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Upper School students recently had the opportunity to hear from GVS parent speaker Harold Valestin, father of Liam ’25 and Connor (7th Grade), a real estate broker, investor, consultant, and coach whose career has taken him from Wall Street trading floors to some of New York City’s largest real estate developments.

Valestin began his professional career on Wall Street as a proprietary trader, where he traded firm capital and shared in the profits he generated. But his path changed dramatically following the events of September 11, 2001. At the time, his office was located on the 83rd floor of the first World Trade Center tower. Although he was not in the building when the attacks occurred, the tragedy ultimately led him to reconsider his career.

Encouraged by his father, Valestin decided to explore real estate. “My father told me, ‘You like fast-paced work and making deals—you should try real estate,’” he recalled. With little experience but plenty of determination, he entered the industry and began learning the business from the ground up.

Today, Valestin works primarily with real estate developers, consulting on projects from the earliest stages—when a site is still just a vacant lot—to the completion of major residential or commercial buildings. His work focuses on new development, helping guide projects that transform empty land into homes, offices, and community spaces.

“What I love most is seeing something that starts as dirt become something meaningful,” he explained. “Real estate can take something that doesn’t exist and turn it into a place where people live, work, and build their lives.”

Over the years, his expertise has expanded beyond brokerage and development consulting. Valestin now also teaches and coaches new investors, helping them understand how to buy property, renovate homes, and build long-term wealth through real estate. His experience has also led to speaking engagements where he shares insights on investing and entrepreneurship. At one event, he even addressed an audience of 4,000 people at the Javits Center in New York City.

During his talk with students, Valestin emphasized several lessons that have shaped his career.

One of the most important skills, he said, is learning to listen.

“Listen more and talk less,” he advised. “You have to understand what people actually need before you can help them.”

He also spoke about the importance of building relationships and networking.

“Your relationships are your network for life,” he explained. “If people don’t know you, they won’t know what you do. Even in today’s digital world, face-to-face conversations are still how real business gets done.”

Above all, Valestin stressed the importance of reputation and integrity.

“In this business, reputation is everything,” he told students. “It can take years to build and one second to destroy.”

Through his journey—from aspiring doctor to Wall Street trader to successful real estate professional—Valestin reminded students that careers rarely follow a straight path. With curiosity, persistence, and strong relationships, opportunities can emerge in unexpected ways.

Green Vale welcomed alumnus Jack Gillies ’22 back to campus as part of the School’s Alumni Speaker Series. Jack shared the story of how he launched ADK Island Runners, a boat-based delivery service that provides firewood, ice, and water to campers on Lake George—an idea he developed when he was just 16 years old.

Jack explained how the business began with a simple observation while working at a marina. Campers traveling by boat often struggled to transport heavy and messy supplies such as firewood and ice to their campsites. Recognizing an opportunity, Jack and a friend created a practical solution: an on-water delivery service that saves campers time and effort while keeping their boats clean and uncluttered.

During his presentation, Jack walked students through the full entrepreneurial process—from concept to launch. He described partnering 50/50 with a friend and dividing responsibilities based on their strengths, writing a detailed business plan, and conducting a careful cost analysis to understand the financial realities of running the business. Fuel, he explained, quickly emerged as their largest operating expense.

To make the model profitable, the pair redesigned their delivery system into scheduled morning and afternoon routes. Jack also invested $2,000 of his own savings to help launch the company and built the business’s website from scratch, focusing on search engine optimization and mobile-first design to ensure customers could easily place orders from their phones.

He also spoke about the behind-the-scenes work required to establish a legitimate business—forming an LLC, obtaining an EIN, and ensuring full tax compliance. In the early stages, Jack and his partner worked tirelessly to gain traction by handing out flyers, networking locally, visiting popular islands, and promoting the business on social media.

A major turning point came when a supporter shared ADK Island Runners on a Lake George boaters’ Facebook page. The post quickly generated thousands of views and significantly increased traffic to their website, bringing a surge of new customers.

Jack also shared some of the early challenges the business faced. At one point, someone publicly questioned whether the company was operating legally. Rather than reacting emotionally, Jack and his partner carefully reviewed regulations, drafted a formal statement outlining their compliance, and responded professionally—an experience that demonstrated the importance of preparation, professionalism, and composure under pressure.

At the heart of Jack’s message was a lesson that has stayed with him since his time at Green Vale. He credited his 4th Grade teacher, Ms. Field, whose words continue to guide him: “You are not too young. Use your resources. Start before you feel ready.” That mindset, he explained, helped give him the confidence to take initiative and pursue an idea even before everything felt perfectly in place.

We are grateful to Jack for returning to Green Vale to share his story, practical insights, and encouragement with our Upper School students.  

Green Vale faculty stepped away from their classrooms for a special Winter Wellness Event—an afternoon intentionally designed to support the well-being of the educators who care for and teach our students every day.

Hosted by Kelly Flink (Head of Early Childhood), Delphine Michaud (Head of Lower School), and Cathy Iannotta (Head of Upper School), in partnership with the Parents Association, the event created space for faculty to recharge, connect with colleagues, and focus on their own physical and mental wellness during the busy winter season.

Throughout the afternoon, teachers participated in a variety of wellness sessions, including yoga, pickleball, fitness, and nutrition discussions. Others joined creative activities such as BINGO, making cards and painting candles for the Scarlett Fund, and a session exploring the power of movement, connection, and physical and mental strength.

The event reflected a shared belief within the Green Vale community: supporting educators is an essential part of supporting students. When teachers are given the opportunity to restore their energy, build relationships with colleagues, and prioritize their own well-being, it strengthens the entire school environment.

A festive Hawaiian-themed lunch, thoughtfully prepared by the Dining Services team, brought an added sense of warmth and joy to the afternoon. Their creativity and care helped make the day especially memorable.

The Winter Wellness Event was a meaningful example of the partnership that defines Green Vale—faculty, families, and staff working together to support one another and cultivate a strong, healthy community.

The GVS Family Service day event was a powerful reminder of what the Green Vale community can accomplish when families come together with a shared purpose.

As part of the Parents Association’s GV Gives initiative, parents and students—from Early Childhood through 8th Grade—gathered for Family Service Day to support the Kids Food Independence Program (KFIP) at NOSH Delivers in Glen Cove. With energy and teamwork filling the room, families worked side by side to pack more than 400 breakfast and lunch bags for local children who rely on consistent access to meals when school is not in session.

KFIP is a program created for kids, by kids, founded by Green Vale alumni Lachlan Vogel ’23 and Carsyn Cammerer ’22. Their mission is simple but impactful: ensuring that school-aged children have nutritious meals on weekends and other non-school days, when many families face food insecurity.

The generosity of the Green Vale community extended even further. Families donated enough additional food to support approximately 500 more meal bags, which Green Vale students will organize and deliver in the coming weeks—continuing the spirit of service long after the event itself.

Family Service Day was more than a volunteer project; it was a living example of Green Vale’s values in action. Together, families modeled compassion, responsibility, and community spirit while celebrating the meaningful difference Green Vale alumni are making beyond campus.

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.