School News
- Friends Seminary
- Jun 25
- 7 min read
Updated: Jul 1
American Migrations: People, Power, and Perspectives
Each year, Friends Seminary fourth graders take on a capstone project that marks the culmination of their Lower School journey. This year’s project—American Migrations: People, Power, and Perspectives—challenged students to explore major migratory movements throughout U.S. history and consider how government actions and historical contexts shaped the experiences of different communities. Grounded in an interdisciplinary approach, the project wove together strands from social studies, English language arts, library research, and the creative arts.
Throughout the month-long unit, students investigated the push and pull factors which prompt human migrations, deepened their understanding of refugee experiences, and examined the social and political forces that impacted different ethnic and religious groups. The also learned about American legislative acts grounded in racism/ethnocentrism which targeted or impacted specific groups, or favored certain immigrant groups over others. Field trips to Ellis Island, the Tenement Museum, and the Museum of Chinese in America brought history to life and helped frame these events within both national and local narratives.
Each student selected a specific group or individual experience to research. As they progressed, they:
Conducted digital and library-based research
Analyzed and annotated primary sources
Crafted expository and creative writing pieces
Created a fictional historical artifact
Designed a Google Site, poster, book, or slide presentation to share their findings
The creation of a fictional artifact—such as a diary, family heirloom, or document—allowed students to imagine the lived experience of migrants through a creative lens, blending historical knowledge with empathy and storytelling.
In early June, fourth grade classrooms transformed into an exhibition space, where students proudly presented their work to families, faculty, and peers. These final presentations not only celebrated academic achievement but also invited the community to reflect on the complexities of migration in America—past and present.
Through this comprehensive project, Friends Seminary’s fourth graders not only strengthened their research, writing, and presentation skills but also developed a deeper understanding of the diversity, resilience, and agency embedded in the American story.
Ancient Voices, Modern Mosaics, and New Perspectives
The Annual Latin Colloquium at Friends Seminary is a meaningful celebration of both scholarly depth and creative expression. Now a longstanding tradition, the Colloquium offers Upper School Latin students the opportunity to present their academic research and original work to peers and faculty—an experience that mirrors the formal colloquiums of collegiate classical studies and elevates the role of student scholarship in our community.
This year, Latin V and Advanced Latin students undertook a rich exploration of Roman self-representation in texts and artifacts—studying speeches, letters, art, and mythologies. In doing so, they examined how ancient people constructed identity and legacy, while drawing personal connections between classical themes and their own lives.
Christel Johnson, Chair of the World Languages Department, emphasized the academic importance of this public forum: “The Latin Colloquium is modeled on those I participated in as an undergraduate and graduate student. It’s a high-pressure environment that prepares students for defensive scholarship. They learn not just to write well, but to speak about their thinking and research with confidence.”
Among the year’s culminating projects was a unit focused on mosaics, an art form emblematic of the Roman world. Students investigated how mosaics are used as public art in modern-day New York—particularly within the subway system—and created bilingual portfolios that included Latin queries, artist research, and text-based analysis. Inspired by their findings, each student then created a personal mosaic using glass, tile, fabric, paper, string, stone, and other found materials, accompanied by a written artist’s statement reflecting their process and intent. Click here to view the full Creative Portfolio.
Reflecting on the work, Associate Head of School Devan Ganeshananthan shared, “The way students engaged with texts—not just translating or analyzing, but interpreting them through art, emotion, and lived experience—was beautiful to see. The project gave them the tools and the space to connect with ancient voices and then add their own.”
In every aspect, the Latin Colloquium embodies the mission of the Department of World Languages: Ancient and Modern, which affirms that “the acquisition of a language is the ultimate gesture of friendship to the world.” By learning Latin, students are equipped not only with linguistic and analytical tools, but with a deeper understanding of human expression across time. Through their studies, they gain the ability to engage in meaningful inquiry and cultivate a sense of world citizenship—communicating across cultures, across centuries, and across disciplines.
At Friends, the study of Latin is not simply about decoding a language long past. It is a living exercise in empathy, creativity, and connection—one that empowers students to find their voices in the enduring conversations between past and present.
Learning from Within: Faculty Lead the Way in Year-End Professional Development
The year closed with a new tradition in professional development: faculty-led workshops that centered the wisdom and creativity of Friends teachers themselves. These sessions, designed and facilitated by colleagues across all grade levels, embodied the School’s commitment to collaborative learning—for students and adults alike.
This month, Friends Seminary reimagined its approach to professional development by centering the brilliance of its own teaching community. Designed by K–12 Dean of Faculty Trupti Patel and K–12 Dean of Studies Hassan Wilson the initiative responded directly to what they heard in faculty listening sessions throughout the year: there is a deep well of expertise within our classrooms, and educators are eager for more opportunities to learn from one another.
To ensure full participation, the School shifted its annual professional development workshops before the official end of the school year—a departure from previous years when sessions followed faculty closing days. The result was a dynamic and inclusive series of twelve workshops, each one crafted and led by faculty from across the Lower, Middle, and Upper School.
Session topics reflected the wide-ranging interests and innovative practices of Friends teachers—from curriculum design and instructional technology to social-emotional learning and imaginative pedagogy. Workshops like “Rethinking Curricula in the Age of AI” challenged educators to think critically about the future of teaching and learning, while “Previewing Short Animated Films for Your Classroom: An End-of-Year Friends Film Festival” offered fresh, creative ways to spark engagement through visual storytelling. Others, like “Meaningful Routines: Social-and Self-Regulation during Independent, Partner, and Group Work,” focused on cultivating thoughtful classroom environments where all students can thrive.
This year’s model highlighted what makes Friends unique: a collaborative culture where teachers are both learners and leaders. By making space for peer-to-peer exchange, the School affirmed its commitment to professional growth rooted in reflection, curiosity, and shared purpose.
Reflecting on Year One of the Renovated Annex
Written by Rebecca Holmes
A highlight of 2024-25 for Upper School was the successful renovation of the Annex. Home to Math, Science and the Performing Arts, renewed light filled spaces and resources prioritize collaboration. Today students learn from each other through inquiry and discovery. The Annex is now better equipped to support this pedagoical shift.
Students are working in Physics, Chemistry and Biology Labs that are more functional and simulate labs at colleges and universities. Physics Teacher Matt Dilley comments, “The lab is more functional and we are able to create more space between groups which allows for distinctive outcomes. We are looking to create islands of ideas – which creates a broader range of outputs.”
Improved facilities enhance the student experience by enabling better organizational systems and an increased sense of simplicity. Setting up labs is easier and faster, which allows more time for other initiatives. Chemistry Teacher Joanna Demekis comments, “A more functional lab made it possible for me to introduce two new labs this year. I plan to add more in the future.” Math Classrooms also feel more spacious and are more functional. Math Teacher Amy Stark comments, “Increased white boards give students better opportunities to present their work. My classes feel more interactive as a result.”
The new Faculty Center in the Annex, colloquially known as the STEM Cell, includes 18 workstations, a small meeting room and kitchenette, has been well received by faculty. Everyone loves the natural light and being in a well designed space where everything from making a cup of coffee to speaking with a colleague is easier. Math Teacher Sue Beyersdorf comments, “It’s created a hub of activity which is terrific and exceeded my expectations!”
Many faculty commented that all aspects of the renovation ranging from the glass enclosed stairwell, to improved lighting, to the use of orange and green, make the Annex feel closer to the main buildings. Math Teacher Ben Frisch believes the renovation fosters community. “It is wonderful to wave to people as they climb the stairs or to say hello as they gather at one of many alcoves.” In the fall lookout for a report on the impact of the renovation on the Performing Arts.
A Year of Growth: Differentiation, Collaboration, and Bespoke Learning in Middle School Math
The 2024–2025 academic year marked a transformative period of growth and innovation in Friends Seminary’s Middle School Math program. Spearheaded by Head of Middle School Michelle Cristella, Melanie Smith—Mathematics Teacher and Chair of the Mathematics Department—and dedicated faculty including Anne Pearson, Clayton Raithel, Rachelle Scolari, Cory Chung, and Penney Peterson, the initiative reflected a shared commitment to creating more personalized, responsive, and rigorous learning experiences for students.
At the core of this work was a yearlong partnership with Dr. Rhonda Bondie, former professor at the Harvard Graduate School of Education and author of Differentiated Instruction Made Practical. Dr. Bondie guided math faculty through a comprehensive professional development arc centered on differentiated learning strategies. Teachers engaged deeply in reflective practice and classroom application, continually refining their instruction to meet the diverse needs of learners more effectively.
As part of the professional learning journey, math teachers shared their strategies and outcomes with colleagues in the Science and Technology departments, fostering cross-disciplinary dialogue and broadening the reach of these practices. Within the department, math faculty met regularly to collaborate, exchange feedback, and embed differentiated instruction across classrooms in a cohesive, student-centered way. Click here to read more.