VCS Magazine Spring 2023

THE MURAL

LETTER FROM JEN

The Mural: Year Two

I write this in the final months of what has been a truly triumphant school year. It was the year’s normalcy that made it so special; it was the first year since 2019 that we had all our traditional events back in person. Having joined VCS during the pandemic, this year was my first opportunity to experience many of these events, and they’ve been even more moving and memorable than I expected. It has also been an opportunity to get my footing as Head of School outside of a crisis framework, to learn more about the history of the school, and to shift my focus to the more philosophical questions of school leadership: What are the core principles that guide our work? How is VCS distinct from other independent schools? What do the next five, ten, fifteen years hold for our community?

As I’ve reflected on the value proposition of a VCS education, what has emerged first and foremost is the pride we take in being a K–8 school. By specializing in this age group, we are really specializing in childhood—our curricula have always been rooted in the innate curiosity of childhood and intentionally seeks to preserve it as students grow and concepts become increasingly complex.

In her initial proposal to establish Village Community School in 1969, Sheila Sadler wrote that “challenging children to become lifelong learners is the central goal of the school,” and so too is it today—a goal we pursue by placing value on every student’s unique approach to their learning and encouraging continual self-reflection. With this second issue of the magazine, we wanted to not only celebrate the spectacularly normal year with plenty of photos and updates, but also explore the journey from Kindergartener to 8th Grader at VCS. It’s in this journey that you will discover the real value of the K–8 approach—and the heart of a VCS education.

PHOTO: CHRIS TAGGART

The Year in School

In September, the bell to open the school year rang out at the Opening Assembly, which featured an excellent new addition to the program: Every member of the Maintenance and Lunchroom staff— and the Front Desk Receptionist— took a moment to introduce themselves to the whole school. Met with uproarious applause, these introductions helped the community start the new academic year with a sense of familiarity and welcome.

we considered how to reimagine the beloved event in the new building. Of course, there was no need to worry; our community brought their typical Fall Festival cheer to the Gym and beyond. We even expanded the party’s sprawl to the Library, where Jenn the Librarian read spooky stories, perfect for those in the mood for a fright—or a reprieve from the bustle of the event!

encourages students to reflect on the individual “light” they bring to the larger community by pairing older and younger students for a candle-lighting procession. As is our custom, the solemn moment we admired the flickering lights together was quickly followed by perhaps the most spirited moment of the year: our special VCS rendition of the 12 Days of Christmas!

After five pre-recorded virtual Sing-Alongs, our youngest students and their parents were finally able to form a single chorus of voices when they met in November for our first in-person K–2nd Grade Sing-Along since fall of 2020. What could be sweeter?

In January, we always come together as a school to honor the life and work of Dr. Martin Luther King, Jr., and this year’s MLK Assembly was a great introduction to our new Director of DEI, Alexus, who helped Upper Schoolers plan their own follow-up assembly in recognition of Black History Month.

Everyone knows October at VCS means Fall Festival, but there were some nerves behind the scenes as

Equally moving was the in-person return of our pre-Winter Break tradition in December: The Ceremony of Lights. This assembly brings the whole school together in recognition of the many winter holidays represented by lights and

Traditions

Two VCS traditions made their post-pandemic return in February, and while only one technically qualified as a school “event,” they both certainly felt like major happenings. There was the neonthemed Lower School Dance Party,

New tradition alert? In March, the whole school gathered for an Upper School student-led Women’s History Month Assembly. Our female-identifying MCs celebrated the accomplishments of women in film, music, literature, politics, and STEAM, and the assembly was so impactful there are already plans to repeat it next year.

One of the sweetest surprises of the year was that we were able to host Grandparents & Special Friends Day for Kindergarten and 1st Grade families in May. It was incredible to see the personal ownership our youngest students took in their learning and their school community, and the pride with which they shared their lives at school with their grandparents and/or special friends.

and the brood of chicks that hatched in the Lower School Science Lab, which the whole school was able to enjoy through our Chick Cam livefeed.

In April, the Spring Soirée moved eastward to the Bowery Hotel, and the super-chic new vibe wasn’t the only notable thing about the evening: VCS families pledged over $200,000 to support our staff through the establishment of the VCS Staff Venture Grant Fund.

Less picnic, more party: our traditional end-of-year family celebration in June got a rebrand this year as the Summer Send-Off, but all of the essential elements of games, good food, Memory Book-signing, and face painting remained. It was so special to be on the Sky Yard together after the first full academic year in our new building and reflect on the memories we’ve already made there—and on the robust schedule of events and school traditions that kept the community unified in 2022–2023.

Farewell to Ruben Parra

“It’s hard for me to separate Ruben and VCS as the two have always been intertwined. From my very first days at VCS, Ruben was the person I met with about my classroom, my curriculum, and the student dynamics in my class. As a new teacher, his insights and knowledge about VCS were invaluable.

It always impressed me how well Ruben knew all the students throughout the school. Their names, of course, but also the details of their friendships and the intricacies of their personalities. He cared deeply for all students and was invested in building relationships with each one. His commitment to nurturing a positive and inclusive school community will not be forgotten.”

—Alison Wiggins, 4th Grade ELA Teacher

“Ruben Parra, what a guy. I was lucky enough to have Ruben as my five-year-old boy’s first Kindergarten teacher at VCS. It was Ruben’s first year too. This tall man was George’s first image of a teacher. And then, on top of that, he taught George in 1st Grade as well. Ruben was smart, warm, and attentive, all while being benevolently firm.

While I was Chair of the Board, Ruben was a dependable source of straightforward observation and good judgment. When I was a parent with an issue, he was understanding but resolute about school policy, even when I was both Chair and parent at the same time.

All I can say about Ruben is that wherever he ends up, those around him will be exceedingly fortunate.”

Obie Benz, Alumni Parent, Former Board Chair

After 20 years at VCS, Ruben Parra is off to begin a new chapter. First joining us as a teacher in a K/1st Grade classroom—then called “the 5/6s”—Ruben’s expertise in childhood development and intuitive ability to connect with students quickly earned him a place on the school’s administration, where he has served in various roles ever since. Through his thoughtful work with students, families, and staff, Ruben made an immeasurable impact on the school, and we are grateful for the compassionate leadership and good humor he demonstrated throughout his tenure at VCS.

“I remember the day I met Ruben. I was teaching Kindergarten at the time, and we had a very last-minute vacancy in the grade. The other head teacher and I had interviewed all day with no success. Then, in walked Ruben. We knew he was our person. Ruben’s students took to him right away—he was someone they could trust, depend on, and have fun with.

Ruben’s time as a classroom teacher may have been relatively brief, but he continued to put students at the center of his work after becoming an administrator. He has a way of making each child feel like they are the most important person in the room; he asks them questions out of genuine curiosity and is an exceptional listener. In his work with faculty, Ruben is equally present and attentive.

There are so many things that just make Ruben, Ruben: his daily walks to get coffee; the myriad plants in his office, tended to with utmost care; the snazzy socks he wears each day. For the past 20 years, Ruben has been an unflappable presence amidst the business of school life. I will miss him greatly.”

—Sarah Williamson-Broadman, Lower School Director

A Day in the Life...

8:30 a.m.

Happy Tuesday! We’re starting the day with a double period of Social Studies with Richard. We’ve been studying immigration as part of our unit about social movements and change, and this morning we are watching an episode of a documentary TV show called “30 Days.” The episode is about a volunteer border patrol guard named Frank who spends 30 days living with a family of mixed immigration status in Los Angeles. We spent the remainder of class on a related activity where we listened to a podcast on deported veterans and reflected on the different ways people are—or are not—able to “earn” their place as American citizens. Our near-unanimous conclusion: those who risk their life for this country should be allowed to stay after they’ve completed their service.

10:00 a.m.

Snack time!

10:15 a.m.

In my Math class, we’re learning how to graph parabolas, which is the shape of a quadratic function. We’re exploring how factoring can help find the roots, roots help find the line of symmetry, and the line of symmetry helps find other points that lie on the graph.

11:00 a.m.

Another double period, this time for English. We’re reading George Orwell’s Animal Farm, and we started class by reading the discussion questions we developed and quotes we pulled from the chapter we read for homework. Later, we talked about what it means for a story to be an allegory, and what/who the animals in the book are really meant to represent. Our teacher, Nick, assigned a fun but challenging new assignment: to write our own allegorical short stories.

of an 8th Grade Student

Lunchtime. On today’s menu: beef or veggie lasagna, cheesy garlic bread, and roasted zucchini and squash. So good!

12:50 p.m.

Rainy day indoor Recess is only a little bit of a bummer, since it means we get to spend it playing with students from 6th and 7th Grade, too.

2:00 p.m.

Instead of our regular 7th period class, the whole school is meeting in the Auditorium for a Black History Month assembly. This new assembly is a companion to the annual school-wide Martin Luther King, Jr. assembly and project—a long-standing VCS tradition. Just as we’ve done the last few years, this year every grade looked at Dr. King’s life and work through the lens of one of his characteristics and completed a collaborative project related to that quality. It was so cool to see all the different forms the projects took, from poetry to coding. My personal favorite was the original song about climate change written and performed by the 4th Graders.

For the first time this year, the assembly was led almost exclusively by 8th Graders. I’m so used to speaking in front of younger students by now; it barely phases me!

2:45 p.m.

Closing out the school day with a very exciting Spanish class…we’re writing our first letters to our pen pals in Madrid, Spain! We’ll have time to exchange a handful of letters before the end of the year, and I was surprised how many questions I had for my pen pal once I started writing. Now, how do you say TikTok in Spanish?

The Power of Play in Kindergarten

By Lauren So, Kindergarten Teacher

When you walk into a Kindergarten classroom at VCS, you’ll often see what appears to be children simply playing. And indeed, our youngest students spend time every day building with blocks, Legos, and Magna-Tiles; acting out dramatic scenarios; designing doll fashions; or other activities that may look like just fun to the untrained eye. But those who understand the power of play in early childhood recognize that both free play and guided play create important opportunities for students to increase their social, language/literacy, cognitive, and physical development.

Here are some of the critical early childhood development areas that are supported by play:

• Social skills, such as listening to directions, focusing attention, and resolving conflicts.

• Gross and fine motor skills.

• Language and literacy skills; students expand their vocabularies interacting with adults during play and refine their speech sounds by listening to others.

• Executive functioning skills, such as working memory, flexible thinking, and self-regulation, all of which are necessary for young children to learn, solve problems, follow directions, and focus attention.

• Early math skills, such as spatial concepts.

• Confidence, which can help students engage in more active play.

One of the ways I harness the benefits of play in my Kindergarten classroom is by ensuring the toys available are open-ended, meaning they can be used by children in many different ways. Close-ended toys like puzzles, board games, and electronic toys have a definite beginning and end, whereas materials like wooden blocks, Legos, or plain dolls promote creativity by relying on the child’s imagination.

Incorporating play into academic learning is equally important. For example, my students this year loved StoryMaking, which promotes early literacy through inquiry-based play that combines retelling, story creation, the Maker Movement, and the Reggio theory. At the beginning of the year, the students are introduced to loose parts and materials. They select some objects and props to independently explore, using them as inspiration to develop an imaginative story they then share with their classmates. As students become more comfortable with the StoryMaking process of Imagine, Play, Make, and Share, they begin to view themselves as sculptors, collagists, artists, and writers, and they are able to transition to writing their stories down on paper with confidence.

Similarly, when introducing a new math material, like geoblocks, my students’ Math teacher will engage them in an open-ended converstion, allowing them to share their thoughts and ideas without pressure. How are the students thinking about using this material? This approach empowers the children to showcase their creativity and build on their critical thinking and problem-solving skills.

Looking back on my own early school years, I remember learning in a whole-group setting with worksheets, pencils, and paper. This traditional method of learning felt limited and discouraging, exactly the opposite of the kind of fun that comes to mind when we imagine play. Luckily, today’s research into early childhood education clearly indicates that the dictionary definition of Play as an activity engaged in “for enjoyment and recreation rather than a serious or practical purpose” is actually quite misleading; in my Kindergarten classroom and many others across the world, enjoyment and recreation hold an essential place in the pursuit of all serious and practical purposes, and is in fact a serious and practical endeavor all its own.

Much has been said about the leadership role of 8th Grade students at VCS, but opportunities for leadership form an important piece of the student experience at every grade level. Examples abound: the Bridge Program, Book Buddies, K/1st Grade Choice Time, mixed-grade Recess, and the all-new Lower School Assemblies, to name a few. These experiences and many others begin preparing students to serve as leaders in the community long before their 8th Grade year—and equip them with the communication and advocacy skills to act as leaders long after they leave VCS.

ILEADERSHIP

“ VCS’s emphasis on learning by doing is at the root of my desire to actively engage with whatever subject I may be exploring…My K–8 experience introduced me to the satisfaction of leading and being part of projects that felt real.

—DREW MARRIOTT ’17

FOR ALL

“I think two of the most important things VCS has taught me is how to be a leader, and how to work on a team. Fortunately, they go hand in hand.”

7TH GRADE PHILOSOPHY OF EDUCATION PRESENTATION, 2022

“ Wearing my jersey makes me feel really accomplished; I’m actually on a Volleyball team!”

—6TH GRADE VCS STUDENT

Veteran Teachers’ Roundtable: The VCS We Know

VCS is proud to attract talented young teachers through our teacher training program, but we are also grateful to be a school where many staff members choose to build lengthy careers. These veteran staff members bring not only a wealth of knowledge and experience to their roles but also invaluable institutional knowledge of the school and its students, helping to keep us connected to our alumni, traditions, and the stories of our past. They have so many valuable insights into the culture and identity of the school to share with their colleagues, and in typical VCS fashion, they do so generously.

In January, the entire VCS staff gathered to hear a roundtable conversation among a handful of our longestserving staff members: Karri Ankrom, Andrea Couch, Richard Rodriguez Douglass, Melissa Gordon, Helen Huang, Judy Kashman, Lisa Lowell, Jeannette Miller, Dan Mulaj, Rosalie Rivera-Chacon, and Alison Wiggins—a mix of teaching and administrative staff with over 100 years of combined experience at VCS. Moderated by Assistant Head of School (and long-term staff member) Jessica Romero, the open-ended discussion touched on the experiences that led each staff member to VCS, what makes our school unique, why they choose to stay, and more.

On Professional Development

“One of the things that I’ve always appreciated about VCS is that there’s always room to grow and there are lots of opportunities for professional development. Being a lifelong learner and somebody who is curious and hungry to learn new things, I’ve taken a lot of advantage of the possibilities to learn something new.”

—Judy Kashman, Woodshop Teacher

“The thing that always struck me about this place was that if you had an idea about pretty much anything and you were willing to put in the work to develop it, the administration is always going to let you go and do what you want to do. I worked in so many places that were so much more rigid, and it was like everyone had their own compartment, so to speak, and that’s where you have to stay, and that just isn’t the case here. So I think that’s pretty unique.”

—Lisa Lowell, Nurse

On Student Happiness

“One thing that has always stood out to me is that through whatever magic we create, our kids are happy, and to be teaching at a school where kids smile and are happy to be here has always made me happy. There’s something about the kids at VCS, and I think it’s somewhat special, because people don’t believe me when I say, “oh yeah, my students are emailing me over break, and they cannot wait for school to start,” and they’re like, “What? They miss school? They miss you?” And yes, our kids are very happy, and that’s something that—I don’t know, it’s magical, and it’s one of the reasons I’ve always loved teaching here.”

—Karri Ankrom, Math Department Chair

“This is a very remarkable place. I’ve been in 10 or 12 other schools, and VCS parents really want to work with me. They call me all day, they email me, and they want me to help their children. It’s very unusual not to have a stigma about working with a psychologist, and I’ve worked with almost every parent here, and usually my experience is successful. The other thing that’s

remarkable is that we have a self-referral process here. The children are allowed to ask to come see me. When I first started working here, I told my husband, “two 1st Graders came to me, and they were self-referred,” and he said, “who ever heard of a self-referred 1st Grader?” So I think this is a remarkable place. By the time kids get to 8th Grade, they’re completely comfortable.”

—Melissa Gordon, School Psychologist

On What Makes VCS Students Unique

“One of the things that I’ve always loved about the school is our way of putting older students together with younger students. It just warms my heart to see Book Buddies reading to each other in the hall. And I don’t think other schools do that, and I think that’s something really special that we have. There’s nothing like seeing a big, hulking 8th Grade boy reading to a little kid and being very tender about it. I think it’s wonderful.”

—Jeanette Miller, Music Teacher & Co-Coordinator

“Someone asked, “Who is the VCS Graduate?” and for me, three things come to mind, and maybe they aren’t true for everybody, but they seem to be traits we cultivate at this school, and those are critical thinking, collaboration, and creativity, in whatever form that takes—whether it’s an artistic mind or a scientific mind or anything else.”

—Judy Kashman, Woodshop Teacher

“By and large, our graduates are people who advocate and speak up and share what they think. Our students love to talk and share, and I think our graduates are out there advocating in their communities, and I think that’s really special.”

—Karri Ankrom, Math Department Chair

On What Should Never Change About VCS

“Something I think should never change is the fact that we have such a diverse group of people here and the idea that we are all very different in the way that

we approach teaching, and I think that is so valuable. I have learned so much just by walking into another teacher’s room or collaborating with someone and seeing their perspective on how to carry out a project.

I say this a lot, but there’s no cookie-cutter teacher model here. And while we all have to meet certain academic standards, we are free to approach concepts in a way that feels authentic to us as teachers and pay attention to who is in our classrooms and create activities that match our students, which may not necessarily match the students next door or down the hall.”

—Rosalie Rivera-Chacon, 1st Grade Teacher

“I’ve been in this industry a long time. I’ve worked in commercial buildings, residential buildings, a lot of schools, but by far, this is the best place I’ve ever worked. It’s the respect for myself and particularly for my crew, who sometimes may feel like there is a language barrier. Everyone engages with them, and

I admire that. Everyone shows respect, and everyone is part of the same team, and that’s what’s really great about this place.”

—Dan Mulaj, Maintenance Director

“I came from an all-boys prep school in California, and it was pretty traditional, I wore a tie every day. And I was a fairly weird guy at that school, and I feel like I’m normal here. You know, just recently, I lip-synched with my kids to the big projector here for the whole Upper School, and I don’t think I would do that at many other schools. So the fact that I can do that, and it’s encouraged, and it’s part of the culture—there’s that love, there’s that weirdness, quirkiness, whatever you want to call it—I think it’s what makes the school beautiful and fun, and it’s what makes me come back every year.”

Richard Rodriguez Douglass, Upper School Social Studies Teacher

Spring Soirée 2023

At The Bowery Hotel

On the evening of Wednesday, April 26th, all was quiet at school on West 10th Street; our entire adult community was on the East side at the Bowery Hotel, toasting to the year at our annual Spring Soirée. This event is our only child-free event of the year—an opportunity for parents and staff to get to know each other outside of the context of the classroom, as well as to recognize and celebrate our shared commitment to the Mission and students of VCS.

The mingling, drinking, and dancing took a pause midevening for a Paddle Raise dedicated to the Fund-a-Need, an annual fundraising campaign to underwrite a specific school program, partnership, or learning resource. This year, every gift pledged to the Fund-a-Need went toward establishing the VCS Staff Venture Grant Fund, which will support meaningful professional development experiences for staff for generations to come.

Our parent community, which had already generously underwritten the cost of staff tickets to the Soirée, continued to demonstrate their investment in our staff by giving just as generously to the Fund-a-Need. With the very-persuasive David Amsterdam emceeing, we were able to raise over $200,000 for Staff Venture Grants, representing hundreds of workshops, retreats, classes, and travel VCS staff will undertake to enrich their learning, their teaching, and their lives.

We are so grateful to our Spring Soirée Co-Chairs

Wendy Amsterdam, Alexis Litman, and Beth McNellis for their hard work planning this community event, and to all who donated to our brand-new Staff Venture Grant Fund. It was certainly a night to remember!

PHOTOS: KYLE JAMES

DISCOVERING PURPOSE:

7TH GRADE PHILOSOPHY OF EDUCATION PROJECT

By Nick Morris, 7th & 8th Grade ELA Teacher & 7th Grade Advisor

If you are an educator, you have likely been asked to write a philosophy of education—a kind of manifesto for your own values as a teacher. This is essentially a writing exercise exploring the question of the purpose of education. In other words, what the heck is school for?

That was the same question that pervaded our halls on the first Friday of June, when 33 7th Graders unveiled their capstone Advisory project. The Philosophy of Education Project, PEP for short, requires each 7th Grader to formally present their core educational values, the schoolwork that best embodies those values, and their positive aspirations for the future. Intimate groups of family, friends, and Advisors gathered, fifteen minutes at a time, to support each 7th Grade philosopher. As an Advisor, I was deeply moved to witness the grace with which one student after another shared profound insights about their learning, their goals for the future, and their particular VCS experience.

PEP gives us a chance to hold space for students to embark on a contemplative exploration of their educational path thus far so they can effectively envision the path that lies ahead. Toward the end of April, we introduced the project and its four essential questions:

1. What do you value most about your education?

2. How do you learn best?

3. How do you demonstrate your learning?

4. What do you want your education to do for you?

Following these guideposts, each student crafted a speech—a personal declaration espousing their beliefs, values, and goals as learners. Students then showed examples of their proudest work.

embrace new challenges while exploring something they’re really interested in.

In her speech, Anoushka J. wrote “VCS has taught me how to be creative, open, kind, and resilient.” Anoushka went on to share remarkably creative projects she had produced this year: a 3D tactile model of the human digestive system for Science, a poetry zine, a creative Revolutionary War diary, and an essay on the First Amendment for Social Studies.

What was so clear in experiencing each student’s PEP was how much fun kids are having here—that they can

VCS students are unique because they are trained inquirers, because they’re skilled at asking and answering complex, open-ended questions like the ones organizing this project. Seeing our students as the brilliant philosophers they already are, we trust them to exercise their creative intellects to do things that are traditionally reserved only for grown-ups. As lifelong learners ourselves, teachers know self-reflection and metacognition are indispensable elements of learning and growth.

Jane M. knows this, too. In her speech, Jane wrote, “I learn most effectively in different ways. There are generally four different ways of learning: Visual, auditory, reading and/or writing, and kinesthetic. In Math, I learn best visually and auditorily, but in ELA I learn best through reading and writing.” Jane walked guests through detailed stages of her writing process

“VCS doesn’t teach me what to think, rather it teaches me how to think.”

—Miller F., PEP Project

for a Social Studies essay on the Eighth Amendment, which is, for anyone who might need a refresher (guilty!), in Jane’s words, “to prevent punishments from being unacceptable, and the amount of money to pay bail from being unattainable. An unacceptable punishment would be cruel, violent, humiliating, and likely based on prejudice.” Jane also delineated her Hidden Founders Social Studies projects as well as her and Sadie S.’s bill in Model Congress: “an act to legalize abortion throughout the country.”

have the potential to be an overwhelming 8th Grade fall semester. PEP empowers students to gain clarity about their aspirations and lay the groundwork for their future. What a relief to start articulating these things months before high school interviews begin! With trusted family members and teachers as their attentive audience, students exhibit their growth, strengths, and passions.

While the presentations in June were a culmination of a two-month project, this exercise also provided an important beginning marker, an intentional piece of reflective scaffolding to transition into what could otherwise

We warmly anticipate witnessing all our students blossom as they continue to navigate their educational paths with compassion, collaboration, and commitment to themselves and their community.

“PEP led to self-confidence and allowed me to look at the good in my work and not the flaws.”

—Lily B., PEP Project

“Even when I don’t think about this philosophy, it’s always stored somewhere.”

—Kayin O., PEP Project

The Year in Alumni Events

In March, our High School Reunion brought the Classes of 2019–2022—and their parents—back to VCS for an informal gathering on the 4th Floor. Some of these graduates were just finishing up their freshman year, while others were anticipating news on college applications and preparing for their high school Graduations. Always great to see our most recent graduating classes pick up right where they left off with each other and the VCS staff.

On Friday, May 5th, VCS hosted its very first 50-Year Reunion Alumni from the Classes of 1973 and 1974—the school’s first graduating Classes—traveled far and wide for the chance to return to West 10th Street and connect with their old classmates. We were even joined by Rob Madell, the school’s first Math teacher!

Today’s VCS looks quite different than the one-building school these alums remember. After meeting in the old Lobby (once the site of the Little Yard), alums toured the expanded campus before convening for dinner in the new Library. We hear the party continued well after they left VCS that evening!

Just a couple months after the High School Reunion, the Class of 2019 returned in early May for a Reunion all their own, this time full of exciting college acceptance news and summer travel and internship plans. It’s amazing to see how these students have transformed over the last four years of high school—and how many of them have managed to maintain strong bonds with their VCS classmates while studying at different schools.

Even after the academic year concluded, we snuck in one last alumni event: alums from the Class of 2015 and their families joined us for dinner in the Library on Tuesday, June 20th. Many members of this Class—our recent college grads—hadn’t yet had a chance to meet Jen or check out the new Wing, and it was almost as exciting to share the school’s updates with these former students as it was to hear about their own!

CLASSES OF 1973 AND 1974

CLASS OF 2019

CLASSES OF 2019–2022

In Their Own Words: Excerpts from the Class of 2023’s Graduation Speeches

This spring, the Class of 2023 crossed the Auditorium stage and received their diplomas, marking their transition from students to alumni and concluding what for many of them has been a nine-year journey through the VCS curriculum. Some of them can trace their ties to the VCS community back even further; as Jessica pointed out in her opening remarks, a couple were hanging out on campus before they were even born. It’s understandable then that their graduation from VCS feels like moving on not just from a middle school but also from an extended family and second home. One of the ways we recognize the significance of Graduation for our 8th Graders is by letting them put it in their own words. The tradition of having each student deliver a speech at the Graduation ceremony is one that celebrates students’ individuality and gives them an opportunity to reflect on their VCS experience. In so doing, they also paint a remarkable portrait of the school and its community.

“VCS fueled me with academic ambition and a yearning for good.” —Akash S.

“So many different memories: building awesome structures and furniture in the old Woodshop, playing basketball and games we made up in the Big Yard, dressing up as my favorite superheroes for the Fall Festivals, going on field trips everywhere around the city, playing games with my friends until 5:30 in PlayGroup, and my friends having been with me the whole time is a blessing.” —Julian

K.

“I would like to thank all my teachers over the years, who have helped me grow into the person I am today. You all gave me the gift of feedback and I am better for your thoughtful words.” —Luke T.

“Everything I’ve learned here I can take with me to high school and beyond, whether it’s clear paragraphs and research paper outlines, or simply the skills I’ve acquired on how to advocate for myself and learn what I value in my life, education, and relationships.” —Sarah D.

“I feel like I will carry so many values with me into my future, one of them being community. VCS has taught me so much about community. When I was looking at high schools, one of the main things I would look for was a diverse and inclusive classroom.” —Mazzy W.

“VCS and my 8th Grade class has helped me to learn, has helped me to find my voice, to find my confidence. It has prepared me for high school.” —Addison L.

“Thank you to all of my teachers for always supporting and never doubting me. For challenging me and pushing me to levels I didn’t know I could reach.” —Laila H.

“One story that I was retold recently from that first year in Kindergarten was my teacher telling me to “let others play.” Upon reflection I now know that my teacher was trying to teach me about inclusivity. It might have not meant a lot to me then, but it means a lot to me now.” —Shui S.

“To my teachers and Advisors, thank you for knowing me.” —Miles L.

“I’ve learned how to stay true to myself, how to be kind and accepting of others, and how to be independent.” —Raina R.

“I am going to miss everyone and everything about this school.” —Mia G.

“This school has been my home, it will forever be my home, and now, as I leave, I hope the legacy of our beautiful 8th Grade class will linger on for future generations at VCS.” —John A.

Class of 2023 High School Acceptances

Avenues The World School

Beacon High School

Berkeley Carroll School

Bishop Garcia High School

The Brearley School

Brooklyn Friends School

Brooklyn Latin School

Brooklyn Technical High School

The Browning School

The Calhoun School

The Chapin School

Columbia Grammar and Preparatory School

The Dalton School

Dwight School

Dwight-Englewood School

Eleanor Roosevelt High School

The Ethel Walker School

Ethical Culture Fieldston School

Fordham Preparatory School

Friends Seminary

George School

Grace Church School

The Hewitt School

Horace Mann School

Kent School

LaGuardia High School

Laguna Blanca School

Landmark High School

Leadership & Public Service High School

Leman Manhattan Preparatory School

LREI

Midwood High School: Liberal Arts and Sciences

Midwood High School: Medical Science Institute

The Nightingale-Bamford School

The Packer Collegiate Institute

Poly Prep Country Day School

Riverdale Country School

The Spence School

Saint Ann’s School

Solebury School

Trevor Day School

Trinity School

The Winchendon School

Xaverian High School

Xavier High School

Colleges and Universities Currently Enrolling VCS Alumni

Amherst College

Babson College

Bard College

Barnard College

Bates College

Bennington College

Bowdoin College

Brown University

Bucknell University

University of California Los Angeles

Carleton College

Carnegie Mellon University

Case Western Reserve University

University of Chicago

Colgate University

University of Colorado Boulder

Colorado College

Cornell University

Deep Springs College

Dickinson College

University of Edinburgh

Elon University

Emory University

University of Florida

George Washington University

Georgetown University

Gettysburg College

Hamilton College

Harvard University

Haverford College

Howard University

Indiana University

Kenyon College

Lafayette College

Lehigh University

Loyola Marymount University

University of Miami

University of Michigan

Mount Holyoke College

Naropa University

The New School

New York University

Northeastern University

Northwestern University

Oberlin College

The Ohio State University

Parsons School of Design

Pitzer College

Point Blank Music School Los Angeles

Princeton University

Queens College

Rhode Island School of Design

Rice University

Rochester Institute of Technology

Scripps College

Skidmore College

Smith College

University of Southern California

Southern Methodist University

Spelman College

University of St. Andrews

St. Lawrence University

Stony Brook University

SUNY Albany

Syracuse University

Temple University

The University of Texas at Austin

Tufts University

Tulane University

Vassar College

University of Vermont

University of Virginia

Washington University in St. Louis

Wesleyan University

Whitman College

William & Mary College

Williams College

The College of Wooster

Yale University

THE MURAL

Editors

Ellen Greenberg

Ben Warren

Photography

Ellen Greenberg

Layout

CZ Design

Printing

JS McCarthy

To update your alumni information, write to alumni@vcs-nyc.org.

www.vcsnyc.org