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Green Vale faculty across all divisions participated in a Professional Development Day, engaging in learning designed to strengthen classroom practice and further cultivate students’ character, confidence, and intellect in joyful, meaningful ways. Each division’s work was intentionally aligned with the specific goals set for this school year, ensuring that teacher learning directly supports the priorities we have identified for students at each age level.

Throughout the day, teachers took part in workshops tailored to their division, engaged with outside experts, and collaborated with colleagues to plan concrete next steps they will bring back to their classrooms.They approached this work with the same curiosity and commitment we hope to inspire in our students, taking time to reflect on what is working well and where they can continue to grow. This ongoing investment in their own learning helps ensure that students experience joyful, challenging learning and feel known and supported at every stage of their Green Vale journey.

Early Childhood

Early Childhood teachers traveled to the Museum of Modern Art (MoMA) for an immersive, hands-on professional learning experience. The visit focused on how to use art and multi-sensory experiences to spark curiosity, language, and thinking skills in our youngest learners. Faculty explored ways to bring museum-style questioning, observation, and creativity back into their classrooms.The goal of this work is to design joyful learning experiences that nurture early intellectual curiosity.

Lower School

Lower School teachers participated in a Big Ideas Math workshop, “Enhancing Learning with Manipulatives.”
The session emphasized how hands-on tools—such as counters, games, and manipulatives—strengthen students’ understanding of key math concepts. Teachers explored strategies to make lessons more interactive and engaging, building number sense, problem-solving skills, and overall math confidence. Teachers worked by grade level to plan how to integrate these new strategies and materials into upcoming units and daily classroom routines.

Upper School

Upper School faculty participated in a workshop led by the Child Mind Institute, focused on supporting student well-being and success in the classroom. The session highlighted practical approaches for responding to student needs, building resilience, and fostering a climate where students feel seen, known, and supported. Teachers examined how academic expectations and social-emotional needs intersect, and how classroom practices can promote both high expectations and care. Faculty had the opportunity to discuss real classroom scenarios and plan concrete next steps to strengthen both student learning and the overall Upper School experience.

We are grateful for the time our faculty spent learning, reflecting, and planning together. Professional development like this strengthens the teaching your children experience every day and ensures that each student benefits from inspired, research-based practice.

Upper School students at GVS recently gained firsthand insight into the wide-ranging world of nonprofit work through a compelling presentation by parent, PA Secretary, and seasoned nonprofit professional Jennifer Fenley Duffy. As part of the School’s ongoing Parent Speaker Series, Duffy shared her career journey across international organizations, hospitals, corporate partnerships, tech-for-good startups, and community-based service programs.

Duffy began by grounding students in the purpose of nonprofit organizations—nearly two million of which operate across the United States. “The need is great—and so are the opportunities to make a difference,” she told students, underscoring the vast range of causes nonprofits address, from global disaster relief to local food insecurity. Her message highlighted both the scale of global challenges and the meaningful impact that can happen close to home.

Throughout her talk, Duffy walked students through the diverse roles she has held: consulting with health and life sciences organizations, supporting UNICEF’s corporate partnerships across 150+ countries, writing grants for hospital-based community health programs, and most recently, helping a Long Island community center secure funding for seniors, neurodiverse youth, and families in need. Each experience, she emphasized, taught her a new skill—from teamwork and problem-solving to global thinking, storytelling, and navigating public–private partnerships.

Importantly, Duffy reassured students that a career path does not need to be linear. “You don’t need to know your dream job right away,” she said. “Try different things—each teaches you something valuable.” Her message reinforced that the nonprofit sector is not a singular field but a wide landscape of opportunities for those who want to approach their work with purpose, empathy, and commitment.

She also encouraged students to recognize that meaningful impact can begin immediately. Whether through small acts of kindness, local volunteerism, book or toy drives, or identifying problems they feel inspired to solve, students were invited to think about how their values can shape both their present choices and future careers.

Duffy’s message resonates strongly at Green Vale, where service learning is already woven into the fabric of Upper School life. Students regularly participate in community partnerships, charitable drives, peer leadership programs, and hands-on volunteer initiatives—work that mirrors the very themes Duffy highlighted. Her talk provided a powerful reminder that the empathy, leadership, and community-mindedness cultivated at GVS are the same traits that fuel meaningful careers in public service.

As Green Vale continues to introduce students to a wide array of professions through its Parent Speaker Series, Duffy’s presentation stood out as a timely and inspiring example of how young people can align their interests, talents, and values to shape futures grounded in service.

Green Vale students and families deepened their connection to the land—and to one another—through two meaningful visits to Orkestai Farm. What began with our Kindergarten and 8th Grade buddies spending a morning on the farm soon grew into a full community experience, with families returning for GVS Community Day the following weekend. Across both visits, it was clear that learning, service, and community flourish when we engage with our environment and each other.

Learning Through Nature and Each Other

Over the course of their morning on the farm, Kindergarteners and their 8th Grade buddies explored the rhythms of farm life through sensory experiences tailored to young learners.

Students:

• Learned about soil health, pollinators, and the role of compost in regenerative farming
• Took part in mindful movement to begin the day, setting a tone of connectedness and care
• Observed insects, plants, and wildlife—spotting worms, ladybugs, and late-season blooms
• Harvested seasonal produce and herbs, experiencing firsthand where food comes from
• Collected vegetables for donation, learning how food can nourish not only the body, but the community
• Participated in the beloved Stone Soup story experience—chopping vegetables, sharing ingredients, and reflecting on the idea that everyone contributes something valuable

With their buddies beside them, Kindergarteners asked questions, dug in the soil, and shared both quiet moments and big discoveries. Meanwhile, our 8th Graders modeled leadership, patience, and care—guiding and encouraging our younger students.

Our Community Returns to Give Back

The following Saturday, families returned to Orkestai Farm for GVS Community Day, eager to build on the students’ experience. Parents, students, and siblings of all ages joined together for a morning of work, learning, and connection. The day began with a group reflection and movement exercise, grounding participants in the idea that every person has a role in sustaining a community.

Families then:

• Took a guided tour focused on sustainability, biodiversity, and accessible farming practices
• Worked side-by-side to harvest over 300 pounds of sweet potatoes for local donation
• Learned about Orkestai’s inclusive farming model, supporting neurodiverse farmers and building community through shared work
• Connected over apple cider, conversation, and the simple joy of being outdoors together

In the fields and gardens, children proudly dug up sweet potatoes, pulled carrots from the earth, and asked thoughtful questions about ecosystems, nutrition, and caring for the planet. Adults and children worked shoulder-to-shoulder, modeling the very values we hope to instill in our students.

“The Parents Association extends its sincere gratitude to GVS families for their enthusiastic support of Saturday’s community event,” shared PA President Alana Brock. “We were delighted to have so many families come together in the spirit of service and collaboration.”

Growing Roots—In Learning and Community

Both experiences offered something beyond a day outdoors. Students and families gained a deeper appreciation for where food comes from, how communities support one another, and the importance of caring for the earth and the people around us. These shared moments—of curiosity, service, leadership, and togetherness—reflect the values at the heart of the Green Vale experience.

We are grateful to our Parents Association, to the parents who helped organize the events, and to Orkestai Farm for welcoming our students and families with such warmth. We look forward to future opportunities to continue growing this meaningful partnership.