Stephen Gaynor School
Deanna Ferrante has extensive experience in communications and marketing roles. Deanna began their career as the Director of Communications at Princeton University's Woodrow Wilson School, where they managed all internal and external communications and led a project to update the school's graphic identity. Deanna then moved on to Rutgers University, where they served as the Assistant Dean for Strategic Planning and Communications for Douglass College. In this role, they directed communications efforts, acted as the college's chief technology officer, and led strategic planning initiatives. Deanna later joined The Pennington School as the Director of Communications and Marketing, overseeing various communications channels and partnering with a web services firm to redesign the school's website. Deanna then worked at Peddie School as the Director of Marketing and Communications, where they increased the school's profile on social media and oversaw a complete redesign of their website. Currently, Deanna works at Stephen Gaynor School as the Director of Communications, leading all internal and external communications efforts and being responsible for crisis communications planning and response.
Deanna Ferrante holds a Bachelor of Arts degree in International Affairs from The George Washington University. Deanna also pursued further education at the University of Pittsburgh, where they obtained a Master's degree in Public and International Affairs (MPIA). Additionally, Deanna has studied International Affairs at The University of Bonn. The specific start and end years for each of these educational experiences are not provided.
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Stephen Gaynor School
A pioneer in special education, Stephen Gaynor School is an independent, nonprofit Pre-K, Lower, and Middle School for bright students with learning differences. Founded in 1962, Stephen Gaynor School provides a highly individualized educational program in a rich, rigorous, and nurturing environment in which students gain the skills and confidence necessary to learn, grow, and reach their full potential. Gaynor serves approximately 380 students with language based learning differences, such as dyslexia or expressive/receptive language difficulty. We are also able to support students with overlapping attentional or executive functioning challenges (such as ADHD). Stephen Gaynor School students have a strong cognitive profile but often have difficulty with the acquisition of reading and writing skills. Our highly trained and dedicated teachers, specialists, and administrators create a climate of caring where students feel comfortable taking academic risks, secure in the knowledge that their educational journey is accompanied by success. Stephen Gaynor School’s faculty and administration strive to develop self-confident, self-aware learners who can advocate for their own needs and have respect for themselves and others. Students leave Gaynor with a rich foundation of knowledge, confidence, and pride in their achievements, and strategies that will sustain them for a lifetime. For employment opportunities, visit https://www.stephengaynor.org/about-our-school/careers/