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Welcome to
Dwight New York

Dwight, a New York City landmark private school, is a leader in global education recognized worldwide for igniting the spark of genius in every child. We are proud of our rich history, which dates back to 1872, and numerous advances that have distinguished Dwight as a pioneering International Baccalaureate World School. While innovation drives us ever forward, our commitment to personalizing the educational journey for every student remains at the heart of everything we do.

Early Childhood

Our youngest students begin building social skills and a love of learning in programs ranging from Wee Wonder for infants and Small Wonder for toddlers, to Preschool and Pre-K for children.

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Lower School

Students in Kindergarten through grade 4 hit the ground running with inquiry-based learning. We ensure a holistic, personalized approach to teaching the "head and heart" of every child.

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Middle School

Students in grades 5-8 grow in leaps and bounds, as they assume greater independence and responsibility on their academic journey.

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Upper School

Students in grades 9-12 advance exponentially both academically and personally, as they prepare to thrive beyond Dwight in college — and anywhere in the world.

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Dwight Facts & Figures

Dwight stands apart from other independent schools as a leader with a long list of firsts in New York City and around the world. Discover more about our milestones and global community.

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1st

school in the Americas authorized to offer the full IB curriculum in 2014

 

1st

 U.S. independent school to establish an overseas campus in 1972

8

global campuses with 1 shared mission

100+

student-entrepreneurs developing their passion projects in our Spark Tank incubator

921

students in Manhattan and 3,216 worldwide

56+

years of leadership by Chancellor Stephen Spahn

1

community with 45 nationalities represented

1st

school in the U.S. authorized to offer the IB PYP in 1998 and the MYP in 2000

News & Events

Candace Cardwell Ignites a Multitude of Sparks

Longtime Dwight teacher Candace Cardwell inspires student learning in the classroom and beyond. 

Now in her tenth year of teaching at Dwight, having taught every Humanities course in Bentley House, Ms. Cardwell teaches grade 8 Language and Literature, where she weaves together her passion for learning, empathy, and cultural awareness. Her presence in the classroom is not just about teaching academic content but fostering a space where students feel valued and challenged to take risks.

“Ms. Cardwell views every single student as an individual,” says Selin Sevil ’28. “As 'students,” we are not a single-minded body. We can have complex outlooks on real, relevant topics, and our inputs should be valued by our community.”

Ms. Cardwell’s teaching journey is rooted in her own love of school and the impact her teachers had on her. She recalls being captivated by her grade 9 History teacher, Mr. Barnes, who taught her the art of reading comprehension and analysis. “I wanted to provide the same excitement around learning to my students that I felt growing up,” she explains. This personal connection to learning led her to a career dedicated to inspiring that same enthusiasm in her students.

Her path to Dwight was influenced by her love of travel and cultural exchange. Having traveled extensively throughout Africa, she was drawn to Dwight’s commitment to global learning. “The fact that Dwight was a school that had a diverse international student population and an emphasis on global vision in the curriculum was something that really interested me,” she shares. This emphasis on a broader worldview aligns with her own life experiences and her teaching philosophy.

Ms. Cardwell has a special knack for discovering and nurturing her students’ unique talents. She employs a variety of approaches to connect with her students and uncover their interests, from direct conversations and polls to informal moments during lunch. “I eavesdrop on their conversations and butt in to ask questions,” she says, explaining how these informal interactions help her understand what truly excites her students.

For Ms. Cardwell, students need to feel “liked, cared for, and seen” to thrive academically. Her ability to balance warmth with a challenging curriculum is part of what makes her so beloved among students and parents alike. Learning isn’t always fun and games, but she aims to create engaging lessons, like using Twilight Zone episodes to illustrate literary devices or organizing trivia around current events.

“I think my spark of genius is helping students feel comfortable and seen in the classroom by, one, getting to know them, and two, giving them really specific praise in the learning process to help build their confidence and develop the teacher-student relationship.”
—Candace Cardwell

Ms. Cardwell’s approach often results in transformative experiences for her students, especially those who initially struggle. She recalls the satisfaction of watching reluctant readers eventually embrace books. By offering varied reading experiences — whether reading as a class, listening to audiobooks, or simply allowing students to read independently in a cozy classroom setting — she’s seen many students go from disinterest to enthusiasm.

Developing this love of reading also happens through connecting students to the right stories. She describes a particularly rewarding moment when she noticed a new student from Nigeria who seemed disconnected. She introduced a story by Nigerian author Chimamanda Ngozi Adichie, allowing the student to feel recognized. “The way he just came alive when he saw we were reading something from his culture was unforgettable,” she recalls.

Ms. Cardwell’s students remain connected with her even after moving on from her classes, often seeking her feedback on essays, sharing or seeking book recommendations, or simply updating her on their lives. This lasting bond is a testament to the strong relationships she builds with her students. One former student, Nathan Sigal ’27, who had a passion for American history that she encouraged, went on to launch a news website. 

“When I had Ms. Cardwell as a teacher, I felt challenged in good ways and supported in many other ways,” said Nathan. “I greatly enjoyed having her as my teacher.”

Reflecting on her time at Dwight, Ms. Cardwell feels fortunate to be part of such an engaged and appreciative community — not just as a teacher, but as a parent. Her daughter is in the Class of 2025 at Dwight. Seeing the care and attention her daughter has been given at Dwight has deepened her appreciation for the school’s supportive community.

She recalls a recent encounter with a new teacher asking about Dwight’s teaching culture. “I wasn’t going to lie; it’s hard work,” she admits. But she quickly adds that the students and families make the work deeply satisfying. “The level of sincere appreciation from students and parents here is something that makes the work I do very rewarding,” she remarks.

Through her dedication, empathy, and commitment to helping each student discover their unique potential, Ms. Cardwell exemplifies what it means to be an impactful educator. Her classroom is not just a place for learning; it’s a space where students feel valued, inspired, and empowered. For her students at Dwight, Ms. Cardwell’s influence will undoubtedly be a spark that shapes their educational journeys for years to come.

 

 

Read This Story and More in Our Most Recent Issue of Dwight Today!

 

Read More about Candace Cardwell Ignites a Multitude of Sparks
The Deans’ Doors Are Always Open

Meet the Deans: (l-r) Grade 9 Dean Heidi Rubenstein; Grade 10 Dean Michael Horvath; Grade 12 Dean Bentley Ferraina; Grade 11 Dean Paul Vliegen

Speaking with the Dwight Deans as a group is an exercise involving one part “great minds think alike” and one part “electric energy.” Their boundless energy is catching, even as they talk about the many, many tasks that they take on in any given day. It’s clear that the energy emanating from them and between them is what sustains such a demanding role — one that touches on literally every facet of the Upper School as they strive to meet the needs of nearly 100 families in each grade, and is performed on top of other duties at Dwight, as the Deans also teach or hold other roles at the school.

Dwight’s Upper School Deans are a unique feature of our School, placed front and center in the lives of students, while also working in a very behind-the-scenes way. Quite the oxymoron, we know. 

“The role is difficult to encapsulate,” says Head of Upper School Eric Dale to whom the Deans report. “In the general sense, they are tasked with the pastoral care of the students in the grade, but the work is so much farther reaching than just that. The Deans are expected to have a good sense of each student's academic standing, social wellbeing, and particular sparks of genius.”

From there, the Deans work to nurture each of those things. And they’ve been quite successful at doing so, as is reflected in the praise of our students.

“I really can't put it into words how much all my Deans have helped me,” says Mariam Diallo ’25. ”All the Deans that I’ve been honored to have are confidantes of sorts for in and out of school obstacles. I appreciate the respect and understanding they have for the students at Dwight.”

“Student support is our number one job.” 

So says Ms. Rubenstein, longtime Grade 9 Dean, who just started her eighth year in the role.

Deans do whatever needs to be done to support students and support parents to support students and support teachers to support students in their day-to-day interactions — speaking with parents, shepherding kids to counselors, teasing out and resolving issues, and working very closely with Mr. Dale, “almost in the capacity of ‘Vice Principal,’” as Mr. Horvath, now in his fifth school year as Grade 10 Dean, describes it.

“But as a Dean,” he continues, “You're not only social, emotional, and behavioral support, you're also very much in the weeds with the Heads of Departments, academic questions, and integrity.”

So, while parents and students should never hesitate to bring issues to the Dean, they help with so much more than that. 

Community Builders, Communicators, and Connectors

Deans set the tone with Community Meetings, making sure that community norms are clear — and can be upheld. 

“During Community Meetings,” says Ryan Franciscovich ’25, “Deans share school-wide updates, celebrate student achievements, and remind us of important deadlines for assignments. They also invite guest speakers, such as college counselors, to provide additional guidance. Deans use this platform to promote values like respect, empathy, and compassion, reinforcing the positive and inclusive culture at our school.”

They also support our faculty and staff, day-to-day, by making sure that everyone is in the loop on student news, but also with sweet gestures like well-timed breakfasts during the busiest periods, and the famed Annual Ciderfest Flannel Best party that happens every Fall.

Deans get to know every single Upper School student and family at Dwight. They challenge students to be their best and truly thrive in the Upper School, socially, emotionally, and academically. And given the Deans' holistic view of each student, they also tend to be the first point of contact for all matters; they are continually liaising with all members of the student, parent, and faculty communities to create a tightly woven web of communication that assures all needs are met… usually even before they become needs.

Grade 12 Dean Bentley Ferraina puts it succinctly, using a basketball analogy: “The Deans act as a point guard for each of our grades.”

Mr. Ferraina was Grade 10 Dean for five years before becoming the Grade 12 Dean this year.

He elaborates: “Almost every conversation with a parent or a student or a teacher that's like, well, who do we ask about this? Then the answer is always, I guess you just ask the Dean. And even if we're not the people who make the decision, we're making sure the parents are talking to the right people or the students are talking to the right people.”

A Solid Team Effort

If it wasn't clear to the reader by now, the Deans are a collective force, working with one another and Mr. Dale in a tight-knit way. 

“We often bounce a lot of things off of each other,” says Mr. Horvath. “‘Hey, am I accurate here? Hey, is this tone okay?’ Because we're interacting with so many different people and so many different personalities.”

Adds Mr. Ferraina: “And we really have to be aligned because the students notice when certain things are being enforced differently or treated differently or addressed differently in Community Time meetings.”

And, of course, information on each student and family gets formally transmitted from year to year, which is extremely helpful to families in transitioning between grade levels. “If Michael has something going on with a tenth-grade student and he wants to know what happened in ninth grade, we will talk a little bit about that,” says Ms. Rubenstein. “And we do that in every grade. We pass that information down.”

One of Many Hats

Which brings us to the newest member of the Dwight Deans team: Paul Vliegen steps into the role of Grade 11 Dean as an active member of the community. Mr. Vliegen has developed strong relationships with his students, whether it be as a Global Politics teacher, as a former advisor of PRISM (the Pride, Raising Awareness, Involvement, Support, and Mentoring Club) as the Model UN advisor, as a chaperone on multiple student trips, or as the former Head of Upper School Individuals and Societies.

“I am looking forward to getting to know each and every student in the eleventh grade,” says Mr. Vliegen, “My favorite part of being an educator is the daily interactions with adolescents — learning about their perspectives on the world, who they are, and who they want to become.”

Mr. Vliegen will continue to teach Global Politics during his tenure as Dean, just as Ms. Rubenstein teaches Grades 6 through 8 Personal and Social Development and remains a fixture on the Rugby pitch as Varsity Head Coach; Mr. Horvath teaches Grade 8 PE; and Mr. Ferraina will work with the Upper School Admissions team and continue his Film Club. Having multiple roles at the School means that our Deans are integrated deeply into the community, continuing to bring in different viewpoints. 

So our Dwight Deans aren’t just sitting in a stuffy office — though when they are, their door is always open. The Deans are here to help, as Mr. Vliegen points out when he was asked why he wanted to be a Dean.

“I am looking forward to helping our students develop the skills and resilience to navigate the world they are growing up in, without losing sight of what ultimately matters most: integrity, kindness, and compassion — to ourselves and others.”

Read more student reflections on the Deans here.


Thanks to Mr. Cunningham and Ms. Sayers for their service!

At the end of 2023-24, Alex Cunningham stepped down as Grade 12 Dean after a decade at Dwight School and seven years in the role. He’s now Grade 11 Dean for Dwight Global Online (and Blended Students Coordinator for all of Dwight Schools). 

Ellen Sayers stepped down after an incredible 19-year tenure (first as Grade 10 Dean, then as Grade 11 Dean for the last 8 years) to focus more her role as Head of the Visual Arts Department and to make more time for creating community arts events.

When asked what they’ll miss about being Dean the most, both, without hesitation, responded, “The students!”

Head of Upper School Eric Dale is flush with examples of what they brought to the role in their time.

“Ellen helped create the first iteration of the Deans' Council,” said Mr. Dale. ”Ellen should be credited with building in levels of advocacy that did not exist previously, and our students, parents, and teachers are all better supported because of it.”

Of Mr. Cunningham, Mr. Dale said, “He could just as easily help students learn about themselves through self-reflection in TOK as through the physicality of a boxing class. His own adaptability has served our students well, and with this, he has strived to help each graduating class establish their own ethos unique to them, not specific to him.”

Both, though greatly missed in the role of Dean, have left an indelible mark.

 

 

Read This Story and More in Our Most Recent Issue of Dwight Today!

 

 

Read More about The Deans’ Doors Are Always Open
Sharpen Your Global Vision with the Latest Issue of Dwight Today

The Fall 2024 edition of Dwight Today, Dwight New York’s online magazine, is now available. 

The magazine is chock-full of photos and news, and acts as a beautiful retrospective of a very busy 2023-24. For the first time, Dwight Today includes a "From the Network" section with news from all of the Dwight Schools around the globe. This edition’s theme: Sharpening Our Global Vision. In addition, you can read rich features on faculty and staff; student profiles; insight into the arts at Dwight; plenty of alumni updates; and much more.

Dwight Today also includes The Dwight School Foundation’s 2023-24 Annual Report, underscoring its deep commitment to advancing opportunities for all in our community.

Read Dwight Today, Today!
Read More about Sharpen Your Global Vision with the Latest Issue of Dwight Today

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Why the IB?

Dwight’s inspiring faculty encourage students to believe in their own talents, pursue their passions, and take intellectual risks through the IB. No other curriculum fits better with our mission of igniting the spark of genius in every child — and vision of educating critical thinkers and innovative global leaders. The academic breadth and depth of the IB are simply unparalleled, which is why it is recognized worldwide as the “gold standard” in college preparation.