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Growing up, Delaney Glaze ’13 spent much of her life hearing about the crimes committed in the city of Rochester from the candid on-the-job stories her father, Mark Glaze, a retired officer at the Rochester Police Department, would tell. Influenced by her father and drawn to the gritty side of the law, after graduating from Gettysburg College with a bachelor’s degree in History, she continued her studies at the University of Akron Law School in Ohio.

I was tuned into Delaney’s work by her sister, Mackenzie Glaze Kellermeyer ’11, a local attorney who works mainly in trust and estate work. Mackenzie told me that Delaney was finishing up law school and that as a lawyer, is “completely the opposite” of her sister. Mackenzie does a lot of researching and writing, but rarely sets foot in the courtroom. She told me that Delaney comes alive in the courtroom as a member of the prosecuting attorney team and that she is, and excuse the language, “a total bad ass.”

In Delaney’s first summer internship of law school, she interned at the local Rochester District Attorney’s office. There she was part of the vehicular department dealing with DUI trials and vehicular manslaughter. After all of the crazy stories from her father, she was finally a part of the grit she’d heard so much about. She was also involved in cases that dealt with the elderly, crimes like physical abuse, assault and break-ins. She did not love this part of her work, as she has a soft spot in her heart for the elderly, especially after participating in Harley’s Hospice program. She was recognized a lot while working in the Rochester DA, as colleagues of her father would often be witnesses in court or working at the court house.

Her 2nd and 3rd years in law school she worked at the DA’s office in Canton, Ohio. By now, she had earned a certificate to get her own cases and she worked in the Juvenile Division. She started with juvenile car infractions and traffic violations (think running a stop sign, speeding). Her time was spent talking with parents (vs. a lawyer) about the crime their child committed. Often parents made excuses for the reason their child broke the law, telling elaborate stories about why it happened, and Delaney, as a lawyer, simply wanted to say, “Yes, but they broke the statute, and it doesn’t matter why.” As her time continued, her cases got a little bigger. Many of her own cases involved felony, serious misdemeanors, domestic violence, and petty theft. “You’d be surprised how many people try to steal from Walmart and Marshall’s!” She said each store has a surveillance team that sits in the back and watches the different departments of the store. Delaney says she has watched many videos and read a lot of police reports for crimes of this nature. Most often, again, she talks with parents about the crime, but if there is ever a chance of jail time, a public defender is retained, but that 90% of the time the case never goes to trial and a deal is made.

The biggest case she participated in at the Canton DA’s office was the shooting of a 14-year old by a 13-year old. The case lasted for 6 months and part of her job was to look through over 500,000 pages of Facebook posts. They brought her onto the team to decipher the “young people talk.” As an intern, she was able to go to all of the hearings (cases are usually closed to only the necessary participants in the trial) and she said it was “really intense.”

One thing she learned from many of the cases she has participated in, is that she is so fortunate to have a supportive and caring family. She has seen so many cases where parents call the police on their own children, not so much for breaking a law, but to get them out of the house because it would make the life of the parent easier. In more difficult cases, she says a lot of the crimes the children commit are learned within their home environments–physical abuse, sexual assault, vandalism, theft—it’s a vicious cycle.  Children learn a lot from observing and interacting with their parents and the same is true for Delaney and her sisters, Mackenzie, and Tessa ’17. They learned about hard work and supporting their community from both of their parents. Their mom, Tammy Allen, is owner of Penfield’s Bangz Salon and former president of Harley Parent Council. Despite owning her own business, in her off hours, she was often found organizing and promoting the Harley School store. Their dad, Mark, now a “stay at home dad” kept our local community safe with his many years of service on the police force and also volunteered at Harley.

Now Delaney has taken the bar exam (done Covid-19 style, online, with fewer essays and fewer multiple choice questions making it harder to earn points) and is back in Rochester. She is newly employed at the Law Offices of Pullano and Farrow (like her sister, Mackenzie) and working in the litigation department, focusing primarily in personal litigation such as personal injury, wrongful death, wills, trusts and estates litigation, and guardianship litigation. She has found that she is making meaningful connections with clients during what may be an extremely hard time in their lives and she is learning so much everyday by working alongside such experienced attorneys.

Delaney looks back at her time at Harley and is so thankful for the emphasis on writing, writing papers, and analyzing. She said English teacher, Pat Malone, assigned a ton of papers and she was always available to help with editing if you had any questions. This helped to elevate her as a student at Gettysburg. She also loved her history teachers, Bill Schara, Kristin Sheradin, and Sandy Foster. She chose history as her major in college because they made the subject so interesting and fun. She said two other favorite teachers are James Aldrich-Moodie (JAM) and John Dolan.

Delaney says, “You don’t really know all that you’ve learned until you’ve left Harley.” She learned how to write, to organize her thoughts, and to make a good argument, and these teachings definitely prepared her to be the bad ass lawyer that she is today!

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College Counseling

Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

View the downloadable College Counseling Guide

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Athletics

​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

To learn more check out our athletics page.

Student Leadership

Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

– Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

– Serving on student council

– STEM: Climate curriculum program, biomimicry program, NASA Hunch program

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Hospice

Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

Learn more about the Hospice Program at Harley HERE.

Capstone/Independent Studies

This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

Students pick a research topic addressing honeybee health and the larger environmental picture.

Social Justice

At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

 

Capstone/Independent Studies

Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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