Brimmer Magazine, Spring 2021

M A G A Z I N E

UP TO THE CHALLENGE 04 |

Reflecting on the courage, creativity, and empathy of Brimmer’s exceptional faculty

10 | Alumni share the lasting

impact of Brimmer faculty

on their lives

18 | Bissell Grogan Symposium

Speaker Series focuses on equity

16 | Holistic, student-centered

support for success in

the classroom and beyond

28 | Our award-winning online

student newspaper reflects

on seven years of success

SPRING 2021

Co-Editors Sue Cuyler Director of Marketing & Communications Nicky DeCesare Associate Director of Marketing & Communications

Editorial Counsel Judith Guild Head of School

Contributing Writers Brian Beale David Cutler ’02 Sue Cuyler Nicky DeCesare Judith Guild Joe Iuliano P ’14, ’15, ’18 David Kreisler Elizabeth Smith P ’17

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 Lower School has been enjoying PE outside no matter the weather!

Connect with us Twitter: @BrimmerandMay | Instagram: @BrimmerandMaySchool

Amanda Crater Database Administrator

Front Cover: Kindergarten Teacher Rachael Rabinovitz works with her student.

Facebook: @BrimmerandMay & @BrimmerandMayAlumni LinkedIn: Brimmer and May | YouTube: Brimmer and May School

© 2021 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 Amanda Crater: acrater@brimmer.org

IN THIS ISSUE

Table of Contents

34

Features

Advancement Updates

04 |

14 |

52 | FROM DIRECTOR OF DEVELOPMENT

54 | BOARD LEADERSHIP

UP TO THE CHALLENGE Reflecting on the courage, creativity, and empathy of Brimmer’s exceptional faculty

10 | OUR FACULTY’S LASTING IMPACT ON ALUMS

Alumni share reflections on their Brimmer experience

ADVANCING OUR VISION

16 | SPOTLIGHT ON OUR ACADEMIC SERVICE DIRECTORS

Holistic, student-centered support for success in the classroom and beyond

18 | 16TH ANNUAL BISSELL GROGAN SYMPOSIUM

28 | AWARD-WINNING ONLINE STUDENT NEWSPAPER TURNS SEVEN!

The Gator’s advisor reflects on its remarkable success

Alumni Happenings

10 |

ALUMNI REFLECTIONS

53 |

ALUMNI WINTER GATHERINGS

58 |

CLASS NOTES

64 |

VIRTUAL ALUMNI DAY SAVE THE DATE

26 58

28 Around Campus

02 | FROM THE HEAD OF SCHOOL

24 | HARVESTFEST

26 |

VIRTUAL BOARD OF VISITORS DAY

34 |

COLLEGE COUNSELING

36 |

REIMAGINING ENROLLMENT

38 |

GETTING CREATIVE

48 | ATHLETICS

56 |

BRIMMER READS

18 Brimmer Magazine Spring 2021

1

FROM THE HEAD OF SCHOOL

teaching dependably, in an undependable world A letter from Judith Guild

T

his edition of Brimmer Magazine focuses on the qualities of our faculty and the underlying principles that further excellence in the classroom. As I reflect back on over 30 years of teaching and learning as an educator, I am reminded of the work of Robert Fried, Deborah Meier, Grant Wiggins, Ted Sizer, and Tony Wagner. The research and scholarship of these education-reform thought leaders helped shape Brimmer’s foundational philosophy and principles. Also part of our foundation are the generations of alumni who speak of their mission-focused education built on a personalized and studentfocused environment, a rigorous and relevant curriculum, a global and volunteer-focused

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program, and an academic foundation that intersected with character development.

Those influencers of the past certainly shape our faculty’s work today, but so do current and evolving research. Brimmer’s academic leaders and professional development bring in research on methods and delivery of instruction and on the cognitive development of young thinkers. A strong foundation in best practices coupled with a faculty who have a progressive mindset for today’s classroom is a recipe for amazing success stories.

Without question, the pandemic tested our commitment to the foundational principle of

providing a student-centered, personalized learning environment. As the concerns for health and safety took center stage, we made the decision in late summer to accommodate our learners in school, at home, and in a combination of the two. Our educators were determined to work around the obstacles, so we could continue with our mission to individualize the learning experience and meet our students where they are each day. You will

Above: Head of School Judith Guild addresses Middle & Upper Schoolers at this fall’s Opening Convocation. At Right: Middle & Upper School Music Teacher Max Holman leads a piano lesson with sixth graders.

read in the following pages how we created success despite the challenges we faced.

The social conflicts within our own society pressed our faculty to do what is intrinsically important. They kept content learning their top priority while also keeping it in perspective.

Providing a quality education as a top priority also meant paring content with context and focusing on the essentials as we managed multiple distractions and barriers to success.

Robert Fried writes about this in his book The Passionate Teacher, when he states: “What students need from their teachers is to keep the content in perspective: to keep the balance between identification, understanding, synthesis, and creative application, so that the material of the course is not repetitive and tedious, nor so limited and concentrated as to leave out knowledge that students will need in order to do further work in the subject.” During the pandemic, this approach to teaching became more relevant than ever before.

Brimmer’s faculty know the importance of being good role models. Over the past year, our faculty have not only had to manage keeping their students safe physically but also emotionally stable and thriving. The national landscape of extremist behaviors, hate speech, anti-Black, and

anti-Asian racist acts of aggression required a steady, value-centered faculty who were equipped to answer an array of difficult questions. Students need their teachers to be dependable, and our faculty committed themselves to learning how to teach dependably in an undependable world.

Brimmer’s Core Values served us well this year as

’’

let external strife or those challenging topics interfere with providing a place where love and joy could abound.

In the pages that follow, you will read about how Brimmer’s faculty is passionate about their work of evolving their methods and

Our educators were determined to work around the obstacles, so we could continue with our mission to individualize the learning experience and meet our students where they are each day.

a reliable compass when conflict arose. Making the decision last summer to add the Core Value of Equity—and then forming a yearlong theme around the concept—created a dependable foundation for this work throughout the year.

Students talked about respect, responsibility, honesty, kindness, and equity with their teachers as they embraced the need for new safety mitigation strategies and as they questioned the inequities the daily news revealed to them. As outstanding role models, our faculty did not

delivery in support of student growth. They not only came bravely to work each day to tackle the challenges in front of them, but throughout the summer and in their free time they studied and learned new ways to make learning easier, better, and more accessible to their students—whether those students were in person or at home. It is a great honor to work alongside a committed, talented, and passionate group of adults who put the wellbeing of children first in all that they do. ■

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Up to the Challenge Reflecting on the courage, creativity, and empathy of Brimmer’s exceptional faculty

By Nicky DeCesare, Associate Director of Marketing & Communications

I

first encountered the preposterous phrase, “Those who can’t do, teach” in kindergarten. Once a week, I would wait patiently in my piano teacher’s living room for my lesson, listening as my older sister clumsily hunt-and-pecked her way across the keys in the next room. I’d often use the Humanities Co-Chair Dr. Don Reese teaches his 10th graders.

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Spring 2021 Brimmer Magazine

time to explore the room’s side tables and bookshelves, which were cluttered with education-inspired memorabilia from my teacher’s earlier days in the classroom.

As I poked my way around the room, I came across a trinket spouting the quote.

Confused, I asked my mother to explain it

when she picked us up. She paused before responding carefully, “I think that some people like to make jokes about teaching being an easy job.”

“Oh. That isn’t very funny,” I grumbled, disappointed that the quip wasn’t any wittier

FACULTY EXCELLENCE

Of these, our faculty’s full embodiment of the School’s motto, “De Mieux, En Mieux,” is the first that comes to mind. Across the board, they demonstrate a consistent drive to reflect on and improve their craft.

Each year, Head of School Judy Guild and Division Heads Emily Miller, Carl Vallely, and Joshua Neudel create goals and

’’

more efficient, and even more beautiful than what currently exists. Her courses at Brimmer, which range from ProblemSolving Through Design to photography, graphic art, and fashion design, inspire her students to think critically and see the world with the same confidence. Sometimes these endeavors require a high level of

What has impressed me most about Brimmer’s faculty are the exceptional qualities they share across disciplines and divisions, qualities that reflect the values and principles that have become the essence of a Brimmer education.

than I had originally understood it to be.

Though I couldn’t have predicted that I would end up with a career in education, even as a young child, I was bothered by the sharp, inaccurate tone of the phrase; I’ve only grown to feel more strongly in my dislike of it. Having taught for several years, I can personally attest to the fact that it was one of the hardest jobs I’ve ever done—and much harder to do well, at that. In my current role at Brimmer, I witness the outstanding teaching that takes place in each division of the School every day. What has impressed me most about Brimmer’s faculty are the exceptional qualities they share across disciplines and divisions, qualities that reflect the values and principles that have become the essence of a Brimmer education.

plans for professional development, which our faculty bring to life as they embark on opportunities to deepen and expand their content knowledge and explore the carefully chosen pedagogical methods and ways of teaching. Their desire constantly to better themselves as professionals is met with the School’s unwavering support and resources at a level that is unmatched by many peer schools. I look forward to the end of each summer, knowing that our faculty will return to campus full of energy and brimming with new ideas from their summer workshops and seminars.

One of the most daunting challenges that educators face is staying abreast of a constantly evolving landscape of best teaching practices as schools seek to prepare students for a rapidly changing and increasingly interconnected world.

Director of Innovation & Design Kathryn Lee, who is known for bringing her creative skills and outside-of-the-box brilliance to this task, sees challenges and change as an opportunity to create something better,

technical knowledge and use of cuttingedge technology—laser cutters, Adobe Creative Suite, and 3D printers; others can be accomplished with cardboard, a ball of masking tape, some fabric, and a sewing machine. The skills and values that Mrs. Lee champions in her classroom—curiosity, empathy, creativity, flexibility, collaboration, perseverance, the ability to take risks, think critically, reflect, and incorporate feedback—are at the heart of both 21st century learning and the creative design process, habits of mind that are embraced by our faculty and embedded across disciplines and in all divisions of the School.

Equally challenging is the task of ensuring that both how and what we teach remain relevant to who our students are and the world in which they live. As the School made the decision to lift “Equity” into our Core Values this year, our division heads and teachers led the charge in making its meaning explicit in our classrooms, continued on page 6 Brimmer Magazine Spring 2021

5

Up to the Challenge continued from page 5

devising cohesive and age-appropriate strategies to explain the word’s significance to students ranging from age 4 to 18. By October, nearly every Brimmer student could confidently tell you, “Equity means everybody gets what they need to succeed, and not everyone needs the same things.”

Our faculty responded without hesitation when, last spring, the Brimmer community was called to look deeply at ourselves to identify the work we must do to dismantle anti-Black racism and other powerful systems of inequity, bias, and discrimination that affect our communities and our School.

Lead by Director of Equity & Inclusion Jessica Christian, they supported each other through courageous conversations about racism, white supremacy, and racial identity. They embarked on additional professional development opportunities and undertook thorough literature audits with the shared goal of our making certain that our PK-12 curriculum becomes one that truly honors every child and family. After watching our reimagined Black History Month curriculum come to life in all divisions in February, Ms. Christian shared, “Our teachers deserve a standing ovation for the work they are doing this year. Their enthusiasm about this work is electric.”

Just as we hope our students feel a sense of empowerment and ownership of their education, our faculty embrace the same sentiment in their work. Upon her arrival to Brimmer three years ago, Kindergarten Teacher Sarah Wyllie noticed a need for a consistent approach to social emotional learning across the Lower School. After reviewing several different curricula with Head of Lower School Emily Miller and School Psychologist Beth Meister and soliciting faculty feedback through the process, the decision was made to pilot the Choose Love curriculum in all Lower

At Left: Grade 5 Teacher Brian Binkowski; At Right: Grade 2 Teacher Janet Sweezey

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Spring 2021 Brimmer Magazine

School grades this past fall. Self-starters by nature, when our faculty find something that could improve their classroom, their division, or the School as a whole, they take the initiative to propose ideas, explore, research, and vet resources. This spirit is strengthened by the steady support of our academic leaders, whose trust, support, and guidance in our faculty help them turn their ideas into impactful action.

Their work ethic and commitment to improvement serve as a model for our students. In fact, several of our faculty members identified the impact of Carol Dweck’s research on growth mindset on their teaching philosophies. Director of Lower School Academic Services Kim Tolpa shared the major takeaway that “the abilities of individuals, groups, or organizations are not fixed, but rather can be developed and fine-tuned based on mindset and/or approach to learning and life.” (For more on what books inspire our faculty and inform their practice, see page 56-57). By setting high expectations for students and scaffolding progress with thoughtful, well-timed feedback and achievable benchmarks, our faculty help students develop a strong positive sense of themselves as learners and provide a toolbox of strategies and resources to turn to when they need help.

Nowhere is this on better display than in Assistant Athletic Director and Math Department faculty member Tom Nelson’s classrooms, where he has mastered the special magic of balancing the sentiments of “You can do it,” “I believe in you,” “You’ll need to work hard to achieve your goals,” and “I’m here to help you get there.” Whether he is encouraging first graders along the learning curve of a new gross motor skill in PE class, coaching Upper School students through a plateau in statistics, or mentoring young studentathletes along their path to Division I and professional-level basketball careers, his ability to connect with students and encourage their growth and development exemplifies this quality shared by many of our colleagues. continued on page 8 Brimmer Magazine Spring 2021

7

Up to the Challenge continued from page 7

Collaboration in all directions, between faculty members and leadership, is key in ensuring exceptional teaching exists throughout the School, and our academic leaders and faculty work together with a collective, generous spirit and commitment to this goal. A quick peek into a Brimmer email inbox would reveal long chains of shared resources and words of support and encouragement. Casual crowdsourcing for a lunch duty swap or a sub coverage is met with a flurry of responses. I have received breathtaking photos of early morning sunrises and late afternoon sunsets, snapped on cell phones as our teachers

’’

Great teaching is, at its core, a highly empathetic endeavor. In order to teach effectively, educators must develop deep, trusting relationships with their students and families... start and finish their days on campus, beautiful photos sent from the back seats of crowded buses around the globe during Winterim programs and local field trips, and a constant stream of snapshots of curriculum in action— “Just thought the Communications Office might enjoy this!” their notes often read. Even at the bookends of their busiest days, they think of others and how they can support their colleagues and the School.

At Top: Upper School Math Teacher Tom Nelson; At Center: Middle School Drama Teacher Nick Malakow; At Bottom: Upper School Math Teacher Rupa Houndegla.

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Great teaching is, at its core, a highly

empathetic endeavor. In order to teach effectively, educators must develop deep, trusting relationships with their students and families, and pair that interpersonal knowledge with an ability to individualize lessons for a range of learners with a variety of strengths, meet each student where they are in the learning process, and help set achievable goals for their growth. Even in a small school, this is no easy feat. It requires our faculty to adjust their curriculum from day to day and year to year as needed.

It requires the ability to recognize and respond when the pace needs to quicken or slow or when a current event thrusts the need for an immediate lesson or discussion into the midst of a meticulously designed syllabus, as Middle School English Teacher Will Menardt expertly did in the days following Youth Poet Laureate Amanda Gorman’s powerful performance at the Presidential Inauguration in January. It requires understanding that the opportunity to coast is rare; our faculty must actively engage in their work with a confidence in their abilities to pivot when and as needed at a moment’s notice, a quality that was put to the test during the global pandemic— a test that our faculty passed with flying colors.

Knowing all this, I would still love the opportunity to make a few small changes to that absurd, age-old adage, if not ax it all together. Rather than “those who can’t do, teach,” it should read, “Those who can teach, do.” And at Brimmer, they

do so at an exceptional level that drives an educational experience of the highest quality—one that has remained at the forefront of the educational landscape for more than 140 years. ■

At Top: Director of Innovation & Design Kathryn Lee pitched the idea of an outdoor art gallery as a way to lift spirits and create joy during a truly unconventional school year. At Bottom: Students in Middle School English Teacher Will Menardt’s class illustrated images and symbols representing their interpretation of poet laureate Amanda Gorman’s now-famous inaugural poem, “The Hill We Climb.”

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ALUMNI REFLECTIONS

our faculty’s

lasting impact

on alums

Alumni share reflections on their Brimmer experience Durrie Durant Golding ’75 Development Coordinator, Administration, and Stewardship at Planned Parenthood Wells College (BA) “Coming to Brimmer with my twin sister, Amy Durant Solomon, was a life-changing experience for us both. Our class became lifelong friends, and over the years, we have done our best to stay connected with one another. Whenever we gather, we always end up reflecting on the amazing and inspirational faculty who taught us and had such an influence on our experience and education, and who helped to shape who we are today. So many come to mind but my very first introduction to the School was my homeroom teacher, Deborah Almy, a warm, welcoming, generous, and kind teacher who set the tone for my entire experience as a new student. My English Teacher (and the School Librarian) Nancy Chapin was an inspiration when she was reciting Shakespeare; I loved how she could bring plays to life for us and give us a greater appreciation and understanding of their context/content. Jean Buzzi and Linda Moulton in the Athletics department helped me develop a love of team and of unity in working together, and they instilled in me an important life lesson on how to accept defeat with dignity and grace. Every one of these faculty members (and there are many more) gave me an appreciation of scholarship; an understanding of how to express myself; how to be adventurous and creative; and how to take the time to be thankful for where you are in the here and now.”

Connie (Abramson) Golden ’61 Ordained as a Reform Rabbi Boston University College of Liberal Arts (BA) Hebrew Union College-Jewish Institute of Religion (MA) “Mademoiselle Couanon, who taught French and was my homeroom teacher, was so warm and caring and even a bit mischievous. She obviously loved teaching; her classes were exciting due to her energy and the impish twinkle in her eye. She challenged us to reach above and beyond our basic capabilities, and clearly believed we could all achieve anything as long as we tried. Each of us felt we were special to her, whether we were smart or not, which encouraged every one of us to learn all we could from her. It didn’t matter to her if we went on to have a career connected to what she taught; what mattered was that we aspired and grew, no matter our career or life choice. I corresponded with her during college and for many years after. Anytime I felt down, or was not sure I could handle something, I thought of her and knew I could do anything. How lucky I was to have her teach me!”

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Rahel Wondwossen ’01

Chief Academic Officer, Nova Pioneer Education Group (Pan-African Independent School network headquartered in Johannesburg, South Africa) Brimmer Lifer Bates College (BA); Pace University (MA) Teachers College of Columbia University (MA) “Narrowing down the teachers who have influenced me at Brimmer to just one or two is an impossible ask. There were SO MANY adults who poured an extraordinary amount

Jake Fay ’13

of love, care, and learning into me that have very much shaped who I am as a person and as an educator. I talk about Mr. Allieri and Mrs. Russell every year that I start a new school year. Every time I have received a child in class who

Rahel with her 4th grade co-teachers Sharin Russell and Brian Allieri.

did not speak English and was feeling overwhelmed, or parents who are recent immigrants, I hoped that I made that child or family feel cared for, safe, and not lacking in any way as they made me and my mom feel. I also have fond memories of Mrs. Henry, who saw me many mornings to write me a late pass (I’m sorry!) and who always greeted me with a smile and a welcome to school. And Mrs. James, whose quiet presence in the library helped foster an early love of reading. Mr. Monihan, Mrs. McCarthy, and Mr. Burns helped make the middle school years a bit less awkward and designed some of the most amazing projects that I still talk about, including the yearlong study of ancient Greece, our ancient civilization project, or the 8th grade trial of Boo Radley. It is only as an adult, when I share some of these projects with others, I am reminded that not everyone had such immersive, thoughtful, and creative work in middle school. And as I teach, I am constantly reminded of how much work must have gone into each one of these units.

My first year of college, I remember feeling the normal amounts of overwhelm, but I always felt prepared for the academic challenges and I know how lucky that was. Ms. Perry and Mrs. Guild were amazing English teachers and inspired me to be an English major and later an English teacher. Mr. Barker-Hook’s history classes, his pure joy for learning, and laughter that was infectious.

Mrs. Echlov who patiently put up with my constant complaining in math class and cheered us all on to think critically and creatively, not just memorize rules.

Mr. Jacob, who was there across all of the years and was not only a thoughtful and fun advisor, but also someone I cherished showing my own school to when he visited New Orleans.”

Independent Filmmaker & Founder of B. Team Inspired Cinema University of Hartford (BA); University of the Virgin Islands (MBA) “Coming to Brimmer and May from Lynn was very difficult at first.

In some ways, there was a culture shock aspect to it. I was recruited to play basketball for the School, and I was not entirely sure what to expect from the community. But Brimmer was very welcoming to me and I began to feel at home within my first few months. I took Mr. Rose’s video production class where I was allowed to make my own films under his guidance. Mr. Rose was always very insightful when it came to filmmaking, and he allowed me to create my own style. It was in these classes that I found my passion for telling a story on screen. By senior year, I was approved to have my senior project be a short documentary film. Brimmer pushed me to pursue my creative aspirations and I am forever grateful to the students, staff, and the entire School community for the opportunities allotted to me.”

continued on page 12 Brimmer Magazine Spring 2021

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Lasting Impact continued from page 11

Anthony DiNicola ’03

Inclusion Liaison to the Chancellor at the University of Arkansas Bowdoin College (BA) “I was in Liz Perry’s English class in both my sophomore and senior years. She was both the hardest grader of my writing and the single greatest influence on my ongoing passion for devouring literature from a wide range of diasporas. It is because of Liz that I still read with a pencil close at hand, so that I can mark a passage that resonates, write a question in the margins to reflect on later, or make a snide remark when I think the author deserves one. Liz pushed me to analyze the text in a way that was both deeply personal and academically sound. She, along with Amanda Lombardo and Judy Guild, helped foster my abiding love of reading: jumping from genre to genre, country to country, to find the voices of authors who speak to me, challenge my perspectives, and feed my soul. All that we read helps shape and mature the way we see the world and interact with those around us. I am so grateful I learned that early. It has taken me around the world and back.”

Jabril Robinson ’09

Assistant Director of Career Education & Diversity Initiatives, Boston College Career Center Bridgewater State University (BA) Northeastern University (MS) “My high school Spanish teacher, Maria Gupta, was the epitome of a dedicated professor, surpassed only by her kind spirit. I was impressed with her consistent treatment

of students, believing in the success of each of us when it came to becoming proficient in Spanish. While practicing a new language out loud in front of my peers was not always the most comfortable task, Ms. Gupta’s unwavering confidence in my competence was more than enough to push me in the right direction as an active learner, contributor, and curious student. To this day, her lessons have stuck with me. Whether I am listening to Spanish podcasts, reading language books, or visiting Spanish-speaking countries and speaking the local language (at least, trying my best!), I remember the importance of sticking with something, even if it’s difficult to master. I thank Ms. Gupta for her professionalism, student-centered approach, and for helping me gain an appreciation for a new, valuable skill set that has helped me connect with others. As a microcosm of my stellar years of learning and relationships at Brimmer and May, I thank Ms. Gupta for playing a notable role in that journey!”

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Courtney Camps ’04

Director of Enterprise Customer Success at WHOOP Brimmer Lifer Bowdoin College (BA) “The teachers I had the privilege of learning from at Brimmer had an incredible influence on who I am today, and I am so lucky to have stayed connected to many of them. Whenever I present at a company meeting or to a prospective client,

Tom Byrne ’02

I count myself lucky that I got to learn from Mr.

Assistant Professor of Social Welfare Policy, Boston University School of Social Work; Investigator at the U.S. Department of Veterans Affairs, National Center on Homelessness among Veterans

Jacob. Starting as a young child performing in

Boston College (BA) University of Pennsylvania (PhD)

speaking, present-

“I spend a good deal of my professional life as an academic trying to clearly communicate the findings and implications of my research to

the Chase Center Dance Studio, Mr. J turned out incredible shows that helped build my confidence in public

ing, and storytelling. Later in high

both scientific and policy audiences, as well as to my students. I am

school,

able to do so effectively due in no small part to the strong writing and

Mr. J and

analytic skills that I was able to develop with the help of Brimmer

Ms. Segal

faculty. Mr. Barker-Hook was especially instrumental in helping me

continued

develop into a strong writer. He really pushed us to become better writ-

to believe

ers and he worked tirelessly with us to refine our writing style and our

in me and

ability to make and support complex arguments. Now in the position

give me not only

of grading student papers myself, I know how much time is required

an opportunity to

to provide detailed, thoughtful, and constructive feedback on students’

continue to perform, but to

writing. I recognize what a tremendous gift it was that Mr. Barker-Hook

be a leader in plays and musicals that delighted

provided this kind of feedback to me. It paid dividends throughout my

the entire community. I also often think of Mr.

undergraduate and graduate career and now in my professional life. I likewise owe similar debts to Ms. Perry, Mr. Murray, and Ms. Bradley who pushed me to excel and taught me the value of wrestling with difficult problems and finding a solution on my own. When I think back to Brimmer faculty in general, I will always remember the genuine joy that teaching brought them and the interest they had in their students.

My classes were fun because my teachers liked what they were doing and they genuinely valued their relationships with students.”

Barker-Hook and Ms. Perry who helped to tune my writing, research, narrative, and active listening skills that helped me in college and serve me daily in the workplace. While I name only a few, it was all Brimmer faculty and staff that worked together to form this community that gave me such a wonderful environment from which to grow. I am grateful for it every day!”

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Advancing Our Vision The strength of the Brimmer community shined during an unexpected year

By Judith Guild, Head of School

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Spring 2021 Brimmer Magazine

STRATEGIC PRIORITIES

O

ne year ago, the Board of Trustees approved Brimmer’s Strategic Priorities 2020 & Beyond. Shortly after the pandemic closed down our School last spring and people were asked to quarantine, we decided to launch the plan publicly despite the inevitable restrictions we were certain to face. Our plan went live on our website with a fun animated explainer video, and the spring edition of Brimmer Magazine proudly featured it. While the launch was overshadowed by its timing, its results have been nothing short of spectacular so far.

Brimmer’s four Strategic Priorities are clear and direct. We have been hard at work enhancing our academic programs; improving our athletic, wellness and outdoor facilities; supporting and enriching our faculty through competitive compensation, commitment to diversity, and outstanding professional development; and providing appropriate resources to deliver on all facets of our mission.

Despite, or perhaps because of, the pandemic, our use of innovative technologies and diverse learning platforms has advanced remarkably.

Just before the pandemic struck, we had identified a new Learning Management System (LMS). Our faculty worked hard at learning all the rich features and its compatibility with Zoom to accelerate implementation, and it was ready to play a crucial role in providing a robust online learning environment. Our various functions— from the circulation of digital content to research using digital platforms—reached new levels of engagement and achievement.

New professional development platforms also increased availability to more faculty as they shifted online and became less costly. Last summer and this fall our faculty engaged with equity and inclusion leaders throughout the region and world as they built capacity to look at our current curriculum through an anti-bias and culturally sensitive lens. While we have several years of work ahead in the areas mentioned, we are off to an outstanding start.

Although the pandemic put athletics on hold, the wellness curriculum launched and moved forward as did the completion of the Lower

School Playground and Outdoor Learning Space. Despite the obstacles we faced last spring with building and construction companies, our reconstructed playground opened as a new and exciting outdoor play space with room for outdoor learning in September. Our students love the new open play space, and they immediately incorporated the various elements into their daily work and play. The water pump and stream were an immediate favorite, but so was the mound, tunnel, and cycling path. The amphitheater provides a wonderful space for outdoor drama and presentations, and the more open space works well for students who want to run and play tag. Our wellness curriculum explored new topics in each division as the pandemic challenged our imaginations. We soon found two new offerings, spinning and yoga, were more popular than we had hoped.

Other highlights include mindfulness and social emotional learning programs.

Supporting our faculty and assuring that we offer competitive salaries and benefits seemed

’’

community, the School has already made significant progress at the Board, faculty, staff, alumni, and student levels.

None of this would have been possible without the support of our Development Office and their fundraising efforts. While the year is not over, we are tracking towards breaking the

Despite, or perhaps because of, the pandemic, our use of innovative technologies and diverse learning platforms has advanced remarkably.

an overwhelming task last spring. However, two months into the pandemic we received the largest single gift in the School’s history.

With this $5 million donation, current use funds were put to work right away for faculty compensation and retention, and we secured the future with The Endowment for Faculty Salaries and Teaching Excellence. This goal was completed well ahead of our expectations. On top of that, additional gifts increased the overall endowment. Simultaneously, we launched several new diversity, equity, and inclusion (DEI) initiatives and multiple professional development and training programs. While DEI work will continue to evolve and expand across the entire

$1 million mark for annual giving, the new playground costs are raised in full, and capital gifts continue to offset extra budgeting demands.

The School’s Facilities Committee has now turned its attention to improving our wellness and athletic facilities.

Much has been accomplished towards fulfilling our strategic plan in the year since its launch.

Though our attention is taxed by the pandemic’s constant challenges, I am excited to see what our community can do. ■ Above: Students enjoy the water element on the new Lower School playground; At Left: Grade 3 teacher Julie O’Neill Brimmer Magazine

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STUDENT SUCCESS

spotlight on our academic service directors Holistic, student-centered support for success in the classroom and beyond We were thrilled to welcome Kim Tolpa and Karen Bernanke to Brimmer this fall as our Lower School and Middle & Upper School Directors of Academic Services (respectively). They each bring a wealth of experience and knowledge to their positions, and since September they’ve worked together as a highly efficient and effective team to create a tightly knit web of support for our students and families across all three divisions of the School.

Because I have worked with students, families, and teachers from grades PK-8 and supported the transition to middle school from elementary, I was very excited to expand my work to support students in the upper grades. I was also excited about growing and adapting my skills to work within a larger school community.

What/Who has been helpful in your transition to your new role and new school community?

KIM: The short answer is EVERYONE! No

What brought you to Brimmer?

What were you doing prior to arriving, and what was most exciting to you about the role and the Brimmer community?

KIM: I came to Brimmer by word of mouth.

One of my colleagues at the time was a former Brimmer Lower School teacher who spoke volumes about how great the school was. Once I had a chance to visit campus and meet the folks here, I knew that I wanted to be part of the “Brimmer family.”

Prior to Brimmer, I worked at another local independent school for the last 12 years, first as a third grade teacher and more recently as a learning specialist. I also worked for a company as an executive function coach, supporting students of various ages with executive functioning vulnerabilities. I completed my Certified Level Orton-Gillingham training and practicum through the Academy of OrtonGillingham Practitioners and Educators, and my educational background includes a Master’s

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in Clinical and Counseling Psychology from Southern Methodist University and Ed.M in Language and Literacy from Harvard Graduate School of Education.

The most exciting part of my role is having a chance to work with a wide range of constituencies: teachers and administrators, parents, and especially students. I was really looking for a position where I’d be able to spend a big chunk of time working in classrooms and/ or individually with elementary-aged students.

KAREN: For the last six years, I was Director

of Support Services at the Jewish Community Day School where I oversaw a team of learning specialists and social workers to meet the needs of all students, grades K-5. At JCDS, my vision was to build a cohesive system within the school setting to support students with academic and social emotional resources throughout the day, to facilitate conversations, provide supports for families, and train teachers in adopting studentcentered teaching strategies.

matter my need or question, I’ve always found someone who is willing to jump right in with support or advice. Brimmer is truly a place that values teamwork, even if it must be via Zoom during a pandemic, and it’s a great feeling to know that there is always someone nearby to bounce around ideas. Because of my role, I work most directly with Karen, the Lower School Student Support Team, and the Lower School teachers.

KAREN: This transition has been exciting and novel due to an adjustment to a new school during the pandemic, but it has been smoother than I anticipated. I began getting to know some of my colleagues over the summer, and they made me feel a part of the community right away. Parents, students, and teachers have been so welcoming. It’s hard to believe that I have only been on campus since September. I enjoy getting to know my colleagues and peers. I spend a great deal of time with students in grades 6-12 and have the advantage of seeing many of them on a regular basis in person, which has been Above: Kim Tolpa works on extending literacy skills with rotating groups of Kindergarten students. At Right: Karen Bernake oversees a weekly Grade 6 study hall.

amazing. I meet regularly with other members of the Student Support Team (SST) team, which has given me the opportunity to “know” more about Brimmer overall. My space has become a learning center of sorts, and I am happy to welcome people safely each day.

It was an exciting opportunity for Brimmer to offer two distinct roles (growing from one PK-12 position) to better support the needs of our students and families. How has it been to be the first in these roles at the School? How are you working together to help provide a consistent level of support across all three divisions?

KIM: I can already see how impactful it has

been to have two distinct Academic Services roles. My days (and often evenings) are quite busy, yet I feel like the decision to create a role that specifically services PK-5 has been a real gift in that I get to meet with all teachers on a regular basis, and I have the opportunity to be a consistent presence in all elementary grades in one way or another.

From early on this fall, Karen and I zeroed in on the benefit of working in partnership to coordinate supports and share ideas. With slightly different areas of expertise, Karen and I nicely complement each other. Together we have streamlined tutoring supports, language, systems for data collection, and policies and procedures around Academic Services. We plan to meet regularly prior to the end of the year and over the summer to ensure successful student transitions between the Lower and the Middle Schools.

KAREN: Kim and I met in the summer, and it was clear from the beginning that we have a similar vision of how students with learning differences can be seamlessly integrated into the fabric of the School. We meet regularly to discuss the various aspects of our roles that we share, such as the Tutoring Program, and we often consult with one another on areas that may overlap between us and to ensure that we know what the different challenges may be in each division.

Being the first in this role in the Middle and

Upper School allows me to focus on the unique challenges and opportunities that arise in the upper grades, from developing executive functioning and time management skills, to facilitating testing accommodations, and providing individualized strategies. I can focus on providing direct support and developing strong relationships.

What are you looking forward to in the years to come, both for each of you professionally and for your roles at Brimmer? What are your hopes and dreams for the future of Academic Services at Brimmer?

KIM: I’m very happy to have found a position

that for me is the perfect mix of working directly with students, coaching teachers, and managing data and systems. It is important to me that as I move forward in my career, I continue to prioritize opportunities to work directly with students in a variety of capacities.

My hope for the future of Academic Services at Brimmer includes continuing to build our early intervention system to include small group supports (as needed) to help learners grow and strengthen foundational skills early on; continuing to incorporate multisensory instructional methods throughout the grades; and implementing a system to explicitly develop

executive functioning skills in our upper elementary learners.

KAREN: Most importantly, I look forward to more active participation in the life of the School when it opens a bit. I love to be outside with the kids, hope to participate in outdoor

activities, and be more available to students when I have a workspace that is accessible to all. As an educator, I am usually visible and approachable, and I physically check in with teachers and students. I look forward to creating a resource center for teachers and students and to facilitate dialogue around learning profiles, skills development, and equity.

What do you do for fun outside of school?

KIM: I’ve lived in the Greater Boston area since

2008, and while I miss living directly in the city, I do NOT miss trying to park in the city. I enjoy spending time with my two young children and can often be found outdoors taking a nature walk, riding bikes, or working in the garden. On rainy days, I enjoy playing indoor hide-and-seek with my children (in one of four available spots) or playing Junior board games. In my spare time, I enjoy reading, running, skiing, or doing yoga. In a pre-pandemic world, I enjoyed traveling to visit family and exploring new places.

KAREN: I am an avid live music fan and

desperately miss going to concerts, particularly those in smaller and more intimate venues around New England. I also love to explore

new towns, museums, and antique shops. I enjoy movies and books of historical fiction and am committed to yoga or strength training throughout the year. For the last 23 summers, we have spent from one to three weeks in Wellfleet, and I am already imagining Newcomb Hollow Beach at sundown. ■ Brimmer Magazine Spring 2021

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SPARKING INTEREST IN HUMANITIES

16th annual bissell grogan symposium Virtual Speaker Series: Building an Equitable Community When we were faced with the challenge of reimagining our annual symposium into a virtual event, we discovered an unmistakable silver lining. With an exciting opportunity to feature multiple keynote speakers and offer multiple workshops, we tapped into not one but four timely, relevant, diverse voices on the topic of equity. “The online format opened the speakers up to a much wider audience who may not otherwise have attended,” noted Symposium Co-Chairs Kenley Smith and Jessica Christian. “We were thrilled to invite Trustees, Board of Visitors, alumni, and families to join our grades 7-12 students and faculty.”

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LAWRENCE ALEXANDER, CARNEY, SANDOE & ASSOCIATES DIRECTOR OF EQUITY & INCLUSION EVERYDAY ACTIVISM: MOVING FROM TALK TO WALK INTRODUCED BY ALPHONSE HOUNDEGLA ’21 can lead authentic, sustainable systemic change. “The global pandemic has introduced a living environment to some that for many of us has existed for centuries,” he commented.

“Some of us will be able to take our masks off when the vaccine arrives while others of us will keep the mask on that we’ve worn for centuries.”

“W

hile we are all in the same storm, we are not all in the same boat,” quoted Lawrence Alexander in his opening remarks.

Powerful imagery for those of us living through the same double pandemic of global health crisis and systemic racism, but not having nearly the same experience, and a great way to kick off our 16th Annual Bissell Grogran Symposium on the topic of equity. How do we go about creating a truly equitable community? According to Alexander, it starts with a single conversation, no matter how difficult. “If the conversations are hard, imagine how difficult are the lived experiences of your colleagues/friends of color,” he observed.

Alexander joined the Brimmer community in the fall as a DEI consultant. As our first keynote, he spoke from the heart about how communities, and particularly our students,

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The enduring question of Alexander’s presentation was this: If you can’t lead the next million-person march, or deliver the next famous speech, or spark the next global movement for social change, then what can you do? His answer, quite simply, was that there is always something you can do. “As individuals, we have a daily responsibility to speak up,” he said before sharing practical recommendations for young activists.

These included: thinking intersectionally; acknowledging your own privilege and using it for good; holding space for others whose voices are often muted, missed, or marginalized; being willing to be unpopular; and learning how to problematize. “An answer is never the end of a conversation,” he stated.

“Always end with a good question. Who is being privileged? Who is being marginalized?

Whose voices are we missing?”

In closing, he gave students the following challenge: commit to at least one daily action for social change. He reminded them that

while they can’t change people’s racist, sexist, or otherwise biased behaviors, they can make them widely uncomfortable about performing those behaviors in front of others. “You can share your perspective, the books you are reading, the feelings you have. You can share your own personal ethos. Find other allies and create critical mass,” he suggested.

“Remember, this is not a political opinion but a social condition.”

STUDENT WORKSHOP YOUTH ACTIVISM:

MOBILIZING FOR JUSTICE Alexander spoke that afternoon with students about the power of small acts of activism. He furthered his challenge from the keynote by asking students to consider at least one daily action toward social change that is meaningful to them.

Ahead of Black History Month, he spent time reinforcing the notion that racial equity work is not about Black versus white: it’s about everybody versus racism.

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RAU’L THE THIRD, INTERNATIONALLY RECOGNIZED MURALIST & VISUAL ARTIST

COMMUNITY AS INSPIRATION: HOW TO CREATE ARTWORK THAT REFLECTS OUR DIVERSE COMMUNITIES INTRODUCED BY MICHELLE XU ’21 more accessible because he could find it at the local 7-11. He fell in love with both the art and the stories that expanded his imagination. He dreamed of becoming the same kind of artist, and he began copying the drawings using whatever ballpoint pens he could find. Encouragement came from his local library where he frequented the bookshelves and art activities. “One day the librarian asked me my favorite part of the book I had just read,” he shared. “She sensed I was shy and suggested I draw my favorite part instead.” While he had always visualized what he was reading, he was amazed to be drawing what he was reading.

F

rom creating works of art for museums with students from the community to publishing books inspired by his childhood experiences, Raúl the Third has always found inspiration from the people around him. The second keynote in our Speaker Series, Raúl gave our students a behind-thescenes look at his process of making artwork that is a representation of our diverse communities.

Raúl loved comic books from a very early age. Not able to freely visit museums or art galleries as a child, he found this artwork

Upon arriving in Boston, Raúl would draw in coffee shops to get noticed and quickly formed an Artist Collective with his friends as a way to collaborate on projects and share art. Soon different city councils were inviting them to create public works of art—and his network expanded. The Institute of Contemporary Art (ICA) reached out to Raúl with the idea of working with local students to create a mural that represented different Boston communities. Before they began, he encouraged them to reach out to local community leaders to learn more.

“These leaders have helped change the face

of museum collections by opening eyes to diverse art,” he said.

The Museum of Fine Arts (MFA) soon invited Raúl to create an installation for their American Wing. He was to work with 13 community groups from Charlestown to Dorchester to the South End, and the installation had to be inspired by art within their collection. But when he searched the

STUDENT WORKSHOP Students in AP Studio Art, AP Photography, and AP 2D Art and Design joined Raúl the Third after his presentation to share their art and receive feedback. Raúl also shared the process of bookmaking and fielded questions about his artmaking process and the collaboration necessary to publish artwork.

wing for paintings to inspire, all he saw were white faces. “If these kids don’t see themselves represented in this artwork,” he wondered, “how could it inspire them?”

They settled on a portrait of a family because, though the family was white, they felt a connection; everyone in the painting was holding something meaningful— something that defined them.

The group went on to create a 13-foottall mural of a tree that included pictures from each of the students of themselves and their different communities. Drawings and photographs paired with artifacts on shelves—all objects they felt defined them and their families. These students felt so

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accomplished and so proud to see their work displayed in an art installation in the MFA, and in the American Wing where portraits of black and brown faces were noticeably absent.

“I taught art at the MFA for 10 years and also at community centers,” said Raúl.

“And I noticed that the characters my students were creating were white—a reflection of what they saw in movies, not a reflection of themselves. It compelled me to create the kinds of books I wish I could have read as a young child—books that would have made me more confident about myself, my family, and my origins.”

And to drive home his message that artists don’t need expensive art supplies to create impactful art, Raúl created his first book using exactly the same materials that he had used as a young boy: ballpoint pens.

With an upcoming 10-book deal geared towards early readers, and a TV show on the horizon, Raúl is thrilled to be expanding his work to a much larger audience. He closed his presentation by drawing a self-portrait for the audience and reminding our students of where to look for inspiration when creating original work. “Start with yourself, your family, your friends, your own origin stories,” he explained. “When you do, your artwork will better mirror the communities in which you grew up. They will represent the diverse voices that make up the America we live in.”

ANDREA HAILEY, CEO, VOTE.ORG THE FUTURE OF DEMOCRACY

INTRODUCED BY TRISTAN DUROCHER ’21 activism; VOTE.org saw over 293,000 new registrations in June alone. “During a time when voter suppression is rampant, we worked hard to communicate the message that when youth show up to vote, change happens,” she said.

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or the third keynote in our Speaker Series, we welcomed Andrea Hailey, CEO of VOTE.org, who spoke to our students about civic engagement and why each individual’s commitment and journey is critical to sewing together the fragile fabric of democracy.

Having grown up in South Carolina hearing stories of how both her parents and grandparents had been excluded from the voting process, Hailey was drawn to VOTE. org’s commitment to using technology to lower the barrier to entry for voting. After the 2016 election, the organization knew they needed to address the problem of voter turnout and began heavily promoting their site as a one-stop place for identifying state voting rules and laws, registering to vote, requesting absentee ballots, and identifying polling locations. “When the pandemic hit, states were changing how people could vote and we were documenting it in real time,” said Hailey. “By communicating how and where to safely and securely vote, constituents didn’t have to choose between their health and their democracy. We helped over 34 million people make their voices heard.”

The good news about the 2020 election, according to Hailey, was the record turnout, most notably by youth. The movements for racial justice last summer led to significant

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In a system that doesn’t make it easy to vote, building a safe and secure on-ramp for new voters is essential to building a healthy democracy. “When people participate in the voting process more than twice, you can assume you have a lifelong voter,” she said. “But we have a long way to go in making voting easy for citizens.” In some countries, voting day is a national holiday.

Even within the US, certain states have higher voter participation than others and that statistic can often be traced back to high volunteerism and high activism. So why don’t more people participate? For many, it is the sheer exhaustion and frustration at the efforts needed to vote, explained Hailey.

Because not everyone has the luxury and resources to take a day off from work to stand in a long line, often for hours, VOTE. org started an initiative called electionday. org asking participants to commit to being vote-friendly workplaces with paid time off to vote. “My state doesn’t allow mail-in voting for people under 65,” Hailey told our students. “When I arrived to vote, the line was seven hours long. Observing this in real time while working at VOTE.org personified the very real problem we have in this country.”

But Hailey’s organization tries to keep the joy

front and center by coming up with creative and memorable ways to build community and meet voters where they are. To combat

’’

youth make concrete voting plans, VOTE. org sends students an email on their 18th birthday explaining how to register to

THE BISSELL GROGAN HUMANITIES SYMPOSIUM WAS ESTABLISHED IN 2006 IN HONOR OF KENYON

In a system that doesn’t make it easy to vote, building a safe and secure on-ramp for new voters is essential to building a healthy democracy.

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

the long lines and frustration, they brought out food trucks to feed people while they waited. In PA, they partnered with WikiHow to create a clever how-to video that educated voters on the two-envelope rule and ensured their vote didn’t get thrown away.

Extensive resources were spent partnering with social media influencers, celebrities, the NBA, and college campuses to promote the organization’s powerful initiatives.

In closing, Hailey reminded students that their voice is essential to the conversation, their participation in the process is crucial, and that local elections matter. In fact, to help

vote. “The health of our democracy is on the line,” she emphasized. “Fight for the government you want to see in your cities and states.”

IN RELEVANT TOPICS OF TODAY. AN ANNUAL EVENT ATTENDED BY STUDENTS IN GRADES 7–12, IT COMMENCES WITH A KEYNOTE SPEECH AND IS FOLLOWED

BY WORKSHOPS THAT EXPLORE A DIVERSE

Kennie Grogan

RANGE OF SUBJECTS ON A CHOSEN TOPIC.

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SHEY PEDDY, WNBA PLAYER; CELESTE GEHRING, NESN EXECUTIVE; MARCH

1

LINDSAY HORBATUCK, BRIMMER FACULTY MEMBER & FORMER PRO BASKETBALL PLAYER EQUITY AND WOMEN’S SPORTS

INTRODUCED BY MARIANNE ALAGOS ’21

O

ur fourth and final keynote in our Speaker Series focused on equity in women’s sports and featured a panel of engaging athletes, including WNBA player Shey Peddy, NESN executive Celeste Gehring, and Brimmer’s very own Lindsay Horbatuck, former Pro Basketball Player, current third grade teacher, and coach of Brimmer’s Varsity Girls Basketball team. Moderator Cassie Abodeely, Director of Summer & Auxiliary Programs and a former college and semi-professional athlete, opened the program by sharing the Title IX video 37 Words that Changed Everything, kicking off a heartfelt discussion about what drove each woman to play sports and the impact of that landmark ruling on their experiences.

Horbatuck, a three-sport high school athlete and four-year varsity starter, credits enormous support from her high school coaches and AAU coaches as leading her to play Division

STUDENT WORKSHOP WNBA player Shey Peddy joined our Upper School students for a virtual lunch to discuss her career and the topic of women in sports.

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1 basketball for Bucknell University, where she was a two-year captain. Horbatuck grew up in Connecticut and remembers religiously watching UConn women’s basketball games. “It wasn’t until college that I began hearing about Title IX and connected it to the fact that we had the same locker rooms, practice gyms, and resources as the men’s teams.” Gehring had a similar experience. “Growing up in a tiny town in Idaho, girls had fewer options than boys,” she remembers. Thanks to a high school teacher who recognized her talent, Gehring landed at Louisiana State University (LSU), where she played Division I basketball, was selected as a two-time SEC All-Academic team, and went all the way to the NCAA Sweet 16. “My LSU team had tremendous coaches and resources. I saw how far women have come and how far we can go.”

Peddy grew up in Boston’s Mission Hill neighborhood and always believed that sports were a way for her to reach her goals. She graduated from Melrose High School as the all-time leading scorer across both the men’s and women’s basketball teams. “I played basketball all year-round, and that kept me in a gym, out of trouble, and thinking about my future,” she said. “I knew that a college scholarship meant that I could further my education, give back to my parents who supported me, and be an

example to my younger cousins of how hard work pays off.” A 2012 graduate of Temple University, where she was twice named Big 5 Player of the Year and A10 Player of the Year, Peddy was immediately drafted to the WNBA, where she won the WNBA championship in 2019 with the Washington Mystics. Now with the Phoenix Mercury, she is also in her ninth year playing for a professional team overseas. In fact, Peddy joined us straight from Turkey after sprinting home from practice to be a part of our panel discussion. Ever the role model, Peddy enjoys her status as a veteran on this overseas team. “It’s an opportunity to help the younger players understand how to navigate not only the coaches but their own physical and mental health.” And those younger cousins she hoped to inspire? One of them just happens to be Brimmer alum and current Providence College Varsity Basketball star AJ Reeves ’18.

Horbatuck had a similar childhood routine to Peddy, spending summer after summer in hot AAU gyms. “I’m competitive in all facets of my life,” she confessed. “I attribute the work ethic, drive, and determination I bring to my professional life as a teacher and a coach to playing sports.” She also credits the presence of powerful women in her life, such as her mom, who attended every one of her games, and her first AAU coach in middle school who

played Division I basketball. “The lessons I learned from her I carry with me to this day,” she said. After graduating from Bucknell, where she ranked 26th in the nation for rebounds, Horbatuck played professionally in Bulgaria and Australia. When she returned to the US to begin her coaching career, she felt like the timing was perfect. “I wanted to leave professional basketball at the top of my game. Coaching allows me to give back to the game that gave me so much.”

Gehring relates well to the idea of supporting players in their growth. She started her career in sports broadcasting on networks such as FOX Sports and CNN, and she produced such large-scale events as the Super Bowl, the World Series, and the NBA Finals. Now at NESN, she manages the remote camera teams covering the Red Sox and the Bruins. But in between all that, she started her own company, Visionary Building, in order to coach others on creating media profiles, amplifying their voice, and increasing their reach and impact. “I wanted to help athletes tell their stories and give them an avenue to go from college to the workplace,” she said. “My path has been a way for me to pivot from being a player myself to being a part of the sports industry in a different way.”

The conversation turned to the topic of managing health and wellness and brought up significant memories for our panel. “When you are an athlete, your body needs rest and recovery. Sleep and nutrition become vitally important,” said Horbatuck. She went on to recall her senior year of college when she knew she wanted to be an elementary teacher and had to find a way to carve out the time for the required student teaching hours. Fortunately, her coaches were agreeable as long as she maintained her demanding practice schedule.

“Student teaching by day and practicing by night, I wasn’t getting enough sleep, and I knew I needed to fuel my body well,” she remembered. “I still say that if I could get through that time in my life, I can get through anything.”

Women in sports often find themselves being judged not only on performance but on physical appearance. During her time at LSU, Gehring recalls being told to gain weight for her sport, something she felt hindered her overall performance. Soon thereafter, she was told to

lose weight. “The mental anguish of hearing ‘you’re not good enough’ really took its toll,” she said. “It took a while before I learned how to turn that internal recorder off.” Peddy recalls watching the mental stress of maintaining a certain body composition, often determined by coaches, take a toll on her teammates; players were giving their all and were still considered a failure based on their weight. Horbatuck, who was always tall growing up, says she has always felt comfortable in her body. When playing professionally in Bulgaria, she says she remembers her coach telling her she needed to lose weight. “I wasn’t sure what she was looking for given my performance was high. As a female athlete, you know your body better than anyone else, so you need to be mentally strong.”

was quick to offer a reality check to anyone who thinks she has time to be a tourist. “A typical day in Turkey includes being in a gym all day. Play, eat, sleep, repeat.” Horbatuck had the same experience in Bulgaria. “It’s not as glamorous as it may sound,” she said. “But getting paid to see another part of the world and playing a game you love is certainly a plus.”

Turning to equity in athletes’ salaries, the panel acknowledged that the struggle is real.

According to Peddy, the WNBA is the only option for female basketball players coming out of college. But with starting salaries as low as $58,000, it is no surprise players head overseas to boost their income. “When a top WNBA player is making $250,000 a year while NBA

Lindsay Horbatuck talks pre-game strategy with her Varsity Girls Basketball team (photo from early 2020).

Our students were curious to know the greatest part of being a professional athlete, and our panelists didn’t shy away from sharing both the highlights and the challenges of their experiences. “My priority was to see the world, and I was strategic about how I got there,” said Gehring. “Basketball gave me so many life experiences and so many wonderful connections with women all over the world.” Horbatuck agreed, commenting that her former teammates are her best friends to this day. And she, too, found the life experiences to be invaluable.

“Being a part of something bigger than myself was so important to me and to my growth.”

Peddy cited her love of travel as well, though she

players sitting on the bench are making millions, you can understand why we continue to fight for equal pay,” said Peddy.

In closing, our panelists explained how students, regardless of their gender, can all help create equity in sports by taking simple steps. “If you are interested in a sport, consider watching a women’s game and following a woman athlete on social media,” suggested Horbatuck.” Peddy agrees. “Being exposed to women’s sports on a daily basis will broaden your perspective,” she said. “Believe in us. Believe in our talent.

Women’s sports can be just as exciting as men’s sports.” ■

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Harvestfest 2020

Our annual School-wide event became a weeklong celebration of fall in New England!

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CELEBRATING LEARNING

virtual board of visitors day

Learning together in these historic times

While we could not welcome our Board of Visitors (BOV) to campus this fall, we were able to come together online to celebrate the many ways in which our learning community has reimagined a Brimmer education. Faculty and students from all three divisions of the School shared how they have adapted to meet the challenges of this school year, and Head of School Judy Guild described how Brimmer is thriving during these unprecedented times. Our BOV, including former trustees, alumni, parents, educators, and friends, were happy to come together regardless of the restrictions imposed by the pandemic. “I was full of pride as I listened to how Brimmer has risen to the challenge,” recalled one BOV member. “They’ve done so with innovation, thoughtfulness, and strength.” We share some highlights below.

DAVID CUTLER / KAT KLACKO ’21

Upper School History and Journalism Teacher David Cutler ’02 gave an in-depth tour of the Canvas page he designed for his Government course with knowledge gleaned from working with One Schoolhouse, an online independent school based in Washington, D.C. The Brimmer faculty all participated in professional development over the summer to help hone their skills in designing online curriculum, pedagogy, and community-building in preparation for various learning scenarios during the 2020-2021 school year.

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“I think the school year has been going very well. Brimmer is the same as it has always been—now we’re just wearing masks and staying six feet apart! I love the way that our teachers have developed innovative ways to use technology to make concurrent learning engaging and interesting.

For example, the math department now uses their iPads to project their work to Zoom, the same way they use whiteboards in classrooms.”

—Senate President Kat Klacko ’21

MATT GALLON / SOFIA SHIH ’25

Middle School Dean and Science Teacher Matt Gallon spoke about how the Middle School has adapted to meet the challenges of this school year.

He highlighted how teachers designed their course pages on the learning management system, Canvas, to best support students who are learning in person and those who are learning concurrently at home.

He also showed examples of the kits developed by the creative arts and science teachers that allow students to conduct art projects and science experiments regardless of whether they are at home or in the School building.

“Over the summer, we got lots of helpful information about what the school year would look like through town hall meetings and emails from Mr. R-V and Dr. Gallon. I thought these were really helpful, and though remote learning was great, I was really excited to come back to campus!”

—Grade 7 student Sofia Shih ’25

INA PATEL / JAEDIN FEASTER ’27

Lower School Director of Teaching & Learning Ina Patel shared an overview of the Lower School Concurrent Learning Plan. She explained how teachers organized their classroom pages on Canvas, our learning management system (LMS), how the Lower School team developed learning plans for concurrent learners, and how they structured their classrooms and spaces on campus to ensure students could return to campus and learn as safely as possible.

“One thing that has been really exciting for me about concurrent learning is getting to use Canvas. My class has a Canvas page where I can find all my work, resources, and Zoom links to join class. We’ve been working on our Renaissance research projects, and I’m learning to use new technology and websites like PebbleGo and Britannica Middle School to research and take notes.”

—Grade 5 student Jaedin Feaster ’27

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STUDENT JOURNALISM

Award-Winning Online Student Newspaper Turns 7!

The Gator ’s advisor reflects on its remarkable success

By David Cutler, Upper School History and Journalism

The 2016-17 Gator newsroom took a field trip to Boston Globe Headquarters in Boston.

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he Gator has earned over 50 local, regional, and national accolades since its launch. Community members are kind to congratulate the advisor on all the success, but I always remind them that such praise is misdirected. I played a more hands-on role during The Gator’s first two or

three years, helping the brave cub reporters learn the fundamentals of journalism, cultivate leadership skills, and embrace teamwork, but since then, I have become a guide-by-the-side and the newspaper’s #1 cheerleader.

This fall, the Columbia Scholastic Press Association (CSPA) bestowed on The Gator a coveted “Crown,” placing it alongside just 15 other schools nationwide as a leading high school news site, so it seems appropriate to reflect on the newspaper’s growth and what lies ahead.

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AJ Naddaff ’15 Takes the Helm Under the leadership of AJ Naddaff ’15, The Gator’s first editor-in-chief, students spent the first several months learning the journalist’s craft, with each week dedicated to a different type of reporting. During that first semester, students brainstormed The Gator’s overall design and how best to promote the site. The Gator earned outside recognition during that inaugural year, winning for “General Excellence in Online Journalism” in Suffolk University’s Greater Boston High School Newspaper Contest. In writing about the award, Naddaff expressed how tirelessly the staff worked not only to get the newspaper off the ground but also to mold it into a credible and accurate source of information.

2014 2015/2016 Sam Ravina ’17 Leads Two Years of Growth

The Gator won additional outside recognition with Sam Ravina ’17 as its second editor-in-chief, including “Highest Achievement in Scholastic Editing and Publishing” from the New England Scholastic Press Association (NESPA). The newspaper also entered nationwide competitions, receiving a “Second Class” rating from the National Scholastic Press Association (NSPA) for overall excellence along with a Silver Medal from the CSPA. “The Gator has reached a new tier of success this semester,” summarized Ravina. “Nowhere is this more evident than our gains in traditional journalism; we are publishing twenty articles a month, more than twice last year’s average—and of an even higher quality. We have greatly expanded our coverage of local and national events while maintaining a focus on Brimmer coverage only we can provide. And we are writing more opinion pieces without compromising the hard-news coverage that puts it in perspective.” That fall, Liam Johansson ’17 became the publication’s first managing editor—a top position dedicated to helping new writers succeed, while also ensuring the overall vitality of the publication. With Ravina and Johansson at the helm, The Gator found more than 25 students enrolled in the newsroom.

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Shani Breiman ’18 Makes a Splash Under the leadership of Shani Breiman ’18, The Gator experienced a remarkable period of growth, including the addition of a new “briefs” section, as well as Gator Nation News (GNN), a biweekly television broadcast. The addition of the Hastings Center, especially the new Media Lab, made digital production significantly more efficient, while also enhancing production value. The inaugural GNN TV team consisted of anchors James Yfantopulos ’18 and Dylan Rigol ’18, correspondents Hannah Ahearn ’20 and Angeline Nur Dervisevic ’21, sound engineer Kitty Huang ’21, and producers Michelle Levinger ’19 and Michael Hastings ’18. The launch of GNN helped the publication earn a “First Place” award in overall scholastic excellence from NSPA as well as a Gold Medal from CSPA, placing the publication among the elite in the nation. “I couldn’t be prouder of the newsroom for this magnificent recognition,” Breiman said.

GNN Anchors James Yfantopolus ’18 and Dylan Rigol ’18 “This is truly something special, and everybody involved in The Gator should be beaming. It was a true team effort, which I’m glad to be part of.” That spring saw 33 students enrolled in The Gator, the most in its history.

2017/2018

2018

2019 Abby Mynahan ’19 Marches Newsroom onto National Stage The Gator continued to excel on the national stage under Editor-in-Chief Abby Mynahan ’19. With an even larger newsroom of 38 students, Mynahan cultivated an efficient management style to maximize talent and output.

As one shining example, NSPA announced Gabe Bryan ’19 as winner of “Opinion Story of the Year” for “Speak Truth to Power Amid Sexual Abuse Claims,” scholastic journalism’s equivalent of a Pulitzer Prize. The article earned official recognition as the best opinion article by any student in the nation, from any school. “I’m blown away by the honor,” said Bryan. “It was an important article that came out during a difficult time in our nation.”

Competing against students nationwide, Mynahan and Executive Editor Jared Heller ’19 also earned a coveted honorable mention for “Expressing Ourselves,” one of the nation’s top-10 digital stories of the year.

“It’s amazing that we received two awards, particularly given that this was our first time submitting for national individual recognition,” Mynahan said. “I am extremely proud to be a part of The Gator.” continued on page 32

(L-R): Advisor David Cutler poses with outgoing Executive Editor Jared Heller ’19, Editor-in-Chief Abigail Mynahan, and outgoing Multimedia Manager Michelle Levinger ’19.

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Karly Hamilton ’21 Oversees Most Difficult Year in Gator History At the height of the pandemic, Karly Hamilton ’21 earned her promotion to editorin-chief as the campus remained closed. Rather than merely keeping the lights on, so to speak, Hamilton worked alongside newly promoted Executive Editor Edan Zinn ’23 to completely overhaul the website design for The Gator. “I’m thrilled about the new site,” said Hamilton. “It’s easier to navigate from the backend, and it gives us a lot more flexibility with the overall appearance.”

Several prestigious journalism organizations awarded Zinn 9th place nationally for excellence in online COVID-19 coverage. The award—jointly sponsored by NSPA, the Society of Professional Journalists, and the Society for News Design—received hundreds of entries from schools of all types and sizes around the country. “I feel honored to receive this recognition,” Zinn said. “It means a lot to

2021 2020

Caroline Champa ’20 and Camille Cherney ’20 Usher in New Era

Caroline Champa ’20

Co-Editors-in-Chief Caroline Champa ’20 and Camille Cherney ’20 continued the newsroom’s winning streak, including its second-consecutive “All-New England” designation in editing and publishing. “I am so proud of the newsroom for all their hard work,” Champa said. “I think everyone did a great job, especially covering COVID-19.”

Shortly before the pandemic hit, The Gator won first place and a $1,500 scholarship for excellence in online journalism in the Greater Boston High School Newspaper competition—defeating rivals Newton South, Newton North, and Wayland, a milestone for the publication. “This award is proof of all the hard work that the newsroom put in,” said Executive Editor Miles Munkacy ’20. Finishing their tenures in early April, Champa and Cherney kept the publication going during the first weeks of pandemic coverage.

The Gator’s new multimedia producer Sophia Spring ’21 also took GNN to new heights. Working alongside anchor Haleigh Jacobs ’23, she and the team produced new segments every two to three weeks. For the first time in the publication’s history, the newsroom also featured dedicated cartoonists and illustrators on staff in Jennifer Ngo ’22 and Ava Lockhart ’21, who took Camille Cherney ’20

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home local and regional awards for their work.

me, especially during an unprecedented time like this, and I really appreciate NSPA’s efforts to support student journalists and keep our newsroom engaged. I’m very proud of our team and the work we have accomplished this year, and I can’t wait for our reunion in the fall.” One of Zinn’s feature articles, “Photo Essay: Boston Goes Dark,” was featured on NSPA’s website.

In the fall, health restrictions prevented The Gator from enrolling many new recruits. Still, the newsroom redoubled its efforts to produce quality content under difficult conditions. With several writers working remotely, including Hamilton, Zoe Kaplan ’21 stepped up as an associate editor, helping writers round out their stories and keep the work flowing. The newsroom has earned a record number of accolades, including to Natalie Kozhemiakin ’23 and Grace Papas ’23 for excellence in opinion writing.

Next year, The Gator will be led by the youngest and most award-winning student journalists in the newsroom’s history. Zinn ’23 will be promoted to Co-Editor-in-Chief with Kozhemiakin ’23; Papas ’23 will assume Zinn’s current role as Executive Editor; and Sophia Spring ’22 will continue as Multimedia Manager.

As the ultimate sign of progress, The Gator was awarded a Gold Crown from CSPA, the highest honor in high school journalism.

Moving Forward with the Private School Journalism Association

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feel confident that if The Gator can thrive during this pandemic, it can thrive under any circumstances. Unfortunately, too few private and independent schools host similarly robust student publications. Some 200 institutions claim membership in the

Association of Independent Schools in New England (AISNE), the geographic epicenter of the private school world. Yet Helen Smith, who serves as Executive Director of the New England Scholastic Press Association (NESPA), reports that her membership often includes fewer than a dozen independent schools. On the national front, President of the Journalism Education Association (JEA) Sarah Nichols reports that she doesn’t keep track of public versus private school membership, “but comparatively, the private school number is quite low.”

Over the last year, I have worked to establish the Private School Journalism Association (PSJA), an affiliate of Brimmer and May School, to assist other private and independent schools launch, grow, and sustain successful student newspapers.

Executive Editor Miles Munkacy ’20 and former Editor-in-Chief Caroline Champa ’20 pose with Greater Boston Newspaper Competition Director Richard Preiss, after earning first place for excellence in online journalism.

This summer, we are holding a virtual symposium—the first of its kind—geared specifically toward advancing those purposes. We will host speakers from the National Association of Independent Schools (NAIS), JEA, and the Student Press Law Center. Moreover, students and advisors from award-winning private and independent school publications will participate in panels and workshops, all geared toward supporting student voice in our communities.

Here’s to supporting other private and independent schools better align with their mission statements and philosophy by supporting student voice. Toward that end, as a teacher and an alum, I’m deeply honored that my School serves as a shining beacon of what is possible. ■

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COLLEGE COUNSELING

Unexpected Opportunities in an Extraordinary Year Bringing diligence, dedication, creativity, and empathy to College Counseling

By Joe Iuliano, Assistant Head of Academic Affairs supplemental essay drafts, and make themselves available to our students and their families for any and every question or concern. They are available throughout the summer for this consultation as well.

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o ivy-covered buildings, science centers, or athletic field houses to walk by or peer into. No passage through campus front gates for first-glimpse drive-throughs. No inperson interactions with admissions officers or alumni. No live group tours on campus. Just virtual campus tours. Just Zoom meetings with college admissions representatives. Just virtual interviews with college alums. Just a drone’seye view of the campus. Just a brochure or webpage picture of an ivy-covered building, the new science center, or the athletic center.

Descriptions on paper, descriptions online.

That’s how seniors in high school in 2020-2021 sought to build the college list and find the best fit, college-of-choice for themselves.

college counseling program.

Or is it?

Associate Directors of College Counseling Dona Rehm and Lisa Summergrad are the core of the School’s College Counseling Team (which also includes Upper School Head Joshua Neudel, Co-Director of International Students Helen Du—in a consultative role—and myself).

They serve our Upper School students directly as advisors in their year-and-a-half-long, three-part process: discovery, planning, and application preparation. Both are degreed from the Harvard Graduate School of Education, and together they represent more than a dozen years of experience “on the other side of the college admissions desk” having previously worked at Lafayette College and Wellesley College, respectively.

While much of that is an accurate description of the changes encountered in the college application process, it does not present a complete picture for Brimmer’s Class of 2021 as it omits the work of the School’s college counselors and the features of the School’s

Throughout the year, they teach the junior and senior college counseling courses, host College Coffees and numerous informational events, read and write recommendations, consult with students on their college lists, provide feedback on numerous Common Application and

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Ms. Rehm’s and Ms. Summergrad’s approach to their work incorporates notable intelligence, expertise, diligence, dedication, and empathy applied through meticulous research, skillful writing, effective collaboration with the members of the College Counseling Team, professional affiliation and consultation through multiple counselor associations, and the staple of their work, one-on-one consultation with our students (in person, via Zoom, and through email).

Due to the pandemic, some of this work is harder to manage or requires creativity; some of it actually offers a few advantages as well.

Take meetings with college reps, for example.

Ms. Rehm observes that virtual visits provided members of the Class of 2021 greater ease and accessibility to college campuses this fall—a student didn’t have to drive, take a bus or train, or fly (this incorporates time, cost, and means)— for a virtual visit versus being on campus. She notes, “Virtual rep visits this fall were pretty successful; over 100 colleges signed up... . Some colleges also offered students the opportunity to visit classes, talk with professors, or meet with student organizations online. Still, for some, it was hard to fully bridge the gap between a virtual and in-person visit.” Ms. Summergrad adds, “Colleges have done quite a lot in the last year to really create robust opportunities for online engagement, and that will likely continue going forward. Students can “see” a campus 3,000 miles away in a way that didn’t used to be possible. It really levels the playing field.”

In addition, Ms. Rehm asserts that virtual visits have also “enhanced accessibility for students, especially for those who it would have been difficult or costly to visit schools.” She adds, “Some college reps have made themselves more available for one-on-one conversations with students, which wasn’t always the case in prior years. Ease with which we could meet with Brimmer parents was also a benefit, especially in regard to financial aid.” Being able to meet on Zoom was a plus for students, families, and counselors as they were able to set up a meeting that worked with family schedules and counselors could provide answers to questions in real time.

Ms. Summergrad described some initiatives designed for the Class of 2021 and the Class of 2022 as well: “We created shared documents with virtual visit options for schools our seniors were considering and did our best to promote them. We shared a similar centralized list of videos (tours, dorm visits, info session signups, overview videos) with our juniors at the time when they might have been “visiting” colleges. I think it was hard for them to engage so early in the pandemic, however. Currently with the juniors, we’re also showcasing tour/ informational videos in class to help them start to see what they can learn about a school from virtual content. We’re hoping if they do the preliminary research this winter and spring, they can actually visit campuses this summer.”

American Higher Education Landscape,” “What Makes a School ‘Good’?” and “What is Holistic Admissions?”—that are hosted on the School’s website Upper School Resources board (available to current parents and students).

These presentations offer insight to those both new and returning to the college application process and exemplify the counselors’ dedication to quality work and support for our students.

The spring brings with it numerous rites of passage for Brimmer’s seniors: final college decisions conferred and final college choices made, AP Exams taken, Senior Theses defended, Senior Projects completed, Senior Week celebrated, and Graduation achieved.

Annually, these events shine a bright spotlight on our students and their accomplishments throughout their high school years. While this year may have commenced under Eeyore’s cloud, our seniors, with some self-help, the help of their peers, teachers, college counselors, and Brimmer staff, and their parents and guardians and families, have once again brought a good deal of their own light to the School and to themselves. This light they will bring with them to their next educational destination, one they have worked to enter in multiple new ways throughout the school year. We expect that like the many classes before them, they will find much success in their college studies and represent their high school alma mater quite well. ■

Because virtual evening events are easier for parents and guardians to attend after a day at the office (or at the home office), we experienced higher attendance numbers for college counseling events beginning last spring when we had to go fully remote. These can easily and effectively incorporate slide presentations, involve panels or outside experts, and be recorded and posted for those who are unable to attend.

Before the pandemic, the College Counseling Team had discussed a plan to create and post informational videos for our students and families. Because of the pandemic, Ms. Rehm and Ms. Summergrad dove into this project and completed three insightful presentations—“The Opposite page: Dona Rehm (L) and Lisa Summergrad (R) taught a College Counseling class to our juniors. At Top Right: Alphonse Houndegla ’21. At Bottom Right: Marianne Alagos ’21 and Kat Klacko ’21 Brimmer Magazine

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Reimagining Enrollment Reflections and lessons learned from a virtual Admissions cycle

By Brian Beale, Director of Enrollment

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s we head into the new year and our 11th month of virtual admissions, I can’t help but think back to March of 2020 and the beginning of the pandemic. The task of reimagining revisit events for accepted students and families was daunting and consumed our waking hours. What we didn’t (and couldn’t) know at the time was that we would not only be hosting revisit events virtually, but the entire upcoming admission cycle.

When Brimmer closed campus that day last March, like all our peers locally and regionally, our community began preparing and planning for remote learning PK-12. As an admissions department, the team shifted from acceptance mode to crisis planning mode, immediately thinking of all possible ways we could host our upcoming events. Collectively, we attended every possible webinar available

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through our governing bodies and professional associations, tuned in to podcasts, and reached out to colleagues at peer schools locally and throughout the country for ideas, advice, and inspiration. We brainstormed, planned, and hoped—hoped, of course, that our events would be successful and help us to yield our desired numbers, but also hoped for life to resume to some semblance of normal.

In those first two weeks of April, we hosted 13 virtual events ranging from panels to information sessions to receptions. We learned (sometimes the hard way) about the features, strengths, and shortcomings of Zoom, and we figured out how to transform an otherwise cold or sterile virtual environment into a warm and welcoming experience much like we would offer to families in person. With a lot of hard work, and invaluable assistance from our

parent ambassadors, we have fine-tuned our approach with and to events, developed online assessments and virtual tours, redesigned our website pages, and shifted to an entirely virtual interview schedule. We have also elected to be test optional for the cycle, hosted an average of two events weekly, and established a consortium of Boston independent schools to host online panels and fairs. Most importantly, we have managed to provide our applicants with a thoughtful and personalized experience with the signature Brimmer touch that is so critical to all that we do.

This winter, we reviewed what turned out to be the largest number of applications in the history of Brimmer and May School. As exhausting as the past year has been for our office and as much as we are looking forward to a time when we can once again open up our office doors to

ADMISSIONS

were held during daytime hours in the middle of the workweek. We largely catered towards families who had the flexibility to attend events at such times. Events were also costly to host and required the assistance of many staff members. By recording or livestreaming our events to broadcast at a later date and post to our website, we made them accessible to all.

Moving forward, we will consider ways that virtual events can complement our slate of in-person offerings and cater to a larger and broader audience.

the interview via Zoom, giving prospective families more flexibility. While these are just a handful of family-facing options and possibilities, there are also numerous ways now-familiar technology can enhance internal operations given all that we have learned during this period of time.

Similarly, our interview schedules required families (and students) to take time away from

Needless to say, we have become a more effective and efficient team and have grown in numerous ways. While we, like everyone, were thrown a curveball, we have become stronger as individuals and as a department. While we long for normalcy, to welcome our first visitors to our newly configured and renovated

work or school for several hours to attend both a meeting and a tour of campus. I envision virtual interviews being an appealing option for many students and families in the future, especially if they are able to visit campus on another occasion such as an open house.

Perhaps we will offer group tours at set time slots (as is typical in college admissions) and

offices in May Hall, and to never again hear the word unprecedented, we are grateful for the opportunities we have been afforded and to be able to step back and both rethink and reimagine what admissions should and can be. I have no doubt that we will continue to provide an improved and more accessible process and experience. ■

prospective students and families, there have been many silver linings to this experience, and we have learned an incredible amount as a team and industry. Admissions will likely never be quite the same again, and that is ultimately a good thing. It is in that spirit that I reflect back on our accomplishments and think to the future and the work and opportunities that lie ahead.

When we embarked on this journey last spring, we did so out of necessity and not because we thought it was the best thing for Admissions or Brimmer in particular. As I think back to all the obstacles and challenges of this past year, it is impossible to not also think about the achievements and victories.

By going virtual, we have by nature become a more accessible institution and put equity at the forefront. Pre-pandemic, the majority of our admissions events (like most schools)

Above: The view from the Brimmer Admissions Office from it’s new home in May Hall Brimmer Magazine

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GETTING CREATIVE

Upper School Play “The Election is a contemporary play written for the Zoom medium. It deals with a high school election gone horribly wrong, with both candidates for student president engaging in an escalating battle of dirty tricks and smear tactics that—sadly—mirrored the contemporary national election played out in 2020. The similarities gave our actors good material to mine for their portrayals, and excellent starting points for conversations about fairness, truth, and the democratic process.” —Bill Jacob, Director

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GETTING CREATIVE

Middle School Plays “The arts and live performance have taken a huge hit during this global pandemic. At the same time, we have all been turning to art and entertainment as a way of sustaining us and nourishing us in these difficult times. While meeting in large groups in person remains a challenge, live theater is still an integral part of our Middle School program here at Brimmer. This fall we staged two one-act plays by Ian McWethy—Bad Auditions and The Internet is Distract—Oh, Look a Kitten! Students worked hard over several months to rehearse and mount these two stories over Zoom—one is the tale of a beleaguered casting director trying to replace an actor on her set with mixed results and the other is the story of a teen attempting to finish off her English paper when the internet comes alive to interfere.” —Nick Malakhow

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GETTING CREATIVE

And the Beat Goes On

If you missed the Upper School Band’s livestreamed concert last November, watch it now with professionally recorded audio by scanning the QR code!

Photos by Edan Zinn ’23.

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GETTING CREATIVE

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Top Row L-R: Anja Westhues ’20, PK Teacher Corley Sims, Humanities Department Co-Chair Don Reese; Second Row L-R: Jack Nathanson ’23, Kolja Westhues ’23, Libby Foley ’20.

Third Row L-R: Marlie Kass ’23, Shane Sager ’12, Sophia Spring ’22.

Bottom Row L-R: Genevieve Lefevre ’15 and Tony Ni ’16; Karla Van Pragg P ’22 and Zakkai Mares-Van Praag ’22

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GETTING CREATIVE

Sending Love from Afar

“Every fall, the Lower School shares a Creative Arts performance on the stage the week before Thanksgiving break. We were so proud of our students for continuing the tradition in a reimagined way so that the performance could be shared safely on our virtual stage. The performance was based on literature and music connected to the theme of “love from afar,” and included theatrical stories, dramatic poetry, artistic head pieces (a beloved tradition in our Early Childhood art program), and choreography inspired by our Lower School-wide musician study of Bob Marley and the Marley family. For months, our students collaborated in their art, drama, and music classes to create this artistic celebration of student learning. While our virtual stage felt very different than the stage in Brimmer’s Ruth Corkin Theatre, this format allowed us to include over 200 audience members, some from as far away as Europe. Maintaining the tradition of bringing our extended community together through the arts felt especially important during this time when we were all so distanced.”

—Rachel Wolf Heyman, Lower School Drama Teacher —Caroline Scheibe, Lower School Music Teacher —Joanne Clamage, Lower School Creative Arts Coordinator and Visual Arts Teacher

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FALL & WINTER ATHLETICS

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While we were not able to participate in interscholastic sports due to the pandemic, we have been committed to providing a sports and fitness program for Middle and Upper School students, under the safety guidelines supplied by the Commonwealth of Massachusetts. New activities have included yoga, spin class, running, soccer skills, and CrossFit classes.

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FALL & WINTER ATHLETICS

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Student-Athletes Commit to Division I NCAA Schools In November, Kyrell Luc ’21 and Gianni Thompson ’21 signed their National Letters of Intent to play Division I basketball at the College of the Holy Cross and Boston College, respectively! The Brimmer community was thrilled to join their families in celebrating this exciting moment during Upper School Morning Meeting.

Assistant Athletic Director and Varsity I Boys Basketball Coach Tom Nelson acknowledged the hard work and commitment both students have demonstrated in their academic and athletic pursuits, noting that “Holy Cross and Boston College are getting great basketball players and even better people.”

Clockwise from Top Left: Gianni Thompson ’21 with family; Kyrell Luc ’21 signs his Letter of Intent; Kyrell Luc ’21 with family; Coach Tom Nelson with Gianni Thompson ’21.

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DEVELOPMENT UPDATE

Outpouring of Community Support Propels Brimmer through a Year Like No Other

By Elizabeth Smith, Director of Development

diverse community of learners through generous financial aid. A strong Annual Fund speaks volumes for the Brimmer experience and guarantees continued excellence for today’s students. Remember, you have until June 30th to make a contribution to the Annual Fund—all gifts count and all gifts matter.

In other news, we are reimagining parent and alumni events this spring. We are looking forward to a Virtual “Green & White” Auction and online bidding experience culminating on Saturday, April 24th, with a live event. Proceeds will benefit student financial aid and DEI initiatives.

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eflecting on the 2020-2021 school year, it is hard not to be completely amazed by what our teachers and administrators have accomplished. The Brimmer mission is alive and well, and though we have faced many challenges in order to keep our students and faculty safe, we have succeeded in offering what has been a primarily inperson experience. It has been especially gratifying to work on moving the School forward with significant progress on our Strategic Priorities 2020 & Beyond (see Head of School Judy Guild’s overview on pages 14-15).

I am thrilled that of this writing in March, we have already raised more than one million dollars for the 2020-2021 Annual Fund and are on our way to a record-breaking

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fundraising year. We are humbled by the high levels of parent and alumni support and couldn’t be more grateful to our community for stepping up when the need arose. This extraordinary year carried with it many additional expenses needed to comply with CDC guidelines and keep Brimmer safe. As we edge towards an Annual Fund well over $1 million, it is a testament to the strength and generosity of the Brimmer community and the forward-facing orientation of this institution.

The Annual Fund helps us to attract and retain the very best faculty; create state-ofthe-art classrooms for an innovative learning environment; offer a well-rounded blend of academics, performing and visual arts, and physical education; and create a strong,

A reimagined Alumni Day is coming up on Saturday, May 15th, with special class “cluster” reunions for those classes ending in “0” and “5” and “1” and “6”—a unique opportunity to connect with the class above you or below you. The 50th Reunion events will be scheduled for both the Class of 1970 and the Class of 1971. Imagine seeing your Brimmer schoolmates together after all of these years! Alumni Day activities, including a special State of the School address by Head of School Judy Guild and virtual tours of the School by our students, are available to all.

We have been working hard to communicate regularly with our alumni during this extraordinary year and they have returned the favor by engaging with us on virtual forums and events. Thank you to the many of you who have expressed a great deal of pride in your alma mater this year. We look forward to future in-person Alumni Days in 2022 and beyond. ■

ALUMNI

Alumni Gatherings W

e had a fantastic time at our first (and, hopefully, only) NYC Alumni Virtual Gathering in January, including a great group of alumni and Brimmer faculty legends like Nancy Bradley and Bill Jacob! Each alum received a nice basket of wine, cheese, and crackers so we could still celebrate together. We had a great roundtable discussion and checked in with each alum to hear what they are currently up to. It wasn’t the same as our traditional visit to the city, but it is always fun to see this lively group, even from afar. Hopefully, we will be together in person next year!

Above: Top Row (L to R): Director of Alumni Affairs Amanda Frank ’88, P ’22, Director of Development Elizabeth Smith P ’17, Brimmer Faculty Nancy Bradley; Second Row (L to R): Head of School Judy Guild, Marlee Giglio ’10, Alex Maximilien ’01; Third Row (L to R): Holly Eaton ’09, Sam Girioni ’15, Jaclyn Bornstein ’10; Bottom Row (L to R): Brimmer Faculty Bill Jacob, Patrick Pierre-Victor ’10

SAVE THE DATE FOR VIRTUAL ALUMNI DAY

SATURDAY, MAY 15, 2021 Brimmer Magazine

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BOARD LEADERSHIP

in support of brimmer excellence Reflections on 2020 from Board Chair David Kreisler COVID Response Team and Reopening Committee. We worked many different options, including turning on a dime when the health guidance from the Commonwealth or local towns changed. We worked through the summer to approve the acquisition of new desks, handwashing stations, and PPE materials, among other items. We had no idea what the financial impact of the pandemic would be, but our chief concerns were the safety of our faculty and students and the need to get children back in the classroom.

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s we all know now, March 2020 was the start of a new period in all of our lives. This was just as true for Brimmer. In March, as the School closed for March break, Brimmer was facing many new and unexpected challenges. But, as usual, Brimmer faculty and staff moved quickly; they did not take the usual March break, but instead dove headlong into the work of establishing remote learning plans and creating a virtual learning environment so that they could welcome students back to their (online) classrooms without missing a beat. This work continued through the spring of 2020 and into the summer, as we focused on finding ways to get students back on campus in fall 2020.

The Board of Trustees worked alongside Head of School Judy Guild and her team throughout the summer on all aspects of pandemic-related issues, including addressing long-term financial decisions, distilling information, brainstorming logistics, and considering strategic alternatives should the need arise. Vice Chair Susie Durocher and I joined the newly formed

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Was it a different year than most? Without a doubt. But our Board has always been a strong, focused, cohesive, and innovative group—one that meets monthly to address the current and long-term needs of the School—and we brought those strengths to the table immediately to address the urgencies of the health crisis. Our Finance Committee worked on restructuring our debt and overseeing all investments

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Value this year and embarked on a Schoolwide theme of Living Our Core Values and Building an Equitable Community, we knew it was essential to establish permanent and ongoing DEI work at the Board level. Several Board members participated over the summer in the professional development seminar Whiteness at Work, and Brimmer DEI consultant Lawrence Alexander led Board-wide workshops and training with Jessica Christian, Brimmer’s Director of Equity & Inclusion. As part of our Futures Task Force, under the leadership of Trustee Jody Black, we are committed to ensuring that these important conversations remain central to all Board efforts.

Finally, as the virus ticked up in November and December, we were called upon to approve spending for regular student and staff testing in order to remain on campus this winter.

Although it was not in the budget, the Board felt strongly that we needed to approve this

We worked through the summer to approve the acquisition of new desks, handwashing stations, and PPE materials, among other items.

decisions, putting the School in a stronger financial position. We raised significant gifts for the School, resulting in significant progress made towards our Strategic Priorities (see pages 14-15), including significant gifts focused on faculty compensation and excellence and the completion of a new Lower School playground.

We also moved forward with our commitment to diversity, equity, and inclusion (DEI) work.

When the School added Equity as a Core

expense so that in-person learning could continue in the safest way possible.

We are proud of what we have been able to accomplish during this unusual year and we are fortunate that Brimmer is in a position to be nimble and flexible. The Board is confident that, under Judy Guild’s leadership, Brimmer will continue to handle obstacles and challenges, while at the same time furthering our mission and advancing the institution. ■

Safety in Numbers Since last spring, Brimmer’s COVID Response Team has been meeting weekly to determine exactly what was needed to reopen our School and keep it open. Tents went up, buildings were repurposed, and our campus transformed into pandemic-ready learning spaces. It hasn’t been easy but with the committed support of the entire Brimmer community, and the tireless work of our Buildings & Grounds team, we pulled it off. Here are just a few of the things that got us there.

2,000+

240

5

crowd control stanchions for distancing

ing signage

social distanc

405

electrostatic sprayers

ent desks

individual stud

32

6,800

handwashing stations

square feet of event tents

1,200

3 , + 0 0 0 0 0 0 , 0 1 00 ,0 10 17 5 5,000+

containers of sanitizing wipes and counting

le a posab

dis

asks

hild m

nd c dult a

reusab

le clot

h mas

ks

ounces of hand sanitizer and counting

PCR tests

rental tables and chairs for outdoor learning

Brimmer Magazine

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55

FACULTY & STAFF RECOMMENDATIONS

brimmer reads

Faculty and staff share the books that most shaped their philosophy and approach to teaching and learning Dr. Philip Taylor was a The book I chose isn’t exactly a teacher/

professor of Educational

education book, but it’s something I return

Theatre at NYU’s

to over and over again when thinking about

Steinhardt’s School of

how to help students become more curious,

Education when I was

more engaged, and more authentic learners.

studying for my Master’s

The book is Ta-Nehisi Coates’ Between the

degree. His book was one

World and Me. The reason this book has

of the first that I read

been so influential for me is that the format

as a graduate student.

(a long-form letter from Coates to his son

His writing speaks to the power of drama as a medium

about how to live in the world as a Black man) is as radically honest as it is full

to explore important social issues and educational topics

of love and compassion for the difficult path he knows his son will have to tread

across all curriculum areas. Dr. Taylor passed away this past

in his journey into adulthood. It reminds me of the need for kindness paired

summer, but his legacy lives on through so many students

with candor.

and teachers who have been impacted by his wisdom and Kenley Smith, Upper School English Teacher

insight about drama in education.

Academic Highlights

Rachel Wolf Heyman, Lower School Drama Teacher

56

When I first read Ted Sizer’s call to arms for the reformation of high school education, I found his reflections on the need for substantive, student-centered approaches to teaching and learning to be clear, considered, and persuasive. Sizer focuses on developing the studentteacher relationship, which we know is a strong positive indicator for student success and achievement, and on the goals of teaching all students—he was certainly about equity—to use their minds well. His ideas led him to the founding of the Coalition of Essential Schools and the development of the 10 Common Principles, most of which have been incorporated into sound teaching practice for all educators and schools to this day. His ideas resonated with me as I gained experience early in my career as a classroom English teacher and later as an administrator at Brimmer and May. He helped me grow as a teacher and taught me the importance of student-centered learning.

Spring 2021

— Joe Iuliano, Assistant Head of Academic Affairs

Brimmer Magazine

COMMUNITY READ We held an informal book group this spring to discuss Isabel Wilkerson’s thought-provoking argument, which examines race and racism in America through the lens of a caste system, and how understanding it as such can guide the important work we must do to create a more equitable society. It was the perfect opportunity to come together to parse through the book’s complex theories and reflect on how Wilkerson’s thesis impacts our understanding of racism so we can continue to create actionable steps to dismantle it in our personal and professional lives.

—Joshua Neudel, Head of Upper School

This book engages the concerns of a studio art classroom and the unique needs and challenges to

One of my main resources for

teaching and managing this unique

teaching the studio arts, this

space for learning. In particular,

book explains and describes

it dives into what helps support

exercises that explore art

the arts learning, how habits and

technique through the lessons of

routines are part of a successful

observation. This is a key tenet

arts education, and in particular

of mine (and many arts teachers)

how management of the arts classroom leads to better student

about learning from observation, and through those observations

outcomes. With examples of real arts teachers’ classrooms and

of the visual world, one is able to better understand how visual

teaching styles as well, it is a unique resource that is greatly

space functions.

beneficial to developing a studio arts teaching philosophy.

Brent Ridge, Middle & Upper School Art Teacher

Brent Ridge, Middle & Upper School Art Teacher

This book had the effect of shifting my point of view almost 180 degrees, not only in terms of my own learning, but how I approached my expectations for myself and for my students. I read it seven years ago, and it stays with me even now. An amazing, insightful work.

Bill Jacob, Creative Arts Department Chair, Middle & Upper School Drama Teacher I find the notion of a Growth Mindset to be inspiring because it suggests that the abilities of individuals, groups, or organizations are not fixed, but rather can be developed and fine-tuned based on the right mindset and/or approach to learning and life.

Kim Tolpa, Lower School Director of Academic Services

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57

Class Notes

ALUMNI

Above: Members of the Class of 1969 at their 50th reunion in the spring of 2019.

1954

1961

“This has been a tough year for everyone.

NO trips. Fortunately, I live in a wonderful retirement home—very social with great residents and tons to do! I keep in close touch with Myrna Maxfield ’54 and Brenda Peterson ’54. Hope next year will be better for all!”

“I am surviving during the pandemicrestricted lifestyle. My greatest pleasure has been walking the wooded trails in my neighborhood.”

“I continue to ride my bicycle hither and yon all over the country. Today, December 7th, would have been my mother and May School alumna (Class of 1939) Elizabeth (Betty) Leonard Wicks’ 100th birthday!”

1962

1964

Beverly Kimtis Purcell-Guerra

Normanda Smith Furth

1959

“Enjoying life and staying busy on Zoom meetings. We are all healthy, but we miss seeing our children and grandchildren who live all across the country!”

Manda writes that she got married in January of 2020 and her last name is now Furth!

Linda Kozol Hiller

Gretchen Hurlburt Thompson

Vicky Ann Thoma Barrette

Mary Cooper Little “Missing the members of the Class of 1959!

I’m retired but a busy activist and artist.”

Elizabeth (Bunnie) Wicks

“My husband, Ed, and I have lived at Linden Ponds, a senior retirement community in Hingham, MA, for almost 13 years. It has

Mollye Sue Lichter Block ’66, Trustee Emeritus of the School In late December, former Trustee, Trustee Emeritus, and alumna Mollye Sue Block passed away. Mollye maintained a lifelong connection to Brimmer and May and her many classmates and friends. Over her lifetime, Mollye served many capacities as a volunteer at Brimmer, including Class Agent, Alumni Board Member, Board of Visitor, and Trustee. Mollye represented Brimmer for many years with her classmate and former Development Director Nancy Drourr ’66 through the New England Alumni Alliance, which they founded with Winsor and Buckingham Browne & Nichols. During her time as a Trustee from 2008 to 2017, Mollye served on the Education, Development, and Marketing Committees. Mollye’s institutional memory and the articulation of the essential qualities of a Brimmer and May education were always at the forefront of her work here. A lifelong educator herself, she was invaluable to the School and will be sorely missed.

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Spring 2021

Brimmer Magazine

ALUMNI

been a wonderful experience, especially now during this time of COVID. We have two children and three grandchildren.”

1965

Augusta DiMaura Macrokanis “We are empty nesters except for three horses, one Great Pyrenees dog, and a cat. I ride five days a week. We look forward to seeing our son and daughter-in-law on the weekends when they are not off hiking and exploring New England. George and I recently celebrated our 50th anniversary. We have been in Ipswich for 36 years and love it—only 2 miles from the beach and surrounded by farms.”

1966

Mollye Sue Lichter Block Brimmer remembers Trustee Emeritus Mollye Sue Lichter Block (see page 58).

1967

(Elizabeth) Lisa Jones Teczar “We moved to northern NH five years ago to retire after living in St. Louis for 36 years.

The winters are long, but that makes the three other seasons even more special. Our two daughters and their families live in MA, and we have two beautiful grandchildren. I enjoyed attending the 50th Reunion.”

1969

Several members of the Class of 1997 sent us pictures of themselves wearing the alumni gift masks we sent this fall, including Selam Berhane, Stephanie Brown Iannone, and Lisa Vasquez Noetzel.

in her community, serving as City Councilor and volunteering for the Cape Verdean Recognition parade and youth mentoring.

Kendall Brewer Vail “I sell equipment to hospitals, primarily to the Sterile Processing Departments. Height adjustable sinks and prep/pack workstations are my primary focus. However, with the pandemic and the devastating impact it has had on the world, especially for children who aren’t able to go to school, I have worked with our design team to manufacture a mobile sink for schools. As a former teacher, I know it is quite a task to have 20 or 30 students wash up after recess, PE, lunch, etc. The objective is to have additional hand sinks available in areas where bathrooms may not be.”

1991

Deborah Albre “As a graphic designer, I consider myself lucky to have been able to work remotely from home for the year. I hope to retire in 2021.”

1987

Dana Rebeiro

Emma Mead Melo “I’ve downsized, after 16 years in a big Victorian brownstone, to a shotgun but still have all my stuff everywhere. I’ve got a kid at home working for UPS while taking a gap

year from Kenyon College, and another who is a junior in high school but is doing school from her bedroom half the time. I’ve got a geriatric Border collie who keeps order and runs the family schedule. I’m still trying to be a ballerina at 47 years old. I am the Program Coordinator/Art and Environments Specialist at a preschool that is operating during the pandemic. Overall, things are hunky-dory!”

1997

Selam Berhane “Thank you Brimmer and May for still thinking of me. Go Gators! I miss you all dearly. May God be with you all and stay safe.”

Lisa Vasquez Noetzel “Brimmer sent me this awesome mask all the way from Massachusetts! Thank you so much for thinking of me and keeping me safe! I couldn’t have been luckier to have had the opportunity to attend such a great school.

Twenty-four years ago, Brimmer took a chance on me, and I wouldn’t be where I am today without them.”

Dana, who lives in New Bedford, has recently been hired by Vineyard Wind as their Community Liaison. She has been very active

Dana Rebeiro ’87 Brimmer Magazine

Spring 2021

59

ALUMNI

Class Notes cont’d

2000

Lina Chauhan-Klein “Just like everyone else, we have been adjusting to a ‘new normal’ over the past few months. I am a speech language pathologist for a school system in MD and continue to run my private practice. Last December, we headed up to MA for the holidays where we saw my parents and sisters, including Nina Chauhan-Lall ’92, who lives in England with her family. While in MA, I had the chance to look through old boxes of my high school papers, which my parents had saved for the last 20 years! Reading those papers instantly transported me back to the classroom and on stage where I read my Rite of Passage senior year. It brought back so many fond memories of my time at Brimmer and May. Hope everyone in the Class of 2000 is well!”

Katya d’Angelo ’04 stands outside her new bookstore in VT.

2001

2003

“I moved to South Africa two years ago to support a growing school network. We currently run 13 schools across South Africa and Kenya, building child-centered education opportunities to support the next generation of African innovators and leaders.”

On September 26, Sheera and her husband, Brian Newman, welcomed to the world Charlotte Parker Newman, weighing in at 6 lb., 10 oz., 18.9 in.. Mom and Charlotte are doing well, and Dad is very proud.

Rahel Wondwossen

Sheera Bornstein

2004

Katya d’Angelo Katya and her husband are the new owners of 11-year-old Bridgeside Books in their village of Waterbury, VT. “If you had told me in high school that I’d grow up to live in Vermont and own a bookstore, I would have laughed all the way to softball practice! But you never know where life will lead you. My Brimmer teachers instilled a love of learning and fostered a natural curiosity in the world from a young age, so when I think of it that way, owning a bookstore actually makes a lot of sense!”

Martin Tsoi “Stay safe, stay healthy! Cheers!”

Rahel Wondwossen ’01 in South Africa

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Brimmer Magazine

Sheera Bornstein ’03 and her husband welcomed baby Charlotte last fall.

ALUMNI

2014

2017

“Since graduating from Hamilton College in 2018, I’ve finished my Mechanical Engineering MS at Northeastern and contributed design work for government clients’ custom R&D projects.”

“I will be graduating this spring with a double major in psychology and government. I also got to study abroad in Barcelona last spring, though I had to leave early due to COVID.”

Elizabeth Teklu

Houghton Yonge

Javier de Diego Monica Niedermeyer Lareau ’06 and family welcomed baby Libby last summer.

2005

Victor Pultinas “Adapting our brewery/cidery to meet the demands of an ever-changing environment; we’re operating in our sixth year now!

Learning to slow down my life as I spend time with our eight-month-old daughter Pia Frances Pultinas.”

2006

Monica Niedermeyer Lareau “I have been busy welcoming our new baby this past summer! Her name is Elisabeth (Libby) Lareau and she was born on July 11.”

2013 Jake Fay

“I am currently in production on two feature films in which I am the Producer, Director, and writer. One is a feature-length documentary on college basketball legend Antonio Anderson. The other is Table for One, a feature-length narrative film that follows a couple’s relationship in a 15-year span within three specific conversations. My debut film, The Process, was an official selection in eight film festivals spanning three countries. Indie Rights Movies is distributing the film and it can be watched on both Amazon Prime and TubiTV.”

“I really miss the Brimmer family! Even if I am not able to travel (especially now due to COVID), I would like to keep up with the news on Brimmer and May. I already follow Brimmer on Instagram. Whoever might be reading this...sending a HUGE HUG!”

2015

AJ Naddaff “I am living in Lebanon and pursuing an MA in Arabic literature and working as a graduate student. Next year, I will go to Jordan to pursue a Fulbright.”

2020

Hao “Kevin” Wen “I am studying for my neuroscience final in China via remote study.”

IN MEMORIAM MARGARET BREED MARSH ’37 MOLLYE SUE LICHTER BLOCK ’66 CATHERINE SWEATT MUELLER ’75

2016

ASHLEY TUCK ’92

Elle McDermott After graduating from Clemson in 2020, Elle has returned to Boston to study Law at UMASS.

DOROTHY RAYMON

Dorothy Raymon, Former Head of Food Services Over the winter break, we lost one of our beloved former staff members, Dorothy Raymon. Our wonderful “Dot” worked in our kitchen for over 40 years, and there isn’t an alum or staff member from those decades who doesn’t have a favorite “Dot food” memory.

Dot especially loved the students, and she knew everyone by name, even our alumni.

Her smile and warmth were radiant and her huge bear hugs were not to be missed. As a recent alum remarked, “Dot always set up such beautiful buffets for special events. The Thanksgiving lunches were especially memorable!” Dot will be greatly missed but her history at Brimmer and her wonderful stories will endure.

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IN MEMORIAM

Brimmer’s Beloved Bean Counter James Orr, Jr., Former Treasurer of the Board and Trustee Emeritus

J

ames H. Orr, Jr., father of alumna Christine Orr ’91, Board of Trustee Treasurer for over 30 years, and Trustee Emeritus, passed away on January 14, 2021, after a short period of declining health.

Jim was 93 years old and is survived by his wife Jane Orr of Dover, MA, daughter Christine Orr ’91 and grandchildren James and William of Hingham, MA, and son Alexander Orr of Wrentham, MA. He was predeceased by his two brothers, David, an identical twin, in 1972, and younger brother Jack in 2014.

Jim and his wife Jane first became involved at Brimmer and May in 1987 when their daughter Christine enrolled. Jim quickly joined the Board of Trustees and served as Treasurer of the Board until 2018. Jim believed that Brimmer was transformational for his daughter, and he delighted in other examples of the power of a Brimmer and May education. After he stepped off the Board, Jim continued to attend committee meetings and share his wisdom as a Trustee Emeritus. Through the years, Jim served on many Brimmer Board Committees, including Development, Governance, Executive, Building, and Finance, and rarely missed a meeting. His most important role, however, was Treasurer or “Bean Counter” as he often referred to himself. For 30-plus years, Jim made it his business to ensure that the School’s operating budget was balanced, funds were properly invested, faculty and staff were paid, the buildings and grounds were maintained, the Business Office ran smoothly, and the School continued to operate in good standing.

Jim was also an incredible supporter of the School, always donating at the highest levels for Annual Giving and always looking for

IN MEMORY OF JIM’S LONG-STANDING COMMITMENT TO THE HEALTH AND FINANCIAL STABILITY OF BRIMMER AND MAY, THE “JIM ORR BEAN COUNTER FUND FOR UNRESTRICTED ENDOWMENT” HAS BEEN ESTABLISHED IN HIS MEMORY. IF YOU WISH TO MAKE A CONTRIBUTION, PLEASE SEND IT TO THE DEVELOPMENT OFFICE AT BRIMMER OR CONTACT ELIZABETH SMITH AT ESMITH@BRIMMER.ORG OR 617-739-5289.

YOU MAY ALSO GIVE ONLINE, INDICATING “JIM ORR BEAN COUNTER FUND” IN THE NOTES.

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Spring 2021 Brimmer Magazine

ways to contribute major gifts where they were most needed. There are signs of his generosity all over the Brimmer campus today—the Orr Field and Fieldhouse on Dedham Street, the Orr Fitness Center in the Thompson Gymnasium, and the Orr Media Center in the Hastings Center along with many contributions to endowment. Devoted to the School for decades, Jim was that rare person who gave both the gift of his time and talent as well as his treasures. Jim’s dedication, leadership, and wisdom were unmatched. We have truly lost Brimmer’s greatest friend.

“Jim created space and time for everyone, and I always felt, especially for me,” recalls Head of School Judy Guild. “He would show up and be present when it mattered most. One of my fondest and most recent memories of Jim was earlier this fall when he came by campus to watch the children at school as they were learning how to stay safe during a pandemic. I rushed over to see him and asked if he had seen the students playing on the new playground.

He parked his car, came to the back gate, and smiled with the brightest of his smiles, and said, ‘This is good. This is really good.’” ■

Clockwise from top left: Jim Orr, former Business Manager Helen Sulkowski, Assistant Head of Academic Affairs Joe Iuliano P ’14, ’15, ’18; Jim Orr with Director of Development Elizabeth Smith P ’17 and Director of Alumni Affairs Amanda Frank ’88, P ’22; Jim Orr with Annual Fund Director Sharin Russell and former Development Director Nancy Drourr ’66; Jim Orr with Board of Trustee Carol Croffy ’67; Jim Orr with Head of School Judy Guild; Jim Orr with wife Jane Orr and daughter Christine Orr ’91

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Virtual Alumni Day Saturday, May 15, 2021 Register now at brimmer.org/alumniday to receive your reunion gift box!

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Spring 2021 Brimmer Magazine

We’re back!

A fun and safe summer camp experience for your child

DAY CAMP & SPECIALTY CAMPS Exciting and Enriching Programs for Ages 4 and Up

DAY CAMP (ages 4 - 11) SPECIALTY CAMPS:

brimmersummer.org

617-278-2350

STEAM Into Summer (Gr. 2 – 5) Musical Explorers (Gr. 5 – 7) Dungeons & Dragons (Gr. 6 – 8) Eco Extreme (Gr. 6 – 8) Soccer Clinic (Gr. 5 – 8) Lacrosse Clinic (Gr. 5 – 8)

FOR HIG H SCHOOL STUDENTS: Online Journalism Symposium (NO COST to Brimmer students)

Our Day Camp is accredited by the American Camping Association

Just Write: College Essay Writing Bootcamp for Rising Seniors (50% Discount to Brimmer students)

69 MIDDLESEX ROAD | CHESTNUT HILL, MA 02467

1880

BRIMM R

NONPROFIT ORG U.S. POSTAGE PAID PERMIT 1008 BOSTON, MA