Berwick Today – Summer 2017

TODAY

Road to Excellence | Summer 2017

Contents BERWICK ACADEMY TODAY

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The Road to National Excellence from Head of School Greg Schneider

FEATURE ARTICLES – EXCELLENCE On the National Stage: Faculty and Staff Share Berwick’s Vision

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Defining Excellence Beyond Berwick

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Strengthening Berwick’s Greatest Resources

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The Berwick Advantage in College Admissions

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Excellence in the Classroom

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Preparing College Athletes

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2017 COMMENCEMENT Class of ’17 College Admissions and Matriculations

ATHLETICS AND ARTS UPDATES ALUMNI BULLETIN Alumni Weekend September 22–23 In Memoriam

Cover artwork (created by Kyle Riffe ’08) was inspired by the Middle School’s production of The Wizard of Oz and Berwick Academy’s Road to Excellence.

TODAY Berwick Today is published two times per year, once in the winter and once in the summer, by Berwick Academy. The magazine is mailed to alumni, parents, and friends of the School.

It is also available online at www.berwickacademy.org.

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EDITOR-IN-CHIEF Tracey Boucher

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COPY EDITOR Jana F. Brown DESIGN Graphic Details, Inc. Portsmouth, N.H. CONTRIBUTORS Chris Atwood ’10 Lia Bensley Naamah Azoulay Jarnot Kathryn Strand PHOTOGRAPHY Lia Bensley Tracey Boucher Naamah Azoulay Jarnot Kyle Riffe ’08 COVER ARTWORK Kyle Riffe ’08 Changes of address and other communications may be directed to: Berwick Academy Kellie Demers, Advancement Research and Database Manager 31 Academy Street South Berwick, ME 03908 207-384-6303 kdemers@berwickacademy.org

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facebook.com/berwickacademy

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@berwickacademy @berwickacademy

B E R W I C K ROAD TO EXCELLENCE

BERWICK ACADEMY &

THE ROAD TO A Message from the Head of School, Greg Schneider

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urely there have been moments over the past 10 years when people have rolled their eyes about Berwick’s aspirations of “national excellence.” My interpretation has been that occasionally people view the phrase as having a hint of hubris, while others view it as an inauthentic goal for a relatively isolated day school in South Berwick, Maine.

While I can certainly understand skepticism, I stand behind the fact that one of my primary roles as Head of School is to set the sights of our institution on a bigger horizon. Our commencement speaker, David Greene, president of Colby College, spoke to our trustees recently about the “culture of possibility” he has tried to instill at his school. I think it makes sense for me to spend a few moments unpacking both of the words in the phrase “national excellence.”

At our April retreat, the Board of Trustees gathered to consider the question of “good to great” as it relates to Berwick, which included a presentation by the aforementioned Mr. Greene. We emerged from that conversation acknowledging that the road to excellence for Berwick Academy actually includes many metrics; program, campus, admissions, fundraising, endowment, college list, faculty, diversity— the list could go on. There is certainly great work happening in these areas, but even more great work that lies ahead for this community.

In a recent article, I tried to reassert the definition of excellence that Berwick espouses in its core values:

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NATIONAL EXCELLENCE 1

upporting achievement in all aspects of the S Berwick experience

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Building and sustaining meaningful relationships with an emphasis on collaboration

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Promoting independence, self-advocacy, and emotional growth

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Seeking avenues for improvement toward achieving one’s personal potential

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Aspiring toward and rewarding creativity, imagination, and innovation

Without question, excellence is an essential ingredient of the Berwick community. We have a clear expectation that our students and employees are working toward extremely high standards. But it is also true that we have purposefully defined excellence more holistically than a GPA. Our definition encapsulates aspects of collaboration, creativity, improvement, and independence, in addition to needed focus on achievement.

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B E R W I C K ROAD TO EXCELLENCE

The “national” aspect of this aspiration is to say Berwick wants to be known as one of the strongest PK–12 day schools in the country. In my mind, I can rattle off such a school in nearly every major city of the United States, and it inspires me to think that Berwick might come to mind when people think of Northern New England.

Hiring, presenting, and collaborating with other schools are all key ingredients in achieving this goal. Just recently, I was invited by a national association to present in New Orleans this coming fall on the concepts of leadership and financial aid. We presented last year in San Francisco on innovation and governance. Also falling under this “national” category, we take great pride in the college placement of our seniors, given the college-preparatory nature of our mission. We have seen this list grow in both national and international scale in recent years. I have no doubt that, 50 years from now, we will see Berwick graduates far more geographically spread than they are today, and the impact of our mission will only continue to grow.

Much like our best teachers use varied forms of assessment to gauge student knowledge, I think the best schools have multiple ways to recognize excellence. We can see this in athletics, arts, and even faculty awards throughout the year. For me, academic excellence remains the central purpose of our school, even while we pursue these other worthy goals. In the past few years, our faculty has completed a full review of our honors and awards in conjunction with our mission. We made a decision to move away from an honor roll at our school, believing that intrinsic motivation should be our primary goal for students. We see this intrinsic power in programs such as the Innovation Center, for which students receive no academic credit. It is extremely clear to me that successful Innovation Pursuit projects have far more impact in the college admissions landscape than whether a student achieves honor roll status within the context of our student population. It is also true that our former system awarded nearly two-thirds of the student body with honor roll status, which ironically did support a notion that everyone in our community needed a ribbon to feel appreciated. Today, we hope for something more.

One of our implicit goals is to create a culture that becomes more comfortable with failing over time. We believe this is a key ingredient to building character

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traits such as grit and perseverance. My father sent me to Amherst College with one simple, albeit painful, challenge: What will you do when you realize there are so many people better than you are at the things you care about most—even if it is not that important to them?

Confronting failure is an essential ingredient to another version of excellence we cherish today at Berwick: innovation. As the school’s leader, I want our culture to be comfortable piloting new ideas, knowing that not every single one can stick. These “piloted” ideas should become our boiler room of institutional improvement over time.

On the micro level, it is usually through parent feedback that I feel most comfortable that excellence is alive and well at our school. When we hold admission events, we often ask parents to speak to their experiences and hear comments that affirm our work. Recently, at a gathering of our Schleyer Scholars, I heard parents express that “the standards are set so high at Berwick, and the kids rise up to them.” I would argue some of these students are the ones setting such high standards.

Ten years into this journey, I know it is hard to measure excellence incrementally—but I think we know it when we see it. I also think one can look at institutional improvement over longer periods of time and conclude that a culture of innovative excellence is, in fact, emergent. Is it happening at our school? We know we are being asked to present more at conferences, and we certainly have more visitors wanting to see our work. I would also put our top students against the best young minds in the country in any competitive environment.

Perhaps the ultimate conclusion is that measuring our success is less important than being clear that we want to be on this road in the first place. This is a school community founded upon 225 years of promoting virtue and useful knowledge. I could imagine no more enduring definition of excellence than that one.

Gregory J. Schneider Head of School

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B E R W I C K ROAD TO EXCELLENCE

ON THE NATIONAL FACULTY & STAFF SHARE BERWICK’S VISION

FALL 2017 SPRING 2017 FALL 2016 SPRING 2016 FALL 2015 SPRING 2015

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STAGE

SOUTH BERWICK, ME

THE DIGITAL SHIF T (TDS) PRESENTATION SARAH ORNE JEWET T HOUSE

BETHEL , ME

NEW ENGL AND ASSOCIATION FOR COLLEGE ADMISSION COUNSELING (NEACAC) SUMMER INSTITUTE

PORTLAND, ME

INDEPENDENT SCHOOLS ASSOCIATION OF NORTHERN NEW ENGL AND (ISANNE) FOREIGN L ANGUAGE ASSOCIATION OF MAINE (FL AME)

YORK, ME

INDEPENDENT SCHOOLS ASSOCIATION OF NORTHERN NEW ENGL AND (ISANNE)

KEENE, NH

NEW ENGL AND ASSOCIATION FOR COLLEGE ADMISSION COUNSELING (NEACAC)

MANCHESTER, NH

AUSTIN, TX

47TH ANNUAL C COUNCIL FOR THE ADVANCEMENT AND SUPPORT OF EDUCATION – NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS (CASE-NAIS)

SAN ANTONIO, TX

TECHNOLOGY INSTITUTE FOR MUSIC EDUCATORS/ TEXAS MUSIC EDUCATORS ASSOCIATION (TI:ME/ TMEA) NATIONAL CONFERENCE

NEW ENGL AND ASSOCIATION FOR COLLEGE ADMISSION COUNSELING (NEACAC)

MEREDITH, NH

INDEPENDENT SCHOOLS ASSOCIATION OF NORTHERN NEW ENGL AND (ISANNE)

WATERVILLE VALLEY, NH

NEW HAMPSHIRE ASSOCIATION OF HEALTH, PHYSICAL EDUCATION, RECREATION, AND DANCE (NHAHPERD)

PITTSBURGH, PA KAPPA DELTA PI 51ST BIENNIAL CONVOCATION EDTALK

LOS ANGELES, CA

BALTIMORE, MD

US L ACROSSE NATIONAL CONVENTION

BOSTON, MA

NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS (NAIS) NEW ENGL AND ASSOCIATION FOR COLLEGE ADMISSION COUNSELING (NEACAC) ASSOCIATION OF INDEPENDENT SCHOOLS IN NEW ENGL AND (AISNE)

PEABODY, MA

NEW ENGL AND ASSOCIATION FOR COLLEGE ADMISSION COUNSELING (NEACAC) SUMMER INSTITUTE

PROVIDENCE, RI

ONLINE EDUCATION SYMPOSIUM FOR INDEPENDENT SCHOOLS (OESIS)

NEACAC SUMMER INSTITUTE

WALTHAM, MA

SAN FRANCISCO, CA

NEACAC SUMMER INSTITUTE

NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS (NAIS)

WASHINGTON, DC

NATIONAL BUSINESS OFFICERS ASSOCIATION (NBOA)

ORLANDO, FL

KAPPA DELTA PI 50TH BIENNIAL CONVOCATION

CHICAGO, IL

INDEPENDENT SCHOOL DATA EXCHANGE (INDEX)

MEMPHIS, TN

L AUSANNE LEARNING INSTITUTE

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NATIONAL PRESENTATIONS JULIE ALEXANDER, LANGUAGE TEACHER FLAME – Portland, ME Using Visual Tools in the World Language Classroom: Provided teaching methodologies and hands-on activities for language teachers to use in the Pre-K–12 classroom using images and visuals.

TRACEY BOUCHER, DIRECTOR OF COMMUNICATIONS STEPHANIE CASWELL, DIRECTOR OF THE BERWICK FUND AND LEADERSHIP GIVING Blackbaud’s K12 Get Connected – Podcast Making the Most of Your 225th: Media Strategy for a School’s Big Anniversary. Spoke about the planning and execution of Berwick Academy’s 225th anniversary, including branding, event planning, marketing, and fundraising.

MARILENA CANUTO, DIRECTOR OF PHYSICAL EDUCATION NHAHPERD – Waterville Valley, NH Spin Your Way to Health, Physical Education and Health, Innovative Games: Presented on incorporating health topics into physical education class; ways to integrate books into wellness classes; new ways to teach innovative games.

BILL CLAPP, UPPER SCHOOL MATH TEACHER & VARSITY LACROSSE COACH US Lacrosse National Convention – Baltimore, MD LaxCon: Presented to 20–60 coaches on best practices for coaching youth players.

Participants received Level 1 or Level 2 certification.

DARCY COFFTA, DIRECTOR OF INNOVATION AND UPPER SCHOOL LIBRARIAN

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DARCY COFFTA, DIRECTOR OF INNOVATION AND UPPER SCHOOL LIBRARIAN MOIRA MCKINNON, DIRECTOR OF COLLEGE COUNSELING NEACAC – Boston, MA Innovative Curriculum in Admissions: Presented with an admissions director from Worcester Polytechnic Inst. regarding the impact of IPs and Curriculum 2020 on college admissions decisions.

OESIS – Los Angeles, CA From AP to IP: Presented on Berwick’s IP program, its impact on college admissions, and how it allows students to excel and differentiate themselves in selective admissions.

DARCY COFFTA, DIRECTOR OF INNOVATION AND UPPER SCHOOL LIBRARIAN JENNIFER BREWER, LIBRARY DIRECTOR, LOWER SCHOOL LIBRARIAN AND LOWER SCHOOL INNOVATION COORDINATOR WENDY HARRINGTON, DIRECTOR OF ACADEMIC TECHNOLOGY RAEGAN RUSSELL, VISUAL ART DEPARTMENT CHAIR The Digital Shift – Virtual Conference Berwick Innovation Center: Shared IP program framework, fundamentals, and examples.

GREG SCHNEIDER, HEAD OF SCHOOL DARCY COFFTA, DIRECTOR OF INNOVATION AND UPPER SCHOOL LIBRARIAN RAEGAN RUSSELL, VISUAL ART DEPARTMENT CHAIR ERIC RAWN ’16 NAIS – Boston, MA Innovation Pursuit (IP) Program: Shared IP program framework, fundamentals, and examples.

New England Museum Association – Peabody, MA Maker Programs in Academic/School Libraries: Shared IP program framework, fundamentals, and examples.

JON DOUGLAS, CHIEF FINANCIAL OFFICER

Maine Library Association – Bethel, ME Innovation Pursuit (IP) Program: Shared IP program framework, fundamentals, and examples.

NBOA – Washington, DC Innovative Benefit Solutions—How Three Schools Took Control of Healthcare: Presented on innovative and non-disruptive solutions that give school officials control over their healthcare spending, while creating a climate of health and wellbeing for faculty and staff.

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INDEX – Chicago, IL Changing Course: Explored options to combat the ever-rising cost of health insurance.

MATT FRIEL, FORMER BOARD OF TRUSTEES CHAIR GREG SCHNEIDER, HEAD OF SCHOOL AMY SMUCKER, ASST. HEAD OF SCHOOL FOR EXTERNAL AFFAIRS NAIS – San Francisco, CA Board Structure as a Catalyst for Innovation: Presented on how the Berwick Board structure overhaul has been a catalyst for an increased fundraising and change-leader role for the Head of School to drive a culture of innovation at the School.

MOLLY GABBARO, UPPER SCHOOL HISTORY TEACHER; GIRLS VARSITY HOCKEY COACH SSATB – Orlando, FL Identifying & Managing the Student Athlete Throughout the Education Process: Middle School to College – Offered an understanding of how to aid student-athletes in identifying secondary schools and colleges, managing student and family expectations, enrollment and financial aid guidance, and a general understanding of an athlete’s path from middle school to college at D1 and D3.

JOEL HAWES, LOWER SCHOOL DIRECTOR Lausanne Learning Institute – Memphis, TN Innovating with Innovation Jr.: Presented on Berwick’s Lower School Innovation Jr. program and how “innovative thinking approaches” led to the design of the program and activities within the program.

CHARLENE HOYT, UPPER SCHOOL MATH TEACHER ISANNE Academic and Student Life Leaders Conference – Meredith, NH The Brain and Learning: How research on the brain can affect our teaching approaches.

SETH HURD, DIRECTOR OF VISUAL AND PERFORMING ARTS Sarah Orne Jewett House – South Berwick, ME Make History – Community as Classroom: Panelist

NAAMAH JARNOT, ASST. DIR. OF COMMUNICATIONS AMY SMUCKER, ASST. HEAD OF SCHOOL FOR EXTERNAL AFFAIRS CASE-NAIS Independent Schools Conference – Austin, TX Can One Differentiator Lead to School-Wide Advancement?: Presented on how Berwick’s Strategic Brand Council transformed Maine’s “best kept secret” and propelled it to the national stage via innovation.

MARTI LIMBOCKER, EDUCATIONAL SUPPORT SERVICES COORDINATOR Kappa Delta Pi 50th Biennial Convocation – Orlando, FL Early and Emergent Reader Motivation: Presented on how to motivate early and emergent readers in the classroom, provided teaching tips, and answered questions from colleagues.

Kappa Delta Pi 51st Biennial Convocation – Pittsburgh, PA Student Journaling – Motivation and Quantity of Writing: EdTalk presentation about how to motivate young students to write and to write greater quantity of material.

MOIRA MCKINNON, DIRECTOR OF COLLEGE COUNSELING NEACAC Advanced Secondary School Counselor Summer Institute – Boston, MA The Mindful College List: Presented with an admissions director from Middlebury College on how to help students focus on their priorities and create mindful, individualized college lists.

NEACAC Annual Meeting and Conference – Manchester, NH Managing Difficult Conversations: Presented with three colleagues in the field on how to deal with our toughest constituents.

NEACAC Annual Meeting and Conference – Keene, NH Working with Transgender and Non-Binary Students in the Admissions Process: Discussed the challenges that transgender and non-binary students face in the admissions process, as well as typical blind spots that high school counselors and college admissions offices encounter that inhibit the work they do for students.

educate and encourage students to consider issues of diversity as they choose a college.

SUZANNE MILLER, FORMER BPC PRESIDENT AMY SMUCKER, ASST. HEAD OF SCHOOL FOR EXTERNAL AFFAIRS ISANNE – Portland, ME Volunteers Matter: Presented on how volunteer engagement can help a school achieve its vision and mission, while building parent and alumni relationships and morale.

LYNNE O’SHAUGHNESSY, ASST. DIRECTOR OF COLLEGE COUNSELING

STEPHANIE SANDERS, MUSIC TEACHER TI:ME/TMEA National Conference – San Antonio, TX Digital Portfolios – The Basics and Beyond: General information on setting up and using digital portfolios in a music ensemble setting.

The Music Box – Student Innovation and Creativity: Examples of using outside-the-box thinking for PBL in a music classroom and ensemble setting.

Lab in a Bag – The Good, Bad and the Ugly: Firsthand knowledge of teaching in a mobile lab versus a fixed lab setting for teaching a music technology course.

NEACAC Annual Meeting and Conference – Boston, MA Can I Say That? Managing Difficult Conversations Across the Desk: Joined three other admission and college counselors to present on how to best deal with tricky conversations about students.

Creativity and Assessment in the Music Classroom: Examples of student-led instruction, creative PBL examples and assessment in the music classroom.

NEACAC Annual Meeting and Conference – Keene, NH Can I Say That? Managing Difficult Conversations Across the Desk: Joined three other admission and college counselors to present on how to best deal with tricky conversations about students.

NAIS – New Orleans, LA Leadership and Financial Aid INDEX – Chicago, IL Governance and HOS role in Curricular Leadership

NEACAC Summer Institute – Providence, RI Worked to mentor and teach new counselors in the field of admissions and college counseling.

AISNE – Boston, MA Innovation and Governance

GREG SCHNEIDER, HEAD OF SCHOOL

ISANNE – York, ME Panel lead on becoming a Head of School

NEACAC Summer Institute Planning Meeting – Waltham, MA What is Summer Institute All About?: Co-presented on the ins and outs of being a faculty member of SI to new faculty.

NEACAC Summer Institute – Waltham, MA Worked to mentor and teach new counselors in the field of admissions and college counseling.

Sarah Orne Jewett House – South Berwick, ME Make History – Community as Classroom: Panelist

Discussing Issues of Race and Ethnicity in the Application Process: Presented with an admissions director from UVM about how to

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B E R W I C K ROAD TO EXCELLENCE

DEFINING EXCELLENCE

BEYOND BERWICK

The power of philanthropy to drive excellence

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n 2009, former Berwick parent Mary Schleyer made a decision that has had an unprecedented philanthropic impact on excellence at Berwick.

Schleyer’s donation of $2 million to fund financial aid over 20 years has powered the School’s evolution and growth in extraordinary ways. The gift from the Schleyer Family Foundation established the Mary Z. Schleyer Scholarship program, which provides full financial aid to two students entering ninth grade—every year. The aid follows them through graduation.

The Schleyer family’s connection to Berwick runs deep. Mary joined the Board of Trustees in 1996 and served for 12 years, actively participating on steering committees and taking on the role of president. She was named a Trustee Emerita in 2008. Prior to her work with the Board, she served as president of the Berwick Academy Parents Association. Mary’s three sons with husband Bill are all Berwick alumni.

LIFTING ALL BOATS

THE IMPACT ON ADMISSIONS

The Schleyer Scholarship, and the Scholars themselves, have made an enormous positive impact on the School and beyond.

The Schleyer Scholarship has had a net positive effect on the strength and depth of Berwick’s application pool, attracting outstanding students who otherwise may not have applied. Since 2008, applications for the Upper School have increased by 60%. Selectivity also has improved, and the acceptance rate has gone from 72% in 2008 to 56% in 2016. The admission yield, or the number of accepted students who choose to attend Berwick, has risen from 49% prior to 2008 to between 50 and 60% over the past nine years. In several cases, we have yielded Schleyer Scholars who were also accepted at top-tier boarding schools in the area.

The expression “a rising tide lifts all boats” describes how this gift and the Schleyer Scholars have influenced all aspects of life at Berwick—in the classrooms, on the athletic fields, in the arts, and in college admissions.

While maintaining high academic standing, the Scholars have taken leadership positions throughout their Upper School experiences.

They have inspired the community with creative Innovation Pursuits and community service work. One of the Scholars, a brilliant mathematician, is a role model for girls on campus interested in STEAM. Teacher comments about the Schleyer S cholar s consistently reference the positive effects those students are having on their classmates, from being effective collaborators to elevating the classroom discussion. One teacher wrote, “Her impact on the class is undeniable, she helps create a learning environment in which taking intellectual risks is okay.”

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These metrics are even more impressive when set against the broader base of schools with whom Berwick competes for students.

Ten years ago, Berwick’s main competitors included local public schools and St. Thomas Aquinas. Today, families considering Berwick are also looking at Phillips Exeter, Governor’s Academy, Pingree, and Brooks.

RETURN ON INVESTMENT: THE SUCCESS OF THE SCHLEYER SCHOLARS BEYOND BERWICK There are currently 10 Schleyer Scholars from the Classes of 2013 through 2017, and eight more currently at Berwick. All of the graduates have attended top-tier colleges, including Connecticut College, the University of Alabama, Hamilton College, Northeastern University, Brown University, and Tulane University. Their fields of study include biolog y, environmental studies, engineering, international relations, bioengineering, and computer science.

They also have pursued athletic passions in college, competing in water polo, swimming and diving, and rowing.

In a recent note to Mary Schleyer, one of the Schleyer Scholars expressed his gratitude for this life-changing gift.

“Once again, I cannot thank you enough for the opportunity you gave me five years ago,” he wrote. “Without Berwick Academy, I would not be even nearly the same person I am today. Though my time on the Hilltop is over, I continue to reap the benefits of your generosity in my life every single day.

There are truly no words to fully express my gratitude.”

Three Alumni Stories STANLEY A. MOTTA ’63 Excellence is never achieved, so while you want to be on its road, there is really no final destination. The real question is: How do you know if you are on the “right” road?

thers will measure your O success, but it’s your own measurement that truly counts.”

I ask friends and colleagues to sometimes think like a novelist. When a writer starts out to write his or her novel, he or she knows how it will end; whether the hero will survive and what will happen along the way. If you think of your life as a book with a desired outcome, you will pay attention to the chapters you are writing each day. Others will measure your success, but it’s your own measurement that truly counts.

We live in the best of times. If you measure the world now compared to recent history, you will realize this is true. To support my assertion, I share a recent experience. My wife and I went to Normandy and visited many WWII sites, including the military cemeteries. Regardless of nationality, the tombstones do not feature the traditional date of birth or date of death, but rather the deceased’s age.

For me, Berwick was a wonderful chapter, as I think it will be for you. If we can maintain peace, you will have the opportunity to write many chapters.

JO ANN GATES BELTRE, M.D. ’93 The strict definition of excellence is the quality of being outstanding. As an academically motivated adolescent, I initially understood this to mean that all of my work had to be perfect­— all the time. Anything less than a solid ‘A’ on my schoolwork would send me into an unwarranted mood of teenage angst.

When I came to Berwick as a sophomore, the school quickly altered and broadened my understanding of the concept of excellence.

I struggled for the first time. I worked as hard as I could, but fell short of my ideal grades.

I was pushed way beyond my comfort zone, and found it was not always going to be easy—or possible—to earn that esteemed ‘A.’ Along the way, my disappointment was tempered, as I was surprised to be continually cheered on, encouraged, and congratulated. My wonderful teachers could see my progress independent of my grades. I began to understand, through their enthusiasm, that excellence was more about progress on the path, and less about how many miles traveled. I realized that my goals had changed, and began to look for new strategies that would help me succeed.

I learned to accept both the negative and positive results of my efforts as necessary steps in my growth. Berwick recognized my accomplishments at every turn, and my confidence grew.

My goals at that time were big and bold. I wanted to excel because I wanted to be a doctor. That big picture was always what drove me. My motivation and determination came from choosing to do what I love.

These days, as a mom and a physician, excellence involves smaller goals of balance and happiness. Achieving excellence in my work still involves constant self-examination.

With each patient I encounter, I challenge myself to consider what other questions I could ask. Do I need to dig a little deeper?

Did my patient feel heard and understood?

Ongoing passion for my work also has driven me to take chances that have allowed me to continue to evolve in my career. Two years ago, when I found discontent in my primary care practice, I had the courage to redefine myself as an urgent care physician.

I continue to balance my work in the clinic with my passion for global health by participating in humanitarian missions in the developing world. This fall, I will lead a team to the Dominican Republic to provide care in medical clinics and work on projects that build local infrastructure and support public health on a greater scale.

…excellence was more about progress on the path, and less about how many miles traveled.”

I have found balance in my personal life by cutting back my work hours, making time for my family and myself. Nearly 25 years after my time on the Hilltop, excellence has evolved. I will be forever grateful for my time and my teachers at Berwick, who helped me understand the term in its most wholesome sense.

DEVIN WORSTER, M.D. ’06 I don’t pretend to be an expert on excellence.

It is more of an ideal I strive toward rather than something I ever hope to achieve. In high school, I might have said that excellence meant being the best at something. Years of reflection on experiences at Berwick and beyond revealed to me how narrow this view was.

B erwick created a space for students to seek excellence.”

On the one hand, excellence takes on a technical meaning of the things that one must do on a regular basis to improve—to become the best at a task. On the other, it is unique to each person’s values—what matters the most in becoming the best version of oneself.

I realized that Berwick provided me the foundation for the technical, through a commitment to hard work, critical thinking, and practice. Only later did I recognize that, through fostering individuality, ideals, and community, Berwick created a space for students to seek excellence. For me, that foundation is built upon a desire to heal, the truth of equality of all people, and a belief in a preferential option for the poor. It is through these ideals that I practice medicine. It is through them, as well, that I plan to continue work in global health and health systems, both in the U.S. and abroad.

On the morning of my college graduation, the late Minister Peter Gomes gave our class words of advice that I haven’t been able to shake from my head to this day. “Do not strive for greatness,” he said. “Strive… for goodness.”

In Berwick’s commitment to goodness, it is ensuring a trend toward excellence.

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STRENGTHENING BERWICK’S

GREATEST RESOURCES

Professional Development Continuing Education & Achievements

By Ryan Feeley, Assistant Head of School for Academic Affairs

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ver the last several years, I’ve often said that what I appreciate about our faculty at Berwick is that they “walk the walk.”

Whether asking students to take intellectual risks, speak their minds, empathize with others, or immerse themselves in the opportunities available to them, Berwick teachers clearly practice what they preach. There’s no better indicator of this trend than faculty professional development pursuits. What better way to model the importance of lifelong learning for our students than by constantly seeking further opportunities to understand more? By researching the brain and learning, developing new skills for teaching literacy,

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gaining powerful experiences in understanding the complexities of cultural competency, or pursuing advanced degrees, among other pursuits, our teachers make a clear and meaningful statement to our students: We should never stop learning. This year, we used our professional development funds for an amazing array of conferences, workshops, courses, online experiences, and degree programs in all three divisions.

Below is a sampling of highlights, all of which help us to continue to serve our students and, collectively, help Berwick advance toward achieving the goals of Curriculum 2020.

ADVANCED DEGREE FUNDING OVER LAST FIVE YEARS

PROFESSIONAL DEVELOPMENT PURSUITS

FACULTY/STAFF MEMBER

DEGREE

FACULTY/STAFF MEMBER

PROFESSIONAL DEVELOPMENT PURSUIT

Molly McKay Middle School Dean of Students

Antioch University: M.Ed.

The Frost Place Conference on Poetry & Teaching

Teaya Fitzgerald Art Teacher

Lesley University: M.Ed.

Stephanie Sanders Music Teacher

Indiana University: M.S. in Music Technology

Jen Onken Upper School Faculty and Director of Upper School Outreach Program

Ed Tech Teacher Innovation Summit

Amy Smucker Asst. Head of School for External Affairs

Northeastern University: M.S. in Non-Profit Management

Colleen Meader Executive Asst. to the Head of School and Director of Financial Aid

Northeastern University: M.S. in Non-Profit Management

Cassie Warnick, Middle School Faculty, 5th and 6th Grade Dean of Students; Susan Morris, Middle School Science Teacher Mark Summers Lower School Teacher

Molly Gabarro Upper School History Teacher

Northeastern University: M.S. in Non-Profit Management

Engaged, Empowered Minds: Using Brain Science to Educate Ethical 21st Century Citizens and Problem Solvers

Christine Bessette Upper School Science Teacher

Northeastern University: M.S. in Nutrition

Jaye Singleton Middle School Director

Association of Middle Level Educators Annual Conference

Charlene Hoyt Upper School Math Teacher

Johns Hopkins University: Advanced Degree in Neuroscience

Christie Barnes Lower and Middle School Faculty

Harvard International Conference on Chinese Pedagogy

Melissa Williams Middle School Librarian

Rutgers University: M.S. in Library and Information Sciences

Stephanie Sanders Music Teacher

Cultural Diversity in Music Education International Conference

Heidi Duehmig Middle School Teacher

Developing Perseverance, Motivation, and Executive Function in Students: Principles and Practices for the Middle Level Classroom

Hevia Paxson Art Teacher

Advanced Digital Printing Workshop

SUMMER 2017

Johns Hopkins University Graduate Program: Mind, Brain and Teaching

By Charlene Hoyt, Upper School Math Teacher

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lace your palm on your forehead. Go ahead. It is now centimeters from the most complicated thinking, feeling, seeing, smelling, hearing, and healing mechanism in our universe. The human brain contains about 100 billion neurons, and each neuron is connected to 10,000 other neurons. Try to picture this intricate mathematical web. It is clear that, regardless of how rich the field of neuroscience becomes and how intimately we study all of the physical components of the human brain, we may never fully understand consciousness.

For the past six months, it has been an extraordinary honor and joy to immerse myself in the exploration of how the brain develops, learns, and functions throughout life’s stages, trials, and pleasures (nerd nirvana). During adolescence, the brain is in a magnificent state of chemical upheaval. Reorganization and synaptic pruning heightens, the amygdala enlarges, hormones stir up the emotional brain, and myelination of the frontal lobes increases—all while I try to teach teenagers about the beauty of logarithms (eye rolls are understandable).

“The blooming and buzzing confusion of the teenage brain is not dissimilar to the brain of a two-year-old,” my professor often quips.

This marvelous organ creates the consciousness and their distinct, personal beings. It follows that understanding how the brain functions can increase the odds of optimal performance.

Every experience you have literally changes your brain. For better or for worse.”

As a “mature” learner, the magical power of this program on my graduate learning experience unfolded almost immediately. I discovered quickly that I need to use what I am learning about the brain in order to learn about the brain. I have to apply my coursework to improve my cognitive bandwidth and enhance my authentic ownership of this important research. Neuroplasticity makes this possible (thank goodness). Every experience you have literally changes your brain. For better or worse.

The Johns Hopk ins graduate program— Mind, Brain and Teaching—has opened my eyes, mind, and heart to how my students receive and encode information, why they may struggle to do so, what supports the formation of a long-term memory, how to enhance working memory, how emotions and sleep affect cognition, traumatic brain injuries, cognitive development and learning differences, and a plethora of other neuro-cognitive research topics that will enhance the learning experience for my students. All of this research and training is immediately applicable to the art of teaching.

In the fall, I’ll begin sharing this research, broadly in my math classes and specifically in a new senior elective called NeuroFit (Neurological Fitness): Healthy Brain, Healthy Life. We will explore how the brain develops, creates connections, and how it can be rewired for optimization. We will actively engage in changing the brain by changing our behavior. Through this sabbatical gift, I have experienced what it means to live in a manner that authentically supports a healthy brain and a healthy life.

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BERWICK ADVANTAGE IN

COLLEGE ADMISSIONS

the IP Difference

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he Berwick Academy Innovation Pursuit (IP) program has been transformative, changing the nature of academic exploration on the Hilltop and creating dynamic opportunities for our students, even after graduation. Since 2008, Upper School Librarian Darcy Coffta also has served as the director of innovation, shepherding students through the design and implementation of their IPs. This year, nearly 100 students across the Middle and Upper Schools worked individually or in teams on self-designed projects that embraced elements of 21st-century learning. This included in-depth research and design, critical thinking, verbal and written communication, collaboration, creativity, and problem solving. As these students enter their college search, their IPs stand as strong differentiators in the college application process.

“Innovation Pursuits allow students to develop the skills and demonstrate the personal characteristics that colleges value highly,” says Director of College Counseling Moira McKinnon. “IPs have allowed our students to distinguish themselves from thousands of other qualified college applicants.”

Great credit is due to Berwick’s librarians, who laid the groundwork for the IP program. “The academic literature we studied indicated that, when students are empowered to have some choice over what they are studying,” says Coffta, “it translates into a more authentic experience. The learning is deeper and more meaningful when students are active participants in their education. This is the basis of our IP framework.”

Coffta works with each student to develop ideas, then matches each with a mentor who has expertise in his or her chosen field. Mentors come from Berwick’s teaching faculty, support and administrative staff, parents, alumni, and connections to area businesses.

Students publish their ongoing research in the form of an open-access web presence and present to a panel of judges at the Innovation Celebration each spring. At the celebration, students share the creative element of their work that is a component of every IP, such as an original interpretation, prototype, or finished piece. It is a reflection of the diversity of projects undertaken that these elements have included an operatic performance, a fingerprinting display, an atmospheric weather balloon, oral history projects, and a small-scale nuclear fusion reactor.

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I Ps have allowed our students to distinguish themselves from thousands of other qualified college applicants.”

Though much of the emphasis is on the final product, Coffta says, “We leave room for mistakes. To teach resilience and perseverance, one of the most important skills a student can learn from an IP is how to fail and recover quickly. We encourage our students to share their failures as a learning tool. The Innovation Center is a safe place, where failures are embraced, shared, and used to make the outcome even better.”

Similarly, the IP program evolves much in the same way it grows and improves.

“We strive to be thoughtful and deliberate in our approach,” Coffta notes, “yet flexible and aware of how the program can move in a positive direction.”

To that end, and to further support the growth of innovative learning, Jackson Library underwent a significant renovation last summer. In a design guided by a committee made up of faculty and students, the library now houses the Inspiration Commons, which includes a Fabrication Studio with a 3D printer, CNC router, laser cutter, sewing center, and a variety of handheld tools. Additionally, students use the resources in the Digital Design Classroom for computer-aided design (CAD), video production, digital photography, electronic music production and sound design, animation, and web design. The Hub is also a central meeting space for collaborating, communicating, and publicly sharing ideas.

“Our new library is designed for the intellectually curious and has become the creative center of campus,” Coffta says.

Recent IP program enhancements include opportunities to intern or job shadow with professionals in a student’s field of inquiry.

Additionally, a grant application process allows students to apply for financial support for project supplies. These elements provide students with real-world skills they will need to be successful both in college and in their professional lives.

Colleges have taken note, and they like what they see. One indication of why the IP program resonates in admissions offices comes from

B en Thut ’15 is a rising junior at New York University’s Clive Davis Institute of Recorded Music. He first explored his love of music production in an innovation project with Chip Harding, one of Berwick’s outstanding music faculty. The resulting portfolio helped him earn a spot at a highly selective NYU summer music program, and from there he successfully applied to Clive Davis, one of 60 students admitted from a pool of 400 applicants.”

Debra Johns, associate director of admissions at Yale. She shares that, when she reads an application, she looks for proof that, among other elements, a student is able to “be creative, learn and think independently, be confident with herself as a student no matter where she is on the continuum of understanding, take academic risks, use research and its techniques in learning, be balanced, find that learning can happen in the most unusual of places, and understand the interdisciplinary nature of the world.”

In their essays, interviews, and counselor recommendations, IP students demonstrate these qualities in abundance. Georgia Barlow ’14, is now at Tulane University, studying both international development and political economy. Georgia completed three IPs while in the Upper School. The first explored the connection between hunger and education in the developing world; the second dealt with women and education; and the third focused on social justice in the modern world.

She was accepted to Tulane as a Newcomb Scholar, and received a significant scholarship, in large part based on the work she completed through BIC. “I loved my time working with the Berwick Innovation Center, and it absolutely prepared me for college more than simply taking the regular courses,” says Barlow. “The intellectual curiosity it encourages creates learning that expands beyond school and sets students up to question the world around them. Being able to say that you were part of the IP program sets you apart and shows colleges that you are an active learner and an active participant in the world around you.

BIC gives students another dimension of learning that they will carry with them beyond their years at Berwick, because it fosters creative learning and provides a lens for students to see the world through that is extremely beneficial.”

That lens applies no matter the focus of the IP, or what course of study students choose to pursue. The colleges they attend are as diverse as their academic passions. Recent IP graduates have matriculated, among other institutions, to Stanford University, Massachusetts College of Art and Design, Swarthmore College, Smith College, Worcester Polytechnic Institute, Unity College, Brown University, and the California Institute of Technology. Ben Thut ’15 is a rising junior at New York University’s Clive Davis Institute of Recorded Music. He first explored his love of music production in an innovation project with Chip Harding, one of Berwick’s outstanding music faculty. The resulting portfolio helped him earn a spot at a highly selective NYU summer music program, and from there he successfully applied to Clive Davis, one of 60 students admitted from a pool of 400 applicants.

“Many highly selective colleges estimate that 80 to 90 percent of their applicants are qualified to do the work, yet they only have room for a fraction of those students,” says McKinnon. “Based on grades and scores alone, Berwick’s talented students might be overlooked.

Yet their IPs and the writing, thinking, and creative problem-solving skills they acquire as they pursue them, allow them to rise to the top.”

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EXCELLENCE IN

THE CLASSROOM

Examining the Multigenre Writing Project

By Ali Vandenburgh, Eighth Grade English Teacher

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hen I enrolled in Tom Romano’s course “Multigenre Writing” at the UNH Summer Literacy Institute about 10 years ago, I wasn’t really sure what I was getting into.

I assumed we would explore how to write and how to teach writing in narrative, argument, and expository—the standard genres taught in Middle School English classrooms.

Before I knew it, I found myself completely immersed in a two-week intensive project about the local food movement, which was just starting to boom. For two weeks, I ate only local foods, read books about food, researched the impact of local food systems on community and the environment, and interviewed local farmers. In my UNH writing class, I was urged to consider the varying values, perspectives, tensions, and joys of a more mindful approach to food.

Then, my task was to present my learning and thinking through a variety of genres of writing in a so-called “multigenre project.”

Professor Romano defines a multigenre project as one that “arises from research, experience, and imagination…it is comprised of many genres and subgenres, each piece self-contained, making a point of its own, yet connected to other pieces by theme and content and sometimes by repeated language, images, and genres.”

In th e e nd , my pr oj e c t c on s is t e d of appr ox imately 15 sepa r ate — yet connected—pieces of writing that worked together to present my learning and experience. These pieces included a variety of styles of poetry, excerpts of journal

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Walls’ memoir The Glass Castle might find out more about homelessness or alcoholism in America, or a student reading Andy Weir’s The Martian might research current space exploration projects or feasibility of human settlement on Mars.

entries, grocery lists, classified ads, sample interviews, photographs, infographics, and informational brochures, all of which featured my original writing.

The following school year, and each subsequent year since then, I have included a multigenre writing unit into my courses because I want my students to feel what I felt in those two weeks; complete immersion in a project of interest, and freedom to express learning and thinking. While there are many ways to incorporate this type of project into a classroom, I’ve most often opted to connect it to literature by asking students to select a novel or literary non-fiction book and use that text as the central source of research. They are then asked to identify one central theme or issue presented by that book and conduct supplemental research.

For example, a student reading Jeanette

We use class meetings throughout the unit in a variety of ways, all aiming to allow students time and opportunity to conduct research and gain exposure to and experiment with different styles of writing. Examples of genres I model in class commonly include news articles, obituaries, recipes, infographics, flash fiction, job applications, and new forms of poetry. Through group conferences and brainstorming sessions, students first consider the ideas they want to convey in the project, such as a character’s intentions in a given scene, and then select a form best suited to this purpose. In this way, students are empowered to make the same choices that real writers make every day regarding what to say and how to say it.

While it seems logical that the idea should drive the form, many writing assignments in an English class actually are presented in reverse order, with the form driving the unit. An example of this would be a unit on persuasive writing, where the form and structure is not much of a choice, but the topic is open for student decision. Students appreciate the freedoms they have in the multigenre unit. As one former student reflected, “This project definitely helped me grow as a writer. I had to come up with a lot of ideas and different kinds of writing for this project, so it increased my creative thinking. I also learned that you can take

something, such as a main idea from a book, and show it in 10 different ways, through writing, poetry, or drawing.”

The multigenre project demands that students think more deeply about their reading and learning than many other means of assessment. In crafting their pieces, students must analyze multiple literary elements, including setting, theme, symbolism, irony, internal/external conflicts, and character motivation and change.

“The writing helps us see and feel, not just know the facts,” writes Penny Kittle, a respected teacher and educator, who also facilitates a similar multigenre project with her own students.

Students put themselves into the minds of the characters and often strive to juxtapose

opposing views on an issue. They ask deep questions about the text and their chosen topic that they work to address in subtle ways throughout the project. As another former student wrote, “This project helped me to analyze a book in a new way. By looking into the book for a long period of time, I was able to see from the perspective of many characters and express their emotions in writing. This project allowed me to really think about what I was reading.”

It is amazing to me what students create when given choices and freedom. For this project, students choose their core text, their issue of focus, the ideas they want to present, and the form they will use to

present them. To quote Penny Kittle again, “At its core, multigenre means letting go— letting writers decide.”

Some pieces of the project are concrete, specific, and present many details from the text. Other pieces, by contrast, are more impressionistic and abstract in their presentation of themes and characters’ emotions. The multigenre project asks students to find the right balance, and my experience teaching at the Middle School level has taught me that this framework of freedom within boundaries is key to student engagement.

T his project definitely helped me grow as a writer. I had to come up with a lot of ideas and different kinds of writing for this project, so it increased my creative thinking.”

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Wired to learn: Computer Science in Every Grade

By Sue Maddock, Upper School Math Teacher and PK–12 Coding & Computer Science Coordinator

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ewarding. Challenging. Thoughtprovoking. Collaborative. Creative.

Fun. Fun? How many of these adjectives would you expect students to use when describing their computer science classes?

If you guessed all, you might be accused of being overly optimistic. But you’d also be correct. Over the past five years, I have asked my Upper School students to give me three words to describe these courses, and this collective set is what appears most frequently.

Computer science—its relevance in an increasingly technological world and the way it is taught and integrated into curriculum— has changed dramatically in the past 10 years. Berwick has been implementing these changes with great effect.

According to the U.S. Department of Labor, computer science-related jobs will be among the fastest growing and highest paying over the next decade. Careers that involve computing, such as finance, manufacturing, and the arts, are also plentiful.

Berwick is responding to this reality by beginning instructional coding in our Lower School and making it part of the curriculum in all three divisions. Not only are our students learning how to code, they are acquiring design and problem-solving skills.

Opportunities also exist for pursuing computer science through the Innovation Center and after school.

Lower School students start coding in kindergarten, through a guided program called Kodable. According to Director of Technology Wendy Harrington, Kodable is “an engaging app of logic puzzles, which creates quite an appetite for understanding the basics of coding, and students are given accounts so that they can use the app at home and move at their own pace.”

Other coding apps are introduced, along with videos and discussions, about why we learn to code. First and second graders review and continue these lessons. In third and fourth grade, students participate in a program called InfoTech, run by Mrs. Harrington and Jennifer Brewer, Lower School librarian.

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omputer science—its relevance in an increasingly technological C world and the way it is taught and integrated into curriculum— has changed dramatically in the past 10 years. Berwick has been implementing these changes with great effect.”

This program combines library information skills and technology skills, and the openended projects are often completed using programming. Students use Wonder Dash and Dot robots, for example, when working on their animal research projects. The students program the Dash robots to act out a story, such as visiting a zoo, helping an endangered animal, or going on safari.

Middle School students find coding experiences integrated into their science classes. Sixth graders have been using Lego Robotics for the last 15 years. Susan Morris, sixth grade teacher, uses EV3 robots with this group, challenging students with tasks to engineer and code. In seventh grade, Marc Small uses programming to support multiple projects. Students use the language Scratch to create interactive cell models, followed by capstone Global Ex projects.

“There are two components of Global Ex, where the skills of computational thinking and coding are applied,” says Mr. Small. “First is the creation of an interactive country map, where research is applied to the fabrication of a physical map that is then connected to a computer through Makey Makey and programmed with Scratch to react to an observer’s touch. Second, students use littleBits and resources in the Makerspace and Fabrication Studio to create a reactive sculpture to draw attention to the work of a specific nonprofit organization working in their country.”

Eighth grade teacher Krysta Ibsen pursues coding in a different way. Students in her classes study the carbon cycle through outdoor exploration, readings, and labs. As a final project, they code their new knowledge using a nonlinear storyboarding program called Twine.

Upper School students can elect courses dedicated to computer science. I offer a choice of three trimester electives, each of which is accessible to students with no coding experience but flexible enough to provide challenges for any programmer. During the fall, computational thinking is taught through a combination of robotics and app development, using MIT App Inventor and Android tablets. Students program a variety of games with mobile devices.

The winter elective, Java Graphics, focuses on processing input from users and the outside world. The visual nature of this class allows students to explore sequencing and logic. With graphics, students immediately see the effects of changing code. In the third-trimester class, based on Arduinos, students experiment with the creation of

ot only are our students N learning how to code, they are acquiring design and problemsolving skills.” small, singly purposed devices, leading to the concept of IoT (Internet of Things).

Upper School students can also opt for the year-long AP Computer Science A course, a traditional first-semester college class. One senior, Harrison Kaplan, recently shared a maze generator that he started writing as a junior in the Java Graphics elective and was able to polish and finish after taking AP Computer Science.

The Innovation Center also provides opportunities for individual study of

computer science topics. This past year, two seniors explored the development of apps. Patrick Forbes created one as part of his project on cloud formations, while Kate Marshall worked on a long-term project called MyCabinet, an app to facilitate independence for adolescents who need to take frequent medications. Fourth grader Kenna Schneider chose coding for her Passion Project and then expanded it into an innovation pursuit. Using Blockly, 2 Dash, and 1 Dot robots, she created a program on three different iPads for a mini basketball scrimmage. Other recent projects have included a voice recognition app by Dan Perreault ’14 and a 3D graphics rendering engine by Hirsch Agarwal ’15. So, yes, computer science is alive, well, and fun here at Berwick Academy.

Depth and Rigor in the Lower School

By Joel Hawes, Lower School Director

T

he early years of student learning at Berwick build upon the excitement that children naturally bring to school experiences. Lower School teachers enhance this childhood wonderment by purposefully aligning individual curiosity with a vibrant and deep curricular program that aligns skills-based learning with essential problemsolving approaches.

An effective interplay between curricular experiences is essential in providing students with a well-rounded foundational program.

While a focus on whole child learning can be found within most elementary programs, the manner in which these objectives are organized and aligned ultimately distinguishes one school from the next. A crucial Lower School program differentiator involves Berwick’s math and reading programs. These core subject areas promote building-block skills and problemsolving approaches necessary within the multi-dimensional objectives of 21st-centurythinking and learning. As is true throughout the Lower School, we want our students to become effective readers and mathematicians,

who are not satisfied with simply learning rote skills or memorizing isolated facts. We help our students use reading and math objectives to engage in higher-level thinking that includes asking essential questions and solving complex problems.

The process of faculty choosing effective curricula and undertaking professional development experiences is a necessary first step. The curriculum can be considered both a time budget and a philosophical statement, involving what subject matter will be taught and, in turn, how it will be taught. Math and reading, for example, are given the greatest amount of weekly instructional minutes in our curriculum for obvious pedagogical reasons. Meanwhile, a curriculum would be meaningless without a dedicated group of faculty who bring it to life by combining pedagogical talents with a dedicated approach. Faculty purposefully connect individualized student assessment to responsive teaching via formative (short-term) and summative (long-term) assessments, including math chapter pre- and (Continued on next page...)

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post-tests, reading fluency updates and (in grades three and four) independent school ERB standardized assessments. The Lower School class structure approach to math class and reading class instruction allows for small-group leveled instruction as students move through the division.

Math in Focus (Singapore Math) is a program that offers a series of yearly units with impressive depth and rigor. Math in Focus also provides coherent and sequential teaching tools, ranging from consistent problemsolving strategies to supportive technology use. The progression of concrete to pictorial to abstract concepts speaks to the evolving thought processes of elementary math learners and varied skills, such as measuring, observing and counting, are transferrable to subject areas across the curriculum.

Facult y pursue ongoing professional development training to become highly skilled practitioners of the various skills and approaches within the math program.

Berwick was the host site for a Math in Focus workshop this summer, a conference that was attended by a number of Lower School faculty with other New Englandarea teachers.

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e help our students use reading and math objectives to W engage in higher-level thinking that includes asking essential questions and solving complex problems.�

T he mu lt if aceted r ead ing pr og r a m uses small-group literacy classes as the foundational experience for this subject area. With the support of homeroom and literacy teachers, we typically are able to organize these leveled literacy groups in a one-teacher-to-five-student configuration.

We use the Fountas and Pinnell and Lucy Calkins reading programs and resources as our instructional base, in order to maximize student learning with systematic lessons and materials. These objectives support teacher alignment from philosophical oversight to practical logistics. Most importantly, this structure gives us a common ground for program decision-making and enables us to fluidly advance students from one literacy small-group to another, based on reading progress. While skills progression is essential, the engagement of reading meaningful literature within a supportive student-teacher group proves to be the ultimate reading program success.

Students are exposed to multifaceted connections within their math and reading programs, which promote the ultimate goal of crossing subject-area boundaries in order to develop a more holistic awareness of math and reading applications. In the Lower School, these foundational subject areas highlight students’ joy for making educational discoveries both in present and future learning moments. Ultimately, the manner in which these subject areas connect across the curriculum is just as important as their development in isolation.

An overarching goal of the Lower School is to develop flexible thinkers, who view learning not as material to cover but as material to discover.

Developing Gold-Standard Project-based learning

By Jason Singleton, Middle School Director

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n a recent article in Educational Leadership, titled “Excellence for All,” Robert J. Sternberg examined what it means for a school to be “excellent” in the 21st century.

In Sternberg’s estimation, students must not only be literate, great problem-solvers, and writers, but they also need to be able to reason, demonstrate resilience, collaborate, and be responsible in order to be “productive citizens in a rapidly [evolving] world.” He cited several best practices for ensuring excellence in a 21st century academic program, many of which are reflected in the Middle School’s interdisciplinary and project-based learning (also known as PBL) approaches at Berwick:

Emphasize excellence Value creative thinking applied to a knowledge base Teach students to apply learning to practical, real-world problems Promote students’ ability to understand things from multiple viewpoints and to appreciate diversity Promote students’ understanding that what is “true” now may not be true in the future and may not have been true in the past Teach students to take personal responsibility for mistakes and learn from them Teach students to care about people other than themselves and think about the effects of their actions on others Teach students to use their knowledge ethically In any successful corporation, PBL can be seen in action. We are surrounded by a world of projects, whether designing marketing campaigns, working with contractors and architects to design a dream home, or collaborating with family members to plan the perfect family reunion. We’re either solving problems or trying to find new ways to make our lives easier.

Our Middle School teachers at Berwick create innovative and engaging PBL experiences that are interdisciplinary, experiential, community based, and examine multiple points of view.

We aim to design experiences that provide a narrative that is easily discernable by our students and parents. We plan to provide transformative experiences that punctuate student journeys in the Middle School, inspire them to be change agents, and promote virtue and useful knowledge.

From a teacher’s perspective, PBL requires planning; cooperation and teamwork;

agreement on goals and learning outcomes; risk-taking; patience and flexibility; a focus on deeper understandings of a discipline or skill; willingness to sacrifice or repackage specific content goals and skills; peer observation and regular feedback; and encouragement of student ownership.

their innovative products, gathered data, conducted surveys, created prototypes using the 3D printer, calculated budgets; designed logos and ads for their products, created visual presentations, and wrote persuasive essays that they used to pitch their products to a panel.

Earlier this year, one of our (now retired) Middle School teachers, Lisa Wagner, wrote a fascinating Berwick 1791 letter on the many benefits of project-based learning, after she and her fifth grade teaching partner, Heidi Duehmig, decided to reimagine their capstone “Shark Tank” project. Ms. Wagner and Ms. Duehmig met as a grade team, collaborated with and sought the advice of other Middle School grade teams, as well as technology and Makerspace coordinators and outside experts, to retool the objectives of the project to make them more studentdirected, experiential, and authentic.

What happened next was magical: Fifth graders undertook research to develop

In essence, the fifth grade teachers were no longer the purveyors of knowledge, but acted instead as facilitators. Ms. Wagner learned how to implement Skype into her humanities classes, which ultimately facilitated a connection between her students and a Berwick graduate (and Season 4 Shark Tank contestant) to discuss pitch techniques.

Ms. Duehmig learned more about the use of 3D printing machines to support students whose product designs required their use. “ Project-based learning upends this paradigm of ‘I do, we do, you do,’” said Ms. Wagner. “Students tackle problems.

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P roject-based learning upends this paradigm of ‘I do, we do, you do,’” said Ms. Wagner.

“Students tackle problems. They don’t watch; they do. They struggle. They test ideas and refine solutions. They abandon ideas and start over. They think. They imagine. They design. They create. They explain their ideas visually, verbally, and in writing. They provide data to persuade. They collaborate. They listen, contribute, and compromise. They learn to cope with failure and frustration. Hopefully, they develop grit.”

They don’t watch; they do. They struggle.

They test ideas and refine solutions. They abandon ideas and start over. They think.

They imagine. They design. They create.

They explain their ideas visually, verbally, and in writing. They provide data to persuade. They collaborate. They listen, contribute, and compromise. They learn to cope with failure and frustration. Hopefully, they develop grit.”

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Wagner. “We empower them to grapple with complex social and environmental problems. They build awareness and develop compassion and empathy.”

Each year, the seventh graders experience a yearlong PBL called Global Ex, a student-driven, collaborative project integrating several disciplines in the longterm exploration of a country. Students create an interactive map board, take part in question-driven, data-rich scientific investigations, create reactive art sculpture using Makerspace and art components, and work closely with nonprofit organizations from their respective countries to fundraise during their annual Global Ex public exhibition. What’s distinct about Global Ex is the authenticity of student choice.

Teachers must take a leap of faith when they wade into PBL waters with their classes. This past year, the seventh grade teachers sought to design a new interdisciplinary, projectbased learning unit for students called Project Extraterrestrial (E.T.). This PBL unit raises interdisciplinary awareness and encourages self-reflection about humans’ relationship to the world beyond our planet. In social studies and English, students chose an individual who had made significant contributions to humanity and deserved the chance to participate in the selection process for choosing the machine pilot as portrayed in the novel/movie Contact by Carl Sagan. Designing a résumé, cover letter, and bibliography for their machine pilot candidates, each student took on the role of his or her individual in preparation for interviews with the Machine Pilot Selection Committee.

“We encourage students to take direct action in ways that are meaningful,” explained Ms.

In science, students examined the K-T extinction event, portrayed in the NPR

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video Dinopocalypse. The video was used as an entry point for examining whether the mass or the diameter of the infamous Chicxulub crater impact was responsible for the extinction of non-flying dinosaurs, culminating in opportunities for students to design experiments that either supported or refuted those theories. In math, students engaged in an interactive alien invasion simulation, using mathematical analysis and algebraic, ratio, and proportional concepts to track the whereabouts of alien invaders in an imaginary city in England, while navigating classmates to safety.

“Project-based learning’s popularity is a testament to what experienced teachers have known all along: Kids learn by doing,” said Ms. Wagner. “Even better, they learn better when doing something meaningful.

Best of all, they learn best when that something involves authentic, real-world problems. PBL makes it real. It makes apparent the connection between what is being learned and when this knowledge will become useful.”

upper School Pinnacle Program Defines ‘useful knowledge’

By Ryan Feeley, Assistant Head of School for Academic Affairs

S

top me if you’ve heard this one before.

I arrive at my office on a Wednesday morning, and my boss is waiting for me with a No. 2 pencil and an answer sheet. He instructs me to complete a test, demonstrating my knowledge of the American Civil War. I proceed to struggle through question after question, hoping I can recall the information I’ve tried to memorize over the last several weeks, depriving myself of sleep and sifting through stacks of flashcards: How many soldiers were killed at the Battle of Chickamauga? Who did Abraham Lincoln appoint to replace General George McClellan in 1862? What was the name of Robert E. Lee’s horse? Just another day at the office, right?

Of course not. While the answers to these questions may be interesting, the information isn’t essential for the work we do on a day-to-day basis. Nobody is asked to simply recall enormous amounts of content in their professional lives. I’m not suggesting that content knowledge isn’t important. It’s useful to understand the causes of the Civil War and how some of the divisions of the mid-nineteenth century might be similar to our current landscape, but having an encyclopedic memory of all the facts just doesn’t serve us well.

This tension is at the crux of Berwick’s shift away from Advanced Placement classes to our new Pinnacle Courses. Rather than drive our students through enormous amounts of content in preparation for one high-stakes test, we’re excited to give our teachers the freedom and flexibility to design new courses that will focus on essential content, but also help students develop necessary skills for the future, and offer a similar level of rigor to APs by allowing for depth of understanding as opposed to broad content coverage.

I’m grateful to our Curriculum Council for the work they’ve done in creating a vision for Pinnacle Courses in which rigor isn’t quantified by how much gets crammed into a school day, but rather by depth and breadth of understanding. At Berwick, Pinnacle Courses will encourage students to confront

ideas and problems that are meaningful and authentic, to stretch their thinking, to unleash their sophistication, and to foster an appreciation of deep knowledge.

As we continue to work through this transition at the zenith of our academic program, exciting conversations are happening all over campus. Teachers are collaborating on ideas for Pinnacle Courses that will cross

In just 12 months, the Class of 2020 will be preparing for its junior year and will become the first group of students to experience our new Pinnacle offerings. While much work remains between now and then, the wheels are in motion, enthusiasm is growing, and we’re eager to see this vision soon become a reality.

e’re excited to give our teachers the freedom and W flexibility to design new courses that will focus on essential content, but also help students develop necessary skills for the future.” disciplines, that will challenge students to make connections between historical events and contemporary issues, and will give students opportunities to troubleshoot and problem-solve in authentic ways.

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B E R W I C K ROAD TO EXCELLENCE

Pathways: Student Highlight

By Reagan Russell, Visual Art Department Chair, Upper School Art Teacher, and Arts Pathways Coordinator

N

ick Daly ’20, is among the first group of Berwick students to be accepted into the Visual Arts Pathways program, which empowers students to pursue arts-related passions. Nick’s interests range from digital media design and public art to traditional art making. He has recently completed a large-scale mural on an exterior wall of the Patricia Baldwin Whipple Arts Center as the culmination of a long-term Innovation Pursuit. Nick’s project spanned all aspects of the design, including approval, production of nearly 80 individual laser cut stencils, and finally the painting of his mural.

Nick’s mural depicts an imagined scene of a youth jumping between boxcars in Portsmouth. It perfectly embodies the spirit of excitement and momentum for our new Pathways students.

Like Nick, students earning an Arts Pathway designation will engage in real-world experiences and impact the broader community in a variety of ways, including Innovation Pursuits and off-campus performances and exhibitions. Each student will build a résumé containing a physical and digital portfolio and integrate their works into a variety of exhibitions and performances.

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The Berwick Academy Pathways program empowers students to dive deeper into curricular- and extracurricular-related pursuits. Currently, Pathways are available in arts and STEAM, and additional Pathways are being developed. Students may earn a Pathways designation on their diploma by meeting specific criteria and maintaining high standards of investment in all Pathways-related coursework and extracurricular activities.

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B E R W I C K ROAD TO EXCELLENCE

BERWICK ACADEMY

PREPARING COLLEGE

By Rob Quinn, Director of Athletics, and Chris Atwood ’10

M

ore and more, Berwick student-athletes are moving on to hone their skills at the collegiate level. A decade ago, this was not the norm.

From 2006 to 2009, Berwick averaged no more than three students each year who planned to participate in athletics at the next level. It was not until 2011, when 11 seniors moved on to college athletics, that the trend began to shift. It was not a coincidence that Berwick teams began to improve during that period. The school has seen significant growth in its competitiveness within the EIL, and is receiving regular invitations to NEPSAC tournaments.

Between 2011 and 2017, Berwick earned 20 team championships, including three NEPSAC titles, and boasted 24 EIL Players of the Year.

A more staggering number is 46, which represents the current number of Berwick alumni playing—or recruited to play— NCAA varsity sports.

Izzy Reis ’15 recently completed her sophomore season at Princeton, as one of the University’s top swimmers. While at Berwick, Izzy was twice invited to the Olympic Trials. As a senior, she led BA to the NEPSAC swimming title.

“Being a successful student-athlete in college is all about time management,” she says. “Academics are rigorous and practices are demanding. Juggling my academic and athletic careers at Berwick gave me the opportunity to practice that time management and, with a lot of trial and error, gave me the skills to be a successful student-athlete.”

Berwick is fortunate to have a talented and dedicated corps of athletic coaches. It is clear from the success of Berwick graduates beyond the Hilltop that the school’s teacher-coach model is alive and well. Soccer coach Patrick Connolly asserts that forging teams that emphasize skill development, self-confidence, concentration, sportsmanship, and a commitment enhancing the value of the experience for all studentathletes is key to the recent success of Berwick programs. Girls varsity hockey coach Molly Gabarro speaks of a responsibility to steward the experiences she and other Berwick coaches have enjoyed in their own athletic careers, passing them along to the students in their charge.

“This goes beyond instruction and extends to the intangibles that college coaches are evaluating, such as self-discipline, teamwork,

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and the ability to handle adversity,” says Gabarro. “As a coach, there are few things as rewarding as being able to watch former players fulfilling their dreams at their college or university. They may wear a different jersey after leaving the Hilltop, but they carry the pride of being a Berwick student and the experiences that helped shape them.”

Today, more than ever, says boys hockey coach Jeff Jarnot, there are seemingly endless paths to college athletics. The challenge for teenagers today is twofold, Jarnot adds, pointing to an increasing number of avenues to college than ever before, but also to very few new college programs sprouting up. This reality decreases the odds of high school athletes competing at the next level. At the same time, the rise of social media has increased the pressure of the process, says Jarnot, making commitment decisions more public than ever.

“Every coach on our staff is an educator first, and we take pride in our commitment to educating and developing the entire athlete,” Jarnot says. “For those looking to excel beyond high school, our job is to inform these student-athletes of the commitment it takes to get there, both in and out of the classroom. Whether or not they go on to play in college, they carry with them the lessons of hard work, dedication, and teamwork, traits that translate across all arenas of life.”

AN EXAMPLE OF BERWICK ALUMNI CURRENTLY COMPETING IN COLLEGE SPORTS Thomas Anderson ’16 Hamilton College Swimming and Crew Caroline Hernon ’16 University of New Hampshire Lacrosse Alyssa Hulst ’16 Norwich University Ice Hockey Drew Macdonald ’16 Bowdoin College Swimming Siobhan McDermott ’16 College of the Holy Cross Lacrosse Tatiana Bradley ’15 Hamilton College Field Hockey and Lacrosse Aimee Briand ’15 Castleton State Ice Hockey Tilly Burzynski ’15 Providence College Ice Hockey Isabella Eldridge ’15 Lynchburg College Field Hockey Joe Lazarro ’15 University of New Hampshire Ice Hockey Lukas Linemayr ’15 Babson College Golf Julia Mini ’15 Williams College Ice Hockey and Crew Izzy Reis ’15 Princeton University Swimming Liam Bristol ’14 Wesleyan University Crew Jenna Hayden ’14 Wheaton College Swimming Stephen Sherbahn ’14 Franklin and Marshall Soccer Cam Toohey ’14 Connecticut College Ice Hockey Sam Hines ’14 Lafayette College Swimming Melanie Mait ’14 Bates College Lacrosse Kaitlyn Wurzer ’14 St. Michael’s College Ice Hockey

ATHLETES Berwick Academy was where I learned how to balance athletics with my academic and social pursuits. This skill has been the single greatest asset in my college career thus far.

Berwick’s competitive atmosphere in the classroom and on the playing field helped me adapt to the challenging nature of college athletics.

This adaptability, as well as the communication skills I developed at Berwick, have proven to be extremely valuable traits to have as a member of a college sports team.

TATIANA BRADLEY ’15 Hamilton College Field Hockey and Lacrosse

THOMAS ANDERSON ’16 Hamilton College Swimming and Crew

Over the last four years, Berwick has averaged 10.5 students moving on to play collegiate sports. With an average class size of 75.25, that number represents 14 percent of each graduating class.

My coaches at Berwick are what prepared me to be a college athlete. Coach Pollard, Coach O’Shaughnessy, Couch Boucher, Coach Cornwell, and Coach McNulty were constantly pushing me to improve myself, while also being my biggest support system through all aspects of my high school career. Not only did they help give me the skills I needed to play in college, but they also gave me the confidence, self-discipline, and leadership skills that now make an impact on my Lynchburg team.

ISABELLA ELDRIDGE ’15 Lynchburg College Field Hockey

Berwick really helped me learn how to balance athletics with academics. When you’re at the rink for four to five hours a day and have class for four hours, it’s hard to find enough time to get your school work done. Coming from Berwick, with the workload and challenging courses there, the transition was much easier for me than for others.

JOEY LAZARRO ’15 University of New Hampshire Ice Hockey

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HILLTOP HAPPENINGS

COMMENCEM

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2017 Commencement

ENT

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“I read once that graduating from high school is like getting a diploma for kindergarten. In the moment, it felt like this great big ending, but looking back, the only real difference between kindergarten and first grade was that sheet of paper. Perhaps high school is a little different—this is, after all, the end of our time at Berwick, and the end of most of our legal childhoods, but it is hardly the end of our education. The diploma in your hands is nothing more than a bridge from one learning experience to another.”

JEANNE ALLEN ’17, Cogswell Address

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2017 Commencement

“Today we gather to celebrate this group of 70 young men and women who are the living embodiment of Berwic k’s mission: promoting virtue and useful knowledge to the rising generations. Their work ethic and integrity remind us just how timeless Berwick’s values remain against the backdrop of a shifting ethical landscape throughout the country and around the globe.”

GREG SCHNEIDER, Head of School

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“For the graduating class of 2017, the world awaits you and we are desperate for your talents. You’ve been given the gift of an extraordinary education at this institution. Make the most of it by thinking about who you want to be and, once you know that, you will have all the guidance you need to live a life of meaning and purpose, love and fulfillment, and I wish you godspeed on this amazing journey ahead.”

DAVID GREENE, President of Colby College, Commencement Speaker

“You have worked to break down the barriers that exist at so many schools. We are not yet all the way there, but our seniors have brought us further on down that road to a more open and accepting community. All of this without us having to ask you specifically to be compassionate. You are a warm, thoughtful group of young men and women, who have left a legacy of kindness in your wake.”

TED SMITH, Upper School Director, Baccalaureate Address

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2017 Commencement

“Some of us have been at Berwick for just this year, and some of us have never known another school. But I think what connects all these different components of our shared experience are the highlights, the things that we all remember, that we have in common. It’s crazy that every day we were at Berwick we got a little closer to this, this moment, the culmination of everything.”

WILLIAM ‘GIL’ HAMEL ’17, Student Address

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HILLTOP HAPPENINGS

To read the complete versions of the 2017 Baccalaureate and Commencement speeches and to view the photo gallery, please visit: www.berwickacademy.org/page/commencement

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2017 Commencement

2017 Baccalaureate and Commencement Awards

Baccalaureate Awards PERKINS PRIZE The Perkins Prize was created in the memory of Thomas Allen Perkins and is awarded annually to the junior or senior who is a resident of the state of Maine and has attended Berwick Academy for at least two years and attained the highest rank in English and history.

Elizabeth Niznik

CLASS OF 1915 AWARD T he Class of 1915 Award is provided by an anonymous donor, who established a fund from which an annual $100 award is to be given. The recipient is to be selected by the Head of School, Chair of the English Department, and Chair of the Mathematics Department.

The award is given to “an academically and financially deserving student.”

Charles Thut

JANE ANDRES POETRY PRIZE This award was e s t a blished in memory of Jane Andres, the wife of Charles J. Andres, Chairman of Berwick’s Art Department from 1965 to 1981. Poems are submitted to a panel of teachers and judges, who select the recipient of the award.

Emma Sattler, Zoë Spearman

Honor Awards The Honor Awards are made annually to students who are outstanding in specific fields of academic endeavor.

Biology Computer Science Dance English French History Latin

Deven Heiderscheidt Jeanne Allen Emma Sattler Una O’Brien-Taubman Duncan Haywood Faith Wykle Elizabeth Niznik

Stalwart Awards The Stalwart Awards recognize graduates who have attended Berwick Academy since Kindergarten or Grade 1.

Emily Barbour Kieran Friel Samantha Gaudette Sarah Khan Grant Tischner

Mandarin Math Music Physics Spanish Visual Art

Tobias Larkin David Eaton William Hamel Aaron Fleischer William Hamel Tyler Van Etten

HEAD OF SCHOOL AWARDS Selected by the Head of School from nominations submitted by the faculty, the Head of School Award is given annually to a male and a female member of the senior class who best typify the ideals and spirit of Berwick Academy.

Olivia Hutchins, Edward Vatcher

MARIE DONAHUE AWARDS Na med for an alu mna of the C la ss of 1937 and later a teacher at Berwick, the Marie Donahue Award recognizes an outstanding senior for exceptional commitment and contribution to Berwick.

Sarah Khan, Quinn Santos

Continued on next page.

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DOUGLAS DARRAH HOLLIS MEMORIAL AWARD T he Douglas Grace Knowles Da r r a h H ollis Memorial Award was established through a gift of $1,000 by this deceased student’s father to honor that senior who has demonstrated outstanding achievement in the dramatic arts during his or her career at Berwick Academy.

THE HILLTOP AWARDS Selected by the Athletic Director and the H ead of School with nominations from the coaches, this award recognizes a male and female senior for their athletic ability and achievements on the Hilltop.

Anna Cosentino, Derek Muse

This award recognizes a male or female senior who has been involved in charitable work or community service beyond the Hilltop.

BROWN UNIVERSITY AWARD Morgen Smith

Patrick Forbes, Jennifer Yuodsnukis

HARVARD BOOK PRIZE Emma O’Shaughnessy

Baccalaureate Honors and Awards

WILLIAM LAMBERT COGSWELL BOOK PRIZES The William Lambert Cogswell Book Prizes are presented each year to the ranking scholars in the underclass levels.

Grade 5 Grade 6 Grade 7 Grade 8

Jonah Hanson Ophelia Bentley Ryan Hall Sarah Lummus

CLEMENT MIDDLE SCHOOL AWARDS These awards were established to recognize citizenship, contributions to the school and fellow students, and academic excellence.

Grade 5 Grade 6 Grade 7 Grade 8

Reece Bessette & Bea Van Campen Ellie Crigler & Anderson Pickard Tyler Hall & Peter Wojdak Kate Martin & Casey Houlahan

MIDDLE SCHOOL HILLTOP AWARDS Crosby Smith, Hannah Van Zandt-Rollins

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TIMOTHY KELLIHER PRIZE Caroline Ford UNIVERSITY OF ROCHESTER BAUSCH AND LOMB AWARD Ainsley Clapp

PARSON THOMPSON AWARDS

MIDDLE SCHOOL

Underclassmen Awards

Selected by the Athletic Director and the Head of School with nominations from the coaches, this award recognizes a male and female eighth grader for their athletic ability and achievements on the Hilltop.

CHEMISTRY AWARD Patrick McSally RENSSELAER MATH AND SCIENCE AWARD Jacob Smith DARTMOUTH COLLEGE AWARD Brendan Tribastone YALE BOOK AWARD Ethan Littlefield BLUE AND WHITE AWARD Ryan Brown, Ainsley Clapp SMITH COLLEGE BOOK AWARD Lila Roy

MIDDLE SCHOOL ETHICS AWARD The Ethics Award is presented to the student who embraces the concept and spirit of Ethics program in the most authentic and inspirational way. Recipients have pushed past the requirements of the course in order to make a positive difference in their eighth grade class and their local communities. In keeping with the themes of the program, this student has demonstrated great capacity for moral decision making, ethical leadership, and appreciating difference through empathy.

Alayna Morena

2017 Commencement CLASS OF 2017

COllege matriculations and acceptances The Class of 2017 has earned 286 acceptances to 131 colleges and universities in 26 states, Canada, England, and Scotland. Congratulations! * denotes accepted offer to attend Babson College (3)* Barnard College (2)* Bentley University (3) Boston College Boston University (5)* Brandeis University (2) Brown University* Bryant University California Inst. of Technology* California Polytech – San Luis Obispo Carnegie Mellon University* Castleton University Champlain College (4) Colby College (4)* Colgate University College of Charleston (3) College of the Holy Cross (3)* College of William & Mary College of Wooster Connecticut College* Cornell University* Dartmouth College Davidson (2) Denison University (2)* Dickinson College Drew University (2)* Eckerd College (4)* Elon University (4)* Emerson College (2) Emmanuel College (3) Endicott College (3) Florida Southern Fordham University (5) Franklin & Marshall (3) Furman University* George Washington University (3)* Gettysburg College (3)* Gonzaga University Gordon College Green Mountain College Grove City College Harvard University* Hawaii Pacific University Hillsdale College*

Hobart William Smith Colleges (7)* Husson College Immaculata University Imperial College – London Ithaca College (4) Lafayette (2) Lehigh University (5)* Lesley University Lewis & Clark College Liberty University Loyola University Chicago Loyola University Maryland Maine College of Art (3)* Maine Maritime Academy Marist College (2) Massachusetts College of Art and Design* Massachusetts Inst. of Technology* Merrimack College (2) Montana State University (2) Mount Holyoke College New England College* New Hampshire Inst. of Art New York University* Northeastern University (11)* Occidental College (3)* Pennsylvania State University Pitzer College Plymouth State University Providence College (4)* Quest University Quinnipiac University (7)* Rensselaer Polytechnic Inst. (5) Roanoke College Rochester Inst. of Technology Roger Williams University (3) Rollins College (3)* Ryerson University Salve Regina University (2)* Simmons College (3)* Skidmore College Smith College (2)* St. Anselm College (3) St. Lawrence University (3)* St. Michael’s College (3)

Stetson University Stevens Inst. of Technology* Stonehill College (2)* Suffolk University (2)* Syracuse University Trinity College (CT) (6)* Trinity University (TX) Tufts University (2)* Tulane University United States Naval Academy (2) Unity College* Univ. of Alabama Univ. of British Columbia (2) Univ. of California – Irvine Univ. of California – San Diego Univ. of California – Santa Cruz Univ. of California – Santa Barbara (2) Univ. of Colorado – Boulder (7)* Univ. of Denver (4) Univ. of Edinburgh Univ. of Hartford Univ. of Maine – Farmington* Univ. of Maine – Orono (7) Univ. of Massachusetts – Amherst (4) Univ. of Michigan Univ. of New England (4) Univ. of New Hampshire (10)* Univ. of New Haven* Univ. of Oregon* Univ. of Redlands Univ. of Rochester Univ. of Toronto* Univ. of Vermont (7)* Villanova University (2) Wake Forest University* Wellesley College (2)* Westminster College Wheaton College (MA) (2)* Williams College Wittenberg College Wofford College Worcester Polytechnic Inst. (3)* York University

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ATHLETICS HIGHLIGHTS Berwick swimming has built a dynasty over the last three years. The girls repeated as NEPSAC champions, marking the third consecutive title for Berwick, while the boys were equally impressive, winning their third consecutive EIL Championship. A measure of the program’s success can be seen in the growing number of swimmers competing in the college ranks. Depth has been key to the program’s excellence.

SWIM

“My goal for the team is that everyone improve and have fun,” said Coach Jenny Preister. “Overall, the girls team dropped 106 seconds from previous best times at NEPSACs. This equates to 6 seconds per swimmer. The boys team dropped 161 seconds overall from their previous bests — 10 seconds per swimmer. I was happy with all of their performances.”

The boys were led by EIL Swimmer of the Year Aaron Fleischer ’17, along with Teddy Vatcher ’17, Alex Bouvier ’19, and Owen Richardson ’21. The girls got record-breaking performances from Emma Whall ’18, Tess McNamara ’18, Madeleine Green ’19, and Eliana Fleischer ’19.

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Athletics

BOYS VARSITY HOCKEY The Bulldogs tripled their win total from 2016, finishing with a record of 13-17-1. The boys lost in the championship game of the Holt Conference, with Ryan Gaulin ’18 and Jackson Sidford ’18 earning allconference honors. Berwick returns 12 seniors and one of the strongest sophomore classes in New England.

GIRLS VARSITY BASKETBALL Led by captains Emily Barbour ’17 and Hannah Patc h ’17, Berwick finished the season with a 7-12 record. Point guard Adara Groman ’19 scored her 1,000 career point in the team’s final home game. The aggressive play underneath the basket of Daisy Aromando ’19 and Sophia Chauvin ’18 helped contribute to the team’s success.

BOYS VARSITY BASKETBALL

GIRLS VARSITY HOCKEY Berwick continues to take on a competitive and challenging schedule, with one of the youngest teams in New England. Three Middle School students made their varsity debuts, continuing a tradition of developing young players. The team posted a dramatic, come-from-behind tie at home against NEPSAC leader Thayer. Senior captain Anna Cosentino, who first joined the team as a Middle School student, reached the 100-point mark and will continue her career at Colby College.

In boys varsity basketball action, the Bulldogs qualified for the NEPSAC Tournament for the first time. Berwick became a dangerous team as high-intensity defense and hot shooting never left the squad out of any game. Comeback wins over Dexter-Southfield, Landmark, St. George’s, and Bancroft provided some heartpounding moments. The future looks bright for Berwick, which loses only one senior—Tiong Bol—to graduation. Bol was instrumental in the Bulldog’s success, averaging double-doubles in points and rebounds.

Leading scorer Paul Rodolf ’18, who averaged more than 18 points per game, will return. Rodolf was also among the team leaders in steals.

Brad Simas ’18 was a catalyst for many of the runs the Bulldogs needed in adverse situations. Xahn Frater ’19 was a strong and forceful floor general, leading the team in assists and averaging more than 15 points per game. As the season progressed, Frater became one of the leading point guards in New England.

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BOYS VARSITY LACROSSE A 7-7 overall record, including a 4-2 mark in league play, was enough for third place in the EIL for boys varsity lacrosse. Berwick qualified for the New England Small School Tournament as a No. 4 seed in the East, but lost to Pingree in the quarterfinal. Season highlights included an overtime road victory against Proctor Academy and a one-goal loss to perennial EIL power Portsmouth Abbey on Blue & White weekend. The team battled some injuries down the stretch, but competed at a higher level overall. Seniors Derek Muse, Pete Marshall, and Byron Welch were named first team EIL all-league, while Bill Clapp was named EIL Coach of the Year.

VARSITY BASEBALL After starting the season at 2-3, the baseball team won its final five regular season games to finish second in the EIL. Led by captain and the EIL Player of the Year Ryan Sullivan ’18, the Bulldogs came back from a 1-4 deficit to beat Portsmouth Abbey, 7-5, in the semifinal of the league tournament. Although the team lost in the championship game and dropped an 0-2 decision in the first round of the New England Small School Tournament, the players learned some valuable lessons on the approaches needed to take the next step in 2018. Freshmen Zach Boston and John Luchsinger joined Sullivan as EIL all-league selections, while Jim Smucker was named EIL Coach of the Year.

GIRLS VARSITY LACROSSE Third place in the EIL came as a result of a strong start and a strong finish to the season for the girls varsity lacrosse team.

With solid wins in and out of the league, the girls found success and confidence as the season progressed. The senior leadership made a huge impact on and off the field.

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Athletics

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Upper School Musical, Evita February 24–25, 2017

ARTS in action 42

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Arts 1

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1. AP Art Show 2. 4th Grade Art Class; 3. AP Art Show 4. Middle School Spring Concert 5. Lower School Winter Concert 6. Upper School Winter Concert 7. Middle School Spring Concert 8. Upper School Evita Production 9. US Fall Play, Island of Dr. Moreau

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GRANDPARENTS

& SPECIAL FRIENDS DAY

This past spring, more than 500 grandparents and special friends spent the day on campus with their Berwick students. Golf carts shuttled the visitors from classrooms to student performances to a special luncheon.

This annual event is one of the most highly anticipated days of the year.�

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Grandparents Day

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HILLTOP HAPPENINGS

A Fond Farewell

T

wo iconic teachers moved on from Berwick at the conclusion of the academic year. Many tributes were paid to Deloris White and Dana Clinton during end-of-year celebrations. Here are some of the excerpts.

Deloris White “Deloris White has been an icon of this school for 38 years, and she is as connected and contemporary today as she was the first day she walked on this campus. Deloris was so much more than an advocate for the arts—and she was not a shrinking violet on that issue either.

She was a voice for character, for standing for something, for courage and integrity.

As a teacher, there are no words to describe her talent. The only thing I can say is how I marvel at the language and vocabulary she has given our youngest artists. Deloris’s work has always pushed the boundaries of innovation and collaboration. Whether through Lower School productions, working with other exploration teachers, or leading a department, she became a massive engine in the success of our Innovation Center. Deloris led by example and kept delivering excellence every day she came to this campus—for 38 years.”

GREG SCHNEIDER, Head of School “I believe in synchronicity; being in the right place at the right time and the rest becomes history. For me, Berwick has been the right place for 38 years. Each year was different from the previous year, never quite the same. Each year presented new students, new colleagues, new administration, new leadership, new philosophies, or new buildings. The constant was the love of learning and the pursuit of excellence. I learned to embrace the changes and to say, ‘Yes,’ taking full advantage of opportunities for growth. I cherish the thousands of students who came into my classroom. I also cherish the memories and the milestones. It has been a great ride.”

DELORIS WHITE

Dana Clinton “To see Dana lead students through the streets of Paris is to see a lady in her element, doing exactly what she was put on this planet to do. She has given so many students the gift of realworld application by bringing them abroad and putting to use the lessons they learned halfway across the world in a little French paradise in a corner of Fogg, in a corner in Maine, from a dear lady who just teaches from her heart.

Dana is gracious and kind, and leaves a massive legacy, including the creation of three programs that will endure: the Foreign Film Club, the National Language Honor Societies, and Language Day. We will never forget the lessons she has taught us about all things Francophile and, more importantly, about life and how to live it fully, gently, and from our hearts. Tu nous manqueras, Dana, et tu seras toujours dans nos coeurs.

We will miss her dearly.”

TED SMITH, Upper School Director “Having become a teacher myself, including eight years teaching French with memories of Madame Clinton to guide me, I now recognize that, 25 years ago, she was already implementing strategies that are considered best practices in education today. These include creating lessons that developed our empathy and awareness of issues of equity and inclusion, such as discussing films and French books about life during the occupation and resistance in World War II. Her curriculum was not a single pathway for every student, but a set of learning goals with multiple ways to move forward, depending on our comfort with the material. Most importantly, Madame gave us a sense of belonging in our classroom. Her generosity with her time was spectacular when she encouraged us to put on a full production of Le Petit Prince based on St. Exupery’s novel. I still use the Petit Prince-themed dishes I later purchased in France to remember what we had done, and think of Madame every time. Je vous remercie de tout mon cœur, Madame.”

JULIA TEBBETS ’91

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New Faces 2017–2018

Board Members President: James Jalbert Vice President: Paula Reid Treasurer: Barbara O’Connor Secretary: James Lawson Dr. Talal Al-Shair Steve Boyle Lisa Goulemas Robert Hoy Kennett R. Kendall, Jr. Jason Kroll Susan Noerdlinger Clare O’Brien Greg Raiff Robert Richard Michael J. Schafer Gregory J. Schneider Malcolm E. Smith, III Patrick Spearman Mark H. Tay Karen G. Walsh Mary Dempsey, President, BPC* Catherine Stevens Powell ’80, President, Alumni Advisory Board* *Ex-officio member

2017–2018

NEW TRUSTEES STEVE BOYLE As executive vice president and chief financial officer at T D A meritrade, Steve Boyle is responsible for investor relations and finance operations functions, including accounting, business planning and forecasting, and treasury and asset liability management. Steve also serves as a member of the company’s senior operating committee, which shapes the strategic focus of the organization.

Steve joined Banknorth as controller in 1997, and was named executive vice president and CFO in 2004. He remained in that role for the bank, which has since become TD Bank, until joining TD Ameritrade in 2015. Prior to joining Banknorth, Steve served as the director of financial reporting for Barnett Banks, Inc. and served in a variety of accounting roles for Fleet Financial Group and Arthur Andersen & Co. Steve received a B.A. in economics, cum laude, from Wake Forest University, and attended NYU Business School, where he earned his master’s in accounting. He is a professional member of the American Institute of Certified Public Accountants, a past board member of the University of Southern Maine and St. George’s Episcopal Church Vestry in York, and served on the Berwick Academy Board of Trustees from 2006 to 2009, holding the office of treasurer. Steve is the parent of Brendan ’13, Devon ’15, and Nellie ’22.

JASON KROLL Jason is managing partner of BANKW Staffing and its portfolio companies, Alexander Technolog y Group, K BW Financial Staffing & Recruiting, The Nagler Group, and Sales Search Partners. In that capacity, he leads the organization’s sales strategy, staff development, and operations, and is a co-founder in all of the portfolio companies. A serial entrepreneur at heart, Jason’s frequent contribution of creative ideas and strategies have led to the awardwinning growth of his businesses since 2005. He previously held senior management and operations roles with international staffing, internal audit, and hospitality organizations.

He also spends a great deal of time in the local community. Jason co-founded the New Hampshire Financial Management Association and serves on the board of directors of the New Hampshire Children’s Museum, the New Hampshire Charitable Foundation’s Piscataqua Regional Advisory Board. Jason earned his B.S. in management from Florida International University. He lives in Rye, N.H., with his wife and twin daughters, Elise ’28 and Cordelia ’28.

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MEET OUR NEW FACULTY AND STAFF 1

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3 Mary Condon Academic Support Coordinator A South Berwick resident, who worked briefly on the Hilltop as a tutor, Mary is no stranger to Berwick Academy. She brings 15 years of experience in academic support, primarily at York High School and Marshwood High School, to this important cross-divisional role.

Mary holds a master’s from Lesley University and a 5th–12th grade special needs certification. She was the top choice of the hiring committee after a comprehensive national search.

4 Mikella Eichen Second Grade

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Mikella brings 14 years of teaching experience in New Hampshire public schools to the Lower School. She is a true professional, with strengths in literacy, math, and science. Having recently completed her M.Ed. in teacher leadership at Plymouth State University, Mikella’s passion and work ethic will only enhance Berwick’s amazing Lower School faculty.

5 Naomi Ellsworth 13

Pre-K through 5th Grade Art

1 Lia Bensley

Naomi is a familiar face to many Lower and Middle School students, having spent a portion of the winter and all of the spring helping to cover two maternity leaves.

During that time, Naomi made her mark on campus.

A graduate of the honors program at the University of Maine, Orono, Naomi brings a combination of organization and innovative thinking that will benefit young artists in grades Pre-K through 5.

Assistant Director of Communications A graduate of Rochester Institute of Technology, Lia impressed everyone she met during the interview process, and given the strategic importance of this position, we are excited to have hired our top choice. With years of experience working in marketing roles for Bean Group real estate and several other organizations, Lia will provide the School with a helpful perspective on online marketing and practical skills in writing and photography.

2 Lisa Bylicki Upper School Math (Part-Time) A highly capable educator, Lisa comes to Berwick from Don Bosco Prep in New Jersey. She will teach pre-calculus in the fall. Berwick students raved about her demonstration class, as did multiple members of the Math Department.

With family in York, Lisa is excited for her move to Maine.

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6 Stephanie Lavey Advancement Associate Stephanie joins the Berwick staff as advancement associate. In that role, she will manage the young alumni program and a variety of other events. Stephanie is a graduate of the University of New Hampshire and holds an M.B.A. from Endicott College. While she has a great deal of work experience, her most recent position was at Dana-Farber Cancer Institute in Boston, where she served as a senior associate in the fundraising department. Stephanie made an impression with her passions for development work, the culture of Berwick, and life on the Seacoast.

New Faces

7 James Maldonis Upper School Science Jim joins the Berwick faculty after 10 years at Hebron Academy, where he has taught chemistry and biology at both regular and AP levels and served as department chair the past five years. His experience developing curriculum promises to support Curriculum 2020 goals for more integrated courses in the Berwick Science Department. Jim holds a B.S. in biological chemistry from Bates College and earned his M.Ed. from Tufts University. In addition to teaching, Jim will coach JV boys basketball.

8 Allie Miller Sixth Grade Humanities and Middle School Latin Berwick was blessed with a tremendous class of teaching apprentices through the Lesley University program this year, and Allie was among the strongest. A thoughtful and committed graduate of Davidson College, Allie offers a distinct skillset in the humanities, classics, and outdoor education. She spent the spring covering a paternity leave in 6th grade, while finishing her M.Ed., and quickly impressed many. In the fall, Allie will teach 6th grade humanities and Middle School Latin. She will also coach Middle School cross country.

9 John Portlock Upper School History/English With degrees from Princeton and Oxford and, most recently, a Ph.D. from the University of Rochester, John joins the Upper School faculty with a tremendous education combined with a strong teaching background. His blend of experience teaching English at highly respected schools, such as St. Albans and Dana Hall, and his advanced studies in history make him a tremendous fit for a cross-departmental role. In addition to his teaching responsibilities, John will coach tennis and lead the debate team.

11 Jessica Richardson Fourth Grade Jessica joins the Berwick faculty after several years spent teaching at Greenland Central School. She brings a broad skillset in elementary education, and will help elevate the Lower School team even further with her combination of experience in math, literacy, and special education, plus her warmth and sense of humor. As a parent of a current Middle School student, she is eager to give back to the school that has done so much for her son.

12 Steffie Stempien Lower and Middle School Math Steffie joins the Berwick faculty in a math support role in the Lower and Middle Schools. She will help the School continue to provide personalized attention in math through enrichment and support with her creative, energetic style. A graduate of Gettysburg College, with an M.Ed. from the University of Texas at Austin, Steffie brings tremendous experience at both independent and public elementary schools in New Hampshire, New York, and California, combined with strong experience in STEAM and cultural competency.

13 Kayt Tommasino Upper School French (Part-Time) Finding a strong teacher to help Berwick phase out the French program over the next two years initially seemed a tall order, but Kayt emerged out of the teaching apprentice program as a wonderful option. A Colby graduate with strengths in French, English, and theater, Kayt spent the first half of the 2016-17 academic year being mentored by Dana Clinton. She is well positioned to take the reins in the fall.

10 Danielle Richardson Pre-Kindergarten Having recently completed her master’s in literacy education at the University of Maine, Orono, Danielle is excited to team up with Ally James in the Pre-Kindergarten classroom. Her two years as a Pre-K teacher in Orono, as well as her student teaching, have prepared her well. Danielle also brings helpful experience with nature-based early childhood learning. Danielle’s warmth, creativity, and enthusiasm will be assets as she works with Berwick’s youngest students.

TODAY

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HILLTOP HAPPENINGS

The Deloris White Society The Berwick Fund

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he Deloris White Society is Berwick’s giving society, established to recognize the School ’s most loyal donors who have made unrestricted gifts to The Berwick Fund for three or more consecutive fiscal years (July 1–June 30). The Society is named in honor of Deloris White, beloved arts faculty member and loyal donor to The Berwick Fund for more than 30 years.

After a 38-year tenure, Deloris moved on from the Berwick faculty at the end of the 2017 academic year to pursue her passion for art and writing.

Thank you Your Support Helped The Berwick Fund Reach Record Levels

T

hank you for your generosity and support to The Berwick Fund for 2016–17. Your gift, combined with gifts from others, helped the School raise $1,049,769, breaking all previous annual giving records. Many of you shared with us what inspired your own giving. Here are a few of the reasons: The joy my kids have attending this amazing school.”

Continuing to support my high school, which launched me into my college years and beyond so successfully.”

The faculty at Berwick, who truly exemplify delivery of personalized education and student empowerment.”

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FU N D S R AI S E D The Berwick Fund $1,049,769 Unrestricted $902,566 Restricted $147,203

The Deloris White Society exists to help grow Berwick’s culture of philanthropy and invites all parents, alumni, grandparents, faculty, staff, and friends to join by making an unrestricted gift of any size to The Berwick Fund.

For a full list of members, please visit the Berwick Academy website. Do you want your name on the list? Make your gift today to start the tradition of consecutive giving.

Planned Giving

Establishing a legacy Planned Giving at Berwick

P

lanned gifts are an essential part of Berwick’s long-term financial stability and, over time, they have helped to shape the Berwick of today. In addition to the personal benefits—and the possibility of making a larger gift than otherwise would be possible—you can create a legacy for the future.

Your planned gift is a way to support the areas and interests that appeal most to you—it could be a gift earmarked for a particular academic or extracurricular program, one to honor a beloved faculty or staff member, or a donation to create or support a scholarship.

The Chadbourne-Thompson Society The Chadbourne-Thompson Society recognizes donors who make planned estate gifts.

CHADBOURNE-THOMPSON SOCIETY MEMBERS Anonymous Deborah K. Blouin ’59 James Cook ’63 and Paula Cook Bradley M. Damon ’63 Marie A. Donahue ’37 Aurora Dube ’25 Preston N. Eames ’65 C. Dennis Fink ’44 Nancy B. Fort, P ’87, ’89, ’93, ’02 Adolph Geyer ’31 Russell Grant ’45 and Marty Grant Doris Dixon Griffith ’39 Seth A. Hurd ’90 George E. Janetos, former advisor Alberta Morrill Johnson ’28 Kennett and Patricia Kendall, trustee, P ’84, ’86, ’89 Mary Jacobs Kennedy 1908 Stuart Kerr, son of former headmaster

Lawrence A. Martineau ’64 and Karen Martineau Perley D. Monroe ’48 Olive Purrington Moulton ’22 Victor Perreault ’33 and Helen Hasty Perreault Nancy Pindrus ’69 Wendy K. Pirsig, former trustee, P ’99 Mary Byrd Platt, GP ’06, ’08, ’14 Richard and Susan Ridgway, former headmaster, P ’00, ’02, ’04, ’06 Anna May Flynn Smith ’31 William R. Spaulding Owen Stevens ’48 and Margaret Stevens, former trustee, P ’81 Ella Estelle Geyer Stonebraker ’29 Mark H. Tay, trustee, P ’06, ’12, ’14 Roger Thompson ’25 and Theresa Thompson Anne C. Wilkomm ’83

For more information about including Berwick in your estate plans, please contact Kathryn Strand in the Advancement Office at 207-384-6307 or kstrand@berwickacademy.org.

TODAY

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ALUMNI BULLETIN

2017 ALUMNI WEEKEND

MILESTONE REUNION CLASSES

People and events that changed the world, including these reunion classes.

1947

Jackie Robinson becomes the first AfricanAmerican to play Major League Baseball with the Brooklyn Dodgers. Berwick’s baseball season is one of the most successful in the school’s history, winning all 13 games under Coach Joseph Nolan.

1952

Humphrey Bogart & Vivien Leigh win Academy Awards for An American in Paris.

Dear Ruth is performed by the senior class, with Roberta Southwick in the title role.

1957

1937

Pulitzer Prize awarded to future President John F. Kennedy for Profiles in Courage.

Led by President Gary Garvin, the Student Council surpasses its fundraising goal for the magazine drive.

1942

Glenn Miller awarded first-ever gold record for selling one million copies of “Chattanooga Choo Choo.” The senior class presents the comedy A Howling Success, which is met with “many compliments from an appreciative audience.”

1962

John Glenn becomes the first American to orbit the earth, aboard Friendship 7.

Berwick’s Science Club boasts 32 student members, mentored by Mr. Carlisle.

1967

Legendary coach Vince Lombardi resigns as coach of the Green Bay Packers.

Berwick’s yearbook is dedicated to iconic teacher Bill Matthews.

SUMMER 2017

1977

Elvis Presley sings in Indianapolis, the last performance of his career. Berwick stages Damn Yankees! – later reprised in 2012.

Boston Red Sox acquire the contract of 19-year-old Ted Williams for $6,500.

Senior class earns $77 on receipts from its play, The Blue Bag.

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1972

Bobby Fischer (U.S.) defeats Boris Spassky (U.S.S.R.) for the world chess title. Bud Fisher (no relation) graduates from Berwick.

Alumni Weekend September 22–23, 2017 1982

Late Night With David Letterman makes its debut on NBC, with Bill Murray as the first guest. Andy Newman and Trish Riley are voted “Most Talkative.”

1997

Antiques Road Show and South Park make their television debuts. Mary Lis Hannah and Joe Myers are named “Most Theatrical.”

2007

The first iPhone is released, launching a new era of technology. Another era comes to an end on the Hilltop, as beloved Headmaster Mr. Ridgway says goodbye.

2002

1987

President Ronald Reagan challenges Mikhail Gorbachev to “tear down” the Berlin Wall. Berwick forms its first Model Airplane Club.

1992

Johnny Carson makes his final appearance as host of The Tonight Show. Berwick celebrates its bicentennial anniversary and says farewell to the first 200 years.

The Olympic flame at Salt Lake City is lit by the members of the 1980 gold-medalwinning U.S. Olympic Men’s Hockey Team, led by the team captain, Berwick’s own Mike Eruzione ’73. Berwick athletics has its strongest season in history, thanks to impressive runs by boys soccer, boys hockey, girls lacrosse, and golf.

2012

PSY’s Gangnam Style goes viral. By the end of the year, the video is the most watched clip in the history of the Internet.

The Class of 2012 brings back The Talent Show, featuring some viral performances of its own.

The Jackson Library Gallery Presents The oil paintings of

Elizabeth a. Hallet ’83 A Backward View

SEPTEMBER 5 THROUGH OCTOBER 6 RECEPTION OPEN TO THE PUBLIC ON FRIDAY, SEPTEMBER 22, 5 – 7 P.M.

TODAY

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ALUMNI BULLETIN

YOUNG ALUMNI HAPPENINGS

Class of 2013 Where are they now?

Kelsey Hayden

Jamie Meader

Kelsey graduated from Connecticut College with a degree in biology and environmental studies, and is hoping to pursue a career in those fields. Kelsey continued her competitive swimming at Conn, where her team placed third at the NESCAC championships.

Ja mie ha s b eg u n a f if th-yea r ma s te r ’s in teaching at Brown University. He’ll be in the Secondary English Education Program and will graduate with certification for that subject and age group. Jamie also plans to focus some of his work and research on ELL/emergent bilingual pedagogy and social justice in the classroom.

Rachel Hawes Rachel is an intern at the Portsmouth-based International Association for Privacy Professionals (IAPP). She is using SalesForce to create events and register privacy professionals to attend them.

Molly Lapointe Molly graduated from Mount Holyoke College with a major in French and a minor in educational studies. In September, she will move to Lyon, France, to teach English through TAPIF, the Teaching Assistant Program In France.

Ben Muthig Ben graduated from George Washington University. Since then, he’s been involved in research f unded by the U.S. Navy to improve the safety of helicopter landings on Navy vessels. Most recently, Ben has accepted an engineering position with G eneral Atomics Aeronautical Systems in San Diego, California.

HOLLY GAUDETTE ’00 SPEAKER SERIES PRESENTS JENNIFER FINNEY BOYLAN

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he Holly Gaudette ’00 Speaker Series will resume this fall, thanks to the generous support of Holly’s family. The series will continue its focus on diversity and inclusion, in conjunction with Berwick’s efforts to incorporate cultural competency into the curriculum and daily life.

YOUNG ALUMS GET IN THE GAME WITH MARCH MADNESS The Class of 2016 won this year’s Alumni March Madness Challenge, with an impressive 28% participation in The Berwick Fund. Members of the 2016 class knocked off the defending champs from the Class of 2008, who finished second, with 23% participation.

This is the first time the youngest alumni class has led in participation in The Berwick Fund. Congratulations to the Class of 2016—keep up the good work.

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SUMMER 2017

Professor Jennifer Finney Boylan will address the community on November 13, 2017. Prof.

Boylan is an author and activist for the LGBT community, most notably transgender men and women, through her writing and her involvement on the board of directors of GLAAD and the board of trustees of the Kinsey Institute for Research on Sex, Gender, and Reproduction.

Prof. Boylan is the author of 13 books of fiction and nonfiction, including the memoir She’s Not There: A Life in Two Genders, one of the first bestselling works by a transgender American. Until 2001, she published under the name James Boylan. She has spoken widely around the United States on gender and imagination, giving plenary and keynote speeches on diversity and scholarship at conferences, law firms, corporate events, and

Holly Gaudette ’00

many colleges and universities. She has been a frequent guest on a number of national television and radio programs, including The Oprah Winfrey Show and The Today Show, and is a regular contributor to the op-ed page of The New York Times.

Holly Gaudette was only 32 when she died on July 27, 2014, after a battle with cancer.

The speaker series is a way to honor this vibrant young woman and some of the issues that were closest to her heart. Her spouse, Pam Bell, says Holly “would feel honored to have the diversity series named for her.”

Following her November address to students, Prof. Boylan will give an evening talk, which parents, alumni, and the greater community are encouraged to attend. Details regarding this event will be available in the fall.

Alumni Weekend September 22–23, 2017

2016Gathering Reunion Alumni Weekend 2017... Save Winter the Date!

Portsmouth,

N.H.

September 22–23 All alumni are invited to signature events of the weekend: The Hilltop Luncheon is the traditional alumni banquet.

Come to the Commons at noon on Saturday for lunch, the alumni awards, and celebration of the reunion classes.

The 100 Club Cocktail Reception will be held in downtown Portsmouth on Saturday from 5:30 to 8:30 p.m. Make this your first stop to reconnect with classmates and teachers, before heading out to experience Portsmouth’s nightlife.

Campus Tours Classes in Fogg Alumni Soccer Game Alumni Art Exhibit Invitations have been mailed. Start rallying your class!

Register Online: www.berwickacademy.org/alumniweekend2017

TODAY

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ALUMNI BULLETIN

Remembering albert roberge ’44 IN MEMORIAM Roland Rondeau ’41 May 21, 2017

Albert Roberge, Jr. ’44 June 9, 2017

Russell H. Grant ’45 June 21, 2017

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lbert “Junior” Roberge ’44 was one of Berwick’s longest-serving and most beloved alumni.

His exploits at Berwick and beyond are legendary. As a student, Albert held positions in student government every year, including serving as president in his senior year. His yearbook pronounced him “wittiest” and “nice to know,” but perhaps his greatest achievement was catching the eye and the heart of Gloria Flynn, who was a year behind him in school. Albert and Gloria married and became, in many ways, the “first couple” of the school and of South Berwick.

After graduation, Albert served continuously as his Class Agent, keeping his classmates connected with each other and the school. None of his peers will forget the memorable parties he and Gloria used to throw at their home, following the annual Alumni Banquet.

Richard P. Bennett ’52 February 3, 2017

Timothy F. Fogarty ’58 April 18, 2017

Clinton R. Schoff ’59 April 23, 2017

James N. Philopoulos ’71

As an alumnus, Albert served in many formal roles at Berwick. He was a trustee, an overseer, on the Senior Advisory Board, and the Alumni Council.

March 17, 2017

In recognition of his lifetime of support, Berwick Academy dedicated a classroom to Albert and Gloria in the Fogg Memorial building. He also was presented with the Alumni Award for Loyalty in 1984.

February 14, 2017

A veteran of the U.S. Navy, most of Albert’s career was spent as the postman for the Town of South Berwick. His car was immediately recognizable because his license plate was ’03908’— the town’s zip code. He was very active in the South Berwick community and was recognized, along with Gloria, by the South Berwick Rotary for efforts on behalf of the town.

James D. Corcoran ’95 Chad Young ’13 April 28, 2017

Berwick Academy’s Alumni Speaker Series D

o you feel you have a great story to tell about your profession and the path that led you to where you are now? If so, Berwick Upper School students want to hear from you.

We are scheduling alumni speakers throughout the academic year, beginning in September. Come in person to campus or do an online video chat. The sessions are about 40 minutes long, are fairly informal, and include plenty of time for Q&A. More than one alumnus/a in similar professions may form a panel.

If you are interested in participating as an alumni speaker, please contact Kathryn Strand in the Alumni Office at 207-384-6307 or kstrand@berwickacademy.org.

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SUMMER 2017

Oren Shetreet ’90 speaks with Upper School students about a career in investment banking.

ALUMNI in the community

Steve White ’71, president of Mystic Seaport, with Robert Howie ’72 commodore of the Corinthian Yacht Club exchange burgees (boating flags) of their respective organizations at a recent Mystic Seaport event held at the Corinthian in Marblehead, Mass. Steve is a former Berwick trustee and Rob a former leader of the Alumni Council.

Reflections of the Alumni Council President Steph Kendall Jaggars ’89

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s I drove home from my last board meeting on the Berwick campus, I reflected both on the meeting and my time on the Hilltop.

I feel humbled by how fortunate I have been, not only to have a Berwick education, but for the opportunity for continued involvement at Berwick through the Alumni Council and the Board of Trustees. These are both remarkable groups of Berwick community members, who focus on making Berwick an amazing place to learn, teach, and work.

As alumni, we can support Berwick’s excellence by being part of the school in many ways, including attending events, guest speaking, volunteering, donating to The Berwick Fund, and performing outreach to fellow graduates. We all have had the pleasure of walking the Berwick campus as students and alumni, and our continued involvement can help promote Berwick’s excellence and insure its future on the Seacoast.

Let’s all take a moment to reflect on our years at Berwick and what they mean to us. I hope you will find a special place in your heart for Berwick, as I do. Wishing you all the best.­

Berwick Academy 31 Academy Street South Berwick, ME 03908 www.berwickacademy.org

For parents of alumni: If this issue of Berwick Today is addressed to your son or daughter, who no longer maintains a permanent address at your home, kindly notify the Alumni Office with the correct mailing address.

Accepting applications for the 2017–18 school year!

Innovation Pursuit Program BEYOND BERWICK Berwick’s nationally recognized Innovation Pursuit Program offers motivated, non-Berwick students an opportunity to pursue an academic passion while better positioning themselves for acceptance to college.

An Innovation Pursuit BEYOND BERWICK is a student-driven endeavor that is completed remotely from the Berwick campus with the assistance of an experienced mentor. In the past several years, we’ve seen students accepted to a variety of prestigious colleges and universities, with their IP as a major contributor to their acceptances.

For more information, contact: Darcy Coffta, Innovation Center Director dcoffta@berwickacademy.org 207.384.2164, ext. 2702 www.berwickinnovation.org