My initial career was family driven. I come from a background of folks in the fashion industry in Manhattan and I went to college for a few years and felt that wasn't the direction I wanted or was succeeding within, so I worked in the fashion industry and loved it. After (subsequently) working as an executive assistant for an extremely philanthropic chairman of a very successful company, I decided, with my husband’s encouragement, that I wanted to finish my degree in speech-pathology.”
What inspired you to choose a career in education?
“When I was researching the career, I liked the science piece. I think that what I love about Winston is that we look at the science of learning and the art of teaching. And I think it's a combination that's provided the successful mission here. We don't consider ourselves just educators.”
What reaffirms your career choice?
“I think graduation day is the most rewarding day for us all. Our seniors are provided the option to give a personal speech. And this past year we had 17 out of 24 seniors speak to their experience — who they were when they arrived at Winston and who they are leaving. That's when I tell them, "This was a day we live for," and it kind of keeps me going for a while.”
What do you do to recharge in your free time?
“I have three dogs and they like to take nice long walks, and they get me out every day, no matter the weather.”
Do your dogs come to school with you?
“They do. I like to say there are more pictures of them in the yearbook than me. They are all rescues. They're kind of like honorary therapy dogs and kids love to come in and visit with them or, if they're struggling, they like to hang out with the pets and, of course, feel better soon after.’
