Berwick Today • Winter/Spring 2024

Winter/Spring 2024

EDITOR-IN-CHIEF

Kendra L. Bates

EDITORS

Jamie Reynolds

Jana F. Brown

DESIGN

Christine Hodgson

PHOTOGRAPHY

Jamie Reynolds

Raya Al-Hashmi

Dave Arnold

Kendra L. Bates

Ellie Summers

The faculty and staff who capture Berwick moments as they happen.

PRINTING

Flagship Press

Changes of address or other communication regarding this periodical should be directed to:

Berwick Academy Advancement Office 31 Academy Street South Berwick, Maine 03908 207.384.6303 sarah.owens@berwickacademy.org

Welcome from the Head of School

Hilltop Happenings

From the Head of School

Dear Berwick Community,

Winter at Berwick had less snow than many may have wanted this year, but that did not dampen the joy and enthusiasm on campus each day. Since my last letter, winter athletics and winter arts have been bursting with energy on the Hilltop. You will see that these pages showcase all of that and more. As we turn to spring, I always look forward to the culminating events of the year that celebrate the achievements of our students and the hard work of our faculty and staff in ways steeped in tradition and nostalgia. The spirit of this season parallels the enduring connections fostered at Berwick Academy, both near and far.

I recently enjoyed joining a group of Berwick alumni from the sixties at a lunch in Florida. Many in the group traveled some distance to be together and were even joined by their beloved Berwick coach and teacher Dave Morton. When our alumni gather, there are always a number of fond memories shared, reliving moments with teachers in the classroom, experiences in the dorm, and maybe even some slightly embellished athletic highlights. Their stories illuminate the rich tapestry of Berwick’s past, providing a backdrop for the continued cultivation of meaningful relationships among students, faculty, and staff today. These stories bring Berwick of the past to life for me in incredible ways.

Reflecting on the luncheon, it becomes evident that the essence of Berwick lies in its unwavering commitment to foster a sense of community. What made Berwick impactful for our alumni of all ages were the relationships they formed with each other and the faculty and staff who work so hard to ensure that our students are seen, challenged, and supported. This group spent much of its time discussing how to help steward and support the Berwick experience. They want others to have the same opportunities that they were afforded.

Community continues to be a central theme on campus as we all continue to find our footing after the past several years and amid the changing landscape of pedagogy and education. As we navigate the complexities of the world, the Berwick community serves as an anchor that unites us.

This issue of Berwick Today invites you to explore the evolving facets of our strategic plan, designed to support and enhance the student experience. You will also see that its impacts allow our entire school to stretch itself, one of our core values, and ground ourselves in our mission to promote virtue and useful knowledge. That mission transcends the generations of those who continue to find community in the experiences that tie them to the Hilltop. As the leaves return to the trees on campus, I invite you to come by and see all that is happening and the community that is thriving here.

Sincerely,

Jim Hamilton Head of School

The Courage to Climb

The Courage to Climb: Berwick Academy’s Strategic Plan for the Future is already making an impact on the Hilltop. The comprehensive plan reflects Berwick’s commitment to innovation, personal growth, and dynamic education. At its core, The Courage to Climb focuses on enhancing key elements of the Berwick curriculum, emphasizing student-directed learning, and skills over content. Its foundation is built upon six pillars: Systems For The Future, Strategic Partnerships, Auxiliary Programs, Sustainability, Financial Durability, and Justice, Equity, Diversity, and Inclusion (JEDI).

This issue of “Berwick Today” features a collection of articles that showcase how the strategic plan amplifies opportunities for members of the Berwick community. We invite readers to gain insights into how Berwick’s strategic plan is not just a roadmap for the future, but a holistic approach to education that nurtures the minds, hearts, and aspirations of its students.

The parallel support of The Campaign for Berwick underscores the institution’s commitment to long-term durability and flexibility, ensuring that Berwick continues to thrive for generations to come. Join us on this journey as we delve into the plan’s transformative impact on the Berwick Academy experience.

For more information, scan the QR code.

ChatGPT, Artificial Intelligence, and Education

Through The Courage to Climb strategic plan, Berwick designates a percentage of the professional development budget annually to offer opportunities for faculty to pursue summer curricular work. The strategic plan provides a roadmap for the School to recognize and adapt to the future of education. With the vision of ensuring that Berwick students are prepared for the dynamic opportunities that will exist for them in the future, Middle School Librarian and Archivist Melissa Williams took the lead on researching best practices around AI to share with faculty and staff, in turn giving students a better understanding of how to responsibly adapt to these powerful tools.

By Melissa Williams, Middle School Librarian, Middle School Innovation Coordinator, and School Archivist

ChatGPT launched on November 30, 2022, but my first exposure to it occurred on January 9, 2023, when I read an article about Edward Tian, the 22 year-old Princeton University senior who built the app GPTZero to detect whether text was created by ChatGPT.

My response was immediate; I needed to learn what this menacing new technology meant for educators and warn our Berwick population of its threatening existence. Assistant Head of School and Director of Middle School Ryan Feeley will remember the panicky email he received from me, detailing my concerns about this development and the urgency I felt to get out ahead of it. Many teachers and professors all over the world were experiencing similar kneejerk reactions to ChatGPT’s explosion onto the technological stage. Fear and dread accompanied questions such as, “How will we ever prevent plagiarism now?” and “Will we even have a job when this technology is perfected?” Some, including myself, went so far as to lament, “There goes the integrity of human thought,” and, “Here dies the human mind.”

As I began to educate myself on ChatGPT, I quickly determined that this kind of doomsday thinking was neither conscientious nor responsible. Schools that initially responded by banning ChatGPT, including the New York City school system, soon rescinded their bans, recognizing both the futility and the error inherent in attempts to pretend it does not exist. As Middle School Librarian and Innovation Coordinator, I soon recognized that we would do our students a disservice not to accept artificial intelligence (AI) tools like ChatGPT, and we needed to learn how to appropriately teach students how to use them.

In roles that encourage inquiry and inventiveness and aim to make our students ready for the future, it behooved me to wrap my head around ChatGPT, so I applied for a faculty summer grant to do a deep dive into the tool and its impact on education. I was able to put together a presentation to help our community better understand ChatGPT and similar tools, and consider both potential pitfalls and the exciting potential of incorporating it into our educational practice. Although there are legitimate hesitations among educators worldwide, here are three solid reasons to adapt to and use ChatGPT and other forms of AI in our schools.

NOT GOING ANYWHERE

To begin with, ChatGPT and similar AI bots are here to stay. They also are improving at an exponential rate, and more are constantly spawning to compete against existing technologies. ChatGPT is already offering ChatGPT 4 Turbo, which is trained on a data set extending through April 2023, much more current than the original ChatGPT 3’s September 2021 data cutoff. Users now can create custom versions of ChatGPT that, according to OpenAI, “combine instructions, extra knowledge, and any

combination of skills” (OpenAI, 2023). By the time this article is printed, there may be yet another more sophisticated and customizable iteration of ChatGPT. Due to the aggressive propagation rate alone, it’s clear that banning these technologies won’t work, and there is no going back. It is also worth noting that many in education fretted over the arrival of disruptive technologies in the past. Schools worried about calculators when they first came along and commonly bemoaned the arrival of the internet and Google. In more recent years, PhotoMath has sent many math teachers into a temporary tailspin, but that’s exactly the point. The hysteria we feel when these developments are newly minted is temporary and, as always, we grow curious, we adjust, and ultimately leverage the very technology we so disparaged to further our teaching objectives and help more students achieve success.

BENEFICIAL TO ALL AND MULTIFUNCTIONAL

With well-informed policies in place, all education community members benefit. From providing conversational practice for language learners, to converting text into different reading levels and allowing students to use the bot for after-hours tutoring in math facts, the options for teachers to use ChatGPT to strengthen their students’ learning experiences are vast and thrilling. Students are able to “interview” historical figures using ChatGPT’s roleplaying capabilities, reformat standard prose text into a script, a poem, or a news article, and ask ChatGPT to assess their writing. Professionally, faculty and staff can task ChatGPT with assessing writing of any kind, whether

a grant, an email, or a professional growth plan. ChatGPT is particularly skilled at generating lists of potential speakers and experts on very specific topics for enriching classroom conversations. Students who are stuck in their writing or are confused about some aspect of their learning can turn to ChatGPT to supply personalized writing prompts and explanations of a complex topic offered at their level of understanding.

ADAPTABILITY FOR THE FUTURE

Perhaps the most compelling reason Berwick Academy and other schools are cautiously embracing ChatGPT is that education is in the business of preparing students for the world they are about to enter. Wording in our school’s mission statement, vision statement, and core values suggests the need for our adaptability to artificial intelligence as it becomes part of the fabric of our society. Our mission statement declares that we are concerned with the promotion of “virtue and useful knowledge.” We would be naive to argue that competence and dexterity with AI tools is not becoming essential knowledge for students’ futures. A portion of our vision statement expresses that, “Propelled by its aspirational mission and the courage to evolve, Berwick Academy’s innovative curriculum prepares students for a rapidly changing world. A Berwick education positions students to confidently take on and adapt to the dynamic opportunities that will exist for them in the future.” Surely, artificial intelligence will be intrinsic to many of the “dynamic opportunities that will exist” for students in the years ahead. Our core value of “Stretching Through Engagement” posits that “we all benefit from personal exploration, taking considered risks, and genuinely diving into new endeavors. Community members are expected to stretch themselves by leaving one’s comfort zone.” This core value necessitates that we embrace “a lifelong commitment to learning and growing” (Berwick Academy, 2023). As Berwick educators, perhaps the most disruptive litmus test for our dedication to this value will be found in our responses to the advancements of artificial intelligence in the years to come.

There are many best practices to guide our ChatGPT policies as a school. Steve Hargadon, director of the Learning Revolution Project, argues that one useful mindset is to always think of ChatGPT as a tool for “lighting a fire rather than filling a pail.” He adds that we must see it as a resource that teaches “how to think, not what to think” (Hargadon, 2023). Another safeguard requires a human component to any interaction with ChatGPT. Nothing should be taken straight from the bot without first being sifted, altered, and improved by human thought and creativity. These are just a few best practice examples. There are many more that Berwick teachers are assimilating into their ChatGPT use in and out of the classroom.

It is always an exciting time to be an educator. The educational learning curve has no end point, but the introduction of tools like ChatGPT and other AI technologies mean that educators around the world are poised on the brink of perhaps the most explosive burst in intelligence, productivity, and ecstatic change education has ever seen. Berwick Academy teachers are going to be ready for it.

WE ASKED CHAT GPT TO READ MELISSA’S ARTICLE AND PROVIDE INITIAL THOUGHTS. THAT RESPONSE CAN BE FOUND HERE:

As an AI, I don’t have personal opinions or feelings. However, I can provide an analysis of the article based on its content and the perspectives it presents. From that standpoint, the article seems well-reasoned and balanced. It addresses common concerns about AI in education while also highlighting the potential benefits and the importance of adaptation. Melissa’s emphasis on preparing students for the future and integrating AI literacy into the curriculum appears sensible and forward-thinking. The biggest takeaway from the article is the importance of embracing and adapting to the integration of AI tools like ChatGPT in education. Melissa highlights the inevitability of AI’s presence in classrooms and encourages educators to recognize the potential benefits of leveraging these tools to enhance learning experiences and prepare students for the future job market. By emphasizing the need for AI literacy, the article underscores the significance of incorporating technology into the curriculum and fostering critical thinking skills to empower students in an increasingly AI-driven world. Overall, the key message is one of proactive engagement with AI technology, emphasizing its potential to revolutionize education rather than viewing it as a threat.

Navigating Educational Philosophy and Innovation

DR. MARY JO CARABATSOS AND HER VISION FOR THE UPPER SCHOOL AT BERWICK

By Jamie Reynolds, Director of Communications

The landscape of education is ever-evolving, and the role of school leadership is paramount in shaping the future of learning.

At Berwick, first-year Director of Upper School Mary Jo Carabatsos, Ph.D. has brought a wealth of experience and a student-centered approach to her new role. The Courage to Climb strategic plan, rooted in preparing students for a rapidly changing world and positioning them to confidently adapt to the dynamic opportunities that will exist for them in the future, closely aligns with her educational philosophy, focus on innovation and academic excellence, short- and long-term goals, and vision for the future of the Upper School.

STUDENT-CENTERED EDUCATIONAL PHILOSOPHY

The educational philosophy of Dr. Carabatsos is highlighted by the belief that student-centered learning is the key to unlocking the full potential of each student. “When students are empowered to

engage authentically in their learning process, they develop a deeper understanding of themselves and the world around them,” she explains. “By meeting students where they are, and encouraging growth through intentional curriculum and skill-based assessments, we can cultivate a love for learning that extends beyond the classroom.”

In her first academic year, Carabatsos has prioritized building relationships and promoting a culture of kindness within the Upper School community. “Positivity is the foundation of a thriving learning community,” she notes. “We began celebrating students each week at assembly by introducing the Marigold Award, inspired by the flower that symbolizes positivity, publicly recognizing acts of kindness around campus.”

Looking ahead, Carabatsos has set ambitious long-term objectives. “We must constantly reflect on our practices and adapt to meet the evolving needs of our students, ensuring that our programs are effective, relevant, and inclusive,” she explains.

“I aim to evaluate and refine our approach to deep learning and clarify our academic progression, including our highest level Pinnacle courses that serve as reimagined and more robust Advanced Placement (AP) classes. Establishing a clear vision and academic framework that is known and celebrated by faculty, students, and families will provide a roadmap for success.”

Carabatsos also plans to focus on instructional practices that meet the needs of all learners. “Every student is unique, and it’s essential that our instructional practices are flexible and adaptable,” she adds. “By embracing diversity and inclusion in our teaching methods, we can create an environment where every student is valued and supported.”

ENHANCING THE UPPER SCHOOL EXPERIENCE

Throughout her career, Carabatsos has witnessed significant changes in education, from trends in instructional practices to the emergence of new technologies. Since she began her role at Berwick in July 2023, Carabatsos has implemented several changes aimed at enhancing the overall experience for students and faculty. She has worked closely with student leaders on defining what it means to be part of a community, both at Berwick and in the future.

She began piloting an open gradebook system for increased transparency in grading practices, surveying students, teachers, and families with the hope of moving toward a single evaluation platform and open gradebook for all. “I have been watching the growing body of work that looks at assessment and grading differently, from a growth model and a focus on skill development,” she explains. “I would love for us to think more deeply about the types of assessments we are giving and explore how we have students ‘doing’ more and applying learning to novel situations.” Carabatsos hopes that by more clearly defining expectations it may help better highlight and celebrate academic programs.

When it comes to artificial intelligence, Carabatsos understands that these tools are here to stay. “As AI tools continue to emerge, we must teach students how to use these tools ethically and effectively for positive outcomes. AI has the potential to revolutionize education, but it’s essential that we use it responsibly,” she notes. “By incorporating AI into tasks like data analysis and information synthesis, we can enhance learning experiences and empower students to succeed in an ever-changing world. At the same time, we may have to think differently about the work we are asking students to produce and remain focused on limiting AI tools as a crutch or easy fix.”

A VISION FOR THE FUTURE

At the heart of her leadership style is a commitment to continuous improvement and excellence. Carabatsos takes an adaptive approach, driven by observation, interpretation, and intervention. “I believe that leadership is about creating a culture of inquiry and reflection, identifying areas for improvement, retaining effective practices, and working collaboratively toward the shared goal of excellence in education.”

Carabatsos sees an opportunity to align her leadership with the School’s broader vision for the future of education. “The Courage to Climb strategic plan provides a framework for understanding and meeting the evolving needs of our students,” she explains. “By integrating principles of diversity, equity, and inclusion into our curriculum and programs, we can prepare students for success in an increasingly complex and interconnected world.”

As Berwick prepares to welcome waves of rising generations, Carabatsos hopes to inspire and guide the Upper School toward new heights of achievement and success. With her vision, dedication, and unwavering commitment to student-centered learning, Carabatsos is shaping the future of the Berwick experience, one student at a time.

Unlikely Allies

A COLLABORATION BETWEEN ENVIRONMENTAL SUSTAINABILITY AND JEDI TO ADVANCE STRATEGIC INITIATIVES

By Michael Buensuceso, Assistant Head of School for Community and Equity

Berwick’s approach to JEDI and sustainability efforts are at the helm of the School’s strategic plan. Various initiatives between these two departments have significantly benefited the Berwick Academy community. In the presentation titled “Unlikely Allies: A Collaboration Between Environmental Sustainability and JEDI to Advance Strategic Initiatives,” Michael Buensuceso and Sarah Jeanna Shimer shared their findings, emphasizing the intersection of sustainability and equity work for a more inclusive and environmentally conscious future.

When Sustainability Coordinator and Upper School Science Department Co-Chair Sarah Jeanne Shimer and I submitted a proposal to present at the Association for Independent Schools in New England (AISNE) summer conference on Diversity, Equity, and Inclusion, we knew we wanted to highlight the distinct partnership between our two offices. While sustainability and equity work may seem disparate on the surface, we have found that collaborating on various initiatives has greatly benefited the Berwick Academy community. We shared our findings in a presentation titled Unlikely Allies: A Collaboration Between Environmental Sustainability and JEDI to Advance Strategic Initiatives.

Sarah Jeanne Shimer

Michael Buensuceso

Initially referred to as Cultural Competency upon its creation in 2014, the work of Justice, Equity, Diversity, and Inclusion (JEDI) began as an institutional initiative to recognize the need for underrepresented populations at Berwick Academy to feel a greater sense of belonging, while also preparing young people for a more diverse life outside of the Hilltop in Seacoast Maine, in the broadest sense.

In 2018, the well-documented impact of climate change compelled many educational institutions to make a more coordinated effort to influence a cultural shift toward environmental sustainability and awareness. At Berwick, this shift meant examining our resource consumption and waste production, while ensuring curricular material was integrated into the appropriate classrooms and subject areas, so students felt prepared to be stewards beyond their time on the Hilltop.

From an institutional standpoint, these two initiatives impacted local attitudes and behavior and sowed seeds for the future, so making a connection between the two was of utmost importance. We have relied on the passion and commitment of faculty and staff committees, who have supported the work and responded to the needs of each of the three divisions. We’ve also leaned on the energy of a board of trustees and administration who recognize the significance and long-term nature of this work and have included action plans within our most recent strategic plan that focus on aspects of culture, curriculum, and community. The themes are as follows:

JUSTICE, EQUITY, DIVERSITY, AND INCLUSION (JEDI)

Berwick will further its curricular JEDI approach, increase opportunities to partner with local organizations, and host creative programming that solidifies the School as a resource both on campus and throughout the Seacoast, while continuing to build a community that more closely reflects the world beyond the Hilltop.

ENVIRONMENTAL SUSTAINABILITY

Berwick will build a culture of environmental sustainability that empowers community members to be stewards of the natural world. This initiative will be pursued through education, partnerships, action, and self-assessment.

We hope that, as these strategic actions are realized and systems are created, the work becomes less reliant on a singular individual or office, and becomes a seamless part of the ethos of the School.

This collaboration and thoughtful partnership has been fruitful, especially at the programmatic level. In 2021-22, Berwick created the Virtue and Useful Knowledge Speaker series, highlighting local and regional professionals who can speak on topics such as wellness, JEDI, politics/civil discourse, and environmental sustainability. Over the last three years, we have secured speakers such as Nancy Hirshberg, a climate leader working at the nexus of food, business, and the environment, who has been widely recognized for her groundbreaking work leading yogurt-maker Stonyfield Farm’s award-winning sustainability and agricultural initiatives. We also welcomed Ken Ilgunas, author, journalist, and backcountry ranger in Alaska, who talked about his walk along the proposed path for the Keystone XL Pipeline and, more broadly, about climate change and the personal impact and individual responsibility we have to protect the environment. Most recently, students heard from former Berwick parent Jennifer Moore P’19, founder and co-creator of Project Upcycle: New England Streetwear Edition, a sustainable design challenge in partnership with the 3S Artspace in Portsmouth.

Environmental Sustainability has been a critical driver in the curriculum and ensures JEDI topics in the science curriculum. The Upper School elective Anthropogenic Climate Change situates climate change within the human experience, hoping that students feel empowered to respond. The essential questions that frame the class are: How does identity impact your experience with climate change? How can we use our voice to work toward addressing climate change? These guiding questions bring a personal component to a global topic. Students learn about the impacts of climate change, explore how communities respond, and develop their responses to climate change.

The Campus Garden, which broke ground in the summer of 2022, is now fully operational. Classes in each of the divisions take advantage of this hands-on learning space by planting and tending to the beds throughout the year. In addition to the apparent science-related topics, there is a community service component as portions of the harvest are donated to local food pantries, allowing students to learn about food insecurity and the root causes in our area.

As we look toward the future, there will continue to be a wide array of projects and initiatives that will highlight the collaboration between sustainability and equity. It was an honor to share this work with peer institutions at the AISNE JEDI conference, as we as educators continue to work toward creating a student experience that ultimately results in inherent positive change.

Rooted in Literature

THE MULTIDIVISIONAL TALE OF BERWICK’S STORYWALK

By Sarah Jeanne Shimer, Sustainability Coordinator, Science Department Co-Chair, and Upper School Science Teacher

Exploring the trails of Berwick’s 80-acre campus will reveal a new addition near the Lower School Outdoor Classroom; a StoryWalk.

The series of frames that compose a StoryWalk feature a page from a children’s book on each post along a trail so that readers get to walk from one post to the next, while reading a book along the way. Lower School Librarian Jennifer Brewer and Director of Physical Education Marilena Canuto have used this method in their curriculum for years, placing book pages attached to trees around campus to achieve the desired effect. Now, there is a permanent spot for this enchanting literary expedition.

While the StoryWalk offers an additional outdoor learning space for Lower School students, the creation of this space was a multidivisional effort. When Brewer and I developed this idea in 2022, it quickly became apparent that the construction process might provide a learning opportunity for Middle and Upper School students. With grant support from The Linney Fund and collaboration with Berwick’s Buildings and Grounds team, the plan was put into motion.

Last winter, Grade 6 Science Teacher Eloise Willemsen ran an activity period, during which Middle School students began constructing the StoryWalk frames. They prepped the materials for construction by sanding and drilling holes. As spring approached, Earth Month offered a chance for more students to help with the construction. In April, Grade 5 students painted the posts and boards during their Outdoor Exploration time on Tuesdays and Thursdays, adding several coats so the frames could weather the elements. At the end of that month, during Unity Day, Upper School students assembled the frames by drilling the posts and boards together.

The final step of the construction process offered a chance to incorporate a different aspect of sustainability by reusing plexiglass previously used as classroom dividers during COVID. With the help of Innovation Center Coordinator John Ibsen and use of the Fabrication Studio, the plexiglass was cut to fit the StoryWalk frames, giving the material a new life. Over the summer, the StoryWalk was installed, setting several posts along the stretch of trail beginning near the Outdoor Classroom.

In the fall trimester, five stories found a home on the StoryWalk. They included “Up the Creek,” “Outside In,” “Room on the Broom,” “The Leaf Thief,” and “Owl Moon.” The books were selected by Brewer based on theme, season, illustrations, and units connecting to the curriculum. The laminated storybook pages are changed about every three weeks, and the response in the Lower School has been both enthusiastic and appreciative, as students are able to enjoy nature, exercise, and read at the same time.

Exploring Nature and Creativity

BERWICK ACADEMY UNVEILS INNOVATIVE

OUTDOOR EXPLORATION SPACE

By Kendra Bates, Assistant Director of Communications

In a celebration marked by community spirit, Berwick Academy officially opened its highly anticipated Outdoor Exploration Space on the afternoon of September 29.

More than 300 students, faculty, staff, board members, and special guests gathered to witness the ribbon-cutting ceremony, inaugurating a transformative play space designed to enhance the learning experience for Lower and Middle School students.

Constructed over the summer, the Outdoor Exploration Space showcases features carefully curated to foster creativity, experiential learning, and physical activity. From group activity areas to movable parts, natural materials, and structures that spark imagination, this space is a testament to Berwick’s commitment to providing impactful learning experiences.

Head of School Jim Hamilton opened the ceremony and addressed the attendees, expressing gratitude for the collective effort that went into realizing this dream. He shared insights into the benefits of nature-based curriculum and play, citing research that highlights the positive impact on creativity, problem-solving skills, stress reduction, and the development of motor skills. In his speech, Hamilton underscored the crucial role this outdoor space plays in aligning with Berwick Academy’s strategic goal of creating an optimal learning environment. He also expressed heartfelt thanks to the generous donors, acknowledging their pivotal role in making the project a reality. A special mention was reserved for the lead donor, The Jackson Hole Ranch Conservancy Foundation.

Hamilton also highlighted special guests, including the visionary behind the nature-inspired haven, designer Sashie Misner, whose ingenuity brought to life a space teeming with possibilities. Misner beamed with pride when asked what projects like this mean to her, “Playgrounds are some of the most valuable spaces. Children learn through play therefore the richer the play environment, the richer the learning opportunities.”

The Campaign for Berwick, the largest in the School’s history, aims to raise $15 million to further support the institution’s growth and development. The Outdoor Exploration Space is the first largescale capital project funded by the ongoing campaign. Words shared at the opening encouraged the community to support the campaign and become storytellers for the School in its pursuit to build financial durability and reimagine spaces that create community.

The event reached a creative climax as four students shared their own nature-inspired poetry and reflections on the new space. Poignant words by Campbell McKee ’28 about the freedom found in nature; Anna Goldknopf’s ’31 hopeful ode to planting trees, and Ryder Porell ’32 and Anaiah Klick’s ’32 animated recollection of the space’s journey from idea

to reality added personal touches to the celebration. Goldknopf’s poetic words especially resonated with the hopeful spirit of the campaign.

“When you plant a tree,” she shared, “you are planting hope for a better future.”

The ceremony closed with Hamilton, former board member Jim Jalbert, current board president Barbara O’Connor, and the four student speakers joining forces to cut the ceremonial blue ribbon, officially opening the Outdoor Exploration Space for eager students. The excited rush as students flooded the path to the play space epitomized the collective anticipation and joy surrounding this significant addition to

Flexible Tuition

THE FUTURE OF AFFORDABILITY AT BERWICK

By Haley Preston, Director of Flexible Tuition and Associate Director of Admission

In the ever-evolving landscape of independent school education, financial accessibility stands as a crucial pillar in shaping its future.

Berwick affirms the transformative power of education and is steadfast in its commitment to ensuring that enrollment is within reach for a wide range of families through the introduction of the Flexible Tuition program. This initiative extends far beyond affordability; it creates a socioeconomically diverse community and provides an optimal environment to prepare students for a future in which collaboration with individuals from different backgrounds is an essential skill and enriches the classroom experience.

Introduced for the 2024-25 enrollment school year, Flexible Tuition empowers families to explore a tuition structure that aligns with their individual financial circumstances. The majority of Berwick families hail from the Seacoast region, spanning Maine, New Hampshire, and Massachusetts, which is experiencing a rising cost of living, making financial accessibility even more critical.

The impact of Berwick Academy’s Flexible Tuition is substantial, with more than 40% of students benefiting from enrollment at Berwick via the program. This commitment to affordability surpasses national

and regional averages, positioning Berwick Academy as a leader in making quality education accessible to its communities.

Qualification for the Flexible Tuition process is brief, confidential, and takes into account factors such as family size, the number of students in tuition-charging schools, and a family’s assets and debts. Families at Berwick who qualify for Flexible Tuition have an average yearly income of $198,000, with some earning more than $225,000. We recognize that each family’s situation is unique. In the Upper School alone, Flexible Tuition amounts range from $3,000 to $46,060, ensuring that accessibility to Berwick is not restricted by financial constraints.

The Flexible Tuition program also represents Berwick’s long-term investment in education. It is a commitment from the School to the family, empowering them to confidently make educational investments that align with their goals. As educators, we recognize the importance of putting students first. Flexible Tuition ensures that families are at the center of the affordability conversation, emphasizing that a Berwick education is more attainable than many might think. Flexible Tuition is a transformative step toward a more inclusive and equitable independent school educational landscape for all.

SCAN THE QR TO LEARN MORE ABOUT FLEXIBLE TUITION AT BERWICK ACADEMY

Blue & White Day

SEPTEMBER 30, 2023

Berwick Academy’s vibrant spirit shone brightly this fall as the campus came alive with the annual Blue & White Day festivities. Students, faculty, and families gathered for a day filled with spirited athletic competitions, lively carnival attractions, and exciting field games. Amidst the laughter and camaraderie, food trucks satisfied appetites while admission tours welcomed prospective families to explore the School’s offerings. As the day unfolded with boundless energy and enthusiasm, Berwick Academy eagerly anticipates the return of this cherished tradition next fall, continuing the legacy of Blue & White pride.

Berwick Academy’s Holistic

By Kendra Bates, Assistant Director of Communications

n the pursuit of higher education, students at Berwick Academy are not just guided, they are meticulously nurtured and empowered to embark on a journey of self-discovery. The institution’s commitment to personalized college counseling stands out as a testament to its dedication to the individual passions, talents, and goals of each student.

Over the last five years, Berwick Academy has witnessed its students enrolling in more than 150 different colleges and universities, a significant number of them outside the New England region, with some extending to international locations. This remarkable statistic attests to the success of Berwick’s custom-tailored approach, one recognized by Edward Fiske, author of the “Fiske Guide to Colleges,” during his visit to Berwick.

Director of College Counseling Moira McKinnon ’88 leads a team of three professionals who share the common mission of helping students identify and gain admission to colleges that align with their academic and personal aspirations. The approach involves a multifaceted process, including one-on-one sessions, small group meetings, and full-class discussions at various stages. Central to this process is the emphasis on visiting colleges and researching aspects of the college experience that resonate most with each student.

“Our goal is to show students how applying to college can and should be a journey of self-discovery,” McKinnon explains. “How do they like to learn? What kinds of classmates and professors will push them to achieve their best? What are the social aspects of college that will bring them joy?”

The college process is about more than just choosing where to apply; it’s about understanding oneself and envisioning an environment that will facilitate personal growth.

“The best college search isn’t focused just on figuring out what colleges to apply to,” McKinnon says. “It’s about a young person thinking deeply about who they are, who

Approach to College Readiness

they want to become, and what college environment will help them reach the best version of themselves.”

The Office of College Counseling added “and Postsecondary Planning” to its name in 2023 as a way of recognizing and celebrating the wide variety of choices made by seniors each year. The office provides comprehensive support, addressing the entirety of the college application process. Mock interviews, essay workshops, and financial aid sessions are integral components of the support system.

In line with their commitment to holistic guidance, the counseling team encourages students to consider gap years when appropriate. McKinnon notes that she and her college office colleagues encourage students to consciously reflect on their next steps. Gap years, travel, volunteer work, or employment can provide invaluable perspectives during a year away from school.

Parker Douglas ‘22, an electrical and computer engineering major with a minor in Chinese language and culture at the U.S. Air Force Academy, highlights the value of the counseling program.

“The most beneficial aspect of Berwick’s college counseling program was that I was never going through the process alone or without an idea of what to do next,” he says. “I always had someone knowledgeable to go to with questions and to help me explore my options and make decisions.”

Douglas felt the support early on in the application process, noting that having a college counselor who was familiar with how admissions committees review applicants, someone who was able to help him shape his applications to best demonstrate his accomplishments and potential, “gave me greater confidence that what I was putting forth was the best application possible.”

The effectiveness of the college counseling program is measured not only by the success of students gaining admission to colleges but also by considering their wellbeing. The team ensures that students not only get into colleges that are the right fit, but that they also keep affordability in mind. A focus on building college lists with an openminded approach to goals is evident in the acceptance of Berwick students at a wider range of colleges compared to years past.

The challenges of the current college admissions landscape are not lost on the counseling team. With the SCOTUS decision on race-conscious admissions, federal changes to financial aid, and the transition of the SAT to a digital format, the team actively engages in professional development to provide Berwick families with the best support amid uncertainties. Ultimately, Berwick’s approach to college readiness prepares each student for their distinct path into a transformative experience in higher education.

BERWICK ACADEMY’S

ARTS UPDATE

HASHI PRINT EXCHANGE

This winter, fourth grade students students carved and printed their own designs around the concept of homes/buildings/dwellings. Each student made three prints, one to send to Aomori, Japan, one to take home, and one for an on-campus exhibit.

BERWICK ACADEMY THEATER PRODUCTIONS

ARSENIC & OLD LACE

For their fall production, Berwick Academy drama students proudly presented “Arsenic & Old Lace,” by Joseph Kesselring. This classic dark comedy features the members of the eccentric and murderous Brewster family, who reveal several secrets throughout the one-act play. Scan the QR below for the production program:

VISITING CERAMIC ARTIST

In January, Berwick hosted talented artist Tim Christensen ’87. A master of fine art sgraffito etching on handmade porcelain, Christensen shared an impressive collection of work, walked students through his creative process, and offered wheel technique demonstrations. Ceramics students had a blast working with him and soaking up his expertise.

YOUTH ART MONTH

Every March, Berwick Academy sends one student artwork per division to celebrate Youth Art Month at the Portland Museum of Art. This annual exhibition showcases the incredible talent in Maine’s art education programs. The 2024 exhibition ran from February 28 to March 31. This year’s Berwick representatives are Maverick Randall ’32, Cordelia Kroll ’28, and Emily DeFelice ’25.

WINTER CONCERT SERIES

Students in Berwick’s Winter Concert Series showcased the hard work they have committed to performing arts classes. In three concerts, the chorus, strings, and band ensembles showcased a wide variety of music, from classical to contemporary pop to musical theater to jazz. The students are already hard at work developing new skills, honing their musicianship, and preparing a new repertoire for the Spring Concert Series in May.

Scan the QR below for more information on the Winter Concert Series:

Berwick Arts and MONA Partnership

By Raegan Russell, Director of Visual and Performing Arts

Last winter, Berwick Academy partnered with the Museum of New Art (MONA) in Portsmouth for a collaborative and educational experience centered around Judy Pfaff’s exhibition, “Smokfiskkur: A Tale.”

The exhibition featured several large-scale works that created an immersive environment and submerged reality. Pfaff is cited as a pioneer of the 1970s installation movement and a significant figure in contemporary art. Her exhibit at MONA wove together themes of water and emotional undercurrents in works that defy description as purely sculpture, painting, or architecture. It is no surprise Pfaff chose Portsmouth’s new museum, with its sprawling high ceilings, vast gallery spaces, and location between the river and the sea for this stunning exhibit.

Grade 12 Pinnacle art students were invited to visit MONA, meet with Director Shannon Bowser, and engage with the exhibition, including Pfaff’s work and process. The artist’s multimedia and immersive work

left a lasting impression on the students who visited the show. Inspired by the exhibition, Berwick artists returned to their studio spaces, where they created large-scale abstract drawings based on resource sketches and photos they made during their earlier visits. The students then produced a series of relief prints and a collaborative piece, incorporating elements from Pfaff’s oeuvre. The partnership between Berwick Academy and MONA sparked a transformation in the students’ artistic pursuits, pushing them to explore unconventional mediums and techniques inspired by Pfaff’s multimedia works.

MONA then invited the students to attend an artist’s talk featuring Pfaff. It was also an opportunity to share their work with Pfaff. Meeting and connecting directly with the artist was one of the most powerful experiences for our students. Pfaff appreciated the students’ drawings and graciously shared time answering questions and connecting with them. Pfaff’s willingness to engage with the students created a direct connection between the educational experience and the professional art world.

Overall, the Berwick/MONA collaboration enhanced the students’ comprehension of art in real-world contexts. The student exhibition of drawings from this experience is a tangible outcome of this collaborative effort as it highlights their’ creative achievements and invites the broader school community to appreciate artistic exploration and collaboration. The impact extends beyond the classroom walls, as some have leveraged this unique experience for a summer internship.

It is with a heavy heart that we inform readers that MONA has suspended operations because of weakening revenue. “Reflecting on the past two-and-a-half years at MONA, I am deeply moved by what a positive impact we made over such a short period of time during extraordinary circumstances. Since opening in October of 2021, we have welcomed more than 16,000 visitors who experienced six remarkable exhibitions and associated programming,” Board Chair Susan Bresette expressed in a statement release by MONA. “For today, we at MONA remain grateful for the opportunity we had to bring excellent contemporary art to our neighbors and visitors for the past two years, and we remain committed to our belief in and passion for the transformational impact that the creative and cultural arts have on all of us, our families, and our community.”

A Tapestry of Creativity

THE JACKSON LIBRARY GALLERY AT BERWICK ACADEMY

By Jamie Reynolds, Director of Communications

As guests ascend onto the second floor of the Jackson Library on the campus of Berwick Academy, the illuminated walls beckon with an air of intimacy and invitation. Each school year, the walls become a canvas for artistic expression, showcasing a diverse array of exhibition pieces that captivate visitors and stir their imaginations. This year, the gallery transformed into a vibrant tapestry of community-based art, featuring contributions from current and former faculty, staff, and students.

From September to November, the gallery played host to the Faculty and Staff Art Exhibition, a celebration of the creative talents within the Berwick community, past and present. At a special reception held on Sept. 29, guests had the opportunity to engage with the participating artists and gain insight into their inspirations.

“Our Faculty and Staff Art Exhibition was a testament to the talents that thrive within our community,” Director of Visual and Performing Arts Raegan Russell said. “It was a celebration of creativity and a showcase of the diverse perspectives and artistic voices by the adults on campus who help make Berwick such a dynamic and vibrant place to learn and grow.”

Following the Faculty and Staff Exhibition, the gallery ushered in a new theme from November to April, as the Pre-K through Grade 12 Art exhibit “Nature” took center stage. The exbibit featured captivating works inspired by the beauty of the natural world. A highlight was a Dec. 1 reception, where students from all divisions had the opportunity to immerse themselves in the art.

“Art elicits curiosity, creativity, and connection,” Russell said. “Through the ‘Nature’ exhibition, students from all three school divisions had the opportunity to express themselves artistically and explore the wonders of the natural world.”

From delicate watercolor landscapes to intricate sculptures crafted from natural materials, the artworks on display in the Jackson Library Gallery offered a glimpse into the boundless creativity and imagination of the Berwick community. As visitors meandered through the gallery, they enjoyed a visual journey that celebrates the beauty of nature and the enduring spirit of artistic expression.

“In our gallery, art becomes a bridge that connects us, strengthening a sense of unity and belonging,” Russell added. “It’s a testament to the transformative power of art in education.”

The Jackson Library Gallery is open to all members of the Berwick community during school hours, 8 a.m. to 3 p.m. Public viewing and campus visits can be arranged by emailing communications@berwickacademy.org.

Varsity Golf

SEASON AT A GLANCE:

Berwick (10-2 overall, 9-1 EIL) captured the conference championship for the second straight year and the third time in the last four seasons. The team, which included eight twelfth graders, one eleventh grader, and three tenth graders, came out of the gate quickly, earning eight consecutive league wins, ultimately taking home the trophy in a 3.5-2.5 thriller.

LEAGUE RECOGNITIONS:

EIL Player of the Year: Ronan McDonald ’24

EIL Coach of the Year: Lem Randall

EIL All-League: Ronan McDonald ’24, Reece Bessette ’24, Tyler Montecalvo ’24

EIL All-League Honorable Mention: Mikey Delage ’24, Ebbin Perkins ’26

Boston Globe & Boston Herald

All-Scholastic: Ronan McDonald ’24

TEAM AWARDS:

Most Valuable Player: Ronan McDonald ’24, Reece Bessette ’24

BERWICK

For more information on the Berwick Academy Golf Team scan the QR code.

BERWICK ATHLETICS

Varsity Girls Soccer

SEASON AT A GLANCE:

The team finished the season with a 12-5-4 record and did not give up a single goal in 10 league games. Shutouts of Greens Farms (2023 NEPSAC Champs) and Brewster (2022 NEPSAC Champs) were feats no other opponents accomplished this year.

LEAGUE RECOGNITIONS:

EIL Player of the Year: Allie Moore ’24

EIL All-League: Allie Moore ’24, Eliza Small ’25, Jessica Wojdak ’24

EIL All-League Honorable Mention:

Ginger Friedman ’24, Alexa Garcia ’26

ALL-NEPSAC: Allie Moore ’24

All-NEPSAC Honorable Mention: Ginger Friedman ’24, Alexa Garcia ’26

NEPSAC Jr. All Star: Eliza Small ’25

Boston Globe & Boston Herald

All-Scholastic: Allie Moore ’24

TEAM AWARDS:

Most Valuable Player:

Coaches Award: Jessica Wojdak ’24, Ginger Friedman ‘24

on the Berwick Academy Girls Soccer Team scan the QR code.

Varsity Cross Country

SEASON AT A GLANCE:

Berwick had one of its most successful seasons in more than 15 years. The boys team finished 6-2 in the regular season, fourth at the EIL Championship at Great Brook Farm Park, and second at the NEPSTA Championship at Marvelwood, Connecticut. The girls team finished fifth at the EIL Championship and second at the NEPSTA Championship. Five runners (three girls and two boys) were in the top 15 at the EIL Championship and the NEPSTA Championship.

LEAGUE RECOGNITIONS:

EIL All-League: Sophia Clemente ’26, Michael Eddy ’24, Blake Knowles ’28, Ella Smith ’26, Gracie Smith ‘27

EIL All-League Honorable Mention:

Owen McGowan ’24, Nadia Rusnak ’24, Rahul Sundar ’24

NEPSTA All-Star Status:

Sophia Clemente ’26, Michael Eddy ’24, Blake Knowles ’28, Ella Smith ’26, Gracie Smith ’27

Individual NEPSTA D4 Championship: Michael Eddy ’24

TEAM AWARDS:

Boys Most Valuable Player: Michael Eddy ’24

Boys Coaches Award: Owen McGowan ’24

Boys Most Improved Player: Nick Dorsey ’27

Girls Most Valuable Player: Ella Smith ’26

Girls Coaches Award: Gracie Smith ’27

For more information on the Berwick Academy Cross Country Team scan the QR code.

Varsity Boys Soccer

SEASON AT A GLANCE:

The team wrapped up an impressive fall season (11-5-3). Highlights included an undefeated record at home (7-0-3) and scoring 19 goals while conceding just six. Much of the team’s growth can be attributed to the leadership and competitiveness of captains Owen Kenney ’24, Prem Osborne ’24, Mateo Jimenez ’24, and Mateo Corcoran ’25.

LEAGUE RECOGNITIONS:

EIL Coach of the Year: Patrick Connolly

EIL All-League: Mateo Corcoran ’25, Owen Kenney ’24, Prem Osborne ’24

EIL All-League Honorable Mention: Drew Cabral ’25, Mateo Jimenez ’24

NEPSAC Sr. All-Star: Owen Kenney ’24, Prem Osborne ’24

NEPSAC Jr. All-Star: Mateo Corcoran ’25

TEAM AWARDS:

Most Valuable Player: Mateo Corcoran ’25

Coaches Award: Noah Rich ’24

For more information on the Berwick Academy Boys Soccer Team scan the QR code.

Varsity Field Hockey

SEASON AT A GLANCE:

Berwick wrapped up the season with a 7-7 record and notable games that included overtime wins against Lexington Christian Academy and Concord Academy.

LEAGUE RECOGNITIONS:

EIL All-League:

Ava Rahn ’24, Ella Martin ’24

EIL All-League Honorable Mention: Eliza Penfold ’24

All-NEPSAC Honorable Mention: Ava Rahn ’24

TEAM AWARDS:

Most Valuable Player: Ava Rahn ’24

Coaches Award: Frankie Cormier-McFarlane ’27

For more information on the Berwick Academy Field Hockey Team scan the QR code.

Varsity Volleyball

SEASON AT A GLANCE:

Berwick posted an overall record of 5-10, the best result in this young program’s history. The team went deep into fouror-five set matches on multiple occasions, impressing the competition with an improved level of play.

LEAGUE RECOGNITIONS:

EIL All -League: Mira Franzoso ’25

EIL All-League Honorable Mention: Saige Jurek ’26

All-NEPSAC: Mira Franzoso ’25

All-NEPSAC Honorable Mention: Virginia Hudson ’24

TEAM AWARDS:

Most Valuable Player: Mira Franzoso ’25

Varsity Volleyball Coaches Award: Virginia Hudson ’24

Varsity Volleyball Team scan the QR code.

Winter Athletics

Varsity Boys Hockey

Varsity Girls Hockey

Varsity Boys Basketball

Varsity Girls Basketball

Scan the QR code for updates on the 2023-2024 athletics winter season.

Swimming photos by Gus Onken Photo

CBritney Carr’s GameChanging Impact on Athletics and Residential Life

elebrating a wide array of roles, including associate director of athletics, house head, dorm parent, teacher, and coach, Britney Carr’s professional trajectory reflects a commitment to nurturing holistic development beyond the traditional confines of the Athletic Department. Originally from Conway, New Hampshire, the academic journey of Berwick’s assistant director of athletics and residential life coordinator took Carr through Cushing Academy and Bowdoin College. From coaching strategies to building a supportive residential community, Carr offers valuable insights into the dynamic balance she strikes between academic and student-life pursuits. She sat down with Assistant Director of Communications Kendra Bates to discuss her new role.

How do you define “success” in athletics?

Success for me is not just about the wins in a given season. A successful season is also about individual improvement and achievement of personal goals, team growth, team sportsmanship and camaraderie, and the development of the athletes — qualities that extend beyond sports.

How do athletic administrators set the tone for their department?

I believe in communication and creating a team atmosphere. This is done by being out there on the front lines. I believe we are here to work together with our coaches to make their seasons more successful and to support them so all they have to do on game days is worry about coaching the students.

What’s your philosophy for Upper School athletics in terms of winning vs. playing time?

At the varsity level, we are doing our best to prepare our athletes not only for the current season but also for the potential of playing at the next level. While it’s not all about winning, I believe it’s important for varsity teams to put the best team out there to set up the program for the best opportunity to be competitive. Lines of communication between players and coaches should be continuous, and conversations should happen at the start of the season and during the season regarding playing time.

While it is not guaranteed, athletes need to know how playing time can be earned. At the junior varsity level, coaches are often working with athletes hoping to build skills to advance to the varsity level and athletes who are just playing the game for fun. At the JV level, athletes improve best by seeing playing time.

What strategies do you use to promote sportsmanship among athletes, families, and spectators?

One important part of sportsmanship is the way we treat the officials. When I’m on the sidelines, I never speak to an official about

a call or missed call, unless I’m fearful for the safety of my athletes. I always told my players that I had zero tolerance when it came to them arguing a call. Officiating is hard, and no one is perfect.

How have independent school athletics changed over the course of your career, and what strategies do you use to stay informed about industry trends?

A big change that has happened over the last 15 years is in the student and family philosophy around playing multiple sports. Unfortunately, specialization is

just becoming more of a norm, so athletic policies have had to adapt to the changes in attitude around playing high school sports.

What advice would you offer other women looking to pursue a career in athletics?

In the beginning of my career, I would often be the only female voice in the room. It was easy to be silenced in those moments and, at times, minimized. It was important to not be intimidated and to be confident in what I was speaking about. Any young woman wanting to break into the field of athletics should go for it. We provide an important lens and can offer insight and redirection in times when conversations may be focused on male sports.

How important is a strong athletic program for building lasting alumni relationships?

Athletics create a strong community. I always think of the quote: “Even when you have played the game of your life, it’s the feeling of teamwork that you will remember.” When you have a fun athletic season, there is a sense of school pride, and it helps you to see that you are part of something bigger. When you feel that connection to a team, you can feel connected to that program for years to come.

From a residential life standpoint, what are some notable differences between a traditional boarding school and our boarding program?

Generally, our program and a traditional boarding school have a lot of similarities; our program is just on a smaller scale. For the students, the boarding experience is one in which they grow and become independent. It’s an important part of their high school experience. One of the distinct differences in the programs is that, given our size, we’re able to cater weekend activities and dining to the residents. The students have lots of choices and can make their experience what they want it to be. One of the other differences is that, because the vast majority of students at Berwick commute, they can have a hard time connecting with what the students in the dorm are experiencing. I’m working hard to try and bridge that gap and make the Hancock House something everyone has a sense of here at Berwick.

What was most appealing about the job opportunity at Berwick Academy?

I was familiar with the School and had always heard really positive things about the community. In addition to the community reputation and the wonderful location, this opportunity combined two important parts of my identity; athletics and boarding life. The School’s reputation, combined with the leadership role in both realms, was the perfect next step in my career.

Where Golf Meets Giving

A RECAP OF THE 33RD ANNUAL BULLDOG GOLF CLASSIC

By Elizabeth Clemence, Director of The Berwick Fund

Golf enthusiasts and philanthropists gathered on the lush fairways of The Links at Outlook on October 3, 2023, for the 33rd Annual Bulldog Golf Classic, a spectacular event that combined sportsmanship and generosity.

On a sunny day that felt more like summer than fall, this tournament brought together alumni, parents, supporters, and friends and provided an immediate positive impact on the Berwick experience. The event featured a strong turnout with players of various skill levels, from seasoned pros to enthusiastic amateurs. The spirit of friendly competition was palpable, as players laughed, shared stories, and teed off while keeping the ultimate goal in mind — raising funds for Berwick Academy.

COMMUNITY SUPPORT

At the heart of this event was the immense support it received from the community. Local businesses and members of the Berwick community sponsored holes, donated raffle prizes, and volunteered their time. Their generosity was instrumental in making the event a success.

THE CHAMPIONS

While everyone who participated was a winner in the spirit of giving, there were some notable achievements on the course. The top honor went to the team from Eastern Propane & Oil, including Chris Atwood ’10, Chuck Clement IV ’00, Alex Devine ’11, and Cider Berry, who clinched the title with a score of 52. Their performance showcased not only their golfing prowess but also their commitment to Berwick Academy.

THE BIGGER PICTURE

Beyond the scores, the Bulldog Golf Classic was a testament to the power of community, philanthropy, and the joy of giving back. The event raised $17,000, which helps to support the broader fundraising initiative around the crew program to fund the purchase of additional shells and oars for our student-athletes.

As we look forward to the 34th Annual Bulldog Golf Classic, let this year’s success serve as an inspiration for us to come together, swing for a cause, and remember what we love about Berwick Academy — one stroke at a time.

Planning has already begun for 2024. If you would like to become a sponsor, donate raffle items, or volunteer, please contact Director of The Berwick Fund Elizabeth Clemence at elizabeth.clemence@berwickacademy.org.

Excellence: A Family Perspective

DEIRDRE

AND JOE MCEACHERN, PARENTS OF TWO UPPER SCHOOL STUDENTS, REFLECT ON THEIR DECISION TO SUPPORT THE SCHOOL AND THE MEANINGFUL CONNECTION THEY HAVE FORGED.

W“We believe in the future of Berwick Academy, and want to see it grow and evolve,” Deirdre says. “It has already impacted our kids and family in a positive way.”

hen Deirdre and Joe McEachern were considering what their children’s educational path might look like, they weighed many options.

“We looked at a number of private and public high schools for day students,” Joe explains. “Berwick offers a culture that brings out the strengths of each individual student, along with an excellent academic curriculum, a variety of extracurricular activities, and impressive faculty. The Berwick admission process felt personalized and intentional, making us feel our children were well cared for from the start.”

The McEacherns emphasize their commitment to Berwick through annual contributions to The Berwick Fund, which impact the current year, ensuring a direct influence on all students and the entire school community.

“It’s a way to support the School’s mission and deepen our connection to the Berwick community,” Deirdre says, noting that, when her children share stories about their

experience, she realizes “just how much of their world revolves around Berwick Academy.”

Gifts to The Berwick Fund can be directed to the area of greatest need, ensuring flexibility to address immediate priorities. Alternatively, donors may choose to support specific programs that align with their passions and values. The Berwick Fund encompasses a diverse range of focus areas, including innovative programs, Arts, Athletics, Faculty Professional Development, Flexible Tuition, and Campus & Facilities.

The McEacherns embody the spirit of giving and connection at Berwick. Their commitment not only benefits current students but also contributes to the longterm success and growth of the School. Their story serves as an inspiration for others to join in building a stronger future for the entire Berwick community.

“We believe in the future of Berwick Academy, and want to see it grow and evolve,” Deirdre says. “It has already impacted our kids and family in a positive way.”

To contribute to The Berwick Fund and become a valued supporter of the School’s mission, visit berwickacademy.org/give-now/ the-berwick-fund. The generosity of each donor directly impacts students on the Hilltop and the entire Berwick community, fostering a positive and enriching educational experience for all. Like all independent schools, tuition only covers a portion of the cost to educate students on the Hilltop (about 85%).

Alumni Advisory Board

The Alumni Advisory Board, led by President Ken Lafler ’82, welcomed five new members this year. They included Kolbie (McCabe) Deamon ’09, Britt (McKenna) Dickson ’01, P’27, Clare (Lloyd Owen) Garfield ’09, Aliza Norcross ’05, and Ryan Walters ’11.

The Board held its first meeting of the year in September, when they spent time hearing updates from campus, including Berwick’s transition from financial aid to Flexible Tuition and meeting with new Director of Upper School Mary Jo Carabatsos, Ph.D. The Board attended the Blue & White Pep Rally and the grand-opening ceremony of the Lower and Middle School Outdoor Exploration Space.

The January meeting, which was held over Zoom, focused on spring programming and the School’s annual day of giving, One Berwick. It was also announced that the next Board president for the 2024-25 and 2025-26 academic years will be Anya Burzynski ’10, who has served as an active and engaged member since the fall of 2021.

The board’s continued focus for the year centers on working alongside the Advancement Office in its efforts to engage more alumni with the School. Areas of engagement include innovation, strategic partnerships, and events and programming. If you are interested in learning more, please contact Stephanie Caswell in the Advancement Office (scaswell@berwickacademy. org or 207.384.6396).

2023-2024 BOARD MEMBERS

KEN LAFLER ’82, PRESIDENT

SARAH (FINCKE) BOLOGNA ’05

ANYA BURZYNSKI ’10

KATE CAVANAUGH ’10

KOLBIE (MCCABE) DEAMON ’09

BRITT (MCKENNA) DICKSON ’01

SHARON FOGARTY ’82

CLARE (LLOYD OWEN) GARFIELD ’09

BROOKS JALBERT ’15

ALEX KATZ ’14

BROOKE MOSCHETTO ’11

ALIZA NORCROSS ’05

DAVE SCHLEYER ’05

RYAN WALTERS ’11

IN MEMORIAM

Tom Gordon ’46

July 5, 2023

Charles Bernier ’51

January 15, 2024

Raymon Brunelle ’53

October 10, 2023

Carole Paul ’54

October 13, 2023

Clifford Baillargeon ’59

October 18, 2023

Edward Syvinski ’59

August 10, 2023

Robert Alan Hickey ’71

April 5, 2022

Andy Jalbert ’81 2022

Joe Verock ’93

January 7, 2024

Lessons in Knitting

Jana Brown was assisted by Liz Franklin ’27 and Arya Bhat ’27 during the interview process as part of an Innovation Pursuit.®

THROUGH

HER WORDS AND ACTIONS, WRITER BETSY CORNWELL ’06 HAS CREATED COMMUNITY IN HER ADOPTED HOME OF IRELAND AND BEYOND.

By Jana F. Brown

On the inside of her right forearm, Betsy Cornwell ’06 has a tattoo. Inspired by the words of an admirer of “The New York Times” Bestselling Author’s work, the inked inscription reads: “From the bottom of this stranger’s heart.”

The words have become both mantra and inspiration for Cornwell, who has taken the message and injected it into her work as a writer of young adult fairy tale novels and expanded it to include gestures of kindness toward others.

“This woman wrote to tell me there was something in one of my books, and she had thought she was the only person in the world who felt that way,” Cornwell says. “Then she saw it on the page and it turned out someone else felt it, too. That I connected with one person through my work really means a lot to me.”

The connections Cornwell has made extend far beyond the pages of her six published novels. Based in Connemara, Ireland, where she lives with her six-year-old son, Cornwell teaches creative writing at the University of Galway and has cultivated relationships both online and in person through The Old Knitting Factory, a childcare-inclusive artist’s residence on Ireland’s west coast that she founded to share with single mothers in need of a retreat space.

“One of the biggest things about The Old Knitting Factory project is how it’s connected me with other single parents, because it can be a very isolating experience,” Cornwell says. “Also, the grown-up children of single moms have been some of my biggest supporters, and it’s been comforting to see that they turn out to be pretty cool people.”

In January 2023, “The New York Times” published Cornwell’s essay “I’ll Get By With a Little Help From My Herd” in its weekly “Modern Love” column. In the piece, she wrote about her career, the communities that have embraced her, and how the support she received as she settled into life as a single parent in a foreign country — during a global

Betsy Cornwell ’06

pandemic — served as inspiration for her to build a creative haven for others. In response to the essay, Cornwell received hundreds of emails from people all over the world.

That she was able to further build a sense of community using her skills as a writer is not surprising. As an early reader and the daughter of a literacy coach, Cornwell became a consumer of words at a young age. “I remember being six years old, looking at books on the bookshelf, and thinking, ‘I want to write books someday,’” she recalls. When her third grade teacher recommended “A Wrinkle in Time” by Madeleine L’Engle, Cornwell “totally fell in love with it, and I have remained on this children’s literature/speculative sci-fi/fantasy track ever since.”

Cornwell arrived at Berwick as a sixth grader in 1999, and immediately found comfort in the smaller class sizes, where she established lifelong bonds. As an Upper School student, Cornwell thrived in English and French, founded a foreign film club, and directed a production of Agatha Christie’s “The Mousetrap.” She credits her Berwick college advisor, Moira McKinnon ’88, for pointing her to Smith College, where Cornwell earned a B.A. in English and completed a special project in folklore and fairy tales.

It was at Smith that she wrote her first novel, “Tides,” a retelling of an Irish fairy tale called “The Selkie Bride” with a message of acceptance. Cornwell sold “Tides” while she was earning an M.F.A. in creative writing at the University of Notre Dame. She signed a two-book publishing contract with Houghton Mifflin Harcourt, and used the money to finance a research trip to Ireland.

Though she only intended to stay in the country for a few months, Cornwell met and married a “handsome Irish horse trainer.” They have since divorced, and Cornwell has remained in the Republic of Ireland to raise her son. In her “Modern Love” column, Cornwell opened up about the abusive relationship with her ex, and the unexpected community of friends — old and new — who nurtured her back to herself and inspired her to purchase the converted knitting factory, where she now hosts women and children who find themselves in situations similar to her own. To make the dream a reality, Cornwell had to raise funds to cover the initial costs of the rent-to-own plan.

“My friends from Berwick were my first supporters of the crowdfunding project, so those connections and the community really do stay with you,” Cornwell says. “Berwick is a foundational part of the life I have now. Last year, I [hosted] an amazing woman from Sudan who came to Northern Ireland as a refugee with her two young kids and is now working for an NGO in Belfast. This winter, I have a Navajo single mom and her three kids from the U.S. coming to stay at the Knitting Factory. I’m very proud of that.”

In a departure from her previously published works, Cornwell is currently drafting a memoir, her first book for the adult market, in which she will recount her experiences of single parenthood. While intended to entertain young readers, her series of fairy tales for the 12+ age group is also laden with messages meant to inspire. For example, Cornwell’s second novel, “Mechanica,” is a retelling of “Cinderella” — with an empowering twist.

“I started seeing fairy tales as these machines that drive everyone toward the same ending; you marry the prince and live happily ever after,” she says. “My Cinderella character is an inventor and a mechanic because I wanted a Cinderella who could reach inside the machine of her own story, take it apart, and rebuild it as something that works for her rather than this one-size-fits-all happy ending. One of the big lessons I learned…from my experience of single parenting is that you are safer and better off in community.”

FROM THE AUTHOR

Reimagining the Relevance of Socrates

GREENSPAN SIBLINGS AIM TO CONNECT WRITERS WITH READERS TO CREATE A DIALOGUE REMINISCENT OF THE ANCIENT PHILOSOPHERS.

By Jana F. Brown

Quarantining together during the pandemic brought good fortune for the Greenspan siblings, Jake ’15, Samantha ’17, and Zachary ’19. For the better part of 2020, the Berwick alumni were at home in Portsmouth, New Hampshire, where they made a habit of reading together and discussing common texts over dinner each night.

“In the long term, we want to appeal to everyone who loves to read and wants to be able to discuss what they’re reading.”

“We’d been reading a Socratic dialogue by Plato,” explains Jake Greenspan, a 2019 graduate of the University of Chicago, where he studied classics, philosophy, and literature. “The question that arose was, ‘What happens when an oral culture that revolves around spoken conversation starts to take up writing, a new technology in antiquity?’ It’s a form of speech severed from the soul. After discussing it, we immediately asked what it would mean if this dialogue were taking place today.”

Before they knew it, the Greenspans had developed the idea for Skolay, a platform for conversations between writers and readers. The goal is to help writers deepen engagement with their most devoted readers, expand their readership, and create new revenue streams for themselves and/or the causes they care about.

“Skolay means leisure in ancient Greek,” explains Zachary Greenspan, who is currently studying philosophy at the University of Chicago, while also taking the lead on design and front-end development for Skolay. “It’s also what gives us ‘school’ and ‘scholar.’ In Aristotle’s ‘Politics,’ he writes that leisure is necessary for education and the cultivation of virtue and good citizens. That was our inspiration.”

In its current iteration, Skolay invites writers to join the community, where they make themselves available for discussions with devoted readers. While their website is the current portal to these connections, the Greenspans plan to launch an app in the first quarter of 2024, simplifying the path for readers to join Skolay, search the roster of writers, and check their availability for a call. There is a small fee for the conversations facilitated by Skolay, and writers keep 80% of the profits.

To maintain the privacy of the participants, Jake, Samantha, and Zachary have devoted time to refining their proprietary technology, which integrates browsing, scheduling, calling, and payment in one place. While many of the writers who have so far joined the community are historians, biographers, and journalists, the Greenspans hope to

expand into other genres. That could include mystery, romance, popular science, and everything in between.

“In the long term, we want to appeal to everyone who loves to read and wants to be able to discuss what they’re reading,” says Samantha Greenspan, a 2021 Barnard graduate who serves as chief operating officer. “We’d love to accommodate many more kinds of writers and their readers.”

While the pandemic may have sparked the idea for Skolay, the roots had long been in place. Growing up, Jake, Samantha, and Zachary shared a close bond, one reflected in their thoughtful conversations today. Samantha remembers Jake helping her with Latin, and all three siblings rode the bus together to Berwick (along with youngest brother Max ’21), where they shared a love of the classics and were inspired by the School’s Innovation Pursuits program.

“Even when we had our own homework, we were always talking about what we were learning, what we were thinking,” Samantha says. “What I credit the most, besides our parents, would be the amount of quality time we had supporting each other at Berwick, because we didn’t have to really learn how to work together [with Skolay]; we’d been doing it all along.”

“I’ll put it simply,” adds Jake, Skolay’s chief executive officer, “we can disagree without becoming disagreeable.”

So far, the Skolay community features writers published in “The New York Times,” “The Atlantic,” “The Wall Street Journal,” and many other publications. Skolay also has received backing from the Brown Institute for Media and Technology, a partnership between the Columbia Journalism School and Stanford Engineering. In plans for future scaling, the Greenspans envision the facilitation of conversations between podcasters and their listeners through the Skolay platform. They are also excited about the possibility of further enriching the engagement with culture and content through Skolay-powered book clubs, as well as rolling out dynamic links to connect writers and readers through social media and other places where content is shared (Goodreads, for example) so that the experience is cohesive.

“The whole vision,” Jake explains, noting the dream for Skolay is to become a household name, “is not to be this siloed platform, but to be integrated into all the places where people already are engaging with content and culture. Imagine going into a bookstore and seeing a section where every

book curated in this area is written by an author who’s on Skolay.”

As the Greenspan siblings continue to build their business, they do so from different cities; Jake and Samantha in New York and Zachary in Chicago. But, as the roots of Skolay suggest, they maintain a constant conversation both about the community they’re creating and their mutual aspirations for its future. According to Jake, he and his sister and brother realized that what Socrates meant by writing is what today’s society recognizes as content, though the internet so far has failed to offer a correspondingly robust infrastructure for conversations.

“The spirit of Skolay, of that ancient Greek idea of wise, purposeful leisure as the basis of all learning and culture, should not just be a historical artifact,” Jake says. “That spirit needs to reinfuse our lives on a daily basis. If Skolay can help be the vanguard of that, I think that will be a great testament [to what we’re trying to achieve].”

More information on Skolay can be found here:

Jake Greenspan ’15

Samantha Greenspan ’17

Zachary Greenspan ’19

JACK FRENCH ’10

How Maple Syrup Flows From The Green Mountain State To The Land Down Under

By Jana F. Brown

On the website for Jack French’s company, Sap N Tap, there’s a graphic that features a freighter making its way to the other side of the globe, more than 10,000 nautical miles, from the Port of Boston, Massachusetts, to the Port of Melbourne, Australia.

While the choice to ship his Vermont-made maple syrup by sea is the most economical and carbon-efficient method of transport, it could also be viewed as a metaphor for the meandering path that took French from his hometown of Portsmouth, New Hampshire, to Berwick Academy to the capital city of Victoria, Australia.

“I took a different path and, I guess, part of that was just who I was,” says French, who graduated from Berwick in 2010. “One thing you learn by going down that alternative path is discipline and grit. I had to go through a bit of a down period in order to figure out who I was, what I wanted to do, what my skills were, and how I could apply them.”

Sap N Tap maple syrup is sustainably sourced from a family-owned forest in the USA. The syrup from this faraway forest is helping to support forests closer to home. 25% of profits are donated to protect and restore Australian forests.

Following his older sisters to the School, French entered Berwick as a sixth grader. He fondly remembers the close-knit community, lifelong friends, and support from numerous faculty members, including former Director of Upper School Ted Smith. After six years on the Hilltop, he spent one semester at Elon University in North Carolina before leaving the U.S. to work for a family business connection at a small-town lumber mill on the Australian island state of Tasmania. It was during those six months that French first became ingrained in the Australian community.

When he returned to Elon the next fall, French pursued a degree in finance and international business, eventually graduating in 2015. He spent the next three years working for a wood products manufacturer in North Carolina, and learning that he wanted something more than what corporate America had to offer. So, he moved back to Australia in 2018 to pursue an MBA at Melbourne Business School. During the COVID-19 lockdown of 2020, French began to formulate a plan to start his own business. He had gained some post-grad experience in the logistics of importing and exporting while working as a business development manager for Explorate, and put that acumen together with an idea to bring to Australia the maple syrup produced at his family-owned forest in Vermont.

“I decided to ship some syrup over here and give out samples to see if people liked it,” French explains. “The feedback was pretty good, and I identified a bit of a gap in the market. Australians don’t really have access to the high-quality maple syrup I grew up with in New Hampshire.”

Trusting his instincts, French launched Sap N Tap in 2022. He enlisted a neighbor in rural Vermont, who taps, boils, and bottles the maple syrup, then prepares it for shipment to Australia. Today, French supplies the Vermont-made maple syrup to several bulk suppliers in Melbourne. He also sells the product to cafés, bakeries, restaurants, and grocery stores, and personally peddles it — one bottle at a time — at weekend farmer’s markets.

In addition to the energy savings that come from shipping the syrup by sea (even though it takes 20 times as long as it would by air),

French delivers his product by bicycle or car share service, ensuring that there are minimal carbon emissions while getting the bottles to local vendors. For bulk customers, who purchase the Sap N Tap syrup in two-liter jars, French picks up the empty bottles and reuses them, further reducing the company’s carbon footprint. He also donates 25% of his net proceeds to Rainforest Rescue, a nonprofit dedicated to fighting rainforest destruction.

“What motivates me is that I love building a community among my customers,” French says. “At the end of the day, I’m not doing this solely to make money. I want to make enough money to pay my bills, but I’m really doing this for a sense of purpose. Even though it’s been a bit of a grind, I feel way more purposeful [than I would have in a corporate job] — and I’m happier.”

While he recognizes that there eventually may be a ceiling to his business, French has developed a three-year plan for Sap N Tap. His vision aligns with his sense of purpose, and French intends to maintain a business known for integrity, honesty, transparent communication, and reliability. He wants his product to be consistently rated as the best maple syrup in Australia and has hopes of expanding throughout the country and possibly into New Zealand. He’s also exploring the possibility of shipping 55-gallon drums of syrup to Melbourne and bottling it locally, fortifying the company’s sustainability efforts and supporting local businesses.

Despite the non-linear route he took to get to where he is today, French has no regrets. “I wouldn’t have chosen any other path,” he says. “Although it’s been hard at times, I feel like I now know who I am, and I’m pretty clear about what I want.”

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