The Compass Fall 2024 by The Windward School

COMPASS THE

COMPASS

The Compass is published twice a year by the School's marketing and communications office. It is a magazine for The Windward School community.

Supporting

Students’ Digital Lives

First

(914) 949-6968

212 East 93rd Street

New York, NY 10128

(212) 222-8628

Jamie Williamson Head of School

Jana Cook

Editor and Associate Director of Marketing and Communications

Contributing Editorial Staff:

JP Bifone, Timothy Brosnan, Lucy Godman, and Nicole Nearchou

Contributing Writers:

Timothy Brosnan, Jana Cook, Nicole Nearchou, and Jamie Williamson

Contributing Photographers:

Timothy Brosnan, Mark Liflander, Joe Martin, Susan Nagib, and Nicole Nearchou

Design: hgDesign, NYC

BOARD OF TRUSTEES 2024-2025

Maria Reed, President

Jenny Price, 1st Vice President

Peter A. D’Avanzo, 2nd Vice President

David Friedland, Treasurer

Staci Marlowe, Secretary

Denis J. O’Leary, III ’06, Member-at-Large

Patricia L. Wolff, Member-at-Large

Akeela Azcuy, PhD

Margi Booth

Reed Brodsky

Thomas J. Coleman

Michael Cummins

Beth Demba

Chris Dooley

Meredith Jenkins

Mitchell J. Katz

Ian Levine

Magdalena Zavalía Miguens

Kenneth Squire

Reed Switzer ’19

Nicholas Van Amburg

Jennifer Weyburn

The Windward School does not discriminate in admissions, employment, or administration of programs on the basis of gender, race, religion, age, national or ethnic origin, or sexual orientation.

Note: At The Windward School, a student's class year is the same as their high school graduation year.

Community

Community - Windward believes in fostering a strong, cohesive, and collaborative culture and building a diverse and inclusive community that puts our students at the center of all we do, and where everyone feels valued and a sense of belonging.

Head of School

It has been five years now since I joined Windward, but I still vividly remember my first few weeks at the School. One of the things that struck me immediately as I dove into the process of getting to know all my new colleagues was their sense of duty to our kids at Windward and its mission. It was evident to me right away that Windward’s faculty and staff take their charge incredibly seriously, fiercely protecting their instructional time, dedicated to growing their knowledge of the best evidence-based literacy practices, and committed to embracing a whole-child approach to prepare students academically, socially, and emotionally to thrive both inside and outside Windward.

As I began to get a sense of the larger community, it was clear that the School’s current families, board members, alumni and their families, and external partners were highly engaged, passionate about Windward’s mission and bold ambition to transform lives through the gift of literacy.

Windward families understand, in a real and tangible way, just how transformative this education can be, not only for their enrolled student but also for the entire family dynamic. The joy in our community is palpable when we gather for events, as students proudly show off their hard work at science fairs, art shows, concerts, drama performances, and sporting events. Watching alumni return year after year for Homecoming to celebrate the impact the School had on them and connect with former teachers and classmates fills me with gratitude.

One memory, recently shared by an alumna, highlighted what makes many community members’ experiences at Windward so impactful: “I remember just feeling really good about myself at Windward, which I think so many Windward students affirm, that sense of being in an environment that just is right and having your learning needs met in a way that is life changing.”

This is the power of our community, which impressed upon me the moment I stepped foot on campus: the power of feeling seen, feeling understood, feeling supported, feeling cared for. And it is why the work we do is so important.

Jamie Williamson, EdS Head of The Windward School and Executive Director of The Windward Institute

Board Appoints Maria Reed as President

At the start of the 2024-2025 fiscal year, Maria Reed began her term as the new president of the board of trustees for The Windward School. Reed stepped into the role with gratitude for the leadership of her predecessor, Patty Wolff, who oversaw unprecedented events such as the COVID-19 pandemic, opening of the new Westchester Lower School campus, the appointment of Jamie Williamson as head of school, and the launch of The Windward Institute.

Reed is the parent of a Windward alumnus and has been serving on the board for eight years, most recently as secretary. As board president, her top priorities are to support Mr. Williamson and the School’s leadership team, maintain the board’s focus on the financial well-being of the school, strengthen Windward’s impact, and employ the highest standards of board governance. According to Reed, “I see the board’s role as one of protecting what is sacred about Windward while working to expand the School’s reach to save more lives. That means ensuring that Windward continues to deliver its incredible program,

that our teachers are trained by the very best in literacy research, and that all Windward students are successful in reaching their true potential.”

In addition to Reed’s new role, current members of the executive committee have also stepped into new roles. New members of the board include Margi Booth, Beth Demba, and Kenneth Squire. The Windward School is eager to look ahead under the leadership of its updated board and its newly appointed president.

Windward Launches Alumni Class Agents Program

The Windward School is proud to announce the launch of its new annual alumni program, the Alumni Class Agent. Alumni class agents commit to serving in the role for two years following graduation. During that time, an agent acts as a liaison between Windward and other alumni from their graduating class. This can include facilitating communication with their Windward peers, increasing alumni engagement through email and social media, and encouraging participation in some of Windward’s primary alumni events, such as Homecoming, Alumni Drop-in Day, and Seniors Night and College Conversations discussion panels. Each class agent will communicate with various members of the alumni office and be given resources to distribute to other members of their graduating classes.

Currently enrolled grade 8 students can self-nominate for the position, nominate their classmates, or be nominated by faculty members. From this list, a faculty committee elects candidates who exhibit leadership qualities and who demonstrate a commitment to the Windward community.

Comprising up to eight total graduating students—four from each middle school campus—class agent nominees are elected during a competitive awards process and are presented alongside other end-of-year awards. Last spring’s inaugural group of alumni class agents included Walker Brodsky, Eli Cohen, Coco Conovitz, and Lily Lorber from Manhattan; and Cecilia Fougere, Dana Tischler, Teddy Pemberton, and Willow Lane from Westchester.

FREE TO BE THEMSELVES

STUDENTS FIND BELONGING AT WINDWARD

Amid the spectacular athletic feats on display during the Summer 2024 Paris Olympics, two gestures stood out that revealed the power of community. The first, during the preliminary round of the women’s 100-meter dash, was a master class in empathy. Laotian runner Pha Aphay heard a competitor cry out in pain as she crossed the finish line; the runner from South Sudan, Lucia Moris, had fallen and was badly injured. Aphay ran to her side and signaled for medics to come assist. She knew she couldn’t medically help her competitor, but she stayed with her, later explaining her thoughts in that moment: “I can only share her pain.” Aphay remained with Moris, resting a hand on her shoulder, until she was placed on a stretcher.

The second gesture, occurring during a medals ceremony for women’s gymnastics, elevated sportsmanship above personal recognition. When Brazilian gymnast Rebeca Andrade edged out the favorite for the floor event, U.S. gymnast Simone Biles, she became the most decorated Olympian in Brazil’s history. Rather than showing disappointment for not prevailing in the event, Biles and fellow U.S. gymnast Jordan Chiles expressed pure joy in celebrating a member of their community. As Andrade stepped onto the podium to receive her gold, Biles and Chiles bowed to her.

These beautiful moments illustrated what is at the heart of Windward’s core value of community, the idea that lifting each other up with support unites us, helping us feel truly seen, valued, and part of a greater whole. The larger goal, to embody this value consistently, is what ultimately builds a profound feeling of belonging for community members.

For many Windward students, joining the School brought a sense of normalcy to their educational journeys that may have been lacking in prior schools, especially if they had the isolating experience of routinely being separated from peers for special instruction. The understanding that students’ former school settings were often not wholly positive—and were in some cases traumatizing—underpins many aspects of Windward’s programming, which supports students in their social-emotional learning (SEL) journeys and in navigating peer relationships via a robust SEL program and DEIB initiatives, as well as affording opportunities for students to bond outside the classroom through Friday trips, field trips, afterschool clubs, activities, and athletics.

“When we belong we get to show up just as we are, no figuring out what we think the right thing to do. We get to just be. There is a freedom in belonging.”

— Quanita Roberson

BELONGING STARTS WITHIN: SOCIAL-EMOTIONAL LEARNING

Belonging is about feeling appreciated for being you, and it begins with appreciating oneself. For students whose confidence may have suffered after struggling in school, building a foundation of self-acceptance can be key in remediating the challenges associated with their disability. With great intentionality, beginning in lower school grades and continuing throughout middle school, Windward addresses the need to help its young learners connect to themselves, connect to others, and feel a sense of place at the School. For elementary students, this process includes social skills units developed by the student support team and presented in social studies, for example: What does a healthy friendship look like? In grades 1-4, students explore these topics:

• Identity

• Healthy Friendships

• Unkindness, Bullying, and Being an Upstander

• Kindness and Empathy

• Problem Solving

• Being a Feelings Detective

• Coping Skills

• Digital Citizenship

• Size of the Problem

• Waiting is Not Easy

• Handling Mistakes and Taking Responsibility

• Growth Mindset

Grade 4 also includes the learning disability unit, expressly teaching students that they have a learning disability; this unit powerfully contextualizes students’ learning profile so that, in knowing themselves, students can learn to effectively self-advocate throughout their lives.

The middle school SEL curriculum both deepens and expands upon themes presented in the younger grades. Units cover age-appropriate, timely topics:

• Trustworthiness

• Friendship

• Empathy

• Rumors and Gossip

• Conflict vs. Bullying

• Social Media and Digital Safety

• Responsibility and Being an Upstander

• Identity and Celebrating Differences

In grades 8 and 9, students enrich social and emotional learning through community service, such as reading to lower school students, delivering materials to Lifting Up Westchester following the annual Giving Tree collection, and making meals for the needy.

• Conflict Resolution

• Difficult Decision Making

• Managing Feelings and Emotions

• Being an Upstander

• Microaggressions

• Understanding Stereotyping

• Responsible Use of Technology

• Consent and Sexual Harassment

SUPPORT OUTSIDE THE CLASSROOM

A key piece of the SEL program at Windward is the ongoing support provided to students in a variety of contexts. Children with receptive and expressive language struggles sometimes need extra support—an invitation to engage, to be a friend, to be social—with peer relationships, so the student support team designed a Lunch Bunch program, carefully grouping some students for five to seven weekly lunches that are supported by a school counselor.

Schoolwide, numerous events throughout the school year reinforce connections among the community: Each campus holds community meetings regularly to share information on a variety of topics; student council initiatives encourage community service and compassion toward others; and annual events such as Make-a-Friend, Be-a-Friend Day and Field Day promote strong, positive connections and foster a sense of belonging.

BANANA SPLITS

A national program built for school-aged children in elementary through high school, Banana Splits is a support group for students who have experienced parental separation, divorce, or death. Windward brought the program to the School in fall 2022, which is held during lunch and recess and facilitated by school counselors trained in the program.

RULER IMPLEMENTATION

As a peer-to-peer support group, the program is meant to give children the awareness that they’re not alone. Through project-based activities, students connect to one another, finding community through sharing similar experiences. Banana Splits is offered at all three campuses, and Windward administrators form a group as soon as there are three or more students interested in joining one. “There’s great relief in the community that’s built there,” said Anna Weiser, PsyD, director of student support and SEL.

Windward has added an additional dimension to its SEL program through the adoption of the RULER approach, which is in phase one of its twoyear implementation timeline for the 2024-2025 school year. Its ultimate goal is to create a sense of belonging within the School—by acknowledging that its members are allowed to feel, by teaching members to name and regulate emotions, and by growing emotional intelligence as a community— to deepen support and develop a common language. Dr. Weiser noted, “There is an interplay among RULER, DEIB, and academics. Our job is to academically remediate, and a child must be in a state of relaxed attention, feeling a sense of belonging, in order to learn.” When adults model the skills of emotional intelligence and relate with empathy, it creates a community where people feel fully seen and free to be themselves.

As Windward has expanded its DEIB initiatives, its student community has found additional spaces in which they can explore topics important to them, find kinship among their peers, and experience a sense of belonging.

Currently active at the Manhattan campus and being brought to Westchester Middle School soon, the Genders and Sexuality Alliance (GSA) Club offers a safe space for LGBTQIA+ middle school students to build community and organize around issues impacting them. Students meet during lunch/ recess and connect, while being supported in these conversations by a faculty member. The overall impact has been incredibly positive, aligning with findings shared on the GSA Network’s website: “A growing body of research confirms that the presence of a GSA has a positive and lasting effect on student health, wellness, and academic performance. It can also protect students from harassment based on sexual orientation or gender identity and improve school climates for all students in the long term.”

Advocacy Club, also active at the Manhattan campus and coming to Westchester, is a space for any student interested in having conversations

In collaboration with the DEIB office, last spring the Westchester Lower School Kindness Crew and its supervising faculty members planned a Kindness Month. Kicking it off with a community meeting, the group talked about what it means to be kind—to be a good example—and encouraged classmates to do an act of kindness each day in May. A calendar with daily suggestions was also hung in the hall where students could see it as they went about their days, and it included ideas such as hold the door open for someone, thank someone for being them, help out in the kitchen, and say “good morning” to the front desk staff. In fact, the last suggestion was so popular that “the front desk staff approached me and said so many children greeted them that day,” said Romina Pacheco, director of diversity, equity, inclusion, and belonging. “It really made their day feel special.”

Another morning, the Kindness Crew planned a welcome event for everyone’s arrival at the start of the school day. Playing upbeat music and holding homemade signs with affirmations and encouraging greetings, students welcomed every person entering the school, helping start their day on a positive note.

FREE TO BE THEMSELVES

BELONGING THROUGH SHARED INTERESTS

Windward has a community unlike most local schools, with students attending from all over the tri-state area. Keeping in mind this unique makeup, the School prioritizes creating opportunities for its students to socialize outside the classroom; the goal is for families not to have to rely on playdates for children to forge stronger relationships with their classmates.

These outside-the-classroom activities can include clubs held during school hours, activities and clubs that meet after school, athletics, and more. Activities coordinators design offerings each season around student interests, presenting varied selections. Coordinator of Activities at Westchester Middle School Jason Steiker pointed out that “many school cultures often center around athletics, but there are a whole group of kids who aren’t athletic, and you have to meet their needs as well.” It is with this in mind that Windward takes cues from its students to design a broad range of activities that can include anything from arts and crafts to photography to yearbook to robotics. Offerings that families may choose from in the Fall 2024 catalog, for example, reflect the many diverse interests that Windward students can share with their classmates, as they learn new skills, build confidence, make new friends, and deepen bonds.

WESTCHESTER

CLUBS/ACTIVITIES

• Tennis

• Arts and Crafts Club

• Intramural Multi Sports

• Dungeons and Dragons

• Portfolio Club

• Clay Club

• Intramural Indoor/Outdoor Soccer

• Sports and Games

• Videography Club

• Motor Mayhem

• Sports Journalism Club

• Photography Club

• Yearbook

• Jewelry and Beading Beginner and Advanced Workshop

• Lego Robotics and Engineering

• Dance Club

ATHLETICS

• Boys Club Soccer

• Club Flag Football

• Girls Club Soccer

• Girls Club Volleyball

• Co-Ed Cross-Country

• Interscholastic Boys Soccer

• Interscholastic Flag Football

• Interscholastic Girls Soccer

• Interscholastic Girls Volleyball

MANHATTAN

CLUBS/ACTIVITIES

• Gaga

• Tennis

• Art Club

• Chess

• Code Cadets: Journey into Coding

• Code Commanders: Mastery of Coding Techniques

• Sew Happy

• Sports and Games

• Newspaper Club

• Dungeons and Dragons

• Minecraft Club: Outer Space

• Planes, Trains, and Automobiles

ATHLETICS

• Co-Ed Soccer

• Co-Ed Cross Country

• Interscholastic Co-Ed Volleyball

• Intramural Basketball

• Interscholastic Boys Soccer

• Intramural Girls Soccer

Ultimately, the extracurricular activities program at Windward provides students with hands-on activities in areas that interest them, sharing memorable experiences with classmates that cannot be found in the classroom. Elly Steiker-Pearl, coordinator of activities for Manhattan, summarized the best part of her job: “I get to spend my day considering how to bring joy into the community. I’m a professional bringer-of-fun.”

“I get to spend my day considering how to bring joy into the community. I’m a professional bringer-of-fun”

— Elly Steiker-Pearl

So many Windward families and alumni have shared that a large part of what makes the School special is its loving community; its warm environment plays a key role in empowering students to navigate the challenges related to having a language-based learning disability. But it is more than that. It is the product of years of following the data to adopt evidencebased practices—not only for academics but also in the areas of social-emotional learning, diversity, equity, inclusion, and belonging, and extracurricular enrichment— with the aim of helping students grow as people and harness their potential. As Head of School Jamie Williamson has shared, “Windward gives kids the gift of reading, but just as importantly, it gives kids the gift of understanding themselves, of loving themselves, and of appreciating all they have to offer.”

Supporting Students’ Digital Lives

Anyone who was a child in the 1980s likely remembers the idea of “stranger danger” being drilled into their consciousness by well-meaning adults in their lives. It’s hard to overstate the extent of the nationwide panic at this time, fueled by relentless—and overblown— media coverage of two high-profile kidnappings that occurred at the outset of the decade. Children during this era were often compelled to remain close to home and cautioned to avoid interactions with strangers. New norms emerged; instead of, say, turning their kids loose in the neighborhood on a summer morning, many parents began arranging supervised playdates and tightly controlling their children’s social lives.

As these norms imprinted themselves on the next generation, they did not take into account the explosion of social media platforms in the 2010s, introducing the concept of digital lives. Children today can face the dichotomous experience of being overly protected from outside dangers but often, and largely, remaining vulnerable online. The effect has been dramatic, with multiple studies in recent years showing a decline in young people’s mental health correlating to the marked increase of time spent online and on social media.

Many Windward families have asked the School how they can support their children in this environment, and there are some basic guidelines that many

CONSIDER DELAYING GIVING YOUR CHILD A SMARTPHONE

SUPERVISE CHILDREN’S INTERNET AND SOCIAL MEDIA ACCESS

PARTNER WITH THE SCHOOL TO PROMOTE RESPONSIBLE DIGITAL CITIZENSHIP

ENCOURAGE MORE PLAY AND REAL-WORLD EXPERIENCES

1 - CONSIDER DELAYING GIVING YOUR CHILD A SMARTPHONE

There are a host of reasons that many Silicon Valley technology executives delay giving their children smartphones until they are 14, and it bears consideration that developers of these technologies protect their children from them until they become teens.

• Smartphones are designed to be addictive, and young children’s brains don’t have the capacity for impulse control around these devices. Particularly susceptible are children with ADHD, who may struggle to resist the constant, distracting stimulation of a smartphone.

• An ongoing multi-year study following 11,000 children by the National Institutes of Health released data confirming that children who spend more than two hours per day on screens scored lower on thinking and language tests.

• Smartphones impair both quantity and quality of sleep, which can cause numerous shortand long-term health problems, including a weakened immune response, stunted growth, and mental health issues. Smartphones increase the risk for anxiety and depression, especially for girls between the ages of 10 and 14 years old.

Beginning as a grassroots movement in Austin, Texas in 2017, the Wait Until 8th pledge encourages families to delay giving their teen a smartphone until the end of eighth grade—and it has gained traction in recent years as parents have grappled with the documented negative effects of smartphones on developing brains. A group of Windward families has expressed interest in this approach, and the data from other schools has shown that there is a positive effect when the social pressures for children to have a smartphone are lifted by parents supporting one another in this effort.

2 - SUPERVISE CHILDREN’S INTERNET AND SOCIAL MEDIA ACCESS

In May 2023, U.S. Surgeon General Vivek Murthy published a youth mental health social media advisory citing multiple studies that emphasize the risk of harm to children and young adolescents who engage with social media. Although the minimum age for most platforms is 13, there are often minimal safeguards to verify a user’s age; one solution is for parents or guardians to implement parental controls on their child’s phone, which can limit the apps they are able to download. Many phones also have options within their settings menus to limit screen time on specific apps, or overall, on devices.

Another recommendation, shared by Jennifer Miller MEd, founder of Confident Parents Confident Kids, is for parents/guardians to regularly check in with their children’s activities on social media: “I encourage parents to treat it like any another community. If your child joined the girl scouts, you would know the troop leaders. That community would be your community. We can help give our kids the skills to navigate these platforms themselves and create a safe environment where we’re talking about this community that we’re all part of,” she said.

3 - PARTNER WITH THE SCHOOL TO PROMOTE RESPONSIBLE DIGITAL CITIZENSHIP

Eliminating cellphones in the classroom is one step of a multi-pronged approach by Windward to help students learn how to manage technology responsibly. Beginning in grade 1, Windward incorporates digital citizenship classes into its SEL curriculum. Students in grades 5 through 9 participate in weekly group guidance classes, including dedicated coursework on social media and cyber bullying, social media and safe interpersonal communications, and responsible use of technology. The School also recently enacted a digital citizenship code of conduct, a partnership agreement with families outlining a commonsense framework for students’ online activities to ensure they align with Windward’s core values. Key areas include safety and privacy (for example, encouraging students to seek help from a trusted adult if they are having uncomfortable digital interactions or are having difficulty controlling their own screen time); social responsibility (for example, committing to being kind online); and family agreement (partnering with the School to address any instances of cyberbullying, unkind, or unsafe behavior).

Families can further support the School’s efforts in developing responsible digital citizens by considering adopting a family media agreement at home. A family media agreement is an agreed family plan about how you, as a family, will deal with computers, smartphones, tablets, gaming consoles, e-readers and any electronic device. Director of Educational Technology Dr. Joan McGettigan explained, “Smartphone use should be guided by clear boundaries, open communication, and a focus on balance. By modeling healthy behavior and teaching digital responsibility, parents can help their children navigate the digital world with confidence and care.”

4 - ENCOURAGE MORE PLAY AND REAL-WORLD EXPERIENCES

Smartphones essentially shift the focus of children’s daily lives from in-person interactions to their phones. Author Jonathan Haidt describes this shift as “the loss of childhood in the real world.” Many educators have noted that in recent years, hallways between classes—though as crowded as ever—have fallen silent, with students buried in their phones. However, that is not the case at Windward: Without phones in hand, students naturally gravitate toward faceto-face interactions, which, when combined with support from adults, foster deeper connections among peers.

In a multi-year study of 3,500 teens, Drs. Carrie James and Emily Weinstein documented teens referring to their phones as “digital pacifiers”: In social settings, they may pull out their phones to appear busy instead of awkward. Teens shared that what they really want in these moments is to connect with the other people in the room, but they don’t know how to begin. What parents and educators can do to support children in these moments is to embrace the idea of productive struggle. Experiencing awkward moments, while temporarily uncomfortable, leads to growth, especially when adults are standing by ready to help students navigate these social situations.

In fact, data has shown that reliance on screens can reduce a child’s capacity to build skills around emotional regulation. A study published in 2024 by JAMA Pediatrics followed 315 children from the ages of 3.5 to 5.5 years, examining a potential link between tablet use and how it contributes to expressions of anger and frustration. What the study found was that tablet use at age 3 was associated with more expressions of anger and frustration at the age of 4; a child’s proneness to anger and frustration at age 4 was then associated with more tablet use at the age of 5 years. Regulatory strategies are important, and adults can aid children in developing these strategies by creating a supportive environment that acknowledges and validates feelings of discomfort while encouraging children to work through these feelings productively.

Many children are also concerned about their own digital habits. One participant of the Drs. James and Weinstein study shared, “I don’t want to look back at my childhood and see I wasted it on a pointless game [on my phone].”

“I don’t want to look back at my childhood and see I wasted it on a pointless game [on my phone].”

Windward understands that prioritizing play and interpersonal interactions is a critical part of its program, and it gives students opportunities to connect with peers in the lunchroom and at recess. Similar to the School’s approach in other areas, this process is scaffolded; for example, faculty members present structured games early in the school year and gradually offer less structure as time goes on, while providing support as needed.

As educators, parents, and guardians grapple with how to help the nation’s children navigate digital life, it becomes increasingly important to follow the data. And the data reveals that students need guidance around technology that reflects a nuanced approach. Smartphones and social media platforms are not going anywhere; what adults can do to help children is to frame their use of these technologies within the broader context of developing crucial life skills, such as emotional intelligence, resilience, compassion, and intentional community-building. Children can develop these skills both online and offline, which will undoubtedly serve them well throughout their lives.

Scan the QR code to explore these articles and more resources to help you support your child’s digital life:

Students’ Digital Lives: A Community Presentation Led by Jamie Williamson with Dr. Carrie James and Dr. Emily Weinstein

First Day of School - Manhattan

First Day of School - Westchester

Back-to-School Picnic

Mistakes Can Be a Good Thing: Windward Faculty Model Perseverance

The Windward School is not just about learning to read and write together; it’s about building relationships and cultivating a cohesive community. Where classmates and colleagues may be miles or hours apart, creating this sense of community is essential to the success of all who enter Windward’s doors. Both Colleen McGlynn and Kelly Schmidt have dedicated their careers to nurturing students and fellow teachers, creating a supportive and dynamic environment at both the School and The Windward Institute.

Ms. McGlynn’s Windward journey began right after college in 2011. Starting as an assistant teacher at the Manhattan campus, she quickly embraced the School’s mission and values. Throughout her tenure, she has transitioned through various roles, including teaching language arts, social studies, and science. More recently, Ms. McGlynn has been serving as language arts coordinator at Westchester Lower School. While in these many roles, Ms. McGlynn’s strategies

to create togetherness became more clearly focused and defined. “You don’t know what experiences the kids are coming in with. And a lot of our kids have had really negative experiences at school, or they’ve learned some not-so-great coping strategies with reading or classroom behavior. Trying to untangle a lot of that takes time. But they also have to trust you— trust that it’s okay to make mistakes, that you’re going to help them. They need to know we’re not going to judge them.”

Ms. Schmidt’s path at Windward started in 2014, also immediately following her graduation from college. She now primarily teaches students in grade 2 at Westchester Lower School, where she has developed a close-knit team environment, fostering collaboration and mutual support among her students. “One thing with the kids that I always try to do in the classroom is just make it known that mistakes are

“This is a safe place to try new things, to experience new things. And if it doesn’t go okay, that’s all right.” — Ms. Schmidt

going to happen and it’s okay to make mistakes. This is a safe place to try new things, to experience new things. And if it doesn’t go okay, that’s all right. I have a little sign on my desk that says, ‘Everyone makes mistakes. That’s why pencils have erasers.’”

In addition to their primary roles, both Ms. McGlynn and Ms. Schmidt have recently been entrusted with teaching courses through The Windward Institute, a division of The Windward School dedicated to providing professional development to teachers within the school itself and from various external institutions. Despite initial apprehensions about living up to the standards set by their predecessors, they embraced the challenge and used their unique perspectives to enrich their courses, making them valuable resources for educators of all types who are looking to refine their teaching practices. Ms. McGlynn and Ms. Schmidt’s efforts with The Windward Institute highlight the importance of mentorship and collaboration with other educators inside and outside of Windward and underscore the value of building a strong community, even at the educator level.

As the educational landscape continually evolves, the importance of being a lifelong learner—like Colleen McGlynn and Kelly Schmidt—grows. Their dedication to The Windward School and The Windward Institute not only enriches the lives of their students and colleagues and sets a standard for what a nurturing educational environment should be, but it is also a reminder of the impact that a committed and passionate team can have on their community.

AWARDS

End-of-Year Awards Ceremony Honors Faculty and Staff Members

To culminate each school year, Windward hosts an end-of-year luncheon for all employees, where awards are given to exemplary faculty and staff members.

The Isabel Greenbaum Stone Master Teacher Award

is given annually to an outstanding Windward faculty member to recognize exceptional quality of work and support for their students. Congratulations to this year’s recipient, Westchester Middle School teacher Lacey Fraser. Ms. Fraser is a wonderful colleague, mentor, teacher, and friend at our WMS campus, and pours her heart into the development of the School’s yearbook each year.

The Sandi Galst Scholar Award

is annually awarded to an exceptional Windward reading teacher. The recipient is given a grant through the Sandi Galst Faculty Education Fund to further their education through academic coursework or other professional experiences. This year’s recipient is Manhattan Lower School teacher Ashley Anne Bloom. Ms. Bloom is an outstanding teacher who cultivates curiosity, ignites a passion for learning, and instills confidence in her students’ abilities to succeed.

was established in 2020 and recognizes a faculty or staff member from each division of The Windward School who is a champion for the school’s core values and exemplary in their commitment to our

Last year, Windward introduced an additional Heart of Windward award to acknowledge a faculty/staff member who serves all Windward campuses. Congratulations to this year’s recipient, ToniAnn Hutchison

Manhattan Lower School

Samantha Downey (Payne)

Westchester Middle School

Andy Jimenez

NEWS & MILESTONES

Windward Babies

Westchester Lower School teacher Rachel Hunton welcomed her son Henry James Hunton.

Westchester Lower School teacher Stephanie Marin had her daughter Serena on July 14, 2024.

Weddings

Westchester Middle School teacher Ryaneileen Duffy got married over Memorial Day Weekend!

Language Arts Coordinator at Manhattan Lower and Middle Schools Sarah Golden married Andrew Kaplan on June 30, 2024, at The Roundhouse in Beacon, NY.

Westchester Middle School teacher Kayla Morales got engaged in June 2024.

In May of 2024, Westchester Middle School teacher Andrea Tolliver graduated from Manhattanville University with a Professional Diploma in Educational Leadership K-12. With this new degree, Andrea now holds certification as a School Building Leader (SBL) and School District Leader (SDL) in NY State. She is currently in the dissertation phase of her studies at Manhattanville University, working towards a doctorate in Educational Leadership K-12.

Manhattan Lower School teacher Ellery Davis married Ben Albee in Southold, NY on the North Fork of Long Island on August 10, 2024.

Manhattan Lower School teacher Jamie Simon graduated from SUNY Oneonta in May 2024 with a Master’s Degree in Literacy Education for birth-grade 6.

Graduation 2024

On June 9, The Windward School held its eighth-grade graduation ceremony for Manhattan and Westchester students.

Student Council Presidents Zachary Friedman (WMS) and Ethan Cohen (MMS) delivered humorous, confident, and inspiring speeches that captured the spirit of the Windward journey. Their astute reflections spoke volumes of their commitment towards their education and their classmates.

Bradley Peltz ’08 shared his journey through Windward and beyond, reminding students and families alike of the power of perseverance and self-advocacy. Windward thanks Bradley for his impactful contributions to the ceremony.

Student awards were presented by Campus Head of Manhattan Lower and Middle Schools Dr. Jason Mott and Campus Head of Westchester Middle School Christopher Eberhard.

Congratulations to our 2024 graduates and their families for reaching this incredible milestone!

Scott Rudin ’03 Encourages Windward Students to Dream Big

“You’re on a big journey, and I want to start with how it ends: This whole thing works out. You just have to figure out how to make it work in your favor,” Scott Rudin ’03 reassured students as he opened his presentation.

Rudin attended Windward from grades 3 through 5, an environment he described as filled with warmth and love, which helped him build confidence and learn how to self-advocate. “The principles of how they teach you to learn and think here stay with you,” he said.

While Rudin acknowledged the unique challenges that Windward’s students face, he framed these as opportunities for growth. As he discussed the transition to a mainstream school, he said “You’re going to have to work harder than the person sitting next to you. This is not a bad thing. You will eventually graduate and have no problem outworking other people.” He also encouraged students to meet with their teachers, to sit in the front row, and to ask for additional support when they need it.

Finally, Rudin assured students that what they can do is limitless, and he reminded them to be kind to others along their journey: “You can’t control a lot of things in life, but you can control being nice,” he said. “You don’t know what a little gesture can mean.”

ABOUT THE EVENT

Dream Big: Your Dreams Are Your Future, hosted by the Windward Parents Association and the Windward Alumni Office, brings successful alumni to the School to share their inspiring personal stories with Windward’s middle school students. The program is a reminder that having a language-based learning disability need not hold anyone back from a lifetime of achievement.

After leaving Windward, Rudin went on to graduate from Scarsdale High School and then George Washington University.

Rudin has been with the fashion label Ralph Lauren for 17 years. He spent 14 years working in men’s design, where he eventually became vice president of concept design and brand creative. In that role, Rudin oversaw each season’s conceptual direction for the entire line of Ralph Lauren’s men’s clothing.

Currently, Rudin is the creative director of the Ralph Lauren Agency, responsible for all global advertising for the brand. He oversees all Ralph Lauren brands, including Purple Label, Collection, Polo, Lauren Home, and Fragrance. In this critical position, Rudin leads a large team of employees who are responsible for creating and delivering world-class campaigns that set the image for the Ralph Lauren brand.

Windward Welcomes Alumni for Seniors Night College Planning Panel

This past May, Windward had the privilege of hosting alumni panels on both its Manhattan and Westchester campuses, offering the community an invaluable opportunity to gain insights into the college application process and the experiences that follow, while celebrating high school seniors on the next steps of their academic journey. Esteemed Windward alumni, joined by Daniella Rosenblatt, an expert in learning disabilities, led an engaging and informative discussion that resonated with all attendees.

It was truly heartwarming to witness the strong turnout of alumni families, underscoring the enduring bonds within the community. The panels provided a platform for our current students and families to hear firsthand about navigating college life, managing academic challenges, and making the most of their university experiences.

For those who were unable to attend, the event recordings are available online. You can watch these enlightening discussions via the QR code provided and continue to stay connected with the wealth of knowledge Windward’s alumni have to offer.

MANHATTAN ALUMNI PANEL:

Willa Bradshaw ’23 – Syracuse University

Whit Williamson ’23 – Southern Methodist University

Luke Maruszewski ’23 – Boston College

WESTCHESTER ALUMNI PANEL:

William Erdman ’23 – University of Virginia

Lauren Marlowe ’23 – Washington University in St. Louis

Ella Woodbury ’23 – Brigham Young University

The School is excited to continue fostering these connections and facilitating knowledge-sharing within the Windward community.

2002

Miriam Levenstein graduated from Hunter College in 2007, with a Bachelor’s of Arts majoring in Sociology and minoring in Hebrew Studies. She is currently transitioning into a new role as CFO executive assistant and administrative manager at TravelPerk SLU in Barcelona.

2004

Michael Shain has cofounded Great Hands Hospitality, a business development and operations management agency serving the hospitality industry. After a successful career with many of the country’s best operators and owners, he is now lending his skills to budding entrepreneurs and seasoned veterans.

2008

Bo Hershey IV is now working at the New York State Attorney General’s Office as an assistant attorney general, where he focuses on litigating fraud and deceptive business practices.

“Without a doubt, I would not be where I am today if not for The Windward School. Thank you for providing me with the tools and foundation to succeed in this challenging and rewarding field,” he shared.

2009

Oliver Zabar married Katie Marber at City Hall in July 2024, with lots of Windward classmates in attendance!

2010

Ryan Gottfried was named in Forbes 30 under 30 in 2022 for enterprise technology. He was married in NYC on May 4, 2024.

2013

MaryRose Sorrento married in September 2022 and is expecting her first child in May.

Ellin Gurvitch ’15 runs a private practice called Mentally Fit With Ellin, where she provides therapy and coaching in a warm and non-judgmental environment. She supports athletes, gym-go-getters, entrepreneurs, college students, young adults, and adults with challenges such as work-life balance, anxiety, navigating learning disabilities, ADHD, life transitions, career development, depression, and disordered eating. She also assists businesses and corporations by promoting mindfulness and life skills for employees in high-stress environments, helping them thrive in their careers and elevate their mental fitness. Her specialty lies in sport and performance psychology. Ellin shared, “Life isn’t just about surviving; it’s about thriving. As someone who has experienced the transformative power of mental fitness and physical health, I’m here to help my clients do the same. At the heart of my coaching philosophy is the concept of intentional living. It’s about consciously shaping your life, making choices aligned with your values, and creating a future that authentically reflects who you are. We explore the terrain of intentional living, ensuring that each decision and action propels you toward a life rich in purpose and fulfillment.” Her mission is to empower individuals to achieve mental and physical fitness through a holistic approach, fostering self-confidence, self-empowerment, and self-love. She envisions creating a community where people can develop mental resilience, improve physical health, and discover their inner strength, ultimately transforming their lives.

2016

Emma Williams is in her last year of law school in South Carolina.

2020

Nick Jessop completed a marathon and also podiumed at an ultramarathon!

2021

Aerin Greif is an accounting and economics major at Washington University, a rising senior who is in KPMG’s acelerated program, a “fast track” and commitment. Aerin attended Windward from second through sixth grade. “She walked in as a shy little girl and walked out ready to advocate for herself, reading, writing, as strong as ever in math, ready to conquer the world,” her family shared.

2023

Spencer Charrington attended Windward from second to eighth grade, and just completed a first successful year of college at McDaniel, earning a spot on dean’s list both fall and spring semester. “In addition, I am going to be studying abroad for the full year in Hungary!”

Whit Williamson attends Southern Methodist University.

2024

Samantha Sawhney graduated from Sacred Heart High School in Greenwich in 2024 and is currently attending Brown University as class of 2028, working toward a B.A. in Classics and Latin. She was the national Latin Exam Summa Cum Laude twice, as well as a University of Wisconsin WISL presenter.

*Note: At The Windward School, a student’s class year is the same as their high school graduation year.

Toby Rosewater, a recent graduate of Scarsdale High School, was featured in the “Success Stories” section of the University of Michigan’s Dyslexia Help website. In his inspiring article titled “Learning to Love Writing with Dyslexia,” Toby reflects on his journey as a creative writer despite facing challenges associated with dyslexia. His dedication to the craft has led to remarkable achievements, including attending the prestigious Iowa Young Writers’ Studio last summer and the Kenyon Young Writers’ Workshop the year before. Throughout his journey, Toby has diligently applied strategies and support systems he acquired at Windward and beyond. Toby will be continuing his academic journey at Amherst College this fall, where he will continue to excel and inspire others with his talent and resilience.

Read Toby’s article on the University of Michigan’s Dyslexia Help website:

Tyler Ziffer received the St. Vincent Award for Charity from Saint Vincent Hospital. He was also awarded the Presidential Volunteer Service Award.

2025

Olivia Asnes was recently named one of ten Greenwich Teens to Watch. She is an honor roll student and has been a two-time finalist in the STEAM Odyssey of the Mind competition. For a recent Odyssey of the Mind competition, she and her team designed and built a low-impact, motorized, self-driving vehicle that won first place in the state competition. She also had the honor of being named Outstanding Delegate at the Model UN Conference at Harvard, which was her second conference since joining Model UN as a freshman.

In Memoriam

The Windward School received the sad news of the passing of the following individuals. The Windward community extends its condolences to the family and friends of the deceased. Please email alumni@thewindwardschool.org if you receive notice of a deceased community member for inclusion in the next issue of The Compass.