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New Summit Academy’s dedicated teachers work closely with students and advising teams to develop a sense of curiosity alongside academic skills for success in order to instill in our students a passion for lifelong learning. Teachers don’t simply teach these skills, however, but also act as mentors and models in their own lifelong learning pursuits.
Here are a few highlights of our incredible teachers’ continuous professional-development journeys:
Juan Diego Rodriguez, our Science Teacher and fitness coordinator, strives to integrate his passion for health and physical fitness into his curriculum, and even teaches a Fitness Science course as an elective! Juan Diego is currently completing a master’s degree in Sports Science, which includes classes in physiology, biomechanics, investigation methods, and meta-analysis of data, all which serve to enrich his classroom work with our students.
Our Documentary Filmmaking and Photography teacher, Stephen Kopels, is continuously studying the craft in order to stay abreast of the rapidly-evolving technologies in video and film editing software. NSA’s editing studio is equipped with Avid, the predominant leader in professional editing software in feature and documentary films, and Stephen’s mastery of these technologies is key to engaging our creative students in his classes.
Peter Gottovi, NSA’s Social Studies teacher and coordinator of our Music Studio and Music classes continuously strives to bring his classes to life by incorporating technologies and perspectives necessary to succeed as civic-minded citizens in our ever-evolving world. Recently, Peter has attended the GEMS Conference, focusing on gender equality, as well as participated in a number of humanities workshops offered by PBS, iCivics, The Representation Project, The Polarization & Extremism Research & Innovation Lab, Facing History & Ourselves, Climate Interactive and the MIT Sloan Sustainability Initiative, and Ad Fontes Media Literacy.
While teaching Spanish and helping to coordinate NSA’s Cultural Immersion program, Vianney Medina - who already holds a bachelor’s degree in Teaching Spanish as a Second Language - has now earned her associate’s degree in English, and is working toward a second bachelor’s degree in English, which proves very beneficial to Vianney in order to communicate and connect better with her students.
Yannick Pilgrim, New Summit Academy’s English Literature and Composition teacher, recently participated in a four-month professional development workshop called The Teacher as a Mentor, where teachers were encouraged to embrace their role as mentors for their students. This year, Yannick also completed a Neuroeducation Certification, guiding teachers to combine their knowledge of neuroscience, psychology, cognitive science, and the principles of education to create more impactful lessons. Yannick is currently earning a certificate in Agile Project Management by Google.
Yannick Pilgrim, New Summit Academy’s English Literature and Composition teacher, recently participated in a four-month professional development workshop called The Teacher as a Mentor, where teachers were encouraged to embrace their role as mentors for their students. This year, Yannick also completed a Neuroeducation Certification, guiding teachers to combine their knowledge of neuroscience, psychology, cognitive science, and the principles of education to create more impactful lessons. Yannick is currently earning a certificate in Agile Project Management by Google.
NSA’s Mathematics teacher and math genius, Tonny Garita, recently completed his (second!) master's degree in Mathematics Teaching at the Universidad de Antioquia in Colombia with Summa Cum Laude distinction. In doing so, Tonny singlehandedly wrote a textbook on differential calculus applied to agricultural sciences, which is currently being published in Costa Rica. Tonny presented his findings at international symposiums in Costa Rica and Colombia. Additionally, Tonny has recently trained in creating effective animated resources and classroom design using the inverted classroom methodology.
During his time working at New Summit Academy, Martin Naffziger, our Academic Director and College Guidance Counselor, has added to his bachelor’s degree in English Literature and Creative Writing by earning both a master’s degree in International Education as well as a graduate degree in College Counseling. Martin continues to research and share knowledge and education techniques, and has presented at national and international conferences on topics including Integrating Executive Functioning Training into the Classroom and how to use Goal-Driven Learning to Engage Students.
During his time working at New Summit Academy, Martin Naffziger, our Academic Director and College Guidance Counselor, has added to his bachelor’s degree in English Literature and Creative Writing by earning both a master’s degree in International Education as well as a graduate degree in College Counseling. Martin continues to research and share knowledge and education techniques, and has presented at national and international conferences on topics including Integrating Executive Functioning Training into the Classroom and how to use Goal-Driven Learning to Engage Students.
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At New Summit Academy, we emphasize student agency by integrating personal choice and self-discovery into every aspect of student life. One clear example of this agency is in our students’ daily schedules.
While students have the structure and support you might find at a traditional boarding school, they are given the flexibility to schedule activities and responsibilities at times that work best for them.
Through our advising process, students collaborate with their PROPS Teams to craft a balanced weekly schedule that aligns with their healthy lifestyle goals, putting into practice executive functioning skills like time management and organization.
Whether they aim to improve the ways they incorporate regular exercise into their lives, try out new activities, or explore more deeply the cultural richness of Costa Rica, students have a wide array of options and support for creating their weekly schedules.
Each week students can choose from fitness options like surfing, mountain biking, running, soccer, yoga, basketball, or personal training sessions in the gym and, by working alongside their advising team to evaluate what times work best for them - whether in the morning, after school, or in the evening - they can use trial and error to tailor their healthy lifestyle routine to reach the best version of themselves.
Each week students can choose from fitness options like surfing, mountain biking, running, soccer, yoga, basketball, or personal training sessions in the gym and, by working alongside their advising team to evaluate what times work best for them - whether in the morning, after school, or in the evening - they can use trial and error to tailor their healthy lifestyle routine to reach the best version of themselves.
Our student-led clubs, cultural immersion experiences and weekend activities, led by our talented Experiential Education staff, further enrich student life at NSA, offering opportunities to dive into both physical and cultural pursuits.
From exploring Costa Rica’s breathtaking natural beauty to immersing in its vibrant culture, students engage in activities that foster personal growth and community involvement. This hands-on approach allows them to experiment, reflect, and ultimately take ownership of their choices, leading to a more fulfilling and self-directed educational journey.
From exploring Costa Rica’s breathtaking natural beauty to immersing in its vibrant culture, students engage in activities that foster personal growth and community involvement. This hands-on approach allows them to experiment, reflect, and ultimately take ownership of their choices, leading to a more fulfilling and self-directed educational journey.
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One way we empower students to practice their own agency at New Summit Academy is through a dynamic advising process, and our quarterly PROPS Day features as a key moment for students to create actionable steps to develop strategies to reach their academic, healthy lifestyle and personal growth goals.
Meeting on the first day of each new academic term, PROPS Day is a dedicated time for students to sit down with their advising teams and plan for the weeks ahead.
Each student’s advising team - or PROPS Team - is composed of a therapist, a therapist assistant, an academic advisor and two experiential education mentors. Together, they use a “Green, Yellow, and Red” system to help students outline actionable steps toward their goals for the term.
As the academic term progresses, PROPS team members will meet weekly with students to help students review and reflect on their progress, shift gears to new strategies when needed, and celebrate the incremental steps taken towards internalizing habits and skills.
Each student’s advising team - or PROPS Team - is composed of a therapist, a therapist assistant, an academic advisor and two experiential education mentors. Together, they use a “Green, Yellow, and Red” system to help students outline actionable steps toward their goals for the term.
As the academic term progresses, PROPS team members will meet weekly with students to help students review and reflect on their progress, shift gears to new strategies when needed, and celebrate the incremental steps taken towards internalizing habits and skills.
The PROPS Team also helps each student manage their time productively at New Summit Academy by guiding them through an array of healthy lifestyle activities offered - from surfing after class to evening basketball, morning gym with a personal trainer to afternoon mountain biking - in order to build a balanced and appealing weekly schedule of constructive engagement.
This approach extends to academic advising as well. Students are empowered to try new strategies for executive functioning, organization of school work, study plans and more in order to remain engaged in their classes and work toward their academic goals.
This approach extends to academic advising as well. Students are empowered to try new strategies for executive functioning, organization of school work, study plans and more in order to remain engaged in their classes and work toward their academic goals.
In all of these processes, students have agency in choosing what they want to try out and, through trial and error, students can live the things that they want to try so that they can figure out through the experience what works best for them.
New Summit Academy’s process-based scaffolding approach not only allows the advising team to provide support and structure for each student’s strengths and needs, it also puts students in the driver’s seat to first co-create the strategies needed to reach their goals and gradually take over the navigation process themselves.
The more actively involved the students are in the advising process, the more ownership they feel about their personal growth at New Summit Academy, equipping them for success both during their time in Costa Rica and beyond.
New Summit Academy’s process-based scaffolding approach not only allows the advising team to provide support and structure for each student’s strengths and needs, it also puts students in the driver’s seat to first co-create the strategies needed to reach their goals and gradually take over the navigation process themselves.
The more actively involved the students are in the advising process, the more ownership they feel about their personal growth at New Summit Academy, equipping them for success both during their time in Costa Rica and beyond.
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New Summit Academy is excited to welcome Yannick Pilgrim as our new teacher of English Literature, Composition, and Creative Writing. Before landing at NSA, Yannick’s journey as a student-athlete took him from his homeland of Trinidad and Tobago to the US where he attended The Hotchkiss School in Connecticut prior to completing his undergraduate degree at Davidson College.
An impactful study abroad experience brought Yannick to Costa Rica in 2010. After graduating from Davidson College, he returned to Costa Rica to teach English and pursue his MA in Teaching English as a Foreign Language at the University of Costa Rica.
An impactful study abroad experience brought Yannick to Costa Rica in 2010. After graduating from Davidson College, he returned to Costa Rica to teach English and pursue his MA in Teaching English as a Foreign Language at the University of Costa Rica.
Yannick strives to create classes that make literature more relatable so that students become more self-motivated when dealing with more challenging texts and tasks.
Yannick firmly believes in working closely with colleagues to create interdisciplinary projects that facilitate the consolidation of students’ knowledge and skills. He also often incorporates his passion for the outdoors, sports, film, and food into his daily lessons.
Welcome, Yannick, we are looking forward to having you as part of the academic team and the NSA family!
Yannick firmly believes in working closely with colleagues to create interdisciplinary projects that facilitate the consolidation of students’ knowledge and skills. He also often incorporates his passion for the outdoors, sports, film, and food into his daily lessons.
Welcome, Yannick, we are looking forward to having you as part of the academic team and the NSA family!
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New Summit Academy graduates leave Costa Rica not only with the impressive RESUME one builds while studying abroad, but with a unique set of skills, a clearer understanding of their values, increased autonomy and self-governance, the capacity to see things from different viewpoints, flexibility and adaptability, and a renewed drive to pursue their path. We were fortunate to sit down recently with a few of our graduates and their parents who shared perspectives on student life, growth at NSA and the impact our school had on themselves and their families.
"Aventura was really fun and I learned a lot...having the opportunity to be in a new culture and learn about a new place - it was really cool for me."
"After NSA I feel like I am someone who can work hard and succeed in the real world with true relationships and with healthy relationships."
"I feel like now I am able to go out and achieve what I want to do. I have the ability and mindset to...achieve each of these."
"Any moment, any class, any activity...something can happen and you'll create a deep memory that's very important."
"They gave him skills, they increased his awareness, they helped him with daily routines and habits as well as just how to ask for help when it's needed."
"In terms of our family dynamics, NSA allowed us to have more open and honest conversations and created more connections amongst us all."
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Each quarter, New Summit Academy teachers and students collaborate in developing rigorous, dynamic classes which challenge students to develop academic skills along with strengthening skills in executive functioning, time management, interpersonal relationships, and more.
A few highlights from this quarter include:
English Literature and Composition classes studied the art of Creative Nonfiction, vocabulary development, literary devices, interviewing skills, and increasingly-sophisticated writing techniques.
Students then conducted interviews with a family member about a universal human experience that occurred before students were born, and then applied their learning by crafting compelling creative nonfiction "Family Legends" about their subjects.
Students then conducted interviews with a family member about a universal human experience that occurred before students were born, and then applied their learning by crafting compelling creative nonfiction "Family Legends" about their subjects.
Beginning through Advanced Spanish students are learning more complex grammar this quarter and have been learning about the different provinces of Costa Rica in Spanish class.
Students researched the geography, flora, fauna, culture, and traditions of each province, and presented to the community what they learned.
Students researched the geography, flora, fauna, culture, and traditions of each province, and presented to the community what they learned.
In Algebra II classes students learned about statistics and representations, dispersion measures, and how to use them to analyze different data sets. While in Precalculus, they studied the exponential and logarithmic functions, the relationship between them as inverse functions, and the properties and graphs of each, and concluded with the solution of exponential equations.
In Geometry, classes focused on 3 types of conics - parabolas, ellipses, and hyperbolas - learning the definitions, characteristics, formulas, and the elements that compose them. Algebra I students learned ways to write a quadratic equation, including the properties, domain, range, and vertex, along with factoring techniques to solve quadratic equations and find the roots of functions.
In Geometry, classes focused on 3 types of conics - parabolas, ellipses, and hyperbolas - learning the definitions, characteristics, formulas, and the elements that compose them. Algebra I students learned ways to write a quadratic equation, including the properties, domain, range, and vertex, along with factoring techniques to solve quadratic equations and find the roots of functions.
Photography classes took on advanced techniques of using the camera in manual mode and the relationship between f-stops, shutter speeds and ISO.
With this knowledge, students were able to take images with intention, employing lens selection, depth of field control, creating or capturing motion, and understanding soft, hard, and reflective light.
With this knowledge, students were able to take images with intention, employing lens selection, depth of field control, creating or capturing motion, and understanding soft, hard, and reflective light.
NSA’s Documentary Filmmaking class studied the elements that compose a documentary, along with off axis, direct to camera, and “man on the street” interview techniques.
Using this knowledge, each student created a personal journal that traced their life up to the point of entering NSA. Using direct to camera self interviews, interviews with parents, archival videos, and still pictures of their lives at home and of current events during their stay in NSA, the students examined their lives in a very personal and profound way.
Using this knowledge, each student created a personal journal that traced their life up to the point of entering NSA. Using direct to camera self interviews, interviews with parents, archival videos, and still pictures of their lives at home and of current events during their stay in NSA, the students examined their lives in a very personal and profound way.
World History students concluded their semester-long study of Yuval Noah Harari’s Homo Deus, exploring Humanist ideologies and their role in conflicts like WWII and the Cold War. They examined how modern science views humans and all life as biochemical algorithms and how new technologies challenge limits on mortality, happiness, and abilities. Students then researched and wrote papers on the future implications of these advancements.
U.S. History and Government students studied history, current events and predictions for the future through a geopolitical lens, focusing on how geography influences interactions. The course was divided into three parts: The Past (ancient history to 1944); The Recent Past (the past 80 years); and Some Predictions (future opportunities and challenges). For their projects, students researched and presented arguments on why specific countries might join or leave U.S. alliances or competing systems.
Meanwhile, the other U.S. History and Government class explored U.S. foreign policy from 1800 to the present, focusing on smaller diplomatic and military engagements between major wars, from the Barbary Wars to the Boxer Uprising. Students began research projects on how geopolitical factors, technological advances, and political will contributed to the U.S. becoming a global superpower, with this work continuing next quarter.
In Humanities class, the quarter theme was “The Complexities of Gender.” The class studied the potential mental health, developmental, and self-image impacts of culture, mass media, and social media on teen and young adults caused by the inundation of concepts, images, and representation of gender, masculinity, and femininity. In their projects, students conducted, recorded, presented, and reflected on in-depth, focused interviews on these topics with members of our community.
U.S. History and Government students studied history, current events and predictions for the future through a geopolitical lens, focusing on how geography influences interactions. The course was divided into three parts: The Past (ancient history to 1944); The Recent Past (the past 80 years); and Some Predictions (future opportunities and challenges). For their projects, students researched and presented arguments on why specific countries might join or leave U.S. alliances or competing systems.
Meanwhile, the other U.S. History and Government class explored U.S. foreign policy from 1800 to the present, focusing on smaller diplomatic and military engagements between major wars, from the Barbary Wars to the Boxer Uprising. Students began research projects on how geopolitical factors, technological advances, and political will contributed to the U.S. becoming a global superpower, with this work continuing next quarter.
In Humanities class, the quarter theme was “The Complexities of Gender.” The class studied the potential mental health, developmental, and self-image impacts of culture, mass media, and social media on teen and young adults caused by the inundation of concepts, images, and representation of gender, masculinity, and femininity. In their projects, students conducted, recorded, presented, and reflected on in-depth, focused interviews on these topics with members of our community.
In Music Studio Technology and Live Performance Combo, students either enhanced their traditional instruments, worked on software-based music production, or focused on lyric writing and recording projects.
By the end of the quarter, they presented their progress and demonstrated significant skill development.
By the end of the quarter, they presented their progress and demonstrated significant skill development.
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“You know, now is a good time to focus more on yourself. Your son is having his needs met and you can use this time to explore what you need. What does your self care routine look like?”
I laughed. Self care? After the whirlwind of activity and emotional turmoil of investigating the best psychiatrists, therapists, consultants, evaluations, wilderness programs, and schools for my son, the concept of self care was as foreign and distant to me as the Costa Rican school where my son received support. But oh, it sounded like it could be a saving grace. Had the dust settled enough where I could focus on myself a little? Where would I begin and how could I develop a healthy lifestyle rather than just applying a one-off bandaid?
As parents of sons who are in crisis, we often find ourselves juggling countless responsibilities and putting our own well-being on the back burner. It is easy to become laser focused on the crisis at hand and maintain that focus on our sons even after the storm has passed. I was no exception, feeling overwhelmed and exhausted trying to meet the needs of my family, but still determined to put my son first. Although I embraced the therapy and parent support that New Summit Academy provided, I wasn’t making day-to-day changes for myself outside of anything that focused on my son. Through therapy, I realized that helping myself by reducing stress, getting enough sleep, and incorporating mindfulness would help my son’s and my relationship in a broader, more lasting sense. But where to begin?
Enter parent coaching – a supportive and empowering resource that helped me bridge the gap between understanding the value of self-care and actually incorporating it into my daily routine. My coach worked with me to develop a personalized plan that aligned with my unique circumstances and goals. Together, we explored practical strategies for integrating self-care practices and mindfulness techniques in a way that felt natural and sustainable.
Through coaching, I discovered the power of setting boundaries, practicing self-compassion, and embracing moments of stillness amidst the uncertainty and struggles of parenting a son who demanded time and attention. These were all concepts that I had worked on in therapy, and coaching helped me put the concepts into practice. I learned that taking care of myself is essential for my well-being and my ability to show up fully for my family.
To all the parents out there who may be feeling overwhelmed or stuck, I want to offer you this gentle reminder: you deserve to prioritize your own needs and nurture yourself. Therapy and parent coaching can be powerful, complementary tools on your journey towards greater self-awareness and well-being.
You are worthy of all the care, love, and support you give to others. May your journey be filled with compassion, growth, and moments of grace along the way.
Thanks for reading,
Anissa
I laughed. Self care? After the whirlwind of activity and emotional turmoil of investigating the best psychiatrists, therapists, consultants, evaluations, wilderness programs, and schools for my son, the concept of self care was as foreign and distant to me as the Costa Rican school where my son received support. But oh, it sounded like it could be a saving grace. Had the dust settled enough where I could focus on myself a little? Where would I begin and how could I develop a healthy lifestyle rather than just applying a one-off bandaid?
As parents of sons who are in crisis, we often find ourselves juggling countless responsibilities and putting our own well-being on the back burner. It is easy to become laser focused on the crisis at hand and maintain that focus on our sons even after the storm has passed. I was no exception, feeling overwhelmed and exhausted trying to meet the needs of my family, but still determined to put my son first. Although I embraced the therapy and parent support that New Summit Academy provided, I wasn’t making day-to-day changes for myself outside of anything that focused on my son. Through therapy, I realized that helping myself by reducing stress, getting enough sleep, and incorporating mindfulness would help my son’s and my relationship in a broader, more lasting sense. But where to begin?
Enter parent coaching – a supportive and empowering resource that helped me bridge the gap between understanding the value of self-care and actually incorporating it into my daily routine. My coach worked with me to develop a personalized plan that aligned with my unique circumstances and goals. Together, we explored practical strategies for integrating self-care practices and mindfulness techniques in a way that felt natural and sustainable.
Through coaching, I discovered the power of setting boundaries, practicing self-compassion, and embracing moments of stillness amidst the uncertainty and struggles of parenting a son who demanded time and attention. These were all concepts that I had worked on in therapy, and coaching helped me put the concepts into practice. I learned that taking care of myself is essential for my well-being and my ability to show up fully for my family.
To all the parents out there who may be feeling overwhelmed or stuck, I want to offer you this gentle reminder: you deserve to prioritize your own needs and nurture yourself. Therapy and parent coaching can be powerful, complementary tools on your journey towards greater self-awareness and well-being.
You are worthy of all the care, love, and support you give to others. May your journey be filled with compassion, growth, and moments of grace along the way.
Thanks for reading,
Anissa
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Change is hard. Add a new country, new peers, new teachers, and a new place to live and it can certainly seem overwhelming, especially to a teenager. That’s why at New Summit Academy the orientation phase begins before a new student even sets foot on an airplane! Prior to enrollment, applicants are set up with a Student FAQ packet and then a video chat with 3-4 current students who answer all their questions and create an initial social connection before arrival.
Once on Pura Vida soil, current students mentor new students to learn the ropes and settle in. What’s my schedule? What are the rules here? How do I ask for what I need? When do I get to use my cell phone? The Orientation period can feel overwhelming and also exciting. The latter (exciting!) is what our most recent new students experienced this past weekend when they embarked on their first Aventura with their peer mentors to Poas Volcano and La Paz Waterfall.
In three short days, students enjoyed a coffee tour, shared life stories, visited Poas volcano, completed a high ropes course, and snacked on the delicious local strawberries while going over NSA handbook rules, tasting local casados and cafecito, and hiking La Paz waterfall gardens and wildlife refuge.
It is surely an orientation trip they will not forget as they packed in great memories with their peers as they immersed in Costa Rican culture.
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New Summit Academy students are also talented artists, photographers, filmmakers, and musicians
Our creative students engage in Arts and Elective classes weekly, taking advantage of NSA's acoustically-designed Music Studio, recording and mixing room running on Pro Tools, and documentary film editing suite using professional-level AVID software.
Recent projects that students have been working on include:
- A photographic collaboration with a local animal shelter to boost adoptions
- A documentary film featuring our campus dog Estrella and her connection with staff
- A complete student-performed and produced musical album available on streaming platforms
- A performance by a local professional musician recorded and engineered
- A nature-based photography competition
Almost half of our student body takes weekly guitar lessons with a talented local musician, and our Documentary Film students are even currently working on films exploring their journeys to and experiences at New Summit Academy!