Brimmer Magazine, Spring 2020

69 MIDDLESEX ROAD | CHESTNUT HILL, MA 02467

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BRIMM R

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08 | A Lower School journey of exploration and awareness 11 | Bissell Grogan Symposium shines a light on environmental stewardship

ENCOURAGED TO EXPLORE, EMPOWERED TO LEAD

04 | Fostering global competency in our students and why it matters

16 | Disappearing student voice at independent schools 51 | Strategic Priorities: Brimmer’s vision for 2020 and beyond

SPRING 2020

Sue Cuyler Director of Marketing & Communications Nicky DeCesare Associate Director of Marketing & Communications

Editorial Counsel Judith Guild Head of School

Contributing Writers Sue Cuyler Nicky DeCesare David Cutler ’02 Emily Miller Kelly Neely

Photography David Barron Oxygen Group Nicky DeCesare

Graphic Design blazar design studio

Alumni Affairs & Development Office Elizabeth Smith P ’17 Director of Development Sharin Russell Director of the Annual Fund Amanda Spooner Frank ’88, P ’22 Director of Alumni Affairs & Special Events Brimmer students hike Mt. Greylock in the Berkshires during an Outdoor Education program

Connect with us Twitter: @BrimmerandMay | Instagram: @BrimmerandMaySchool Facebook: @BrimmerandMay & @BrimmerandMayAlumni LinkedIn: Brimmer and May | YouTube: Brimmer and May School

Paulina MacNeil Database Coordinator

PRIORITY

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STRATEGIC PRIORITIES 2020 & BEYOND

Co-Editors

Provide Appropriate Resources to Deliver on All Facets of Our Mission

rimmer has always exercised prudent control over its finances. The School’s previous Strategic Plan produced strong results: the annual fund doubled; invested funds, including those received through a successful capital campaign, have benefited from effective management and a strong market; and the School is using new learning and classroom spaces and dining commons. But we

cannot rest on our past successes; new challenges continue to present themselves. While the cost of living in the Boston area continues to climb, the increased demand for a quality education in and around Boston offers many possibilities. Ensuring financial sustainability for Brimmer’s mission and purpose will be key.

Fundraising Focus • Continue to grow the Annual Fund with a target of $1 million and beyond • Plan for a capital campaign that provides funds for targeted endowment and improved athletic facilities • Focus on a plan for endowment growth that can provide relief to increasing operating expenses • Increase alumni involvement through targeted communications, online giving options, and relevant programming Tuition & Enrollment Strategies • Plan for Upper School enrollment to increase to 45 students per grade, or 180 total students • Maintain a Lower School enrollment total of 145 and a Middle School enrollment total of 95 • Review targeted financial aid across all three divisions of the School to ensure appropriate strategic allocation of the funds and appropriately diverse student body Auxiliary Revenue Streams • Determine opportunities and capacity for expanding auxiliary programs and developing alternative revenue sources • Examine current summer and after-school program offerings and adapt for growth and sustainability Marketing • Explain the Brimmer model to a broad demographic in the Boston metro area through a comprehensive and strategic marketing plan

Front Cover: Brimmer Winterim students exploring Pont du Gard in Southern France. Photo taken by World Languages Department Chair Nicole Rudolph Back Cover: A brilliant Brimmer sunrise captured by Spanish Teacher Mirna Goldberger on her way in to work

© 2020 Brimmer and May School. All rights reserved. Published by Brimmer and May School, 69 Middlesex Road, Chestnut Hill, MA 02467 (tel) 617-566-7462 | www.brimmer.org | Please send change of address to Paulina MacNeil: pmacneil@brimmer.org

Brimmer Magazine

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IN THIS ISSUE

Table of Contents

8

Features

Strategic Priorities

04 |

ENCOURAGED TO EXPLORE, EMPOWERED TO LEAD Fostering global competency in our students and why it matters

52 |

LETTER FROM OUR HEAD AND BOARD PRESIDENT

54 | STRATEGIC PRIORITIES

08 | AROUND THE WORLD IN 165 DAYS A Lower School journey of exploration and awareness

11 | 15TH ANNUAL BISSELL GROGAN SYMPOSIUM

14 | SPOTLIGHT ON JANET SWEEZEY

Career educator brings a commitment to learning

and exploring to Brimmer’s Lower School

16 | DISAPPEARING STUDENT VOICE

Why Journalism teacher David Cutler ’02 is adamant about upholding Brimmer’s mission

51 Around Campus

Alumni Happenings

03 | FROM THE HEAD OF SCHOOL

36 |

CLASS NOTES

18 | HOMECOMING

40 |

ALUMNI HOLIDAY PARTY

22 |

GETTING CREATIVE

44 |

ALUMNI WINTER GATHERINGS

28 |

BOARD OF VISITORS DAY

30 |

ATHLETICS

43 |

CELEBRATING 30 YEARS

46 | BRIMMER READS

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Exciting News!

Coming Fall 2020

Thanks to a generous outpouring of support from the Brimmer community, we will be embarking on a re-imagined space for our Lower School children.

Our proposed new playground will make the best use of the land and incorporate pumping water features, natural trees and grass, an outdoor amphitheater, raised garden beds, a play structure, a sand play area, a mound for sliding and running, a tricycle track, and an athletic play area. It will be designed intentionally to take advantage of outdoor space for recreation as well as an extension for learning.

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FROM THE HEAD OF SCHOOL

developing a

worldview

A letter from Judith Guild

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s I write this letter, our students are beginning their spring quarter in a remote learning environment that no one expected.

This necessary way of educating students launched with my complete confidence in our faculty’s ability to deliver on the School’s mission despite the obstacles that lie ahead. More than ever, I am profoundly proud of our School’s mission, the strength of our community, and the responsiveness of our students. In this edition of Brimmer Magazine, you will read how Brimmer provides our students with a broad understanding of their world, which is elevated in importance as we face this global pandemic.

Both the strength of our community and the worldview we foster in our students starting in Pre-K and continuing to Grade 12 are celebrated in the pages that follow. Providing a global context for our students is more important than ever as our students develop their understanding of the world, how they might want to embrace and respond to it, and how their study of it can lead to actions that can effect change. Our programs are designed to help students think critically about both local

and world affairs, the intersection of theory and policy, the world’s population and its people’s traditions and customs, and the interrelatedness of our actions near and far. In this context they contemplate the many opportunities and challenges ahead of them, and as we face this pandemic, our students are able to contextualize it within its global framework. In addition, the faculty articles in this edition celebrate our campus life and the international travels we offer, which may seem particularly enticing as we are confined to home temporarily. Through both the pictures and articles, you will learn how our student-centered community prepares our students to be informed, engaged, and ethical citizens and leaders in our diverse world.

In September, our faculty launched the 20192020 School-year theme, Responsible Leadership and Student Voice. Our faculty guided our students to find their voices and communicate their opinions while using responsible behavior, effective research skills, and critical thinking ability. Unsurprisingly, in March, without pause, our Upper School students responded to the COVID-19 crisis with agency and responsible

behavior. They continued researching and reporting the headlines, found ways to help the medical profession, and took to remote learning as they kept their education a priority. For up-tothe-minute student coverage, be sure to read The Gator, accessed from our website. In that outlet they contemplate the many opportunities and challenges ahead of them.

Other global challenges were tackled this year as well. In the Lower and Middle School science classrooms, students researched the impact of climate change around the world and how soil erosion and weather effects our coastlines.

They used an augmented reality sand table to see how rain and drought effect landscapes and learned how climate change disrupts fragile ecosystems. They then presented their findings and wrote about the impact climate has on land formations. In February, Upper School students attended the 46th annual Yale Model United Nations where they used their education to address and defend global issues.

According to Ms. Neely, our Director of Global Studies, “Our students represented a variety of countries, including India, New Zealand, and Yemen and sat on committees including the World Bank, the African Union, and the Organization of American States. We also had two students participate in crisis committees on the technological future and representing the Centers for Disease Control and Prevention.”

Little did we know then that this simulation would have immediate real-life applications.

This integrated, globally focused, and personalized programming would not be possible without the support of the Brimmer community. I am grateful we can provide exciting and innovative programming in the classroom each day —both in person and remotely—and are able to champion the work of our dynamic and innovative faculty.

I send you warm wishes for good health and an abundance of patience as we persevere through these challenging times. Our young people’s ability to bring innovative and creative solutions to today’s problems with unabashed optimism brings me enormous hope. ■ Brimmer Magazine

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FOSTERING GLOBAL COMPETENCY

encouraged to explore , empowered to lead Director of Global Studies Kelly Neely reflects on fostering global competency in our students and why it matters

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n an increasingly interconnected and interdependent world, our students are tasked with constructing an increasingly complex understanding of citizenship for both themselves and others. They may feel a sense of belonging to their local municipalities, their countries of origin and residence, and in the larger global community. If we are to help them to rise to this challenge, we must provide them with an education that allows them to sift through and make sense of these layers of belonging.

At the same time, we must help them build the skills and habits of mind to investigate the world beyond their immediate environment,

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do we help young people prepare for the responsibilities that align with their rights and obligations as citizens of the world?

At Brimmer, we recognize this calling as part of our mission, in which we strive to “develop lifelong learners who are informed, engaged, and ethical citizens and leaders in our diverse world.” Global education flows like a current through the School’s multi-layered curriculum and is evident in and out of the classroom in myriad ways. This begins in the Lower School, where students learn about the continents and study the geography and cultures of various countries. They begin their

Our hope as educators is that our students feel empowered to be active, ethical, and engaged citizens and leaders, rather than passive participants.

recognize their own perspectives and those of others, communicate their ideas with diverse audiences, and take positive action.* As citizens of these multiple spheres, our hope as educators is that they feel empowered to be active, ethical, and engaged members and leaders, rather than passive participants. How

study of world languages in Pre-Kindergarten and continue this practice through the Middle and Upper Schools. When students are given access to the wider world, they are inspired to cultivate a sense of curiosity, ask questions, and develop empathy for those whose lives may be different from their own.

Above: Global Studies students toured the powerful ICA Boston exhibit “When Home Won’t Let You Stay: Migration Through Contemporary Art” including this Reena Saini Kallat installation entitled “Woven Chronicle”

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This continues in the Middle School, where students learn about world religions to understand the perspectives held within various belief systems as a gateway to understanding ancient civilizations, including China, Egypt, and Mesopotamia in their sixthgrade humanities classes. They culminate the year by studying the legacy of Ancient Greece on our world today, focusing on the realms of government, philosophy, and culture. In their seventh-grade study of U.S. history and literature, students focus on civics and learn about the responsibilities of citizenship within the context of building our nation’s

government. They examine the structure of the government, the major elements of the Constitution, and the roles citizens can play in effecting change in society.

They explore individuals and groups who worked to make positive impacts throughout U.S. history and whose legacies continue today. In addition, they have the opportunity to see their government in action when they visit Washington, D.C., meet with Massachusetts lawmakers, and visit historical sites highlighting the founding of our country.

They go on in eighth grade to look critically at leadership styles in other countries and examine further how the actions of individuals make a difference in society when they study the Holocaust, the Cultural Revolution, and India’s freedom movement.

This leads to an in-depth study of individuals who have dedicated their lives to social change around the world. In short, students leave the Middle School understanding that citizenship entails personal responsibility and that we all have important roles to play in this country and around the world in order to be successful global citizens.

Two particularly in-depth opportunities our Upper School students have to explore the world are available through Winterim and the Global Studies Diploma Program (GSDP). Through Winterim, all Upper School students have the opportunity to travel with their peers and teachers across the country and around the globe, exploring the world through interdisciplinary programs. As a history teacher, it is exciting to see artifacts with my students from civilizations we have studied, such as Roman continued on page 6 Brimmer Magazine

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Encouraged to Explore continued from page 5

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ruins in Croatia and a medieval astrolabe in Switzerland. Complementing this immersive travel opportunity, our Upper School offers courses that examine the world through various lenses, including geography, Latin American history, women’s studies, and global diplomacy. Students interested in further tailoring their education through a global lens can apply to participate in the GSDP and delve into a concentration in science, political science, world languages, or economics. They design an individual course

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of study, take classes that align with their interests, and participate in extracurriculars that help them deeply explore the world, including field trips and small group workshops with guest speakers.

We take our mission to develop global citizens seriously. What does this look like? Walk across campus on any given day, and you will hear students and faculty discussing other countries, cultures, and historical events; students singing and playing music from around the world;

artwork representing myriad cultures and new ideas; photographs of previous Winterim trips; community members eating lunch from the kitchen’s global food series; and conversations taking place in multiple languages. Global education transcends disciplines and grade levels and will continue to impact students as they move through and beyond the School.

For a glimpse into why Brimmer’s global community is so important, one only need speak to our graduates, such as the six alums who visited campus this winter to participate in a panel discussion for a student assembly.

We asked our former students to share how global education at Brimmer had influenced their studies and career choices over the years (see sidebar). Interestingly, each had studied abroad in college and noted the impact of Brimmer’s program on their relationship to the world. Though they had different Winterim adventures—from community service in the southern U.S. and outdoor education in Belize, to cultural studies in Senegal and Italy—they each remembered how their experiences gave them the confidence to approach new situations, be comfortable with uncertainty, and appreciate diversity around the globe. Three of the six graduated with a Global Studies diploma— the other three having graduated before the program existed—and had gone on to study their concentrations in college. These former students are now involved in diplomacy, global social action, environmental studies, performing arts, technology, and public service, and all cite their interests in these fields to the opportunities made available to them at Brimmer. Although each alum has approached their global engagement in a unique way, they have all evolved into global citizens and leaders who are passionate about helping others and prepared to make the world a better place. What more could we ask for as educators? ■ * Source: Asia Society Center for Global Education

Humanities Co-Chair and Director of Global Studies Kelly Neely enjoys helping students connect with the world and learn about global issues and human rights through travel, examining the world through a critical lens, and project-based learning. Kelly was selected as a National Association of Independent Schools Teacher of the Future in 2014 for her work in global studies and is happiest when she can challenge herself both as a teacher and learner.

Opposite: Top: Director of Global Studies Kelly Neely (front row second from right) tours the Roman ruins of Pula with students on their 2019 Winterim trip to Croatia; Left: Brimmer 7th graders take on Washington, D.C. in 2019; Right: Upper School students participate in Yale University’s Model United Nations Conference this past fall.

GLOBAL STUDIES ALUMNI PANEL ASSEMBLY

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ome of our best glimpses of the foundation Brimmer gives our graduates come from our alums. Many thanks to (L-R) Owen Meredith ’16, Allison Gill ’16, Sam Girioni ’15, Priya Partridge ’10, Megan Richardson ’09, and Molly Tobin ’09 for speaking to students about their college experiences and career paths with such insight, humor, and warmth.

My global experiences at Brimmer gave me an edge as a traveler and taught me what it means to be immersed in a different culture.

—Sam Girioni ’15, actor and student at the Lee Strasberg Theater and Film Institute

The interdisciplinary nature of Brimmer’s Global Studies Diploma Program gave me a foundation that encouraged me to pursue my interests in both global sustainable development and environmental science.

—Allison Gill ’16, Barnard College senior majoring in Environment & Sustainability

For Winterim, I chose to remain stateside to help with the relief efforts following Hurricane Katrina. While a domestic not an international experience, it ignited a passion in me to raise awareness of the impact of disasters around the world. It taught me that everyone can leave a mark on this world and make a difference in someone’s life.

Ripple effects come from very small beginnings.

—Molly Tobin ’09, Director of Special Projects for Israel’s Ambassador to the US at the Embassy of Israel in Washington, D.C.

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Around the World in 165 Days: A Journey of Exploration and Awareness

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EARLY CHILDHOOD EDUCATION

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magine entering your Kindergarten year, and in your first days of school, your teacher announces that you will be traveling around the world and exploring seven different continents.

While you may be unfamiliar with the term continent or where all these exciting places may be, you are five years old and naturally curious.

At this age, children possess a limitless sense of wonder. Using all of their senses, they love to explore and make new discoveries. Children at five are interested in just about everything, and one need only watch them in Brimmer’s Earth Room each morning to see their enthusiasm and careful observation of all that surrounds them.

I was reminded of these sensibilities as I toured one of our Lower School buildings while students were off for the December break. The building was quiet, and without the busyness of a usual school day, I was able to truly observe and notice the subtle, but deliberate, ways that our teachers implement a developmentally tuned curriculum that is globally-focused, relevant, and meaningful to young children.

Stepping into the Earth Room, an additional learning space shared by our two Kindergarten teachers, was somewhat reminiscent of Mrs. Frizzle and the adventures on her fantastical Magic School Bus, only this adventure was real and hands-on. The space had been transformed into its latest museum-like exhibit. While earlier in the year, the Earth Room offered multisensory explorations of North America, South America, and Africa, it now invited students to immerse themselves in the colors, climate, animals, and topography of Antarctica. The light table, glowing blue, was stacked with mounds of moveable blocks of ice. Penguins, now still, were scattered about the ice, ready for young hands to explore. Magnifying glasses and penguin feathers begged for observation.

STEAM-related building tools, simulating various ice structures, awaited assembly. Books of all genres piqued curiosity. Each display had been carefully curated to appeal to five and

six-year-olds’ senses and to reflect a curriculum that has been intentionally designed to develop the foundations of global competence in young children.

When Brimmer students enter Kindergarten, they embark on a school-year-long exploration of the seven continents. Traveling around the globe, they explore the people and the geography of the land, as well as prominent landmarks and endangered animals and their habitats. Through the design process, they attempt to recreate the Great Wall of China, build a seaworthy vessel capable of traveling the Amazon River, and design a glove that is warm, waterproof, and simulates a penguin’s coat.

They investigate what animals need to survive in a particular place, as well as any threats to those conditions. Books like Don’t Let Them Disappear deepen their understanding of these challenges and inspire a call to action when students arrive in Australia and study endangered animals of the Great Barrier Reef, including the hawksbill sea turtle and the whale shark.

Through art, math, music, drama, science, social studies, and literature, such as Same,

Same But Different or Children Around the World, students take part in a journey that allows them to explore what makes us human and connected and at the same time come to respect and appreciate the rich diversity that exists among us: our families, our experiences, our cultural backgrounds, and our countries of origin. Rather than approaching the diversity that exists among us with disbelief, we cultivate an attitude of wonderment and excitement, as well as an understanding of why those differences may exist due to differences in climate, resources, or customs around the world.

When talking with Kindergarten teacher Sarah Wyllie about why a globally-focused curriculum is important for young children, she beams with excitement. Having done her graduate work in curriculum and instruction with a focus on global citizenship, she recognizes the impact of our rapidly evolving world and the accessibility it engenders.

Because of this, students will be called upon to interact on a global stage at earlier ages and throughout their lives. “The journey of the seven continents is a journey of awareness,” says Wyllie. “Students are learning that the

At Left: Our Kindergarten explorers take a closer look at penguin feathers. Top: Last year’s Kindergarteners simulate the excavation of whale shark fossils in the Design Lab as part of their study of Australia and the Great Barrier Reef.

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Around the World continued from page 9

space they inhabit on the Earth is one small piece of the whole, and that the whole is filled with a diversity that has the power to evoke wonder, curiosity, and deep appreciation (and a little wanderlust).” Through Family Share events, students experience the unique differences among them, and they come to value and celebrate those differences, as they are firsthand and related directly to their peers. “We aim to build connections that represent our families’ cultures and

backgrounds,” says Kindergarten teacher Rachael Rabinovitz. “Using their experiences as a way to build our Global Studies curriculum makes it not only personal and relatable, but authentic.”

As the year progresses, students depart Antarctica and head off to Australia and Asia. They complete their travels in Europe where they study the culture, geography, and landmarks of different European countries.

They stop in London to read stories and map the adventures of Michael Bond’s Paddington Bear. For our Kindergarten students, this is an almost magical journey, one that is made real by the classroom experiences that have been thoughtfully crafted. Our skillful Kindergarten teachers help students grasp that which is far away by grounding it in experiences that are

connected and relevant to what they know, what they are passionate about, and how they learn best at these early ages. Fair winds and following seas. ■ Head of Lower School Emily Miller is a passionate educator who finds great joy in guiding teacher development, student learning, and curricular and pedagogical practices. With a strong foundation in child development and varied learning modalities, Emily is committed to educating the whole child.

THE GOLDEN PORTAL

Below: Kindergarten teacher Sarah Wyllie explores the world with her class in the Earth Room

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oming soon, the Hastings Center will host a global portal, courtesy of Shared Studios, that will give our students access to communities around the world. With a mission to “create meaningful human connections between people separated by distance and difference,” the portal will give our faculty and students the opportunity to engage with people from across the country or around the world on topics such as arts and culture, current events, language, science and technology, research topics, world history, and more.

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SPARKING INTEREST IN HUMANITIES

15th annual bissell grogan symposium Shines a Light on Environmental Stewardship & Impact emissions being linked to public health issues, crippling economic opportunities, and issues of racial injustice. While Boston has made major investments in parking, which now makes up one-third of all urban land, European cities such as Copenhagen are investing in railway and mixed-use travel space to encourage cycling and public transportation. He thinks we can (and must) do better.

He went on to share his thoughts and strategies around reducing our carbon footprint, considering alternative energy sources, and not shying away from important conversations around climate change. “India and China hold the keys to solving this global problem,” he explained. “If we’re going to get serious about

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nvironmental sustainability is about more than just being green,” keynote speaker Jake Auchincloss reminded our students. “It’s about leaving our kids with a planet that is in better shape than we found it.” A Newton city councilor, where he is vice-chair of Public Safety and Transportation and a member of the Land Use Committee, Auchincloss is also a candidate for Congress in the Massachusetts 4th District running on a Green New Deal platform. His keynote address centered on what he called “Habits of Thought on Environmental Sustainability”—thinking patterns that help shape actions and beliefs. He encouraged students to consider the impact they can make on the environment, no matter how small. “Adolescence is the best time to develop habits that challenge perceived assumptions,”

At top: Newton City Councilor Jake Auchincloss delivers his keynote address to students in grades 8-12.

he said. “Your generation is best suited to producing real results.”

Growing up in a family with a proud history of public service planted a seed in Auchincloss, and he knew from a young age that he wanted public service to be a central part of his life. A Harvard graduate and former Marine officer, he learned early on that political success starts grassroots. “Knocking on doors in your neighborhood is how you learn about politics,” he noted. “It gives you the opportunity to hear what your own community is saying.”

Given that the title of his keynote was “Reinventing Transportation through the Green New Deal,” it was no surprise that his first point challenged the assumption that driving cars is the only way to move people.

According to Auchincloss, the worsening Boston traffic is a top issue for voters in the Commonwealth, with increased carbon

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Adolescence is the best time to develop habits that challenge perceived assumptions…

climate change, we should not be concerned with who might be stealing our intellectual property. We should be openly sharing these ideas.” He proposed grants given under the stipulation that they produce globally-accessible open source results as a unique approach to encouraging countries to internalize solutions.

When asked by a student if he felt discouraged by the fact that efforts such as the Paris Agreement are non-binding, he reminded us that compromise between people who disagree is key to change. “I am somebody who believes continued on page 13 Brimmer Magazine

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Bissell Grogan Symposium continued from page 17

Workshops Green Infrastructure Yesterday and Today in Boston’s Emerald Necklace Daniel Adams, Co-Founding Partner of Landing Studio Solar Energy in the Commonwealth Shannon Beale, Assistant Attorney General with the Massachusetts Office of the Attorney General, Energy and Telecommunications Division Elizabeth Mahony, Assistant Attorney General and Senior Policy Advisor for Energy for Maura Healey, Energy and Telecommunications Division Transforming Transportation: Promoting a Healthy Environment by Changing the Way We Get Around Matt Casale, Transportation Campaign Director at the US Public Interest Research Group Climate Change Impact on Bees and Other Pollinators and its Impact on Humanity Mel Gadd, Essex County Beekeepers Association, Mass Audubon’s Drumlin Farm Wildlife Sanctuary Act Locally, Impact Globally: the Power of a Community Farm Reva Haselkorn, Director of Education at Newton Community Farm Climate Change and the Ocean Dr. Kelly Kryc, Director of Conservation Policy and Leadership at the New England Aquarium The Charles River Story - From Sewer to Jewel and What It Means in a Climate Change Era Emily Norton, Executive Director of the Charles River Watershed Association Sustainable Investing David Purdy, P ’23, ’26, ’28, ’31, Portfolio Management Team at Acadian Asset Management Sustainable Fashion in Boston and Beyond Mary Savoca, Co-Founder, Buyer, and General Manager of Ash & Rose

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THE BISSELL GROGAN

HUMANITIES SYMPOSIUM

WAS ESTABLISHED IN 2006 IN HONOR OF KENYON BISSELL

GROGAN, FORMER CHAIR OF

THE BOARD OF TRUSTEES AND BRIMMER GRADUATE OF THE CLASS OF 1976. THE GOAL OF THE SYMPOSIUM IS TO

BOTH EDUCATE AND ENGAGE

STUDENTS IN RELEVANT TOPICS OF TODAY. AN ANNUAL EVENT ATTENDED BY STUDENTS IN

GRADES 8–12, IT COMMENCES

WITH A KEYNOTE SPEECH AND IS FOLLOWED BY WORKSHOPS THAT EXPLORE A DIVERSE

RANGE OF SUBJECTS ON A CHOSEN TOPIC.

that politics is the art of the possible,” he remarked. “Don’t let perfect be the enemy of the good.”

Following the keynote address, students headed off to workshops on topics such as sustainable clothing, solar energy, landscape architecture, environmentally responsible investing, and marine conservation and policy, as well as from organizations such as Newton Community Farm, Essex County Beekeepers Association, and Charles River Watershed.

Symposium Co-Chair Megan Dolan was thrilled with how the day went, noting that the key to its success was the combination of workshop topics that really resonated with students and a dynamic and engaging keynote speaker who was pitch perfect in his delivery. “[Auchincloss] inspired and connected with his audience immediately, and that’s not easy to do with high school students. They can be a tough crowd,” says Dolan. “But he customized his message beautifully, and he showed our students how they can positively impact climate change simply by shifting their attitudes and behaviors in the future.” ■

Opposite Page: Dr. Kelly Kryc leads an engaging conversation about climate change and the ocean. Clockwise from Top: Matt Casale challenges students to identify hurdles that keep people from using public transportation; Mary Savoca shares insight into the value of sustainable fashion; students plant herbs and greens as part of Reva Haselkorn’s workshop on community farming; David Purdy teaches about the impact of sustainable investing; Mel Gadd explains the effect of climate change on bees.

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FUELING YOUNG MINDS

spotlight on Janet Sweezey Career educator brings a commitment to learning and exploring to Brimmer’s Lower School.

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anet Sweezey carries herself with the easy, natural assuredness of a seasoned professional. With more than 20 years of teaching experience under her belt, 17 of those years at Brimmer, her inspiring journey exemplifies what it means to be a life-long learner. So much so that it’s hard to believe that she stumbled into a career in education somewhat unexpectedly. In fact, it was a work study placement at the Campus School of Smith College, the college’s lab school, while earning her undergraduate degree that first brought her to the classroom. While she had not yet considered a teaching career, she found the experience inspiring. “Education had changed so much over the past decades,” she remembers. “It made me believe that it could be an engaging and creative career path.”

Her first full time teaching position was at The American School of Asunción in Paraguay, where most of her students were working to earn both an American diploma and a Paraguayan national diploma. While she was teaching her half of the curriculum in English, her students were mostly native Spanish speakers learning English, and Janet herself didn’t speak Spanish. She thinks back on her initial interview for the position, where she was assured that Spanish would come naturally. Laughing, she recalls, “It didn’t come naturally to me! I knew maybe seven words in Spanish.”

The challenge of having to learn a second language through immersion instilled in her a

Opposite: Janet Sweezey visits with students during her 2017 trip to China

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deep sense of empathy for her students. “Here I was, in my first year as a full-time teacher, and I had students who were learning and being asked to do so many things at once in two different languages. Yet at recess they’d want to spend their free time tutoring me in Spanish. It was like the tables had completely turned!” It was a profound experience of the innate reciprocity of teaching and learning and understanding how to embrace the discomfort of mastering something new, and it has stayed with her ever since.

Upon returning to the United States, she taught in several small independent schools before eventually landing at Brimmer in 2003, where she and fellow Lower School teacher Hali Hellmouth embarked on what Janet refers to as “an amazing 16-year partnership.”

It was just last year, after teaching third grade for the better part of two decades, that she felt the desire to try something new and fresh.

She has found the change and the challenges of getting to know a new curriculum and grade-level energizing. “People might think that moving to second grade from third grade isn’t a huge leap—it’s not like I’m suddenly teaching physics in the Upper School,” she says with a smile. “But moving to second grade has reminded me that kids are so different developmentally from one year to the next.”

Her impact as an educator extends well beyond Brimmer’s walls. Her commitment to learning, teaching, and exploring has brought her to China twice during her time at Brimmer for two different professional development experiences, both of which she recalls fondly. The first was an opportunity to volunteer and teach through Primary Source, a non-profit that educates global citizens by working with teachers to foster students’ knowledge, skills, and dispositions for thoughtful and engaged citizenship. On this first trip, she had the chance opportunity to volunteer and teach at schools for migrant families who were helping to prepare Beijing for the 2008 Olympics. The second trip in 2017 offered an opportunity to provide professional development for teachers, though the format was different from any other she had ever experienced. “Imagine teaching a sample lesson to 40 students on

a stage, in front of 200 teachers sitting and watching from stadium seating, using a headset microphone,” she remembers vividly.

These trips provided an opportunity to learn more about China’s education system and to understand the hurdles they faced as they worked to bring more progressive teaching practices into much larger classes than the average American school. Though there were no easy answers, it is clear from her memories that each provided a meaningful experience to learn and exchange ideas with other educators on an international scale.

Janet approaches her position as Lower School Garden Coordinator with the same enthusiasm, curiosity and willingness to learn, and generosity of spirit. Having previously worked at an organic garden in Amherst, MA, she already had an appreciation for how much work it entails. And even still, her first reflection on starting this work is, “I’ve learned so much!” As she doesn’t have a garden at home, she enjoys being able to channel her energy into ensuring that Brimmer’s Outdoor Garden thrives, and it’s clear that she is passionate about the learning that takes place in this hands-on, experiential model. “It’s all about small-scale sustainability, Garden-to-Dining-Commons food sourcing and eating.” She uses the fifth graders as an

example of how this comes to life, explaining, “The fifth-grade composts food scraps every day after lunch. In order to do so, the students have to actually walk the steps to bring the compost over to the Garden from the Dining Commons each day, and as they do, they realize how that compost contributes to the soil in which we’ll grow next year’s kale, which we’ll then eat in the Dining Commons, that we water with the rain barrels.” Most importantly, she continues, “It’s been another wonderful way that I’ve been able to continue to grow as an educator at Brimmer and contribute to the community in new ways.”

When asked about what continues to fuel her passion for teaching, her answer is simple.

“I enjoy the fact that every day is different.

It’s never monotonous or predictable. And my colleagues are an awesome group of professionals to work with!” Brimmer’s Lower School has benefited greatly from her positive energy and pedagogical expertise over the years, and with a desire to explore and learn driving so much of her work, it is exciting to imagine the growth she will cultivate in the years to come. ■ Nicky DeCesare, Brimmer’s Associate Director of Marketing & Communications, loves going behind the scenes to spotlight our amazing faculty and staff.

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Disappearing Student Voice at Independent Schools

Why Journalism teacher David Cutler ’02 is adamant about upholding Brimmer’s mission

B

eyond a handful of the nation’s most prestigious and oldest independent schools, too few independent schools offer journalism programs or foster student publications. Where they do exist, they are likely to be on life support. This is a shame, especially because of journalism’s increasing centrality to everything that private schools hold dear about education, not the least of which is equipping young minds with skills to succeed after graduation.

The independent school community must take a difficult first step in acknowledging that, when it comes to supporting student voice, in which journalism and student media play essential roles, we have serious work to do. 200 institutions claim membership to the Association of Independent Schools in New

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England (AISNE), the geographic epicenter of the private school world. Yet, Journalism Education Association (J.E.A.) membership usually includes fewer than a dozen independent schools.

But it’s not just on a local level that support for private school student media falls short. I spoke with the President of the J.E.A., Sarah Nichols, who oversees the nation’s premier scholastic educational body for student media and advisers. She told me that her organization doesn’t keep track of public versus private school membership, “but comparatively, the private-school number is quite low.” All of this reveals a simple but brutal truth—unless a private school is working to establish a dynamic journalism program, it’s not doing all that it can

to support students or sustain its philosophy.

Curious about how often schools look to hire journalism teachers, I reached out to Carney Sandoe & Associates, the largest teacherplacement organization in the independent school world. According to Director of Communications Julie Landis, in the past decade, three to five journalism jobs have been listed with the company a year. “In our opinion, a job like that is often not listed externally,” Landis wrote me via an electronic exchange.

“Instead, a current English teacher might take on such a role, so we might not see the full picture. It is indeed still quite a small number.”

This is unacceptable, all the more so because most independent schools also share similar

UPHOLDING OUR MISSION

mission statements, which emphasize critical thinking, communication, and creativity.

Moreover, the word “leadership” comes up often while scrolling through private school admissions materials—and while I believe that our independent school community upholds many of its core values, as a whole we are deficient at offering and teaching journalism, including newspaper production, essential for fostering these skills.

But not at Brimmer, where this year’s theme is Responsible Leadership and Student Voice.

As adviser to The Gator, the School’s multiaward-winning student news site, I have the best gig in the world. In the newsroom, budding reporters manage every facet of The Gator. No pitch or explanation is needed to help students realize the benefits of learning new and emerging communication skills, nor of enhancing writing, reporting, and critical thinking abilities.

To help student-journalists take ownership of their site—and also of their own learning—I strive to remain in the background as much as

’’

on content before it appears online, on every occasion, I defer to the writer and editors to make the final call. Thankfully, students trust and respond to my insight and opinion, but the fact remains that The Gator belongs to them—it’s their product, not mine.

Unless a private school is working to establish a dynamic journalism program, it’s not doing all that it can to support students or sustain its philosophy.

possible. Rather than teach as a sage-on-thestage, I act as a guide-by-the-side. Students run the show, with editors holding meetings, assigning stories, keeping track of individual progress, and steering the general direction of the newsroom. Writers know to take it upon themselves to ask more experienced peers for help before coming to me.

Though I read each piece and offer suggestions

This isn’t to say that students don’t encounter obstacles or setbacks. Occasionally, writers have spelled names incorrectly, reported incorrect or inaccurate facts, and provided misleading statements. Even still, last year, Managing Editor Miles Munkacy ’20 applauded the School for not censoring controversial content.

“It’s worth noting that some private school students don’t enjoy the same free speech protection afforded to our public-school peers,”

he wrote. “This speaks volumes to how much our school values student voice, as well as the ability of the newsroom to weigh a wide array of ethical considerations.”

In recognition of Brimmer’s commitment to supporting student voice, The Gator recently nominated the School to receive J.E.A.’s First Amendment Press Freedom Award. I can think of no more befitting way to recognize this school as a leader in the independent school community, and I consider myself lucky to work here. ■ History and Journalism teacher David Cutler ’02 helps students reach their fullest potential by encouraging them to take risks, learn from failure, and take ownership of their learning. Outside of work, David remains committed to writing and researching about the education landscape. His articles about education have been published by The Atlantic, the American Historical Association, PBS, and the National Association of Independent Schools (NAIS) where he was selected as a Teacher of the Future in 2013.

Opposite Page: Haleigh Jacobs ’23 anchors Gator Nation News in 2019. At Top: David Cutler ’02 works with 2018-2019 Executive Editor Jared Heller ’19 and Multimedia Manager Michelle Levinger ’19

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Homec

Alums Sita Alomran ’19 and Sophia Gomez ’19

Elizabeth Fitzgerald ’22

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oming

Meena Kumar P ’22 and Neel Kumar ’22

Owen Williams ’23, Charlie Marconi ’20, Olivier Khorasani ’20, and Henry Ngo ’19 cheer on the Varsity Girls Soccer team.

Abby Mynahan ’19 and Hannah Ahearn ’20

Tristan Durocher ’21 celebrates a goal

Ken Munkacy P ’20, Mox Weber P ’20, and Lizzie Weber ’20

Head of School Judy Guild with Kathy Economy P ’23

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Homecoming

continued from page 19

Our Lower School students love the Gator!

Head of Lower School Emily Miller and her husband Schuyler Kuhl

Chef Craig Roman serving up burgers and smiles

Rossanna Lizama-Soto P ’22 with alum Madeline Guevara ’13 and Francisca Guevara P ’13, ’13, ’23

Parents from the Class of 2020 came to cheer on both teams

Director of the Annual Fund Sharin Russell and Head of Middle School Carl Vallely

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The Varsity Girls Soccer team celebrates an incredible last-minute goal.

Jessica Purdy P ’23, ’26, ’28, ’31 with Thacher Purdy ’26

Our Lower Schoolers bringing lots of Brimmer spirit!

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GETTING CREATIVE

closing out the year with our annual holiday concert Featuring Greenline, May Chorale, 6th Grade Chorus, 4th & 5th Grade Chorus, and our Upper School Band

Upper School Band led by Instrumental & General Music teacher Luca Antonucci

Middle & Upper School Choral Director Scott Koven directs the 6th grade chorus

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Lower School Choral Director Caroline Sheibe

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GETTING CREATIVE

Upper School Production of “The Three Musketeers”

“We reversed the roles typically played by male and female actors. We have always cast plays with a gender-blind approach. We have to, since we always have more young women than men sign up. This year, I wanted to see what it would be like to completely switch places. What we’re presenting is an alternate universe where women wield the power. It meant looking at gender constructs as a cast and considering a range of physical and emotional approaches to characterization that we don’t usually delve into. And it’s been a lot of fun.” -Director Bill Jacob

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GETTING CREATIVE

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HEADER GOES HERE

Middle School Production of “Women Who Weave”

“Over one third of the middle school student population participated on and offstage to help put up our fall play, Women Who Weave. In telling the stories of Ariadne, Penelope, Atalanta, the Fates, and many others, the play examined the unsung female heroes too often overshadowed in thrilling contemporary adaptations of famous Greek myths.” – Director Nick Malakhow

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ON CAMPUS

board of

visitors day

I

n October, we welcomed our Board of Visitors to Brimmer. The day began with a beautiful performance by Greenline, directed by Middle and Upper School Music and Choral Director Scott Koven. Our visitors had the opportunity to learn about the different ways Greenline students are engaged in many facets of School life. Students, Division Heads, and Curriculum Directors from the Lower, Middle, and Upper Schools demonstrated what the year’s theme, Responsible Leadership and Student Voice, has meant to them during their time at Brimmer. U.S. History and Journalism teacher David Cutler ’02 gave an incredible keynote, which showcased our student journalists and brought to light the paucity of journalism programs at other independent schools throughout the country. Finally, Head of School Judith Guild treated our visitors to an excellent state of the school presentation before hosting a luncheon for our guests at the Head’s House.

Each fall, Brimmer welcomes this dedicated group of former trustees, alumni, current and former parents, local community leaders, educators, and friends.

Jonas Peña ’24 and Stephanie Altschul ’25 present to the Board of Visitors

(L-R) Trustee Emeritus Jim Orr, former Business Manager Helen Sulkowski, and Assistant Head of Academic Affairs Joe Iuliano

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Head of Middle School Carl Vallely with BOV members Kate Haigney Krims and Lauren Lapat

BOV member Janet Eastwood and Trustee Susie Durocher with BOV members Lauren Lapat, Lisa Ayres, and Roslyn Pedlar

Choral Director Scott Koven leads Greenline, our award-winning Upper School chorus, in a performance for our visitors

Journalism teacher David Cutler ’02 presents on Student Voice in Independent Schools (see page 16)

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FALL & WINTER ATHLETICS

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The Varsity Boys Soccer team won the MBIL Championship and made School history by advancing to the finals of the NEPSAC Class D Championship for the first time, setting a record for most wins in a season.

Congratulations to the Varsity Boys Cross Country team for winning the MBIL Championship! Brian Gamble ’23 won the individual league title and was named the League MVP and a NEPSTA All-Star in his first year as part of the team. The Varsity Girls Cross Country team also had a great end to their regular season, finishing in second place.

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FALL & WINTER ATHLETICS

Kyrell Luc ’21 scored his 1,000th career point vs. Kimball Union Academy on February 26, 2020, joining an elite group of Gators to reach this impressive milestone. He currently ranks as the 11th highest scorer in School history with 1,052 points.

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FALL AWARDS & ACCOLADES Hannah Ahearn ’20, IGC All League Breanna Durand ’20 All NEPSAC, IGC Most Valuable Player Honorable Mention, IGC All League Elisabeth Fitzgerald ’22 IGC All League Kaylee Little ’23 IGC All League Molly McHugh ’21 NEPSAC Junior All Star Game Participant Varsity Girls Soccer Tristan Durocher ’21 All NEPSAC, MBIL All League Olivier Khorasani ’20 All NEPSAC, NEPSAC All Star Game Nominee, MBIL All League Miles Munkacy ’20 All NEPSAC, NEPSAC All Star Game Nominee, MBIL All League Varsity Boys Soccer Brian Gamble ’23 NEPSTA All Star, MBIL Most Valuable Runner, MBIL All League Clayton McLaren ’21 MBIL All League Richard O’Keefe ’20 MBIL All League Edan Zinn ’23 MBIL All League Varsity Boys Cross Country Anja Westhues ’20 MBIL All League Varsity Girls Cross Country Brimmer Magazine

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FALL & WINTER ATHLETICS

Congratulations to the Brimmer 4 Curling Team on winning the Class B Championship! For this “Bonspeil” (German for “Good Play”), the players were processed in by a Scottish bagpiper prior to the match. This tradition harkens back to the sport’s origins in Scotland in the 1500’s. This is the second year in a row for a Class B final win and the School will have the opportunity to once again house the stone in our gym trophy case.

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The Varsity Girls Soccer team finished the season with a record of 8-4-1 in the Independent Girls Conference.

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Class Notes

ALUMNI

1948

1954

Merithew tells us she is “still enjoying snowy Rochester, NY.”

“I still love travelling,” reports Gretchen.

“I go to New England every summer.

Always spend time with Myrna Maxfield ’54.

My son’s family is in Hingham. This fall I spent two weeks in the Serengeti on a safari!

Splendid! Will go to Morocco in April.

Life in Virginia is terrific. Brenda Briggs Peterson ’54 is in Charlottesville, and we are always in touch.”

Merithew Benington

1953

Sheila Meek “I’m still living in Kennebunk, Maine,” writes Sheila. “I volunteer at Kennebunkport Historical Society as a researcher and archivist, and I belong to a cribbage club where I play three times a week.”

Gretchen Hurlburt Thompson

1961

Rabbi Connie Golden “I’d love to hear from my classmates are y’all OK? I’m retired, living in Norfolk, VA, and travelling on cruises with my husband Jerry when we can afford to do so (he’s retired too). Other than a bionic knee and lots of arthritis, I’m in great health.

Jerry has no arthritis and is 84, so I hate him but am thrilled he’ll be around for a long time!!”

1962

Diana Luce Plunkett Ricki Ivers Lopez ’65 (L) and Eleanor Whittemore Latimer ’65 (R)

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“I am still working, and I am living in Rye, NY,” says Diana. “I have spoken to Joan Bengloff Greer. We are going to get together.”

1965

Ricki Ivers Lopez Eleanor Whittemore Latimer Ricki and Eleanor both wrote to report that they reconnected at their Wellesley College 50th reunion in June 2019.

1980

Nina Giambro “I hope to see everyone at our 40th Reunion on Saturday, May 16, 2020,” writes Nina

2001

Alex Maximillien Alex came to the New York City alumni reception in January. He has not been to a Brimmer event for some time, but he was happy to catch up with fellow alumni and Judy Guild. Alex is Lead Marketing Strategist at Walmart eCommerce and Events. He holds a BA from Bates College, a Mini-MBA in Digital Marketing from Rutgers Business School, and an MBA from Northeastern University.

2002

Samantha Strauss Hanman “We would like to welcome Eloise Grace Hanman to our family,” writes Samantha.

“She was born September 23 at 2:46pm.

Our hearts are filled with so much love.

We are all over the moon with our little

ALUMNI

Samantha Strauss Hanman ’02, daughter of Trustee Linda Waintrup ’72, and her family welcome their new daughter at Brigham and Women’s Hospital last fall

Members of Brimmer Class of 2003 met up for a game at Fenway Park last fall.

girls! Penelope is already the best big sister Eloise could ask for! Eloise is named after Samantha’s paternal grandmother Elsie and step grandmother Elise. Grace is after Jon’s paternal grandmother.”

Tom Howland This past summer, Tom and his wife Erin became parents of a wonderful daughter.

2005

Deuk Heung Lee Deuk came to visit Brimmer in December with his wife to spend time with some of his classmates and visit some favorite teachers!

Deuk and his wife LOVED the new building, Innovation Space, and Maker Space. He currently works for Samsung in Seoul and has an 18-month old daughter.

Deuk Lee ’05 touring the new Hastings Center and reminiscing with his former teachers.

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ALUMNI

Class Notes cont’d

2007

Luxmi Gunarajasingam (Guna) Luxmi finished her dental residency last spring and is now a dentist in private practice in Queens, NY.

Michael Laskaris Michael continues his busy life in New York and is a loyal attendee of our NYC reception each year. A Brimmer lifer, Michael works as an Art Services Specialist and TSA Principal Security Coordinator at ARCIS Fine Art and Collection Care. He likes to regale us with tales of how fine art is transported and stored and the niche market that it is.

Jen Truscott Tarantino Jen Truscott Tarantino ’07, Michael Laskaris ’07, and Luxmi Gunarajasingam ’07 at our NYC alumni event in January.

After 6 years at Goldman Sachs in NYC, Jen has started a new position as Conference Services Manager at the Manhattan law firm Pillsbury Winthrop Shaw Pittman LLC. Jen and husband Mike live in Stamford, CT and purchased their first home last year.

Jaye Giglio ’12 enjoys catching up with Assistant Head of Academic Affairs Joe Iuliano at our NYC alumni event in January.

2008

Edmund Howland Ed is completing a two-year tour of duty in Bahrain and will be stationed in Florida next year.

Kyle Bond It was great to see Kyle in New York where he is a Tax Attorney at Price Waterhouse Coopers, after graduating from Villanova Law School. He came back to Brimmer a few years ago when he was inducted into the Brimmer Athletic Hall of Fame for Basketball.

2009

Holly Eaton Holly moved to NYC last year and is happily working as a Senior Financial Analyst at Wells Fargo Capital Finance.

Right: Eliza Truscott Gallagher ’10 and her husband Patrick at their wedding in Rhode Island last fall.

Above: Eliza Truscott Gallagher ’10 (center) at her rehearsal dinner with two of her bridesmaids and fellow Brimmer graduates Samantha McColl ’10 (L) and Chelcie Ross ’10 (R)

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Megan Richardson Not only did Megan recently come back to Brimmer to participate in an alumni panel sponsored by the Global Studies Diploma Program (see page 7), she also attended our NYC reception in January. Megan works for MADRE, a humanitarian aid program, as the Membership Coordinator.

ALUMNI

2010

Eliza Truscott Eliza married Patrick Gallagher on September 21, 2019. “We were Married in Saint Lucy’s Church in Middletown, RI and our reception was at Castle Hill Inn in Newport, RI. Jennifer (Truscott) Tarantino ’07 was my Matron of Honor.”

Patrick Pierre-Victor Always great to see Patrick who has rarely missed a NYC Brimmer reception. He continues to be successful in his career as a Financial Analyst at Refinitiv.

2012

Jaye Giglio Jaye has recently moved to Hoboken, NJ where she has been promoted to Training and Development Specialist at Indeed. Previously, she was in the Stamford, CT office.

Lily Kaplan Lily is continuing her career in NYC as a Development Executive at Imagine Entertainment in the Documentary Division.

Previously she worked at HBO in the Documentary Division.

Corey Murphy Corey recently moved to NYC where she works as a Media Buyer at MullenLowe Mediahub Global. We still miss her here at Brimmer where she spent one year working with our after-school programs.

2013

Tony Wright Anthony graduated with a Master’s in International Relations focusing on Security from The Frederick S. Pardee School of Global Studies at Boston University this past May.

Rebecca Barlow “So excited to share that I’ll be pursuing a Master’s degree at one of the top schools in the field of Public Health (Boston University),” shares Rebecca. “I’m excited to be joining a community that shares the same goals regarding preventative and accessible healthcare. Go Terriers!”

Stanley Barlow Stanley, Becky’s twin brother, will be graduating from the Aerospace Engineering Master’s program at Colorado Boulder at the end of May.

It was a Brimmer alumni reunion on the basketball court for AJ Reeves ’18 and Jordan Minor ’19 when Providence College played Merrimack this past winter.

2019

Michelle Levinger “Michelle is loving her classes at Sarah Lawrence and working very hard,” reports her mother Lisa. “It is a perfect fit for her, and she seems happy as well! Best wishes to you all and thank you for everything you do for Brimmer. Our daughter feels she went off to college ideally prepared for her program”.

IN MEMORIAM Kerim Hadzi (Hadziahmetovic) ’99 Dawn Kearns ’85

Brothers Mark ’13 (L) and Paul ’11 (R) Buchanan pose at the Alumni Holiday Party.

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ALUMNI

alumni holiday

party

Head of Middle School Carl Vallely and Head of Lower School Emily Miller

Head of School Judith Guild and Becca Thomas Yudkoff ’97

Regina Carey ’16, Assistant Head of Academic Affairs Joe Iuliano P ’14, ’15, ’18, Kate Delaney ’17, Kaitlin Murphy ’17

Sita Alomran ’19, Chloe Cochener ’19, Math Department Chair Nancy Bradley

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Antonia von Litschgi ’18, Emily Onderdonk ’18, Katheryn Maynard ’18 and Jonathan DeJesus ’18

David Heller P ’19 and Roslyn Pedlar P ’18

Middle & Upper School Librarian Megan Dolan and Head of Upper School Joshua Neudel

Carla Leeder P ’15, ’20, Catherine Leeder ’20, Trustee Howard Leeder P ’15, ’20

Associate Director of College Counseling Lisa Summergrad and Director of College Counseling Anya Huston with members of the Class of 2020

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ALUMNI

Enna Spivak ’17, Sophie Lapat ’18, and Associate Director of Admissions Mallorie Nai

Development Director Elizabeth Smith P ’17 and Trustee Garth Smith P ’25, ’27

Michael Hastings ’18, Grant Iuliano ’18, College Counseling Director Anya Huston, Dylan Rigol ’18, and Gabe Bryan ’19

Former Trustee Delores Wesley P ’01 and Lisa Ayres P ’18

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Olivier Khorasani ’20, Hannah Ahearn ’20, Miles Munkacy ’20

CELEBRATING 30 YEARS

celebrating judy guild’s 30 years at brimmer

J

udy Guild joined Brimmer in 1984 as an English teacher and by 1990 had assumed the role of Assistant Headmistress and Director of Grades 7-12. After leaving the School to spend several years with her family, she returned in 1997 to support the Head of School in areas such as academic program oversight, the faculty mentor program, professional development, and other special projects. Officially named Associate Head of School in 1998, Judy’s role steadily increased in breadth, eventually touching every aspect of Brimmer’s academic program for grades PK-12. In 2012, Judy became Brimmer’s new Head of School.

A dedicated educator at her core, Judy believes deeply in the life-changing power of a

strong educational foundation for all learners.

She possesses an exceptional work ethic, holds herself to an incredibly high standard of professional excellence, and expects the same from those around her. A voracious reader, deep thinker, and a precise editor, she is generous with her knowledge, her time, and her spirit. In addition to her responsibilities of running the School each day, she advises Upper School students, mentors members of the Administrative Team, observes classes in all three divisions, attends as many games, concerts, performances, and community events as she can, while always making time in her busy calendar to meet with students, parents, faculty, and staff. She does all of this with the lofty goal of ensuring that the School lives up to its educational mission to “uphold

high academic standards while implementing innovative ideas in a supportive and studentcentered community.”

While Judy’s responsibilities over her 30 years at Brimmer have been vast, the essence of her impact on the School has remained the same throughout. As Board of Trustee Chair David Kreisler observed, “In reviewing Judy’s tenure over the past three decades, I am struck by three themes that always shine through: caring for the whole child, focusing on curriculum, and placing a priority on faculty development.

Those are responsibilities that Judy carries with her to this day in guiding Brimmer forward.”

Thank you, Judy, for your 30 years of service to Brimmer and May!

At Top: Head of School Judy Guild during a recent classroom visit. Inset: Judy Guild during her early years at Brimmer.

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ALUMNI

Winter Gatherings

New York City, NY

What a great turnout at our Brimmer alumni event this past January at Upland off Park Avenue. (Back L-R) Alex Maximillien ’01, Kyle Bond ’08, Patrick Pierre-Victor ’10, Eliza Truscott Gallagher ’10, Jennifer Truscott Tarantino ’07, Michael Laskaris ’07, Holly Eaton ’09, Megan Richardson ’09, Assistant Head of Academic Affairs Joe Iuliano (Front L-R) Corey Murphy ’12, Jaye Giglio ’12, Chelcie Ross ’10, Development Director Elizabeth Smith P ’17, Head of School Judy Guild, Director of Alumni Affairs Amanda Frank ’88, P ’22.

Palm Beach, FL

Nancy Lemcke ’50 and Leslie Fallon ’66 (bottom row L-R) catch up on all things Brimmer with Director of Alumni Affairs Amanda Frank ’88, P ’22, Director of Development Elizabeth Smith P ’17, Head of School Judy Guild (top row L-R).

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Sarasota, FL

(Top row L-R) Director of Alumni Affairs Amanda Frank ’88, P ’22, Head of School Judy Guild, Director of Development Elizabeth Smith P ’17 (Bottom row L-R) Mary Jo Hopkins ’48, Ana Tsakariassianos GP ’21, Nina Cook ’84.

Alumni Day Postponed to May 2021

ALUMNI

We hope our 2020 reunion classes enjoy reminiscing over their class photos below

Thinking of Our Alumni Near & Far 1980

1985

1975

2000

2005

1995

2010

2015

1970

1990

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FACULTY & STAFF RECOMMENDATIONS

brimmer reads

Faculty and staff share their favorites for building global and cultural competence THE EDUCATION OF AN IDEALIST

POST TRAUMATIC SLAVE SYNDROME

Samantha Power’s memoir and third

Based on her experience at the

book details her early life and career

People of Color Conference in

and her strong passion for global

Seattle this past December, Director

human rights. “She was President

of Auxiliary and Summer Programs

Obama’s Ambassador to the U.N.

Cassie Abodeely immediately ordered

and worked in his cabinet as a human

keynote speaker Dr. Joy DeGruy’s

rights advisor,” says Director of Global

book which asks the question, what

Studies Kelly Neely. “I was impressed

impact have repeated traumas, endured generation after generation,

with her first book, A Problem from Hell: America and the Age of Genocide,

had on African Americans today? “I look forward to expanding my

which grew out of her early work as a war correspondent in the

understanding of our world and all people, and to building on the

Balkans, and this memoir offers interesting insight into what drives her

experience Brimmer provided in sending me, my colleague, and six

work as a human rights advocate. An excellent read!”

students to this impactful conference,” says Cassie.

Author Highlights

I

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Spring 2019

n the fall, Dr. Oneeka Williams presented to our parents, faculty, staff, and students on the power of positivity, and signed copies

of her latest book Dr. Dee Dee Dynamo’s Ice Worm Intervention.

One of .001% of black female urologic surgeons in the country, Dr. Williams transformed her scalpel into a pen and created a brown girl superhero that debunks myths of who can be successful in STEAM and, ultimately, in life. “Our girls need to see themselves as powerful, dynamic, and capable of becoming anything they dream,” she says. “I believe that this can be achieved by exposing young girls to positive images of characters of color that embody the attributes of strength, positivity, confidence, and accomplishment.”

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THE SPIRIT CATCHES YOU AND YOU FALL DOWN

PRISONERS OF GEOGRAPHY

Director of Lower School Admissions Ellen Foley read this book many years ago and still reflects on its lessons. “The intrigue of reading of the crash between Hmong and American cultures was particularly powerful as I was living and working in Southeast Asia at the time,” she says.

“The tale was so remarkable to me that I planned a trip to Laos to visit a Hmong village. While many books have influenced choices I’ve made, this is the only one that resulted in a plane ride and many-layered journey that stays with me still.”

“It’s easy to forget the impact of geography on the formation of culture including language, religion, arts and literature, and values,” says Assistant Head of Academic Affairs Joe Iuliano. “Geography can help explain why nations and states choose the paths they do to implement both domestic and foreign policies.”

FINGERPRINTS OF GODS

THE BRIEF WONDROUS LIFE OF OSCAR WAO

Head Chef Michael Sconce recommends Hancock’s historical work documenting his visits to ancient wonders of the world and challenging what we think we know of human history and geological history. “It caused a big uproar when it first came out back in the 90s,” he says. “I read it before visiting Machu Picchu a few years ago and couldn’t put it down!”

Humanities Co-Chair Don Reese recommends Junot Diaz’s brilliant first novel. “It is a whirlwind tour through the history of the Dominican Republic and a searching inside look at manhood as it is enacted within a crushing dictatorship,” says Don.

B

rimmer community members celebrated the publication of Ben and Tonya Mezrich’s latest

book together: Charlie Numb3rs and The Woolly

Mammoth - the third novel in the Charlie Numb3rs series aimed at 8-12 year olds. Loosely based on a Brimmer field trip that Tonya chaperoned, the story follows Charlie and his gang of Whiz Kids as they uncover the truth behind a mysterious Celebrating the launch of Charlie Numb3rs and The Woolly Mammoth at the Mandarin Oriental Boston VIP Launch Party on November 4: (L-R) Didem Ertan P ’28, Elizabeth Smith P ’17, Brian Beale, Emily Miller, Courtney McGillicuddy ’89, Tonya Mezrich P ’28, ’30, and Ben Mezrich P ’28, ’30.

Front row: Kaya Ertan ’28, Arya Mezrich ’30 and Asher Mezrich ’28. Photo by Russ Mezikofsky.

mammoth tusk found buried in the Boston Public Gardens.

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SAYING GOODBYE

A Tribute to Virginia Beech

By Head of School Judith Guild

W

hen Virginia came to Brimmer 32 years ago, her transcript read like the English major/theater minor that she was, but it also revealed a person who from a young age clearly had a passion for deep thought in history, philosophy, and psychology. Virginia has always loved the humanities, and her interests and passions have been part of her journey at Brimmer. From sharing a cheerful poem in the dark of winter to emailing a positive quote

on a rainy day, I have personally enjoyed her intellectual choices for reading and pondering the special moments in life.

While Virginia started her Brimmer life in the Development office, she soon turned her attention to becoming more directly involved with the children. Her daily enthusiasm and love for the students was evident, and not long after she became the School’s main Receptionist providing administrative support to the Lower School Head as well. A great editor and writer, she was a critical addition to our staff in the days when whiteout and typed work was our method for correspondences.

Over her decades at Brimmer, Virginia’s daily tasks have been varied and many. From gathering ice for the smallest of bumps to assuring attendance is accurate, to knowing how and where every child is each day, Virginia has been a supportive presence in our school. ■

CHECK OUT WHAT’S NEW AT THE BRIMMER SPIRIT STORE!

brimmer.org/spiritstore

MS NEW ITE G! IN FOR SPR

TODDLER GEAR TOO!

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DEVELOPMENT OFFICE UPDATE

Our Community Supports our Students and Believes in our Mission!

I

t has been an amazing year here at Brimmer and my colleagues and I continue to be grateful to our community and privileged to do the work we do in the Alumni and Development Office. However, we never thought we would be cancelling our cherished Spring events, Brimmer Carnival Auction and 2020 Alumni Day, when the school year began. We are certainly heartbroken that we can’t be together in person to support Brimmer and celebrate our Alumni and reunion classes, but we will come back even stronger when we return to campus. Amanda Frank ’88, P ’22, Director of Alumni Relations and Special Events, is currently reaching out directly to the leaders of all of the 2020 reunion classes and will help arrange virtual toasts until we can all be together in person once again.

We could not be more thrilled that, as of this writing in April, we have already raised $843,000 for the 2019-2020 Annual Fund with plans to surpass our goal of $850,000 by June 30. More so than ever, Brimmer is a learning community with strong partnerships, collaborative planning and thinking, and a faculty piloting new ideas that are key to each student’s success. We continue to build on our reputation as a remarkable school where students are inspired to develop deep interests that lead to a pattern of life-long learning while living healthy and balanced lives.

None of this is possible without our committed and generous community.

We would also like to thank the many community members who contributed to the Lower School Playground Fund this winter, especially alumna Jennifer Mugar ’88 who contributed the lead gift. As a result of this generosity, the Lower School will have a wonderful new playground next fall which will be both educational and incredibly fun (see page 2).

In addition, Brimmer is committed to supporting our community in every way possible during this COVID-19 crisis and has created the Brimmer Community Fund to ensure that all of our families and teachers have what they need. A special fund within the Annual Fund, donations will directly and immediately support such necessary items as technology and Wi-Fi access for families, help with food insecurity, professional development for our faculty as they prepare for remote learning, and other unforeseen financial aid needs. These funds would offer Head of School Judy Guild and the Board of Trustees maximum flexibility during the health crisis. If you wish to contribute any amount large or small, just click the Give Now link on our website and you will be prompted to select this fund under Optional Gift Details. You can also send a contribution to our attention with the note “Brimmer Community Fund”.

If you are an alumnus of the School, we are gathering stories about what many of you are doing during this time and have already heard from social workers, epidemiologists, EMTs, nurses, doctors, and various volunteers who are so important to our world right now. We are not surprised.

Brimmer’s mission to develop informed, engaged, and ethical citizens lasts a lifetime. ■ Brimmer Magazine

Spring 2020

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WE’LL BE HERE WHEN IT’S TIME TO PLAY TOGETHER AGAIN!

Exciting & Enriching Programs for Kids Ages 3 and Up

DAY CAMP & SPECIALTY CAMPS

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BRIMMER IN THE BACKYARD

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MINDSTORM & DESIGN

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BASKETBALL

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GATOR GOALS SOCCER

Chestnut Hill | brimmersummer.org | 617-278-2350 Our Day Camp is accredited by the American Camping Association

STRATEGIC PRIORITIES 2020 & BEYOND

Strategic Priorities 2020 & Beyond

Photo Caption Don’t Forget

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STRATEGIC PRIORITIES 2020 & BEYOND

Dear Friends, As Brimmer and May School

In the late fall/early winter of

prepares to embark on its

2019, three discussion groups

140th year, we have outlined

were convened to discuss the

our Strategic Priorities 2020 &

community’s vision for the

Beyond. This plan is the result of

School’s future. A total of 75

a multi-year process that began

parents, alumni, and alumni

with the opening of the Hastings

parents participated in these

Center in 2017. Our thinking

sessions, which were moderated

continues to evolve from strategic

by our long time advisors, the

initiatives set six years ago,

Wayland Group. Following these

including feedback from the 2010

group discussions, the aggregated

reaccreditation process from the

responses were reported to the

New England Association of

Board of Trustees. This feedback

Schools and Colleges (NEASC).

helped shape and finalize the strategic plan, which has since

In the Spring of 2018, the Board

been approved by the Board.

of Directors and the School’s Administrative Team established

Throughout this process, School

areas of concentration for

leadership, in partnership with

the School’s future, including

our community, has thought

identifying action steps and

deeply about what Brimmer must

resources needed to meet our

do to continue to be a leader in

goals. With Board guidance, the

education. What follows are the

Administrative Team refined

exciting results of that analysis.

these goals into an outline of

We are pleased to present Strategic

strategic priorities during the

Priorities 2020 & Beyond.

summer of 2018. During the

Sincerely,

2018-19 School year, our faculty, staff, and Board of Trustees received more detailed feedback and continued to review and

Judith Guild Head of School

modify the priorities.

David P. Kreisler President, Board of Trustees 52

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STRATEGIC PRIORITIES 2020 & BEYOND

A Vision for Brimmer Brimmer and May Today

W

e are a learning community that believes strong partnerships, together with collaborative planning and thinking produce extraordinary results for our students. In a rapidly changing society, our educators embrace new ideas, respond with dynamic programming, and adjust to the needs of each student.

Brimmer continues to burnish its reputation as a school where students are inspired to develop deep interests leading to life-long learning. Students gain a range of intellectual and problem-solving skills, explore creative expression, and develop emotional maturity. Brimmer empowers its students

to contribute to an inclusive community, to enrich each other’s perspectives, and to build cultural competency in our global society all while living healthy and balanced lives.

Looking Ahead

O

ur vision for Brimmer’s future focuses on four key areas: continued development of innovative educational strategies; state-of-the-art athletic, physical education, and recreational facilities and multi-use space; commitment to competitive faculty compensation and diversity; and financial sustainability for Brimmer’s mission and purpose.

Mission Statement Brimmer and May is a PK - 12 coeducational day school that upholds high academic standards while implementing innovative ideas in a supportive and student-centered community. We develop lifelong learners who are informed, engaged, and ethical citizens and leaders in our diverse world.

Guiding Principles Inspired to Learn We inspire students to be active learners, confident problemsolvers, and critical thinkers who work both independently and collaboratively.

Encouraged to Explore We encourage students to engage their curiosity, expand their creativity, explore their interests, develop their voices, and strive for their personal best.

Empowered to Lead We empower students to embrace opportunities, develop their intellect with character, and lead in the global community.

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STRATEGIC PRIORITIES 2020 & BEYOND

PRIORITY

#1

Enhance Academic Program While Maintaining Our Distinct Culture and Educational Philosophy

B

rimmer celebrates the unique strengths of each learner. At a time when digital learning, connectivity, and self-directed exploration are replacing educational paradigms of the past, Brimmer’s learning model and curriculum provide the optimal pathway for educating students.

Educating young people in today’s “always on” world requires a strategic approach to health and wellness programming, for healthy and balanced

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lives. We believe that it is critical to focus on physical fitness, strategies for stress management, and team experiences. Finally, Brimmer values having a diverse student population and believes such diversity enhances the learning environment. Prioritizing inclusion and equity, by ensuring our students see themselves reflected in the curriculum through culturally responsive teaching, will enhance the program for the students we serve.

Student-Centered Culture • Celebrate our disciplined approach to nurturing original thought in a complex, multicultural, and increasingly interconnected modern world • Evaluate the educational environment with regard to equity, justice, and inclusion to ensure our students see themselves reflected in the curriculum • Optimize and adapt student schedules in all three divisions of the School Health & Wellness • Evaluate and enhance the health, wellness, physical education, and sports programs School-wide through staffing, curriculum, and facilities improvements • Review and enhance current counseling and academic support programs throughout the School Educational Trends • Provide opportunities for our faculty to pilot and share innovative ideas and teaching practices • Establish a Futures Task Force to support innovation and special projects

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STRATEGIC PRIORITIES 2020 & BEYOND

Academic Program • Continue to enhance the current academic program in all three divisions, with a focus on the research process and the study of information • Focus on scope and sequence of computer science curriculum School-wide as it applies to the design process, machine thinking, project development, and the impact on self and society • Evaluate, budget for, acquire, and use innovative technologies and diverse learning platforms to support academic programs throughout the School • Review and revise our current curriculum through a lens of cultural sensitivity • Establish additional educational connections beyond our community that allow for deep understanding of cultures

STRATEGIC PRIORITIES 2020 & BEYOND

PRIORITY

#2

Improve Athletic, Wellness, and Outdoor Play Facilities in Accordance with Our Mission and Size

B

rimmer has always maximized its use of our historic neighborhood campus. In the School’s next stage, priority will be placed on improving and enhancing our physical education and athletic space, as well as providing classrooms and multi-

use space for health and wellness programming.

Outdoor play space for our youngest learners will be redesigned and improved. Strategic partnerships will be developed and maximized for additional fields and courts.

New Gymnasium • Develop a plan for building a state-of-the-art athletic facility, including a fitness center, locker rooms, multipurpose classrooms, and flexible gym space with a focus on sustainable practice New Lower School Playground • Begin construction in summer 2020 on a newly designed Lower School playground that combines recreation with educational learning spaces Strategic Partnerships • Optimize and capitalize on strategic partnerships for field and court space

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STRATEGIC PRIORITIES 2020 & BEYOND

STRATEGIC PRIORITIES 2020 & BEYOND

PRIORITY

#3

Support and Enrich Our Faculty through Competitive Compensation, Commitment to Diversity, and Outstanding Professional Development

B

rimmer has a long history of providing outstanding professional support to its faculty who are thought leaders in education.

We will continue to build on our culture of faculty appreciation in a targeted and strategic way. Our talented and experienced faculty collectively teach fourteen grade levels on the same campus. We provide varied and rich professional development opportunities, including trainings, conferences, and Faculty Innovation Grants, as part of the experience of being an educator.

On and off campus, Brimmer faculty are constantly seeking the perspectives of others, finding ways to expand their knowledge, and exploring diverse cultures, traditions, and experiences. The School is committed to recruiting and retaining a faculty that more closely reflects the student body in a culturally responsive environment. Supporting such a dynamic faculty requires a competitive compensation package, including a robust professional development budget.

Recruitment & Retention • Ensure faculty compensation and benefits at all experience levels meet or exceed the average for New England independent schools • Support our faculty through a mission-driven onboarding process with experienced faculty as leaders • Prioritize recruitment of people of color and other under-represented groups through a teaching internship program and continued attendance at diversity hiring events Training & Mentoring • Support our faculty as they continue to lead in new innovative teaching and learning practices • Advance the professional development program with enhanced resources and global partnerships • Improve opportunities for regular feedback including peer-to-peer collaboration and shared learning Culture of Appreciation • Focus on faculty quality of life, wellness, and work-life balance to build on our culture of appreciation • Continue to encourage faculty in all three divisions of the School to take advantage of global travel opportunities to enrich their teaching practices • Highlight the faculty’s outstanding strengths and accomplishments throughout the various communities served by the School

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STRATEGIC PRIORITIES 2020 & BEYOND

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STRATEGIC PRIORITIES 2020 & BEYOND

Sue Cuyler Director of Marketing & Communications Nicky DeCesare Associate Director of Marketing & Communications

Editorial Counsel Judith Guild Head of School

Contributing Writers Sue Cuyler Nicky DeCesare David Cutler ’02 Emily Miller Kelly Neely

Photography David Barron Oxygen Group Nicky DeCesare

Graphic Design blazar design studio

Alumni Affairs & Development Office Elizabeth Smith P ’17 Director of Development Sharin Russell Director of the Annual Fund Amanda Spooner Frank ’88, P ’22 Director of Alumni Affairs & Special Events Brimmer students hike Mt. Greylock in the Berkshires during an Outdoor Education program

Connect with us Twitter: @BrimmerandMay | Instagram: @BrimmerandMaySchool Facebook: @BrimmerandMay & @BrimmerandMayAlumni LinkedIn: Brimmer and May | YouTube: Brimmer and May School

Paulina MacNeil Database Coordinator

PRIORITY

#4

B

STRATEGIC PRIORITIES 2020 & BEYOND

Co-Editors

Provide Appropriate Resources to Deliver on All Facets of Our Mission

rimmer has always exercised prudent control over its finances. The School’s previous Strategic Plan produced strong results: the annual fund doubled; invested funds, including those received through a successful capital campaign, have benefited from effective management and a strong market; and the School is using new learning and classroom spaces and dining commons. But we

cannot rest on our past successes; new challenges continue to present themselves. While the cost of living in the Boston area continues to climb, the increased demand for a quality education in and around Boston offers many possibilities. Ensuring financial sustainability for Brimmer’s mission and purpose will be key.

Fundraising Focus • Continue to grow the Annual Fund with a target of $1 million and beyond • Plan for a capital campaign that provides funds for targeted endowment and improved athletic facilities • Focus on a plan for endowment growth that can provide relief to increasing operating expenses • Increase alumni involvement through targeted communications, online giving options, and relevant programming Tuition & Enrollment Strategies • Plan for Upper School enrollment to increase to 45 students per grade, or 180 total students • Maintain a Lower School enrollment total of 145 and a Middle School enrollment total of 95 • Review targeted financial aid across all three divisions of the School to ensure appropriate strategic allocation of the funds and appropriately diverse student body Auxiliary Revenue Streams • Determine opportunities and capacity for expanding auxiliary programs and developing alternative revenue sources • Examine current summer and after-school program offerings and adapt for growth and sustainability Marketing • Explain the Brimmer model to a broad demographic in the Boston metro area through a comprehensive and strategic marketing plan

Front Cover: Brimmer Winterim students exploring Pont du Gard in Southern France. Photo taken by World Languages Department Chair Nicole Rudolph Back Cover: A brilliant Brimmer sunrise captured by Spanish Teacher Mirna Goldberger on her way in to work

© 2020 Brimmer and May School. All rights reserved. Published by Brimmer and May School, 69 Middlesex Road, Chestnut Hill, MA 02467 (tel) 617-566-7462 | www.brimmer.org | Please send change of address to Paulina MacNeil: pmacneil@brimmer.org

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08 | A Lower School journey of exploration and awareness 11 | Bissell Grogan Symposium shines a light on environmental stewardship

ENCOURAGED TO EXPLORE, EMPOWERED TO LEAD

04 | Fostering global competency in our students and why it matters

16 | Disappearing student voice at independent schools 51 | Strategic Priorities: Brimmer’s vision for 2020 and beyond

SPRING 2020