LEAVING A PRINT ON THE HILLTOP: Jim Hamilton’s Leadership, Impact, and Legacy
Berwick Campus Garden
“Jim
leaves the school a better place than before he arrived.”
AARON CASWELL ’92, P’27, P’33
Honoring Jim Hamilton
As Berwick Academy bids farewell to its 54th Head of School, Jim Hamilton, we reflect on seven years of remarkable leadership, resilience, and vision. This spring, Jim concludes his tenure, leaving an indelible mark on our community before embarking on his next chapter as the Head of School at The Peddie School, a 9-12 boarding school in New Jersey.
Jim arrived at Berwick in the fall of 2018, and just as he began to build momentum, an unprecedented challenge arrived: COVID-19. Faced with a global crisis, Jim swiftly assembled a team to transition Berwick to a fully remote learning platform within a single week. The team focused on keeping students engaged, connected, and supported, while maintaining academic commitment and excellence. Berwick emerged as a model school in remote education, ensuring the wellbeing of students and the continuity of learning.
Yet, even amidst a crisis, Jim never wavered in advancing Berwick’s long-term vision. He led the development and execution of The Courage to Climb, a strategic plan that has shaped the school’s trajectory:
• Auxiliary Programs: Expansion of summer and after-school offerings, both enriching students’ experiences and increasing non-tuition revenue.
• Sustainability: Strengthening Berwick’s commitment to environmental stewardship, ensuring responsible resource management, and fostering eco-consciousness in students including the construction of the School’s first Campus Garden, a Pre-K-Grade 12 outdoor space for learning and growing.
• Community Partnerships: Introducing Berwick@Work, an internship program partnering with local organizations, providing invaluable career experiences for rising seniors.
• Academic Systems: Enhancing curricular innovation with robust structures to support long-term educational excellence.
• Justice, Equity, Diversity, and Inclusion (JEDI): Advancing critical conversations and systemic support to create a more inclusive community.
Under Jim’s leadership, Berwick also embarked on The Campaign for Berwick, the School’s most ambitious comprehensive capital campaign, already securing over $13 million in funding. These contributions have bolstered the endowment, enhanced outdoor learning spaces, and strengthened The Berwick Fund—investments that will benefit generations of students to come.
Jim also championed transformative initiatives such as the Flexible Tuition Program, ensuring that financial barriers do not prevent families from considering Berwick Academy. Additionally, he initiated the Faculty Emeritus honor, recognizing the outstanding contributions of Berwick’s long-serving educators.
As we say goodbye, we also extend our gratitude to the entire Hamilton family, who have been integral members of our community.
Jim leaves Berwick stronger, more dynamic, and poised for a bright future.
Thank you, Jim, for your dedication, vision, and unwavering commitment to Berwick Academy.
“Thank you, Jim, for your steady leadership and unwavering commitment to our Hilltop community!”
THE MCGOWANS P’19, P’24, P’29
“A cheerleader builds team spirit, provides encouragement, generates energy, spreads the good word, keeps observers engaged, and carries out complex routines with skill and precision, in cooperation with others, and all while smiling! Jim has been much more than a cheerleader to Berwick, but I think a cheerleader is a special type of leader, and (he) has certainly been that too.”
KEN LAFLER ’82, FORMER TRUSTEE
“Jim gave (faculty) a space to share our vision for our Lower School and how we can enhance the student experience.” MEG KENTER, LOWER SCHOOL TEACHER
“I am so grateful for the decisive and steady leadership Jim exhibited during COVID, leading the creation of experiences for our students that were heartfelt and meaningful—especially for our seniors.”
PAULA WILLIAMSON-REID P’12, P’16, TRUSTEE
“Jim’s leadership and ability to communicate clearly and kindly was a beacon of light during COVID. We are forever grateful that our children are surrounded by kindness, compassion, curiosity, and challenge.”
THE ARPS P’25, P’28
“Jim’s ability to connect personally with so many different people will certainly be missed on the Hilltop!”
BARBARA O’CONNOR P’19, PRESIDENT, BOARD OF
“From navigating the School through the COVID pandemic to the exciting opening of our Outdoor Exploration Space to the creation of our Berwick@ Work program, Jim has left his mark on our school in many ways. I’m grateful for all the support and willingness to connect at any time to discuss challenges large and small.”
RYAN FEELEY, ASSISTANT HEAD OF SCHOOL, DIRECTOR OF MIDDLE SCHOOL
Berwick Academy is proud to introduce Berwick@Work, an exciting student internship program that brings our commitment to useful knowledge to life through real-world experiences. A component of the strategic partnership pillar of our strategic plan, The Courage to Climb , Berwick@Work offers rising twelfth graders meaningful summer internships with a diverse range of Seacoast organizations. These internships are more than just résumébuilders; they empower students to make a tangible impact with hands-on experience, while deepening their understanding of potential career paths.
Internships run for three weeks over the summer. The application process begins in December, followed by interviews with a committee of faculty and staff volunteers in mid-February. The program aims to match students with opportunities that align with their academic interests and career aspirations, ensuring an experience that is both meaningful and transformative. Final decisions are made in early spring so organizations and students can meet and plan for the summer.
The success of Berwick@Work relies not only on the enthusiasm of our students and committee, but also on the dedication of the host organizations. We seek partners who are eager to provide valuable learning and real life experiences. Organizations play a key role in this initiative by offering
substantive work, integrating students into daily operations and projects, encouraging mentorship and professional observation, and providing constructive feedback to help students refine their skills.
The inaugural cohort of Berwick@Work interns in 2024 had the opportunity to collaborate with a dynamic group of organizations, including AeroDynamics in Seabrook, NH, with President of the Alumni Advisory Board Anya Burzynski ’10, Access Sports Medicine in Dover, NH, with Dr. Ben Thompson P’30, Kennebunk Veterinary Hospital, with Dr. Rina Porell P’30, ’32, and Footprints Food Pantry in Kittery, ME, with Megan Shapiro-Ross P’25. In 2025, the program will add three more exciting opportunities with Black Heritage Trail NH, York Land Trust, and Ogunquit Playhouse.
three weeks, Drew proved to be a valuable member of the Aerodynamics team and was offered a full time position with the firm for the remainder of the summer.
On a site visit during the internships in the summer of 2024, Head of School Jim Hamilton arrived at Aerodynamics for a tour of the facility and to check-in on the work of Drew Cabral ‘25. Aerodynamics is an electroplating and metal finishing business specializing in Aerospace, Military, and Defense industry needs. Jim found Drew pouring over chemistry equations in the plant as he helped staff to check (and re-check) finishing formulas for accuracy. Even over just
Berwick community members are invited to support Berwick@Work by connecting the School with potential partner organizations or businesses eager to mentor motivated students. If you or someone in your network is interested in hosting an intern or supporting the program in any way, we would love to hear from you. Berwick@Work is a powerful opportunity for students to apply their knowledge, gain practical experience, and pursue their passions in meaningful ways. Please reach out to Jaime Roberge at jroberge@berwickacademy.org for more information.
A New Chapter for Berwick Academy
WELCOMING DR. SCOTT ERICKSON AS HEAD OF SCHOOL
By Jamie Reynolds, Director of Communications
Berwick Academy has long been a place where academic excellence, character development, and a strong sense of community thrive. As the School embarks on its next chapter, we are thrilled to introduce Dr. Scott Erickson as Berwick’s 55th Head of School, beginning July 1, 2025. Following an extensive national search that attracted an impressive group of highly qualified candidates, Dr. Erickson received a warm welcome at his introductory assembly that set the tone for his journey ahead.
A LEADER WHO LISTENS, INSPIRES, AND ENGAGES
Dr. Erickson’s introduction to the Berwick community took place in a joyful and heartfelt assembly, where students, faculty, and staff came together to officially welcome him. The event underscored what makes Berwick special—a deep sense of belonging, a passion for learning, and a commitment to shared values.
Speaking to the community for the first time, Dr. Erickson reflected on what drew him to Berwick: “The moment I visited campus, I felt the energy, warmth, and authenticity of this community. I observed passion, strong thinking, and rigorous learning. More importantly, I saw students and educators who genuinely care for one another and who take pride in this incredible school.”
His leadership philosophy is deeply rooted in relationships, trust, and collaboration. As he takes on his new role, he is eager to listen, learn, and engage with students, teachers, parents and guardians, and alumni to understand the heart of Berwick. “As your new Head of School, I care deeply about each of you,” he shared. “I want to hear your ideas, learn your stories, and build a vision for the future together.”
A CAREER DEFINED BY DEDICATION TO STUDENTS
Dr. Erickson’s background is as dynamic as it is distinguished. His career spans over 25 years in independent school education, most recently as Interim Head of School at Indian Mountain School (CT). He was previously the Head of School at Phillips Brooks School (CA) from 2011-2024, served as Middle School Director at National Cathedral School (DC) from 2007-2011, and began his career in education at St. Paul’s School (NH). Throughout his journey, he has gained valuable insights into the full Pre-K–Grade 12 student experience.
His commitment to student-centered learning and experiential education aligns seamlessly with Berwick’s mission. As was noted in his introduction, Dr. Erickson is known as a unifier, a leader who fosters meaningful connections across divisions and brings people together to build a shared vision.
Chris Onken, Middle School teacher and member of the Search Committee, spoke to Dr. Erickson’s broad experience and the immediate connections he made at Berwick: “Right from the start, Dr. Erickson impressed us with his energy, breadth of experience, and his kindness, empathy, and principles. His background includes time at Upper School, Middle School, and Lower School levels—he’s been a teacher, a department head, a dorm parent, a division head, and a head of school. His reputation is as a unifier who builds capacity to align groups and move forward with harmony. We couldn’t be happier to be starting this new chapter of Berwick’s history with Dr. Erickson piloting the ship.”
A NEW HOME AND A WARM WELCOME
Dr. Erickson and his husband Ryan are excited to put down roots in South Berwick. In his remarks, he shared a bit about his family—including their two cats, Vesper and Danger—to the delight of students. He also made it clear that he intends to be fully present and engaged in school life, attending events, visiting classrooms, and taking time to get to know the students and educators who make Berwick so special.
The Berwick community responded with enthusiasm, with students from all divisions sharing what they love about their school—from the deep friendships they form to the meaningful traditions that bring them together. Perhaps twelfth grader Ryan Lewandowski ’25 put it best: “Dr. Erickson, this school is home to many different kinds of people from many different places all over the Seacoast, as well as all over the country and even the world…And now it’s your home, so embrace it. We welcome you to your new home with open arms.”
LOOKING AHEAD
As Dr. Erickson prepares for his official start in July 2025, he is eager to connect with alumni, families, and friends of Berwick Academy. His parting words at the assembly were filled with gratitude and optimism: “I love this job. Being a Head of School is the best job I’ve ever had. I want you to see that love in the joy, passion, and fun I bring to campus every single day. Thank you for inviting me to be a Bulldog. I look forward to working with all of you.”
With Dr. Scott Erickson at the helm, Berwick Academy is poised for an exciting future— one that builds on its deep traditions while embracing new opportunities for growth and innovation. Please join us in welcoming Dr. Erickson to Berwick Academy!
“Dr. Erickson, this school is home to many different kinds of people from many different places all over the Seacoast, as well as all over the country and even the world…And now it’s your home, so embrace it. We welcome you to your new home with open arms.” — Ryan Lewandowski ’25
Berwick Campus Garden
Our campus garden gives members of our community the opportunity to learn through doing. Students from all three divisions participate in planting, cultivating, and harvesting crops. The soil in the raised beds came from Mr. Fox Composting, our composting partner at Berwick, giving students a chance to see connections within our campus food system. This garden also provides a platform for students to learn about food science in our Test Kitchen and food justice in the Seacoast community.
HOW THE GARDEN IS USED:
• Food Systems: Students learn about food systems from a local and global perspective.
• Food Science: Students learn about food science in the Katz Test Kitchen.
• Food Justice: Students learn about food equity in the Seacoast community.
• Gardening Techniques: Students experiment with different gardening techniques.
• Variables: Students analyze factors that contribute to a successful garden.
206
POUNDS OF PRODUCE HARVESTED IN 2024
Produce was donated to Footprints Food Pantry, used by FLIK in the Berwick Dining Hall, used by classes in the Test Kitchen, and taken home by members of our community.
415
TOTAL POUNDS OF PRODUCE HARVESTED 2022-2024
218
STUDENTS WHO WORKED IN THE GARDEN THIS SEASON Classes, Clubs, Activity Periods, Summer Camps
18
DIFFERENT TYPES OF PRODUCE GROWN
MOST ABUNDANT VEGETABLE GROWN Tomatoes
MOST UNIQUE VEGETABLE GROWN Artichokes
How Prefects Leave Their Print
By Molly Gabarro, Upper School Dean of Students, Student Leadership Coordinator
In 2019, a joint committee of faculty and students audited Berwick Academy’s student leadership structure with a central question: How can we cultivate a strong student leadership culture aligned with Berwick’s mission of promoting virtue and useful knowledge?
Berwick student leaders are trained to view their roles as acts of service to the community, embodying the principle of “virtue.” The “useful knowledge” aspect is highlighted through the hands-on, student-directed responsibilities these roles entail.
A key tradition in the Upper School is our weekly studentled assemblies, historically run by a single student, which limited leadership, diversity, and opportunity. To address this, we introduced the Prefect role. Four Prefects are elected each spring for the following school year and are the only positions to receive votes from both students and faculty, ensuring representation for all Upper School members.
Prefects not only lead assemblies but also address the entire Berwick Academy community at Pre-Kindergarten through Grade 12 events; collaborate regularly with the Dean’s Office to foster open communication; and serve as a bridge between leadership groups to enhance collaboration, visibility, and diversity of voice. Additionally,
they undertake a Legacy Project, an independent year-long initiative designed and implemented by them. Last year’s project established a new tradition to welcome and celebrate eighth graders transitioning to ninth grade, encouraging connections between Middle and Upper School students.
As we reflect on the evolution of student leadership at Berwick, we are incredibly proud of past and current Prefects who embody the spirit of virtue and useful knowledge. Their dedication, initiative, and collaborative approach have strengthened our leadership culture and also ensured that Berwick’s traditions remain vibrant and inclusive. It is inspiring to witness the growth of these student leaders, and we are excited to see how their efforts will continue to shape the School’s legacy for years to come.
RYAN LEWANDOWSKI ’25
My name is Ryan Lewandowski, and I am one of four Prefects on campus. As a Prefect, part of my job requires facilitating assemblies and other school events with the Prefect team. While this may be what people see most often, the responsibility is much larger than that. The purpose of our role is to strengthen the sense of community on the Hilltop. Building up spirit, acting as a voice of the students, and being a positive influence on others are all ways that we make an effort to uplift and bring together the student body. Watching the previous Prefects each year motivated me to become a better leader. I wanted to be the friendly face that all students could look up to. With Berwick’s numerous leadership opportunities, I was given the tools to work on skills that are crucial to becoming a leader. What makes me proud to be a leader at Berwick Academy is that I can make an impact on someone else the same way I was influenced when I was younger. I have learned that the little things add up, so even small acts of kindness or respect can positively move or touch others. Positivity is contagious, so spread the effect. That is my goal this year as a Prefect.
NOAH DANIEL ’25
My name is Noah Daniel and I am one of the four Prefects. I’ve been at Berwick since my ninth grade year and have also served on SWAT (Student Wellness Advisory Team) and am serving on SALT (Student Athlete Leadership Team).
The role of a Prefect varies from school to school. At Berwick, being a Prefect requires integrity.
Integrity is the quality of being honest, having strong moral principles, and consistently doing what is right, even when no one is watching. A person with integrity is trustworthy and dependable, known for keeping promises, being truthful, and acting ethically, regardless of the circumstances. Along with integrity, it takes the ability to communicate. Strong communication helps build relationships and resolve conflicts with both students and faculty.
When I was in ninth grade the Prefects were some of the first people I was able to look up to on campus. This is why being a Prefect is important to me. The possibility of there being ninth, tenth, and eleventh graders who see me as a role model pushes me to be the best version of myself every day.
ELIZA SMALL ’25
My name is Eliza Small, I have been a member of this community for 14 years, and I am a Prefect. Although we run assemblies and larger events, we have a responsibility to carry ourselves with pride and represent our community well. As the oldest class on campus, we are the role models for the younger students to look up to. We, as Prefects, have an opportunity to inspire the younger generation, and I plan to make the most of this. It is not easy being a Prefect but it is a role I would never trade. I have the privilege of representing the school I love, setting a good example, and putting my goals into action. When I was in Lower School, we had big and little buddies, which is when the seniors came down to hang out with us in Pre-K a couple of times a year. These chances to connect with the older students on campus are a key part of our community, bringing together the divisions. Having been here for most of my life, these experiences as I have moved through the divisions have shaped who I am and my appreciation for the community. Overall, I hope to create a stronger sense of community within all three divisions and continue to make Berwick a place where people are comfortable and confident in themselves.
AIDAN MCEACHERN ’25
My name is Aidan McEachern and I am a Prefect on the Hilltop. Berwick’s culture is built around student leadership. SALT members promote good sportsmanship every fall. CAT members invite us to the musical every winter. And, of course, SLC sends out a newsletter every week. Man, we love our acronyms.
As Prefects, we contribute to the leadership ecosystem in two ways. Our first job is to run assemblies and other Upper School events. Running assemblies facilitates communication of announcements and benefits our culture by providing opportunities for performances and games. Our second job is to represent the wishes of the Upper School student body. This means using our role to shape Berwick around the needs of its students. For example, the games we play in assembly are often based on our classmate’s requests. As part of our role, we frequently collaborate with other leadership teams like SLC, SWAT, CAT, and SALT (again, we love acronyms!).
Beyond our “technical” roles, I believe Prefects are tasked with making our friends and classmates feel welcome at BA. True, starting the school day with an assembly for 300 people is a big responsibility, but it’s also an opportunity to brighten everyone’s day with a fun fact, game, or simply a smile.
A Tour Through The Archives
By Melissa Williams, Library Director, Middle School Librarian, Lower School Collection Development, Archivist
The Berwick Academy Archives, housed on the second floor of Jackson Library, is a rich repository of our school’s long and impressive history. From copies of the original charter with John Hancock’s signature signing the School into existence in 1791 to recent playbills and Baccalaureate speeches, visitors are often surprised and charmed by the variety of artifacts, documents, and photographs stored in a relatively unassuming space.
If you want to know what Berwick Academy has historically valued and continues to value, our archives are a superb starting point. Early library records, course catalogs, and student journal entries from the 1800s reveal a school with a love for learning, engagement, and excellence.
Commencement programs, academic catalogs, and trustee minutes from the early 1800s onward tell us that women enrolled by 1828 and were taught the same subjects and assessed equally with male students by the mid-1850s. Desegregation of male/female seating came closer to the1860s. Berwick also welcomed exchange students around the time of the Civil War, as articles in the school newspaper, “The Berwick Scholar,” attest.
The speeches delivered throughout our history, whether by administrators, faculty, or students, speak to a longstanding premium placed on respect and fair-mindedness. Exhibition programs reveal that the recitation of poetry and prose, musical performances, and theatrical productions were featured as part of Berwick school life from at least the time of the Civil War. Delve into our photographic collection to find images from theatrical productions as far back as 1906. Discover among our photographic records and school newsletters that sports were vital to our community before the turn of the 19th century to the 20th century, with pictorial evidence of young men playing football at Berwick by 1895 and young women playing basketball by 1918. From Debate Club to French Club to Mandolin Club, extracurricular opportunities were integral to our community just beyond the late 19th century. An esteem for a well-rounded education is traceable throughout our archival collection and across time.
Berwick has been fortunate to have several dedicated and longserving archivists and volunteers who tirelessly stewarded the collection, with some of the largest collection development happening between the 1990s and the mid-2010s under the leadership of Joyce Pray Borkowski ’46, Wendy Pirsig, Rachel Saliba, and Alice Lynch ’88. Materials come to our collection in a variety of ways, but most often, a former student or family member of an alumnus sends in objects, documents, or photographs to be included in our holdings. Sometimes gifts are accompanied by letters that illuminate the history of the object or the significance of a document or photograph. The frequently handwritten notes, other times typed, received along with gifts are
included in the files and add value by providing additional context. In addition to the usual archival inclusions of photographs, documents, and artifacts, we are fortunate to house several notable works of art, such as oil paintings by Marcia Oakes Woodbury of the Class of 1882 and well-known painter and illustrator Douglas Alvord, among others.
The Berwick Academy Archives Collection welcomes visitors for Blue & White Homecoming and Reunion events and additional special days, including Grandparents and Special Friends Day. The collection is available at other times upon request and often on a walk-in basis. On average, we welcome researchers to the space a few times a year, with interests ranging from material for upcoming books to historical details and photographs for inclusion in museum or historic exhibits. Regular queries arrive from members of the public and alumni in search of information on a family member who attended the School.
From its earliest establishment, the collection has informed articles in various Berwick Academy publications, such as our now retired “1791 Letter” as well as previous “Berwick Today” editions over the decades and student newspapers. Our records sometimes inform speeches, such as the fascinating one given by Brad Fletcher, retired Berwick history teacher, historian, and archivist, on Veteran’s Day 2022 about Edward Bennett ’43, the School’s youngest alumnus lost in World War II.
Perhaps the most gratifying use of the archives in recent years has been the collaborative efforts between the archivist, teachers, and students. In the past academic year, Gabriela Saldana Parkes’ third grade class visited the archives to learn about the native Abenaki people whose land our school was founded upon and to explore the history of our buildings. Students in Molly Gabarro’s eleventh grade “We the People” Pinnacle Course delved for two trimesters into researching aspects of Berwick Academy and South Berwick life during and around the Civil War. The students carefully and thoughtfully curated a museum exhibit “Once Upon a Hilltop,” which they displayed upstairs in the library. The possibilities for teacher and student interactions with the archival materials are barely tapped. It is exciting to explore the educational potential of these lively connections with our history.
The scope of our archives is vast, but favorite holdings might include the delicate pieces preserved from the original stained glass Civil War Memorial window, commissioned by Sarah Orne Jewett of the Class of 1866 and designed by celebrated stained glass artist and book cover design artist Sarah Wyman Whitman. The restored version graces a Fogg history classroom today, but it’s a thrill to examine the remnants in our archives of the original stained glass that communicate the vision and devotion of the School’s most famous author and the skill of her accomplished friend, Wyman Whitman.
Sarah Orne Jewett donated a sizable selection of first editions of her novels and first-edition copies of the Atlantic Monthly in its early years, with Jewett articles within. We also possess a solid collection of photographs of the author and members of her immediate family, along with a few of her original letters. In March 2024, a team from Bowdoin College visited to record a podcast episode about Sarah Orne Jewett. “Dead Writers,” hosted by Bowdoin professors Tess Chakkalakal and Brock Clarke, features the homes of great American authors and examines how where they lived influenced the authors’ lives and work. Aware of Sarah Orne Jewett’s ardent and philanthropic love for the Academy, the team arranged to tour the archives and to spend some time on campus visiting buildings Jewett would have known. The episode, “Girlfriends,” aired on the Maine Public Broadcasting Network in July 2024, and features the research and insights of Willow Turkel ’25. Since airing, “Dead Writers” has won a Signal Award for best co-host team.
In addition to our Jewett-related items, we are fortunate to have a beautiful walnut chair from the 1860s, hand-carved by sailor and statesman John Holmes Burleigh and with needlepoint completed by his illustrious wife, Matilda Buffum Burleigh. Other favorite materials include intriguing May Day photographs from 1927, depicting a very different milieu from today, with female students competing for May Day Queen and attired in white Grecian gowns and hairstyles around a Maypole.
Possibly my favorite article of all, however, is both more recent and more comical. The senior class of 1984 submitted a trimester three petition requesting “to be allowed to go outside on these beautiful spring days,” accompanied by pledges of proper conduct. The petition is signed by 28 seniors and carries the approval signatures of both a class advisor and Vincent Durnan, then the headmaster. Our current students, faced with this document, express bewildered, grateful surprise to learn that the freedom they enjoy of being able to go outside frequently throughout a school day was not always as readily available to classes of the 1980s.
The fact that someone had the forethought to preserve the petition in our collection for our future reflection and amusement is a small example of the savvy, dedication, and (at times) humor of so many individuals who have worked to save and maintain our history through the centuries.
“Pinnacle courses are guided by the understanding that rigor is not defined by a textbook, but rather it comes from what students do. It is not standard across a curriculum; it is unique to each department, teacher, and above all, each student. Rigor is not quantified by the breadth of material covered in a course — it is measured by a student’s depth of understanding.”
Rigor and Deep Learning
For example, students interested in STEM can dive into Analytical Chemistry, Applied Physics, Engineering for the Future, and Biological Inquiry and Analysis—courses that place an emphasis on hands-on experimentation, problem-solving, and collaboration. These classes mirror the expectations of college-level lab work, requiring students to design experiments, analyze real-world data, and present their findings in professional formats. Students who pursue Pinnacle mathematics courses such as Advanced Topics in Calculus and Statistics in Society engage in complex problemsolving, data interpretation, and theoretical applications that provide a strong foundation for future studies in engineering, economics, and the sciences.
In the humanities, Pinnacle courses offer a rich exploration of literature, history, and social sciences. The American Experience, for instance, takes students on a deep dive into the evolution of American literature, challenging them to draw connections between historical movements and modern perspectives. The Cold War course examines global conflicts through the lens of diplomacy, espionage, and cultural shifts, equipping students with the analytical skills necessary to understand contemporary geopolitical issues. Similarly, Encounters with “The Other” provides a literary and philosophical examination of identity, race, and cultural interaction, encouraging critical thinking and global awareness.
Last year, in Ms. Gabbaro’s history Pinnacle Class, “We the People” students created an exhibition in the Jackson Library entitled Once Upon a Hilltop. Once Upon a Hilltop was a historical exhibit of life at Berwick and beyond during the Civil War. This exhibit was a collaboration between We the People students and
the Berwick Academy Archives. Allowing students to do authentic work for a wider audience is important as students build their skill set for Beyond Berwick.
The real-world applications of these courses are evident in the experiences of students both inside and outside the classroom. I had the privilege of attending The American Experience class as they presented their final assessment on “The Crucible.” The students had been reading the Arthur Miller play, and their assignment was to take one moment in the script that is not fully explained by the author and create a novel scene that would explain it more in depth. This project required students to not only understand the context of the play, but more importantly, tie together all they had been learning about the time period and creatively share this with the audience. The students presented these scenes in costume on the Patricia Baldwin Whipple Arts Center stage. This is just one example of the deep dives students are taking in each of our Pinnacle courses. In my opinion, this is deep learning that has meaning.
Pinnacle courses at Berwick are more than just challenging academic experiences—they are designed to prepare students for the complexities of the modern world. By eliciting critical thinking, creativity, and adaptability, these courses ensure that students graduate with the skills they need to succeed in college, their careers, and beyond. Whether they are solving real-world engineering problems, interpreting global literature, or conducting advanced scientific research, Berwick students are developing the habits of mind that will serve them well for a lifetime.
Berwick Academy’s Summer on the Hilltop 2025
By Mia Snow, Assistant Director of Auxiliary Programs
As we look ahead to the summer of 2025, excitement is already building for another incredible season on the Hilltop. Berwick Academy’s summer camp program, Summer on the Hilltop, is preparing to offer an even more dynamic and enriching experience for children of all ages. With a variety of new and expanded opportunities, the summer promises to be filled with learning, growth, and connection in a community that encourages curiosity and joy.
One of the most anticipated aspects of Summer on the Hilltop 2025 is the energy that fills the air each morning during dropoff. Campers arrive with bright smiles and eager anticipation that sets a positive tone for each day, and serves as a reminder of the transformative power of summer camp—a time when children can step outside their routines, embrace new challenges, and form meaningful connections.
This summer’s programming will continue to offer a wide variety of camps, ranging from arts and sports to recreation and STEAM. Whether on campus or at partnering specialty facilities, these programs are designed to provide campers with hands-on learning
experiences that spark creativity and nurture talents. BASE Camp, a beloved cornerstone of the summer experience for younger children, will evolve in exciting ways, incorporating a dedicated weekly STEAM and Makers exploration day. This addition will allow campers to dive into science, technology, engineering, and math through engaging, hands-on projects.
One of the biggest expansions for 2025 will be the introduction of Outdoor Adventure-Based programs, taking full advantage of Berwick’s beautiful campus and outdoor spaces. These programs will focus on building resilience and teamwork while encouraging outdoor exploration. Campers will have the opportunity to participate in exciting new activities in a fun and supportive environment, further strengthening their confidence and leadership skills.
In response to growing demand, Summer on the Hilltop 2025 will also see an extended camp season, running three additional weeks
in August. This expansion will provide families with greater flexibility and more opportunities for children to enjoy the summer camp experience. Additionally, the After Care program will now extend until 5 p.m., offering added convenience for working families. To accommodate even more campers, new transportation options are being explored to better serve neighboring communities such as Exeter and Portsmouth.
Looking ahead, the spirit of Summer on the Hilltop will continue to grow and evolve. With a focus on leadership, creativity, and outdoor exploration, the program is wellpositioned to inspire the next generation of thinkers, creators, and leaders. For families seeking an unforgettable summer experience, Berwick’s summer camps offer the perfect environment to grow, learn, and thrive.
For more information about Summer on the Hilltop 2025, scan the QR code on the next page. We can’t wait to see you on the Hilltop this summer!
Berwick Academy Honors Veterans
By Kendra L. Bates, Assistant Director of Communications
In November, Berwick Academy gathered to commemorate Veterans Day with an inspiring all-school assembly. The event was a tribute to the dedication and sacrifices made by those who have served in the military. In addition to students, faculty, and staff, the School invited parents, guardians, and family members who have served to join in the observance.
The ceremony opened with a performance by members of the Upper School Strings Ensemble, who set the tone with a heartfelt rendition of classic pieces that resonated with the themes of service and honor.
Retired Army Officer and Combat Veteran Cassie Crosby delivered a moving keynote address, “Hidden Sacrifice: Understanding Service Beyond Stereotypes.” Crosby shared her personal journey, reminding those gathered of the often overlooked heroes who serve in our military — men and women whose contributions may not always be visible but are just as significant.
Wellness in Parenting
A COMMUNITY-CENTERED APPROACH AT BERWICK ACADEMY
By Kim Kryder, Director of Wellness
In August 2024, the U.S. Surgeon General, Dr. Vivek Murthy, issued an advisory on parent/ guardian mental health and wellbeing. “Parents have a profound impact on the health of our children and the health of society. Yet parents and caregivers today face tremendous pressures, from familiar stressors such as worrying about their kids’ health and safety and financial concerns, to new challenges like navigating technology and social media, a youth mental health crisis, and an epidemic of loneliness that has hit young people the hardest. As a father of two kids, I feel these pressures too.”
At Berwick Academy, we have always known the importance of a healthy parent/guardian community. A community that knows each other supports each other. That’s how the idea to connect parents/guardians through wellness sessions focused on the ups and downs of parenting and the importance of self-care was born.
Giving parents/guardians time to focus on themselves, while also learning from each other and creating community, were the goals of the first wellness sessions that started in the fall of 2023. Well before the Surgeon General’s advisory, and after the pressures and stress of the pandemic, we knew that parents were looking for more advice on how all can cope in an increasingly complicated world.
Using the beautiful yoga studio in the Walsh Wellness Center, parents and guardians from every division gathered monthly with me and Amy Choate P’22, a certified health coach who also runs our student yoga program. Amy and I had talked for years about how best to offer self-care in support of student wellbeing. “The Emotional Lives of Teenagers” by Dr. Lisa Damour became the perfect way to structure these wellness sessions by providing an educational experience as well. We assured participants that reading the book was not necessary to enjoy the conversations and follow along in engaging dialogue. Amy would then lead us in a relaxing guided meditation.
Beyond the in-person wellness sessions, we also started to offer Lunch & Learn Zoom sessions to parents and guardians during the school day. During those sessions, chapter overviews were presented, followed by discussions. All presentations were recorded and then posted on myBerwick to share with those who could not attend the live events.
This year, our sessions focused on the book “Growing Up in Public” by Devorah Heitner, Ph.D., a book that explores the topic of kids and their complicated relationship with technology and how the adults in their lives need to be mentors, not just monitors. Heitner also presented to the community in November to support this ongoing education.
The goal for all of these offerings is to build a community that is engaged with each other as well as to dig deeper into the topics that impact our children the most in today’s world. The next book, “Never Enough” by Jennifer Breheny Wallace, explores achievement culture and how to handle it when it becomes toxic. I truly believe the advantage of a Pre-Kindergarten-Grade 12 school community is that we can lean on each other to better understand the ups and downs for our particular child at any stage of development, but also receive support from those who have already been there and support those who are heading our way.
A Call to Action
PATRICK CONNOLLY’S INSPIRING CONVOCATION SPEECH FOR THE CLASS OF 2025
By Kendra L. Bates, Assistant Director of Communication
As the Class of 2025 prepares to graduate, it’s hard not to reflect on the journey that began with the excitement and energy of Convocation. The year has been filled with moments of growth, celebration, and community, all of which were set in motion by thought-provoking words shared during the September ceremony. Upper School Convocation is a time to reflect, look forward, and feel the palpable energy of the school community. While there were many moments of celebration—music from Willow Turkel ’25 and a stirring speech from Student Leadership Co-Chairs Drew Cabral ’25 and Cici Siecke ’25—the true highlight of the event was the speech delivered by student-selected speaker Patrick Connolly, Upper School English teacher.
Connolly’s address was an invitation to the senior class to re-engage with their school and community. In his signature fashion, Connolly spoke with humor, humility, and insight. His speech, titled “Finding an Extra 10%,” reflected on the unique circumstances of recent years and called for students to take an active role in shaping their senior year experience to embrace all that Berwick has to offer.
Connolly began by breaking the “cardinal rule” of public speaking: never talk about writing the speech itself. He explained how Grade 12 Dean Lem Randall texted him over the summer to ask if he would speak at Convocation. Connolly humorously admitted to initially ignoring the request, citing his reluctance to dive back into school-related work during
summer break. His honesty drew warm laughter from the audience and set the tone for what would follow—a thoughtful and deeply personal reflection.
One of the most compelling aspects of Connolly’s speech was his challenge to the audience to deepen their relationship with the School. “This school, your school, needs you,” Connolly said, urging students to take an active role in shaping the community that has nurtured them. He pointed out how easy it is to take Berwick’s many offerings for granted. He urged the Class of 2025 to resist that temptation and instead embrace the myriad opportunities at their fingertips.
His message was one of encouragement and possibility: while Berwick offers a wealth of opportunities—both academic and extracurricular—it’s through active participation that these programs thrive and continue to flourish. Connolly reminded the senior class that the school is a vibrant, supportive community, ready to help them grow in all aspects of their lives. By engaging fully in the opportunities before them, seniors have the chance to make their final year truly remarkable, contributing to a rich legacy for those who will follow.
Connolly found optimism in the actions of students like Noah Daniel ’25, who reached out to ask if it was too late to try out for the soccer team, even after previously considering taking on a managerial role. “With an attitude like Noah’s, which I know is shared by so many others,” Connolly said, “we have the stuff among us to create a remarkable year.”
For Connolly, the school year ahead was not one to be taken for granted. He emphasized that Berwick is a place brimming with potential, but that potential can only be realized when students actively contribute to it. He urged them to not be passive participants in their final year, but to embrace their time with purpose. “Never be afraid to be a beginner; never be afraid to try something new,” Connolly reminded them, quoting a piece of advice he received from a former student. This advice was an encouragement to seize the opportunities that await and, in doing so, build a meaningful year that will not just prepare them for college but for life.
In closing, Connolly spoke of his own personal reflection in writing the speech and his renewed appreciation for the School and its students. “We have a great year ahead of us,” he concluded. “And I am optimistic that we can all find ways to row our way toward the finish line which awaits us all many months from now.”
His words resonated deeply with the students, reminding them that the final year at Berwick is not just about academic achievement, but about the people they will become through their involvement and contributions to the community.
Connolly’s speech was a powerful reminder that every student’s actions, big or small, play a role in shaping the culture of a school. His message encouraged the Class of 2025 not to wait for things to come to them, but to seize their remaining time on the Hilltop with purpose, intention, and above all, involvement.
All I Really Need To Know I Learned in Middle School
By Ryan Feeley, Assistant Head of School for Academic Affairs & Director of Middle School
In the late 1980s, an author named Robert Fulghum published the wildly popular book “All I Really Need to Know I Learned in Kindergarten.”
As many may remember, the premise of the book was to take seemingly basic lessons such as “don’t take things that aren’t yours,” “clean up your own mess,” and “always hold hands when you go out into the world,” and pose the important question: What if adults (and even governments), regardless of how complex their lives might become, committed to these lessons learned in Kindergarten? How much better would our world be?
While I don’t believe that Robert Fulghum has any connection whatsoever with Berwick Academy, in my mind, his book could have easily been subtitled “Useful Knowledge.” The notion of lessons taught to five-year-olds being portable and functional throughout our lives seems to align perfectly with Berwick’s mission. From where I sit in the Clement building, I could easily envision a second edition called “All I Really Need to Know I Learned in Middle School.”
So much of what we aim to instill in our students during these years of early adolescence has that eye toward the long game. Of course, we want our students to retain the content we teach, be it thermodynamics, quadratic equations, or the U.S. Constitution. But, at the end of the day, the habits of mind and the skills we encourage in our students matter most and will ultimately determine their success academically and beyond.
A few years ago, we spent a good deal of time as a Middle School faculty wrestling with questions around the broader goals we have for our students. After a lot of faculty meeting discussion and significant follow-up work by a smaller committee, we landed on four points of emphasis. Our aim is that when our Middle Schoolers leave us after eighth grade they make their way to Upper School and beyond with the skills firmly in place to be: a Self-Directed Learner, a Dynamic Collaborator, a Transformational Thinker, and a Responsible Citizen.
Lower School Faculty Introduces Statement of Community
By Gabriela Saldana Parkes, Lower School JEDI Coordinator
Throughout the past year, Berwick Academy’s Lower School faculty has embarked on a journey of reflection, revisiting the School’s mission of “promoting virtue and useful knowledge among the rising generations.” With guidance from Lower School JEDI (Justice, Equity, Diversity, and Inclusion) Coordinators Jessica Richardson and I, faculty members embraced an opportunity to craft a Lower School-specific Statement of Community that aligns with the division’s core values while reinforcing the School’s commitment to fostering an inclusive and supportive environment.
The current all-school Statement of Community, originally written in 2022, serves as a foundational guidepost for Berwick Academy, affirming its dedication to building a diverse school community rooted in fairness, equity, and meaningful participation. This statement underscores the School’s commitment to nurturing students who know themselves, are socially aware, and become civically engaged citizens. In developing their own Statement of Community, Lower School
faculty sought to translate these principles into language that resonates with the School’s youngest learners, ensuring that inclusivity and belonging are introduced at the earliest stages of a student’s Berwick journey.
Faculty members approached the creation of the new statement with deep intentionality, weaving in the ethos of the Lower School’s long-held expectations to be safe, kind, and honest. They reflected not only on how these values are expressed in the daily lives of students but also on how to ensure that the statement is a living, breathing part of the community.
After months of thoughtful discussion and collaboration, the final version of the Lower School Statement of Community was formally shared with Lower School families at the start of the current academic year. This new statement reflects the Lower School’s unwavering commitment to creating a nurturing and inclusive environment, where students feel a strong sense of belonging and are empowered to become upstanders in their communities.
LOWER SCHOOL STATEMENT OF COMMUNITY
“Our foundation is built on creating a safe, kind, and honest environment. We are committed to fostering a community where students know themselves, are socially engaged, and equity-minded. By acknowledging and celebrating differences, we affirm the identities of all students and instill in them a sense of belonging and empowerment, cultivating upstanders who contribute to a vibrant, inclusive school community.”
With this new statement in place, the Lower School continues to reinforce Berwick Academy’s mission in meaningful ways, ensuring that its youngest learners grow in an environment that champions diversity, respect, and understanding. By setting this foundation early, Berwick empowers students to carry these values forward, strengthening both the school community and the world beyond.
ARTS UPDATE
The Berwick Dance program has partnered with South Berwick Parks and Recreation to begin two new programs. Students from Berwick Academy, Great Works School, and the surrounding community now have the
opportunity to participate in a multi-genre dance class series. In the classes, students learn contemporary, jazz, tap, and ballet, and practice different ways to work as an ensemble.
“The Dream,” a performance and collaboration between the groups, brought South Berwick children and Berwick dancers together to dance a contemporary, secular reimagining of scenes from “The Nutcracker.”
VISUAL ART
SCHOLASTICS 2025: BERWICK ACADEMY AWARDS
We are proud to announce that 11 Berwick students earned recognition, with 19 awards, in the Maine Regional Scholastic Art Competition this year. Five panels of jurors reviewed and judged close to 1,000 works of art and portfolios in a highly selective process. Gold and Silver Key awardees will be invited to exhibit their works at Maine College of Art & Design in Portland.
Portfolio Awards
Aidan McEachern ’25
Honorable Mention
Individual Awards
Emily DeFelice ’25
Honorable Mention
Will Foisy ’26
Honorable Mention
James Gilton ’26
Honorable Mention
Lulu Higginson ’28
Honorable Mention (2)
Amelia Hoven ’26
Honorable Mention
Claire Lindquist ’26
Silver Key
Maine Excellence in Arts Award
Caroline Martino ’25
Honorable Mention (2)
Maeve McEachern ’26
Silver Key
Griffin Nedelka ’25
Honorable Mention (2)
SIlver Key Award (2)
Willow Turkel ’25
Gold Key Award (2)
American Visions Nominee
80’s
Charcoal
Quiet
Mixed Media
Maine Excellence in Arts Award
Acrylic
Honorable
Honorable Mention
Honorable Mention
Willow Turkel ’25
Rolling Wheels
on Butcher Block Paper Gold Key Award
Claire Lindquist ’26
Lulu Higginson ’28
Willow Turkel ’25
NYC Subway
Sculpture in Cigar Box Gold Key Award/American Visions Nominee
Caroline Martino ’25
Green Face
on Canvas
Mention
Maeve McEachern ’26
Ebb and Flow
Mixed Media Silver Key Award
Griffin Nedelka ’25
Figlio della Natura Glass
HASHI ART EXHIBITION
Each year, Maine elementary art instructors are invited to submit block prints created by students in Grades 1−6 for an exhibition in Maine’s sister state of Aomori, Japan.
This is the 30th year of the sister-state relationship. This cultural exchange is supported by Friends of Aomori, an allvolunteer run organization.
Second grade artists from Berwick submitted collagraph block prints, which will be included in the Hashi Student Print Exchange Exhibition in Aomori this year. Fifteen student prints will be traveling to Japan, where they will be part of a group printmaking exhibition. Berwick students were excited to explore the collagraph printmaking process while learning about Japanese culture and printmaking traditions, especially as part of a cross-cultural exchange.
Fourth grade students will be completing hand-carved linoleum prints to share for the spring portion of the Hashi Print Exchange.
YOUTH ART MONTH WORKS
River Jamiol-McCann ’33
James Gilton ’26
Pearl Apsey ’31
Every March, Berwick Academy sends one student artwork per division to celebrate Youth Art Month at the Portland Museum of Art. This annual exhibition showcases the incredible talent in Maine’s art education programs.
A Teacher’s Perspective
MAKING ART & MEMORIES IN THE MIDDLE SCHOOL
By Lisa Long, Middle School Art Teacher
“In the art room, I do my best to create a space where students can take risks, try new things, and, yes, even fail. It’s not always about whether they see themselves as an ‘artist,’ it’s about enjoying the process, learning from it, and growing.”
Middle school is a time of unique change and growth. Nowhere is this more evident than in the art room where students begin to explore their identities more deeply, often with a mix of confidence and self-doubt. It’s a time when they start to form stronger opinions about what they can and can’t do, and it’s also when the joy of creating for the sake of creating can easily be overshadowed by comparison and self-criticism. While there will always be those students who embrace their creative time, many more begin to struggle as they look around the room, comparing their work to others and thinking, “Mine doesn’t look like that.” The joy of art starts to get tangled up with labels
Varsity Golf
The 2024 golf season was a year of transition and promise, as the team finished with an 8-5 record, placing fourth in the EIL rankings. At the EIL Championship, Berwick finished third out of eight teams. With nine seniors graduating last year, this season was all about rebuilding, and the team rose to the challenge. Ethan Addazio ’26 led the group with an impressive average score of 36.2, ranking him among the league’s top three scorers.
A highlight of the season was the annual match against Brewster Academy. Traveling to Brewster’s home course, Berwick delivered a statement win, sweeping its opponents 6-0, an accomplishment that solidified the team’s growth and potential. The most exciting part of this season is that the entire roster will return next year, ready to reclaim the league title.
BERWICK
BERWICK ATHLETICS
Varsity Girls Soccer
The Girls Varsity Soccer team showed perseverance, heart, and dedication throughout the season, but nothing topped the excitement of Senior Night against Proctor Academy. The energy was electric, and from the opening whistle, the team was ready to rise to the occasion. With perfect fall weather setting the stage, the group secured a well-earned victory, making it a highlight of the season. This year was about more than wins and losses — it was about the bond formed between teammates. The dedication and hard work that defined the season will be remembered for years to come.
Varsity Boys Soccer
The Boys Varsity Soccer team embarked on a season of hard-fought battles and growth, kicking things off at Team Prep Camp in Casco, Maine. Facing a rigorous 16-game schedule, the team finished at 7-8-1 (5-6-0 in the EIL) and placed fifth in the league.
One of the most unforgettable moments was the Senior Game against Beaver Country Day School. With strong winds and a packed crowd of students, faculty, and families, the team delivered a commanding 6-1 victory, a true testament to its progress and passion.
The team found its rhythm offensively, netting 32 goals throughout the season. Drew Cabral ’25 and Owen Spinney ’28 led the charge with a combined 21 goals. Defensively, the young backline, anchored by center back Tucker Demers ’25, held strong against tough competition.
From summer training in June to the final game in November, this team became a family. The camaraderie, bus rides, and countless memories made this season unforgettable, and next year’s squad will look to build on that foundation.
Varsity Field Hockey
The Varsity Field Hockey team experienced an incredible season of growth, resilience, and team bonding. Facing tough opponents, the group learned to battle through adversity and celebrate hard-earned victories.
One of the season’s defining moments was a dominant 7-1 win against Lexington Christian Academy in the second-to-last home game. This performance highlighted the team’s progress, with sharper stick skills, improved teamwork, and an unshakable determination.
Above all, what will be missed the most are the pregame huddles, those moments of unity and excitement before stepping onto the field. The players and coaching staff created an environment of support and growth, making this season a truly memorable one.
Varsity Volleyball
With a record of 6-8, the Varsity Volleyball team completed a competitive season, proving its resilience along the way.
The most memorable game came against Mount Saint Charles Academy, the undefeated powerhouse ranked No. 1 in the league. But rather than backing down, Berwick’s players stepped up. With renewed confidence and sharp execution, they delivered a stunning 3-1 victory, breaking Mount Saint Charles’ winning streak and showcasing Berwick’s growth as a program.
Beyond the competition, what will be missed most is the sense of community built throughout the season. After long school days, volleyball provided an opportunity to come together, recharge, and participate in the sport the players love. The trust, determination, and camaraderie shared among players defined the season and will leave a lasting impact on the program.
Winter Athletics
Varsity Boys Hockey
Varsity Girls Hockey
Varsity Swimming
Varsity Boys Basketball
Varsity Girls Basketball
Scan the QR code for updates on the 2024-2025 athletics winter season.
The Berwick Parent Community
STRENGTHENING CONNECTIONS
By Kelly Arp P’25, P’28, BPC President
The Berwick Parent Community (BPC) is a vibrant and inclusive network of more than 700 parents and guardians who are an integral part of Berwick Academy. At the helm is a dedicated board of 19 individuals, working together to support Berwick’s mission and innovative curriculum while cultivating a positive and engaged community. Collaboration is at the heart of everything the BPC does, partnering closely with administration, faculty, and staff to organize events and facilitate meaningful connections.
ON
THE HILLTOP
As a volunteer-driven organization, the BPC focuses on enhancing family communication, coordinating volunteer efforts, hosting community events, and engaging in broader outreach. A strong school community thrives when the adults in students’ lives work together toward shared goals. Through events and initiatives, the BPC aims to create an inclusive and supportive environment where families can connect and contribute to the best possible experience for their children. And, of course, the work is always infused with positivity and fun.
This year, I was honored to take the helm of the group, working to bring impactful and engaging events to Berwick, and serving on the Board of Trustees representing the breadth of the parent/guardian community.
The Hilltop holds a special place in the hearts of many families, including my own ninth grader. My eldest daughter, a twelfth grader, joined Berwick in seventh grade, and my youngest, now a freshman, followed in her footsteps. My son, a second-year student at the University of Colorado at Boulder, has also benefited from the values instilled at Berwick. We have cherished every moment of being part of this remarkable community.
As a lifelong educator, I am passionate about encouraging positive, compassionate, and innovative educational experiences. From the moment we discovered Berwick, it felt like home. Its mission of promoting virtue and useful knowledge resonated deeply with my personal values. I have sought every opportunity to engage with the School, from volunteering at events and serving as an admission ambassador to joining the BPC board as the Upper School coordinator. When asked to step into the role of BPC president, I knew it would be a significant commitment, but I embraced the opportunity to bring energy, optimism, and collaboration to the parent community. By prioritizing student wellbeing, connection, and engagement, a strong sense of community naturally follows.
This year has been exciting for the BPC, with a fall season full of successful and engaging events. Our fall social at The 801 in Portsmouth was a fantastic evening of camaraderie and connection. Despite uncooperative weather, Fall Blue and White Day was a spirited celebration of school pride, bringing together students, parents, faculty, administrators, and alumni. In October, we had the pleasure of treating Berwick’s faculty and staff to “Snacks and Seltzers.” The JEDI event, Bulldog Perspectives: Stories of Justice and Belonging, sparked meaningful conversations, while the Holiday Coffee — one of the year’s most beloved traditions — showcased our talented dance teams and brought the community together for a festive morning of sweet treats and warm connections.
Looking ahead, the BPC is actively planning the event calendar for next school year, refining the structure of Divisional Coffees, and strengthening the Berwick Buddies system to better support new families. Additionally, we are working on new opportunities for parents/guardians to connect outside of school and share experiences.
We recognize that every family has unique ways to contribute, whether through time, talent, or resources. For those interested in learning more, getting involved, or simply meeting fellow parents, we encourage you to attend an upcoming event. The BPC’s myBerwick page is a valuable resource, offering information and contacts for parents looking to connect. No contribution is too small, and we are always eager to welcome new board members and committee volunteers.
Please feel free to reach out to me at any time at kellyarp@comcast.net. I would love to hear from you.
I GIVE TO BERWICK ACADEMY BECAUSE …
We love that our son can be part of a motivated and inclusive community.
Carolyn & Matt Caffelle P’27
Without a doubt, I would not be where I am today without Berwick and the teachers that invested themselves in my development.
Jesse Freese ’93
My education at Berwick opened tremendous doors for me and allowed me to go on a path educationally and professionally that has been very satisfying.”
Julia Tebbets ’91
I’m proud of all the opportunities I was given while attending Berwick Academy.
Ainsley Clapp ’18
My experience with Berwick Academy has exceeded my expectations, and I am proud to be part of a community that values excellence in education, diversity, and whole-child development.
Heidi Leveille P’28, ’30, ’30
Bulldog Classic Tees Up Fun and Philanthropy
This fall, Berwick Academy welcomed golfers to the 34th Annual Bulldog Classic at The Links at Outlook Golf Course. Berwick’s annual tournament offered not only the chance to raise funds for Athletics but also a great opportunity to reconnect and enjoy friendly competition.
The proceeds from this year’s tournament, $18,000 in total, were funneled toward the first phase of a vital renovation of Berwick Academy’s Fitness Center. Berwick has partnered with MaxWay Performance out of Greenland, NH to update the Fitness Center with state of the art equipment, an indoor turf area, and more variety for athletes to condition and prepare for their seasons. This enhanced facility will elevate the athletic experience for current and future students.
Mark your calendar for the 35th Bulldog Classic on October 7, 2025 — we can’t wait to see you on the course!
Alumni Advisory Board
The Alumni Advisory Board convened for its inaugural meeting of the academic year on September 20, 2024, coinciding with the commencement of Blue and White Homecoming and Reunion Weekend. This meeting marked the first occasion for Anya Burzynski ’10 in her capacity as president.
The session began with the Board’s participation in the all-school pep rally held in the Wood Gym, which served as a festive launch for the weekend’s events. This gathering provided a valuable opportunity for the Board to witness a genuine “One Berwick” moment, with all three divisions uniting in school spirit.
Following the pep rally, the Board engaged in an in-depth discussion of two key focus areas initially addressed during the May meeting: Board diversity and
the Berwick Academy Alumni Group on LinkedIn. Both strategic initiatives aim to enhance support for current students.
Afterward, the Board enjoyed a collaborative lunch with members of the Board of Trustees and Upper School students in The Commons. Both boards then reconvened to receive updates on The Courage to Climb, the School’s strategic plan. Notable highlights included discussions on Systems for the Future and Strategic Partnerships, with a specific emphasis on the Berwick@Work initiative.
If you are interested in learning more about the Alumni Advisory Board, please contact Stephanie Caswell in the Advancement Office (scaswell@ berwickacademy.org or 207-384-6396).
2024-2025 BOARD MEMBERS
ANYA BURZYNSKI ’10, PRESIDENT SARAH (FINCKE) BOLOGNA ‘05
KATE CAVANAUGH ’10
KOLBIE (MCCABE) DEAMON ’09
BRITTANY (MCKENNA) DICKSON ’01
CLARE (LLOYD OWEN) GARFIELD ’09
BROOKS JALBERT ’15
ALEX KATZ ’14
KEN LAFLER ’82
BROOKE MOSCHETTO ’11
ALIZA NORCROSS ’05
RYAN WALTERS ’11
Nelson Duquette ’71
January 24, 2025
Mark St. Germain ’71
July 6, 2024
Peter Borst ’69
July 3, 2024
Stephen Shapiro ’66
Joya Parker ’58
March 8, 2025
Don Robertson ’63
February 14, 2024
Clifford Baillargeon ’59
October 18, 2023
Laurence Fahy ’59
January 28, 2025
Jeff MacNeil ’04
August 1, 2024
ATHLETICS EVENTS
This fall, our campus hosted an exciting lineup of homecoming athletic events, with teams competing in soccer, cross country, field hockey, and volleyball. Athletes showcased their hard work and dedication in thrilling competitions, bringing the Hilltop spirit to life. The games brought the community together, offering a chance to cheer on our talented student-athletes and celebrate their achievements.
CARNIVAL & FIELD DAY
Families gathered on campus for a day filled with joy and excitement at the Carnival & Field Day event. Attendees enjoyed a fun-filled afternoon with face painting, a variety of field games, and carnival classics. The food truck fleet kept everyone fueled with delicious bites, while campus tours provided a glimpse into the heart of the Hilltop. The event brought together alumni, students, families, and staff in a spirit of community and celebration.
Champions of Respect
MIKE ERUZIONE ’73 SHARES HIS JOURNEY
By Ryan Lewandowski ’25
STUDENT REFLECTION: A PERSONAL ACCOUNT OF AN INSPIRING CONVERSATION
Iwas honored to have the opportunity to facilitate a community conversation with Mike Eruzione ’73, captain of the gold-medalwinning 1980 U.S. Olympic ”Miracle on Ice” Men’s Hockey team.
Preparing for this exciting task was easy because I had so many questions as a fan, hockey player, and Berwick student, much like he once was. While many people have seen the movie “Miracle on Ice” or heard great stories about Eruzione, nothing fully captures who he really is. Naturally, I was a bit nervous heading into the discussion, but I quickly learned that he is a genuinely kind person who is incredibly easy to talk to. His amazing energy is warming and contagious, making it feel like anyone could have a conversation with him about anything.
I began the discussion by posing questions to Eruzione about leadership, team dynamics, and his experience at Berwick. Our conversation, which flowed organically between us, revealed who Eruzione is as a person and what he values. I left the discussion with several takeaways that are important not only for myself but also for others who were present.
Above all, Eruzione emphasized the importance of respect. Reflecting on the
engaged in a casual yet captivating discussion about his career and experiences. Alumni and students alike were thrilled to meet the hockey hero as he shared stories and insights from one of the most iconic moments in U.S. sports history.
success of Team USA in 1980, he credited the team’s growth and ultimate victory to the respect they had for one another, and themselves. He explained that the team didn’t start producing the desired results until they truly valued that respect. When asked about his role as captain, he explained how this value was at the heart of his leadership approach.
As our conversation continued, it became clear that Eruzione remains engaged with fans
and the hockey community due to his love of the game and the joy it brings. What also stood out during the conversation was how much Eruzione loves Berwick Academy. His advice to the group was simple.
“Always make sure you’re having fun with whatever you’re doing,” he said. “No matter where life takes you, it’s essential to pursue what you love.”
Berwick welcomed legendary U.S. Olympic Hockey Team captain Mike Eruzione ’73 for an inspiring afternoon at the Jackson Library. Famous for his leadership in the “Miracle on Ice” victory over the Soviet Union at the 1980 Winter Olympics, Eruzione
Following What Intrigues You
AS A SENIOR VICE PRESIDENT AT SWEETGREEN, TIM NOONAN ’05 IS ON THE FRONT LINES OF HEALTHY FAST FOOD.
By Jana F. Brown
Tim Noonan ’05 still remembers his parents’ reaction when he told them about his first job out of college.
“My parents said, ‘You went to Georgetown and now you’re going to drive an ice cream truck?’” Noonan recalls, noting that he was actually managing a frozen yogurt and salad shop on wheels. “And I responded, ‘No, it’s something bigger.’”
Those instincts were correct, and within six months of accepting that job as Director of the Sweet Flow Mobile for an ambitious startup called sweetgreen, he had transitioned into a project management role, overseeing the design and construction of the healthy fast food company’s rapid expansion across Washington, D.C., New York City, and Boston. As the son of a construction owner and developer, Noonan had an early interest in architecture, which served him well in helping sweetgreen expand.
A decade and a half into his tenure with sweetgreen, Noonan has taken on increasingly senior roles, from overseeing real estate, design, and construction as senior vice president (SVP) of development to leading the research and development team to rethink sweetgreen’s business model and integrate more technology. In his current role as SVP of operations innovation, Noonan is focused on designing the experience and operating model for its new automated restaurant with “The Infinite Kitchen.” The
company’s 13 (and counting) automated locations feature on-site digital ordering and automated bowl assembly. Noonan is also responsible for designing the hiring, training, and operational processes needed to successfully implement the innovative automated restaurant model at scale.
His willingness to take a chance on an uncertain endeavor combined with his deep institutional knowledge and experience as one of the first hires in what is now a multi-billion-dollar company with nearly 250 locations and more than 6,000 employees nationwide have made Noonan a key leader in sweetgreen’s strategic initiatives.
“I often feel and act as the fourth founder of this company,” Noonan explains. “Every night after work, I would go to dinner with the founders. They would talk about their vision for the company. They would say, ‘We can be bigger than McDonald’s. We’ll take down unhealthy eating. We can make healthy food fast and easy.’ And I thought, ‘Let’s do this.’”
intrigue you and see where they take you. When my company decided to relocate to California, I had no desire to live in Los Angeles. But I loved the company, the people, and the mission, so I relocated because I knew, worst case scenario, if I didn’t like it, I would just move myself back.”
That was nine years ago, and Noonan and sweetgreen are still going strong. In 2021, he played a key role in sweetgreen’s decision to go public. A personal highlight was being on the podium when he and other sweetgreen leaders rang the bell at the New York Stock Exchange. The company is currently leading the charge as the first chain to implement automation through its Infinite Kitchen technology.
A Dover native, Noonan came to Berwick as a ninth grader, where he played hockey and lacrosse, favored STEM courses, and loved to draw. He credits a conversation with Director of College Counseling Moira McKinnon ’88 with encouraging him to apply to Georgetown, a school he had not previously considered. Noonan ended up loving life in D.C. and studied finance and marketing at Georgetown’s McDonough School of Business, with an eye toward an investment banking career. But the economic recession at the time made Noonan reconsider, so he responded to the Sweet Flow Mobile posting (from fellow Georgetown alums and sweetgreen founders Jonathan Neman, Nicolas Jammet, and Nathaniel Ru) and was excited right away.
“It was a really different kind of interview,” he recalls. “I was wearing a suit, getting ready to answer investment-banking-style questions about how many golf balls can fit into a jet and how many windows are in New Jersey. And they were sitting in jeans and T-shirts asking me ‘What’s the last song you played on your iPod? How would you create community? How would you use Twitter to create fandom?’ I liked the atmosphere.”
Still, Noonan didn’t think he’d stay at the company for the long haul, especially when sweetgreen headquarters moved to California and he was asked to come along. But his willingness to pivot, to be flexible in the vision he had for himself, convinced him that was the right move.
“It’s important to know a decision you make doesn’t have to be permanent,” he says. “You should move toward the things that
The automated process of scooping ingredients into bowls that move along a track has helped improve accuracy and consistency in delivering customized orders, especially for sweetgreen’s growing online ordering business. Automation, Noonan explains, also allows sweetgreen team members to focus more on providing quality customer service, rather than just performing assembly line tasks. Reduced labor requirements amid nationwide staffing shortages also make it easier for sweetgreen to open new locations at a faster pace.
“This helps improve the overall customer experience in our restaurants,” Noonan says, noting that the company is looking to have its locations fully automated by 2030, “and helps sweetgreen grow its footprint and bring our healthy fast-food concept to more communities.”
In addition to mobile ordering, sweetgreen has added pickup lanes and transparent supply chain information (including listing their local producers on chalkboards in the restaurants) to provide a differentiated customer experience compared to traditional fast food. As Noonan heads into another year with the company, he talks about the expansion into suburban areas to reach a wider demographic beyond the urban, health-conscious consumers sweetgreen initially targeted.
The company’s mission to provide healthy, fresh food that’s fast and convenient is something that continues to appeal to Noonan, who considered himself more of an ice cream fan than a salad eater when he first took the chance on an unproven concept at age 22. In addition to upward career mobility over the last 15 years, he also owes something else to the company.
“I actually met my wife at sweetgreen,” he says, “so it literally changed my life.”
When Phil Pagano ’74 talks about popcorn, he references the memories that come with its enticing aroma, the associations with Saturday nights with his family, visiting a circus or fair, or stopping on the way to vacations in New Hampshire at a roadside stand as a child to eat a freshly popped batch.
A love of popcorn and community-building led to the launch of Uncle Phil’s Organic Popcorn (www.unclephilsorganicpopcorn. com) more than two decades ago. At first, Pagano sold the snack at an event called Lights in Bloom put on by Selby Gardens, a botanical garden located in Sarasota, Florida, where Pagano lives. His presence at the annual holiday extravaganza inspired Pagano to build what he calls a “little barn on wheels,” a mobile snack wagon on which he soon became known not only for traditional popcorn varieties, but also tastebud tempters such as cinnamon maple sugar. Oh, and the “Uncle” in the business name is a nod to his large family. “I have so many nieces and nephews that I was always known as Uncle Phil,” he explains.
“For a long time, it was more of a hobby,” adds Pagano of his part-time popping operation.
It was the onset of the COVID-19 pandemic that prompted a change for Pagano and Uncle Phil’s. Having served as the executive director of the Sarasota Farmers Market for 16 years — after starting as a vendor selling natural fiber rugs — and growing it to more than 500,000 visitors per
year through the addition of live music and increasing the variety of products available, the pandemic halted the weekly event and signaled to Pagano that it might be time for a change of pace.
Since 2020, “retirement” has not been a time of slowing down for Pagano. As his business has grown with the help of his wife, Heidi, and daughter, Lauren, Pagano has spent the better part of the last two summers on the road. Along with Lauren, they haul the popcorn wagon to events primarily up and down the East Coast and as far west as Las Vegas. The stops include festivals such as Borderland in Buffalo, Beach Road in Martha’s Vineyard, and Reggae Rise Up in St. Petersburg. Uncle Phil’s also sets up shop on movie nights at a mall in Sarasota, where they sell hot chocolate to pair with the popcorn.
A thriving business is not surprising for Pagano, who worked in the flooring business for many years, owning and operating small retail stores and selling the natural fiber rugs at the Sarasota Market. For a time, he and his wife ran a general store in Sarasota. A native New Englander, Pagano grew up in Wayland, Massachusetts, and attended Berwick for a postgraduate year, living on campus as a boarding student. At Berwick, he discovered a wonderful sense of camaraderie that laid a foundation for his community-building spirit throughout his life.
Uncle Phil’s grew out of Pagano’s taste for small-batch healthy snacks and his desire to share them with others. What sets the company’s popcorn apart is its fresh
non-GMO, ingredients: organic kernels popped in coconut oil and coated in sea salt and other natural flavorings, including maple sugar sourced from a friend’s farm in Vermont — and a fierce commitment to those ingredients.
“The smell is really attractive, and I think everybody has a popcorn story,” Pagano says. “I’ll ask people if they’ve had maple sugar popcorn, and once they try it, they realize it’s sort of like a gourmet treat. I call it the lobster of popcorn.”
A hands-on business owner, Pagano also pops the popcorn on-site at events, rather than pre-popping in a factory, a practice that allows Uncle Phil’s to maintain quality and freshness compared to pre-packaged popcorn. As a result, the product is healthier than many of its competitors, and that’s important to Pagano and his family.
“We do it as right as we can,” he says.
In addition to his career pursuits, Pagano has been an active community participant. During his time as director of the Sarasota Farmers Market, he advocated for the preservation of a local fountain and helped develop the Legacy Trail, a popular route for cyclists. He also was devoted to supporting local nonprofits and small community organizations, and tried to assist, accommodate, and include the homeless in projects and events whenever possible.
“I think I was just raised that what’s right is right,” Pagano explains. “When you get to be my age, it’s nice to look back and see that you’ve made a difference in some way.”
While Pagano is starting to look back on his life and career, he’s also focused on eventually transitioning his popcorn business to the next generation, while continuing to build the Uncle Phil’s brand. Heidi has recently introduced organic cotton candy sourced from Hawaii to the Uncle Phil’s brand, while the Paganos also sell frozen strawberry lemonade from the barn on wheels.
As for the popcorn, at times, Pagano says, Uncle Phil’s can go through two 50-pound bags of popcorn a day, especially at the larger festivals, which see upwards of 20,000 visitors. Not bad for a nostalgia-based business that Pagano once thought of as a hobby.
she knew she was attracted to the field, but “wasn’t sure being an illustrator was a viable career. I read every book I worked on and started to think about ideas and that maybe I should trust my skills and give it a shot.”
Since taking that shot, finding an agent, and publishing “Smaller Sister,” Willis now has 12 books under contract that she expects to complete over the next five years. They run the spectrum of genre and format, from picture books to middle grade to graphic novels. Two of her upcoming works will feature the “Little Ghost” character, while two others are rhyming picture books. She recently finished sketches for her next author-illustrated graphic novel; is writing and beginning sketches for a middle grade adaptation of a graphic novel; and is starting the final art on one of her picture books.
“I’m fully booked through 2025 and part of 2026, and then I’m partially booked through 2028,” she says.
While her stories are not autobiographical, Willis draws inspiration for her creative endeavors from her own life, and the themes of her books reflect that. “Smaller Sister,” for example, mirrors Willis’s own experience of moving from St. Louis to Maine and starting at a new school. “Friendship, mental health, female relationships, and family relationships in general tend to be themes in the projects I work on,” she says, adding that while she’s drawn to writing about the social, emotional, and maturity challenges of middle school and the transition to the teenage years, in her picture books, Willis can be a bit more playful.
The process of transforming a project from idea to finished work can be arduous, but Willis embraces it all. She starts by writing a script for her graphic novels, visualizing the panels and flow of the narrative as she writes. Once the sketches are approved by her editor, she creates the full-color final artwork, revising and editing the text as the sketches are developed. The final illustration stage is time-consuming, and Willis says it takes two to three years to complete a graphic novel. For picture books, she writes the full text first before sketching out the illustrations. She is fortunate to be living with a target audience member, as Willis is not only juggling her various projects but also balancing them with motherhood.
“My [three-year-old] son is very much a test subject for what I’m working on,” Willis says. “One of the picture books I have coming out this year, ‘Dinky the Tinysaur,’ is about a dinosaur and is dedicated to my son because he loves dinosaurs. It’s fun to see which books he’s drawn to.”
As she navigates the welcome challenges of juggling multiple book projects across multiple formats, Willis will continue working hard to ensure that the themes, characters, and stories resonate with her target age groups. One of the things that keeps her motivated is the idea of exploring the trials and experiences of children and young adults in a thoughtful manner.
“To an adult, a friendship breakup can seem trivial, but when you’re 12, that’s your whole world,” she says. “These problems should be taken as seriously for that audience as any problem is for an older audience. I’ve always been able to see that.”
