Community Values

Parent Perspectives Shared at Our Fall Open House

November 3, 2025 by jogoldfarb Leave a Comment

At BASIS Independent Brooklyn’s recent Open House, several parents spoke on a panel about what drew them to our school and what stands out most based on their years in our community. We wanted to capture the conversation to help others understand what makes our school stand apart. Many thanks to all our parents for sharing their experiences!

Paul C. (Dad to Jasper in Gr. 10)

We were talking to one of my wife’s aunts, who lives in Arizona, and she told us that they’re building a BASIS [Independent] School in Brooklyn, and she told us that we needed to do whatever we could to get our kid into it. She’s an educator in Arizona, so she was very familiar with the BASIS Curriculum. That’s why we came to the school and took the tour, and it was so inspirational. Literally, my wife was crying because it just felt like this is what we’re looking for.

This school has a reputation for being a really challenging school. However, the truth is, in our experience – and it’s been about 10 years now – that BASIS [Independent Brooklyn] is going to make your kid a better student, no matter what their capabilities are. That’s what’s most important.

The other thing that I loved in this whole process and journey, are the relationships that my son has developed with the teachers along the way. They talk about classes; they talk about movies and more. He’s leaned into a lot of different and varying interests here. I think that is possible when you are at a school that has a smaller student body. The school and the teachers You’re able to have a more meaningful relationship with the students and nurture their interests.

Seema S. (Mom to Sonia in Gr. 6):

My daughter, Sonia, started here in third grade, so this is her fourth year at Basis. Our family is very happy with Basis. When we started looking at schools, we were looking at different public and private schools. My husband was very keen on BASIS Independent Brooklyn. He’s an engineer by background. So, he was looking for a rigorous STEM education. I was a little bit skeptical because I wanted a more well-rounded, and I thought BASIS [Independent Brooklyn] might be too STEM-heavy.

We’ve been really impressed with the breadth of the curriculum. For example, Basis offers classes in creative writing, philosophy, drama, music, and choir. The administration has been building out its sports program as well. In fourth grade, the kids put on a school play – Alice in Wonderland, and it was amazing. It was so impressive. The students even designed the props, and the acting was great. My daughter loves her creative writing class. So, I think it’s a very well-rounded education.

Ralf S. (Dad to Frankie in Gr. 5 and Alba in Gr. 7):

I’m the very lucky father of two daughters here at BASIS Independent Brooklyn. Frankie is a fifth grader, and it’s her eighth year at the school. Alba is a seventh grader, and it’s her tenth year at BASIS Independent Brooklyn. We came to the school for many of the same reasons as the other parents mentioned. In 2014, there was a newspaper article about a new school in Brooklyn with a world-class learning culture and high-level education that combines that with the joy of learning. It sounded great on paper because that’s a virtuous circle: The more they learn, the more they enjoy learning, the more they learn. It’s just this positive upwards spiral, and that’s definitely been proven to be so over the past 10 years.

Let me just pick a couple of specific reasons why we love the school.

One, my daughters learn a lot overall, but they also learn how to learn. And that’s almost more important to me than any specific subject matter. For example, they learn about time management and organizational skills. It is so important that they learn how to organize themselves, how to communicate, and how to deal with “struggle”. These kids have the skills to learn.

Second, we love that the school normalizes failure. I actually think BASIS [Independent Brooklyn] is a super nurturing school. If you look up the word nurturing in the dictionary, it says that it means “to help somebody develop and succeed.” And that’s exactly what the school and the teachers do.

As mentioned, one example is to normalize failure. For example, in science, let’s say you have a project to build a bridge, you build your project while working with your team. Then let’s say the bridge doesn’t hold the weight that you wanted it to hold. Okay, that’s fine. You deal with it. You talk to your classmates. You talk to teachers, you go to student hours, and you just try again. It’s okay to fail. And then you pick yourself up and try again.

In my opinion, one of the most important things to succeed in life is developing resilience and grit and never giving up. And BASIS [Independent Brooklyn] kids have an abundance of that because they’ve just learned this throughout their classes. I think it’s much better to have these experiences and to learn skills dealing with failure now rather than when you’re going into college.

Rajashree C. (Mom to Leandra in Gr. 5):

My daughter has been at BASIS [Independent Brooklyn] from Kindergarten. Now she is in fifth grade, so we are entering middle school. We have a lot of respect for how they manage the transition from primary to middle school. This year, we’re really navigating what it means to not have what they call a Learning Expert Teacher. Students navigate classes of their own, move from one class to another. A couple of weeks ago I came in for the Meet the Teacher Night, and sometimes I’m surprised by all my daughter learning. I went home, and I asked her, “Do you feel like this is okay?” And she responds very confidently, “Yeah, it’s fine.” And this is how it’s been. It’s been an evolution.

Whatever level your students are at, based on my experience, BASIS [Independent Brooklyn] will help your students grow and be more responsible for their own journey and their own sort of pathways. That’s what’s been most interesting to me – how Leandra has grown.

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Thank you to our parents for sharing their experiences with prospective families, and thank you for the honor and privilege of educating your children!

BASIS Independent Brooklyn is a PreK–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bears community? To join our interest list for the next school year and receive admissions updates and more, please click here.

A Day in the Life of a Grade 4 LET – Ms. Strider!

October 23, 2025 by emilyhughes Leave a Comment

My name is Ms. Strider and I am the Grade 4 LET (Learning Expert Teacher) at BASIS Independent Bellevue. I stay with my class of students throughout the day, supporting both their academic development and personal growth. While Grade 4 students follow a full schedule similar to upper grades, my role is to help them build responsibility and independence as they prepare for Grade 5. I work closely with our Subject Expert Teachers (SETs) to collaboratively teach each subject, ensuring lessons are engaging and connected across disciplines. Because I see my students in every class, I gain a deep understanding of their learning needs and strengths. This allows me to form meaningful relationships with families and provide thoughtful, and accurate updates on student progress throughout the year.

My day with Grade 4 begins at 7:55 AM when I pick my students up from the multi-purpose room and we head to our lockers to get ready for our day. Students get to say hello to their friends each morning, catch each other up on their fencing practice or dance rehearsal, and get the last of their wiggles out before it is time for class.

Period 1: Science with Ms. Delp!

The first five minutes of each class look fairly similar throughout the day. Students are filling out their CJs (communication journals) and following any directions on the board as a warm up. In Science, students’ daily warm up is to copy down the notes from the board into their science folders so they have all the necessary information ready to go when it is time for a discussion or to start collecting data. Ms. Delp and I work together to provide Grade 4 students with materials, guidelines, and data points for a variety of different scientific activities. In the first month of school, we have measured our wingspans and compared our lengths to that of birds, tested if double stuffed Oreos are actually doubled stuffed, and explored surface tension by adding singular water droplets to pennies. Once we have our notes, completed our experiments, and graphed our data, it is time to clean up, pack up, and line up for our next class.

Period 2: Specials—Music, Art, Drama or Engineering!

Primary students have a variety of specials throughout the week. This morning’s special is Engineering with Ms. DiBattista! Our Specials classes look different than the classic LET/SET model. During these classes, I sometimes work with small groups of students in various levels of reading groups conduct interventions or enrichment. Today, I pulled a few of my students to conduct a reading intervention activity, while the rest of my class did an engineering lesson with Ms. DiBattista. Students’ reading levels are decided by our process of reading assessments that happen once per trimester. With that data, students are placed into small groups, of 3–5 students, and work directly with me on various reading strategies such as identifying the main idea, providing text evidence, or determining character motivation. Building these skills will help students in English class, advance their literacy skills, and most importantly, allow them to be able to read and understand texts independently.

Period 3: English with Ms. Tseng!

Just like in Science class, students begin class by filling out their CJ’s, noting any homework or upcoming assessments, and working independently on their warm ups. Ms. Tseng and I usually collect this work and begin getting students ready for their Novel Study. Currently, we are reading The Phantom Tollbooth! We take turns reading pages in the book between Ms. Tseng, myself, and the students. Learning to annotate texts is a skill we are building and growing in Grade 4. The Phantom Tollbooth is great practice for these skills, as it has several settings and characters. Ms. Tseng may pause the reading to point out a vocabulary word that we need to write down. I may also pause when we meet a new character to take notes about their description and add a sticky note annotation. English class flies by when everyone is so invested in the story! Time to clean up, pack up, and line up for lunch and recess.

Period 5: Math with Ms. Tessler!

These consistent classroom routines make a huge difference in the lives of the students and the teachers. No matter what subject, students know exactly how each class is going to start and exactly what each teacher is expecting their behaviors should be. Grade 4 enters math class, fills out their CJs, and begins their math warm up. Math warm ups are usually a set of problems covering material that we learned the day before. I will go over the warm up with the class, model the work on the board, and answer any questions. Ms. Tessler will get the class set up and ready for notes in their math notebooks. As students are taking notes or working on their independent math assignment, this is a great time for me to look for students who are exhibiting qualities of P.A.C.E (perseverance, active, community, and empathy). Students who show one or more of these qualities at any time during the day receive a PACE Pass. Students turn in their earned passes to the front office to enter the grade level weekly raffle for a chance to win a small prize every Friday. Once all of our daily math tasks have been completed, it is time to clean up, pack up, and line up!

Period 6: Specials or Mandarin!

Three days of the week, Grade 4 has Mandarin class. There are two different Mandarin classes that students are sorted into from the beginning of the year based on ability-level. I do not attend Mandarin class, so I spend this time meeting with SETs, planning reading groups, or having an extra cup of coffee and a snack.

However, this afternoon is Drama with Mr. Mullens! Once all of the students have entered the drama space, filled out their CJs, and listened to Mr. Mullens’ daily expectations, I begin pulling another round of small reading groups. Groups can meet once, twice, or three times a week depending on students’ needs for reading and decoding texts. In Drama class, students are working in three different casts to write their own scripts for the upcoming spring performance. Even though some students are pulled away during the script writing, the entire cast works collaboratively and is able to quickly and effectively fill in any students upon their return to the classroom.

AE (Academic Enrichment) Time!

All students Grade 4 and above have a 20-minute AE period each afternoon. There are a variety of ways to spend a Grade 4 AE period: study hall, brain breaks, or most often, SEL (Social Emotional Learning), lessons and activities. For our SEL lessons we utilize a program called CharacterStrong at BASIS Independent Bellevue. Each month is centered around a character trait theme—October’s is Responsibility. Throughout the month, our class engages in mini-lessons, discussions, videos, and games designed to help students learn about and practice being responsible in their daily lives. Because academic expectations are high on this campus–even in the primary grades–it’s important to remind students that they are more than their grades, and that being a kid is about learning and growing in all areas of life.

Period 7: History with Ms. Rieger!

Our last core class of the day, but procedures and expectations remain the same. Students enter the classroom quietly, fill out their CJs with today’s topic, homework, and upcoming tests. Warm ups in History require students to have their binders and answer the questions on the board neatly on a piece of notebook paper. When the five–minute timer goes off, I read each question with the students and go over the answers. Often in this course there is some background information to read before students can dive deep into the new content, analyze cause and effects, and collect evidence. At the beginning of class I will read the passages with the students and have some student helpers annotate for vocabulary and important details. Then Ms. Rieger will share her slides, photographs, or stories about the time period we are focusing on and begin to ask critical thinking questions to the class. After notes, worksheets, or discussions, it is time to clean up, pack up, and line up once again.

Period 8: PE with Coach Shelp!

“Welcome to your favorite class!” is the way Coach Shelp begins PE. This class is different from Art, Music, and Drama because I always attend PE with my class. PE is a great way to get moving and learn about sportsmanship. Students begin each PE class by jogging some laps around the gym. Once we are warmed up, it is time to play—dodgeball, soccer, pickleball and more! We congratulate our teammates and exchange kind words with our opponents. Time flies in PE and then it is time to grab all of our belongings from our lockers and go home!

After all of my students have been picked up from dismissal, I meet with my co-teaching SETs to collaborate on lessons for the following week. After school you will find me at home in the coziest pajamas crocheting or snuggling with my cat. Another great day in Grade 4!

A Tale of 27 Hours – Teachers Team Up for the Ragnar Challenge!

September 18, 2025 by jessicagrear Leave a Comment

A strength of BASIS Independent Bellevue is the enduring friendships formed between the staff. The success of our students and staff can be directly tied back to the time our teachers take to foster relationships with one another both during and after school. This past summer, four of our teachers took on the challenge of competing in Ragnar Rainer, a trail running relay race of epic proportions. An event that many of our colleagues were happy to support from afar but perplexed as to why a select few would subject themselves to such torture and pain.

So, whose idea was this anyway?

Well, it was Mr. Norcross’s of course. Mr. Norcross is the Algebra II and Pre-Calculus Subject Expert Teacher for our students and is known for his love of outdoor activities. In the fall of 2024, Mr. Norcross and a fellow teacher were talking about running races like the Barkley marathons and other running events they’ve done. They began to discuss Ragnar, and long-distance team running events. Suddenly, the teachers came up with the idea of forming their own team for the race this year in August. The race requires teams of eight to run 15 miles per runner. Each runner would be responsible for three loops, – three miles, five miles, and seven miles respectively. 120 (ish) miles in total…how hard could it be? Unfortunately, the race overlapped on one day with when teachers returned back to school to begin preparations for the next school year. However, it turns out if you have Head of School that values teamwork, community and staff morale, she’ll give you the day off to go and tackle the daunting event!

Unfortunately, one of the teammates wasn’t able to be there. The team of eight dwindled to a team of seven. So, the teachers were a person down and they had a choice to make. Skip those laps and they won’t get an overall time (and technically wouldn’t have ‘finished’ the race), or some of them would have to double up and complete the missing laps. Mr. Norcross, Mr. De Monnin, and a third team member stepped up to the challenge and each take on an extra loop. After a summer of training and preparing as best as they could, the day finally comes to see what they’re made of. The time had come to push their bodies, push their minds, and push their friendships to the limit. The following is a true story…

Ms. Perez-Vargas

It is Friday, August 22 at 10:35 AM.

I was lucky runner number 2, tackling arguably the most daunting run. Unaffectionately known as the yellow loop, five miles, with 2500 feet of elevation gain. I was the first person on the team to tackle this loop, so I began the run with no idea of what was to come. I just knew I had to make it to the top of the mountain as fast as possible.

I begin my run optimistic about holding a steady pace, but I was quickly humbled by the immediate 1000-foot elevation gain within the first mile. I quickly realized that my first loop was not the time to push myself to exhaustion and that running was not the effective method to tackle this loop. I adjust my approach and begin to maintain a steady hiking pace. All of a sudden, breathing becomes easier, and I am passing runners who have pushed themselves to full exhaustion.

I pass the aid station feeling good, and ready to finish the last one and a half miles. I thought I had been staring at the finish for a while now, but as I make my way up what feels like the 100th hill, I realize I still have a long way to go. I start to worry that I am hallucinating because I see many dots all the way up the trail in front of me. I glance at my watch; I have one mile left and another 1,000 ft still left to climb. Is that right?! Suddenly, I realize the dots aren’t dots, they are other racers. I take a sip of water and a deep breath and decide; this is where I need to push, just one more mile.

My early decision to slow down to a hiking pace was for this moment; now was not the time to change the game plan. Finish and finish strong. So that’s what I did. This first loop taught me a lot about the rest of the race. Slow, steady, and consistent was the key to success. One step at a time, and do not worry about things you cannot control.

Mr. Norcross

It is Friday, August 22 at 12:15 PM.

The sun is splitting a cloudless sky. Energy sapping heat soaks the still air at 6400ft. The steady cadence feels good, the views from the ridge are stunning. I don’t know it yet but I’m too optimistic. I’m trying to talk to the runner in front of me. No response. Headphones are in. I’ll squeeze past in the open. I have to shorten my stride and bump the cadence as I hop over rocks and roots at the trail side.

Soon the trail edges off the ridge to the northeast, starts to lose elevation, it’s steeper than I was expecting. There are tight turns and sharp drops. The surface is loose. Dust and rocks. My left quad starts to complain. I’m only two miles into seven.

The optimism starts to fade.

By 12:35 PM the gradient has eased off, the trail is wider and flatter. The surface is more secure, it winds its way through the trees down to Crystal Mountain Boulevard, the access road for the ski area. I’m dealing with a couple hot spots on my feet, my legs feel tight. I’m under fueled, dehydrated, over tired.

A couple of switch backs crawl past and I’m deposited onto a gravel road. There is an aid station, I choose not to stop. The road starts to climb. Is it going to be like this all the way to the finish? My heart rate is 190. I feel a tingle run down my spine, I’ve stopped sweating. Like there’s nothing left for my body to give. I still have 15 miles of trail and 6000ft of climbing in the next 18 hours. That prospect feels like a crushing weight on my shoulders. A sense of dread grows like a shadow in my mind. I need to leave something in the tank. I slow to a purposeful walk.

I hate walking.

The next two miles are a fever dream. My mind is everywhere and nowhere. My mouth is a cotton ball. I don’t have the sense to drink, fogged by a desire to keep pushing. I half jog and half claw my way along fresh cut single track, stumble past way markers in the over flow parking lot, drag myself past other runners. The final stretch to the finish lumbers into sight, a steady half mile climb to the transition zone.

I muster a shuffling jog up the road past the camp and into the corral. Runner number four is waiting.

We hit a solid high five and I pass him the timing chip. Then I bump into him as I walk off to the side, my head goes down, my vision is blurry, I find a row of folding chairs and I slump into one. So much for optimism. Its 1:15 PM.

Ms. Abele

It is Friday, August 22 at 4:56 PM.

“How do I not die on this mountain?”

That’s the question I asked myself since I committed to this project in June of 2024. I got roped into this via good old fashioned peer pressure (yes, this is the kind of peer pressure you really need to be worrying about). How could I say no? I didn’t want to look uncommitted. So I said yes and then came a summer of running, something completely uncharted for me. I have to note this because, having never run distance before, this was quite the undertaking.

Fast forward to August, the time is here and Mr. Norcross and Mr. De Monnin were packing up the 4Runner for a road trip of the millennium, powered by Timberland and Lainey Wilson. Excitement and adrenaline were high and we were singing loud as we pulled up to Crystal Mountain spreading the love to everyone around us, including some pretty menacing competitors.

We were ready. With a start time of 10:00 AM on Friday, the campsite was nothing but laughs and fun Thursday night (honorable mention to the murder mysteries detective Logicio couldn’t solve).

Ms. Perez-Vargas started us off on the five mile (yellow) loop at 10:00 AM sharp Friday morning. I was runner 8/8, so I ran last. My first leg was not until about 8 hours later. The five mile yellow loop. The pace killer. I had zero shame in power hiking that whole thing, power hiking being generous – about 2500’ in elevation gain up to almost 7,000 ft, you get the picture. Just try not dying on this mountain. A summer of training paid off for me, I was alive at the top for a gorgeous sunset over Mt. Rainier. It is Friday, August 22 at 6:26 PM.

Mr. De Monnin

It is Friday, August 22 at 11:21 PM.

The “easy” loop. The green loop. Just 2.8 miles. After surviving the yellow earlier and one brutal red loop already, I figured this was my victory lap. A short jog through the woods, stretch the legs, no problem.

Wrong.

In history, Napoleon underestimated the Russian winter and froze. I made the opposite mistake; I overdressed like I was about to invade Siberia. Within minutes I was cooking inside my layers like a Thanksgiving turkey. The sweat poured, the nausea hit, and suddenly this “easy” loop felt more like crossing the Alps with Hannibal’s elephants.

The climb at the start was no joke. “Easy” loop? More like ambush. My legs, already shredded from the earlier runs, protested every step, and I quickly realized I had underestimated the enemy. My headlamp showed me exactly three feet of trail at a time, just enough to remind me that the mountain was still there and still very much winning.

Somewhere in the middle, as I stumbled upward, I thought about doomed armies in history; Napoleon in Russia, the Persians at Marathon, even the British at Yorktown. Overconfidence and poor planning had undone them all, and here I was, the history teacher, making the same mistakes on a 2.8-mile loop.

By the halfway point, I was bargaining with myself like a desperate general. Just get to the top of this hill… okay, now just to that tree… okay, now just don’t pass out in front of other runners.

Finally, the trail leveled out and I started to descend. The cool air hit my face like a second wind, and for the first time all loop I thought, maybe I’ll actually survive this. Soon I spotted the faint glow of campfires and the transition tent through the trees, like the beacons of Gondor calling me home.

I stumbled in, handed off, and collapsed, drenched and exhausted. The “easy” loop had nearly broken me.

Lesson learned: never underestimate the so-called easy path. In history and in running, it’s often the “small” battles that test you the most.

It is Friday, August 22 at 11:51 PM…

Ragnar reminded us that growth rarely comes easy. It takes preparation, perseverance, and the willingness to stumble and then get back up again. Those 27 hours weren’t just about finishing a race; they were about proving what’s possible when people commit to a shared purpose. And while the official race results put us at 45th out of 159, the real victories came in the stories and the laughter. Like Ms. Abele winning Best Teammate for keeping spirits high on the late-night gondola ride, Mr. DeMonnin earning Most Nails Trail Runner after losing his lunch on the 2.8-mile loop and somehow still finding his legs, Ms. Perez-Vargas taking home Best Overall Enthusiasm and Energy for running like every loop was her first, and Mr. Norcross claiming Best Recovery after nearly perishing from heat and dehydration, only to bounce back and hammer the 5-miler twice in the middle of the night.

In many ways, this race was a mirror of what we do every day as educators. Some days are uphill climbs that test your endurance, others are “easy loops” that end up being harder than expected, and every now and then you just need a teammate to remind you that you’re not alone on the trail. What carried us through Ragnar was the same thing that carries us through the school year: resilience, trust, and a community that shows up for one another.

As educators, we bring these lessons back into our classrooms; not just teaching content, but showing students how to face challenges, support each other, and celebrate the wins, big and small. Our community of teachers makes the hard days lighter and the victories sweeter, and that’s a lesson worth running for.

Beyond the Classroom: BASIS Independent Manhattan’s Project Week in NYC

July 21, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe that education extends beyond advanced academics. Our commitment to fostering well-rounded, engaged, and globally-minded individuals is exemplified through unique and impactful initiatives like Project Week, which range from domestic and international trips to immersive experiences at school and around NYC.

What is Project Week?

A BASIS Curriculum Schools tradition, this fun week of learning takes place the last week of school. Students have the opportunity to engage in an exciting and new activity, working together with faculty members from various grade levels. Teachers also have the opportunity to show off their skills and interests outside of their normal classroom expertise. The goal of the projects is to challenge students to be cooperative learners and function as a team to work towards an end product.

This year’s Upper School Project Week for students in grades 6–11, led by our Dean of Students, Ms. Friederike Williams, focused on the vital theme of community service, where their collective work would make a tangible difference across four of New York City’s iconic islands.

“Project Week is a cornerstone of our curriculum,” says Ms. Williams. “It’s where our students actively apply their learning in real-world contexts and have an opportunity to collaborate across grade levels toward a mutual goal.”

After a successful week of hands-on activities, we are pleased to share the details of how these students connected with their city, transformed some of nature’s spaces, and had fun while exploring the beauty and significance of our local environment.

Making a Difference, One Island at a Time

Roosevelt Island: Cultivating Green Spaces & Community

Our Wildcats kicked off the week by partnering with the non-profit organization iDig2Learn at Coler Hospital. They painted benches, prepared arboretum plaques, and revitalized gardens by removing invasive species and planting new flowers. Beyond the physical transformation, students gained a powerful understanding of how local organizations like iDig2Learn empower communities and the lasting impact of nurturing urban green spaces.

Manhattan: Local Stewardship in Chelsea

Back in our own neighborhood, students felt as a sense of ownership and pride by cleaning up litter in the local area of Chelsea. Their dedication quickly caught the attention of local residents, who offered words of encouragement and appreciation, underscoring the students’ emerging role as active and responsible citizens within their own community. This hands-on service was balanced with opportunities for connection and recreation in nearby parks, reinforcing the vital link between community service and enjoying one’s community.

Governors Island: Unearthing History & Protecting Nature

Even under typical New York skies, our students enthusiastically explored Governors Island, unlocking layers of the city’s rich past. With energy and curiosity, they began with an insightful historical tour of significant landmarks like Fort Jay and Castle Williams. In the afternoon, students engaged in environmental stewardship by collecting litter and then enjoyed some well-deserved free time, showcasing their camaraderie and teamwork through spontaneous games and exploration. A visit to the Urban Farm, guided by Earth Matter experts, provided practical insights into composting and its crucial role in fostering sustainable environmental practices.

Coney Island: Ocean Conservation & Coastal Cleanup

Our students enjoyed more than just a day at the beach! A highlight was the unique opportunity to meet with a curator from the New York Aquarium, learning about the importance of ocean conservation and the impact of pollution on our local beaches. This engaging presentation reinforced their understanding of critical environmental issues.

Following the talk, they participated in a brief beach cleanup and then enjoyed classic Coney Island activities, from volleyball to simply enjoying the ocean breeze. This final day perfectly blended environmental awareness, community engagement, and the joy of shared experiences.

The Transformative Impact of Project Week

Project Week at BASIS Independent Manhattan is more than just a series of activities; it’s an embodiment of our commitment to providing a transformative educational experience. It’s about fostering critical thinking, promoting collaboration, and nurturing a deep sense of civic responsibility in our students from PreK through grade 12. By actively engaging with their community, our students learn valuable lessons about empathy, leadership, and the power of making a positive impact.

Does an education that extends beyond traditional academics, fostering real-world impact and deep community connection, resonate with your family’s vision? We invite you to explore how BASIS Independent Manhattan‘s unique curriculum empowers students to become thoughtful, knowledgeable, and engaged citizens, ready to make a positive difference in the world.

Leading by Example: Associate Head of Upper School Honored as a Rising Star in Education

July 11, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe that inspired leadership fuels inspired learning. We are proud to celebrate our Associate Head of Upper School (grades 6–12, Ms. Jennifer Dickens, who has been recognized as one of The Rising Star Women Leaders in Education for 2025 by Women We Admire. This national recognition celebrates women shaping the future of education through innovation, collaboration, and vision—qualities Ms. Dickens embodies every day at our NYC private school.

Ms. Dickens joined our school community as a history teacher, where she quickly distinguished herself not only for her dynamic classroom instruction but for her unwavering commitment to students’ growth and well-being. As she moved into administrative leadership, she carried with her a deep understanding of what it means to be both an educator and a mentor.

“I am so proud that Ms. Dickens’ leadership is not only being recognized internally, but externally,” said Ms. LaNette Hodge, Head of School. “She has a rare gift for inspiring those around her to be their very best, whether they are students in her classroom or colleagues across our campus.”

Her impact is evident in every corner of our school. Whether she is leading professional development sessions on effective classroom management inspired by Teach Like a Champion, organizing icebreakers to build camaraderie among faculty, or simply recognizing a teacher’s effort with a thoughtful shout-out or a surprise treat in the staff lounge, Ms. Dickens has created a culture where every member of our community feels valued and supported.

Ms. Friederike Williams, Dean of Students for our Upper School and a longtime colleague of Ms. Dickens, shared:

“I had the privilege of teaching alongside Ms. Dickens, and I believe she made me a better teacher. I benefited from her expertise and insight while she was my teacher mentor, especially by acquiring new methods for lesson planning structure. She also showed me how reflection on this process would help me find the best way to present content for my students.”

Ms. Dickens is not only a leader in her field but also an innovator. In November, she will attend a national education conference and present her insights in a session, “From Chalkboards to Chatbots: Rethinking AI in Middle Level Education.” Her work explores how artificial intelligence can be leveraged to empower students, personalize learning, and prepare young people for a world that is rapidly evolving.

This award from Women We Admire reinforces what our community already knows: that Ms. Dickens is a dedicated and visionary leader. She reminds us that true leadership is not about titles or accolades—it is about showing up for others, listening with empathy, and never losing sight of why we do this work in the first place.

Please join us in congratulating Ms. Dickens on this well-deserved honor. We are excited to watch her continue to lead, inspire, and redefine what is possible in education.

Class of 2025: Graduation Reflections

July 10, 2025 by jogoldfarb Leave a Comment

On June 18th, family, faculty, and students of BASIS Independent Brooklyn gathered together at the Palm House in the Brooklyn Botanic Garden to celebrate the accomplishments of our Class of 2025. Our twenty-four graduates are now poised to continue their academic careers in top colleges and universities across the country.

During the ceremony, Valedictorian Maxim S. expertly captured their time together as a class and inspired his fellow graduates to look ahead to all that is in store for them. We wanted to share his speech with our community since his words reflected the joy and honor at the heart of the celebration.

Address by Class of 2025 Valedictorian Maxim S.

Hello everyone, and thank you all for coming to celebrate this long-awaited achievement. It is an honor to stand on this stage as valedictorian—an honor I couldn’t have achieved without the unwavering support of my teachers, administrators, and, of course, my family.

Mom, Dad, Grandma, Grandpa, Aunt—thank you for not only giving me the opportunities to succeed, but for being there through all my highs and lows. And a special thank you to my brother as well—although he’s not here today, I truly cannot imagine how dull life would have been without your company, snarky humor, and competitiveness.

For most of us, today marks the long-awaited moment of liberation. The words AP, College Board, and Advisory are finally behind us. No more watching AP Classroom videos at 2x speed, hiding from Advisory teachers in the Senior Lounge, or complaining to our teachers about unnecessary post-AP assignments. I’ll admit, I certainly felt that sense of freedom at Senior Send-Off—more excited about what’s to come than nostalgic for what had passed.

But over the course of this last trimester—with more free time and fewer deadlines—I’ve had space to reflect and genuinely appreciate what BASIS [Independent Brooklyn] as given us.

Like many of you, I joined this school in its early days. When my family moved to the United States in the middle of my 2nd-grade year, I was nervous. I didn’t know how I’d fit in, or whether my differences would set me apart. But BASIS [Independent Brooklyn] did something remarkable—it welcomed me with open arms. It embraced the things that made me unique and gave me the space to grow into who I am today.

This small community—quirky, intense, tight-knit—has encouraged us to be ourselves. Class presentations and projects gave us the creative liberty to explore our topics of interest deeper. And because our class was so small, we had no choice but to listen to each other—to hear perspectives we might have tuned out in a more traditional high school. That closeness made us not just classmates, but collaborators, confidants, and, in many cases, lifelong friends.

We felt this school was small enough to create the changes we wanted—and so we did. We argued our case for better grades after tests we thought were unfair, started clubs where we saw gaps in the extracurricular catalog, and pitched in to support both the BASIS [Independent] and Red Hook communities. Sure, some of our efforts didn’t succeed—like the infamous Puerto Rico trip—but every attempt taught us how to advocate for ourselves, speak up, and shape the environment around us.

Through these four years, there were obviously moments when I wasn’t always the most prideful about our school. I sometimes compared our experience to the more “traditional” high schools we see in movies, and wondered what we were missing. But now, I see just how special our journey has been. We weren’t just students here. We were contributors to something still being built, persevering through academic rigor to help leave a mark on the expanding BASIS [Independent Brooklyn] community. And because of that, we didn’t just grow—we helped shape the school that shaped us.

So to the Class of 2025: As we turn the page and begin the next chapter, let’s not forget the laughter, the lessons, and the late nights that brought us to this stage. Let’s carry forward the values BASIS [Independent Brooklyn] has instilled in us—the courage to be ourselves, the willingness to listen, and the strength to grow. So let’s not wait for the world to change—let us be the ones who change it.

Congratulations, Class of 2025. And in the words of Fabrizio Romano: Here we go!

Thank you to Maxim and our entire Class of 2025 for leaving their mark on our school community! We will be cheering you on these next few months during the transition to college.

Comprehensive Exams: Supporting Students on Campus

June 20, 2025 by mirandamartinez Leave a Comment

BASIS Independent Schools administer Comprehensive Examinations in January and June across our network for grades 6–8 as an assessment measure for students. The goal is to assess students competency and skills at each level of middle school, focusing on our spiraling curriculum in their core academic courses. Although these exams are a useful benchmark in making sure students are excelling, having such a strong emphasis on testing can create stress for our high-achieving students. As we aim to cultivate a culture of support, our community at BASIS Independent Bellevue has invested in championing student wellness and success during “Comps” season.

Held the second week of June, this year our Mountaineers rallied to support students taking Comps in a number of ways. While learning how to navigate exams is essential for our students’ future academic success, it is also important that they feel supported by a community that responds to academic challenges with guidance and care, rather than leaving students to manage the pressure on their own.

Support Across Campus

School leaders, families, teachers, and other students of all ages have found ways to support those students who tackled these exams.

“We are excited to be offering a variety of De-Stress events for our students who are working hard to prepare for their Comprehensive Exams. We recognize the importance of slowing down to taking meaningful breaks from their studying, while also gaining tools for holistic success. From mindful relaxation, to calm coloring, and even test-taking tips, our middle school students will have an opportunity to pause during their school day to unwind. We are so proud of all of their hard work!” – Ms. Olivia, School Counselor

Support strategies focusing on getting our students into a calm and clear headspace has been key this year. For example, our School Counselor Ms. Olivia has made sure to do her part to make our students feel prepared to face the stresses of this examination period. One way she has been doing this is by going into each class to talk about study strategies and stress management. These sessions were designed as part of our Social and Emotional Learning initiatives to equip students with practical tools for approaching their Comprehensive Exams while also emphasizing wellness. Similarly, Head of School, Dr. Thies, also hosted a break for students during a recent Academic Enrichment session that allowed them to practice mindfulness through coloring. This kind of programming helps foster a healthier academic environment, reduces test-related anxiety, and encourages students to develop lifelong habits around time management, self-care, self-awareness, and resilience—skills that benefit them well beyond their examinations in our learning community.

Our Student Affairs Office has made sure to offer support as well. As the central point of contact for managing student success and grades on our campus, the Student Affairs Office has made sure that they are doing their part to make sure students have had the chance to prepare for exams. For example, our Director of Student Affairs has helped put on a number of workshops to make sure students have a clear understanding of what they are getting into with these exams. Moreover, they have made sure to connect students with office hours and teachers to help coach them for exams.

Led by our Dean of Students, our grade 9 students in National Junior Honors Society have also volunteered to offer tutoring services ahead of time in various study sessions. Students in NJHS have also been partnering with teachers across various levels to provide resources that will help students overview useful materials as they study for the test. Their involvement not only reinforces key academic concepts but also models leadership, service, and collaboration which are core values we hope to instill in all our students.

As many of our students in NJHS have gone through Comp Exams at BASIS Independent Bellevue themselves, they know how important this time of the year can be, how stress comes into play, and how well our students are prepared to get to the other side of this testing season. Thus, several of our students have aimed to add some pep and cheer to what is often seen by students as a more laborious time on our campus. Notably, this year, several NJHS students banded together to make an encouraging banner to remind our students of the mindset and positivity they need to bring to tackle the challenge of a big test. Pictured above, students were able to get many of the faculty and staff to sign the banner which greeted the students as they came in to take their tests.

Even our younger students, who have yet to face comprehensive exams, made efforts to support their peers. For example, grade 2 LET Mx. Sievers’ students came up with an encouraging activity by creating bookmarks for our students to remind them of their success and their resilience to get to the other side of long weeks like Comps. The bookmarks were delivered to students along with a sweet treat ahead of the exams serving as small, adorable tokens of solidarity.

Offering encouragement and reminding our students of how capable and valued a key part of this season was. Our school distributed hundreds of handwritten notes of encouragement to middle school students. During our State of the School Address, and in the week leading up to Comprehensive Exams, parents were also invited to write personal messages of support, which students received during the testing period. While academic reminders help boost confidence, knowing they are surrounded by care and encouragement adds a meaningful layer of emotional support that can make a real difference during times of increased pressure.

Another Year of Taking on Comps!

Comprehensive Exams are designed to challenge our students and help them grow academically, but also in their ability to manage time, persevere, and lean into support when it is needed. As a school, we are intentional about guiding students through this process with care, structure, and encouragement. Whether through classroom visits focused on stress management, handwritten notes of support, or acts of kindness from younger peers, we aim to remind our students that they are not alone. Support for comps shows how BASIS Independent Bellevue aims to build a culture where academic rigor is matched by compassion.

Diversity, Equity, Inclusion, and Belonging at BASIS Independent Bellevue

February 14, 2025 by mirandamartinez Leave a Comment

Diversity, Equity, Inclusion, and Belonging (DEIB) is an essential framework to utilize when building a modern learning community. At BASIS Independent Bellevue, our approach to DEIB ensures every individual feels valued, empowered, and inspired. Our team uses DEIB principles to support academic growth and personal development in an interconnected world.

DIVERSITY

BASIS Independent Bellevue affirms our network’s stance that schools should respect and honor people’s backgrounds and lived experiences. On BASIS Independent School campuses, embracing diversity bolsters social and emotional growth while fueling academic inquiry. We strive to cultivate and celebrate diversity within our population and at school through our curriculum, modern take on history, global perspectives, and embracing of the diversity of thought.

Head of Operations, Ms. Cardenas states, “Our campus community prides itself on appreciating different cultures, nationalities, background, values and practices. Engaging in DEIB work within our classroom and school activities allows students to create different perspectives beyond what their personal experiences may be. When we expose students to different viewpoints about the world, it allows them to form their own beliefs and appreciation for the world around us.”

“When we expose students to different viewpoints about the world, it allows them to form their own beliefs and appreciation for the world around us.”
Ms. Cardenas, Head of Operations

EQUITY

At our school, equity means striving to provide every student with the support and opportunities they need to succeed. Furthermore, this means recognizing and addressing the unique challenges that certain individuals face. Our commitment to equity ensures that members of our learning community—students, parents, and educators alike—have what they require to thrive.

Our faculty at BASIS Independent Bellevue also work hard to uplift equity in our curriculum by fostering critical thinking and encouraging students to explore multiple perspectives. By examining historical events, scientific discoveries, as well as social, cultural, and emotional experiences through an equitable lens, we help students develop nuanced perspectives.

INCLUSION

Inclusivity ensures individuals feel welcome, valued, and respected. In action, this involves creating conditions in which everyone is treated equitably, having equal opportunities for involvement, input, and progress. Our team is committed to modeling inclusive practices, ensuring that the people who contribute to our learning community feel heard, understood, and empowered. By embracing inclusivity, we create an environment amenable to learning success.

An inclusive mindset is great to have when approaching the usefulness of other DEIB concepts. Much like how our students will not get accurate answers to scientific questions or math problems without using the correct formulas and processes, our students need to know that the other components of DEIB will risk not producing meaningful results without the framework of inclusion. An inclusive approach thus leads to learning communities like ours being able to make meaningful changes, advancements, and provide innovative solutions to problems.

BELONGING

Belonging is an increasingly discussed part of DEIB models and is key to growing and maintaining community. At BASIS Independent Bellevue, the notion of belonging is established by facilitating connections, offering support, and encouraging growth. When students feel they belong, the academic experience, as well as the social and emotional learning that happens in school, gains a greater sense of purpose. This sense of belonging strengthens confidence, resilience, and perspective, helping students engage deeply in their education and approach their journey with enthusiasm and pride.

“Feeling like you belong is so important because meaningful relationships help us to feel valued and seen. This increased sense of connection to others allows students to take meaningful risks in their learning and find comfort through challenges.” -Ms. Olivia, School Counselor

Through mentorship programs, student-led clubs, and collaborative projects, we strive to cultivate a sense of belonging for every member of our school community. When students feel they belong, they are more likely to take risks, share ideas, and engage deeply with their learning. Belonging means students and faculty become excited to come to school, take part in events, and embrace new experiences.

DEIB in Action

Our school has monthly DEIB events and initiatives. Many of our DEIB initiatives advance learning and raise cultural awareness therein, enhancing the educational experience. Some of the programing we work on includes taking the time to recognize Indigenous Peoples Heritage Month, Latinx/Hispanic Heritage Month, Black History Month, and others. The Dean of Students, Ms. Hinton, leads the charge on planning DEIB events and has seen the impact it has on our students. She states, “It is my goal to implement DEIB activities that both honor minority communities and educate our students. In doing so, they have become more knowledgeable, empathetic, and kind.”

DEIB concepts are also used as educational tools within classroom settings. Each year our community attempts to make connections to DEIB but also to explicitly teach valuable lessons centered around these principles in a way that is useful for our unique learning community. For example, teachers at BASIS Independent Bellevue include a DEIB-focused lesson in their teaching each trimester which highlights a person from a different cultural background than their own who has made a positive impact on their field of study. For example, Math SAD Mr. Norcross taught a lesson last year that focused on the unique life and experience of Al Khwarizmi (c. 780 – c. 850) which also help introduced students to the historical roots of algebra, engaging them in hands-on learning by physically completing a square to connect geometric and algebraic methods, which deepened their understanding and curiosity about mathematical history. Mr. Norcross states, “When we integrate the themes of DEIB into our lessons it is important for it to be genuine. I always look for a connection that is directly relevant to the students learning or has some other timely contextual relevance. This gives the lessons real purchase with the students; broadening their horizons and deepening there understanding.” Class experiences like these not only exposes our students to a wider array of class materials to engage with but leads to students learning to have new insights into the nuances of the disciplines they study and have valuable conversations about the hardships, resilience, and advancements made by people within their fields.

Dean of Students Working with Students on a DEIB Activity

BASIS Independent Bellevue also integrates DEIB into our events calendar. One recent highlight was our 2024 Winter Carnival, held the Friday before Winter Break. During this event, our Mountaineers celebrated various winter holidays: crafting ornaments for Christmas trees, setting goals for Yule, creating hand wreaths for Kwanzaa, and completing a Hanukkah-themed scavenger hunt. Students also honored Diwali by making lanterns and embraced Ramadan’s spirit of gratitude through reflection activities. The day concluded with a cherished Mountaineer tradition—fresh hot cocoa. Through DEIB programming, we aim to provide a fun, educational way to celebrate the rich diversity of our broader communities.

A number of clubs and opportunities also demonstrate the importance of diverse experiences from an inclusive framework. Ms. Cardenas states, “I am proud of the array of diverse offerings our Auxiliary Team offers to support learning outside of the classroom. We have the World Travel Club, advised by SETs Mr. Tyler and Mr. Hui-Peterson, where students can travel around the world and learn from guides and scholars in that area. They might sit on the same steps as William Shakespeare did in England or walk through the same temple as Alexander the Great did in Greece! Another popular club we offer is our Chinese Cooking Club, hosted by our SET Ms. Pan. Students learn about Chinese food tradition and the special properties of Chinese ingredients and spices, as well as their connection to health. They also get a crash course learning basic cooking hygiene and safety. If you consider yourself a huge BTS fan, we also have a K-Pop Cover band, hosted by our SET Ms. Ziolkowski. Students learn K-Pop choreography and are immersed in some of the most popular musicians in Korean culture.” Our campus community is proud that our students are exposed to a world-class, international education and take part in experiences that support a global mindset.

DEIB—Diversity, Equity, Inclusion, and Belonging—shapes and is shaped by the educational experience at BASIS Independent Bellevue. These values bring us closer to a culture where every member of our community feels supported and empowered to succeed. As we grow, our commitment to DEIB will continue to guide us, fostering an inclusive and dynamic environment where diverse perspectives are celebrated, and every Mountaineer can thrive.

Our Grade Span: Student Learning and Leadership Opportunities

January 6, 2025 by mirandamartinez Leave a Comment

BASIS Independent Bellevue first opened its doors in 2022, offering classes for grades 2 through 7. Since then, we have continued to expand our program offerings and as of the 2024–2025 academic year, our campus now has students in grades 2 through 9.

Looking ahead, our learning community plans to branch off into two distinct campuses. The current campus will ultimately be an Upper School, serving grades 5 through 12, housing both our Middle and High School programs. Plans are in motion to build a Lower School across the street. This brand-new facility will be dedicated to our Primary Program where students learn within our celebrated SET/LET co-teaching model.

While our current span of grade 2 to grade 9 might seem unconventional, it gives our current students the chance to cultivate learning and leadership opportunities. Older and younger students on our campus get to work together in meaningful ways, enriching the educational experience for all involved.

Head of School Dr. Thies emphasizes the value of this collaboration: “I love the fact that our grade span allows our younger students to work closely with our older students. It creates unique leadership opportunities and allows our high school students to learn more about what we offer as part of our Primary Program.”

Community Through Collaboration

BASIS Independent Bellevue strives to connect students of various grades through creative, fun, and meaningful avenues. When students have positive interactions with one another it creates a culture of trust, mentorship, and positivity. Examples of this collaboration can be seen across our campus at varying grade levels.

Working on Basketball Fundamentals in Physical Education

Adham is a Grade 9 student who gets involved in our community by taking time from his Academic Enrichment sessions to help with physical education classes.

Adham recently helped grade 3 students improve their basketball skills by focusing on basketball fundamentals. Physical Education instructor Ms. Ziolkowski enjoys having the younger students work with a positive role-model who can not only teach them about how to play sports but also emphasize values such as respect and sportsmanship. Ms. Ziolkowski states, “Adham is a huge help! He did not need any guidance in managing a gym full of energetic third graders. His positive attitude and encouragement create an uplifting atmosphere, and he is always ready to assist students who need help with instructions or activities. His friendly demeanor and leadership skills make him a fantastic role model for younger students. He has been a wonderful addition to my classes.”

Peer Support in Mandarin Class

In Ms. Pan’s Mandarin class, collaboration extends to language learning. Cindy in grade 9 is another student at BASIS Independent Bellevue who takes time during the week to help younger students work on their Mandarin skills. On Tuesdays, you can find Cindy volunteering during Academic Enrichment sessions, helping younger students refine their language skills. Her efforts not only reinforce her own understanding of the language but also provide invaluable support to younger students who are taking on the often-challenging task of learning how to learn a new language in an academic setting.

Ms. Pan says, “Cindy is an exceptionally responsible student who demonstrates remarkable dedication. She attends Chinese class every Tuesday to assist the grade 2 students in learning Mandarin. Cindy’s kindness and commitment to her work are truly commendable. She skillfully teaches the students how to write Chinese characters accurately, making a significant impact on their learning experience. The students greatly enjoy having Cindy in the classroom, and every Tuesday, they eagerly anticipate her arrival. Through her consistent efforts and dedication, Cindy has earned the respect and admiration of everyone.”

Making a Learning Community Across Grades

One of the greatest benefits of our unique grade span is building comradery at our school while preparing students for real world scenarios. When students get older, and eventually enter college and the workforce, they will interact with people from various age groups and backgrounds. Traditional academic experiences often silo students into working exclusively with peers of their age and a handful of select individuals who are older or younger. At BASIS Independent Bellevue, students gain early exposure to collaboration with people who are at different ages and stages in their educational journeys, a skill that will serve them well throughout their lives.

Building community requires working with people who are at various stages in life—our students are not only learning to meet people where they are at but also are gaining valuable insight to support others in their individual journeys. We are proud of the opportunities our students have and the work they do to support one another. By fostering a culture of mentorship and collaboration, we are not only enriching their academic experience but also preparing them to thrive as leaders and lifelong learners.

Leadership Spotlight: High School Dean of Students Olivia Robbins

December 9, 2024 by jogoldfarb Leave a Comment

Whether meeting with BASIS Independent Brooklyn’s Leadership Council as their faculty advisor or helping organize our 4th Annual Day of Service across the entire High School, Dean of Students Ms. Olivia Robbins is placing her great drive and focus squarely on shaping a wonderful high school experience for our oldest students. Just last semester, she coached students on how to organize their first homecoming dance, and she has only just begun! Given Dean Robbins is the newest member of our school’s administrative team, we thought families might be interested in learning more about her through our “Leadership Spotlight” series.

Ms. Robbins began her career at Milton Academy, a boarding school outside of Boston, where she started first as a teaching fellow and then as a full-time Upper School English faculty member. Afterward, Ms. Robbins transitioned to the Hewitt School, a girls’ school in Manhattan, where she simultaneously held roles as Grade Level Dean, Learning and Innovation Program Associate, and Upper School English Faculty member. Ms. Robbins also worked for two years at an educational technology start-up, where she designed humanities content and contributed to product development for a digital adaptive learning application used by thousands of children.

Dean Robbins graduated cum laude from Princeton University, where she won the Spirit of Princeton Award for her involvement in student organizations, community service, and the arts. Ms. Robbins went on to earn her master’s degree in education from the University of Pennsylvania’s Graduate School of Education through the Independent School Teaching Residency program.

As the Dean of High School Students at BASIS Independent Brooklyn (BIB), Ms. Robbins helps foster community in the Upper School and supports students through their academic journeys. She loves working with high school students and is inspired by the myriad ways in which they want to shape the world.

Below is our interview with Dean Robbins edited slightly for clarity and flow.

What are the types of students you see thrive here at BASIS Independent Brooklyn’s High School Program?

I see a wide range of students thrive: students who are super passionate about a single subject (e.g. math, English) and those who love all subjects; athletes, entrepreneurs, and artists; introverts and extroverts… The list goes on! Overall, a few common traits that I think make students optimally successful and happy here include organization, focus, self-advocacy, intrinsic motivation, kindness, and a sense of humor.

What drew you to our school?

Honestly, the role! I was excited to work with students in the role of Dean. Helping students navigate challenges and chart out their high school careers are my passions. I also respected BIB’s curricular design and its range of course offerings. And I liked its size! I felt I’d be able to develop closer partnerships with more students, families, and faculty in a smaller environment.

Can you share your perspective given you have been in your role for a few months now?

I am impressed by our students. They are smart and motivated. I love the moments when I am able to see them shine academically since I often observe portions of classes. I also love seeing them enjoy one another’s company in the High School Lounge. They enjoy playing cards, ping-pong, and board games, and they laugh a lot.

Tell us a bit about your background.

I long imagined myself as an educator, whether as an academic or a teacher. After studying literature as an undergrad, I became an English teacher at Milton Academy, a boarding school outside of Boston, through a teaching fellowship and master’s program through UPenn. I loved starting my career at a boarding school because there were so many ways to get to know the students and get involved in the school community. In addition to teaching high school English, I choreographed for and helped organize our spring dance show, as well as ran the house council program in one of the girls’ dorms. Eventually, I took a joint teaching and administrative position at the Hewitt School (girls’ K-12 school) in Manhattan. I taught English, helped manage strategic school innovation projects (curricular improvements, professional development for teachers, new faculty and staff onboarding, etc.) and then eventually became the Dean of the senior class. Working with the students to help make their senior year as special as possible was a highlight for me. After Hewitt, I briefly worked at an educational technology start-up company because I’d become curious about ed tech and start-up culture after thinking about school innovation for several years. My former company is focused on providing accessible tutoring and enrichment to all students—a cause I am really passionate about. However, I missed working directly with students, so joining BASIS Independent Brooklyn as the High School Dean of Students was a wonderful reunion with the type of work I love most!

What are some of your priorities for making high school an engaging, memorable time for students?

I want to help students feel a deeper sense of community and connection. I enjoy planning events to make this possible! Our first-ever homecoming dance was held at the end of last year. I am grateful that members of our Student Leadership Council proposed this fabulous idea as a means of gathering and celebrating the high school community. I want all students to feel pride and ownership about what BIB is, such that students feel as though they can shape their BIB experience to be what they want it to be. Having conversations with students to get to know them and learn about their BIB experience, gathering data about student life, and thinking of new opportunities for students to get involved at the school or explore their passions outside of school are all ways I’m trying to do cultivate that spirit during my first year!

What are the three questions you think every prospective high school family should be asking themselves?

What motivates you? Our curriculum is wonderfully challenging. High school in general is a time that is so full. Knowing what one’s personal “north star” is can help students keep pushing during particularly challenging or busy moments.
What is a student club you’d want to start or get involved in? We have so many neat clubs for students to join (for example—we have a rock band and a rock climbing club…both rock!). And we have an easy process to start a new club if the existing roster doesn’t suit one’s interests.
Are you a morning person? This is an important question to think about since our unique schedule allows students to take either an AM or PM elective. AM electives are great choices for students who have after-school commitments or want their school day to end a bit earlier…but they have to be ready to go in the morning!

Ms. Robbins is excited to support BASIS Independent’s mission to educate students to the highest international levels, and she is energized by her colleagues’ commitment to supporting each individual student holistically.

Our Class of 2025 posed together with Director Forde, College Counselor Brauch, and Dean Robbins (on left) earlier in the school year.

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BASIS Independent Brooklyn is a PreK– Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bears community? To join our interest list for the next school year and receive admissions updates and more, please click here.