SPOTLIGHT ON KIMBERLY FORMISANO

Brimmer’s new Head of Lower School shares her philosophy on education and the joys of a supportive and collaborative classroom

What led you to Brimmer?

After working in schools for over 30 years, I had the privilege of taking the past year to reflect on the work I had done in schools and assess what fulfilled me about working in education. I quickly came to realize that I missed being part of a school community. The energy that can only be felt in a school—the classroom conversations between students, observing a teacher during a lesson, the strategizing between a learning specialist and teacher about how to address the needs of a student—I missed it all! My time as a substitute teacher affirmed that I needed to return to school leadership. I entered schools and found myself thinking about the systems that were in place and which ones I would want to adopt if I was the decision maker. As I researched schools with potential openings, I knew I was looking for a small school community that would allow me to build strong relationships with faculty, students, and families. I would only consider a school that was committed to diversity, equity, inclusion, and belonging (DEIB) work in and out of the classroom, a school where the culture was welcoming and prioritized students, a school where the leadership was strong and consistent. Enter Brimmer.

What are you most excited about in your new role?

As the fall progresses, the Lower School faculty continues to impress me with their passion for teaching, their knowledge of the students, and their love of Brimmer. I have enjoyed meeting families—learning about their children’s interests, past classroom experiences, and their hopes for the upcoming school year. Developing these relationships will help me to be a more empathetic and thoughtful leader.

I am excited about the talented group of educators who partner with me to plan our curriculum and care for our students. All Brimmer community members benefit from the talented faculty who are supporting the growth and development of students. Working collaboratively with those who play a role in the students’ lives is work I am keen to do.

I am eager to partner with Jessica Christian and other faculty to build on the DEIB initiatives. Diversity—of ideas, perspectives, and experiences—fosters a healthy School culture. Therefore, it is my goal to build on the DEIB programs that are offered and to ensure that we are following a plan that centers the voices and needs of all students, especially students of color, low income students, LGTBQ+ students, and other marginalized students. Reflecting on how we can take these steps is work that is critical to the success of the program. I am excited to blend social emotional learning with the DEIB curricula because, when diverse perspectives are included, respected, and valued, it provides a clearer path for individual and group success.

Furthermore, I am delighted about starting in my role with a redesigned space for the fourth and fifth grade teams that considers the needs of students. I look forward to shadowing students in these grades, observing how they interact with the new space, and discovering the learning opportunities made possible by these classroom improvements.

What is your personal philosophy on elementary education?

The cornerstone of my educational philosophy centers on how a committed educator and leader should, and can, make a vital difference in every student’s life. Educators should carry this belief with them and reinforce it each day both inside and outside the classroom. Children thrive in a setting where relationships with their teachers and peers have depth and meaning.

When children feel comfortable trying new things, they can confidently approach their learning and not be afraid to make mistakes. I believe classrooms with strong communities allow children to engage and invest in their work, which fosters an eagerness to achieve more. They learn to collaborate to resolve conflicts by bringing multiple perspectives to the situation. Maintaining a strong classroom community allows students to support and challenge one another, to take risks, to think critically, engage cooperatively, and ENJOY learning.

How have your own experiences as a student influenced your work in education?

Often educators reflect on their positive experiences in school as the driving force for their decision to pursue education. For me it was quite the opposite. It was my fifth grade teacher, sitting at her desk in the back of the classroom viewing her students from behind, that influenced my decision. This hands-off approach made me no longer enjoy going to school. Up until then, I approached academics with confidence and a love of learning. But during that year, I was often nervous to answer questions and doubted my abilities. I recall the teacher isolating another student who was struggling to read and write, never once shining a spotlight on his strengths. This marked the time when I first considered becoming a teacher. I knew that I never wanted a child to struggle if they had a learning difference. I wanted to create a classroom community that allowed students to learn from, and not feel embarrassed by, their mistakes—a place where people felt safe to be their authentic selves, were encouraged to collaborate with each other, and where all styles of learning were both appreciated and celebrated. That boy who I witnessed struggling mightily in fifth grade is still a friend. We often comment on the unintended gift our teacher gave us—not only of friendship, but a career path.

What inspires you and brings you joy?

Working in a school community with talented educators is inspiring. The conversations about curriculum and teaching are ones that I find energizing. Thinking about the most engaging classroom experience for students is what drives my continued love for working in education.

I love to be outdoors, ideally moving and connecting with people. A long walk, a bike ride, playing golf (a new interest), playing tennis—all of it brings me joy, and the conversations that I have while participating in the activities inspire me! I have a close friend who I have collaborated with on some of my most innovative school projects. Our long walks often lead to some of my most creative thinking and problem-solving. Collaborating with others to spark new ideas and ways of thinking brings me a great deal of joy.

I also find spending time exercising outdoors helps me reflect on my work. My summer training for the Pan Mass Challenge (this was my ninth year riding) provided me hours of time to think about school and leadership. Not only can I support an organization that raises money for cancer research, but I also have the chance to reflect on my leadership, consider new ideas, and process the day! ■

Kimberly Formisano (R) participating in the Pan Mass Challenge